The Quill Magazine, Spring 2008

The

Quill The Pike School Magazine

Spring 2008

A Message from the

Head of School A Leading Issue

In a recent issue of Independent School, the President of the National Association of Independent Schools, Pat Bassett, wrote an article titled, “The Genius of James Madison.” As a historian, I read the article with great interest. It turned out that the genius referred to in the title was Madison’s ability to lead at the Constitutional Convention. “What was truly amazing,” in retrospect,” writes Bassett, “is that Madison came to the convention with no “positional” power or authority, since, at the time, he did not hold elected office. What Madison had…was the power to influence outcomes, actually a collection of powers that leadership scholars identify as the four ‘secondary sources of power’ (or the ‘social power’ that Malcolm Gladwell identifies in The Tipping Point.)”

Bassett goes on to explain that it is no longer enough to have the most information about a topic in an era when information is

more accessible than ever. In today’s world, leaders are the ones who have that information and expertise AND the interpersonal skills that allow them to get others to develop a new idea or product.

In Leadership Jazz, the author, Max DePree, writes that the keys to leadership are “…to make your promises to the people who allow you to lead; and the necessity of carrying out your promises.” His definition implies that leadership is not about a person or group ruling from above but, rather, that it is about collaboration. In a hypothetical situation he creates to prove his point, DePree asks if an inner city school would improve if the President of the United States took responsibility for improving the school, made a commitment to hold teachers and administration accountable, promised to be available for any support required, and scheduled a one-year follow-up to check for progress. Is there any doubt that this commitment to work together would be more effective than delivering a speech that told educators they had better make improvements?

Every year at our Admission Open House, our visitors tell us how impressed they are with our students. They describe them as confident and articulate, and we believe those traits are developed at Pike as our students are challenged and given opportunities to lead an assembly, a class discussion, a team, etc., and to work with others to reach goals they set together. There are many ways to lead, and as you will see in this issue of The Quill, our students are growing as a result.

Cliff Hauptman

When we received the results of last year’s parent survey, one area that caught our attention was “leadership opportunities,” where our scores were not quite as high as they were in other areas. As we discussed the topic over the summer, we realized that our definition of leadership might not be the traditional one that many of us grew up with. Some of the articles in this issue give concrete examples of how Pike students are given the opportunity to learn and practice leadership skills. We believe that the more traditional definitions of leadership (being the class president, team captain, etc.) are too limiting, in that such positions would be available only to a handful of our students. Also, the world in which they are growing up is a more collaborative one, where success is often the result of people working together, rather than one great man or woman coming up with an innovation.

The

Quill

Volume 14 No. 2 Spring 2008 The Quill is a publication of The Pike School Office of Development, Alumni Affairs, and Communications.

Office of Development, Alumni Affairs, and Communications Tara L. McCabe Director Cliff Hauptman Director of Communications Christen Hazel Director of Annual Giving and Alumni Outreach

Features

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Defining Leadership at Pike

by Cliff Hauptman

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Project Adventure: An Experiential Model

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Remembering Beloved Faculty

by Joan Regan

Cara Kennedy Development Associate Our Mission The Pike School seeks to develop within its community a life-long love of learning, respect for others, the joy of physical activity and a creative spirit.

A Pike education is a journey that prepares students to be independent learners and responsible citizens.

Editor-in-Chief Cliff Hauptman Contributing Writers Debbie Anderson Bo Baird Christen Hazel Laura Russell

Departments

Design/Layout Cliff Hauptman The Pike School 34 Sunset Rock Road Andover, MA 01810 Tel: 978-475-1197 Fax: 978-475-3014 alumni@pikeschool.org www.pikeschool.org On the cover: The Ninth Grade at Chewonki, where leadership opportunities abound.

(Photo: Betsy DeVries)

Facing Page

Message from the Head of School

4 Upper School News 6 Middle School News 8 Lower School News 22 Alumni News 24 Class Notes

Upper School

News Diversity Awareness

Model U.N. Thirteen Pike students participated in a simulation of a session of the United Nations on December 1 at Northeastern University, run by the United Nations Association of Greater Boston and moderated by local college students. Pike students represented the countries of Kazakhstan, El Salvador, and Italy and debated such global issues as the best way to eliminate malaria, how to increase educational opportunities for women, nation-building in Somalia, and the allocation of freshwater resources.

Wearing “western business attire” or “national dress,” just as U.N. delegates do, Pike students had a chance to interact with more than 200 other middle school students

from all over the greater Boston area. While the goal is for the students to negotiate and pass a resolution using the formal procedures of the U.N., the student moderators also recognize excellent work from different delegations, and Pike students, for the second year in a row, brought home some of those acknowledgements.

Several students were so enthusiastic about their experience at Northeastern that they convinced club advisor, Upper School Head Laura Russell, to run another Model UN trip in April, this time at the U.N. Headquarters in New York, where over one thousand middle school students from the U.S. and abroad will gather to debate for a two-day conference.

Vivien Rose Haddad

The group started out by discussing the question: How is life different for your child than it was for you at this age? Needless to say, it was not hard to sustain the conversation after that. After remembering their own moments of that “fish-bowl” feeling of adolescence, parents shared strategies for maintaining a sense of connectedness with their own young adolescents and explored how to balance the need for our children to develop independence, a healthy inner life, and a sense of self, while still maintaining a connection to the adults in their lives.

As they have for the past several years, Pike Seventh Graders made centerpieces to decorate the tables at Lazarus House during its annual Thanksgiving dinner.

Gabriella Haddad, shows them off.

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The conference raised our awareness that categorizing children as one race or another is, in effect, limiting who that child is as a person. As we continue to develop the affinity groups at Pike, this message was particularly helpful for the leaders of those groups.

Speech Champions

Conversations with Parents For the second year, Upper School Head Laura Russell and “Martha B” (Pike School Psychologist Martha Bestebreurtje) have invited parents to join them in a conversation about the challenges and joys of raising middle school-age children in the 21st century. This fall, participants read an excerpt from The Price of Privilege: How Parental Pressure and Material Advantage Are Creating a Generation of Disconnected and Unhappy Kids by Madeline Levine, a practicing psychologist from the West Coast.

Several Pike faculty participated in the annual Asociation of Independent Schools in New England (AISNE) diversity conference. This year’s topic was “Reframing Race: Understanding the Developmental Challenges of Multiracial Children in Independent Schools.” How can educators best meet the needs of children who identify with more than one racial group?

With a new crop of speech enthusiasts and some returning performers, speech coach Bob Hutchings was curious to see how this year’s speech team would do after several previous years of excellent and awardwinning performances. It turns out that this year’s team can hold its collective head high, as they continue to earn recognition from regional judges in several contests so far this year.

At a recent competition in Shrewsbury, members competing in Original Oratory achieved something that has never been done -- they swept the category, taking the top five awards. Also, all seven of our Impromptu Speakers earned final round recognition.

Some team members will be preparing for our 4th Nationals, this year at Western Kentucky University in Bowling Green, Kentucky at the end of June. Pike will be trying for its fourth consecutive national championship and “School of Excellence” Award in Speech. Rachael Wood is assisting “Hutch” with the team.

Donations, Donations, Donations!

Photos: Nancy Matheson-Burns

by Matti Burns, Grade Seven I attend The Pike School in Andover. At the beginning of the school year, we have a fundraiser called Hike for Hope and a Thanksgiving food drive to support a homeless shelter in our community called Lazarus House. This is my first year at Pike, and I became really interested in this project.

I thought because my family owns a local food business I could really help. I asked my friends and family at Dole & Bailey if they had any food they could donate. They were able to collect 40 turkeys and 6 pallets of different kinds of food. A pallet can weigh one thousand pounds. Once the executive director at Lazarus House, Bridget Shaheen, heard about this, she wanted me to come down and tour their food pantry and meet the good people who work there, and I did.

I learned that Lazarus House fed over 270 people on Thanksgiving and delivered dinner to over 100 people.

Above: Matti meets with Bridget Shaheen, executive director of Lazarus House, and tours the facility.

A few weeks after the food drive, I saw that our local variety store, called Cresseys, was closing down. My mom wondered what they were going to do with all the toys and things they could not sell, and I said “Lazarus House!” The next day, I went to the store and spoke with the owner, Mr. Dillon. I told him all about Lazarus House and all of the things my school was trying to do to help. I asked him if he would like to give some of his toys and gifts to Lazarus House for Christmas, and he agreed happily. Not only that, but he offered clothing, accessories, games, and lots more things in his store.

Left: Matti with Bob Dillon, owner of Cresseys in Georgetown, Massachusetts.

Thanks to the generosity and efforts of the Pike teachers, the Pike students, and their families, Mr. Dillon at Cresseys, and my friends at Dole & Bailey, hundreds of people in need in our community had a brighter Christmas and a more plentiful winter. It makes me feel good that we made a difference. I hope you are encouraged to do more for your community wherever you may be.

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Middle School

News

Mix and Match Let’s say you finished your homework, so you don’t have to stay in from recess. What could possibly make you want to sacrifice a soccer game, the swings, or even the SuperNova? Ask a Middle Schooler and many will tell you that they wanted to stay in to participate in the Affinity Group.

Each time they gained new insights into their classmates—in interesting dimensions that had yet to surface in years of classes, lunches, and recess. Revelations abounded: “It was good to know that other people’s families were the same as mine.”

“Your family’s from Bombay? My family’s from Bombay, too!”

“I was surprised—people who didn’t look like me had some of the same experiences.”

“It would be so boring if we were all the same.”

These insights show why affinity groups are said to provide mirrors and windows.

Mirrors are to see yourself more clearly and windows are vantage points for seeing others. Even in our first meetings, these mirrors and windows are helping Middle School eyes see in new ways.

The Middle School Affinity Group, led by Grade Three teacher Nyvette Grady, has attracted an enthusiastic group of students eager to explore diversity.

Bo Baird

The Middle School Affinity Group is open to all students who are interested in exploring diversity. For the first large group meeting, twenty-six students packed the art room during lunch and recess. Students from all three grades threw themselves into activities that helped them reflect on themselves in some familiar and other less familiar ways. They started with dimensions of families: “Stand on this side of the room if you are the youngest in your family.”

Then they responded to whether people in their family speak more than one language... observe Rosh Hashanah...go to church...or celebrate Ramadan. With each new statement, interested eyes scanned the room to see how others lined up. Moments later a new question set bodies in motion again, students dividing themselves in new ways.

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The Book Squad Photos: Cliff Hauptman

At 3:12, students stampede down the stairs with the thumps of wheeled bookbags dragging behind. At the bottom, some peel off and make a sharp turn—not to dismissal, but into the library for the Middle School Book Squad meeting with Librarian Fran Mellin. “Students plop down their books, nearly famished,” she says. A quick snack restores the readers and they’re raring to start discussing books. Mellin has been thrilled to see students’ energy and passion. She captured these with “musical chairs” discussion questions for their first book, Flush, by Carl Hiaason. As teams circulated from table to table, they shared their reactions to the story about Noah and his father who try to stop Dusty Muleman from illegal dumping into the ocean. Students ventured much further than answering “Who done it?” One student noted that sometimes good characters break the rules for the right reasons; another that their good friend Harry Potter did the same.

Students also explored the book’s setting and wildlife in the Florida Keys using links to the Florida Museum of Natural History and the Florida Keys Marine Sanctuary. It’s another way to appeal to the interests of today’s young readers and extend their learning. (You can get a glimpse of these links if you go to “Library” on the Pike website, www.pikeschool.org, and click on “Reading Corner.”)

The Book Squad’s interests will continue to range far and wide. They have decorated cookies and shared favorite holiday stories such as The Polar Express by Chris Van Allsburg and The Mitten by Jan Brett. This February they read Rickshaw Girl by Mitali Perkins in preparation for the author’s visit to Pike. The Book Squad is another remarkable opportunity for Middle School children.

Along with the Affinity Group, Service Club, and Grade 5 Improv, it is igniting interests that we hope will grow into passions for years to come.

At top, the Middle School Book Squad and Librarian Fran Mellin pose with a copy of their current book, Flush by Carl Hiaason.

Above, the Squad gathers around to further its appreciation of the book by exploring its setting on the Internet.

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Lower School

News

Learning in Pre-K Tastes, Smells, and Feels Great Making bread involves many different kinds of skills. Mixing, kneading, scooping, and shaping dough provide real life experience with cooking skills and help to develop fine motor skills at the same time. When children measure ingredients, they gain concrete experience with relative quantities, an important math concept. Of course, it’s even more fun to share work with a friend, and frequent opportunities to practice social skills like sharing and taking turns are essential components of effective early childhood settings.

The dramatic play area of the Prekindergarten classroom is another place Because young children use all their senses where children gather and learn the to explore the world around them, teachers give-and-take of working or playing with provide multiple opportunities for them to others. The children redesign this area use touch, smell, and taste to learn about throughout the year based on the themes the raw materials used to make bread, as they are exploring. Early childhood is well as how these ingredients change when sometimes referred to as a time of magical combined or baked. Like the main character thinking, and imagination abounds in this in the story The Little Red Hen, children area of the room. Whether it becomes a experience planting wheat, threshing stalks, veterinary office, a farm, or a restaurant, and grinding grain into wheat flower. the children themselves design the area,

Photos: Pre-K Team

What does “learning” look like for young children? A visit to the pre-kindergarten classroom offers a window into the joys and benefits of carefully designed social and multisensory experiences of learning.

The bread unit illustrates this well. While most children are familiar with some type of bread, many have little understanding of where it comes from and how it connects to nature. By the end of this unit, Pike PreKindergarteners can fill you in on this topic.

They engage in daily multi-sensory learning experiences based on the study of bread for six weeks each year, and their learning tastes, smells, and feels great to them.

including signs, menus, and anything else they feel they need. Not surprisingly, the children transformed the area into a bakery during the bread unit and were frequently observed taking orders and baking a variety of imaginary breads with classmates.

This year Pre-K students joined their First Grade partners for a special project that blended components of the bread theme, the First Grade study of Eric Carle, and environmental education. The project began with the reading of the book The Little Red Hen Makes a Pizza by Philemon Sturges. Then, with the help of their older partners, Pre-K students pondered the question, “How could we use a recycled brown bag to make a pizza crust without cutting or tearing it?” We could roll it,” Zachary offered, and that was what the children decided to do. They created three-

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dimensional models of their favorite kinds of pizza using only recycled materials. The edges of recycled brown bags were rolled to form the bread dough of pizza crusts, paper strips from the shredder were sprinkled on top for cheese, and additional pizza fixings were crafted out of paper from the scrap box.

While learning about bread, the Pre-K connected with the larger Pike community through a survey. All members of the community were invited to note their favorite type of pizza on a graph outside the Pre-K room. Choices included “mixed vegetable”,

“pepperoni”, “cheese”, and “other”. The lively brown bag pizzas that the Pre-K and First Grade made as partners formed the border of this dynamic graph. As the graph grew, Pre-K children made periodic observations with their teachers of the types of pizza that had the most or the least votes. “Cheese only” was a clear winner, and the Pre-K children were delighted when Mr. McTeague honored his promise to serve the winning pizza for lunch one day.

The Greater Lawrence Vocational Technical School welcomed the Pre-K for an educational visit again this year, showing them the workings of a commercial kitchen and encouraging them to dig into making chocolate chip cookies and pizza. The children used ice cream scoopers to scoop and release the dough onto cookie sheets.

The students at the Vocational School then served them the cookies with milk and sent them home with freshly baked rolls. The Pre-K children returned the service by singing some favorite songs and nursery rhymes at the end of their visit.

Back in the Pre-K classroom at Pike, the children made bread-shaped books to take home, which included recipes for the breads they baked during their study: simple dough, biscuits, cornbread, pretzels, bread in a bag, and pizza. When the group was asked what had been the most fun, Katie was quick to reply, “Eating the bread!”

Learning in Pre-K tastes, feels, and smells as great as freshly baked bread!

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Defining Leadership at Pike lead•er•ship \'leˉd- r-ship\ ' noun

by Cliff Hauptman

e

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In a setting like Pike, where teachers can know each student individually and well, leaders are recognized not by their titles, but by their behaviors.

One could easily conclude that The Pike School is seriously wanting in leadership opportunities for its students, many of whom will be competing for limited admission to selective secondary schools against students whose applications boast editorships, presidential office, and other discernable titles of leadership. That conclusion, however, would be wrong.

Pike’s wealth of leadership opportunities is well known to the secondary schools to which Pike students apply. They are fully aware of Pike’s philosophy that positions of leadership do not require titles; that precisely he latest issue of Verbatim, the Upper School literary magazine, lists because few of them are permanently held, far more leadership roles arise on a daily basis; the names of twenty-one students, that most Pike students have demonstrated in no discernible order, who compose its board. But no one is identified as its editor. their leadership abilities when the right opportunity has presented itself; and that the anecdotal reports from Pike’s advisors and The Middle School Service Club, a highly teachers provide greater insight to a student’s active group that provides opportunities for students and their parents to participate leadership abilities than a title in a list of together in an impressive list of community extracurricular activities. service projects, has no student president, Rather than have students fill established, vice president, nor hierarchy of any kind. traditional roles, Pike’s leadership positions arise organically, as needed, according to Pike’s Student Council has no officers, Betsy DeVries, history teacher and Ninth either. There is no school president, no king or queen of the Chess Club, no official Grade team leader. “Each year, the students, themselves, step up and try to identify and mouthpiece of the multi-award-winning seek leadership opportunities within the Speech Team, no top brass of the school community. While the traditional set of orchestra.

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expectations for leadership is that the student is always up in front of the room, making the speeches and doing the song and dance, what we try to do at Pike is offer them opportunities and give them a scaffold for achievements throughout the year,” she explains. “Those may take the form of setting up an appointment with a division head to talk about the recycling needs of the division, asking appropriate questions and eliciting the information necessary to move forward with the project, or phoning Town Hall.”

Many of the leadership opportunities at Pike, particularly in the Upper and Middle Schools, originate by asking the students where they see the needs and what legacy they would like to leave at the school.

That, in itself, provides each student with leadership potential, affording them an opportunity to define and promote new projects, whether for the school, such as a recycling initiative, or for the larger community, such as a food drive. Yet, even within projects they have not personally initiated, Pike students use that framework of identifying needs to adopt leadership roles according to their own areas of interest and expertise. Those interested in technology create ways in which they can use computers and multimedia to further the enterprise. Likewise, those with other

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interests and abilities devise their own roles. Leadership positions, like batons in a relay race, are passed along from student to student as projects engender new ideas, meet new obstacles, change directions, or identify new needs.

And because Pike classes are small, and teachers are so thoroughly acquainted with each of their students, the spontaneous dynamics within this framework of achievement are closely monitored. The result is that teachers can advise students on an individual basis about leadership opportunities. They can encourage the reticent by showing that leadership need not involve intimidating, high-profile, activity, but, rather, that it often occurs as the result of unassuming skills in areas of organization, interpersonal relations, technology, art, conceptual or strategic thinking, and many others. In addition, teachers can point out, in the assessments they write for secondary school applications, the true signs of leadership and achievement each child displays, their progress in these regards, and aspects of their personalities that point to specific areas of potential growth and success.

In such an environment, a student who habitually presents himself as a model of helpfulness and courtesy, for example, by holding doors open or stopping to help someone pick up dropped papers, is recognized as a leader—not with a title that can be listed on a resume, but certainly as a character trait that will be noted by an adviser.

Such anecdotal insights are of far more use to the admission committees of secondary schools than a list of leadership titles. “The feedback we get from the elite, independent, secondary schools” according to DeVries, “is that, ’nearly everyone who applies here is their school’s president. So that doesn’t really tell us much.’” Another secondary school administrator, who asked not to be identified, lamented the tendency of other schools in Pike’s peer group to place so much emphasis on applicants’ catalogs of traditional leadership achievements. Rather, the administrator suggested, letter writers should be saying things like, “So-and-so showed maturity and leadership in making good choices by not playing on three sports teams. Instead, she left herself some time to free-read books and articles about her interest in…whatever.”

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Still, Pike encourages and supports individual initiatives of the more traditional kind.

“Three classmates and I wanted to start an a cappella group in Seventh Grade,” recalls Rachel Collins ’00. “We asked [Music/Music Theater/Arts Department Head] Larry Robertson about it, and he embraced the idea even beyond our expectations, giving up his free time to help us rehearse, choosing music for our repertoire, and arranging opportunities for us to perform in front of real audiences, both at school and in the greater community. As a direct result of that experience, one of our group went on to join a group in college and record a CD. Pike has always been a place where, if students show initiative, they’ll never lack for support.”

learn to step in and help when needed, to motivate others, and to assert themselves.

“Down in the lunchroom,” says Head of Middle School Bo Baird, “you have Third Graders who are needing to stand up to these “hulking” Fifth Graders and say, ’No, you have to stop and wait to go in.’ Even if, in some cases, the students are not doing as good a job as if a teacher did it, what we’re doing is giving them the expectation that they can take on leadership roles, that they can be responsible. And that’s crucial in order for them to grow in that dimension.”

One activity that was initiated this year involves a group of five or six students, one of whom is appointed as leader, who have to organize their bodies into a particular The path to leadership begins with the paving object, such as an elephant. After this stones of self-reliance, competence, and is attempted, the students are debriefed responsibility, and those are laid down at the about how the process went. The leaders very beginnings of a Pike education. “In Pre- experience the tumult of being bombarded K, children are given weekly jobs, which are with disparate suggestions, and the other an opportunity to gain responsibility,” explains members of the group find that their ideas First Grade teacher Carolyn Tobey. “But may be entirely rejected. According to as the child gets older, these tasks becomes Baird, “All emerge with an understanding leadership opportunities, because the jobs of what it means to be a good leader, but they’re performing might be teaching about they also learn what it means to be a good the calendar every morning for a week, or follower. And you need to be both. As a teaching the class about counting money on leader, you need to be responsive, and as the money chart. So those jobs that reinforce a follower you need to understand what and foster responsibility also become the needs of the leader are. What we’re leadership roles—doing something in front of looking to instill are the leadership traits of your peers and teaching them something.” inclusiveness, collaboration, and consensus building.”

Modeling leadership behavior, whole grades take on the responsibility of teaching the Beyond the leadership opportunities created rest of Lower School about specific subjects, by the teachers, students in Middle School such as improvement of the environment, are urged to initiate their own opportunities. in assemblies. During Lower School’s “Probably the best example of that is the “Rainbow Days,” each grade takes on the Middle School Service Club,” says Baird. responsibility of teaching the rest of the “There, students have to go out and do division about Pike’s mission and values. the research themselves to find projects These group opportunities, along with the they think would be good for the entire assigned individual tasks in the classrooms, group to undertake. Then they have to prepare every Lower School student with present their idea to the group. Now, this is the skills to step into leadership positions not as momentous as a political candidate throughout their time at Pike and beyond. addressing adoring fans, but they are taking “Developmentally,” says Tobey, “this is how the responsibility of trying it on. And the training begins; when they’re young, you that’s a lot of what leadership is in Middle have to give them examples of how a leader School—making attempts, trying it on, acts.” sometimes in little steps and sometimes in larger ones.”

In Middle School, students are given greater responsibility in their leadership training. Not That formula of mixing leadership training only must they take ownership of their own and practice pervades the whole of a Pike assigned tasks in the classroom, but they also education. Teachers create activities and take turns experiencing the additional duty of supply structures on which the ideals and managing their classmates. As “jobmaster,” behaviors of leadership are modeled, and students oversee the duties of others; they myriad opportunities are provided. Students

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take the initiative to practice their skills at taking charge, asserting themselves, motivating their peers, providing support, offering ideas, and accepting responsibility Some will blossom while still at Pike, while others will not show their colors until later, but all will have had considerable exposure to the skills and ample opportunity for the practice of being the future leaders of their generation.

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Project Adventure An Experiential Model

by Joan Regan

When dependence turns to self reliance, when self-absorption becomes concern for the group, and when indifference changes to commitment, leadership emerges.

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hroughout their schooling, students become familiar with figures in history whose self-reliance, commitment, competence, and sense of camaraderie are key to their ability to lead.

Project Adventure, a part of the Upper School physical education curriculum, challenges students to exhibit these same traits as they learn to become leaders.

Project Adventure employs the “action” or “explorer” model of leadership. Its physical challenges demand concrete solutions whether building a fire or working on the ropes course. Since Project Adventure was created in 1971, building a one-match fire has been part of the curriculum. Fire building and fire keeping provide dramatic, magical metaphors and life lessons. Some students cannot leave the fire to gather more wood; they cannot stop looking at it. Some cannot stop poking it; they are immobilized by it. The fire will die in front of them and they do not move to add a twig to it. But when the fire needs to be fed, the fire needs to be fed, or it will go out.

Leaders anticipate the needs of the fire and bring more wood. The image of fire and the reality of tending it pervade the Project Adventure program.

In Lower and Middle school, the first responsibility is to learn to take care of oneself. Leadership springs from that base of self-reliance. Can you tie your own shoes? Can you open your own milk? Can you anticipate that you will need a coat? Or do you need to be reminded? Do you need constant encouragement?

We all need help and attention and sometimes praise, but our moments of leadership unfurl when we step up and do what needs to be done without waiting to be watched, without being reminded. When we see a need and step up to meet it, we are being leaders. Leadership reaches out from a base of self-reliance to a sense of helping others. Leadership is getting the wood without being asked, because it is needed.

High events on the ropes course, like the catwalk, ask the participant to trust themselves as well as their belayer.

The catwalk is a log ten inches in diameter and eighteen feet long, suspended thirty feet in the air between two trees. As the student climbs the tree and walks across the log, each step must sustain his or her balance.

There is no turning back because intuitively that is insanely difficult. Once begun, one must rely on oneself. Often it is windy, making the trees sway. Or it is cold, damp,

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Project Adventure’s low ropes course also poses problems that at first seem impossible.

Low events challenge groups to work together despite their differences. The vine traverse is a low multi-dimensional element that consists of seven long wires, a rope commando crawl, a board balance beam, and seven wooden stepping stones. The group of twelve to fifteen students must start walking on the wire from the beginning tree and make their way around approximately two-hundred feet to the ending tree without stepping down on the ground. There are various hand ropes along the way to provide balance, but mostly they are out of easy reach, or they barely provide minimal balance. This element, which turns out to be everyone’s favorite low event, is about not giving up. It is about not letting your classmate give up, about holding out your hand to someone who seems just out of reach, and about remembering to take care of those who follow, not just yourself.

In a recent Project Adventure debriefing, students were asked to identify the contributions of others in the group on this event. One boy acknowledged that he had fallen or stepped off repeatedly in the early going until a certain classmate told him: “to get your act together or else”, and then “carried me on his back the rest of the way.”

No one was literally carried, but a mixture of scolding and encouragement, administered by a classmate, had made a big difference for the participant.

Leadership is carrying wood to the fire.

Sometimes the “wood” is motivation and sometimes it is ideas. “What do we do now folks?” “How do we get across?” Leadership sometimes is the will to take a risk, and the will to make it happen. Sometimes leadership is expressed in determination. The rope is the rope, and the students can punish themselves trying to cross it or not. Those who give it their all and those who urge them along the way carry the fire. They make things happen.

That is what leaders do. And those are the kinds of opportunities provided in every aspect of Project Adventure.

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Photos: Cliff Hauptman

and slippery. Conditions are seldom perfect.

Students say the hardest part is letting go of the tree. It is leaving the security of what one knows for what one does not. Being so high up, and doing it alone with no guarantees, challenges one’s very core and provides a petri dish for growing self-reliance. Self-reliance, risk taking, and commitment are the stuff of leadership.

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Remembering...

Jean Spader 1923 - 2007

Jean Fraser Spader, who died peacefully on October 28, 2007, surrounded by family and friends, had been a teacher at The Pike School, where she spent sixteen years as Head of the Pre-primary Program. She attended Friends Academy, Tabor Academy, and was graduated from Wells College in 1946 as a music major. As a young woman she worked for the Boston Symphony Orchestra, where she met her husband, Stoddard Greenwood Spader (Todd).

They moved to the Brooks School in North Andover, where Todd taught in the English department and established the summer program. After having three children, Libby ’68, Annie ’69, and James ’74, all of whom attended Pike, Jean and Todd retired to Marion, Massachusetts, in 1981, where she was an active volunteer at the New Bedford Whaling Museum and Tobey Hospital in Wareham.

Jean is remembered at Pike for her laughter, for her “gift of hilarity,” as her former colleague Diane (Kent) Paterson put it, for “laughing out loud and outrageously, uncontrollably and sometimes unto weeping.” Her legacy is a cohort of former Pike students for whom James Marshall’s George and Martha stories still bear special meaning, who warmly recall cherished moments on her lap, privileged “spankings” on their birthdays, and magical occasions on a daily basis.

She is remembered for her annual, operatic productions of “Little Red Riding Hood,” for which she wrote music and lyrics and created “major” roles, for every child. Former students and colleagues still remember the chipped, white-painted, upright piano on which she accompanied the singing and from which she directed the players. All recall that the gusto with which she addressed that instrument mirrored the verve with which she engaged all of life.

Jean is remembered with deep fondness by everyone at Pike whose life she touched–colleagues, students, and the parents of those students–and all agree that they have been changed for the better by knowing her.

Alumni can read and leave recollections about Jean Spader by visiting the Pike Alumni Website at www.alumni.pikeschool.org.

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Above: Sally Bullard (in red shirt) with her children and grandchildren. Sally’s children who attended Pike are Pamela Bullard ’67 (second from left), Lyman Bullard ’69 (tallest, in back), Sarah Bullard Steck ’65 (In blue sweatshirt in front of Sally), and William Bullard ’72 (back row, far right).

20

The Pike School

www.pikeschool.org

Remembering...

Sally Bullard Sally Bullard taught physical education and coached at Pike from 1973 until 1987. Prior to her start here, Mrs. Bullard’s four children attended Pike: Sarah ’65, Pam ’67, Lyman ’69, and Will ’72. While she was here, Mrs. Bullard influenced the lives of over 700 students.

Pike has an award named in her honor that states: This award recognizes the spirit that she encouraged in her students. It is awarded to sixth grade students for whom respect for others is a way of life, who have an unfailing regard for opponents, as well as teammates, and who participate in sport for the love of it . . . to the sound of cheering within.

Sally’s children had gone to Pike and graduated from Harvard and other colleges, and she had been teaching part-time for many years when we met in 1980. She was the veteran physical education teacher, and I was the newbie. She often arrived at school on a clunker of a bike that probably weighed more than she did. She embodied the best of old school: use it up, wear it out, make it do, or do without. She lived the Yankee ethic with delight. Her sons’ khaki slacks and navy blazers—standard church and graduation uniform—were circulated around in the family with a blind eye for fit or wear but with a keen sense of humor. Sally was very mischievous.

She belonged to a group of friends that shared a rambling farmhouse in Vermont. They would often spend weekends or parts of vacation together. She used to tell me that if you were the last to arrive, you got to sleep on the kitchen table. The bedrooms, beds, and sofas were on a first come, first served basis. This group of families watched each others’ children grow up and stayed friends through it all. That is a lot of love when children were coming up through the Sixties.

She loved to play tennis, and paddle tennis. I don’t think I’ve ever seen ‘paddle’ played, but Sally was crazy about it. It was played outdoors in the dead of winter. You warmed up by shoveling the courts. The match may have begun in coats and mittens, but it was so fast that soon you were sweating in your shirtsleeves. The humor of the sweat equity involved to play this sport was not lost on Sally.

Sally’s mother had a summer place on the Maine Ocean, and Sally’s mother-in-law had one on the ocean near the Cape. Sally dutifully divided her summers between them, unselfishly giving her summers entirely to them for years. Both ladies, as I recall, lived into their 90s and neither suffered fools lightly.

In addition to her Upper School P.E. classes, Sally took the Lower School out to recess every day in every weather with twenty jump ropes around her neck, a mesh bag of fifteen balls, and an armload of hula-hoops. She watched kids making their own fun, as she steadily walked the field, caring for the lonely and the left-out and settling disputes. In those days, half the Lower School always went out for a half-hour recess, and Sally’s long loden coat, hat, scarf, and mittens were never supplanted with snazzy gear. In Sally’s view, what really mattered was that the kids played outside.

When Sally talked to you or a student, she gave you her undivided attention. You became the center of focus whether you were five or fifty. Sally understood what was really important. She laughed, she loved, and she had the zest for life. —Joan Regan

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Alumni

News

The LeMaitre Family

A half-century and six alumni later

In 1949, Cornelia Weldon was graduated from The Pike School as an Eighth Grader. Thirty years later, that same Connie LeMaitre became the school’s first director of development and admission., as well. Connie spent several years in institutional development, not only at Pike, but also at Phillips Academy and Harvard Medical School. She has also worked in public relations and journalism. Today, Connie works in human resources at a manufacturing company. Her five children, three of them triplets, are all Pike alumni.

Connie’s First Grade teacher was the eponymous Mrs. Pike, herself, and she recalls that Mrs. Pike also taught Eighth Grade math and square dancing and coached softball, all while acting as principal of the school. Connie’s years as a Pike student were “a very happy time, structured, with small classes (often with two grades in one room), caring teachers, and close friends. It was a charmed childhood.”

After Pike, Connie attended Abbot Academy (now Phillips Academy), Newton College of the Sacred Heart, and Yale Graduate School of English. She remembers that Pike “prepared us so well for entrance exams to Abbot and P.A that we sailed through our freshman years.”

That is a claim still heard today.

“In First Grade, Connie Cole [see photo on page 24] was my teacher,” she recalls. “My two brothers were also in my class (we are triplets). I am pretty sure she also taught my older siblings, and I know she taught my mom. One day there was a dispute at recess about who had won the soccer game (held in what used to be called The Pit-- this was circa 1975). So, after hearing us complain throughout math period, Ms Cole let us go back outside (during class) to settle the dispute. I do not remember who won--the boys or the girls--but I do remember how appreciative we all were. She had been a great teacher with high standards for us all year long, and this was, I think her way of showing us--well--that school was supposed to be ‘fun.’”

Besides Ms Cole, Ellen fondly remembers teachers Jean Spader [see page 18], Barbara Holland, and George McNaughton, with whose wife, Deborah Warren, she later taught at Pike. “One of my absolute favorites,” says Ellen, “was Becca Shovan (at that time she taught art in the Lower School), who I later had the pleasure of knowing as a colleague in the Upper School.

Her kindness and warmth as a teacher made her stand out then and still does today.”

Matthew LeMaitre, also a member of the Class of ’82, is a general surgical resident at the University of Massachusetts Medical Like mother, like daughter: Ellen LeMaitre School. His path to his current career attended Pike as a student (Class of ’82) took him from Pike to Phillips Academy, and then returned several years later, after Georgetown University, the Fletcher earning a B.A. from Middlebury College, School of Law and Diplomacy, and Tufts to participate in Pike’s Intern Program University School of Medicine. In a past while earning her master’s degree at Lesley career, he served as the chief Russian University. She was soon hired as a Sixth respresentative for Avon Cosmetics in their and Ninth Grade English teacher at Pike (as Moscow Offices. well as a Sixth Grade boy’s soccer coach), and left after the birth of her first child in Matthew names Ms. Holland, Mrs. Shovan, 2001. Now, with three children, ages 7, 5 Mrs. McNaughton (Deborah Warren), Mr, and almost 4, Ellen is an at-home mom, Vivian, and M. DeBeauport as his most who remembers her Pike education as memorable Pike teachers. “extraordinary.”

22

The Pike School

www.pikeschool.org

Photographed by their mother, Connie LeMaitre ’49, on the first day of school, 1975, are, clockwise from top left: Kathleen ’76, George ’78, James ’82, Matthew ’82, and Ellen ’82.

The third triplet, James, who also attended Pike is a creative director working in advertising field. The eldest brother, George ’78, is chief execiutive officer of LeMaitre Vascular, a leading provider of medical devices. And Kathleen ’76, is a doctor of obstetrics and gynecology.

From her Pike education, Connie LeMaitre says she retains such elements as self discipline, a striving for excellence, love of learning and reading, curiosity, caring about others, and an enjoyment of people of different backgrounds. “I wanted to expose my children to similar teaching in a similar environment, “she says. “I had the privilege of having small classes, a well-rounded curriculum, sports, arts, and loving teachers.

My children all responded to those, as well.

Judging by the success they have enjoyed in their careers, it is difficult to argue with that observation.

Kathryn Greene

Rachel Rauh ‘04

Rachel Rauh ‘04 (front row, second from left) celebrates with her Phillips Academy varsity crew teammates.

An outstanding student at Pike and a National Merit Finalist at Phillips Academy, Rachel is now in her first year at Harvard University, leaning towards a major in East Asian Studies, but with longstanding interests in math and science.

“I’ve always liked math and sciences,” says Rachel, “and Pike gave me a really strong foundation. More importantly, Pike helped me develop the confidence to try new things. One of the best examples of that is that I signed up for hockey, despite not knowing how to skate. That confidence carried over to high school, where I took up Chinese, Russian, and crew; and wound up spending one summer in China and another summer competing in an international rowing regatta at Henley.”

freshmen boat for Radcliffe at the Head of the Charles Regatta, and we came in third, which was very exciting.”

During the summer of 2005, Rachel spent five weeks in China, studying in Shanghai and experiencing the culture. The trip strengthened her already whetted interest in the Chinese language and culture. In the summer of 2006, she volunteered at the International Adoption Clinic at the New England Medical Center.

When asked about her favorite teachers at Pike, Rachel’s love of mathematics rises to the surfaces. “My favorite teachers at Pike were Mr. Purington, Mrs. Waters, and Mr. Herz,” she says. “All three were really good math teachers. A lot of kids were somewhat intimidated by Mr. Purington because he In last summer’s Henley Women’s Regatta is a big, gruff-looking man and can initially come across as a bit scary. But once you get in the United Kingdom, Rachel’s boat placed second. “I think the training and trip to know him, he is really approachable and were even more memorable than the racing funny. I still remember going to his house in Maine for an overnight adventure with my itself,” she says. “This year, I coxed the

advisor group and playing pranks and baking cookies. Mr. Herz, who taught third grade, was inspirational. One of my all time favorite memories about Pike is how he used to teach standing on his head. I had Mrs. Waters for math for two years. She was always there for me and really challenged me in math.”

But it is the faculty, in general,–its close involvement in the lives of the students, its commitment to teaching, its ability to get the best from each student--that made the entire Pike experience so memorable for Rachel.

She recalls “...Mrs. Sturges’s visiting me at my house after I broke my elbow, Mr. Purington’s corny puns, Mr. Lynch’s high expectations that pushed me to become a better student, Mrs. Waters’s failed attempts to cure my carelessness and lack of organizational skills, and Mr. Herz’s playing “Happy Birthday” on a trumpet while standing on his head. Those are among countless other amazing experiences that made Pike such a special place.”

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Class

Notes

’46 ’55 1946

NYC Reunion

George Fraser ’46 has been remarried for 3 years to Patricia after losing his first wife to cancer. Their latest adventure is building a mountain lodge home near Ashville, N.C., as a getaway from Florida.

With nearly 30 people in attendance, Pike held its first alumni reunion at the Harvard Club in New York City on Thursday, February 28th.

Thanks to a core group of people who helped spread the word early, the room was filled with alumni eager to hear about Pike today and share memories of the not-too-distant past.

Alumni enjoyed reminiscing about favorite teachers, memorable reading assignments, rivalry games, and the sheer fun of unstructured activities on the playground. A common thread heard throughout the evening was that no matter where life after Pike had taken them everyone cherishes his/her Pike experience. For many, their lifelong passion for learning began in those early years at Pike.

1955

Lucy Kemper Pieh ’55 writes, “I have such fond memories of Pike and my classmates.” She is enjoying this time in her life tremendously - less work and more family time and time for herself. It’s the time she’s given herself that she’s enjoying.

’58 1958

Mae Concemi Bradshaw ’58 is an attorney licenced in MA, NH, ME, and FL. She has an office in North Hampton, N.H. Her motto is, “Where there is a will, there is a Mae.” She concentrates her practice on estate planning and small business.

Among the attendees at the New York event were two sets of alumni siblings: top, the Kellans; and, right, the Gardners.

’59 ’61 1959

Cynthia Kimball ’59 is still in touch with some of her Pike buddies. She’s been a pediatric occupational therapist in Lexington, MA, for the last nine years. All is well.

1961

This photo of Ms. Connie Cole, who sends regards to all her former students and colleagues, was taken in her home this past September.

Ms. Cole taught First Grade at Pike for 36 years.

24

The Pike School

www.pikeschool.org

Bruce Ganem ’61, Roessler Professor of Chemistry and J. Thomas Clark Professor of Entrepreneurship, rang the opening bell at the New York Stock Exchange on August 10, 2007. Steven Seeche ’61 sadly lost his wife after a tough eight-year battle with cancer in August of this year. He has two wonderful daughers: Sarah, 34, engaged to be married and living in Dallas, and Jenny, 30, living with him in Newton. He is retired from his work as a tax

advisor and is now pursuing caeers in mediation and real estate.

’64 ’65

1964

Gary Comins ’64 is working as an NEG flood grant counselor in the employment services field.

1965

Priscilla Harris Morse ’65 just celebrated her 1 1/2 year anniversary with the City and County of San Francisco as the Director of Workers’ Compensation where she has a $60 million budget and a staff of 48 people. Her husband, Bob, retired from his job as Chief Inspector in the San Mateo District Attorney’s Office in January. He worked there for nine years.

’79 1979

Jennifer Rubin Britton ’79 has recently moved to Maryland, where her husband is Head of School at McDonogh School.

They have two children, Trevor (14) and Annie (10). Adam Reeder ’79 and his wife, DeAnnie, are happily raising their two boys, Ethan (10) and Austin (7), in N.Y.C. He writes, “...and I always thought I was a suburban boy!” The boys’ school, Buckley, reminds him of Pike--wonderful teachers, balance of academics and other activities, and a focus on ethics, character, and good citizenship.

’81 ’74 ’84 1974

Cynthia Berman ’74 writes, “All is well!” She’s working in Cambridge in private practice as a clinical psychologist and living happily in Newton with her husband and dog. She writes, “Wonder what happened to all my Pike classmates? Seems like a lifetime ago!” Judith Morton Bramhall ’74 has lived, worked, and raised three children (ages 18, 16, and 14) in Concord, MA, since 1993. She walks through the new [Pike] campus with her siblings fairly regularly and says it looks HUGE. She also coached MS girls lacrosse for six years and played against Pike-such a laugh!

1981

Dana Limanni-Tarlow ’81 and her husband, Daniel, are thrilled to announce the birth of their son, Drake Aaron. He was born on June 21, 2007, at 8:09 a.m. and weighed 8 pounds and 10 ounces.

An impromptu reunion took place in Andover this past August.

Left to right: Julia Morton ‘80, Renee Kellan Page ‘79, Jeff Morton ‘79, Meredith Kattar ‘79, and Todd Ongaro ‘79.

1984

Daniel Gordon ’84 and his wife just had their first child.

Samuel Blade Gordon was born on 8/8/07 and weighed 6 lbs, 8 oz. Janice, Sam, and Dan are all doing great. Brigitte Herz ’84 is back in New England after teaching in Canada and Africa.

She co-founded a langauge school for children in Durham, NH, where she lives with her husband and three children, ages 1, 11, and 7.

’87 ’88 ’77

1977

Kevin O’Meara ’77 is married and has one son who is 14 years old. They love living in the Midwest. He is a director in supply chain at Whirlpool Corp.

1987

Scott Kelly ’87 lives in Amesbury on the river and works for RJ Kelly Company.

He attended Pepperdine for his master’s degree.

Drake Aaron Tarlow

1988

Kier Byrnes ’88 and his band, Three Day Threshold, recently scored a few tracks on Real World Sydney on MTV. Their band was slated to tour Belgium and The Netherlands

this winter. They’re wondering when they’ll get a chance to play up in Andover sometime.

For more info on their band, including pictures and free songs: www.myspace.com/ threedaythreshold.

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Notes ’89 Class

1989

Studies in Lawrence, MA. She and her five-year-old daughter, Charolette, are living with her parents and saving to buy a home. She’d love to hear from old friends. Peter Cox ’94 married Kate Serafini on June 30 in Boston. Pike alumni in attendance included groomsmen Dean Chiungos ’94 and Sam 1991 Vaill ’94. Pete and Kate live in Marcel Faulring ’91 and Boston’s South End where Pete his wife, Megan, moved is a management consultant to Troutville, VA, this past August, where they plan to stay and Kate is in business school. permanently. He is still a captain Gina Finocchiaro ’94 recently moved to Portland, Maine, to on the Dash-8 for US Airways Express (Piedmont Airlines). He begin her first solo-pastorate will have been on the Dash-8 at at the Williston West Church, Piedmont for 9 years, in March. UCC. Great little city! She is enjoying the challenge and joys of a new “church of my own!”

1993 Heather Kellett ’94 is enjoying Travis Jacobs ’93 graduated living in NYC and working for from Suffolk University Law KPMG. She hopes to see other School in May 2007. He got alumni who are in the area. engaged (04/07) to Lori A. Johnson of Mitchell, South 1995 Dakota, and plans to get married in the summer of 2008. Emily Cassista ’95 is a high school Biology teacher at He plans to start his own law Whittier Tech in Haverhill and practice but keeps an eye open loves every minute. She’s taught for a law-related position at anatomy and physiology at an organization/firm with an local community colleges this international flavor. Allison Lowrie Sowers ’93 loves living past year. She will be getting married this coming July and and working in Chicago, where she is a group product manager is very excited. In her spare for cars.com, creating products time, she dances and competes in Ballroom/Latin dance, (online marketing services) which she’s crazy about. Jillian for car dealers. In her spare Horgan ’95 is a freelance time, she has been training and producer in NY working for the running marathons all over the Bravo Channel. She’s worked country, including this year’s on History Channel, A&E, Chicago Marathon, where, fortunately, she was fast enough H&GTV, Comedy Central, etc.

Weston Lowrie ’95 continues to finish the race from which to enjoy his life in Seattle. many runners were pulled due He recently completed his to extreme heat. masters degree at the University of Washington School of 1994 Aeronautics and Astronautics Hope Carter ’94 is teaching and is currently doing research sixth grade special needs at in plasma physics. The rest of the School of Exceptional his free time is spent climbing, Katie Baldwin ’89 recently got engaged and is planning an October wedding. Brandon Kelly ’89 will be celebrating his third anniversary. He married Becky Chu, whom he met at Babson. Brandon lives in Newbury in a lovely home.

’91 ’93

’94

26

The Pike School

Peter Cox ’94 and his new bride.

skiing, mountaineering, whitewater kayaking, and other great adventures in the Pacific Northwest.

graduated with her master’s degree in expressive (art) therapy. She is working full time as an art therapist in Newton, MA, at The Learning Prepatory School. She is also making use of her undergraduate degree doing freelance work as a graphic designer. Deborah Siller ’96 is engaged to William Houston. They are planning a summer 2008 wedding. She is working as a financial analyst for General Mills in the Bakeries and Foodservice Division. Bill is president of Houston & Associates LLC, an energy price risk management consulting group. They live in Minneapolis with their dog, Casper.

’97 ’96 ’95

www.pikeschool.org

1996

Julie Petralia Derderian ’96 and her husband, Christian Derderian ’94, are delighted to announce the birth of their daughter, Abigail Anne.

She was born on August 6th at 4:26 p.m. and weighed 10 pounds and 2 ounces. Kirsten Lantelme ’96 is living in and loving Boston. In 2006, she Abigail Anne Derderian

1997

John Michael DiResta ’97 is Director of Education and Outreach at MCC Theater in NYC. Matthew Sullivan ’97 is a Navy lieutenant about to transfer to the Navy Post Graduate School in Monterey, CA, to work for two years on his master’s degree. He was previously on the USS Gettysburg based in Mayport, Florida.

’98 1998

Jeffrey Harnois ’98 is engaged to be married on 5/23/08.

He’s a mutual fund analyst for State Street Bank & Trust Company. He is living in South Boston with his fiance in a newly purchased condominium.

Christopher Therrien ’98 recenly announced his engagement to Mary Kathleen Mihalko. The couple is planning a June, 2008, wedding. Sarah Wilkens ’98 is in her second year at Suffolk Law School.

’99 1999

Arlen Galloway ’99, a 2006 graduate of Kenyon College and a four-year letterwinner with the basketball program, spent one season as an assistant coach at Washington College in Maryland. At Kenyon, Galloway was named a team captain his senior season. His 36.9 career shooting percentage from beyond the arc–111 three-pointers made out of 301 attempted–is the tenth-best in Kenyon’s history. Galloway graduated with a degree in political science and currently resides in Howard, Ohio.

Columbia. As an intern, she has been arranging events for a New York Gallery.

’03 ’06 2003

Emilie Lantelme ’03 is finishing up her sophmore year at University of Denver (DU).

Taking advantage of all that the ‘mile-high’ city has to offer... great hockey, good tennis, day hiking, and SUPERB skiing.

Still a sports enthusiast, she watches as well as participates in these sports/activities at DU. Duncan Will ’03 is thriving and loving his sophmore year at Occidental in sunny LA–he goes surfing a lot!

’04 2004

Andrew Lowrie ’04 is a thriving freshman at Bucknell University School of Engineering. He appreciates the outstandingly beautiful campus, his new friends, and is thrilled with the many exciting academic possibilities. He has recently declared his major to be electrical engineering, is participating in the Army ROTC, and is having fun playing intramural dodgeball with friends. Andrew ran his first half-marathon with his sister and mother this past August, in Chicago. Matthew Skinner ’04 graduated from Phillips Academy in 2007. He is attending Washington University in St. Louis and majoring in chemical engineering and economics. He plays varsity baseball.

’00 ’01 ’05 ’02

2000

Amy Malleck ’00 is currently studying art history–“The Gothic Cathedral”–as a graduate student at the Courtauld Institute of Art in London.

2001

Carolyn Johnson Tower ’01 is currently at Washington University in St. Louis and will be graduating this May with a B.F.A. in fashion design.

2002

Melanie Kress ’02 continues to do well at Barnard College.

This year she is running the spring fashion show for all of

the reunions. Kevin Kress ’05 returned to competitive freestyle skiing this winter and will be applying to a variety of colleges from Vancouver to Boston.

2006

Ross Barman ’06 worked part time during the summer of 2007 at the Musuem of Science and Lahey Clinic. He is going to Kenya on an exchange program at Brooks School in February 2008. Carolyn Calabrese ’06 has some exciting news: In March of ’08 she went to London to participate in an international ballet competition called the Phyllis Bedells Bursary sponsored by the Royal Academy of Dance. She writes, “It was a once in a lifetime chance and such an honor!”

Above: Left to right, Wes Lowrie ’95, Allison Lowrie ’93, and (far right) Andrew Lowrie ’04 join their mother, Mary Lou Saarinen Lowrie (wearing number), in Hawaii, where she competed in the Ironman World Championships.

’07 ’08 2007

Stone Lauderdale ’07 is at Brewster Academy: sophomore class prefect, Gold Key for grade, cum laude, varsity basketball, varsity baseball.

Having a great year.

2008

Caroline Will ’08 has settled very nicely as a boarder at Brooks.

She is goalie on an undefeated JV team.

2005

Samuel Grant ’05 is going to Colby College next year. Wendy Mellin ’05 is applying to college and finds her senior year to be stressful. She’s looking forward to seeing everyone at

Left to right: Jacquelyn Ruiz ‘08, Andres Burbank-Crump ‘08, and Rebecca Cordero ‘08 came back to Pike in November to speak to Middle school parents and students about their experience in the Upper School affinity and multicultural groups.

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Alumni Connection Then... ...and now.

alumni.pikeschool.org

Non-Profit Org. U.S. Postage Paid The Pike School 34 Sunset Rock Road Andover, Massachusetts 01810-4898 www.pikeschool.org