Pingree Magazine: Spring 2016

IN THE HOUSE

MAGAZINE SPRING 2016

A TRUE ORIGINAL Pingree

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DAYS IN THE LIFE #PINGREESCHOOL

PINGREE MAGAZINE

PINGREE SCHOOL

EDITOR Melody Komyerov

DIRECTOR OF MARKETING AND COMMUNICATIONS Melody Komyerov

DESIGN

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PHOTOGRAPHERS David Goff Reid Smith ’17 Deb Vander Molen WRITERS Diana Batchelder Mathey Grace Talusan PRINTING Hannaford & Dumas Pingree Magazine is published for alumni, parents, and friends. We welcome your letters, story ideas, and suggestions.

Please send your correspondence to: mkomyerov@pingree.org For alumni updates, e-mail: lpolese@pingree.org

ASSISTANT DIRECTOR OF COMMUNICATIONS Emma Fedor DIRECTOR OF INSTITUTIONAL ADVANCEMENT Kimberley C. Moore DIRECTOR OF ALUMNI RELATIONS Laurie Harding Polese ’84, P’13 ’16 DIRECTOR OF PINGREE FUND AND LEADERSHIP GIVING Diana Batchelder Mathey P’01, ’04, ’09, ’11 Pingree is a coeducational independent day school for grades 9-12. Dedicated to academic excellence and development of high personal standards, Pingree believes that a love of learning flourishes best in a diverse community that respects truth, curiosity, creativity, humor, and independent and imaginative thinking. Above all, Pingree strives to instill in its students integrity, decency, compassion, self-esteem and commitment to one another and to the world at large.

CONTENTS SPRING 2016 VOLUME 3

4 From the Head of School 6 In the House 18 A True Original 28 Go Forth and Do Great Deeds 34 Building a Prototype 38 Making Music 40 The Hedge Garden 48 Q&A with Merrill Stabler Pingree

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LETTER FROM THE HEAD OF SCHOOL

A Pingree Original “Inspiration is for amateurs, the rest of us just show up and get to work,” wrote artist Chuck Close. “Everyone needs to feel special, and every adolescent deserves the love and support of a mentor no matter what…” We have among us a master teacher and artist who balances work and play through his tireless dedication to the creative lives of our students. Whether it’s early mornings prepping in the studio with a newspaper and a fresh pot of coffee, weekend time working on portfolios with students, or evening coffeehouses in the Pond Room, Rich Erickson always shows up. Thousands of students and teachers see the world in a more expansive and joyful way because of his enigmatic pranks, sincere care, unbridled laughter, and passion for life. And he’s your biggest fan, no matter what.

When Rich informed me that he was retiring after 39 years in the classroom — 30 at Pingree — his first comment was, “This has never been a job for me. I am the luckiest person in the world to have this freedom, this time with students, this gift to teach high school. I have the best job in the world.” Each of us carries a unique “Mr. E” story, a reminder to see the world through open and generous eyes.

Rich’s classroom is a model for storytelling, a sanctuary for growth and self-discovery, a respite from the conventional world outside. His compassion, humor, and creativity make him an embodiment of Pingree’s mission, an archetype for culture and community.

Art is a vehicle for making thoughts and feelings visible, and we commemorate Rich’s legacy in our cover story, “A True Original” (p. 18); by recognizing the passion and compassion that live on in our young alumni (p. 28); in our teachers and students, who boldly create, collaborate, and innovate in the name of science (p. 34); and in the playfulness, wit, and humor of our current students, who keep us young. Thank you, Mr. E. — Dr. Timothy M. Johnson

“Each of us carries a unique ‘Mr. E’ story, a reminder to see the world through open and generous eyes.”

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Pingree Swim Team practices for the season

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IN THE HOUSE NEWS FROM CAMPUS AND COMMUNITY

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Transitions PINGREE FACULTY AND STAFF TRANSITION TO NEW PLACES...

BY: DIANA BATCHELDER MATHEY

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1. Linda May Señora May, devoted teacher, advisor, mentor, and colleague, is retiring after 18 years of service to Pingree.

As a teacher in the Spanish classroom, Sra. May has spread her passion for languages and travel, igniting a love for learning and exploration in all who cross her path. Her enthusiasm, spirit, and energy as a teacher are unmatched.

Sra. May played an early role in developing Pingree’s Learning Across Borders (LAB), an exchange program that offers students the chance to both live and learn abroad and to host and connect with international students at home. The program officially launched in 2011 and over 575 students have since participated.

With Sra. May’s initiative, persistence, and leadership, the LAB program has grown to welcome students from Barcelona, France, Denmark, Taiwan, Mexico, and England to our campus each year. ¡Bravo! Senora May. Your dedication to Pingree has provided our students and families with remarkable experiences in global

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learning. We thank you for sharing your talents with us and for extending our Pingree borders!

2. Laurie Polese ’84 After 11 years of dedication, hard work, and devotion, Director of Alumni Relations Laurie Polese will be moving on from Pingree.

One alum at a time, Ms. Polese re-energized the Pingree alumni community’s ability to reconnect, network, share stories, mentor current students, and give back.

Recent Alumni Reunions have welcomed an impressive 600+ attendees each year.

Our Alumni Leadership Board (ALB) has grown to 25 members, all of whom are deeply committed to

Pingree and its mission.

Ms. Polese has led events across the U.S. in cities like Boston, New York, Washington DC, San Francisco, Los Angeles, Naples, and Palm Beach.

She also helped to create an annual Alumni Community Service Day for alumni to give back and volunteer, and the School’s Alumni Networking Event has grown from a handful of attendees to over 100 participants.

Under Ms. Polese’s direction, dozens of alumni now annually volunteer to mentor Pingree seniors for their Senior Projects.

We thank Ms. Polese for her years of passion and enthusiasm for the Pingree alumni community.

Her support for Pingree, her efforts in building our programs, and her encouragement of continued alumni participation will be felt for decades to come.

3. Lila Teeters History Teacher Lila Teeters will be leaving Pingree at the end of the year to pursue a PhD at the University of New Hampshire. During her time at Pingree, Ms. Teeters has had a profound impact on her students, many of whom credit her AP U.S. History course for advancing their writing abilities, improving their critical thinking skills, and teaching them to express their ideas in persuasive and compelling ways. Ms. Teeters was

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instrumental in developing Pingree’s current citation guide and has been an invaluable mentor to members of the Pingree New Columns school newspaper staff. The New Columns gained an online presence this spring under Ms. Teeters’s leadership.

Students and colleagues will miss her humor, wisdom, intellect, and friendship.

...AND TO NEW ROLES

4. Steve Carey

Mr. Carey will be cutting back on his workload in the College Office in Fall 2016, stepping down as C0-Director, but continuing to counsel our juniors and seniors in the college process.

Over the course of his 26 years here, Mr. Carey has influenced thousands of Pingree students as their teacher, mentor, advisor, coach, counselor, and friend. He is kind, generous, thoughtful, and wise. His wit, humor, and insights make him quintessential Pingree.

We have all benefitted greatly from Mr. Carey’s words of encouragement, patience, compassion, nudging, and love, and we look forward to working with him in his new role.

5. Buddy Taft No, after 37 years at Pingree, Buddy Taft is not retiring. He is, however, ending his 25-year tenure as Dean of Students and transitioning to the

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Institutional Advancement Office as a Major Gifts Officer.

Mr. Taft will be off campus more than on campus next year, reaching out to alumni and building relationships to keep community members close and further support Pingree’s mission.

Mr. Taft began his career at Pingree in 1979 as a history teacher and soon became head of the History Department. In 1984, Mr. Taft became Head Coach of the Men’s Hockey team and after 28 years of coaching (racking up over 400 wins), he left the rink to focus his efforts on serving as Dean of Students, a position he has held since 1991. During his tenure, Mr. Taft has successfully overseen the

social culture and spirit of Pingree’s student body, developed an exemplary system of Class Deans, helped develop a Student Life Committee, and served as Head of the Discipline Committee. Despite being chief disciplinarian and attendance czar, alumni regularly come back to Pingree to check in with Mr. Taft about life, give him a hug, and thank him for his huge influence on their lives.

As Mr. Taft reflects, “It’s all about the kids.”

To all of you Pingree alums out there, make sure you answer when Mr. Taft calls you next year, and accept his invitation for coffee, lunch or a beer after work. You won’t regret it.

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IN THE HOUSE

GET REAL: THE MUSICAL The amazing, talented, inspiring faculty of the Pingree Arts Department made our jaws drop again this winter with the announcement that they — in collaboration with Pingree students — would be writing, directing, producing, and choreographing an original musical production.

Get Real: The Musical follows the cast and crew of a reality television

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music competition program as they grapple with the intersection of their private and public personas.

Theater Director Arlynn Polletta and her students penned the screenplay while Vocal Teacher Thom Smoker and Music Teacher and Art Department Chair Eric Haltmeier worked with student musicians to compose the music and lyrics;

Pingree Dance Teacher Tennille Hahn and her dance students conceived the choreography and Technical Theater Director Jason Ries and his crew took the lead on set and costume design. Their vision was brought to life by the student actors, singers, dancers, stage managers, and tech crew members who performed the piece in March.

Dr. Amer Ahmed delivers the keynote address at this year’s MLK Day Celebration

COMBATING ISLAMOPHOBIA The Pingree community observed Martin Luther King, Jr. Day on Tuesday, January 19 by engaging in a day of programming dedicated to reflection, conversation, and remembrance of the renowned civil rights activist and all he stood for.

Students that participated in the Student Diversity Leadership Conference (SDLC) kicked off the morning with reminders to “be present,” “experiment,” “lean into discomfort,” and “suspend judgment” as the community prepared to discuss challenging but important issues related to social justice, equity, and diversity.

The keynote address, a presentation on Islam, Islamophobia, and social justice, was delivered by Dr. Amer Ahmed. Dr. Ahmed is an intercultural diversity consultant, college administrator, poet, and hip hop activist who speaks at campuses, conferences, and other institutions across the country. He began his talk by introducing members of the audience to the founding principles of the Islamic faith and used these

core ideas, along with historical data, personal anecdotes, and other references to the Koran, to dispel some of the most common myths about the religion.

Dr. Ahmed encouraged students, faculty, and staff to confront misconceptions perpetuated by the media — that Muslim women have no rights; Jihad is synonymous with “holy war;” Jews and Muslims are enemies; Islam is inherently “antiAmerican;” and that Muslims and Arabs are one and the same — and to consider the negative affects such misconceptions have on the lives of practicing Muslims across the globe.

Later in the day, representatives from YWCA Boston led the community in thought-provoking workshops meant to foster discussion on topics of race, privilege, sexuality, socioeconomics, and gender equality, among other issues. Following all-school exercises and conversations, community members broke out into smaller groups to further discuss thoughts and ideas from the day.

NEW WEBSITE The Pingree School website has a new look and feel following an extensive redesign project. The new site is visually engaging, easy-to-navigate, and best of all—completely mobile responsive.

We think the resulting website is fresh, bold, vibrant, and highly evocative of the Pingree we know and love. Notable features include a collapsible megamenu, video interviews with faculty and students, updated content, and a brand new Pingree admission video.

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IN THE HOUSE

Achievements in Art and Writing SEVEN PINGREE STUDENTS RECOGNIZED WITH SCHOLASTIC ARTS AND WRITING AWARDS

Through the Scholastic Awards, teens in grades seven through twelve from public, private, or home schools can apply in 29 categories of art and writing for the chance to earn scholarships and have their works exhibited and published. An impressive seven Pingree students were recently recognized with awards in digital art, dramatic script, mixed media, photography, and poetry. Congratulations to all of our winners!

1. Eli Giordano ’18

4. Miranda Nolan ’16

Gold Key Photography “Ripples in Thought” Teacher: Deb Vander Molen

Gold Key Photography “Swivel” Honorable Mention Photography “Placa Sant Felip Neri” Silver Key Photography “Unmade” Silver Key Poetry “Questions and Answers” Teachers: Deb Vander Molen and Michelle Ramadan

2. Alonzo Jackson ’17 Gold Key Digital Art “I” Teacher: Deb Vander Molen

Jonathan Jalajas ’17 Honorable Mention Photography “Goose on Pond” Honorable Mention Photography “Identity” Teacher: Deb Vander Molen

3. Abby Mosse ’16 Honorable Mention Mixed Media “Untitled” Teacher: Mallie Pratt

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Martina Rethman ’18 Honorable Mention Dramatic Script “The Ado” Teacher: Michelle Ramadan

5. Ryan Waystack ’16 Gold Key Photography “Limitless Stars” Teacher: Deb Vander Molen

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“QUESTIONS AND ANSWERS”

Where do you think your mother is now?

Strolling along dirt roads, plucking blueberries as she finds them.

Brow shimmering in August heat, under Georgian skies, finally nameless. Run, father had told her.

She walks now, hair cascading, ankles light.

Back jean pocket: fifty-seven dollars.

Willow trees bend to shake her hand— You made it.

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Her palms, a folded map— she holds her locket in them, looks into my gold-framed face. She is going somewhere, and I am going with her.

What Else Whisk them through dreamcatcher fingers, wrap them around ribcages and breathe deeply, dangle them over hungry crowds with hands outreached, string them along sun-spun yarn and drape them across silent wrists, give them honey-glazed consistency put to sauntering rhythm, transfer them into ink strewn across used napkins, receipts, business cards for people whose minds bear hollow fruit when plucked.

What else could I do with wild words?

Answer Maybe the answer is beneath the pile of clothes you will never clean. Maybe it is slithering between blades of grass your bare feet will never touch, or mingled with the ashes of an unburned candlestick. Maybe it’s an embryo in an uncracked egg, or under the rind of a clementine. Maybe the answer is not in the heavens, it does not take celestial form, it does not possess intangible tendencies, it is not read between the lines of a paper-backed philosophy.

Maybe the answer is right under your goddamn fingernails.

Or maybe— there is no answer at all.

—Miranda Nolan ’16

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WINTER SPORTS Pingree’s winter athletes were triumphant on the ice, slopes, courts, and in the water this season. Highlights included Boys’ and Girls’ Ice Hockey scrimmages at the TD Garden, second and third place finishes at the NEPSAC Ski Championships, 11 personal records at the New England Swimming Championships, and an exciting run from Boys’ Varsity Basketball, who made it all the way to the NEPSAC Class C Tournament Final.

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COLLEGE COMMITS

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Five Pingree student-athletes officially committed to playing Division I or Division II athletics next year. All of these seniors are phenomenal athletes who’ve made indelible contributions to their individual teams and the Pingree athletics program as a whole. We look forward to cheering them on in the big leagues.

1. Justin Assad Assumption College Football Justin Assad is a former ESPN Top Massachusetts High School Football Prospect, Boston Herald High School Star of the Week, North Shore Football Top Scorer, Salem News All-Star, and Evergreen All-League player. Over the course of his senior season, Assad had 64 catches, 1,327 yards, and 23 touchdowns.

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2. Charlotte Esty Dartmouth Women’s Soccer Charlotte Esty currently holds the record for career goals and points, with totals in the triple digits. This fall, she helped lead the Highlanders to their third straight EIL title, following back-to-back NEPSAC Class C Championships. Over the course of her Pingree career she’s been both a Salem News and EIL All-Star.

She is also a Massachusetts ODP Tournament Champion, a Top-Drawer Soccer Senior Star, a Massachusetts State Cup Champion, and a member of the Boston Breakers Academy Team.

3. Nino Leone UConn Football Nino Leone has been a fouryear starter at offensive and defensive tackle for Pingree.

He is a three-time, FirstTeam, All-Evergreen League player and was twice named

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a NEPSAC All-New England player. Following his senior year performance, Leone was deemed 2016 Evergreen Lineman of the Year and NEPSAC Class C Lineman of the year.

4. Ryan Lovell University of Hartford Men’s Lacrosse Ryan Lovell has been a starting longstick midfielder since his freshman year at Pingree, and he will serve as captain for the 2016 spring season. A dominant force on the field, Lovell had nine goals and ten assists in 2015 and led the

team in ground balls, with a total of 105. He is a three-time EIL All-Star and two-time EIL team champion. His efforts also helped to secure the Highlanders the 2015 New England Championship.

5. Kerri Zerfoss Northeastern Women’s Soccer In her 2016 season alone, Kerri Zerfoss garnered 28 goals and 8 assists for Pingree, bringing her to a career total of 78 goals and 55 assists.

The defensive midfielder is a former EIL Player of the Year, Salem News Player of the

Year, EIL MVP, and Boston Globe All-Scholastic player.

Over the summer of 2015, she was invited to train as a member of the Boston Breakers College Academy Team — a stepping-stone to the professional level — and she was later selected to play on the 2015 All-American East Team for high school girls’ soccer. At Pingree, she’s helped to lead the Highlanders to three consecutive EIL Championships (2013, 2014, 2015) and back-to-back NEPSAC Class C Championships (2013 and 2014).

HOLIDAY ARTS OPEN STUDIOS The Pingree Arts Department hosted its second annual Holiday Arts Open Studios event this past December, welcoming visitors to campus for an evening of festive performances and activities. Pingree’s contemporary, percussion, and instrumental ensembles performed beloved holiday hits while digital music students offered up slick electronic remixes of classic carols and tunes. Spectrum Vocal Ensemble and Pingree

A Capella staged a 1940s radio station broadcast and theater students re-enacted scenes from holiday stories and myths, inviting audience members to join in. Over in the dance studio, audience members were treated to selections from Tchaikovsky’s The Nutcracker before heading over to the visual arts studios to create custom holiday cards and clay decorations. The night came to a close with an open-mic session in the Commons.

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A TRUE ORIG CELEBRATING ART TEACHER RICHARD ERICKSON AND THE SPIRIT OF THE ART ROOM — A PLACE OF DISCOVERY, CREATIVITY, AND A REFUGE FOR GENERATIONS OF PINGREE STUDENTS

BY MELODY KOMYEROV

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A TRUE ORIGINAL

For 30 years, Rich Erickson has touched hundreds of lives and spread his contagious joyful spirit. Now, as retirement approaches, Rich is ready. “I’ve enjoyed every minute that I’ve spent here, and I know it’s time to go.” We are excited to see what more he will create in this world. Choose happiness, Mr. E.

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very time I walk by the Art Room, I feel a magnetic pull that draws me inside. The door is open, and music escapes into the hall. Rich Erickson, affectionately known as Mr. E, or “Mystery,” sees me and greets me with his enthusiastic “Hi!” Mr. E creates space. I step across the threshold and enter the spiritual safe haven of the Art Room. The mood is energetic, peaceful, playful, and calming. A group of students sit around the table, focused and present, while Mr. E leads me around the room, introducing me to the students, praising their work and sharing at least five bad jokes. Then, when a few students arrive late to class, he sprays them with water or silly string, and seamlessly transitions back to art and world politics.

The Art Room itself is a museum, a well-curated collection of ideas and inspiration, artwork and words to live by. Students, artists, athletes and academics alike, listen to music, share stories, and work on class sculpting projects with names like “Being Chased by a Bear” and “Climbing Mt. Everest.”

Students, teachers, and staff move freely in and out of the room throughout the day. Mr. E holds space for everyone. Some of us retreat to the Art Room for a half-hour for some art, news, sports talk, and comic relief. A former student made a year-long pilgrimage to the Art Room for therapy and healing after surviving a life-threatening car accident. Countless Pingree students make the journey of self-discovery in Mr. E’s Art Room.

By the end of a typical day, Mr. E is helping a student with an art portfolio, searching for glue guns for an engineering project, guiding student editors with the next issue of the student literary art magazine, Pegasus, making posters for the next Coffeehouse event. All the while, you’ll be listening to music ranging from Bob Marley to Van Morrison to today’s top hits, and watching hilarious YouTube videos in the moments between.

Portrait by Arjen Steegstra ’16 Being a teenager is a one of the most vulnerable and yet empowering times in our lives. The Art Room is a refuge from the acute sensitivity, acne, and awkwardness of adolescence. It’s a place to laugh and relax, temporarily free of all the drama, stress, and ambition of high school life.

A master artist, listener, and conversationalist, Mr. E is a walking MR. E CREATES SPACE. fountain of ideas, philosophies and knowledge. His germination of ideas has given birth to something THE ART ROOM ITSELF IS A MUSEUM, that spreads farther than the physical space of the Art Room itself. Many of Mr. E’s former students are now artists, writers, musicians, architects, athletes, A WELL-CURATED COLLECTION and art educators, recreating the “space” in their own studios and classrooms, and above all, in their personal lives.

OF IDEAS AND INSPIRATION, Through his childlike curious wonder, relentless sense of humor, and clear wisdom and kindness, ARTWORK AND WORDS TO LIVE BY. we’ve learned how to live a balanced, full life.

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A TRUE ORIGINAL

IN TRIBUTE STUDENTS AND COLLEAGUES REFLECT AND SHARE THE MAGIC AND IMPACT OF ART TEACHER RICH ERICKSON

NATHANIEL BELLOWS ’91

Richard Erickson was the reason I went to Pingree.

I remember visiting in the ninth grade, showing him my portfolio, and watching as he reviewed my work— carefully, inscrutably, in complete silence. When he was finished, he sat back on his stool, crossed his arms, chewed on the wooden coffee stirrer at the corner of his mouth, and said, “Well, you’ve got it.” Did I even know what “it” was at that time? Yes and no. But whatever confusion I might have felt was offset by how he radiated a complete and presiding wisdom—gentle but absolute— wholly buttressed by his domain, “The Art Room,” a carefully curated extension of his inner world, suffused with beauty, novelty, history, humor, chaos, experimentation, and constant inquiry. My high school experience was defined by the intensity and depth of his teaching, and the palpable sincerity of his generosity and support.

Richard Erickson and I remained friends and colleagues well after I graduated, but I only see now—perhaps as a result of being asked to write this—the gift he gave me back then. What is more valuable than a person who finds you at your most uncertain, and gives you permission to embrace your true sense of purpose? What can be said of the quiet presence who, in giving his time and attention and expertise, sows the seeds of validation and belief? I admired his mixture of selflessness and self-discipline; how his own artwork lived easily among the work he was helping us to create—not as a goal, but as a message: Just keep working. He showed me that art making and everyday life must seek its own particular balance, and that one’s own point of view must be earned,

and when attained, explored without material boundaries or fear of external judgment. Richard Erickson had adventurous taste in music, an infectious laugh that was half chuckle, half sniff; he had the ability to handle charcoal with supernatural sensitivity and economy; his artwork was a merger of oddity and pathos, absurdity and searching—a private series of fixations sprung from a truly original mind. I so am grateful I went to Pingree.

I would not be the artist I am today without knowing Richard Erickson.”

Nathaniel Bellows is a writer, visual artist, and musician living in New York City. He holds a BA from Middlebury College, and an MFA from Columbia University.

CAL SIEGAL '05

MR. E UNDERSTANDS THAT ART IS A LANGUAGE, AND TO BE AN ARTIST IS TO LIVE INSIDE THAT LANGUAGE, AND USE IT TO ASK QUESTIONS ABOUT THE STRUCTURE OF EVERYTHING ELSE. 22

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A SECOND HOME

BY KELSEY KLIBANSKY ’08

During the first week of what would’ve been the fall semester of 2010, I visited Mr. E in the Pingree art studio. I had been in a major car accident and Mr. Erickson had only learned about it on the day I visited. Mr. E realized the adjustment to my new dominant hand was something I had to overcome as an artist and, with that in mind, he offered, “Consider the art studio your second home.”

It was then that the true healing commenced.

I spent nearly every day of the next few months in the studio. An art show was produced from this experience, which catalogued my healing process from all of my journal entries when I first left the hospital in August on to my first sculptures, paintings, and drawings as I acquainted myself to a four-fingered hand. The show, much to my satisfaction, became a shared experience for the Pingree community.

EMILY HAWTHORNE ’12

The First Act of Art is Seeing He made us stare at the still life for what seemed like an unnecessary amount of torturous moments, time that could be spent drawing. The black pencils we so badly wanted to lift and put to use were not to lose their contact with the paint encrusted surface of the table. Before we could draw, we must look.

Over the course of time spent in the art room, we would learn that this lesson did not only apply to drawing. It meant going through life with a certain readiness to find ordinary things to be interesting, to keep being fascinated by every day, to appreciate and value the small things in life that can so easily be taken for granted. We must first observe, see, and open our eyes to art before proceeding.

This passage was adapted and excerpted from Kelsey Klibansky’s book, The Culture (and Philosophy) of the Art Room. Kelsey graduated from Northeastern University in 2013 and is the author of Speak Your Truth (2015).

The Glory of the Ordinary We were told to find art, beauty, and pleasure in the mundane objects of everyday life. To make the world a place of fascination, where every object has the potential to be art, and we were taught to spend our lives with eyes open and excited. The simple things, like reading the newspaper in the calm morning with coffee and music, were just as important, we came to learn, as the bigger tasks of our high school days.

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A TRUE ORIGINAL

You Always Get Extra Credit for Being Original ALANNA DENAPOLI MORRIS '97 “Is it Original?” was the guiding question. Art, we WHILE PUSHING US ALL TO BE learned, was not photography. No matter how precisely captured the lights and angles are, it is originality that is essential to a piece’s OUR BEST CREATIVE SELVES, success. The best artists are not those who can emulate reality, but those who overcome the MR. E ALSO SHOWED US A GREAT hardest task of achieving originality. It was this lesson, perhaps, that separated the works of EXAMPLE OF CREATIVITY AT WORK. artists in Mr. Erickson’s from most other high school artists. We were not satisfied with creating conventional, boring, art. We wanted to stun the audiences at the student art shows, make them think, and most importantly create something no one had before.”

Emily Hawthorne ’12 is an undergraduate student at George Washington University. These passages were excerpted from The Adventures of Mr. Erickson and the Art Room, which won the Corcoran Collection Development Award in 2015 and is in the Corcoran Permanent Collection in the George Washington University Library.

JOHN CHANDLER, PINGREE HEADMASTER 1982–1996

One of the many outstanding qualities of Pingree School is that it has always been a place where great teachers could truly practice the art as well as the craft of their profession. In a school that has encouraged and been a home for some of the finest teachers with whom I have ever worked, Rich Erickson stands out as one of the best of the best. Mr. E’s studio has been a safe place, where students could discover their talents and grow with his gentle guidance and constant support.

Humble, quirky, irreverent, passionate, caring and honest—what you see is what you get with Rich. Kids knew it and thrived with him. His love of art and of students is genuine and deep.

When I think of Rich, many words jump out at me, but above them all is integrity.

By the time he applied to Pingree in the early 80s, Rich had already produced his classic “Roll-On Deodorant” (a Parker House roll atop a deodorant stick), while such pieces of genius as the “Folding Nose” series were still taking shape in his mind’s eye. As we evaluated the papers of several good candidates, his stood out both for his originality as well as the quality of his teaching (his devotion to the Red Sox only emerged later). And so it was that we invited him to visit, and that he appeared one snowy day, driving a battered Toyota pickup all the way from Pennsylvania. He never

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tried to sell himself; he met us as we were, and we him, and the rest is history. That he and June Jeswald would form an immediate bond at their own unique, zany, cosmic and creative levels was obvious. It didn’t take much longer for him to find his way to the heart of the school itself. One of the many students whose lives he touched was my daughter, Kate, now a practicing artist herself.

When I mentioned to her that Mr. E was leaving Pingree, her immediate reaction was, “He changed my life. He offered solace and inspiration. He kept me on track and helped me understand that it was okay to be who I was

BRITTON BISTRIAN '96

MR E LITERALLY CHANGED MY LIFE. HE TAUGHT ME TO BELIEVE IN MY ARTISTIC STRENGTHS (a hugely important thing for a teenager to understand). He was goofy and kind and also carried high AND FOLLOW MY CREATIVE INSTINCT. expectations.” What wonderful words for any teacher to hear, and they sum up much I know that any praise will make Rich uncomfortable, of what I feel about Rich Erickson. For more than 30 but I want him to know that I count him as a good friend years at Pingree he has selflessly modeled those qualities and among the finest teachers I have ever known. Pingree that make the best teachers a breed apart—helping his will not be the same without him; yet he has helped make students grow and find their own strengths and passions, it what it is today. We all owe him a tremendous debt of and inspiring his colleagues to remember that their best gratitude, appreciation and affection. work comes from the heart.

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A TRUE ORIGINAL

RICHARD ERICKSON THE ARTIST

“BANANA PANORAMA” #2 FROM THE SERIES 8" X 12"

“PORTUGAL LOOKS LIKE GAUGUIN” CHARCOAL ON PAPER 18" X 18"

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“PENGUIN STUDY” #2 FROM THE SERIES 8" X 12"

“INVISIBLE TAPE” SATIN SMOOTH VINYL 62" X 45"

“WHAT A LAUGH LOOKS LIKE” PAINT AND WOOD 10' 6" X 18' X 4"

“TORTOISE AND HARE” INK JET 8" X 12" “THE FOLDING NOSE #3” WOOD, HINGES AND ENAMEL 4' X 4" X 8'

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GO FORTH AND DO GREAT DEEDS YOUNG PINGREE ALUMNI SHARE THEIR STORIES OF DOING GOOD AND MAKING A BETTER WORLD AS TOLD TO GRACE TALUSAN

We checked in with Pingree alums from Seattle to Paris who are doing good in the world. These young alums have found a way to connect the seeds sown at Pingree to making a positive difference through their work and studies. From education, medicine, sustainability, finance, employment, and food, these young people devote their lives to helping others. They work close to home in New England and as far away as Paris, Seattle, and El Salvador, wherever there is need. Read these inspiring stories of Pingree alums who have found success by following their ideals and beliefs.

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Erica Mennino ’07 in a neighborhood near Boston Medical Center where she works as a medical research assistant

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GO FORTH AND DO GREAT DEEDS

ERICA MENINNO ’07 Boston, MA

I grew up thinking that I had nothing in common with someone who was experiencing homelessness. I quickly learned that I had quite a bit in common with the people I worked with at St Francis House. We share the same joys, goals, and needs. I also learned that very unpredictable, uncontrollable things such as an illness, a family crisis, violence, or a job loss can render someone in a position of homelessness. Homelessness happens unexpectedly.

Homeless is not an adjective that describes a person, but a description of a circumstance. Homeless does not begin to explain a person’s story, only the physical situation in which they find themselves. Stereotypes are quickly shattered when the time is taken to get to know someone and hear their story. It becomes impossible to marginalize someone or some group when you get to know them personally.

At Pingree, I had a budding sense of wanting to make career decisions that not only benefited me personally, but others too. Pingree helped spark this through the volunteer program and the Senior Project.

The Pingree community has been foundational for me, as I was surrounded by people who were very committed to causes bigger than themselves. Pingree experiences instilled in me the idea that there is meaning, purpose, and enlightenment in going beyond your own needs. My teachers were dedicated to service, but so were my friends and their parents. There were always fundraisers going on—toy drives, Jeans Day, and turkey delivery on Thanksgiving. By example, I learned how important it was to recognize my privilege and try to work toward justice.

The sense of service that began at Pingree blossomed at Boston College and after graduation, I went on to the Jesuit Volunteer Corps. I wanted to continue to work with the homeless population and worked at Chrysalis in Los Angeles, and at LIFT and St. Francis House in Boston. I have learned a lot more from the people I have worked with than I could teach them, and I continually learn from them.

The more I learned about the needs of different people and populations, the harder it was to turn away, especially when there are solutions. The problems are complex and take teams of people, but pursuing solutions are worthwhile. At St. Francis House, a day shelter in Boston, I taught as an instructor in a holistic program to support people with job readiness,

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life skills, and healthy habits. The program is geared toward people suffering from addiction­­­—one of our largest ongoing public health crises. The staff at St. Francis House have been dedicated to addressing this issue for over 30 years.

I’ve taken a somewhat nontraditional path, but social work has naturally brought me to medicine. I saw a lot of underlying health needs in clients and this reignited an early interest of mine in medicine. I want to serve the most vulnerable communities as a physician. If I’m going to dedicate my energy to something, then I’d like it to feel meaningful and make some kind of small difference over time. That’s my commitment and my hope as I move forward.

MATTHEW SOURSOURIAN ’04 Paris, France

I just returned from Lebanon, which currently houses an estimated 1.5 million Syrian refugees. We are working on a project that aims to connect both vulnerable Lebanese populations and Syrian refugees to financial services, starting with a basic savings account.

I live in Paris and currently work for The Consultative Group to Assist the Poor (CGAP), a “think and do” tank housed at the World Bank.

CGAP seeks to advance financial inclusion for poor people around the world. Financial inclusion means affordable, accessible, and responsibly provided financial services that meet the needs of poor clients. It grew out of the microfinance movement, which originally focused more narrowly on access to credit for microenterprises. Today, financial inclusion takes a broader perspective by recognizing the diversity of financial needs: a safe place to save money, insurance to manage life’s ups and downs, ways to send and receive money, and the ability to access capital to start or expand a business. For example, people who are very poor often try to save money for the future. They don’t have anywhere to put it, so they might carry around their savings in cash, jewelry, or gold. Access to formal savings accounts provides a safer and potentially more convenient option.

My commitment to public service was strengthened at Pingree, particularly through my summers at Prep@

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Pingree (with Steve Filosa). I started working for the program in 2001 (its first year!) and gradually increased my responsibilities, taking on more teaching duties each summer. It was a great experience working with students who were so smart and motivated.

At the same time, it brought into sharp relief how much I had benefitted from access to opportunities that only exist for a tiny minority of children in America.

Once I got to college, I realized that I wanted to work on system changes at the policy level. I worked part-time in the mayor’s office in Providence, and then full-time after graduation. That was the first time I learned about the “unbanked”­­­—people who don’t have bank accounts and rely on check cashers, payday lenders, and other services that prey on people who are already living on the edge.

For students curious about careers in public service, I would recommend getting involved in volunteering opportunities so you can figure out what areas you’re interested in and what your passions are. Wherever you volunteer, think about both the immediate and longer-term changes you’re hoping to effect. Consider the historical and political forces that have shaped the way things are, and always think about ways to change the bigger picture­­­—no matter how small your contribution.

EMMA SHORR ’10 Seattle, WA

We try to reduce as many barriers as possible to eating healthy food. For the past year, I’ve been working in the food system as a food access coordinator for Seattle Tilth. I help to implement innovative alternative food distribution systems that support small farmers, particularly immigrant and refugee farmers, and increase food access in Seattle and South King County. I work with farmers and the community to make sure that local organic food is affordable and available to all people in the community.

Kids really love our apples to snack on, and our clients love funky vegetables such as Romanesco, which is a fluorescent green cauliflower-like vegetable, which grows in the Fibonacci Sequence.

For under-resourced eaters, I designed and implemented our community supported agriculture (CSA)

Emma Shorr ’10 works with Seattle Tilth to make organic food more affordable and accessible to all.

program to accept assistance such as SNAP/EBT and I also help run a program called, Good Food Bags, where members pay $5 for $10 worth of produce. We introduce people to local, chemical-free, and organic produce.

Some of the items are things they may not have had before and we give them information and recipes. We have a large immigrant and refugee population so we try to offer foods that are culturally appropriate.

One of the things that Pingree allowed me to do was study Kiswahili, an African language, with a tutor after school. That was a turning point for me. Pingree was so supportive of my interest. Kiswahili was something that I had always wanted to learn. Later, I traveled to Tanzania and then Kenya, where I continued to study Kiswahili and learn about the impact of colonialism on development. These experiences, which began at Pingree, translated into my commitment to social justice. Some of our farmers in Seattle are Kenyan and it’s fun to chat with them in Kiswahili. Just the other day, I met someone from Tanzania while I was waiting for the bus and we chatted in the language. It can be really useful.

There are amazing teachers at Pingree. Build a oneon-one connection with the teachers. Seek out those people who make you think and encourage you to see the world in a new way. Pingree is an incredible opportunity.

Take advantage of the privilege and all the resources while you’re there.

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GO FORTH AND DO GREAT DEEDS

PATRICK WILLIAMSON ’10 New York, NY

Growing up as black and male in a town that was overwhelmingly white, with Pingree probably reflective of that, I felt my difference on an everyday basis. I didn’t have the words to articulate it, but so many times, I felt suffocated by the lack of diversity. I think Pingree, with good intentions, promotes an atmosphere of color blindness, but this can be detrimental because it doesn’t prepare us for the reality that exists once we step off campus. By going to Pingree, I learned to navigate all kinds of spaces and how to conduct myself.

I didn’t realize how Pingree had prepared me to pursue higher education until I was at college. Some of my college classmates, who may not have gone to schools that prepared them as well, were struggling, but I earned a high GPA in my first semester. I realized how privileged my education was. I had hard-working students around me and plenty of resources at Pingree.

My parents also pushed the value of education.

I’ve thought about issues of identity and education and today, I am finishing a graduate degree at Columbia University’s Teachers College in the Education Policy and Social Analysis Program. I enjoy academia and being in the classroom, but I am also interested in education policy and looking at issues through a policy lens. I have a foot in both places. I think about societal barriers that hinder progression towards equality. It’s interesting to look at the education system and to understand why our schools are failing. I have a change approach and I pursue helping the youth of our generation with culturally relevant tactics. Currently, I work for the New York City Department of Education and consult for other organizations to support my mission of media literacy and education.

Students easily have access to rhetoric from the media and if they don’t have a way to push against it and critically analyze it, it’s detrimental. By addressing student realities outside of the classroom, students are empowered. Education needs to be fluid and connected. I want to increase engagement with students.

Whatever you do in the world, you can have a positive impact on the social justice level. The energy you put into the world can reflect your morals. Everyone has the potential to be an activist for social justice and I encourage everyone to do that in everything that they do.

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ELIZABETH BARTHELMES ’07 New York, NY

I think that everyone hopes to be inspired by the work they are doing, and I feel so lucky that my passion for the environment and sustainability aligns with my job as the Sustainability Manager at Etsy, a marketplace where people around the world connect, online and offline, to make, sell, and buy unique goods. The company’s mission is to “reimagine commerce in ways that build a fulfilling and lasting world,” and that’s an exciting challenge to take on.

I was first hooked into the environmental sustainability space in middle school, when I started researching a local water contamination case. That’s how long I’ve been thinking about this. At Pingree, this interest grew into a passion as I got involved in the environmental club, was encouraged by teachers, and started reading a lot on the topic. When Mr. Erickson asked me what I wanted to do when I grew up, and I said “Finance?” (it sounded reasonable), he quickly called me out and asked what I really wanted to do. After describing a job of working on environmental issues in a business, and pursuing art somehow, he said that I should just find a way to do it then. It kind of sparked the idea that I could pursue something out of the ordinary, and it has always kept me working towards

JONATHAN SALTER ’07 Hershey, PA

Elizabeth Barthelmes ’07 is Sustainability Manager at Etsy, an e-commerce website specializing in handmade items.

that goal. After I had the opportunity to go to the UN Climate Change Conference in college, and saw how many businesses were engaged in environmental work, I realized this could be a real opportunity.

When I first walked in the door, I was happily surprised to find that Etsy shared these values with me. That’s something truly unique about this company.

In my role I work with teams at Etsy to integrate sustainability strategies across our business, so that ultimately our business generates positive social and environmental impacts across our communities. We try to model best behaviors, such as creating healthier offices, pursuing leading energy and waste reduction practices, and sourcing sustainable materials for our projects, and hope to help others take on these practices as well. I have also gotten the chance to work with some of Etsy’s sellers and learn how they’re making their art, crafts, and shops sustainable. It’s really inspiring, and I still can’t believe I get to work with such incredible artisans from around the world on these issues.

Although sustainability is not yet the norm for all businesses, Pingree helped me develop the confidence to challenge tradition and pursue the ideas that sometimes seem out of reach. I think that Pingree creates a space for these types of ideas to flourish, and hope that students continue to take on the unimaginable, tackle challenges and find confidence in their ideas as they move beyond Pingree and start to follow their own passions.

I won’t ever forget my experience in an ophthalmology clinic in El Salvador. Patients came in with very poor vision because of cataracts. In a same-day operation, they were instantly cured. The patients were literally blind in the morning and by the end of the day, they could see.

On those trips, I thought about how medical attention is lacking in so many parts of the world and this has a significant impact on people’s lives. I’m in medical school now and those service trips led me to participate in my medical school’s Global Health Program.

My mom is from Mexico so I grew up speaking a little Spanish, but at Pingree, I studied Spanish in classes.

There is a very motivated faculty at Pingree so whatever you want to pursue there is someone there who will guide, mentor, and support you in whatever it is you want to explore. At Pingree, people share their experiences, but also help you to find your own way. I’ve been interested in medicine and global health for a long time.

Those language skills were useful to me during service trips to Costa Rica and El Salvador where I saw how impactful global health is. There are many places in the world that don’t have doctors’ offices, medical clinics, hospitals, and pharmacies in close proximity.

I plan to become a practicing physician, probably internal medicine, and to continue to participate in global health issues. Perhaps I would take a few weeks or a month every year and train physicians or run clinics in areas that need attention. I’m also interested in pulmonology and the environmental factors that influence that disease.

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BUILDING A

PROTO The typical high school student receives a well-rounded education in science, taking courses in biology, chemistry, and physics. They learn the scientific method and the fundamentals of technical inquiry, studying the work of published scientists to inform their own learning. It isn’t until college, or even graduate school, however, that most students have the opportunity to engage in real scientific research.

Pingree Chemistry Teacher Dr. David Hamilton,

PhD, chemistry, UNC Chapel Hill, is trying to change that. When asked during the hiring phase what he might bring to Pingree, beyond that of the regular teaching load, he knew one of his strongest assets was his background in scientific research. He outlined a rough vision for creating a research program for students interested in targeted scientific study and Head of School Dr. Timothy Johnson gave him the green light to build a plan.

BY EMMA FEDOR PHOTOS BY DAVID GOFF

TYPE

A SCIENCE TEACHER AND STUDENT DEVELOP A TEST FOR KIDNEY FUNCTION, SETTING THE STANDARD FOR SCIENTIFIC RESEARCH AT PINGREE

BUILDING A PROTOTYPE

“I

t was one of those moments where everybody’s interests fall perfectly in line,” says Hamilton.

“I didn’t think this was something that I’d be able to do and to find that kind of fit was really exciting.”

While the original strategy was to use the 2015–16 year as a planning phase, things got started earlier than expected when Pingree senior Rishabh Shah expressed interest in taking on a research-focused independent study project. Science Department Chair Rob VanTuyl put Shah in contact with Hamilton and the two began brainstorming.

“It seemed like a great opportunity for me to pilot some ideas and see just how much we’d be capable of doing in a high school environment,” says Hamilton.

“And I knew it would also be an invaluable experience for Rishabh to be able to formulate a plan, design a project, and learn the methods involved in bringing a concept from point A to point B.” One of the biggest challenges in scientific research is finding something that nobody else has discovered yet. Hamilton and Shah discussed a number of possibilities before coming across the concept of telemedicine and the practice of utilizing smartphones to simplify medical procedures, in doing so making care more affordable and accessible to rural, underdeveloped communities. They came up with the idea to create a portable, inexpensive device to test for kidney function for use in areas lacking robust medical infrastructure.

“My maternal grandma had chronic kidney disease and passed away from complications, so I was personally inspired by the idea,” shares Shah. “I did some research and learned that early detection is key in enduring kidney disorders, and this information helped to shape the purpose of our project.”

Humans can survive kidney failure with proper treatment through dialysis or transplant, if it comes to that point. But with early detection, Shah explains, patients have the ability to adjust their diets and lifestyles to allow their kidneys to function as they are, before symptoms worsen. With a device like the one Shah envisions, patients predisposed to kidney problems could periodically test for irregularities without traveling large distances or incurring insurmountable costs.

In constructing the device, Shah plans to employ spectrophotometry, a chemical procedure in which scientists pass light through a solution and measure the brightness that comes through, using that measurement to determine the concentration of a certain chemical or substance within the given sample.

“You’re essentially collecting the amount of light that’s absorbed by the molecules in the substance,” explains

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Shah. “You use water to secure a baseline measurement of light coming through, and then you do a comparison to see how much less light comes through with your actual sample, depending on what you’re testing for.”

Shah’s proposed device would be testing for albumin, a protein present in the bloodstream.

If albumin is present in a patient’s urine, this indicates that the kidney is not performing as well as it could be. The procedure of testing urine for albumin isn’t new, but it’s a process that is relatively resource-heavy and reliant upon the existence of a proper lab with trained technicians and physicians.

In employing telemedicine and specifically the smartphone — an easily accessible device in even the most remote of areas —Shah aims to simplify the technique and make early detection possible in the absence of the usual resources and equipment.

Shah’s prototype will seek to mimic the function of a tabletop spectrophotometer using an LED light in conjunction with a sensor, both of which need to be able to communicate with a smartphone

“It seemed like a great opportunity for me to pilot some ideas and see just how much we’d be capable of doing in high school.”

—Dr. David Hamilton, PhD

without the use of a computer. It’s a complicated design that requires just the right parts.

“The sensor is going to have to measure from absolute darkness to the brightest light of one LED, which is not super bright,” says Shah. “The sensor has to have a very high resolution to be able to capture defined differences in light.”

In addition to ordering these specific materials, Shah has been taking advantage of Pingree’s makerspace — namely the laser cutter and 3D printer — to create elements for his prototype. He’s also been drawing on the knowledge of Pingree’s faculty, working with Physics Teacher Alec Burt on optics, and Technology Educator and Pingree Robotics Coach David Medvitz on engineering and design.

“I think one of the greatest aspects of this project is that it takes a whole bunch of different things we typically pillar or silo, and ties them all together,” says Hamilton.

Shah himself is particularly interested in the mechanical and engineering aspects of the project

and aspires to pursue an engineering degree next year in college. Depending on how much progress he’s made by the end of the semester, he may very well bring his work with him to undergrad and continue researching from there. Regardless of whether or not he’s able to build the prototype he envisions, the experiences he’s had along the way will no doubt enrich his future as scientist and a scholar.

As for the future of research at Pingree, Hamilton hopes to take what he’s learned by working with Shah and to use this experience to generate a more formalized plan, potentially involving more students working collectively on an ongoing research study. He’d also like to continue building a network outside of Pingree to get students interested in science connected with opportunities for internships and lab assignments.

“It’s been really awesome to watch Rishabh take this on,” says Hamilton. “Whether it remains an individualized program or something that is more group oriented, I want to give as many kids exposure to science outside the walls of the classroom as possible.”

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Making Music

THE RISING CAREER OF PERFORMER, COMPOSER, AND PRODUCER MICHAEL KOUROUBACALIS ’16 BY EMMA FEDOR

By the age of three, Pingree senior Michael Kouroubacalis had already recorded his first album.

Employing his trusty portable tape recorder and beat machine, the budding musician recorded four to five tracks that a family friend would later transfer to CD, complete with customized album cover. And thus, a career was born.

Just three years later, Michael and his sister (and fellow Highlander) Marisa ’15 could be found performing together in front of live audiences, with Michael on guitar, Marisa on drums, and the two of them together on vocals.

“We would do close to 50 shows a year, all around the country,” says Michael. “It was an incredible experience that opened my eyes up to people, places, and cultures I never knew existed.”

When Michael and Marisa were ages eight and nine, they headed to the studio and recorded their first professional album of 12 songs, collaborating with Michael’s guitar teacher on the composition and writing.

Following the album’s release they were tapped to work with a number of big-name companies and campaigns, including Disney and Nickelodeon.

As the duo gained more experience, Michael could feel his interests beginning to expand and evolve from musical composition to full-scale music production. He remembers spending hours in his room, experimenting with Apple’s Garage Band music creation software, completely engrossed by the process.

“I’ve always loved playing the guitar and performing,” says Michael, “but my passion for music production reaches a whole other level. It’s all I want to do and all I want to live and breathe.”

He likens the two skills to a jungle gym: “The guitar is the swing, and the drums are the slide, but production encompasses the entire playground.”

Determined to learn more, Michael enrolled in an online course with the Berklee College of Music on Logic, a more advanced music production software, and never looked back. It’s a passion he’s been able to support and explore at Pingree, specifically in Eric Haltmeier’s Honors Music Theory Composition and Improvisation class, which Michael describes as “the greatest class he has ever taken. Ever.”

This past summer, in addition to touring with both pop artist Ariana Grande and singer/songwriter Christina Perri, Michael had the opportunity to intern at pop legend Britney Spears’s Las Vegas show, specifically working on production with the show’s musical director. As if this weren’t enough, in the summer of 2015, Michael also participated in a vocal summit, songwriting workshop, stage performance workshop, and musical production summit at the Berklee College of Music, where he’ll begin school as a freshman next fall. He plans to concentrate on both production and performance.

“I’ve always loved playing the guitar and performing, but my passion for music production reaches a whole other level. It’s all I want to do and all I want to live and breathe.”

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PHOTOGRAPHY BY ALEX LAKE

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Dorothy Bush Thompson '86 in the original Pingree Art Room.

THE HEDGE GARDEN NEWS FROM OUR ALUMNI COMMUNITY

THE HEDGE GARDEN: ALUMNI PROFESSIONAL NETWORKING EVENT

Alumni Professional Networking Event WEDNESDAY, MAY 25, 2016 AT 6:30 P.M. DISTRICT HALL 75 NORTHERN AVE. BOSTON, MA 02210 FEATURING LOUISE CORNETTA ’88, ESPN RADIO PROGRAM DIRECTOR II Pingree’s Alumni Leadership Board is pleased to present the 2016 Alumni Professional Networking Event. Join Boston area alumni for an evening of inspiration, conversation, and business networking.

Louise K. Cornetta will be celebrating 20 years at ESPN in October of 2016. She oversees a block of radio shows for the network and has launched 15 new shows in the past year including two all-female shows: The Trifecta with Sarah Spain, Jane McManus and Kate Fagan and Beadle & Shelburne with Michelle Beadle and Ramona Shelburne. Her role at ESPN Radio has taken her to every major sporting event from Super Bowls, World Series, and Stanley Cup and NBA Finals to All-Star Games and the ESPY Awards. In addition to her radio duties, Cornetta has contributed to ESPN The Magazine, ESPNBoston.com, and ESPN.com’s Page 2. She has also worked with ESPN Hollywood on ESPN2. Cornetta continues to cover the Boston sports teams, namely Red Sox, Bruins, and Celtics where she was

most known for keeping player diaries for ESPNBoston. com each season. Career highlights include covering the Red Sox run to the 2004, 2007 and 2013 World Series Championships; the Celtics 2008 Championship; the Patriots’ four Super Bowl victories; and the Bruins 2011 Stanley Cup Championship.

This event is complimentary. Registration is required.

Registration includes hors d'oeuvres and two drink tickets followed by cash bar. Visit www.pingree.org/alumni for more information.

WHERE IN THE WORLD IS PINGREE? WHERE ARE YOU AND WHAT HAVE YOU BEEN UP TO? WE WANT TO KNOW!

Pingree alums have been making their mark across the globe, living, working, volunteering, and studying at home and abroad. Our records tell us we currently have alums in Canada, China, Croatia, England, France, Germany, Ireland, Israel, Italy, Japan, Kenya, Mexico, Peru, Norway, South Korea, Switzerland, and more!

KEEP IN TOUCH!

Share your e-mail address with us.

Join our “Pingree School Alumni” groups on Facebook and LinkedIn and follow @pingreealumni on Twitter and Instagram.

Drop us a line at communications@pingree.org. We are always looking for new and exciting stories to share.

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PHOTOS COURTESY OF LOUISE CORNETTA

THE MALCOLM COATES PREP@ PINGREE PROGRAM The Malcolm Coates Prep@Pingree Program is Pingree School’s nationally recognized 12-month academic enrichment and scholarship program enrolling seventh and eighth graders from Lawrence, Lynn, and elsewhere.

Our 12-month program includes: n Classes in English, engineering design, and history n Workshops on public speaking, financial literacy, and interview skills n Day hikes, college visits, and overnight trips

Learn more at www.pingree.org/prepatpingree 978.468.4415 ext. 265 Steve Filosa, Executive Director The Malcolm Coates Prep@Pingree Program

SUMMER @PINGREE DAY CAMP JUNE 27 – AUGUST 19 CELEBRATING 30 YEARS!

Offered to campers entering pre-school through eighth grade, Summer@Pingree Day Camp is one of the best and most comprehensive summer programs on the North Shore, with activities including swimming, painting, soccer, drama, archery, clay, tennis, drawing, dance, basketball, and floor hockey.

Learn more about Pingree Day Camp and all of Pingree’s summer programming online at www.pingree.org/summer

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THE HEDGE GARDEN: HOLIDAY WINTER FUN

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1: Pingree Theater Director Arlynn Polletta’s, daughter brought a gift for Santa; 2: Rebecca Symmes Lee’s ’94 daughter all smiles; 3: Gretchen Knight ’00 and Kate Whitney Grossman ’02 reunite; 4: Rob Winthrop ’99

3.

7.

8.

11.

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and Carla Hollett ’99 enjoy skating with their son;

5: Men’s Hockey, Back Row L–R: Scott Caradonna ’12,

Conor Clement ’12, Henry Martin ’13, Brendan Greelish ’97, Paul Knight ’00, Ryan Nugent ’00, Sean Morgan ’98, Jim MacLaughlin ’84, Ross Dohrmann ’85, Dave Deschene ’04; Front Row L–R: Evan Perkins ’10, Rob Houston ’99, Ryan Montecalvo ’95, Rob Lemlin ’01, Dan Gordon ’04, Daron Greelish ’99; 6: Women’s Hockey, Back Row L–R, Sarah Carpenter ’97, Chase Goodwin ’14, Rachel Tammaro ’19, Izzy DiAdamo ’19, MacKenzie Vasque ’19, Lauren Menzie ’16, Isabelle Hoffman ’16, Roan Sullivan ’17, Nicole Khachadouri ’16; Front Row L–R: Jill Whitwicki ’14, Meaghan Sousa ’11, Lacey Allis ’10, Kaitlyn O’Connell ’11, Cece Purcell ’17, Leah Heinze ’15, Katie Shreenan ’15; 7: Laura Ogden ’98 and Alicia Vitagliano ’99 catch up during the open gym while their children play; 8: Sarah Carpenter’s ’97 son gets a Santa fist pump; 9: Dr. Tim Johnson with Santa (Kirk Bishop P’06, ’06, ’08); 10: Alumni Basketball, Back Row L–R, Kyle Lentini ’14, Erik Fyrer ’15, Allen Williamson ’09, Cody Addison ’10; Front Row L–R, Reese Fulmer ’14, Kristina Caradonna ’14, Alex Bernardi ’14, Lamarre Ray ’09; 11: Chris Connolly ’97 takes a spin on the ice with his young son; 12: Samantha Drislane Markowski’s ’93 daughter thrilled to see Santa; 13: Trustee Amanda Crawford Jackson ’96 with husband, Ned Jackson, and their two boys

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4.

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6.

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HOLIDAY WINTER FUN Alumni returned to campus with friends and family in December to reminisce about old times and celebrate the holiday season. Current and former players from Pingree’s Hockey and Basketball programs came together to play games in between open gym and skate sessions. Santa Claus himself came all the way from the North Pole to join in on the fun, taking down wish-list items from young and old alike!

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E

$20 MILLION

FINISH

WE NEED TO RAISE

17.5 2.5 MILLION

START

WE HAVE RAISED

MILLION

h ! c t e r t S e Hom

TH W E ’ RE I N

Campaign Closes June 30, 2016

WE ARE COMING DOWN THE HOME STRETCH of Proudly Pingree: the Campaign for Arts, Athletics and Access. Because of the generous support of so many of our trustees, parents, alumni and friends, we have expanded our arts facilities, built a wonderful new athletics facility, and raised funds to provide support and greater access to Pingree to deserving students. But we are not done yet!

Between now and June 30, we want to give everyone a chance to participate and be a part of this transformative initiative. Our new spaces are complete and in constant, happy use by our students and faculty. Now it is time to ensure that we continue to fill those rooms with talented young men and women from diverse backgrounds.

Don’t miss your chance to be a part of it!

Visit www.pingree.org/giving for more information.

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THE CAMPAIGN FOR

ARTS, ATHLETICS, AND ACCESS GIFT RANGE

MAKE A DIFFERENCE BY JUNE 30, 2016 GIFTS RECEIVED/REQUIRED

$1,000

67/180

                                                                                                                                                                                   

$2,500

12/60

                                                           

$5,000

17/45

                                            

$10,000

38/50

                                                

$25,000

21/35

$50,000

14/15

              

$75,000

4/4

   

$100,000

10/15

              

$250,000

9/10

         

$500,000

5/6

     

$1,000,000

5/5

    

$1,500,000

2/2

                                 

  Pingree

SPRING 2016 47

Q & A: MERRILL STABLER

Human Connections SPANISH TEACHER MERRILL STABLER SHARES HER PASSION FOR TRAVEL, SPANISH, AND MINDFUL LIVING

What is it about language study, and Spanish in particular, that interests you?

I’m drawn to both the conversational elements and the layer of human connection involved. I originally thought I would be a theater major in college (and I was), but after studying abroad in Costa Rica, I became really interested in the cultures of South and Central America and ended up having a double major in Spanish. And I think the two subjects really go hand in hand. I still see it in my classroom in the ways we create scenes and act things out.

What role does travel play in learning a language?

I think it’s the interpersonal piece that tends to get to people. Students find a friend that they connect with and feel inspired to learn more. I also think travel offers students a sense of independence that they don’t necessarily have at home, and that in and of itself breeds confidence.

Travel can be very impactful, and I try to remind students that it’s more accessible to them than they think.

How do you help students feel comfortable expressing themselves in Spanish?

I am very strict with my students about not speaking English in class at all, and there are varying levels of comfort with that. I try to be as positive as I can and if they make mistakes I won’t always correct them. The grammar’s not always perfect, but I understand what they’re saying. And that’s the ultimate goal, to convey your thoughts in a comprehensible way.

“The first time I took a course on mindfulness, it was as if I had found something I had always known I wanted, but never knew existed. ”

You teach a course on mindfulness. What’s that like?

The first time I took a course on mindfulness, it was as if I had found something I had always known I wanted, but never knew existed. From that moment, it became a big part of my day-to-day life, and I’ve enjoyed sharing that with Pingree. Mindfulness isn’t something that you do once or twice and all of a sudden life’s problems have gone away. It’s a lifestyle that needs to be practiced on a consistent basis.

Merrill has a bachelor of arts in Spanish and performance and communication arts, with a minor in Caribbean and Latin American Studies, from St. Lawrence University.

48

Pingree

SPRING 2016

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Whether it’s been 15 months or 50 years since you graduated, your Pingree family is waiting for you.

FA L L 2 0 1 6 R E U N I O N

Classes ending in 1s, 2s, 6s, and 7s will be celebrating milestone reunions together.

50th: 1966 & 1967 45th: 1971 & 1972 40th: 1976 & 1977 35th: 1981 & 1982 30th: 1986 & 1987

Community reunions celebrate two milestone

25th: 1991 & 1992 20th: 1996 & 1997 15th: 2001 & 2002 10th: 2006 & 2007 5th: 2011 & 2012

UPCOMING REUNIONS:

class years during the same weekend. The result is a more exciting reunion for all involved. All alumni have friends from the years before and after their own, and combining two classes encourages alumni who were in the same sport, theater troupe, classroom, advisory group, or club to get together and reconnect over common experiences.

Join us: October 15, 2016

For more information on community reunions, visit

pingree.org

Pingree School 537 Highland Street, South Hamilton, MA 01982-1399 pingree.org

HONORING MR. E

Join us as we celebrate Rich Erickson and his 30 years of inspired teaching at Pingree, Saturday June 11, 2016.

Visit www.pingree.org/alumni for details.