Gould Academy . GAzette Winter/Spring 2019 by Gould Academy

a g n i d l i u B

Base

Making Skis by Hand in the Marlon Family IDEAS Center Page 18

Also Inside: The Power of Pat Donovan Page 10 This is William Garrett â&#x20AC;&#x2122;75 Page 14 A Conversation with

Head of School Chris Gorycki Page 26

Head of School Chris Gorycki Assistant Head of School for Institutional Advancement Chris Sparks Editor Julie Reiff Design Greg Gilman

It’s time to raise your GPA! The mission of the Gould Parents’ Association (GPA) is to build a strong community among Gould parents through the collaboration of ideas, time, and resources. Some volunteer opportunities include leadership roles, event planning, Admissions support, Athletics support, International Student support, and assisting with The Gould Fund. If you’re interested in any of the above opportunities and would like to learn more, please contact:

Amy Connell Director of Alumni & Parent Relations 207-824-7762 | connella@gouldacademy.org I encourage you to join a truly wonderful group of parents in an effort to support and enrich our students’ Gould experience.

Photography M. Dirk MacKnight & Cait Bourgault Director of Alumni & Parent Relations Amy Connell Class Notes Editor Courtney Snowe Board of Trustees Phyllis Gardiner P ’09, President Sarah S. Taymore P ’09,’11, Vice President Chris L. Brooks, Esq. ’99, Secretary Samuel W. Adams, Esq. ’77, P ’18 Matthew Carter, Jr. ’79 Dr. Donald M. Christie, Jr. ’60 Richard Foyston ’75, P ’14 Mary D. Gale P ’01,’03 Matthew D. Karatz ’90 Dr. Frank D. Lee P ’10 Leo P. Menard III ’03 Stephanie W. Montgomery P ’00 Laura H. Ordway ’89, P ’20 Richard H. Packard ’66, GP ’10,’11,’13 Wendy E. Penley Richard H. Ramage ’61 Pamela Senese ’82 Jan L. Skelton ’84 Christine S. Teague ’66 William “Bill” White III ’80 Gregory S. Young P ’19 The GAzette is published once a year by the Communications Office at Gould Academy. We welcome your letters, story ideas, and photos. TO CONTACT THE EDITOR: 39 Church Street | P.O. Box 860 | Bethel, ME 04217 reiffj@gouldacademy.org | 207-824-7781 ON THE COVER: Lexi Ordway ’21 poses with the skis she built by hand in the Marlon Family IDEAS Center at Gould. Cover photo: Cait Bourgault © 2019 Gould Academy | gouldacademy.org

features

The Power of Pat Donovan

After 39 years, Associate Head of School Pat Donovan is retiring. page 10

This Is William Garrett ’75

Lifetime freelance studio engineer William Garrett ’75 now finds himself gainfully employed at Spotify Studios. page 14

Building a Base

Composite Construction students at Gould are hand-building their own skis in the Marlon Family IDEAS Center. page 18

departments

around campus . . . . . . . . 2-5

husky tales . . . . . . . . . . . . . 6-7 class notes . . . . . . . . . 31-32 in memoriam . . . . . . . . . . . 33

One Bag at a Time

For her Senior Four Point project, Maddie Williams ’19 would like to see plastic bags disappear. page 24

A Conversation with Head of School Chris Gorycki

Check in with HOS Chris Gorycki to see how he’s enjoying his first year at Gould. page 26

aroundcampus on a mission Students launched a decommissioned REMUS 100 autonomous underwater vehicle, or AUV, from the U.S. Navy, in nearby Songo Pond this fall, primarily to test the AUV’s capabilities — and their own. The REMUS 100 (or Remote Environmental Monitoring UnitS) is a robot that travels underwater without requiring input from an operator. It weighs 80 to 100 pounds and is rated to a depth of 100 meters. It is fully programmable for many tasks and costs upward of $250,000. This one was donated to the school. With the help of Woods Hole Oceanographic Institution and Ryan Marine, the team has made the vehicle operational. Now, the group of 13 students is hoping to add other capabilities, including side scan sonar and sample taking. They see REMUS as a valuable tool in science research.

Students at Woods Hole last spring with their ex-Navy REMUS 100 sub

“It’s really a blank canvas for students to apply their knowledge,” said senior Josh Galluzzo. “It’s the ultimate applied learning tool.” For the students, it was especially gratifying to see the sub moving about on its own. “It didn’t always go smoothly,” said sophomore Auburn PutzBurton, “but we were able to collect a lot of data that will help us in the future. We plan to carry out several missions similar to this one, and get used to running it in the field and

testing more of its capabilities before exploring several ideas we have for bigger, more exciting ventures.” The group also made a trip to Woods Hole Oceanographic Institute last spring to learn from their engineers, learn safety protocols for the REMUS, and are still in frequent contact with them. “As far as we know, the few other schools who received a REMUS haven’t gotten them out on the water,” said junior Aidan Ryan. “This is a unique opportunity for us.”

on stage Fall drama students put on a double feature in November: “Black Comedy” is a one-act farce by Peter Shaffer about a young sculptor and his debutante fiancée. “Rapunzel Uncut” by Mariah Everman is the well-known fairy tale retold by dueling narrators.

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“The entire cast was so supportive,” says Caroline Newell ’19. “We were all on the ride together, laughing and stressing about how hard the blocking is and how strange some of the lines were. We all had so much fun along the way.” Photos by Laurin Parker ’94

Caroline Newell ’20 in “Black Comedy”

Steffi Ordway ’20 in “Rapunzel Uncut”

dogs, determination, and identity Writer Blair Braverman visited Gould Academy on September 25 to give a reading from her first book, “Welcome to the Goddamn Ice Cube.”

“As both a storyteller and a stylist, Braverman is remarkably skilled, with a keen sense of visceral detail that borders on sublime,” says The New York Times. “But her ability to draw readers into heartpounding action sequences is what makes the book so courageous and original.”

Aladino Mandoli

Braverman moved to arctic Norway to learn to drive sled dogs, and found work as a tour guide on a glacier in Alaska. Determined to carve out a life as a “tough girl” — a young woman who confronts danger without apology — she slowly developed the strength and resilience the landscape demanded. She is training for the Iditarod, a 1,000-mile dog sled race across Alaska.

n Iowa Arts Fellow, MacDowell Fellow, and Blue A Mountain Center Fellow, she came to campus as part of the Richard Blanco Visiting Writers Program and Retreat — a collaboration between Richard Blanco and Gould Academy.

ecuador When a group of Gould students arrived at Sinchi Warmi in Ecuador over Thanksgiving break last November, local kids gathered around, asking about the Gould students who had visited and lived with host families over the past two years. “These relationships are so valuable,” says Tracey Wilkerson, who led the trip with Savannah Sessions. “When we travel with Gould students, whether for a school break or Ninth Grade Four Point, students make meaningful and lasting connections. Gould trips are never solely about being tourists and seeing things. They're always about engaging meaningfully with people and places. When our students travel, they gain an appreciation for and understanding of their surroundings, and they make friends.” For the November trip, a highlight was a canyoning adventure near the town of Baños de Agua Santa. “We rappelled, zip lined, jumped, climbed, and swam our way down a gorgeous canyon in the rainforest,” says Sessions. “It was an excellent team-building experience — outside of the comfort zone but really safe, with expert guides and high-quality equipment. Our group truly solidified while canyoning and the students left more prepared to embrace the next ‘risk’ — the homestay experience.”

“Gould students have the opportunity to not only travel,” adds Wilkerson, “but also to make genuine connections with other people and cultures, ultimately leading to greater connection with an understanding of ourselves.”

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Gould does a good job of nurturing and maintaining relationships in other countries, says Wilkerson. “Through our partnership with Amazon Learning in Ecuador, the Tumaini Junior School in Tanzania, Juan de Lanuza School in Spain, and our connections with several schools in China — it’s the relationships that make transformative experiences possible for our students.”

aroundcampus

Qiao “Cindy” Li ’19 is one of the first Gould students to make use of the new space on the second floor of the Art Cottage.

a studio of one’s own Designed to be a private, individual space where art students can engage in ongoing projects without having to tear down and set work back up after each class, the new Art Cottage studios provide an opportunity they might not experience again until art school. “The studios are enormous by comparison,” says art teacher Kipp Greene. “One Gould graduate told me these are at least twice the size of the space he had his final year at Tufts.”

Use of a studio brings responsibility as well, says Greene. Students must apply for the space, and if they are selected, they are expected to take on a leadership role by monitoring their fellow students in the Art Cottage one night per week, giving help as needed, getting supplies ready, and making sure the space is used appropriately. “It’s a way of nurturing a working artistic community here,” says Greene. “But we’re really spoiling them, too.”

Together, there are seven individual studios, three darkrooms, and a dedicated oil painting studio on the top floor of the Art Cottage.

E D keep up with @gouldacademy on social media Q M

in the gallery Owen Gallery played host to several inspirational shows recently. • Metalsmith Karen Eisenberg '78 works with precious and semiprecious materials combining silver, gold, gemstones, and beach stones. • Portland artist Meg Hahn’s work stems from a curiosity about how to depict speed, weight, and gravity in abstract forms. • January brought the work of Yuka Abe, whose work deals with how humans relate to nature and the role of women in our world. • “Roadside Picnic,” a traveling show by a group of young Chinese artists living in New York City and curated by Hiroshi Sunairi, a professor at NYU, opened in February.

Andrew Aarts ’19 and Olivia Cordiero ’21 contemplate the work of Yuka Abe in the Owen Art Gallery.

Both Hahn and Abe came as visiting artists and spent a full week working with students. A student show will follow in early May.

active bystander training at Gould For MLK Day, the student-run Civil Rights Team had a new plan this year. Ninth and 10th graders continued to participate in community service projects with nonprofit groups like the Good Shepherd Food Bank and Partners for World Health, while 11th and 12th graders engaged in active bystander training with the help of Prevention. Action. Change., a group based in Portland, Maine, with the intention of creating a safer, more welcoming environment for all students. “Our work here today is teaching active bystander skills,” says Clara Porter, MSW, program director at Prevention. Action. Change., “which raises awareness around what different students are targeted for identity-based harassment … and then practically, what students can actively do to step in and create change.” Active bystander training isn’t about asking students to put themselves in harm’s way. It’s about giving them the language and tactics that can help identify and diffuse dangerous situations before they escalate and get out of control. Civil Rights Team member Anna Clare Miller ’19 stressed the importance of the workshops and remarked on the new skillset she was introduced to. “I took away a lot of ways to confront situations that make me uncomfortable in a way that’s still productive, in a way that focuses on helping the person that’s being targeted.” Read more and watch a video from the day at: gouldacademy.org/blog/active-bystander-training-at-gould/

E D follow along and join the conversation! Q M

huskytales the crown jewels of maine “The Maine Tourmaline Necklace,” crafted with Oxford County gems in the 1970s by Addison Saunders ’51, has been worn over the years by the first ladies of Maine, often at inaugural events. On January 3, it was worn for the first time by a governor. Janet Mills, the first female governor of Maine, wore the state necklace at her post-inaugural celebrations. Annemarie Saunders, Addison’s daughter, recalls being at the 1977 presentation of the new necklace to Gov. James Longley and his wife, Helen.

“The Maine Tourmaline Necklace”

“Everything about the necklace is Maine,” said Annemarie. The idea to create it was born in 1976, four years after a huge tourmaline find in Newry. Jeweler and gemologist James Vose proposed it to the Maine Retail Jewelers Association, who unanimously accepted Saunders “to be the goldsmith to create and design this most magnificent necklace, which will represent the State of Maine’s mineral and historical wealth for all to see in future generations to come.” At that time, Saunders, who passed away in 2008, was working as a selftaught goldsmith. He had grown up in Bethel, according to Annemarie, and from the age of about 10 followed his interest in gems by searching for them at the Songo Pond Mine in Albany and keeping his own little workshop in a corner of the family barn. After Gould, he attended the Colorado School of Mines for a time, but then went into jewelry crafting. Its centerpiece is a 24.58-carat pink tourmaline donated by Dean McCrillis of Plumbago Mining Corp. of Newry,

according to Vose’s book. The 23 smaller tourmalines were purchased from Plumbago. The gold came primarily from the Swift River in Byron, and had been panned over 27 years by Elinor and Alton Hamlin of Norway and Margelia and Norman Hamlin of Otisfield. “I remember seeing him fabricate the gold strips,” Annemarie said. Three pear-shaped gems above the centerpiece tourmaline are surrounded by 16 gold nuggets that symbolize the 16 counties of Maine, she said. The finished piece was presented by the Maine Retail Jewelers Association to the Longleys at the Maine State Museum. The same day, according to Vose, the Maine Legislature passed a resolution recognizing the gift to the people of Maine.

’51 at work Addison Saunders in his workshop

aaloisio@bethelcitizen.com

evolution of dreams

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6 Jackie dropped by campus in October to talk at assembly before her premiere.

“We dreamed of Olympic Gold, being the best in the world, yet great success always keeps company with failure. When everything fell apart, dreams of Olympic success were smashed. For a time the loss consumed us. We found Freeride by chance, and the discovery changed our world in ways we couldn’t have imagined. We found our tribe.”

a very special education

Louise and Dave Hackett celebrate son Tim's 50th birthday.

When Louise Kennedy Hackett’s son, Tim, was diagnosed with autism, little did she suspect the role she and her husband, David, would play for the next 50 years in the lives of so many other New Hampshire families with children with special needs. Tim had the first individualized education plan in NH. By the 1980s, the Merrimack Special Education Program, where David taught, was considered one of the best in New England! Louise, class of ’61, became a family coordinator for the NH Developmental Disabilities Council and later joined the National Autism Society Board of Directors. She and David were recently honored as founding members of NH Society for Children and Adults with Autism.

“I enjoyed it,” says Louise, “getting out of the office, driving all around the state. I met really neat families, but advocacy is exhausting too. It takes a lot of energy to deal with people, and to keep the conversation going between families and the representatives of their school districts.” Most rewarding for her was meeting the families and spending time with them, going back often in some cases. “They were very appreciative,” she says, “so that helped too. We had monthly meetings in several areas of the state, and I would see many of the same families every month. I’ve known some a very long time, through Special Olympics as well.”

She and David were also involved in local groups with other families, many of whose children are in their late 40s or early 50s now. “It’s nice to have friends who understand. The other day we were talking about whether our kids should have a colonoscopy, now that they’re over 50. I don’t know how we got here. I’ve known one family since our kids were 6 — now they’re turning 51! We’ve been very supportive of each other.” At a conference in St. Louis, she and David invited other families from New England to meet with them. The room rapidly filled with families waiting to get involved. That evening is what launched the New England Autism Conference, now in its 32nd year. “Looking back, I can’t believe how much we did,” she says. “Most of it was a lot of fun. We mostly wanted to find ways to have fun and spend time with our kids.” Source: Nashua Telegraph

In January, Jackie Paaso ’00 competed in her 10th and final

Jackie held a Q&A following the film as well as a raffle to raise money for the Brass Foundation, to create educational programs for avalanche awareness and backcountry safety. Paaso gave an assembly in Bingham to show the film’s trailer.

A world-class free skier who lives in Finland, Paaso moved to Bethel at age 12 and was excited to premiere the film in her hometown before it went to festivals all over Europe.

“I’ve got one thing left on my checklist,” she says, “and if you’ve been following my career at all, I think you know what that is. So it’s all or nothing in 2019. Most important will be having fun and skiing the way that makes me the proudest. If one thing is for sure, I’ll do my best to make sure whoever ends up on top has to work for it.”

season on the Freeride World Tour. A big mountain skier, she also co-directed and co-starred in the film “Evolution of Dreams,” which premiered at The Gem in Bethel in October.

The movie is the culmination of a two-year project that explores what happens when the passion for your dreams fades. Paaso and co-star Eva Walkner have moved from regulated ski courses to big mountain skiing, which allowed them more freedom.

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Louise had studied social work at Bates (where she met David) and eventually landed a job at the NH Division of Developmental Services, holding meetings for families of children with disabilities, educating them about what they should ask for from their school districts — helping them develop life skills that would lead them to some level of employment, and the social skills necessary to interact in the community.

Gouldmoment

Hanscom Hall captured on a beautiful winter morning by Cait Bourgault

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Husky Nation! Girls' Varsity Soccer took home the 2018 MAISAD Championship trophy and made the NEPSAC Quarterfinals. Sophie Sczurko ’19 and Lexi Ordway ’21 were named All NEPSAC.

Maxx Parys ’20 is currently ranked first in the country and ninth in the world in Slalom Racing by FIS for his age group. Read more about Maxx on the Gould blog.

The Mountain Biking team has grown to 35 members and placed 2nd in the Eastern Division of Northern New England High Schools.

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Elijah Grammas ’21 qualified for the Maine State Golf Championships with a 2nd-place finish at the Mountain Valley Conference State Qualifier.

THE POWER OF

PAT DONOVAN BY SARA WHALEN SHIFRIN ’88, P’19,’23

hen I arrived at Gould in 1986 at 16 years old, Pat Donovan was the school nurse. I’d see her on the fields, the courts, and in the dorms with sons in tow. She always had a quick smile and knew names. One day, I needed a break from school and faked a fever by putting the thermometer on the radiator as Pat tended to another student. I rely on Brian Walker’s tribute of Pat to capture what happened next: with “an electric kindness and with a gleeful twinkle in those ‘can’t fool me’ eyes,’ Pat said, “I think you could use some time to yourself. Head to bed and let’s have a cup of tea when things settle down.” Pat’s compassionate and kind care is the baseline for her life’s work at Gould and, as Walker continues, “her kindness was immediate and deep, as familiar as the sun.” For 39 years, Pat (née Power) and Neil Donovan have made the Bethel community their home –raising a family, nurturing lifelong friendships, pitching in with community projects, developing leadership groups at the local schools, and showing thousands of students and parents how to live “lives of purpose, action, excellence, and compassion in a dynamic world.” Recently, I sat down with Pat in the IDEAS Center after a morning of Winter Carnival games and asked her to tell the story of how she and Neil came to Bethel. With the low slant of winter light, she weaves together people and place — never wanting to miss recognizing how someone helped her journey. In the late ’70s, Neil worked for a youth enrichment program and brought young people from inner-city Boston to the woods and mountains across New England. He fell in love with the Bethel area and began to dream of it as home. Pat laughs. “I was such a city girl!” she admits.

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As she reflects on her transition to Maine, her deep roots for teaching and learning become clear. With her heart set on eventually working at Boston Children’s Hospital, she started her career at the Boston VA Medical Center, gaining a breadth of experience in nursing and intensive care. Working at a teaching hospital exposed her to the highest order of team teaching. “Working at the teaching hospital was a gift,” she says. “I learned that everyone’s voice counted regardless of rank. Everyone was on a first-name basis and respect for each other’s strengths was demanded.” I am aware as we talk that I am sitting with a trailblazer. Pat began her career at Gould as a part-time nurse. Working with students “felt great and very natural,” she says with a big smile. “I am the oldest of seven, you know. I can take care of kids.” She breaks out in an indefatigable smile. It’s good to see her pride break through decades of behind-the-scenes work. Head of School Don Fudge saw the need for an energetic full-time person to “keep the wheels on the bus” of physical and mental health. So in 1981 Pat joined the faculty as a full-time nurse. She raves about the wonderful nurses and teachers she has worked with over the years as the Donovans grew as a family at Gould and in the community. “Ki and I arrived in Bethel a year or so after Pat and Neil did,” recalls Head of School William Clough, “Pat as the school nurse and us as the newly minted headmaster couple. While our kids were off in college and not part of the Gould Academy scene, theirs most certainly were; and over the 18-year span we spent together they gave the whole Gould community an inside look at how to raise four sons from infancy, have lots of fun, and model how to care deeply for hundreds of Gould students and faculty families — all at the same time.”

Have you ever gotten a hug from Pat Donovan? It’s a peak experience. If everyone knew, there’d be lines up and down Church Street. These hugs are warm, and strong, and sincere. They’re all-in, generous, not tentative. Pat hugs like she means it. She pulls you in, wraps you up, squeezes you tight, and holds on for that extra moment that says, without words, that she’s really glad to see you. These qualities — warmth, strength, sincerity, generosity, commitment — define Pat herself and what she’s brought to the Gould community. There is no doubt that she cares deeply about people, about Gould, about doing what is right. Sometimes — pretty often, I suspect — doing the right thing has meant making hard choices that not everyone agrees with. But it is Gould’s good fortune that Pat Donovan has been there to wrap her steady mind, big heart, and strong arms around everything and everybody under her care.” — Kim Siebert MacPhail ’73, P’07

photo by Cait Bourgault

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The Donovan family from Baccalaureate 2001. From left, Emmett ’02, Patrick ’01, Pat, Marty ’08, Finnian ’05, and husband Neil.

Pat feels lucky to have been a working mother at Gould and is thankful to the community where many heroes and mentors helped her sons grow and thrive. The Donovan boys, many alumni will recall, would run around the fields as Pat tended to student needs. She rattles off a long list of babysitters, “tickle monsters,” and family dinners shared with students. Pat’s years of developing the Health Center and raising a family symbolize the heart of a boarding school experience: compassionate adults caring for students and inviting them into healthy lifelong relationships. “When I think back on our years at Gould,” says Sallie Felton P’99,’02,’05, “one person stands out: Pat Donovan. There were countless phone calls where Pat would begin by saying, ‘Corey/ Sarah/Taylor (pick one) is fine, BUT he/she has had frostbite / broken two wrists / dislocated an elbow / twisted an ankle /pulled their back out / had acute shin splints / got hit in the face by a lacrosse ball, and/or had another concussion …’ I believe she had us on speed dial. There was always a reassuring tone in her voice followed by a chuckle. She knew those for whom she treated or cared for both physically and mentally. It’s no wonder her leadership skills could transfer over to a senior leadership position.” the GAzette

“She taught me that life is a learning experience,” says trustee Jan Skelton ’84. “We do our best to figure it out, we make mistakes, we learn from them, we brush ourselves off when we

fall, we help others up when they fall, and we become better. What Pat showed me was that what mattered most was a solid moral compass and a true desire to be the best one could be. Pat was the north star of many students’ Gould experience.” Head of School Dan Kunkle and then board president Deborah Hammond ’61 (the first woman in that role) saw in Pat extraordinary leadership potential. Dan offered her the position of Assistant Head in 2006. In 2013, she was promoted to Associate Head and COO. “She is one of those rare people who has achieved the ability to listen, consider, and act with her intellect, heart, and soul,” says Kunkle, recalling her strength and power during the hardest time of boarding school work — disciplinary cases. “Who can forget the faculty meetings when she summarized the facts of a difficult situation,” he says. “Then, with hand on heart, shared the feelings she heard from the people involved, and any extenuating circumstances. She reminded us of the ethical principles involved, thus helping us achieve an informed, compassionate, and fair decision.” Effective leaders pursue “goals that align with their personal values and advance the collective good,” writes Herminia Ibarra in the Harvard Business Review. They are seen as authentic and trustworthy, she writes, “because they are willing to take risks

If it ever becomes possible to dissect a successful boarding school, or maybe give it an MRI so we can evaluate its soft tissue, we're bound to discover a Pat Donovan very near the source where life gets pumped out to the limbs. If the school is very lucky, it will find a Pat Donovan to work her magic for a 37-year infusion without notice or fanfare.” — William Clough, former Head of School

Yearbook photo from 1986

From the start, Pat discovered that her personal values could advance the collective good at Gould. She instituted a day of service on Martin Luther King Day, transformed the Infirmary to a Health Center, steered a grade-level wellness seminar, created distributive leadership positions, formalized the advisory program, and ‘cleared the lanes’ for clubs, committees, ideas, and opportunities in the service of a stronger student experience. But perhaps the largest test of impact and influence is when students recognize that authenticity in her. “I was a rebellious kid who didn’t understand the art of doing the right thing,” says Arturo Fernandez ’16. “I learned how to do the right thing in times of uncertainty, and Pat was a pivotal figure of my experience at Gould. I carry Gould everywhere I go; I brag about Gould; I am a patriot of Gould, and I know that Pat has touched countless lives. I am one of them.” Senior Aerin Young, who traveled with Pat on a Ninth Grade Four Point trip to Tanzania, admires her as a female leader.

“Mrs. Donovan balances her job and her commitment to the students of Gould,” says Aerin, “and she is always eager to hear the other perspective. Her ability to see the best in every person is something that I continue to look up to today. She is unafraid to be herself and yet even more fearless when it comes to doing what she thinks is right.” Pat’s life’s work at Gould is purpose driven: Do what’s best for the kids, and lead with her head and her heart. And time has come to trust the foundation she has laid, brick by brick, for Gould to continue to grow and thrive. “From her first year to her last, I know that Pat continues to love the students, guide the parents, and support the faculty,” says former Associate Head of School and longtime friend Will Graham. “She was the first female administrator to serve on the senior administrative team. Pat leads with her heart, and she acts with the best interests of the students in mind. She laughs freely and easily with the unexpected joys of boarding school living, and she is a rock when the going gets tough and life lessons are hard to learn. People who work closely with Pat respect her unwavering and lifelong commitment to advancing Gould Academy. Her record of leadership and service speaks for itself.”

To share your favorite memories about Pat Donovan, please visit gouldacademy.org/blog/the-power-of-pat-donovan

the GAzette

in the service of shared goals. By connecting others to a larger purpose, they inspire commitment, boost resolve, and help colleagues find deeper meaning in their work.”

THIS IS

William Garrett ’75 by Kim Siebert MacPhail ’73, P’07

photo: Glenn Weinrich

William Garrett ’75 and Yo-Yo Ma stand in the studio, laughing. Outside, the August heat presses down as the city hammers out the beats of another New York morning. Inside, the bustling world fades away as Garrett, the sound technician, and Ma, the world-renowned cellist, position their chairs, adjust the lighting, and prepare to begin the day’s business: recording songs for Spotify, the online music streaming platform. the GAzette

“It’s just a normal day at work,” says Garrett.

iven his position at the top of the recording industry as Spotify Singles’ lead audio engineer, such brushes with fame do indeed happen every day. Even though he started in the recording business in the late ’70s, since signing on with Spotify in 2016, Garrett has worked with a staggering and diverse list of artists including Elton John, Tony Bennett, Taylor Swift, Sting, Jack White, Wilco, Norah Jones, Ed Sheeran, John Legend, Jennifer Lopez, and Leon Bridges. Amazingly, Garrett says he rarely gets starstruck. “I do get nervous,” he says, “but it’s about making sure the session goes well. That nervousness guides me to be superprepared and to develop a backup plan for every worst-case scenario. On a practical level, you have to behave as though the musicians are your peers because you’re creating something together. Most of them are so talented, they have no issue whatsoever with collaboration. It’s an incredible honor just to be in the same room. It’s mind-blowing to crack jokes with Yo-Yo Ma and then have him sit down two feet from me and play beautiful music.” Garrett enjoys the people part of his job at least as much as he enjoys the music part. “The situation at Spotify Singles has allowed me to have these micro-relationships with incredible artists. We’re both focused on the same goal of making something unique. Every time you have a different interaction with an artist, it helps you grow personally and professionally. It’s almost like having a new job, every day.”

Garrett himself is a musician who began performing at 11 in his hometown of Winston-Salem, NC — playing guitar, singing, composing music. At Gould, he and several fellow students formed a band called Bôtein, an experience that introduced him to the satisfaction of artistic collaboration. For their Senior Project, he and classmate Tim Gavin built an in-office recording studio for Gavin’s father Kevin, a successful jingle writer in NYC. But as Garrett tells it, life would have taken a different turn if his Spanish teacher had been a stickler for the rules. To do the project, his grades had to be in good order; Garrett was flunking Spanish. He pleaded his case persuasively, though. “I seem to remember that I cried, and I think that helped a little bit,” he remembers. That Senior Project turned out to be the first in a series of steps that eventually led to Spotify. “The idea behind the project was that Tim’s father would be able to record demos instead of paying big studio prices,” he says. “Part of my role was to go to the top recording studios in New York to see how they made jingles, and talk to all the musicians and recording engineers.”

Recording so many different musicians and kinds of music requires making certain technical choices in the studio. “It changes with every artist, because what makes sense with one doesn’t make sense with another,” Garrett explains. “My approach is to blend modern digital technology with older analog technology to get an organic and realistic sound so it feels like you’re listening to people right there in front of you. You try to paint a sonic picture that embodies what that artist or song is about.”

Garrett with Yo-Yo Ma

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It’s mind-blowing to crack jokes with Yo-Yo Ma and then have him sit down two feet from me and play beautiful music.”

These photos and more

@electracraft on Instagram

with Miley Cyrus

with Norah Jones

There, he met well-known studio owner Howard Schwartz, whose offices were across the hall from Kevin Gavin’s. Later, when Garrett was a student at Berklee College of Music in Boston, majoring in guitar with composition and voice, a visiting lecturer spoke in class one day about the technical end of the recording business, saying his new Boston studio was patterned on Howard Schwartz’s. Garrett said, “I told him I knew Howard and he said it would be ok for me to write him a letter, which I did, saying I’d be willing to do anything entry-level to get a job in a studio. So, I literally got the job of cleaning bathrooms and sweeping floors — with the promise of being able to hang around and watch recording sessions happen.”

made. By the time 1980 rolled around, through bartering and sharing studio time, he had his own fledgling record label and was on the way to becoming a respected recording engineer. “I basically stayed independent until I went to work for Spotify,” Garrett said, although in the intervening years, he moved from Boston to New York, ran a studio for SONY as a freelancer, worked with John Cale on the “American Psycho” soundtrack, and opened two sound studios he named Electracraft — one in New York and one in Los Angeles.

Until they build a

Quitting college for janitorial work might seem like a bad trade-off.

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music chip in our brains, I have no idea what’s next.”

Then along came Spotify. “And now we’re a billion streams later,” Garrett marvels. “I generally say Spotify was the first job offer I ever had. My whole career until then had been freelance. But at 59, I called my parents and told them, ‘Mom! Dad! I got a job!’”

“There definitely wasn’t very much money involved,” Garrett jokes. “But when I got to Berklee, I realized there were 2,500 guitar players there and, looking at some of the talent and dedication to practicing, I knew I really didn’t have that. I had hoped that song writing and strumming the guitar would lead to a record deal — at that age you’re thinking about fame and fortune. But going to Berklee put me into a very realistic place.”

While the job offer was prestigious and potentially interesting, Garrett was hesitant to give up the autonomy of an independent contractor. Luckily, a friend encouraged him to give it a try because the offer might not come around again. Spotify turned out to be a rare opportunity, he admits. “Being in this position does not stifle my creativity,” Garrett said.

Garrett describes the music world in Boston at the time as fertile ground, with connections and opportunities easily

Although his main focus these days is technical, his formative interests in performance continue in two ways.

with Jack White

First, Garrett describes recording and producing with other artists as “exercising a lot of the same artistic muscles you use being an artist yourself. You sort of become the extra member of the band, the fifth Beatle. This appealed to me as a way to keep one foot in the performance world and still feel I was being creative.”

with Ed Sheeran

“Until they build a music chip in our brains, I have no idea what’s next. A lot of people see streaming as the last wave of how we get our music. Music will come through the blankets that [even] bad technology throws over it. I think probably the quality of streaming will just get better and better.”

Second, Garrett also plays guitar in a five-member musical group called SUSS, self-described as “a new post-country, ambient Americana, boot-gazing, psychedelic band.” Their first album, “Ghostbox (Expanded)” was released last year. He is philosophical about the changes he has seen in music technology. “Back in the day, you had 15 minutes of 2-inch tape. Three takes of a five-minute song. If you didn’t get what you wanted, you had to decide which one to record over. Now you can do as many takes as you want and keep everything. “The invention of computer-based digital audio workstations means everyone now has the endless ability to do all kinds of experimentation,” he says. “Tools that were once accessible to only a few are accessible to all. Many innovations over time have been based on mistakes made with equipment. Distorted guitars came from turning the guitar up so loud, it blew the speakers; Auto-Tune came out to subtly correct vocals, then somebody turned the knobs all one way and you got Drake.” As for where music delivery platforms are headed, Garrett admits he’s never been good at predicting the next big thing.

Want to hear more? Check out the Complete Spotify Singles embedded on the Gould Blog at:

gouldacademy.org/blog/thisiswiliamgarrett75

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Luke Hayward ’19, Lexi Ordway ’21, and Elijah Grammas ’21 taking out the skis they built in Composite Constructions

a g n i Build

e s a B

by Greg Gilman photography by Cait Bourgault

As students use the new Composite Constructions class in the Marlon Family IDEAS Center to create their own custom skis and snowboards, theyâ&#x20AC;&#x2122;re also developing sophisticated digital and physical skills that theyâ&#x20AC;&#x2122;ll continue to use at Gould and for the rest of their lives.

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Maker-in-Residence Billy Ayotte watches as Elijah puts the finishing touches on his skis.

“When I discovered that I could have this opportunity at Gould, to build a pair of skis that I could eventually ski on, it’s something that I was definitely not going to miss.” - Elijah ’21

Core Curriculum

Now in its third year, Composite Constructions is one of a dozen offerings housed in Gould’s maker space on the lower level of Hanscom Hall, and it’s quickly becoming a student favorite.

“T

his is so stressful,” Elijah Grammas ’21 sighs as he stretches and takes a break from meticulously piecing together the topsheet design for the skis he is building by hand. He grips an X-ACTO® knife in one hand, anchors the delicate wood veneer with the other, and makes precise cuts with laser focus. His plain white T-shirt isn’t dress code, but it’s a forgivable offense while laboring in the IDEAS Center outside of class time. Stressed as he is at the moment, building his own set of skis has been a lifelong dream. “When I discovered that I could have this opportunity at Gould, to build a pair of skis that I could eventually ski on, it’s something that I was definitely not going to miss.”

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“It shows students the blend between math, and science, and art, and digital design, and problem solving, and something they are passionate about, the On-Snow component. It’s absolutely a hybrid blend of what we do really well here.” says Marlon Family IDEAS Center Director Sara Shifrin ’88. These are the kinds of tangible applications that Shifrin envisioned when she helped establish the maker space and the paired academic program. At the core of learning in the IDEAS Center is Design Thinking, a methodology for problem solving rooted in empathy, and popularized at Stanford’s d.school. While Composite Constructions is largely a fabrication course, the class gives students an introduction to tools they might not otherwise encounter. Building competencies with digital tools like laser cutters and Adobe Illustrator, paired with hands-on experience in the physical lab using planers, bandsaws, and belt sanders, prepares students for creative problem solving in the future. “This class [shows] students the potential of the IDEAS Center. Sometimes you just need to show people the possibilities, and then the dreams begin to grow,” says Shifrin. (Continued on page 22)

What’s in a Ski?

Pedagogy and student engagement aside, there’s still the business of building the actual skis. And they build their fully functional artwork from the ground up. They locally source as much of the material as they can with sustainability, aesthetics, and performance in mind. Here’s a play-by-play of how it goes down. 1. Long blocks of native maple and poplar are glued into a core block and then cut into thin core blanks on the bandsaw. Sidewalls are then glued to the core blank. 2. Once the raw core “glue up” is complete, they use the planer to create the contour profile of the ski. The thinness or thickness determines how the ski will interact with the snow. Whether they choose a flexy powder ski or a stiff carving ski, this profile depends on the type of skiing they want to do, but when you’re designing your own ski, anything is possible. 3. Next, they cut P-Tex bases, the part of the ski that makes contact with snow, and fiberglass layers that lend stability to the ski. Metal edges are bent to match the base. 4. Designing their topsheet is the most time-consuming step of the process for many students. Using a technique called marquetry, students select assorted grains of thin wood veneer to create an inlaid effect for their designs. Vector paths go from Adobe Illustrator to the laser cutter. Once cut out, students take painstaking care to assemble sections of the topsheet by hand. 5. When the layers are complete, everything moves to the heated vacuum press to seal it up tight. Rubber strips are added to prevent delamination between metal and fiberglass, as well as tip and tail spacers to separate the layers of fiberglass. Then they saturate it in epoxy and place it in the press. This can be the most nerve-racking step as it takes over an hour to cure, and it’s out of their control and into the hands of the ski gods. 6. Now that they have a real live ski(!), it’s all about finishing strong. They shape, sand, and varnish until they’re happy with the result before sending it off to a local ski shop to be mounted and tuned. 7. Shred, rip, repeat.

TOPSHEET

3D Rendering by Billy Ayotte

FiberglasS layer CORE BLOCK METAL EDGES

Anatomy

Carbon fiber SIDEWALL

RUbBER StRIPs

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Ski

BASE

Lexi talks topsheet designs with Alpine Coach Cathy Fisher, who also built skis in the class.

Layers of Learning

The Composite Constructions class is capped at six students, determined by the time and tools available. As a result, the group resembles a tight-knit maker crew as opposed to an academic cohort. Students learn to trust and depend on each other, turning each pair of skis or snowboard into a collaboration. They rely on each other’s strengths and discover their role within the group. Walking around the lower level of Hanscom during a class is a little like watching a masterfully choreographed performance. One student sends an illustration to the laser cutter for their ski’s design, while another is cutting out wood cores. One group prepares bags for the vacuum press, while another is lining up layers to see how they stack up. Students come and go with a sense of purpose, shifting from station to station as availability allows like they’ve been doing it for years. Weaving efficiently throughout the space, they pause briefly to check in, bounce an idea, or validate a decision before proceeding.

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At the center of the dance is maker-in-residence Billy Ayotte. A better analogy for what Ayotte does might be the conductor of an orchestra. He doesn’t play the instruments himself, but rather guides the musicians, keeping them on track and playing harmoniously until they all arrive at the end of the symphony together.

“[It’s] an opportunity to have an experience. At the end, they feel that sense of accomplishment. They’ve made something that when they started the class, they probably thought was impossible.” says Ayotte. “The whole point of the maker movement is to show that you can learn through doing and you can take on challenges that are bigger than you, earlier than you think.”

“A lot of people are surprised that a 16-year-old girl made her own pair of skis. People say, ‘Did you really make your own skis?’” - Lexi ’21 The students display so much creative confidence and proficiency, that it’s hard to believe those abilities ever came into question.

“I never would have thought that as a sophomore I’d be building skis,” laughs Lexi Ordway ’21. “A lot of people are surprised that a 16-year-old girl made her own pair of skis. People say, ‘Did you really make your own skis?’ I usually just talk about the process — making the topsheet, shaping the edges, putting it all together in the press, and I think when I really start getting specific about all the things we do, people [realize], ‘She actually made skis.’” It seems as if this class was custom-made for Lexi. A lifelong skier, she has a wealth of experience working in a wood shop at her family’s summer camp. “I love being hands-on in classes. This class puts both my love of skiing and actual [hands-on learning] together. Being able to learn about something that I’ve always done is a great opportunity.”

Hardpack

Even with the resources and supports that Gould provides, Composite Construction remains a challenging course to pack into a trimester elective with only 22 official meeting times. It would be, that is, if the students weren’t fully immersed and energized by the project. “This class hits the optimal flow of learning for students,” says Shifrin. “They don’t even know they’re in class, they don’t even know they’re spending a lot of time down here, they’re just absolutely engaged.” “We worked outside of class whenever we could,” says Elijah. “On Sundays, I’d come in and work on whatever I could. I think I came here [one day] and worked maybe eight or ten hours, just cutting stuff out and putting it together.” As a high-level alpine ski racer, Lexi missed a significant number of classes in the fall while at a training camp in Austria. Between Ayotte’s level of commitment and her

determination, she was able to come into the IDEAS Center outside of class time to catch up. “Mr. Ayotte was super flexible with his schedule. I came in on a Sunday for six hours, and we just hammered everything out. We finished building it, we did my topsheet, we bent edges. I got caught up and everything was OK,” she says, smiling. Meeting the students where they are, whether on a Sunday morning or during a late night or study hall, is never a question for Ayotte, who appreciates their dedication. “The reward of a class like this is seeing the kids get excited about building and designing something that they can use. It’s never a question of whether they can find the time. Seeing that level of engagement and passion from students in an academic class is very rewarding as a teacher.”

Après-Ski

With the building process behind them, the stress and intense focus have been replaced with gratification and the eager anticipation of getting their new prized possessions on-snow. It’s clear the impact this project has had on Lexi. “I definitely feel like I accomplished something, and it’s a 100 percent once-in-a-lifetime kind of thing. To do it at school, as a class, with peers — that’s something that I’ll never forget.” Elijah already has plans for his skis once they have bindings. The twinkle in his eye tells you he’s already made this run a thousand times in his mind. “My favorite trail at Sunday River is Locke Line right underneath the Locke chairlift. Ideally, on a powder day, I’d like to skin up early in the morning, go to that trail, and have the greatest run of my life, on the skis that I made. It’s something I’m going to remember for quite a long time.”

See more on the Gould blog at:

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gouldacademy.org/blog/building-a-base

Maddie, surrounded by reusable bags, dreams of a day when they are the norm.

One Bag at a Time For her Senior Four Point project, Maddie Williams ’19 would like to see plastic bags disappear. by Julie Reiff | photos by Cait Bourgault

“I'm concerned about the impact on humans that plastic bags have, but my drive really comes from my concern for the environment,” she explains. “I have been an animal lover since I was very young.” For a long time she wanted to be a veterinarian, then a wildlife rehabilitator. “I realized that a lot of the things that you come across in wildlife rehabilitation are because of human impact on the environment. And I don’t think that I would be able to stay in that field, seeing all of the systems in place by humans that are hurting wildlife and habitats.” So Maddie wondered what she could do.

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“I’ve already taken plastic out of my life,” she says. “I use glass jars and mason jars and glass Tupperware and paper wax-lined bags. For an 18-year-old, I do as much as I really feel I can.”

Then, at a bookstore in Vermont while looking at colleges, she came across a book about reducing single-use plastic in your community. “And I was like, ‘Bethel’s pretty small. What can I do in my community?’ So I flip it open, and the first one is a bag ban. And I’m like, ‘Oh my gosh, that’s incredible. I’m going to set my sights on a bag ban.’” She talked to the town manager and asked about initiating some sort of ordinance in Bethel. Then she went to the National Resources Council of Maine [NRCM], and with their help, organized a screening of the documentary “Bag It” at the local movie theater, The Gem, in July. “I was definitely preaching to the choir, there. I’ll totally admit that,” she says. “But it was so amazing; I had 50-plus people show up to this event, which for an evening in Bethel is pretty extraordinary.”

Her partner on this project has been science teacher Peter Southam’s wife, Sarah. Because Maddie wasn’t 18 at the start, she found it helpful having an adult in the process, backing up what she says but not saying it for her. “She’s been probably the best partner in this that I could ask for,” says Maddie. At the event they projected a microscope slide that showed the level of microplastics in the Androscoggin River. It was pretty scary, she says. “We’re in western Maine!” says Maddie. “It’s not relative to region anymore, there’s no such thing as pure water. I don’t think that was common knowledge, so I am really happy that everybody walked out of there knowing that they had learned something.” Then it came time to actually write the ordinance, all three pages of it. She looked at other town ordinances and got information from the NRCM. She now hopes to go into policy one day, so she was thrilled to find she really enjoyed the work. She presented it to the town Select Board, which agreed to entertain the idea of a bag ban. “I was just a little anxious when Maddie came before the Select Board and made her proposal,” says Peter Southam, who serves as chair. “On one hand, I was very proud of her for following through on this ordinance. On the other, it represented a collision of two of my worlds, and I wanted her to represent her school, and her age group well. Fortunately, as expected, she did a wonderful job, winning over the board, and the room of adults to whom she was presenting. Maddie has tremendous determination.”

She’s also prepared to still go the petition route if necessary to get the ordinance on the referendum in June. She hopes to work with the elementary and middle schools in Bethel to have a design contest for a reusable bag. With a grant through NRCM, they can purchase reusable bags with the winning design and give them to businesses to give out, or possibly hand them out at a town event. “I genuinely feel that if people fully understand the depth of the matter that they’re not going to do nothing. It’s so imperative to any concern you could have. If you’re a business, plastic pollution threatens businesses; it threatens industries; it’s threatening our economy.” And one of the biggest things that contributes to plastic pollution is single-use plastic bags.

“Oh my gosh, that’s incredible. I’m going to set my sights on a bag ban.”

Peter says he later ran into one of the members of the Ordinance Review Committee who spoke enthusiastically about all he was learning about plastic after calls to the Dunkin’ Donuts national office and other businesses in town. “She has certainly gotten the ball rolling,” says Southam. “It will be exciting to see how this all plays out.” The path has not been an easy one so far. It can be very expensive, she explains. Some businesses report saving money, but others worry how they can compete with other towns if they don’t have the convenience of plastic bags. “I definitely expected pushback, but I’ve learned a lot as far as what their concerns are. It’s no secret that Bethel is a pretty tourism-based town as far as businesses go,” she says. “You have three of the four seasons that are highly known for tourism. So it’s hard when you’re not just changing a local community mindset, because you can’t change every mindset of every tourist that comes here. Whether they’re prepared to have a plastic bag or not is out of our control.”

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Change is going to be hard, she admits. She has reached out to businesses that are willing to support the change so that people can hear it from a business perspective. She and Sarah have also enlisted the help of a local group known as Take Action Bethel to write letters to the newspaper.

A Conversation with Head of School

CHRIS GORYCKI by Julie Reiff | photos by M. Dirk MacKnight

How are you finding life at Gould? This a remarkable community, that is incredibly positive. I’ve been impressed by the almost spiritual connection the community has with the outdoors. The ability to get out and enjoy our local surroundings provides a magnificent balance to the challenging work we do on campus. Almost every day someone in my family comments on how beautiful it is here in Bethel, Maine! In the summer and fall, when I had a few more hours of daylight to work with, I really enjoyed the hiking and swimming that I’ve done. Jumping in at Frenchman’s Hole was unlike anything I have ever done before. It’s amazing to be able to drive off campus for less than 20 minutes, hike for maybe half a mile, and then really be immersed in nature, far from everything. Relaxing in the cold, clean water of Step Falls is quite a treat. Escaping to a location like that keeps everything in perspective. Winter came to Bethel a little early this year, which was wonderful. Our On Snow athletes were able to get on the mountain in October! I will probably regret saying this, but it’s not as cold as I thought it would be. The wind can make it a little rough at times, but even that doesn’t slow anybody in our community down.

Tell us about your first Mountain Day? I was impressed by the sense of community and the very natural engagements people had on the trail. There was no intensity about it; it was just members of a community enjoying the day together and getting up to the top — which had a great view. My first “Mountain Day” was actually my second day on the mountain, because I made a video on the trail as my way of announcing the official day. What I didn’t realize on my first hike, was that I hadn’t actually reached the summit.

What are your impressions of Gould students? Our students are all pretty active and fit. As a collection of adolescents, they are in better physical shape than most. They’re also respectful and accepting, easy going and fun to be around. They can get excited by things, and make mistakes as teenagers do, but they possess a palpable comfort level with themselves and others. We also have some exceptionally talented athletes, and it’s great fun to watch them compete. Eating in the dining hall is always enjoyable. Waiting in line provides an excellent opportunity for a short chat to find out how things are going from a student’s perspective. One night at formal dinner I asked the students at my table about the amount of homework they have. I expected them to say, “Well actually, teachers do pile it on a little.” But they said, “We’ve pretty much got it under control,” adding that “you can figure out how to get the work done.” I have to believe that the amount of exercise they get during the day helps them focus on their studies in the evening.

Chris with his family at the Gould Barn. From left, son Christopher, Jr., wife Cri-Cri, and daughter Taylor

This is your first time working at a boarding school. What has that transition been like?

Seeing Gould with a fresh perspective, what are you seeing as the school’s greatest strengths?

I really appreciate and respect our administrators on duty for the amazing work they do. The rhythm of life at a boarding school is different. At a day school, you can use your weekends to get caught up; that time isn’t available in a boarding school. We have games, concerts, talent shows, community service events or many other wonderful activities going on. The weekends may be time away from the office, but there is always something going on. It therefore is important to recognize and take advantage of unscheduled time.

I would say the sense of community is our greatest strength. Our school is a very comfortable place to be. As one 11th grade boy said to me, “Gould does not turn you into somebody else. It turns you into yourself.”

Lastly, I would have to say that our family feels blessed to be able to live in such a beautiful house on campus.

The location of our campus is perfect. It’s far enough away so that you are able to feel a strong connection to the natural world, and yet we are a lot closer to urban areas than many people think. Portland has a fantastic, small airport that is incredibly easy to fly in and out of.

My first goal is to ensure that we always remain true to our mission--to prepare academically motivated students for college and to help them to become independent-minded, ethical citizens who will lead lives of purpose, action, excellence, and compassion in a dynamic world. I would also aim to have Gould always be a learning community that provides a healthy balance between interacting with our local environment and becoming our best selves. Another personal goal is that I would like us all to appreciate that there may be more than one correct answer to a problem and that we should all be open to different perspectives. Developing these skills in our students and ourselves, through work in the IDEAS Center, or by participating in the arts, or by engaging in quiet time of reflection. It is important to remember whether it’s hiking, or kayaking, or mountain biking, or Nordic skiing, all of those activities provide a primary function, the activity itself, but they also create that vital time and space to think. We do that really well here.

What would you like to see the school improve on? I think as a school, we’re better than we think we are, and I believe we’re better than most people realize we are. That’s our first hurdle, getting perception closer to reality. There are some really amazing things that are part of the Gould experience. We are more academically inclined than many people understand. I think the perception is that we are a great community that enjoys being together and being outside. I don’t think people fully appreciate the academic rigor of our program. I think what has been termed “blended learning” is a real strength. We do a lot of things well here. There is a willingness on the community’s part to make it work for kids. I also think people like each other here, which makes it a nice place to be. Listen to an interview with Chris Gorycki at gouldacademy.org/blog/conversation-with-chris

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What are some of your goals?

Our approach to the academic program is also a significant strength. Our faculty make an effort to meet the students where they are and take them as far as they can. We truly are committed to guiding our students on their journey to being their best selves.

Alumni Weekend 2018 by Amy Connell photos by M. Dirk MacKnight

Alumni Weekend 2018 was, in every way, spectacular! Gould hosted yet another incredible group of alumni and friends for a September weekend packed full of hugs and high fives, fireworks, food, and fun! Mother Nature even got in on the action with her own show! 1. Members of the Class of 1968 celebrated their 50th Reunion this year. A special thank you to Vicky Brown Myers ’68 for putting together a fantastic collection of everyone’s yearbook picture. What a fun trip down memory lane! 2. Huge congratulations go out to our 2018 Athletic Hall of Fame inductees, Coach John Wight, Al Sumner ’59, and Gretchen Dock ’68. The Gould Academy Athletic Hall of Fame was started in 2007 to recognize the outstanding achievements and contributions in the area of athletics by Gould students and coaches. Go Huskies! 3. Kelly Brush Davisson of the Kelly Brush Foundation was honored with Gould’s Nathaniel Tuckerman True Award, presented to a non-alum in recognition of his or her distinguished contributions to the local or global community through professional, civic, or philanthropic activities. This award has only been presented 14 times in the last 43 years. It is Gould’s most prestigious award. Congratulations, Kelly! 4. What is better on a Sunday morning than art and mimosas? Thank you to metalsmith Karen Eisenberg ’78 who filled Owen Art Gallery with her gorgeous pieces. 5. Did we mention the food? Nothing beats a traditional New England lobster bake with friends. 6. Lively music by Gould’s very own Late for Assembly rocked the weekend and was enjoyed by all of our guests, both small and tall! 7. It’s a family affair! Nicole Berry ’19, with her father, David Berry ’79, will be the third generation on both sides to graduate from Gould! 8. Alumni, friends, and faculty came out to celebrate Gould’s beloved Frank Vogt with the annual Frank Vogt 5K Race. And while we don’t all love to run, we all love Frank! 9. During Alumni Weekend’s all-school assembly, Aidan Payson ’03 talked about his “longish” bike trip from Portland, Oregon, all the way to Patagonia — an amazing experience captured beautifully in pictures and words and a testament to the fact that the Gould adventure never ends.

Thank you all for coming home to Gould!

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Save the Date! Alumni Weekend 2019 September 27–29

2 5

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The Gould Fund Report 2017–18 There are a lot of numbers in this report, each of them representing something meaningful at Gould Academy. But the most important number is still one. Because one gift, one person, one act of kindness and generosity can make a difference. Thank you for helping, thank you for contributing, and thank you for believing in Gould Academy.

giving increases from 2016–17

13 %

13%

25%

42 %

27 %

alumni participation

total donors

faculty & staff giving

new donors

parent participation

alumni giving

current parent giving

$12,472,027

$477,365

2017–18 fiscal year budget

3.8%

raised in the 2017–18 Annual Fund

of total income comes from the Annual Fund

donors giving 5+ years consecutively

most consecutive years of giving by a donor

297

4% 50%

23%

annual expenses

36%

9% distribution of giving

2017-18

18% 17%

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Faculty & Staff Compensation Technology & Facilities

24%

8% Program

Alumni

Grandparents

Financial Aid

Current Parents

Friends & Employees

Non-Program Expenses

Parents of Alumni

Corporations & Foundations

class notes

Charlie Newell had a great

time in Orono, “where the 1964 College World Series Team that I played on was inducted as a team into the UMaine Athletic Hall of Fame. We lost in the Final Playoff Round of the College World Series in Omaha. Great to spend time with 14 teammates out of the 18 still living. The biggest thrill of that Great Season was winning the New England Championship in Fenway Park. Head Coach was Jack Butterfield, whose son Brian was a former 3rd Base Coach for the Red Sox.”

On May 20, Kelsey Gamble married Joseph DeCarlo at the West Parish Congregational Church in Bethel. “We were lucky enough to have some of the Gould faculty there to celebrate with us, and Jim McLaughlin played for the ceremony.”

Shuoyuan Bai was recently

included in the Society of North American Goldsmiths 50th anniversary online exhibition, Here Today: www.snagspace.org/here-today.

Will Kannegiesser

qualified for the U.S. Amateur Championship at Pebble Beach, California, last summer. He shot a 7-over 78 in the first of two strokeplay rounds on the Pebble Beach course but did not move on to match play.

On the ninth MLK Day of Service in Cambridge, Massachusetts, from left, Kim Siebert MacPhail ’73, Sarah Morse ’12, Erin Smith ’11, and Anthony Hanson ’82.

Have a class note? Want to be a class agent?

We want to hear from you! Contact: Amy Connell, Director of Alumni & Parent Relations connella@gouldacademy.org | 207-824-7762

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Having brunch together over the holidays: Alice Hotopp ’11, Samantha Southam ’11, Marguerite Wiser ’12, Catherine Harnden ’10, Rosemary Wiser ’10, Abbie Goldberg ’12, Helen Cooper ’12, Molly Siegel ’12, and Hannah Siebert.

class notes cover stories Two consecutive Maine Magazine covers featured Gould grads this fall. First, Geo Neptune ’06, and then Troy Murphy ’10. Neptune is a Passamaquoddy basketmaker and drag performer whose life is a series of opposing ideas: traditionalism and modernism, Western and Native cultures, masculine and feminine spirits. “I hope that others can see that my basketmaking is an important part of cultural preservation as well as evolution, that my drag is a challenge to Western patriarchal societal norms, and that these two things are not separate, because these art forms are who I am as a two-spirit,” Neptune told the magazine. “From backyard dirt biking to skiing moguls in Pyeongchang, Troy Murphy has always been supported by his hometown,” Maine Magazine wrote in a cover story called “Homecoming King.” The 2018 Olympian, who had just announced his retirement from the U.S. Ski Team, has always remembered his roots, raising funds for the Sunday River Ski and Snowboard Club, among other local nonprofits. Murphy, who now lives in Park City, Utah, has developed a passion for backcountry big mountain skiing. “I’m excited to be able to ski for fun now,” he said.

Chris Gorycki, Randall Bennett, and Tom Davis ’68 at the Bethel Historical Society

Don't miss Husky Tales on pages 6 & 7, featuring: • Louise Kennedy Hackett ’61 • Jacki Paaso ’00 • Addison Saunders ’51

archives fund The Class of 1968 surpassed its goal last year of raising $5,000 to launch the Gould Academy Archives Fund, which will provide income for the preservation and conservation of objects, photos, books, and manuscripts significant to Gould’s past that are on permanent loan to the Museums of the Bethel Historical Society.

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In 2014, the Bethel Historical Society entered into an important collaboration with Gould to assure the long-term management of the Gould Archives. Society staff and volunteers coordinated the school to transfer a large portion of the Gould archives from crowded storage spaces on campus to the Society’s fireproof, climate-controlled collections facility on Broad Street — just a

short walk from campus up Church Street. “Items in the Gould Archives parallel the Society’s own rich holdings relating to the school’s past,” says Executive Director Randall H. Bennett. “They are being inventoried and surveyed for conservation treatment.” Now that the Archives Fund has been established, the society hopes to attract additional support from other Gould graduates — many of whom are among their more than 800 members and regular donors. For more information, visit bethelhistorical.org.

in memoriam Tineke Z. Ouwinga

An amazing teacher, a kind soul, a truly compassionate human being. That is how alumni remember Tineke Ouwinga, who taught at Gould for more than 30 years. Born Trijntje “Tineke” Zwolsman in the Netherlands, she moved to Belgium at 10 and to Canada at 20. She studied at Calvin College and earned an M.A. in French from Western Michigan University. She married history teacher Marvin Ouwinga and taught French and German in Michigan, Indiana, and Ontario before they moved to Bethel in 1976 to teach at Gould. She was Foreign Language Department Head for 28 years, retiring in 2007. The Gould classroom she taught in for decades bears a plaque in her honor. She set a standard for community service, leadership, and friendship and was involved in more than a few Bethel organizations — the Bethel Historical Society, the West Parish Congregational Church, and Music Without Borders — and was known for playing outlandish characters for the Senior Players. “Our hearts are heavy,” wrote Pat Donovan, “and filled with love and gratitude for Madame, our beloved friend, teacher, colleague, mentor, and neighbor. Blessed by her love, her spirit, her kindness, and her amazing zest for life, Tineke made her mark and a difference in so many of our lives. Keeping Marvin, Marlies, and Rob and their families in our thoughts and prayers, let us carry Tineke in our hearts and follow her lead with kindness, love, light, and gratitude.” We are saddened to report the deaths of the following members of the Gould community since the last publication of the GAzette.

7/14/17 4/22/17 7/8/18 8/1/2017 6/27/17 10/18/18 2/21/18 3/4/18 12/2018 10/20/18 7/8/17 10/8/17 2/16/18 9/30/17 2/7/18 9/19/17 5/24/17 5/1/17 5/7/18 2/13/18 8/25/17 9/20/17 1/10/18 12/22/17 1/2/18 1/22/18 9/13/17 10/4/17 2/4/2016 9/19/17 2/8/17 8/29/17 9/3/18 2/9/18 10/28/18 4/25/18 7/4/17 3/23/17

Philip E. Lovejoy ’52 Rachel Brown MacKay ’49 Richard B. Marshall ’50 Shea P. McCarthy ’13 Mary L. Hamilton McClelland ’44 Korrie J. McIntyre ’94 Gary A. Melville ’51 Mava Jones Miller ’44 Elizabeth J. Smith Mills ’46 O’Neil T. Mills ’59 Ben N. Murdock ’01 Mary S. Swasey Nutter ’45 Margery Howard Orem ’46 Mary Dorion Paine ’43 Kathryn Wilson Payn ’52 Sarah A. Adams Phillips ’48 John D. Phinney ’60 Jean-Claude Pritchard ’81 Barbara E. Corson Reed ’46 Douglas F. Rice ’60 Burnham W. Rice ’64 Claire M. Reid Runyon ’42 Shanda D. Scott ’80 Louise E. Rowe-Bacon Seames ’46 Phillip E. Smith ’40 Homer Smith, Jr. ’42 Nancy H. Carver Stickney ’54 Marcia L. Theriault ’53 Janice Saunders Tyler ’58 Barbara Galbraith Woods ’47 Jane Bean Young ’50 Priscilla C. Ring Zaworski ’46 Peter M. Ziegler ’76 Former Faculty and Employees Cynthia A. Carrier Francis Fiske, Jr. Tineke Z. Ouwinga Charles P. Taylor

8/31/17 12/12/18 10/28/17 3/28/18 2/1/17 2/24/18 12/31/17 9/20/17 3/21/17 12/7/18 10/4/18 4/9/17 10/30/18 6/18/17 9/2/18 9/2017 6/14/17 8/23/18 11/6/17 5/30/18 5/14/18 12/28/17 2/7/17 5/9/18 9/6/17 1/10/18 12/10/17 12/17/17 10/8/17 5/2/17 5/11/17 8/6/18 9/5/17 4/3/18 7/23/17 9/10/18 9/17/17

the GAzette

Alumni/ae Frances E. Adams ’35 Raymond A. Atwood ’66 Lorenzo P. Baker, IV ’05 Elizabeth Littlefield Barker ’41 Nathaniel T. Bartholomaei ’40 Ruth Hay Bean ’34 Larry A. Billings ’66 Nancy R. Barba Bond ’53 Donald E. Brooks ’46 Phyllis Tebbets Chapman ’45 James A. Corriveau ’64 Robert J. Croteau ’48 Jean A. Bartholomew Crowley ’67 Joan Allen Dillard ’45 Charles H. Dwyer ’34 Barbara C. Cummings Ellingwood ’40 Robert C. Gilbert ’68 Elizabeth L. York Gingras ’58 Johannes G. Godfrey ’15 Duane A. Gordon ’63 Angus L. Graham ’01 E. Ann Douglass Greenleaf ’57 Suzanne K. Kneeland Grover ’63 Ruby A. Jewell Hanley ’42 Franklin D. Harrington ’55 Raymond D. Harrington ’63 Carolyn R. Wight Harrison ’43 Joan Ward Howe ’53 John C. Howland ’47 Janice M. Crane Jacobs ’44 Stella Grover Johnson ’44 Amy Bennett Jones ’41 Marilyn A. Mace King ’52 Florence Skillings Komulainen ’55 Ann Tribou Kuhns ’61 Loring L. Leeds ’76 William B. Lord ’55 Arthur J. Lougee ’66

39 Church Street | P.O. Box 860 Bethel, ME 04217 communications@gouldacademy.org 207-824-7700

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