The Riparian - Spring 2021

Riparian The Rivers School | spring 2021

The Beat Goes On Performing Arts Flourish despite COVID

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Better, Together THE RIVERS FUND 2020–2021

Vol. XXXVI

Number 1

Editor

Jane Dornbusch, Senior Assistant Director of Communications

Please consider supporting The Rivers Fund by June 30 as we reach for historic levels of participation in our final year of FUTUREMAKERS.

De s i g n e r

David Gerratt

NonprofitDesign.com contributing Photographers

Katie Harrigan, Stephen Porter, Adam Richins Contributing writers

Marissa Birne ’15, Alison Case, Sylvie Pingeon ’21 Printer

Signature Printing & Consulting Brian Maranian ’96

He a d o f S c h o o l

Edward V. Parsons P’17 Director of Advancement

Krissie Kelleher P’22 D i r e c t o r o f C o m m u n i c at i o n s

Stephen Porter

The Rivers School 333 Winter Street Weston, MA 02493-1040 781-235-9300 www.rivers.org

Riparian: “One that lives or has property on the bank of a river or lake.”

SUPPORT THE RIVERS FUND TODAY www.rivers.org/giving

The Riparian is published twice a year for The Rivers School alumni, parents, students, faculty, and friends. To conserve resources, Rivers has consolidated multiple mailings addressed to the same household so that your home will receive only one copy.

If you have reason to receive additional copies at your address, please call Jane Dornbusch at 781-235-9300, ext. 230.

venmo: @the riversschool Photo (above): Beauty in the Struggle, by Bennett Cavallo ’25

Futuremakers The Campaign for Rivers

ON the COVER

Nathan Manasseh ’24 playing vibraphone in the tent (photo by Adam Richins)

Riparian T h e R i v e r s S c h o o l • s p r i ng 2021

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From the Head of School

Live from the Garage

14 Making the Future at Rivers Philanthropic Impact

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Campus News

Announcing the McCartney Scholars Program; Ben Leeming Awarded NEH Fellowship; Daily Bread

in Ancient Rome; and more

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Alumni Events

36 Mark Klett ’71:

Alumni Profiles

10 12 Arturo Bagley

Notes from the RSC

Focus on Faculty

Features

Ahead of His Time Wendy Nicolas ’11: Changing the System Callie Bullion ’10: Called to Serve

39 Alumni News and Notes From Our Inbox

40 Sylvie Pingeon ’21 Student Voice

16 22

Performing Arts in a Pandemic

Seniors Take Stock

26

A Career and a Calling: Alumni in Nursing

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Endowment Adds Enrichment

13 Guiding Students into Red Wing Report

College Athletics

32

Farewell to Retiring Faculty

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Message from the Head of School

Live from the Garage

By Edward V. Parsons P’17

Over the past several years, a new phenomenon known as the coffeehouse has taken hold of the Rivers community. It started as a senior project a few years back, when three members of the Class of 2017 revived an earlier coffeehouse incarnation.

What began as a one-off launched a tradition that has become a beloved component of Rivers life.

This winter, we saw yet another exceptional set of coffeehouse performances, live from the parking garage on the lower level of The Rev. COVIDera restrictions kept us from crowding into a tightly packed (and newly renovated) Black Box Theater to enjoy the show; instead, the February performance had audience members sitting in the exceptionally well-ventilated confines of the garage. I watched the livestream from home, as I never miss the tour de force that is the coffeehouse.

And, as I marveled at what I was watching, it hit me that the evening is one more extraordinary example of Excellence with Humanity at work.

The performances cover a range of genres, from rock to spoken-word poetry to classical ensembles to folk to show tunes; there are solos, duets, full bands, and family acts. Students, faculty, and staff perform, many for the first time in a public venue.

The program is not perfect. Logistical and technical snafus sometimes pepper the student-run and studentorganized evening. Many performers are appearing in front of an audience 2

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for the first time; missed lines, missed notes, and restarts are commonplace.

No matter. The Black Box (or parking garage) erupts at the close of every performance in a cacophony of enthusiastic appreciation.

To be sure, the excellence we are known for at Rivers—particularly our musical excellence—is on full, jawdropping display, along with the talents of less-polished performers. But all are welcome. All are inspiring. And in this way, the program is perfect.

The philosophical underpinnings of Rivers appear in microcosm at the coffeehouse. That philosophy, which we sum up in the phrase Excellence with Humanity, puts students at the center of our work and encourages appropriately supported risk-taking by our students as they develop their skills and confidence. We start our work with relationship-building between students and faculty for a reason— because we know that children who feel safe and supported will take more risks, and taking risks is how we grow as human beings. Our students know they can step outside the proverbial comfort zone to test a hypothesis or ask a difficult (or mundane) question.

They see that engagement is the key to learning, and they engage through their forays into uncharted territory, knowing they can trust the community around them to hear and encourage them.

Every coffeehouse brings its memorable moments. In this latest,

I watched a young woman perform for the first time in a coffeehouse setting, solo, playing guitar and singing. She started out fine, clearly nervous, but stopped as she played a wrong chord.

With the crowd’s encouragement, she started over. She was moving through the song well, but the guitar continued to prove a challenge. So she stopped, put the guitar on the floor, and finished the song, beautifully. It was an amazing moment of risk that she embraced, faced down, resolved, and moved through. As she exited the stage to applause, the mask she re-donned could not hide the smile beneath it.

Education, done right, doesn’t move in a perfect or flawless progression. Students need to be empowered, to own the problem-solving as they traverse the continuum of their learning. Adults are patient, supportive guides and facilitators, cheering with the crowd when excellence, for now, means putting the guitar down and finishing the song on one’s own.

I have so many reasons to be thankful in my role as head of The Rivers School, among them living and working in an environment that nurtures talent and passion for the arts, where children cheer their peers when they see a risk taken, and where excellence lives and is shared in all its forms. Excellence with Humanity isn’t just what we say. As the coffeehouse beautifully demonstrates, it’s what we do, what we believe, and who we are.

campus news

Announcing the McCartney Scholars Program

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or math faculty member Dan McCartney P’08, ’15, whose unexpected death in January 2020 stunned the Rivers community, “Find the Good” was more than a motto—it was the embodiment of his attitude toward teaching and toward life. Countless students, colleagues, and Rivers families were enriched by Dan’s positivity, energy, and passion for teaching.

For the past year, key community members have worked closely with the McCartney family—Dan’s wife, Angela, and their three children, Stephanie ’08, Joe ’15, and Jackie—to create a fitting tribute to his larger-than-life contributions and to keep his spirit alive for future generations of teachers and students.

That tribute was announced this winter, in the form of the McCartney Scholars Program. The goal is to build an innovative program of distinction that provides educational opportunities in mathematics for a select group of juniors and seniors. Once the program gets fully underway, sophomores with a passion for math will be eligible to apply for the program; up to six students from each class will be selected to hold the position for their junior and senior years.

In an effort to honor Dan’s vision of true scholarship and capture his spirit, this program embraces the word “scholar” in its sense of describing a person dedicated to continuous learning—a person who possesses a healthy dose of humility and a keen awareness of their own limits and areas for improvement.

Students chosen as McCartney Scholars will demonstrate a passion for learning, strength in mathematics, confidence, tenacity, composure, enthusiasm, ability to work on a team, analytical skills, and generosity of spirit. The essence of the program will lie in close faculty mentoring and advising, as members of the math department work with the scholars to engage their minds, skills, and hearts around new opportunities and new thinking.

Dan McCartney had a lasting impact on countless Rivers students.

The McCartney Scholar Advisor will create special coursework, provide exposure to practical knowledge, structure individual mentorships with alumni and members of the Rivers community, and oversee student-directed coursework and problem-solving “ Do one thing every projects. day that scares you.

Crucially, too, the program requires scholars to give back Do it because it’s the through applying their passion for math to real-world challenges. best way to live your Among other program elements, life. It’s how we grow.”

McCartney Scholars will: • Generate enthusiasm for math Da n M c Ca rt n e y by showcasing their special coursework and by mentoring peers and younger students; • Engage our community in dialogue around how mathematics can be used to solve complex problems; • Engage in the iterative process of real-world problem solving by addressing, through their mathematical skills, a specific challenge that affects our Rivers community or the world beyond it; • Model our community culture of curiosity, innovation, strong work ethic, professionalism, and academic excellence that inspires young students and distinguishes our school.

The program will be supported by a new endowed fund. Launching the McCartney Scholars Program will require $1 million; to date, more than half of that amount has been raised. If you are interested in contributing, please visit our website, www.rivers. org/mccartney-scholars.

In January, the entire Rivers community—students, faculty, alumni, past parents, and others—was invited to watch a special video tribute to Dan. Many felt deeply moved and inspired by the shared personal stories, anecdotes, and memories, reflecting Dan’s leadership, generosity, and exuberance.

Former students, past parents, faculty members, and administrators spoke of how Dan cared for each and every student.

Said Aidan Keusch ’21, whose voice was one among many, “He told my mom that as long as her kids were at Rivers, he was going to be their guardian angel. No one has ever said anything more meaningful. I knew I had someone here who always had my back.”

In the video tribute, Dan has the last word, in footage from a senior banquet speech from 2018. In classic fashion, he exhorted the graduating students to take risks, to get out of their comfort zones: “Do one thing every day that scares you. Do it because it’s the best way to live your life. It’s how we grow.” We look forward to growing this special program to bring Dan’s message to future generations of Rivers students. spr in g 2021

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campus news

In December, Rivers held a book drive for IFSI.

Revers Center Wins Construction Award

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inning an ABC Award, given annually by Associated Builders and Contractors (ABC) Massachusetts, isn’t quite as easy as ABC. At the organization’s virtual awards ceremony in December, only 12 firms in Massachusetts were recognized for a project reflecting “overall excellence in project execution, craftsmanship, safety, innovative elements and challenges, and client satisfaction”— and one of them was Bowdoin Construction Corp. for its work on our own Revers Center for Science and Visual Arts.

In a release announcing the ABC Merit award, Bowdoin noted that its “proactive use of building information modeling (BIM) throughout the project uncovered several coordination issues, which could then be mitigated prior to installing mechanical ductwork and piping in the field, saving time and money.”

The Revers Center’s distinctive “floating” staircase, designed to hang from the ceiling by a single two-inch-square rod, was also singled out for praise.

Said Bowdoin Vice President Chris Keeley, “Bowdoin Construction is proud to be recognized by the Associated Builders and Contractors of Massachusetts for The Revers Center for Science and Visual Arts. Building projects for learning environments are the most rewarding jobs we get to do each year.”

Jon Wasserman, director of finance and operations at Rivers, added, “We were pleased to receive this recognition now for the second time, as the Campus 4

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Center project also received honors from ABC in 2012. Both projects were completed with the same teams from Rivers, Dario Designs, and Bowdoin Construction. Garnering awards on two consecutive projects is certainly a testament to the attention to detail and craftsmanship that went into these projects. We are proud of our partnerships on both these projects and how they yielded wonder- ful teaching environments for Rivers students and faculty that will serve us for decades to come.”

Students Build Community Connections During COVID

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ivers students typically embrace a number of community engagement opportunities throughout the year. But this year, many organizations have been unable to host would-be volunteers. There’s one noteworthy exception, however: Since April, more than 50 Rivers students have volunteered with Immigrant Family Services Institute (IFSI), an organization that supports immigrant families.

Students have been working remotely with the Mattapan-based organization, tutoring elementary-school students, organizing a book club, and otherwise interacting with the children of Haitian descent who make up IFSI’s clientele.

IFSI and Rivers go way back. Kit Cunningham, director of community engagement, explains, “The initial enthusiasm came from two students who volunteered on their own. IFSI received a large grant

from Rivers Givers…. We started out by giving them money, but then we developed a relationship that has really connected IFSI with the school. It’s been a real partnership.”

Earlier in the year, when students in Cunningham’s interdisciplinary elective, “Systems Thinking for the Common Good,” sought to participate in nonprofit internships, IFSI was happy to welcome the entire class as tutors and mentors.

And many of the Rivers tutors found the experience so rewarding that they stayed on long after the course ended.

Abby Sikorski ’22 works with firstand second-graders through IFSI, tutoring students one-on-one or in small groups. Much of the time is spent reading, and, says Sikorski, “It’s joyous to see how much they enjoy reading and how excited they are, how much they love it.”

Sikorski didn’t just leave it at that; she and another student proposed a Saturday book club, and IFSI readily agreed. To further support reading for the young students, Rivers also organized a book drive for IFSI in December. “It got a fabulous response,” says Cunningham.

“I couldn’t count all the books we got, but it was way up into the thousands.”

For Kalyl Lindsey ’22, tutoring with IFSI offered a chance to connect with young students whose lives felt relatable.

Having attended Boston Public Schools himself, he says, “Every time I talked to the students, I saw a little bit of my own experience in them.” The young students are at an age when they “still have a spark,” he notes, “and I hope that spark stays with them.”

Faculty Member Ben Leeming Awarded NEH Fellowship

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he National Endowment for the Humanities Fellowship is a prestigious, highly competitive program that supports scholarship in the humanities for up to a year. Among the 8 percent of applicants who are chosen for the fellowship are university professors, scholars affiliated with museums and other institutions, foundations—and, this year, one high school teacher.

The Rivers community was delighted to learn in January that history faculty member Ben Leeming P’17, ’19, ’21, ’23 had been awarded an NEH Fellowship to support his work translating the Newberry Library’s Nahuatl (Aztec) Sermonary, a collection of 64 sermons written in Nahuatl, the language of the Aztecs, in the 1540s. Leeming has spent years mastering the Nahuatl language and undertaking this translation; the fellowship will allow him to bring it to completion.

We asked Leeming a few questions about his work and about the fellowship.

His remarks, in edited form, follow.

What is the Nahuatl Sermonary?

I’m conscious of the fact that to an average person it sounds profoundly esoteric, but it’s a very important early example of indigenous writings about European subjects. One of the most profound consequences of the Old World and the New World encountering each other in the early 16th century is that you had all these rich examples of translation—not just of language but of culture. These two civilizations had to find ways to understand each other and make sense of each other. The first Europeans to do this kind of cultural translation were members of the Franciscan order who arrived as missionaries. What makes the collection I’m working on important is that they are the earliest surviving products of the initial phase of trying to translate Christianity for the indigenous people and among the

it was more than a hobby; I wanted to get good enough to read and translate.

I reached out to a particular scholar who works at SUNY Albany. She was very supportive of my interest, and Rivers was very generous in giving me a sabbatical. I finished my doctorate in 2017. I’ve spent about 15 years learning the language, and I’m now equipped to tackle the project.

What is it like to study a non-Indo-European language?

Ben Leeming teaching art history, in the fall of 2019. (Inset) A page from the Nahuatl Sermonary.

earliest surviving examples of any kind of writing in indigenous languages.

How did you become interested in this subject?

I was working on my master’s in history in early 2000s. One of the courses was on Mesoamerican civilization. I learned that there was all this writing in this indigenous language, literally thousands of pages of documentation just lying in archives and libraries and church basements, scattered all over. On a whim I thought it would be interesting to see what this language was like. I ordered a book that was a guide to learning classical or colonial Nahuatl, and I got instantly hooked.

It started as a hobby, but I quickly got very serious about it and started seeking out tutelage from those who knew the language. It gradually dawned on me that

It’s very challenging. When you’re trying to read something in French or Italian, and you’ve had some Spanish, you can get the flavor of it. But for this, you have to rewire how you think about language.

I can read fluently, but if I had to have a conversation I’d be lost. I could carry on a decent conversation with a 4-year-old.

What made you decide to pursue the NEH fellowship?

It’s one of the only fellowships that will fund a full year of scholarship. I applied to it because I knew I wanted to devote myself 100 percent to a project like this.

Over the past decade I’ve worked hard to carve out a niche for myself as a passionately committed high school teacher who also happens to be passionately committed to independent scholarship.

It hasn’t always been easy, but I find my scholarship enriches my teaching and my teaching enriches my scholarship. This feels like a nice validation of the independent scholar part of that equation.

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campus news

Students Get a Leg Up on Neuroscience

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hat is the sound of one cockroach leg flapping? Students in the second trimester elective Neuroscience recently found out— and were startled by what they heard.

The lab activity: gently stroking a severed cockroach leg and listening to the resulting electrical signals amplified to the point of audibility.

“What are you hearing?” asked science faculty member Sequoyah Reynoso, who teaches the class. The answer was clear to the students, who had been learning how electrical impulses in the brain and nervous system control the movements of roaches, humans, and most creatures in between: action potentials. An action potential is another term for the nerve impulse that carries information to and from the brain, ultimately resulting in sensation or movement.

The six large roaches, supplied by an outfit called Backyard Brains, arrived in early December for the February activity. Fortunately, roaches are famously low maintenance, and Reynoso kept them alive over winter break with no trouble. And though some of the roaches would have a leg removed in the interest of science, it’s a renewable resource: roach legs, says Reynoso, will regrow in about 120 days.

In the classroom, students broke into small groups of two or three to take a turn placing a leg on a “spiker box” that allowed them to hear the nerve impulses that fire up when the leg is stroked. “It sounds like fireworks,” said one student while engaging in the lab. Other students compared the sound to a crackling fire, radio static, or the ocean.

Once the experiment was concluded, students spread out to write up their lab reports. Reynoso encouraged students to find their way to the answers by referring to what they had just encountered during the lab activity, asking questions about how action potentials work and tying that to the broader themes of the course. Earlier, he’d speculated that some students might be “too squeamish” to enjoy the lab, but in the moment, most seemed to share one student’s assessment: “This,” she said, “was so cool.”

Teacher Sequoyah Reynoso (left) helped set up the project.

Inset: An amplifier allowed students to hear electrical impulses.

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Rivers Hosts Middle School Diversity Conference

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ydnie Schwarz, Middle School DEI coordinator at Rivers, vividly remembers the first diversity conference she attended. “I was in eighth grade. I remember feeling like this world had opened up,” she says today. “Going to workshops, meeting kids from other schools—I was so excited.” It’s the kind of experience she hoped to bring to Rivers Middle School students by offering to have Rivers host the AISNE Middle School Students of Color Conference earlier this year.

The conference took place online, but hosting duties meant organizing a day’s worth of activities, from workshops to affinity groups to a keynote address to a final dance party and trivia contest.

Rivers faculty played a prominent role, with several members leading workshops and affinity groups.

Sixth grade Latin teacher Cathy Favreau and Middle School art teacher Chris Love teamed up to lead a workshop titled “The Art of Protest.” They first walked the students through the history and iconography of protest art. Then, in the second half of the session, students went into breakout rooms where, says Favreau, “We challenged them to make their own images and slogans on topics that were important to them.”

Students who attended were positive about the conference. Kayla Thugi ’25 said, “This was my first time attending an event like this. I was very excited to attend because I would be able to hear from others just like me and about their experiences at schools like Rivers. It was nice to hear their perspectives.”

Concluding with a joyful dance party, the conference went out on a festive note, but participants were mindful of its serious purpose. Love noted that hosting the conference was an important step for Rivers. “It showed that we are trying to take some steps forward and attend to everyone on campus,” he said. “It shows that we’re willing to put our talk into action.”

Strong Showing at Scholastic Art Awards

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he Scholastic Art & Writing awards have been recognizing and inspiring student creativity for nearly a century, since their founding in 1923.

This year’s state-level awards saw 16 Rivers students garnering 21 prizes for photography, drawing, painting, and other forms of visual art. Among them were two Gold Key awards, which are automatically entered into the national competition.

“Students’ entries are blindly adjudicated by some of the foremost leaders in the visual and literary arts,” explains visual arts faculty member Nicole Winters. “Jurors look for works that exemplify the awards’ core values: originality, technical skill, and the emergence of personal voice or vision.”

In a typical year, the state’s winning entries would be displayed on the Tufts University campus.

Needless to say, such a display isn’t possible this year, but an online virtual awards ceremony was held on March 4. Meanwhile, all the winning artwork by Rivers students can be viewed in a SmugMug gallery on our website.

Gold Key Winners

Romy Arie ’21, sculpture, Pop Box

Madeline Foley ’22, Drawing & Illustration, Brr

Chelsea Yan ’25, Digital Art, A Dark Night’s Wish

Cailyn Murphy ’23, Photography Chelsea Yan ’25, Digital Art Silver Key Winners

Marin Broderick ’22, Printmaking Madeline Foley ’22, Drawing & Illustration Ceanna Kinney ’21, Photography Maggie Leeming ’21, Photography (two awards) Adebiyi Oyaronbi ’21, Printmaking and Ceramics & Glass (two awards) Eli Wasserman ’21, Photography Chelsea Yan ’25, Drawing & Illustration

Adebiyi Oyaronbi ’21, Ceramics & Glass, In The Time of COVID

Honorable Mention:

Romy Arie ’21, Sculpture Ian Brown ’22, Painting Bennett Cavallo ’25, Photography Max Gold ’23, Ceramics & Glass Alex Hiatt ’21, Photography Andrew Ho ’25, Photography Ceanna Kinney ’21, Photography Luciano Lewandowski ’23, Photography Logan Ngai ’22, Ceramics & Glass Adebiyi Oyaronbi ’21, Printmaking

Ian Brown ’22, Painting, The Wedding

Cailyn Murphy ’23, Photography, Longing sprin g 2020

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campus news

Grain of Truth: Roman Bread Brings Ancient World Alive

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In their kitchens, students mixed f you want to understand Latin, says whole-wheat flour with fennel seed, Rivers sixth-grade Latin teacher Cathy poppy seeds, and parsley, and, once Favreau, you have to understand Anthe ingredients were combined, threw cient Rome. And if you want to undertheir weight into kneading the stiff, dry stand Ancient Rome, says experimental dough by hand. As they worked, Monaco archaeologist Farrell Monaco, you have encouraged them to imagine the lives to understand bread. of those who performed this task in Toward that end, Favreau—along the ancient world. with science teacher Emily Poland— “You’ll feel the kneading in your teamed up with Monaco to offer a baking biceps tomorrow,” she said. “So you will class in which students re-created the know with your body, not just with your bread of Ancient Rome. On a Saturday mind, how a Roman slave felt.” afternoon, some 40 members of the Rivers community used modern technology to experience the ancient world, gathering around computers in their home kitchens while Monaco guided them through the preparation of Ancient Roman specialties.

Panis quadratus was found at the site of ancient Pompeii, the Roman city buried in 79 A.D. by the eruption of Mt. Vesuvius. “When they excavated the city, they found 87 loaves of it,” Favreau exStudents prepared the famed plains. “They’re so iconic, panis quadratus during the class. they’re in a museum.”

Later, she walked them through forming the round panis quadratus loaf.

The finished product looked and tasted authentic—very plausibly like a food consumed in ancient times.

Monaco had met with the students virtually during class time the day before, to talk about Ancient Roman foodways.

The conversation about food systems formed a lead-in to the science side of the lesson. The mass production of bread helped fuel the emergence of cities like Pompeii, and access to grain dictated how large those cities could grow. Poland helps students draw parallels with our world, as climate change, the pandemic, and other geopolitical factors shape the growth and movement of populations.

“There’s a lot of systems thinking that goes into putting together our curriculum,” notes Favreau. Poland adds, “Our mission is to make this as interdisciplinary as possible, and to have students discover through doing.”

MLK Day: King’s Work Marches On

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ver the years, commemorations of Martin Luther King Jr. Day have taken different forms at Rivers. In this fraught and challenging time, it seemed only fitting to focus on Dr. King himself. History faculty member Arturo Bagley addressed the January virtual assembly, sharing the story of King’s leadership in the fight for civil rights.

Bagley began with the end of the Civil War and the passage of the 15th Amendment, granting all men the right to vote. Those events, he noted, may have put a technical end to slavery but did not ensure equal rights for Black people.

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Jumping ahead to the Montgomery bus boycott, Bagley explained how this act of peaceful protest eventually led to a Supreme Court ruling that supported desegregation. King, chosen as the boycott’s leader, was thrust into the national spotlight.

Demonstrations in Birmingham soon followed. Protesters were attacked by police and arrested, but the protestors, under guidance from King, hewed to the approach of non-violence. It was impossible not to draw comparisons to recent events in Washington, and Bagley highlighted the contrast between peaceful protestors and the violent mob that attacked

the Capitol. He went on to address the ongoing issue of Black voter suppression, which continues despite the passage of the Voting Rights Act of 1965.

Finally, Bagley quoted King’s “drum major” speech. In the famed sermon, King spoke of how he’d like to be remembered: Not as a Nobel laureate or the recipient of countless other honors, but as a person who gave his life to serving others.

“That is what we should remember on Martin Luther King Day,” Bagley concluded. “Remember that what is most important in life is that we become our best selves by helping others become their best selves.”

Jillian Dempsey hoists the Isobel Cup after leading the Boston Pride to the title.

Jillian Dempsey ’09 Leads Team to National Championship

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aseball has its World Series, football has its Super Bowl, and the NWHL—the National Women’s Hockey League—has its Isobel Cup, awarded to the league champions each year since 2016. And this year, for the second time in team history, the Boston Pride, helmed by Jillian Dempsey ’09, has its Isobel Cup, after a 4-3 victory over the Minnesota Whitecaps on March 27.

To top it off, Dempsey—also a member of the Isobel-winning 2016 team— took home MVP honors.

When we caught up with Dempsey a week or so later, she said, “I’m still on cloud nine. It was that storybook ending that you hope for; I’m still thrilled about it and doesn’t feel real.” Last year, Dempsey explained, the team was heavily favored to win the championship when COVID shut the league down, two days before the final game. The frustration hung over the team this season, and they entered the tourney an underdog. “We believed we were stronger, but we were just being counted out by many people besides ourselves. But we stuck with it,” says Dempsey, and victory was all the sweeter for it.

Dempsey and her teammates were also excited to have the final game nationally broadcast on NBC. “To have our games shown on primetime—that’s where we want to be consistently, with even better visibility for women’s hockey,” she said.

Dempsey was, of course, a hockey standout even in her Rivers days. She went on to excel in the sport at Harvard, leading the team as captain to the 2013 Ivy League Championship. In her sixth

season in the NWHL, Dempsey is the league’s all-time leading scorer, as well as the current leader in points and co-leader in assists. When not playing hockey, Dempsey works as a fifth-grade teacher in her hometown of Winthrop; she holds a master’s degree in education and served in Teach for America. In the run-up to the final, says Dempsey, “my students were awesome. Some have T-shirts with my name and number on back; they were sending me good-luck messages.

It’s really special how much support my school, my community, and the town have shown.”

Back in a 2012 interview, while Dempsey was still at Harvard, she reflected on how Rivers helped her reach her goals on and off the ice, noting, “Rivers prepared me academically for the time commitment and difficulty of college courses. The teachers, staff, and coaches made every day worth it because of their passion for what they do and genuine concern for me to do well.”

And done well she has—with the Isobel Cup to prove it.

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n o t e s f r o m t h e c o n s e r v at o r y

Musical Theatre Conservatory Program Makes Its Debut

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ince 2003, the Conservatory Program at The Rivers School has given advanced student musicians a way to dedicate themselves to both academic and artistic growth. Until recently, it has offered jazz, classical, and vocal courses of study. This year, the program introduced a fourth concentration: musical theatre.

Zoë Iacovelli, who directs the new major, came to The Rivers School in 2019 from Starline Academy and The Performing Arts Connection. She says that she quickly fell in love with “the community and everything about Rivers” and began looking for more ways to expand the school’s musical theatre offerings. “Musical theatre has always been where my passion is,” says Iacovelli, who was a musical theatre actress for six years in New York City between earning her bachelor of fine arts and her master of education degrees.

When she pitched the idea of incorporating musical theatre into the school’s one-of-a-kind Conservatory Program, Iacovelli was excited to receive enthusiastic support from faculty and administrators in the performing arts department. Dedicated students who perform in the annual winter musical were eager to continue studying with Iacovelli year-round, and prospective students

In the fall, students in the Conservatory Program’s musical theatre track worked outdoors on campus.

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Roomy Rivera Recital Hall provided a safe indoor rehearsal space.

expressed similar interest in an intensive after-school musical theatre experience. Supported by this response, Iacovelli threw her knowledge and passion into the development of the new Conservatory Program path, which launched in the fall of 2020.

When designing the curriculum, Iacovelli drew from key elements of vocal study, including music theory and performance classes. She then added weekly dance and acting classes to equip students with the technical skills of musical theatre that make them “triple threats.” Each student comes to the program with a unique set of strengths.

“Some students are here because they love to sing, and they’re still working on their dancing. Some are incredible actors but are building their vocal technique,” Iacovelli explains. The program gives students abundant opportunities to challenge themselves in ways that fuel their growth.

Jordan Felice ’25, one of nine students in the first cohort, confirms, “We learn new skills in every class in the musical theatre Conservatory Program.”

For Alex Massarotti ’23, dance classes have become a welcome outlet for exploration: “I don’t and probably never

will consider myself to be a great dancer, but Zoë and the rest of the students gave me the confidence to be myself and not feel embarrassed if I mess up.” Felice’s interests have also broadened throughout the year. She initially considered singing her favorite part of the program but has since discovered a love of blocking scenes. Now, she says she has “started to love acting just as much as singing.”

Students also speak to the life skills they have learned through the medium of musical theatre, including empathy, creativity, and storytelling. Anya Carroll ’26 has especially appreciated the opportunity to practice teamwork: “I have learned how important it is to support my fellow castmates, because after all, a performer doesn’t make a show, a cast does.” Others share this observation, describing the program’s culture as exceptionally collaborative and welcoming. In Carroll’s words, the musical theatre program is “a community of friends who all want to succeed together.”

From the perspective of Xavier Massarotti ’25, this caring culture encourages risk-taking in the classroom. “I know that it’s a safe space, which helps me put myself out there,” he says. His brother, Alex, adds, “I feel I can totally be myself within the walls of the musical theatre Conservatory Program.” The support of peers gives students the courage to express themselves boldly. “I truly believe that these strengths developed through acting, singing, and dancing will continue to serve students, whatever career path they choose,” says Iacovelli. “Whether they become journalists, doctors, or Broadway stars, they will be con- fident enough to put themselves out there and take risks as they did on the stage.”

While the actual stage has been off-limits this year due to social distancing, that hasn’t stopped Rivers’s musical theatre students from sharing their talents. They have released impressive digital performances, including the memorable and uplifting Middle School rendition of “Happiness” from You’re A Good Man, Charlie Brown. The students enjoyed hearing their voices come together in harmony, albeit through video editing. They also had the chance to compete and receive feedback in the Massachusetts Educational Theater Guild Musical Theater Scholarship Contest, at which three Rivers students were honored and Anya Carroll ’26 won first place. Carroll credits the influence of the Conservatory Program in helping her prepare for this success.

Students in the Conservatory Program’s musical theatre track have had no shortage of opportunities to shine. Meanwhile, the program has advanced their skills and fed their love of the arts. Iacovelli muses upon the program’s bright future: “I can’t believe how much fun we’ve had, even during a pandemic. If this is what we can do now, imagine what we’ll be able to do next!”

— Marissa Birne ’15

Conservatory Program Alumni Find Meaning in Music

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he past year has brought challenges on so many fronts. We asked a few Conservatory Program alumni the question: What role has music played in your life during the pandemic? For these graduates, musical appreciation and expression have been critical to their processing of recent events. Read their reflections below.

“During the pandemic, music has been an incredible outlet for me. It has allowed me to escape the commotion and fear while feeling connected to those far from me. In releasing music with my band, Morning Dew, working on independent projects, and composing, arranging, and playing for the virtual concerts of the Northwestern Jazz Orchestra and small ensembles, I have not only been able to keep my passion for music alive but have continued to grow, learn, and feel supported by the musicians around me.” —Joe Nedder ’18 “It’s mainly been an object of nostalgia. Thinking about playing the clarinet means longing to sit in the middle of a densely packed stage. From brushing elbows to staggering breathing with section mates, there are many magical moments I once took for granted but never will again.” —Silvia Curry ’16 “I have been singing in a virtual choir, and although it has been different to sing asynchronously, we have still been able to connect through virtual performances.

Last year, all of our repertoire focused on topics of social justice, especially Black Lives Matter.”

—Isabel Hardy ’18 “During the pandemic, I have spent much of my time diving into my composition studies. The time at home sparked my creativity and allowed me to express myself through my music in a different manner. I was able to gather inspiration for my music from my family, nature, and reflection on life before the pandemic. This period of reflection helped nurture the meaning behind my pieces in a powerful way.”

—Apsara Balamurugan ’20

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f o c u s o n fa c u lt y

A rtu r o B ag l e y

History with a Spin

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rturo Bagley has an unusual hobby: Visiting presidential libraries. It’s not just because the history department faculty member enjoys traveling to such off-the-beaten path locations as College Station, Texas (George H.W. Bush), or Hyde Park, N.Y. (Franklin D. Roosevelt).

“I like to see the museums,” says Bagley, “because they give a spin to history, an interpretation of what went on. It’s interesting to see how they spin it.”

That history always has a spin is an article of faith with Bagley—one that informs his approach to teaching. In U.S. History, AP U.S. Government and Politics, and in the three semester-long electives he introduced this year—two on race and the Supreme Court and one on the evolving presidency—Bagley stresses the message that “the interpretive part is what makes history interesting. It’s not

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just a bunch of facts; it’s important to see the complexity.”

Bagley is not shy about making his own opinions known. “I know there are a lot of teachers who do not express their political opinions,” he says. “And I respect that. But my approach is different. I tell students up front and at the beginning where I’m coming from. They’ll figure it out anyway, so you might as well be honest.”

Bagley’s path to teaching led him down some byroads initially. He earned a law degree after college but quickly discovered that the practice of law was not a fit for him. After exploring other directions—including working at a magazine and as a researcher on a documentary film— he realized that the through line that engaged him was history. He went back to school to pursue a doctorate in the subject, only to reach the insight that what he really wanted to do was teach history. A product of an

independent school himself, he knew that such a setting would offer the opportunity to teach at a high level without the “publish-or-perish” pressure of a college professorship.

After teaching for 11 years at an independent school near his hometown of Philadelphia, he joined the Rivers faculty in 2017.

For all his professional detours, Bagley’s background and interests make him especially suited to the new electives he’s leading. A fan of primary sources, Bagley has students in “Race and the Supreme Court” read such key decisions such as Dred Scott v. Sandford, in which the court ruled that the Constitution was not intended to extend citizenship to Black people. It’s not enough to read about Dred Scott, says Bagley. “I like having students at this age read that language and see how they react to it. You have to read the opinion and immerse yourself in the language”— language, he says, that “hit him like a cold slap in the face” when he first encountered it in law school.

The case, and others like it, opens the door to conversations that sometimes reveal a range of opinions in the classroom. In keeping with his position that history is about interpretation, Bagley treats those whose opinions differ respectfully—as long as those opinions can be backed up by facts. “It’s not my job to tell students what to think, or to disagree with them. The only thing I expect is for them to support their positions,” he says. “I’m not going to grade you based on what you think; I’m going to grade you based on what you can — Jane Dornbusch support.”

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T he Ne x t Le v e l

Guiding Students into College Athletics

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sk Athletics Director Keith Zalaski about his program’s success in preparing Rivers students to compete at the college level, and there’s one word he’ll return to over and over again: Balance.

“When I talk about why I love working here,” he says, “there’s just a healthy balance.

Our kids are really balanced in what they do. They care about the classroom and about sports.”

In recent years, much has been made of the pressure to push students into college athletics—not just at the Division I level but at all levels. Stories abound of parents and students so laser-focused on a particular program that they risk injury, neglect their academics, and, in some ways, miss out on simply being high-school students. When Zalaski speaks of balance, he is contrasting those stories with the experiences of Rivers student-athletes, who are typically well-rounded and serious about their studies.

That’s not to say that they don’t go on to top college programs. Rivers athletes are fierce competitors in a league that demands a high level of play, and their success is inarguable: In this year’s graduating class, nearly one-third of students are planning to compete at the college level. Zalaski and his coaching staff view shepherding their players into the right college programs as an integral part of their jobs.

The key word is “right.” Counselors often speak of finding a fit as students go through the college application process, and that’s no less true for coaches seeking to guide their players into programs where they have the best chance of succeeding. “Multiple times a day,” says Justin Walker, boys’ lacrosse head coach, “I help steer kids toward or away from programs.” That steering process involves a holistic view of the student and the program; it’s not simply a matter of choosing the most prestigious or highprofile school. “I don’t want my players just

to pick a lacrosse school; I want them to pick the school first, and then see it through a lacrosse lens,” says Walker.

Sometimes the steering begins at a more basic level. Field hockey head coach Janna Anctil jokes, “They used to call me the ‘converter coach.’ I make kids into fieldhockey players—girls who didn’t know they liked the sport or had never tried it.” Many “convert” from ice hockey, and part of Anctil’s persuasion lies in urging them to consider field hockey as an alternate (and somewhat more accessible) route to college athletics.

Nowadays, that route will almost always run through club sports. That trend has had an impact not just on the players, but on the coaching staff. “When I started doing this, 20 years ago, it felt as if club/ high school coaches (or ‘outside coaches,’ as we are sometimes called) were looked down upon in the ISL at times,” says Walker.

The old model was the teacher-coach, but now, because competition has ratcheted up so sharply, many more coaches come from club sports. The club coaches’ connections and year-round involvement often givetheir players a leg up when it comes to recruitment, says Walker.

Anctil says, “It’s super-exciting to me when girls approach me about playing club.

That’s the path [to college play]. It’s driven by the student, but I’m happy to provide some guidance and help them be strategic with camps and showcases.”

Zalaski, who played basketball and golf in college, notes that the process begins much earlier now. “When I was playing, I didn’t think about it in eighth or ninth grade,” he says. “Now, a lot of families are talking about it at that point.” That’s not a bad thing, he believes; it can help serve as a motivator. “But it’s a process of figuring out how to run your own race. We’re helping them work toward their goals and”— wait for it—“find their balance.”

— JD

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F U T U RE MAKER S : PHILANTHROPIC IMPACT

A Successful Campaign Needs a Strong Community

By Alison Case

inclusion initiatives, our donors’ generosity has touched each and every member of the Rivers community. Look for our final campaign report this fall, which will highlight many of the ajor contributions to the Rivers FutureMakers camremarkable things our students and faculty have been able to paign have rightfully received a great deal of fando, learn, and achieve thanks to you. fare. But the truth is, a comprehensive fund-raising As a community, our success has been extraordinary, but campaign like FutureMakers is just as reliant on we still have work to do. With just a short time left in the Futuremodest gifts as on multimillion-dollar donations. In fact, 83% of the gifts we’ve received since the launch of the campaign Makers campaign—which officially comes to a close June 30— have been in the amount of $1,000 or less. This campaign we’re making a final push to raise all of the funds needed to truly belongs to all of us, and its complete the full scope of our impact extends to every Rivers strategic vision. Renovations to Our community has demonstrated student. our original academic buildings that we can accomplish anything when and Middle School spaces will Most FutureMakers donations have gone to our annual fund— we work together. With just a short time continue this summer, to bring all of our facilities up to a level of and all such gifts count toward left in the FutureMakers campaign, excellence that reflects—and will our overall campaign goal. Dowe’re making a final push to raise the enhance—the excellence of our nors can choose to give to the funds needed to complete the full academic program. We hope you areas they are most passionate will consider making a first gift, about, such as athletics, arts, scope of our strategic vision. or a final gift, to FutureMakers and financial aid. Many also choose to make unrestricted gifts, which Rivers allocates before the campaign’s close—and help Rivers extend to faculty to its greatest needs. And last year, our needs were indeed and students throughout the school the spaces and resources great, as we worked hard to respond to COVID-19—launching they need to perform at their best.

RiversRemote, our online learning program, in March of 2020 The size of your gift doesn’t matter; what’s important is that and safely bringing students back for on-campus learning you give what you can. That’s because your contribution does through the fall and winter. a whole lot more than enable Rivers to meet its ambitious Our community has demonstrated that we can accomplish goals today; when you give, you inspire others to give, too, anything when we work together. FutureMakers was launched helping to create a dedicated culture of philanthropy that will resonate for future generations. publicly in late 2018. By fall 2019, our athletes were playing on FutureMakers was chosen as a theme for the campaign to brand-new state-of-the-art turf fields. And by January 2020, students and faculty were taking full advantage of the leadingreflect the impactful lives led by our incredible students—at edge Revers Center for Science and Visual Arts, benefiting Rivers, in college, in their careers, and in their communities. from spacious, light-filled classrooms, labs, and makerspaces; A FutureMaker is also what you become when you donate to experimenting with advanced tools and technologies includthe campaign, in any amount. Your generosity shapes the fuing 3D printers and laser cutters; and forging new creative colture of this school, the students educated here, and the world laborations and curricular innovations. Bolstering funding for our students will go on to lead. At Rivers, we are all making the everything from faculty development to diversity, equity, and future, together. � R

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Proud parents and grateful alumni.

Talented students and stellar educators.

Impact donors and participation supporters.

Together, we are transforming Rivers— so our students can transform the world.

Become a FutureMaker today: Donate before the campaign ends June 30! Your gift makes a vital difference and impacts every student.

FutureMakers belongs to all of us Visit riversfuturemakers.com or call Kim Fox, associate director of advancement, at 339-686-2245.

Michael Handler ’90, P’23, ’26

Finding Inspiration in FutureMakers

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or alumnus and parent Michael Handler, Rivers is all about relationships. “My closest friendships were built at Rivers,” he says. “I made great friends in college and afterwards, but even today, the people I’m closest to are from Rivers.”

And it wasn’t just about friends, he says. Teachers and staff members all contributed to the experience of feeling embraced by a supportive community.

“The relationships go beyond peers and teachers,” says Handler. He tells of visiting campus last year—nearly 30 years after graduating—and being warmly greeted by facilities department member Kenny Robertson, who asked him if he still played hockey. “Kenny was a friend,” says Handler.

After college at Skidmore, Handler entered the family business, making window treatments for hotels. He sold

the firm in 2017 and continues to work in the industry as a consultant.

When the time came to choose a school for his own children, Handler says he wanted the kids to drive the decision, and he and his wife didn’t push Rivers. “We applied to many schools, and they had their choice of different schools. Our last visit was to Rivers, and when we left, they said it ‘felt like home.’ It’s just a very special community.”

Handler’s positive experience at Rivers has kept him engaged, serving on the Alumni Committee and as a founding member of the annual golf tournament, and he’s long made the school a philanthropic priority. But after the launch of FutureMakers, he and his wife decided to bring their giving to a new level, inspired by the campaign’s vision for the school. The 2018 kickoff event

at Gillette Stadium, he says, was “an incredible experience. Seeing where the school was headed was really special for us.”

Handler says he’s been giving back to Rivers for so long, he can’t remember when he started. “I always gave because Rivers had special meaning for me. But now, there’s a tangible vision for the school, and we greatly support it.”

Today, as the campaign winds down, Handler’s children and so many others are able to reap the benefits of all that FutureMakers promised. “The campaign,” says Handler, “convinced us to change the amount we give—because the benefits are so tangible and real for all students.” � R

Michael Handler ’90, at right, with wife Marcie and children Evan ’26 and Ellie ’23.

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The Shows Must Go On Despite Challenges, Performing Arts Flourished in Pandemic

By Jane Dornbusch

Vocal ensembles rehearsed in the garage below The Revers Center.

Call it a snapshot in time .

When an email went out in March, reminding faculty to leave a few spots in the parking garage open for performing arts classes, no one batted an eye.

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String players could use Rivera Hall, as long as they stayed a safe distance apart.

The garage, the tents, the pavilion, the shores of Nonesuch Pond— all have served as spaces that supported music and theatre during the pandemic.

While many schools were forced to cancel or drastically curtail their performing arts programs, at Rivers the shows went on and the music never stopped.

That’s not to say it was easy, simple, inexpensive, or flawless. But with a tremendous display of creativity, collaboration, and flexibility—all of it motivated by the sheer love of the stage and concert hall— performing arts during the pandemic has been a success story at Rivers.

“Despite the limitations, we have made it happen,” said Gabriella Sanna, head of the performing arts department. “Students have shown up with masks and PPE and are keeping distant, happy to play just for the joy of continuing to make music. It’s been a success story for the resilience of our teachers, but even more so, the resilience of our students.”

The success story began last spring, when everything shut down without warning. Pandemic pivots took place just about everywhere, and the performing arts were certainly no exception. Faculty members and students agree that those early days, when the school was fully remote, were challenging.

“When we look back at last spring, it was a bit difficult, but somehow we kept kids engaged,” said Sanna. “I think the students and parents were glad we were able to do anything at all.”

Will Randall ’21, a serious music student who plays saxophone and piano, said, “For everyone involved in music, everything came to a standstill. Music just doesn’t work over Zoom, in terms of live playing. Playing together was nonexistent. That was challenging.”

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“Last spring, when we were fully remote, we made it work,” says Dan Shaud, Conservatory Program coordinator (and, as of this coming July 1, co-chair of the performing arts department, along with Sanna). “But I sensed a real sadness, especially from most committed kids. Playing at home by yourself just isn’t the same.”

Philippe Crettien, director of the jazz program, says that teaching music via Zoom was an exercise in flexibility.

“We adapted our curT o m M a rks riculum to move forward.

It changed to be more like a master class, with less focus on performance. But everyone was still engaged and able to grow musically. It was still valuable.”

Live music and Zoom may be incompatible, but to some extent, technology saved the day. The school invested in a number of software programs, platforms, and other innovations that enabled students to play in sync, enhance their sight-reading skills, and enjoy a meaningful music experience. “There are a lot of great tools out there that we wouldn’t have explored otherwise,” says Shaud. “We kind of knew about them before this year, but there wasn’t a reason to invest the time in researching them and learning how to use them.”

Among the technologies that helped support music at Rivers was Soundjack, a platform that allows remote users to play

“ I went into this year knowing that it wouldn’t be a traditional year, but I also knew that I could heavily invest in my students and figure out what they need and how they could grow. They’re having meaningful, if different, experiences.”

The Middle School put on a virtual version of It’s a Wonderful Life.

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in sync. Then there was Soundtrap, which Shaud describes as a “Google docs for music, where it goes into a visualization of all the people’s tracks; you’re recording your part in and you can see others recording theirs in, and when you listen back, it’s an ensemble. It’s a good tool, because you’re hearing how you fit in, but you can do it sitting at home.” And Sight Reading Factory, said Shaud, is an app that helps students develop the crucial skill of reading music quickly, by sight. “We’ve never taught this so explicitly before. This is a much more focused tool, and it’s something we will definitely continue to use post-pandemic.”

Shaud and his colleagues spent last summer mastering the new tools.

And then came September, and with it the return of live, in-person teaching. Along with the great joy of being together once again, able to play music and (in theory) perform on the stage, came a raft of new challenges in making those activities COVID safe. In the era of masks, social distancing, and hypervigilance, it’s no easy feat to prosecute the performing arts.

But feats that are not easy have become second nature this year. And fortunately, as drama program director Juliet Bailey put it, “Performing arts people are pretty creative.” Flexible and inventive by training and by temperament, the performing arts faculty strove to come up with solutions, work-arounds, and adaptations designed to provide students with a robust experience.

For Bailey and her colleagues, the obstacles merely presented an opportunity to take artistic risks and draw the best from available resources: “Hard as it’s been, we’ve also experienced the thrill of re-creation; we’ve been able to use all that creative energy to put together something new and think about innovative ways to do theatre. I think we all took some pride in doing

For the winter musical, students taped dance numbers in Kraft Dining Hall and recorded themselves singing at home; the final result was edited into an entertaining show full of Broadway tunes.

this, in learning we can do amazing things if we pull together in the face of obstacles.

It was a beautiful human lesson.”

Said student musician Randall, “Come September, there were lots of solutions and new ways to play, and that was great to see.”

Typically, the school calendar is replete with jazz, classical, and vocal concerts throughout the year, and music lessons and rehearsals are part of the curriculum. The Upper School stages a play in the fall and a musical in the spring; the Middle School puts on a spring drama production.

Some students choose to pursue drama in the classroom as well. Dozens of Rivers students who are serious about music are enrolled in the Conservatory Program, which takes their studies to the next level through additional coursework at the Rivers School Conservatory. And for many, a highlight of the performing arts calendar is the student-run coffeehouse, which takes place three times a year.

To an extent that might have been unimaginable when the pandemic first hit, all of these activities took place during the 2020–21 school year—albeit in altered form, with strict limits on rehearsals, performances, and audiences.

This year, because of changes to the sports schedule, the Middle School was able to add a fall show—a “radio play” version of It’s A Wonderful Life. Faculty member Diane DeVore, who served as director, said, “A priority for me was having the students be together in person if that was possible. The goal was to build a chance to connect, and create that sense of unity and community that come through the experience of rehearsing and putting together a performance.”

But with safety guidelines a moving target, and with the always-present possibility of having to pivot to remote learning, DeVore quickly learned that flexibility would have to be the

watchword for this production. “What we had hoped to do was livestream from Black Box Theatre, with the students all there.

We were able to be sufficiently physically distanced in the Black Box, but as time went on and we were toggling between remote and in-person weeks, we had to make a decision. We needed to start thinking what this would look like if we were remote, and how we could still be together when remote.”

At that point, the production team made the decision to place each cast member in a separate room, on campus if possible but at home if need be. DeVore says that “there was a tremendous amount of pivoting in the last 10 days.” But the show, streamed from Haffenreffer, came off without a hitch, and the radio play format translated perfectly to the Zoom environment.

Best of all, says DeVore, “What we all noticed and felt good about was that, before and after the show, there was that same sense of anticipatory excitement you’d have in a live performance.”

Bailey, who oversaw the Upper School fall play, also found herself drawing on deep reserves of flexibility and creativity. The show consisted of eight short plays, written last year by students from the Class of 2020. “We selected plays that could be done with distancing and in outdoor settings. We got creative about where on campus we could do them—the pavilion, the loading dock,

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The tents provided outdoor rehearsal space for the jazz ensembles.

the MacDowell steps—and the idea was that there would be eight settings and people could walk from play to play,” says Bailey.

But with families unable to come to campus for the live performances, that idea was soon revised. Plan B, which involved hiring a videographer, also fell through, and then tech week ended up being a remote week.

In the end, says Bailey, “we did the filming ourselves.” The process was beset with challenges, and the upshot, says Bailey, P h i l i p p e Cr e tt i e n was that “in the end, we didn’t have a product we could share.” A failure? Not by a long shot.

“The process was excellent and the kids were incredible; it really called out the kids’ best,” says Bailey. “We created something really awesome and really beautiful. We couldn’t share it as we usually do, but we got to make something amazing.”

Another staple of the fall arts schedule, the Jazz Festival, was also forced to regroup after some early, unplanned remotelearning days upended the schedule. Postponed from November 7 to December 12 and streamed live on the RSC Facebook page, Crettien calls the festival “a great success.” It took place in one of the two winterized tents set up on campus to provide additional outdoor space; the various jazz ensembles have been able to utilize those tents for rehearsals throughout the school year.

For both jazz and classical instrumentalists, layers of specialized PPE have been added to make the experience safe and to follow health-department guidelines. Wind and brass instruments have bags and bell covers, with special slits for mouthpieces. “And the kids are excellent at wiping their music stands,” says Shaud.

Playing with PPE “takes some getting used to,” says Randall. “It was a little cumbersome at first, but after a while, it’s not too bad.”

“ Everyone is focused on what we have, and not what we don’t have. We love music, and we are grateful we can do it.”

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With all the challenges, it seems no one is complaining. On the contrary, says Crettien, “I am positively inspired by realizing that the joy of being able to make music together really overrides the fact that it’s a little cold, or that it takes extra time to set up.

The end result is so precious; everyone is focused on what we have, and not what we don’t have. We love music, and we are grateful we can do it.”

Tom Marks, in his first year teaching at Rivers, has certainly had the opportunity to see how the love of making music transcends a bit of discomfort. Leading the Upper and Middle School vocal ensembles, he spent the fall and spring in the parking garage under The Revers Center, an outdoor—yet sheltered— setting where students can be far enough apart to sing; guidelines for singing are particularly stringent and have so far precluded practicing or performing in indoor spaces.

“For the Upper School, we sing in the garage for about 30 minutes, then move inside to work on non-singing skills like solfège,” says Marks. “But everything is contingent on the weather.” On the February day we spoke, the midday temperature was 41 degrees—warm enough for a garage session. The Middle School chorus has been more challenging; the group meets first thing in the morning, when it’s often too cold for outdoor singing. To keep them making music, Marks came up with an ingenious solution. “I’ve written a piece for them they can perform inside, without having to sing. They’re using body percussion, stomping and clapping and rubbing their hands together. I’ve written a piano part, and they play on top of it. They enjoy it, and I don’t get the impression they feel robbed of the experience of singing.

They’re appreciative that they are getting to make music, and they are warm.”

Marks says he’s confident that even when students aren’t singing, they are learning. And, he says, he’s been able to

build good connections with students even amid challenging circumstances. “I went into this year knowing that it wouldn’t be a traditional year, but I also knew that I could heavily invest in my students and figure out what they need and how they could grow. They’re having meaningful, if different, experiences.”

For many, the annual winter musical is the most visible performing-arts production of the year. Last year’s memorable staging of Legally Blonde took place just scant weeks before the pandemic hit. It was drama faculty member Zoë Iacovelli’s first Rivers show, and she was not about to let COVID spoil the follow-up. “I refused to have the mentality of ‘everything is shutting down and everything is going to a standstill.’ That’s just not an option in my head,” said Iacovelli. Not only was the 2021 winter musical, Bring Back the Broadway Lights, a tuneful triumph, Iacovelli this year oversaw the creation of a new musical-theatre track in the Conservatory Program (for more on that undertaking, see page 10).

That’s not to say the musical followed the usual script.

“I knew creativity was the answer,” said Iacovelli. The cast of 32 made their way through a collection of songs culled from Broadway shows that were forced to close because of the pandemic. Students recorded themselves singing at home; dance routines (safely distanced, of course) were performed and taped in the wide-open space of Kraft Dining Hall. The resulting recordings were seamlessly stitched together by a professional video editor, allowing for tight harmonies, ensemble numbers, and the excitement of performance within the parameters of a recorded production.

Students who were in the cast say it was a special and welcome experience. “Though it was significantly different from previous years, the musical brought so much light into my life and the lives of many others in the Rivers community,” said Hannah Long ’21.

“There is no better feeling than the communal rush of openingnight jitters with your cast.When I realized that we wouldn’t have G a b r i e l l a Sa n n a a normal musical production this year, I was unsure if I would experience that same feeling.

However, watching the video for the first time together as a cast, I was surrounded by the same love, passion, excitement, and support I feel performing live. It’s a moment I will remember forever.”

Talk to the performing arts faculty, and a word that comes up repeatedly is “teamwork.” Like many of his colleagues, Crettien gives credit to the tech team and others working behind the scenes to support music and theatre. “We have great backup and teamwork,” he says. “The cool thing about Rivers is that everyone is in it together.” DeVore echoes the sentiment: “We’ve all depended on each other before, but this was a reminder of how interdependent we are.”

It’s also been a reminder of the vital role played by the performing arts at Rivers. “We love to make music, and this is how we make music in 2021,” says Crettien. “Our commitment to performing arts and music-making speaks volumes about the culture of the school.” � R

“ It’s been a success story for the resilience of our teachers, but even more so, the resilience of our students.”

The Upper School fall play was staged in various outdoor locations around campus.

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Looking Back, Looking Forward Seniors Take Stock

It’s both an understatement and a cliché to say this year was rife with challenges— but that doesn’t make it any less true.

For graduating seniors, who have spent their final high-school days under COVID conditions, the losses have been very real; they’ve had to forgo rites of passage ranging from senior projects to spring-break travel to prom.

But many say they’ve gained something in return: perspective, more free time, a slower pace, a greater appreciation of their good fortune. We asked half a dozen members of the Class of 2021 to share their thoughts about senior year in a pandemic, their time at Rivers, what they’ll miss when they’re gone, and advice they might give a ninth grader on making the most of high school.

Photos by Adam Richins

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Elliot Do

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think the biggest challenge for me this year was not being able to socialize with my friends.

Going through the college process with limited friend support was hard on me.

Making an effort to reach out to friends through latenight FaceTime calls or encouraging messages was my way out of what was a challenging period in all of our lives.

By showing others that I was thinking about them, I found out that we all are struggling and that we are all in this together as well.

I was shocked by how quickly everyone was able to adapt.

I became more thankful for all the daily interactions that I was now missing out on. I believe that my perspective has changed in that I recognize how many things I took for granted.

A silver lining to the pandemic was quality time with my family. Before, because all my siblings and I are active in music, athletics, and other extracurricular activities, we often did not get to eat meals together. Now, due to the pandemic, I see every single family member often—maybe even a little too often.

I will miss the little things at Rivers—the feeling of walking into the science office and watching all the teachers and students laughing and discussing. I will miss the slow-motion moments of playing with the orchestra in Rivera Hall. I will miss the classroom filled with students debating each other and continually pushing each other for a better argument. I will miss the moments of excitement stepping onto the field before lacrosse games. I will miss the little moments when I truly appreciated the growth that happens at Rivers every day.

Rivers has taught me how to value the intercon- nectedness of what I study. Something I see in my AP Stats class may come up in my AP Government class, or a neuroscience term may pop up in my reading for bioethics. At Rivers, I’ve realized that, just like my studies, making connections, creating memories, and learning lessons all stem from a similar principle.

Rivers has taught me to find commonalities with others.

Whether it be my passions, identity, or background, I have learned to use them to make friendships and connections that matter.

Emily Stoller

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OVID has encouraged me to appreciate the things and people that bring me joy. It has shown me how being physically distanced does not mean having to be socially distanced and taught me how to be creative in how I form bonds with other people. Additionally, COVID has made me examine my role in society and look for ways to give back to my community. I volunteer in the memory support unit at an assisted living facility, but since I was not able to continue during COVID, I found ways to volunteer virtually, putting together montages and remote concerts for the residents.

Rivers was prepared when it came to the pandemic. I felt as though we were all able to adapt to remote learning without missing a beat. Not only were teachers well prepared, they also continually checked in to see that our transition was going smoothly. More than that, they made sure that we were doing well mentally, given the craziness happening all around us. My teachers’ and peers’ enthusiasm made remote learning feel as normal as possible.

I would advise a ninth grader to take advantage of all the Rivers community has to offer. Take advantage of extra help to learn how to advocate for yourself and become a stronger, deeper thinker and learner. Take advantage of the 15 minutes at check-in, when you have the opportunity to bond with anyone in your grade. Try things you don’t think you’d like. I never saw myself continuing in art after fulfilling my minimum credits, but through art classes, I discovered my passion for photography.

After I graduate, I will miss the school’s tight-knit community. I love how everyone makes an effort to know each other in and out of the classroom, both teachers and students. Some of the favorite parts of my day have been the conversations with friends at the lunch table or the extra-help meetings with teachers where we ended up talking more about our lives than the actual subject matter. Rivers has taught me how to form connections with others, a lesson that I will carry with me. sprin g 2021

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Maddie Wambach

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wanted to make sure that senior year I’d try to experience all the things I love about Rivers. However, COVID presented some challenges—mainly, the loss of the togetherness that has been so constant during my time here.

The musical especially represents the mindset I wanted as I approached my senior year: making everybody I interact with feel comfortable and safe, able to talk to me about anything. With this year’s musical unfolding mostly online, connecting with the cast, especially the underclassmen, was difficult.

But I still wanted to play the role that certain seniors did for me my freshman year. They made me feel heard and valued. That was my goal for my senior year and the musical. I’m glad to say that, with this year’s show, I have never met a better cast—or rather, family. I care about each and every one of them.

I’m going to miss my relationships with the faculty. Just today, I had a very animated conversation with Ms. Regan-Loomis about an in-class essay I had written. She was more than happy to take time out of her day to hear my ideas. I feel excited to learn each time I step into the safe space that is her classroom. Ms. Argueta is also a staple of Rivers. Many students of color can tell you she is a beacon of safety and warmth. Finally, Ms. Sailer made me feel like I had somebody at school who shared my culture. I now call her “mom,” only half-jokingly; she truly made me feel as though I was one of her own.

Rivers has taught me many things, but one lesson I will always hold close is that I have the power to make a difference. Over the past few years, Rivers has grown tremendously in its diversity work; including student voices has been a large part of that. I’ve been able to tell my story, of entering Rivers in sixth grade as the only student of color in my class and now looking around campus and seeing all sorts of faces smiling at me. Rivers has shown me that growth is the most powerful thing, and that by listening to those around us and using it to act, our community can grow exponentially.

Josh Rocha

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o one should value some expectation that everyone should make the most of the pandemic. It was hard for many people, and taking a moment to recognize those hardships is especially important to moving forward. But amidst quarantine and isolation, there were moments when I realized that the pandemic had brought me something more than just pain and fear. Ironically, it brought me time. Whether that be time to teach my younger sister chess or to enjoy small picnics with friends in warmer weather, COVID brought me a moment to breathe and reevaluate. Although overwhelming anxiety interjected itself at times, I was able to find peace of mind among family and friends.

COVID posed its own challenges in terms of education.

Socialization is a key aspect of schooling, and school with limited social interaction often felt more like independent study than school. Despite the challenges, Rivers has continued to provide students with a quality education. COVID has also brought an opportunity to rethink how we go about education; 24

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the pandemic uncovered an ugly truth about the toll education takes on mental health. However, Rivers has made itself open to addressing this crisis, and I’m glad to be a part of that conversation through Active Minds, Rivers’s club for mental-health awareness.

What I’ll miss most about Rivers is the small moments in the hallways, waving to people and always receiving a warm smile and a quick “How are you?” I love that no matter where I am on campus, there is someone ready to strike up an interesting conversation. There are no cliques if you don’t let yourself get into the mindset that there are; at Rivers, I’ve befriended a variety of different people and learned so much from all of them.

One of the most important things I would say to a ninth grader is don’t let fear of failure deter you from challenging yourself. For so long I held myself back, but it was never fulfilling. The only way to thrive in an academically challenging environment is to be there, to try your best and learn from the failures. Not every subject will be your strong suit, but don’t let that discourage you from taking the hardest classes and challenging yourself to think in new ways.

Mason Tuff To me, the pandemic was, above all else, a challenging exercise in adaptation and personal initiative. Life fundamentally changed for the entire world, and there was no transition period. This forced me to advocate for myself and others, use the materials in front of me, and create and do something different.

Although certainly disappointing at first, the various canceled, postponed, and altered events of senior year actually brought me a great deal of freedom and free time. My numerous structured commitments became less demanding, which uniquely positioned me to dive into hobbies and interests that I would have had no time for in a normal year. Since the beginning of the year, I have explored in depth my interests in entrepreneurship, sustainability, and engineering. Having developed a fascination with botany and agritech, I have begun the construction of an aquaponics system that can sustainably grow edible fish and plants. I have also embarked on ambitious projects like the construction of a 3D printed, hydrogen-powered, radio-

controlled car through the sustainable innovations club I started last year.

I will miss the encouragement, energy, and personability of the faculty at Rivers. The teachers, athletic directors, administrators, maintenance staff, kitchen staff, and counselors alike all reflect the productivity, flow, and excitement of each day at Rivers. All faculty on campus are united by their genuine interest in getting to know you, pushing you, and shaping you into the best version of yourself. It has been invaluable being surrounded by such a consistently caring and knowledgeable group of adults.

Rivers taught me how to be passionately curious, undoubtedly myself, and confidently different. I would argue that those three facets are the pillars of personal success. That is not to say my Rivers experience was without its mistakes and uncertainties. But as I look back on my seven years, I am truly taken aback by how much I have grown as a person. Rigorous, stressful, and downright annoying at times, Rivers places such an emphasis on trying new things and having the freedom to explore passions. It has undoubtedly shaped my authenticity, which is something that will keep me prepared for, and content with, whatever is to come in the future.

Shamila Santana

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uring COVID, I tried connecting more with my friends and people around me. Knowing that I’m going to college at the end of year, I’m trying to strengthen my relationships here. When COVID first started, we weren’t allowed to see each other as much, so I wanted to make sure those relationships would still be there when we are allowed to be together.

I had extra time, and I used it to better myself in school. My grades definitely went up. Senior year, I have the best grades I’ve ever had. That says a lot, because for many, grades don’t improve at this point.

This year, I explored my identity a lot. We all saw what was happening in society after George Floyd was killed. I’m mixed race, and I’m also Latina, so I did a deeper dive into that. It made me want to take part in DEI work when we came back to school in the fall. I’ve spent a lot of time helping the community and building connections at other schools with their BIPOC students, as a liaison for BRIDGE and other clubs. My perspective has changed; I wanted to go deeper into aspects of how we can better the school for more people and more diverse communities. It’s getting there. I think it has definitely improved since last year. I know that when I have conversations now with other students or adults, I can see a lot of people learning and shifting their mindset.

When I leave Rivers, I’ll miss the people and the sense of community. As I was interviewing for colleges, I kept emphasizing that I wanted a school where I can feel like part of a community. But even the smallest colleges are way bigger than Rivers, and I just know, no matter where I go, I’m going to miss that.

The biggest piece of advice I’d give a ninth grader is “Don’t try too hard to fit in.” You can be yourself and also be liked. When I came to Rivers, I really wanted to be part of one certain group, and I didn’t let myself explore others. Junior and senior year, I sort of regretted that. I wish I had just been myself. spr in g 2021

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Career and a Calling A

Driven by compassion and a sense of purpose, alumni are drawn to nursing

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By Jane Dornbusch

A

sk anyone who’s ever been in a hospital: Nurses get the job done. Doctors may give orders, technicians may perform tests, but nurses are the ones who, with the utmost skill and compassion, provide day-to-day, in-the-trenches patient care.

Given what nursing entails, it perhaps shouldn’t come as a surprise that it’s a popular career choice for Rivers alumni. Of course, Rivers graduates end up in a wide range of professional fields. But nursing, it might be argued, offers a particularly clear embodiment of Excellence with Humanity.

“I really do think Rivers helped me discover this passion,” says Kate Szostkowski ’09, a floor nurse at Boston Children’s Hospital.

“You have to be a special person to be a nurse,” says Taylor Cross ’12, a nurse at Beth Israel Lahey Hospital in Burlington.

“The background Rivers gave me, and the type of person Rivers produces, are perfect for the situation. Rivers made us wellrounded and caring individuals. The more nurses and healthcare workers that come out of Rivers, the better.”

Prioritizing Patient Care Now more than ever, nurses are being recognized for the value they bring. The past year has been rife with indelible images of these front-line workers garbed in PPE, caring for the sick and dying. But for the providers who’ve lived through it, it was nothing more or less than the job they’d trained for. Nurses in particular spent the long months of the pandemic not just ministering to patients’ medical needs but supporting families, pitching in to create clean rooms, holding iPads as families said goodbye to loved ones. And many say there’s a newfound respect for and understanding of the field.

“People are appreciating what we do, which is nice,” says Cross. “Thanks to COVID, I think we are finally getting the credit we deserve, and people are understanding what a nurse really does.”

Rivers alumni choose nursing for a range of reasons. Some value the variety of opportunities it offers; others were drawn to providing the kind of close, personal care that nursing entails.

Some enjoy the adrenaline rush of challenging, fast-paced work.

But all are committed to nursing and say that they wouldn’t have chosen a different path.

Claudia Bellido ’14 had considered both medical school and physician assistant school before earning her nursing degree.

But nursing ultimately won out, because, she says, “I loved the idea of a career in medicine that emphasized interpersonal relationships between provider and patient. Doctors have many more patients but less one-on-one time. They don’t know them the way the nurses do.” Today, Bellido is a registered nurse at

L E F T:

Caite Cutler ’08, on a medical mission to Haiti in 2018

MedStar Georgetown University Hospital in Washington, D.C.; having completed her degree in December 2019, she’s spent pretty much her entire nursing career in the COVID era.

Caite Cutler ’08, a staff nurse in day surgery at one of Boston Children’s Hospital’s suburban satellite settings, says that while she knew she wanted a career in health care, she was never drawn to becoming a doctor. “I had this vision that nursing was going to allow me to be face-to-face with patients,” says Cutler. “I really liked science, and if I hadn’t found that interesting, I wouldn’t have gone to nursing school. But the stronger draw was making connections, being in the trenches while doing the healing. That was why medical school never appealed to me.”

“At one point,” says Kimberly Kontrimas ’03, a staff nurse at Beth Israel Lahey Hospital, “I thought I wanted to be a geriatric social worker. But after I did an internship at a nursing home, I realized that social work was too — Kate S zostkowski ’09 much about paperwork and discharge and damage control. With nursing, you get to really do patient care and care for the whole person.”

For Meggie Woodruff ’09, an oncology RN and nursepractitioner candidate at Penn Medicine in Philadelphia, the choice was spurred by personal experience. “The ‘why’ behind the nursing profession, and especially behind my passion for oncology, is tied to losing my dad to colon cancer when I was 8 years old and he was 39,” says Woodruff. “Even if I was too young to connect the dots early on, this certainly sparked my interest in caring for people who are sick, and especially those dealing with terminal illness. I see my work in oncology as a direct connection to honoring my dad’s life, and it is the driving force behind my passion for this field of medicine.”

From Romania, with Love While their career paths may vary, many Rivers-educated nurses say that the groundwork for their eventual profession was laid at Rivers. And several specifically cite the school’s Romania service learning trip as inspiration. Although the program has been on hiatus for a few years, the Romania trip, with its focus on caring for children in a Bucharest hospital, “is what solidified nursing for me,” says Szostkowski. “I was so affected by caring for these kids.”

Cutler ’08 had a similar epiphany. “I was always drawn to kids, but when I went to Romania, it was like a lightbulb; I realized

“One of the things I love about nursing is that it’s always challenging, always pushing you to the limit, whether physical or mental.”

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that this was what I really wanted to do. After Romania, I started volunteering at Children’s Hospital, and I was hooked. I’m really happy that Rivers opened up that opportunity.”

Cross likewise says the trip was a watershed moment for her, but she also mentions another formative Rivers experience that many say pointed them toward health-care careers: The Human Anatomy and Physiology class. Students in the course pay weekly visits to Harvard Medical School, where they are immersed in a hospital setting. Woodruff says, “It was through that class, as well as AP Bio, that I discovered my love of biology.”

Kaleigh Hunt ’09, a nurse practitioner at Newton Wellesley Hospital, recalls, “I think I took every single science class at Rivers. I especially loved Anatomy and Physiology.” Cutler says that while the topic was viewed with trepidation by her fellow nursing students in college, she found that, having taken the high-school class, “I loved it and found it really manageable.

I had a comfort level with it, because I had done it before, in an abbreviated way.”

Cross goes even further. In high school, she had had the opportunity to observe the work of doctors and nurses in the hospital, through visiting a family friend who was gravely ill.

“I saw how unbelievable the nurses were, and I thought I’d love to do that,” she says. “But my confidence wasn’t there. I wasn’t sure I could get into nursing school; I didn’t know if I could be that person. And then, when I took that anatomy class at Rivers, and I did well, I said, ‘This isn’t going to be a problem.’ That’s what made up my mind.”

For some, the path to nursing was less direct, but can still be traced to Rivers. David Meropol ’03, a radiology nurse at Children’s Hospital, majored in recreation and leisure studies in college—“which basically means I didn’t know what I wanted to do,” he notes. It turned out to be an “amazing major” that opened the door to a job in the travel industry. But when the recession of ’08 decimated that field, Meropol knew he had to pivot. Recalling the care he’d received after having two major childhood surgeries, he landed on nursing, powering through the pre-reqs and an accelerated BSN program in about two years.

Meropol credits Rivers with making him flexible, confident, and positive in his outlook: “Rivers was such a nurturing and caring environment, a great place to learn that allowed students to explore whatever interests them. It helped me to evolve into the person I am today.”

Onward and Upward Many nurses choose to advance their careers by pursuing nurse-practitioner training. Woodruff will be finishing up her master’s degree as a nurse-practitioner in acute care this summer. With that degree, says Woodruff, “You are basically becoming a provider, with the authority to diagnose and treat patients.

In an in-patient setting, it’s more like being a resident.”

Earning this qualification was always part of her plan: While employed as a research associate at Mass General Hospital after

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Kaleigh Hunt ’09 was working in the emergency department at Boston Medical Center when the pandemic broke out.

college, she says, “I worked closely with a lot of nurse practitioners and felt connected with that model of care. I divided it out; I did my RN first and got some experience there. It gives you a good perspective, working with a lot of nurses and other providers. It’s good to have that background.”

Hunt, the Newton-Wellesley NP, spent her earlier years in nursing in the emergency department at Boston Medical Center.

“You are thrown into a war zone,” she says—adding, with the brio characteristic of the profession, “It was fabulous.” But at a certain point, she says, “I knew as a nurse there wasn’t much more I wanted to do. As a nurse practitioner, I’m acting as a primary care provider. That was something I wanted to try to attain.”

Cross, too, is pursuing her advanced degree to become a nurse practitioner, hoping to take her career to the next level.

But it was important, she says, to spend some years on the front lines first. “You’re seeing a lot more younger nurse-practitioners now, but I would recommend working first, as an in-patient bedside nurse,” says Cross. “When you’re a bedside nurse, you’re providing complete care for five patients over 12-hour shifts.

That’s bedside nursing. And you can tell which nurse-practitioners have had bedside experience.”

Hunt notes that Massachusetts recently passed a law that opens up new professional doors for NPs. “If you have over 2000 hours of supervisional work, you can practice on your own and have an entire practice yourself. I’m impressed that we did that in Massachusetts. The jump from registered nurse to nurse practitioner is tough. It’s nice that we can ultimately hang our own shingle.”

Kim Kontrimas ’03 laced up a pair of pink boxing gloves as part of a “Code Rocky,” celebrating the discharge of a COVID patient.

Pandemic Pivots By training and temperament, these nurses seem prepared for any emergency. But the COVID crisis brought unprecedented challenges that strained hospitals, and their workers, to the limit. Many nurses were forced to pivot quickly, reassigned to new units or seeing their own settings converted to COVID-patient care. And some stepped up to volunteer for the challenge of looking after coronavirus patients.

Woodruff, the oncology nurse, says, “I volunteered to work on a COVID unit for a few months in the spring of 2020. That was a different experience, which was challenging, requiring a different skill set. Back in the beginning, it was pretty much only the nurses going into the patients’ rooms. We had no nurses’ aides going in; we would clean the rooms and everything.

There was a lot piled onto our role.

“We still have limitations on who can go into COVID- positive rooms. I live alone, and I don’t have any elderly family nearby. I don’t have kids, so I felt pretty safe; I didn’t feel like I’d be exposing other people in my life. If I had, that would have been different. But this is a pivotal time in our history, and I like to think of myself as someone who would volunteer in a time of need.”

Szostkowski echoes Woodruff ’s sentiment: “It’s exciting because you’re living history right now. Any time new diseases emerge, you’re always just learning. One of the things I love about nursing is that it’s always challenging, always pushing you to the limit, whether physical or mental.”

Hunt was still working at Boston Medical Center when the pandemic broke out. “Eighty percent of patients,” she reports,

“had COVID.” She recalls a sense of “Oh my gosh, what’s coming at us, what’s going to change today?” Hunt ended up a COVID patient herself, losing her sense of taste and smell in a bout last May. She’s recovered now but is still mindful of the need for constant vigilance, even as the vaccine and a decline in cases point toward a possible end to the COVID era.

Bellido, the newly minted nurse who began her first job just a month before COVID hit, says, “My unit was probably one of the most impacted. We started as a thoracic surgery intermediate care unit. But with the pandemic, they were trying to keep COVID patients away from others, and they needed to create more ICU beds. My unit informally became the COVID intermediate unit. It was a huge change from what we’re used to.

“One of the biggest challenges with caring for COVID patients,” Bellido continues, “is the amount of PPE we have to wear just to enter a room. If there’s —Meggie Woodruff ’09 something going on, if they’re not doing well, we can’t just barge into the room immediately, the way we do with other patients. We have to put on an N95 and a face shield and gloves, which takes a few minutes, so it can be challenging just to get in and assess the patient. Another challenge has been the restriction of visitors and family members; it’s not a medical challenge per se, but it’s a challenge for patients, especially if they’re in the end stages of life, which we see a fair amount. It’s heartbreaking to tell family members they can’t see loved ones.”

But with all the challenges, says Bellido, there were some positives. “It forced me to be very adaptable to different environments and different types of patients. I had to learn how to think very quickly as a brand new nurse.”

Still others dealt with PPE shortages, long hours, and burnout. But there were bright spots as well. Says Kontrimas, “When we discharge COVID patients, we do a ‘Code Rocky.’ They play the Rocky theme song and everyone cheers. One of the surgeons would dress up in a full-body Rocky costume; I have this pair of pink boxing gloves, and I would run around the hospital in them.” By February, says Kontrimas, Code Rockies were finally becoming rarer. “I said to that surgeon, ‘We haven’t done our thing for a while.’ And that’s a good thing. There were eight or nine a day at the peak.”

Fortunately for the rest of us, there will always be those who answer the call to nursing. And make no mistake: It is a calling as much as a career. As Woodruff puts it, “I have always been drawn to deep and meaningful connections in my work, and I don’t think I’d be satisfied if I didn’t have that. It definitely feels like a life purpose.” � R

“This is a pivotal time in our history, and I like to think of myself as someone who would volunteer in a time of need.”

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Endowed Funds Enrich the Rivers Experience A student is able to pursue an internship in the tech world, and receives a stipend to offset giving up a paid summer job.

Another can attend the prom or take an SAT class without worrying about the expense. A Spanish teacher undertakes a pilgrimage along the Camino de Santiago and returns, enriched, to share the experience in the classroom.

All these special Rivers experiences, and many more, are made possible by the school’s endowment funds. A robust endowment is a foundation on which to build the future, and that’s why it’s been one of the three pillars of FutureMakers: The Campaign for Rivers. Growing the endowment has been a priority, allowing Rivers to continue to offer unique educational opportunities and weather financial storms. Since the launch of FutureMakers, Rivers has added nearly $14 million in endowment commitments.

Endowed funds are usually launched by a generous donor or group of donors for a specific purpose. Often, the funds are created in memory or honor of a particular person. The initial donation is invested, and the resulting income goes toward the designated purpose.

An endowment is sometimes compared to a savings account—one in which only the interest is spent, while the principal remains untouched.

The goal of the endowment is to enhance the school experience for all students; arguably, the programs benefiting from these funds are what makes Rivers Rivers. Generally speaking, endowed funds are used for three purposes in particular—financial aid and experiential equity, curricular improvements, and faculty support. Read on for some real-life examples of how endowed funds make the difference.

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All the Difference Faculty Support

The faculty is at the heart of everything Rivers does, and endowed funds have helped support their work in many ways over the years. The Faculty Enrichment Grants program has long been a means to recognize and support the value of faculty experience outside the classroom. The grants have sent teachers to Britain to explore their cultural roots; to Scandinavia to experience firsthand the settings of books on the syllabus; to the wilderness to learn survival skills; and much more. In each case, faculty members come back recharged, re-energized, and ready to share what they’ve learned.

Joan Walter P’87, ’89, a longtime supporter of Rivers, chose to support those experiences through the Joan C. Walter Endowed Enrichment Fund. “Serving on the committee that decided those grants was just outstanding,” she says. “I saw what even the smallest grants did for faculty members, just allowing them to get away and follow their passions.

I decided to set up the fund so I could add to those grants.”

Another form of faculty support comes in the form of honorary chairs.

The Gallagher and Prince teaching chairs are endeavors of long standing, but the most recent such effort has been the Jarzavek Chair, created in 2005 to honor longtime faculty member Jack Jarzavek. Jarzavek notes that the concept was to create something more like a college chair, held for the duration of the honoree’s time at Rivers. The inaugural—and so far, the sole—recipient of the honor is visual arts faculty member David Saul; with Saul’s retirement this spring, a new holder of the chair will be chosen.

An undertaking like the Jarzavek Chair, paid for by the endowed John B. Jarzavek Teaching Chair Fund, is an expensive proposition, and the fundraising efforts are ongoing. Although the fund is still striving for its target level of $1 million, the significance and substance of launching it is immeasurable. “I liked the idea of having a real chair at Rivers,” says Jarzavek, adding that he believes it “really says something about the school” and how it values its faculty.

For his part, Saul says he’s been deeply honored by holding the chair.

“In some ways, the recognition and connection to Jack feels like the most significant aspect of it. The pride of holding the chair is really more emotional. It makes me feel valued; it’s this wonderful recognition that makes all the difference.”

ABOVE: An endowed teaching chair was created to honor Jack Jarzavek (shown here with faculty member David Saul, left, current chair holder).

A Personal Reason Financial Assistance and Experiential Equity

Beyond the Classroom Curricular Improvements

Much valuable learning can take place outside of the classroom, and today that’s more true than ever. Internships give students a taste of the “real world” and let them explore possible career interests.

For more than a decade, Rivers has offered students a summer science internship, placing interested students in local settings ranging from medicine to software to biotech. Jessica Bargamian ’21, for example, followed a hand surgeon at Boston Medical Center. Upper School science teacher Michael Schlenker, who serves as coordinator of the internships, says that the opportunity for students to connect their classroom learning to the wider world is one of the many important outcomes of the program. “This to me is where that really happens,” he says.

This year, a parent who prefers to remain anonymous generously created the endowed Fund for Immersion and Inclusion in the Working World. “He came forward after learning

about the internship program,” explained Kim Fox, associate director of advancement at Rivers.

“He was focused on the inclusion piece and making it more accessible—if, for instance, a student needs help with transportation to an internship.”

Fox notes that the science internships have in some cases pointed students toward a particular college major and a career. “Nico Stuart, a senior who’s going to Wash U. in St. Louis to study computer science, worked with software developer Jackpine Technologies,” she said. “He loved the experience so much that he wanted to major in that subject. And when I told the donor that story, he said, ‘That’s awesome—exactly what we want.’ ”

ABOVE: Despite COVID precautions, Jessica Bargamian ’21 was able to observe several surgeries during her summer internship at Boston Medical Center.

Financial assistance helps put a Rivers education within reach for any deserving student. Twenty-nine percent of Rivers students receive financial aid, and generous assistance ensures that our students represent a wide demographic range and are able to attend the school without undue hardship.

But it has become increasingly evident that tuition aid alone does not allow all students equal access to the school’s programs and resources.

To fully participate in the school’s life, students need money for textbooks and musical instruments, travel and co-curricular activities, SAT classes and the prom. Meeting these expenses can be a challenge, which is where endowed funds such as The Gainie Fund, founded by English faculty member Jennie Hutton Jacoby P’07, come into play.

Jacoby, who has taught at Rivers since 1995, first took on the challenge of meeting student financial need with the launch of The Hutton Scholarship Fund in 2001. Funding came from the Edward L. Hutton Foundation, named for and founded by Jacoby’s father. Jacoby explains the back story: “My dad grew up in rural Indiana. He was one of nine children, and during the Great Depression, the family was so poor that he had to move in with foster parents, neighbors down the street. As I was growing up, I was always aware of the generosity of adults in my dad’s life—adults who had found ways for him to receive scholarships and have an education.” Edward Hutton went on to college, graduate school, and success. It was only fitting that, as the foundation sought deserving recipients for its funds, tuition assistance would be among its priorities.

But Jacoby didn’t stop there. By 2013 or so, the conversation on financial assistance had shifted to the concept of experiential equity and non-tuition aid. “It was an ongoing discussion at the time,” recalls Jacoby.

“We had an array of students all at the same school, but with a huge disparity in what they could experience.”

Soon enough, the foundation had endowed a second fund named for Jacoby’s mother, who had recently passed away and whose nickname was Gainie. The Gainie Fund helps students with all sorts of “extras” that contribute to a full Rivers experience. “It was a way to honor my empathetic and generous mother,” says Jacoby. “If she knew there were children who couldn’t afford to go to prom, she would have been heartsick.” This auxiliary fund has allowed students to attend conferences, buy textbooks, purchase musical instruments, participate in school trips, and so much more.

Jacoby is happy to help support student experience, and she is especially pleased to do so in a way that honors her parents. “I wanted to give to the school, but perhaps an even larger incentive was that it was a tangible way to keep both of my amazing parents alive,” she says.

“There is so often a personal reason for creating this type of fund.

That was at the heart of it.”

ABOVE: Jennie Hutton Jacoby helped launch two endowed funds for financial assistance.

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A Fond Farewell Melinda Ryan and David Saul may teach very different subjects—Spanish and visual art, respectively—but they both have the distinction of serving many years at Rivers, and they will both leave large shoes to fill when they retire at the end of the 2020–21 school year. Between them, they have spent 84 years on the Rivers faculty. On the occasion of their retirement, we spoke to Ryan and Saul about their time at Rivers, their approach to teaching, and their plans for the next chapter.

David Saul | Visual Art David Saul has taught photography at Rivers long enough to see multiple generations of the same family pass through his classroom. And, he adds, “As a fun aside, there are five members of the current faculty whom I taught as students.”

Saul’s 38 years on the faculty began with a bit of serendipity.

He was a year or so out of college and had taught at the Maine Photographic Workshops, which confirmed his idea of pursuing a teaching career. At a National Association of Independent Schools conference on the arts, he made some valuable connections, including with Eleanor Mahoney and Lucy Leyland, then the core of the Rivers art department. They happened to meet on the buffet line at lunch; although there were no openings at Rivers at the time, Saul says it was this “great chat” that made his name rise to the top of the list a year or two later, when Rivers was looking to expand its art department. He was struck by the unusual opportunity to be part of a growing program. “There

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already were some great art educators here, but the goal was to build the department. I was able to hit the ground running, and over the span of several years, we were able to transform the program.”

In his time at Rivers, Saul has served two separate stints as art department chair, most recently from 1992 to 2020.

The visual arts program grew by leaps and bounds under Saul’s stewardship. One innovation he’s particularly proud of is the introduction of the senior art portfolio program; members of the department work with committed art students to prepare a polished portfolio to present as part of their college applications.

“And it isn’t just the art stars,” Saul says, noting with pride his team’s ability to coax creativity out of every student.

That resonates with Saul, who, in his own estimation, was “not an art kid” in high school. He says he decided to join a printmaking class to fill his schedule, and it eventually led to a passion, specifically for photography. In the classroom, he’s worked hard to impart that passion, partly through teaching students that a photo is more than just a snapshot. “What I’m trying to do is create an appreciation that a photo is something other than stuff, other than content. In photography, I try to build an understanding of visual literacy. So they begin to see that an image is not just what’s depicted, but how it’s put together.”

It’s an approach that has had an impact on countless Rivers students. George Reinhardt ’20, who took nine photography classes in his time at Rivers, said, “Mr. Saul was one of the most influential teachers, mentors, and friends I had at Rivers. His tremendous passion for photography is evident in the boundless energy he commits to his teaching. It is this passion that has instilled in me what will no doubt be a lifelong love of photography.”

Saul is looking forward to spending time on his own photo projects and, eventually, to relocating to a place he’s been renovating on the Rhode Island coast. “I’ll pursue projects that have been on the back burner, take a few classes to expand my skill set,” he says. “Being a student is a lot of fun.” Certainly, Saul’s former students would agree.

Melinda Ryan | Spanish Time, it is said, flies when you’re having fun, and that helps explain why Melinda Ryan’s 46 years teaching at Rivers have passed in a flash. “I don’t know where the time went,” says Ryan, “which is a wonderful comment on how rewarding the decades have been.”

Fresh out of college in June of 1975, Ryan—whose lifelong passion for languages steered her toward a career in teaching Spanish—had already been offered a position at another school when she interviewed at Rivers. “I distinctly remember coming home and saying to my husband, ‘I don’t know what it is, and I’m not sure that I can articulate it exactly, but I have to teach there.’ It was a visceral response but spot on,” she recalls.

“Throughout my entire career I have been happy and engaged and constantly learning; I truly have loved our community, our mission, and, most of all, our students.”

During her tenure at Rivers, Ryan has served in a multi- tude of administrative and leadership roles, in many cases forging a path for women in what was once an almost exclusively male community. Says Ryan, “Without having to stand on a soapbox, I’ve always believed firmly in equality and that modeling strong, compassionate leadership is the best way to move forward. What you do speaks far more eloquently than what you say.”

Currently Rivers’s longest-serving teacher, Ryan has had the opportunity to see the school evolve. “It was a bit rougher around the edges at first,” she recalls, “but the core strength of Rivers was then, as it is now, believing in the individual student, meeting them wherever they are, and developing in them the tools to discover, grow, and achieve.”

Toward that end, she says, “I’ve tended to push kids hard in the classroom—because I know they can do far more than they think possible. I’ve enjoyed challenging my students, supporting them, and ultimately seeing their pride and growth in confidence when they achieve their goals.”

The rigor has been tempered by warm support. Former student Jackie Benjes ’20 says, “Señora Ryan pushed me to be the best student and person I could possibly be, while at the same time making me feel like I was the most loved and caredabout person in the entire world. I went into every meeting I scheduled with her feeling so reassured, because I knew that she would help me with the material and would also ask how I was doing as a full person.”

Benjes has fond memories of traveling and studying with Rivers in Cadiz, Spain, accompanied by “Cadiz mom” Ryan, who developed the popular academic program. Ryan has been gratified to see the evolution of the program and the powerful impact it has had on students. “You really get to see all their effort in the classroom burst into life before them,” says Ryan.

Benjes recalls a weekend trip to Granada: “We played games and just talked, and Señora Ryan told us about her journey with Spanish. It was a magical night, because we got to see where our Spanish could potentially take us.”

In retirement, says Ryan, she is looking forward to “the luxury of having time to do whatever pops up on my wish list.” That time has been in short supply during her years at Rivers, but she has no regrets about having immersed herself so deeply in her career. Says Ryan, “Teaching at Rivers has never just been my job; it has really been a huge and rewarding part of my life’s work.” � R spr in g 2021

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alumni events

Alumni enjoyed a guided tour of The Revers Center with faculty members Sequoyah Reynoso, Nicole Winters, Tim Clark, and Doc Meropol.

Callie Bullion ’10, Max Maguire ’07, and Dave Donohue ’03 were part of a Veterans Day panel.

Staying Close While Staying Distant

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t takes more than a global pandemic to keep Rivers alumni apart.

This year, despite all the challenges, the alumni office presented a full slate of remote opportunities to connect, engage, and catch up with classmates and the latest news from campus. Here’s a rundown of some of the highlights.

Veterans Day, November 11. Veterans Day at Rivers is typically a solemn observance welcoming to campus members of the community who have served in our armed forces. This year, for our virtual event, we had well over 300 alumni and members of the Rivers community join us. Our keynote speaker was Congressional Medal of Honor recipient Tom Kelley, who spoke with Head of School Ned Parsons about his military service. In addition, an alumni panel including Dave Donahue ’03, Max Maguire ’07, and Callie Bullion ’10 discussed the day as seen through the younger generation’s eyes. Maguire and Bullion are both currently serving, and Donahue is a former Marine. (See page 36 for more on Bullion, a recipient of our Young Alumni Achievement Award.)

Young Alumni Trivia Night, December 17. More than 40 alumni gathered to take on one another and eight of their former teachers in a fastpaced virtual trivia contest. Hats off

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to our winners from the Class of 2007!

Book Club with Mac and Meghan, January 14. The first virtual Rivers book club event took place over the winter. More than 15 alumni joined veteran English faculty members Mac Caplan and Meghan Regan-Loomis as they chatted about the book Open

by Andre Agassi. The event was so well received that a follow-up event was scheduled for late April, with Caplan and Julian Willard discussing Aravind Adaga’s The White Tiger.

Art History: An Evening with Jack and Ben, January 21. Close to 150 alumni tuned in to hear Jack Jarzavek and Ben Leeming take a trip down memory lane. The fabled art history course turned 50 back in 2018, and Jack and Ben have been the only two teachers to teach this course. The two veteran educators took people back in time and discussed the scope of the class today.

Rivers Connect: Life Beyond Winter Street, February 4. The alumni office hosted this virtual event for the senior class. Twenty-eight alumni joined us that evening to share stories of how their Rivers education influenced their life experiences, career aspirations, and pursuits. They offered valuable advice on the transition to college, developing and

articulating a personal brand, creating an effective job search strategy, making the most of your network, and life after Rivers in general. This is an opportunity for seniors to start building their Rivers networks and connecting with alumni who can make a difference in their lives. The keynote for the event this year was Ali Grabler Stein ‘01.

The Revers Center: A Year Later, February 25. During this live-streamed conversation, science department chair “Doc” Meropol P’03 and visual arts department chair Tim Clark, along with two of their newest faculty members, Nicole Winters and Sequoyah Reynoso, shared thoughts and anecdotes about what it’s been like to teach and learn in this impressive new facility. The opening of The Revers Center marked an important milestone in the ongoing evolution of our school. This program provided a compelling look at how that evolution is reshaping and enhancing the Rivers experience.

In addition to these events, alumni groups met several times over the course of the year to discuss racial justice at Rivers and beyond. Dozens of alumni welcomed this opportunity to join the conversation and make their voices heard. � R

alumni events

Alumni Council: Rising to the Occasion

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n every crisis, it is said, there is opportunity. That has proven to be true for the Rivers Alumni Council over the course of the pandemic. Initially, COVID looked like a stumbling block for an organization whose work depends on holding regular in-person meetings.

“Some of our tasks were put on hold, while the whole world was up in the air,” said council president Lisa Raftery ’93. But it soon became evident that this could be a chance to expand the group’s work and bring in even greater numbers of alumni. We sat down with Raftery and Director of Alumni Engagement Marc Stroum ’98 to discuss how the organization continued to build on making connections even within the constraints of social distancing.

Lisa Raftery: In the fall, we had a Zoom meeting for everyone, and it was the highest participation we’ve had in years.

People joined from the West Coast, from New York, and from all over. People who are in Boston but have young kids were able to attend. It was the best turnout, and a fantastic way to see everyone. We saw a way to reinvent ourselves as an Alumni Council. From the fall meeting on, Marc and the development team worked on ways to bring people back with virtual events, from a trivia night to a book group to an evening with Jack Jarzavek and Ben Leeming.

Marc Stroum: The reach this has given our team is amazing. We had over 120 people on Zoom for the art history event. And the winning team for trivia was in New York; that could never have happened if we’d held it at a bar in Boston.

It took us a little while to find our footing. We talked a lot last spring, when we weren’t sure how to proceed. But we saw this had a chance of being successful when David Burzillo did a virtual event comparing the current pandemic with the 1918 flu outbreak. It was a cool presentation, and I knew that if I took time over the summer to think this through, I could come up with a slew of virtual events.

LR: Moving ahead, I think we’ll have a hybrid or mix of live and online events. Even when we’re back on campus, there will be an extension of coming back to Rivers virtually.

I love what we’ve done in the past, but this shook everything

Marc Stroum ’98, director of alumni engagement Alumni Council President Lisa Raftery ’93

up and turned everything upside down. The silver lining of this entire year is seeing how we can take advantage of our extended reach. Give Rivers credit: Of all the institutions I’m involved with, it was one of the first that pushed for engagement early on. When everyone was taking a step back, Rivers said, “We’re going to try this.” And they continued to push events out to alumni, which was key to re-engaging the community.

MS: We’ve been proactive with programming and with getting the alumni newsletter out there. We’re sharing more news from campus.

LR: Teachers are really the crown jewel of Rivers, and to be able to bring them into people’s homes to talk about books or art history has been fantastic. These faculty members are too special not to share.

What makes me happy is to see people re-engaged with the school that meant so much to them. It’s a strange thing to say, but I’m glad this opportunity came along.

Rivers was able to reach people at a time we all wanted to connect. � R

To connect with Marc or get involved with the Alumni Council, email m.stroum@rivers.org. sprin g 2021

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alumni profile

2 0 2 1 A l u m n i Exc ellenc e Awa rd: Ma rk Kl et t ’71

Ahead of His Time

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hen Mark Klett gradu- ated from Rivers, in 1971, the coming computer revolution was on few people’s radars. But Klett was among those who knew that those large and clunky early machines were way more than glorified calculators.

It wasn’t mere prescience that led Klett to study computer science at the U.S. Naval Academy. “Abraham Lincoln said, ‘The best way to predict the future is to create it,’” says Klett, the recipient of this year’s Alumni Excellence Award.

To that end, Klett’s business, Klett Consulting Group Inc., has worked with countless clients to develop systems, manage programs, and enhance cybersecurity. Many of Klett’s clients are government and military, an outgrowth of his own 20-year career in the Navy. Today, he uses his military networks and experience to pursue such projects as designing information architecture for aircraft carriers and serving as a prime contractor for cybersecurity and communications within the Department of Homeland Security.

A bit surprisingly, Klett’s education in computer science began at Rivers.

Few high schools were offering the subject at that time. “It wasn’t a very popular thing,” Klett says. “But my first computer experience was at Rivers. They had some computers there, and I learned some programming in BASIC.” Klett didn’t spend all his time at Rivers in the computer lab; a star athlete and strong student, he played football, basketball, and lacrosse, serving as co-captain of the first two and going on to play the third in college; he performed with the glee club and drama club; and he worked 36

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at the Rivers summer camp. “I did so much, most people thought I was there four or five years,” says Klett, but in fact, he only arrived at Rivers in time for his junior year. His family had recently relocated from New Jersey to Wellesley, and after crossing paths with then Rivers athletic director Andy Navoni, he pitched his parents on the idea of attending Rivers.

They didn’t bite. “They said we couldn’t afford it, so I said I would pay for it,” recalls Klett. Good for his word, he received some financial aid and made up the difference by working various jobs, saving his earnings toward tuition. Ultimately, his parents conceded it was the right choice, sending his younger brother Tom ’77 along to Rivers in his footsteps.

Despite the sacrifices it demanded, says Klett, “Rivers was a terrific fit, and it really prepared me for college.

The Naval Academy is a pretty rigorous place to go to school, but I continued to use the study habits and leadership skills I learned at Rivers.”

After Annapolis, Klett was shipped out to Newport, R.I., and thus began a 20-year odyssey that took Klett and, eventually, his family to ports around the world. It was a challenging and peripatetic lifestyle that sometimes separated him from his wife and two children for months at a time. But he embraced the challenges and the opportunities that came along with them. “I learned a lot from it that I’ve been able to apply to my work as an entrepreneur,” says Klett.

He founded KCG in 2002. Today, the firm has 70 employees and has earned numerous accolades, including being named a “best place to work” in Hampton Roads, Va., for the past two years running. He’s particularly proud of that honor: “We

work hard to take care of our people and to be a well-rounded company.”

KCG specializes in various areas, but Klett’s passion is cybersecurity.

It’s not just his work; he frequently teaches and lectures on the topic, addressing government and community organizations. “I’m a technology translator,” he says—one who breaks down complicated topics for lay audiences. “People need to have an awareness about being cyber safe and what constitutes good cyber hygiene,” a term he coined for the type of vigilance needed to ensure our devices are safe from hackers.

He’s also involved in the effort to bring high-speed internet to Hampton Roads, serves on several boards and advisory groups, volunteers, and in his spare time (of which he has admittedly little) golfs and takes his boat out on the ocean. In some ways, his busy life echoes the trajectory he began at Rivers: Klett still has a way of packing in more activity than seems humanly possible. But perhaps what keeps him going is the lifelong drive to see and shape the future.

Circling back to Lincoln’s words, he adds, “I’ve embraced that my whole career.”

alumni profile

Wen d y N i co l as ’ 1 1

Changing the System

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self-described poster child for liberal arts education, Wendy Nicolas ’11 wasn’t always sure where her ambitions might lead. But she knew one thing: “I wanted to help people, and I wanted to make an impact.”

Goal achieved, as Nicolas enters her third year as a senior program associate for health care transformation and innovation at the Massachusetts Health Policy Commission, an independent state agency that develops policy to reduce health care cost growth and improve patient care.

“It sounds very complicated,” says Nicolas, recipient of a Young Alumni Achievement Award from Rivers this year. But at base, she explains, she and her team support hospitals and other health-care providers across Massachusetts in developing programs addressing such concerns as opioid use disorder treatment, housing insecurity, and unemployment. They work with providers to make sure that their money is being put to optimal use. “My job within all that,” says Nicolas, “is program development and operations, checking in with the providers and program teams to whom we provide grant funding, helping them solve problems, and tracking their progress against stated goals.”

In hindsight, Nicolas’s career follows a logical trajectory, but, she says, “If you had asked me five years ago if this is what I’d be doing, I couldn’t have foreseen this.”

She was then a recent graduate of Colgate University, with a degree in biology and philosophy. Colgate emphasizes liberal arts, and, says Nicolas, “I had taken full advantage of that, with classes in sociology, political science, and other subjects that interested me.”

She knew she wanted to work in the area of health care, but a frightening experience at the end of her freshman year convinced her that clinical care was not her path. “My mom had a heart attack. She’s fine now, but dealing with the hospital and seeing how fragmented the system is, I had a realization: The type of problems I hoped to fix are bigger, systemic issues. I felt that if I could help create impactful changes in health policy, I could help so many more people than I could as a surgeon or a nurse.”

After taking a hard look at her strengths and interests, Nicolas decided the best fit would be public health. She enrolled at Boston University School of Public Health, completing her master of public health degree in 2018. While at BU, she completed her first stint at the Health Policy Commission, through a fellowship.

Following graduate school, she took a job in insurance consulting. “But even though that helps people, it’s very financially driven, and I still felt this very distinct need to give back; I needed to return to a more missiondriven environment,” says Nicolas.

She rejoined the HPC in July 2019.

Nicolas credits Rivers with at least some of her drive to give back. “What I loved most about my time at Rivers was that it allowed me to do things I never thought I could do,” says Nicolas.

“I developed an interest in art, completed the Summer Session in Spain, took on a new sport, and pursued really fascinating interdisciplinary courses. My teachers taught me that asking questions is a good thing. They fostered my curiosity, while always reinforcing the importance of community, and it was the foundation for everything I’ve built since.”

COVID has touched everyone who works in the health-care sector, and Nicolas is no exception. “As soon as COVID hit, I saw a shift in what program teams were prioritizing: Instead of worrying about transportation to appointments, they’re worried about getting patients comfortable with telehealth platforms and ensuring they have stable housing.” It was inspiring to see the response of the programs she works with: “They were very nimble, quickly understanding the situation and changing their approach or adding new services to meet patients where they were. There’s something really powerful about hearing how much of a difference these programs make in patients’ lives.”

Just as she’d hoped, Nicolas’s work has a big impact. Sometimes, she says, she can’t quite believe she’s been in the workforce for a mere three years. “It’s cool to see what I’ve been able to accomplish in that time,” says Nicolas. Ever a liberal-arts student at heart, she doesn’t know where her journey will take her next. “Only time will tell,” she says. “But one thing’s for certain: I’ll always be trying to change the system for the better.”— JD

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alumni profile

Callie Bullion ’10

Called to Serve

W

hen Callie Bullion ’10 arrived at Rivers in ninth grade, she was, in her own estimation, “a bit

of a nerd.”

“I was a quiet, reserved kid,” she recalls. A strong student who served as captain of the track and crosscountry teams, Bullion also knew what kind of person she wanted to become as she moved through college and toward a career: a leader who serves her country and community. For Bullion, who is one of this year’s Young Alumni Achievement Award recipients at Rivers, there was no better path to leadership and a life of service than joining the U.S. Army.

Today, Bullion is an Army captain who says, “The military really pushed me to come out of my shell and learn to be that leading voice.” When we spoke to her in March, she was on a deployment in Afghanistan, serving as right hand to the commander and overseeing day-to-day operations for her unit. Although it has presented its fair share of challenges, the Army has been a perfect fit for Bullion. She is voluble in her praise for the military and the opportunities it has given her to grow professionally and personally.

Serving her country was not a foregone conclusion for Bullion, though it was always a possibility. “I come from a military family,” she explains.

“My dad served 30 years in the Army Reserve, and for a long time, it was in the back of my mind as a possible career choice.”

It was at Rivers, she says, that she “developed critical thinking skills and, in particular, learned to ask questions and cast a critical eye.” Rivers also pushed her to take academic risks.

“I’m not very artistic, but I took a sculpture class with Rindy Garner 38

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that forced me to think about things in a different way,” she recalls. “I really appreciate having been asked to go outside my comfort zone.” Languages were a strong interest, and Bullion has fond memories of traveling to Cadiz, Spain, with the Rivers program.

After Rivers, at Middlebury, she went on to minor in Spanish while majoring in anthropology. “I was very interested in broadening my worldview to learn about other people and cultures outside my usual bubble,” Bullion notes. It was while in college that she began to think more seriously about a military career. “The military was a unique way to serve other people, challenge myself, learn valuable lessons in how to be a leader, and work with people from various backgrounds.” Sophomore year, she joined the Reserve Officers Training Corps—ROTC—at the University of Vermont, and in 2014, she was commissioned as a Second Lieutenant.

As a reservist, her service is largely limited to weekends, and after college, she worked as a civilian for the Department of Defense, while also serving in

the Reserves. But make no mistake, the Reserves are demanding: In 2017, Bullion did her first deployment, to Iraq. She will likely continue to deploy on and off for the remainder of her career, in between longer stints at home. Most recently, before her current turn in Afghanistan, she was working in a civilian role with the Air Force in Florida.

Has the military proven to be the growth opportunity she sought?

Bullion’s answer is an unequivocal yes. “There were definitely some growing pains for a young officer; I had to learn to have confidence in my own knowledge and leadership abilities. Now, almost seven years in, that’s gotten easier. The people around me have helped with that— smart and insightful people who challenge me on my ideas and force me to think more critically about my decisions. At the end of the day, taking care of people is by far the best part of being a leader.”

This past November, Bullion joined a panel of young Rivers alumni serving in the military, as part of the school’s Veterans Day observance. She noted that the key factor behind her career is choosing a life of service. “You don’t have to be in the military to do that,” she said. “I encourage young people to serve their community, whether in the military or for a cause they’re passionate about. There are many ways we can all serve each other.”

For Bullion, though, military service has been uniquely rewarding, and she sees at least one comparison between the Army and Rivers. “Rivers uses the motto Integritas et Sedulitas— integrity and perseverance,” she says. “And integrity is one of our core values in the Army, a similar touchstone. It’s a nice parallel.”

news from our inbox

Bob Williams ’66 sent this along near the holidays: “A fun FYI. Members of the Class of ’66 figured out how to coordinate the Zoom thing, and a bunch of us connected in December for a much needed ‘catch up’ conversation. Those present were Warren Ferguson, Bruce Sedgwick, Court Dwyer, Larry Colvin, Steve Cline, Henry GrosJean, Si Balch, Peter Foss, John Lafferty, Pete Magoun, Rod MacPhie, and me. We’re planning to do this again in about three months . . . hopes are to reel in a few more.”

Keith Salustro ’87 brought to our attention an article from the Detroit Free Press about classmate Mark Sich.

The article describes Sich’s journey from video game designer to design manager for the Ford F-150 digital experience, responsible for making the new pickup truck’s technology user-friendly. It’s a great read!

Jeff Kotzen ’02 and wife Elyssa were named to Boston Business Journal’s “40 Under 40” list for their work in creating New England Country Mart, a home delivery service for fresh, local food that grew out of Jeff’s family wholesale produce distribution business.

Jeff writes, “New England Country Mart is committed to unrivaled customer service, freshness, sustainability, and keeping it local, always. We strive to make the incredible bounty produced right here in New England more accessible than ever before. Here at NECM, we believe food not only provides sustenance and pleasure, but also brings families and communities closer together.

I would also like to add how grateful I am for my time at Rivers. Rivers taught me countless life lessons I still use to this day. I would like to personally thank Mr. Long, BT, Mr. Sullivan, DB, and more recently Tom Bourdeau, whose leadership and guidance have all helped me along my journey.”

Mark Sich alongside the new Ford F-150 he helped redesign

Peter Hunter Schwab, son of Nicki Hunter Schwab ’05 and Michael Schwab Brian Sullivan ’05 married Katie Koecheler on November 21, 2020, in Palos Verdes, Calif. The couple postponed their originally scheduled wedding from May 2020.

Nicki Hunter Schwab ’05 and Michael Schwab welcomed their first child, Peter Hunter Schwab, into the world on December 12, 2020. Nicki emails, “Peter’s looking forward to visiting the Rivers campus one day soon!”

Brian Sullivan ’05 and Katie Koecheler at their November wedding.

Tess Sussman ’18 joined the coaching staff for the Rivers girls’ varsity

Tess Sussman ’18 on the Rivers sidelines

basketball team. A junior at Harvard, she emails, “I guess for a year when I couldn’t be on the court, settling for the sideline wasn’t too bad.”

In Memoriam William B. Tyler ’43, April 9, 2021 Walter C. Keany ’48, October 18, 2020 Benjamin Hurxthal V ’53, March 8, 2021 R. Perry Neilson Jr. ’73, March 9, 2021 Jonathan B. Patch ’78, November 17, 2020 Leonard Thomsen (former faculty member), October 7, 2020

Please submit Class Notes to Marc Stroum, Director of Alumni Engagement at m.stroum@rivers.org.

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student voice

S ylv i e Pi n g e o n ’ 2 1

Lost and Found Senior Sylvie Pingeon wrote this thoughtful piece for her collegeapplication essay. She’ll be attending Wesleyan University in the fall.

I

’m sitting in my dad’s car, parked in our yard with the windows rolled down. My legs are pressed against my chest, limb against limb, folded into myself. I’m silently chanting a question over and over— “Who am I? Who am I?”—even though I already know the answer.

My sister, Chloe, is outside, engaged in some deep conversation with my father about the mystery of life and how hard it is to know people, including herself. She’s 11. I am 9, and I’m acutely aware of this two-year gap, of how smart she is and how grown up.

Because I know who I am. I am Sylvie.

I like words and nature, blueberries and dogs. Mud fights and playing pretend. I know exactly who I am, even the parts I don’t have words for, and this must mean there isn’t much to me.

I can hear Chloe outside the car.

“I hate the word ‘bad,’” she is saying.

“I don’t think anything can be so simple.” My dad stares at her, a proud half-smile on his face. And then I am stepping out of the car and running toward him.

“I don’t know who I am!” I lie.

“I’m freaking out!”

His smile is directed at me now.

“Sylvie,” he says. “I still don’t know exactly who I am. People are complicated, and you’re only 9. If you knew who you were, that’d be boring.”

He turns back to Chloe. I can still breathe and see and smile. It’s sunny out, and the air is dense, and the long grass curls around my ankles. But even as I stand on the too-hot lawn, disconnected, wrapped in panic and 40

| Riparian |

s p ri ng 2 0 2 1

“I’ve experienced aging as a kind of dismantling. The more I think about what constitutes a self and explore these questions through philosophy, poetry, and history, the more uncertain I become about human nature— my nature—and the more inadequate any label starts to feel.” in grass, my sense of self remains stubbornly intact.

So I return to the car, press my knees to my chest, repeat the question: “Who am I? Who am I?” I wait for more pieces to appear, wait to grow smarter, wait to forget the answer.

And then I am 17, in the same red car, driving myself down the highway.

I’m trying to focus so I don’t miss my exit, but that stupid question keeps popping into my head: “Who am I?” I still like blueberries and dogs. I like exercising and proving people wrong.

The labels are there, but they no longer feel like the answer to the question. Student. Friend. Writer. Sister.

I rip away the layers. Who am I? An onion. Peel the skin. Another layer.

Peel it off. More white scales. One last layer, then nothing. No center.

No immutable core.

I once yearned for this feeling, this lack of security which I equated with complexity, but now, I want the answers back. “Finding yourself” is a common cliché about growing up.

With age, you gain knowledge; with knowledge, you grow whole. But I’ve

experienced aging as a kind of dismantling. The more I think about what constitutes a self and explore these questions through philosophy, poetry, and history, the more uncertain I become about human nature— my nature—and the more inadequate any label starts to feel.

Sometimes, though, I’m flooded with a clarity that returns me to my childhood self. I’m driving again. It’s nighttime and snowing, the roads empty. I narrate the scene in my head. The snow is drifting with an urgency where the word “drifting” doesn’t feel appropriate, but it is drifting nonetheless. In a dazed stupor, I park on the side of the road. And then my fingers are typing onto my phone, and it isn’t my conscious self doing this writing, but rather some deep, inevitable part of me. Briefly, I know who I am, even the parts I don’t have words for. I’m beyond labels, but I don’t mind. For a moment, I’m complete. Then I restart the engine, turn on the wipers, begin to drive, and feel this knowing seep away, held only in the imprint of my words.

P l a nn e d Givin g

Jumping Right In Joan Walter P’87, ’89 When Joan Walter gives back, she doesn’t hold back— and her giving back always looks forward. Joan is the kind of can-do stalwart who forms the backbone of volunteer efforts, investing time, effort, and formidable energy wherever she’s needed. When her sons, Mark ’87 and Simon ’89, were at Rivers, Joan and her husband were so pleased by the boys’ experience that she become more engaged with the school—much more engaged. She has worn numerous hats at Rivers, including as a donor, life trustee, and member of the Nonesuch Society.

Joan’s first Rivers role was as president of the Parents’ League, but she didn’t stop there. “My first year as president,” she recalled recently, “I attended a conference with other parent league presidents, from other schools.”

A chance lunchtime conversation at the conference led to an insight: That all independent schools were grappling with the same issues, and that pooling knowledge, resources, and insight could be beneficial to all. “When I came back, I told Joan Allison, who was the liaison, that I had the idea of getting a few parents’ league presidents

to continue talking,” says Joan. “She

said, ‘Well, go for it.’”

Joan went for it, and thus was born the Parents’ Independent School Network (PIN), an organization that helps parents share ideas and promote programs at area independent schools. From its beginnings, with 10 founding schools, the group took off, eventually incorpor- ating as a nonprofit. Today, PIN meets several

The Nonesuch Society was established to recognize the generosity of alumni, parents, and friends who have made provisions for Rivers in their estate plans. Its members have each made a commitment to ensure the continuation of excellence in teaching that is so critical to the education of future generations.

times a year, sponsoring guest speakers who address a range of topics; it also awards community service grants to members.

Joan Walter and husband Martin at the opening of The Revers Center.

That first burst of inspiration that led to the founding of PIN occurred in 1985, and the organization was launched in 1986.

“Who knew that it would still be going 35 years later?” muses Joan today.

Joan says, modestly, that she’s “always been a leader,” so it was only natural she’d take her engagement even further.

Joan has served as a term trustee at Rivers and is now a life trustee; she’s been a part of nearly every board committee and especially enjoyed serving on the faculty enrichment committee. That work eventually led to her setting up the Joan C. Walter Endowed Enrichment Fund. She was also deeply involved with the Rivers School Conservatory. “I knew something about music schools, but not a lot,” she says. But true to her usual MO, she says she “jumped in with both feet.”

As a proud member of the Nonesuch Society, Joan has honored Rivers with a bequest in her estate plans, helping support the school’s future. With all her engagement at Rivers, that decision was driven by the simplest metric of all: “I saw how well

my boys did there—they just seemed to blossom.

I wanted to give back to Rivers to thank them

for what they did for my sons.”

When you include Rivers in your will, you play a significant role in helping future generations of Rivers students.

At the same time, by taking advantage of tax laws that encourage philanthropy, making a bequest to Rivers can significantly reduce estate-tax burdens.

For more information about gifts to Rivers, such as bequests, living trusts, and gifts of life insurance or retirement plans, or if you would like more information about the Nonesuch Society, please contact Kim Fox, associate director of advancement, at k.fox@rivers.org or 339-686-2245.

The Rivers School

Non-Profit Organization U.S. Postage PAID Boston MA Permit No. 10

333 Winter Street Weston, MA 02493-1040

Please notify us if your phone number, mailing address, or email address changes so that Rivers can stay in touch with you and your family. Contact Ashley McGlone at 339-686-2239 or a.mcglone@rivers.org.

c a llin g a ll F U T U RE MAKER S Rivers needs your help to cross the finish line of our FutureMakers campaign.

Your support will help our students make the future extraordinary.

Don’t miss your chance to be part of this monumental campaign!

Make a gift by June 30 at riversfuturemakers.com or by calling Kim Fox, associate director of advancement, at 339-686-2245.

Photo: Steven Porter