2019-2020 Santa Fe Prep Magazine

SHIFTING GEARS

Transitioning to Online Learning

21 YEARS OF THOUGHTFUL PURPOSE

Saying Goodbye to Jim Leonard

STEP INTO THE MOMENT

Getting to Know Aaron Schubach

ONLINE FEATURES CLASS NOTES ALUMNI PROFILES IN PURPOSE IN MEMORY NEW FACULTY PROFILES FACULTY & STAFF ANNIVERSARIES SELECTED SENIOR SPEECHES RACE AND RACISM READING LIST *In an effort to be as nimble and environmentally-friendly as possible, we opted to share these features in our online edition: issuu.com/sfprep

Contents

THE ARTS p. 18

GEOGRAPY OF HOPE

Meem makes the National Register of Historic Places

Reflections on 21 years as Head of School

SCHOOL NEWS p. 4

THE MEEM

MEEM TODAY

Featured work from current students and alumni

FROM SUN MOUNTAIN

2019-2020 school-year highlights

ADMISSIONS p. 12 PROSPECTIVE FAMILIES

Fostering connections: in person and remotely SCHOLARSHIPS

Introducing The Leonard Family Scholars Endowment

COVER PHOTOGRAPH BY NICOLE MOULTON

FROM THE BOOKSHELF p. 30 PUBLISHED ALUMNI WRITERS

With a special feature on Feasting Wild by Gina Rae La Cerva ’02

CLASS OF 2020 p. 40 LET IT GROW, CLASS OF TWO-O

Celebrating the Class of 2020 during COVID-19

COVER STORY JIM LEONARD PROFILE

In a few months’ time, Jim was to hand the keys over to his successor, Aaron Schubach, dust off his hands after a job well done, and float gently into the endless summer of a wellearned post-Prep life. But, as we all know too well, everything that seemed solid at the outset of the year has since melted into air.

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P H O T O : N I C O L E M O U LT O N

FROM JIM LEONARD p. 3

32 P H O T O S F R O M T O P R I G H T: C O U R T E S Y O F J I M L E O N A R D , M E L I S S A F R I C E K , NOQUISI CHRISTIAN-SMITH ’20, MELISSA FRICEK

THE SKIRMISHER p. 44 SELECTED SUBMISSIONS

SOCIAL JUSTICE CONFERENCES p. 54

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CONFRONTING BIAS,

DAVIS NEW MEXICO SCHOLARSHIP p. 46

SPARKING ACTIVISM

DAVIS SCHOLARS

Plus, Aaron Schubach answers Emma Tsosie’s ’21 questions on diversity at Prep

Scholarship enables 200 New Mexican students to earn degrees over the next three years

THE ADESSO ARCHIVES p. 56

CHECKING IN WITH CURRENT

A LIVING NARRATIVE

BREAKTHROUGH SANTA FE p. 48 CLASS OF 2020 MARKS 10TH COHORT

Q&A with Breakthrough alumni

ENVIRONMENTAL ACTIVISM p. 50 STUDENTS TAKE THE LEAD

Sustainable initiatives on campus and in the community

Curating the legacy of Santa Fe Prep

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FROM AARON SCHUBACH p. 59 STEP INTO THE MOMENT

Getting to know Aaron Schubach: Q&A with Emma Tsosie ’21 WELCOME FROM THE NEW HEAD OF SCHOOL

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LETTER FROM THE EDITORS

GRATITUDE Every week in Middle School assembly, students, faculty, and staff are asked to share their gratitude. At the heart of this exercise is a simple reminder to honor the goodness in our own lives and recognize that the source of that goodness often lies outside ourselves. In that spirit, we want to acknowledge and thank everyone who helped make this magazine possible.

Jim Leonard, we know you didn’t want your mug plastered all over the magazine, so thank you for letting us ignore that specific request. Thank you for your steady guidance and eagle-eyed copy editing. We are forever grateful for your leadership, but most important, your easy friendship. We’ll miss you more than you know. Thank you.

For everything.

Alexi Horowitz-Ghazi ’08, you are a champion. You juggled your intense NPR reporting schedule—under lockdown in New York, no less—alongside a gorgeous and meticulously penned tribute to Jim. You are the definition of impressive. Thank you.

To our friend and coworker Karen Burbank, you were always available for late-night edits and early morning check-ins.

You reviewed the magazine’s mailing list line by line and wrote a beautiful feature on Prep’s Visual and Performing Arts (and on deadline!)—thank you.

Nicole Moulton, you managed the design of this magazine with grace, humor, and three elementary-age kiddos at your side.

Your easygoing nature made this whole process fun—we’ll miss waking up to PDFs of your freshly designed pages! We can’t wait to get to work on the next magazine with you. Thank you.

To our new Head of School, Aaron Schubach. Thank you for trusting us from afar with your introduction to the larger Prep community. When we pitched our idea

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of an interview with Emma Tsosie ’21, you immediately said yes, so we knew right away we were going to enjoy working with you.

Thank you. And to Emma Tsosie ’21: wow.

You took your Q&A “assignment” to heart and crafted earnest, insightful questions for Mr. Schubach. Thank you.

To everyone who filled these pages with carefully crafted words and beautiful images, thank you. A special shout-out to Melissa Fricek, Mary Little, Summar Aubrey ’00, Ambrose Ferber ’93, Allie Cooper, Sam Ritter, Suzie Matthews, Chris Chakeres ’94, Pamela Emsden, Nick Wirth, current Prep students, and countless alumni. Thank you.

And finally, to our faculty: we are in awe of your masterful transition to online learning. As days spilled into weeks, we watched each of you create inspiring, safe learning spaces in the midst of a global pandemic and crushing uncertainty. Thank you for your loving, unwavering commitment to your students, our school, and our community. And special thanks to teachers Doug Arnwine and Kristin Kalangis for sharing a comprehensive race and racism reading list*, and for starting a community-wide conversation around (largely American and anti-Black forms of) race, racism, and racial studies.

Working at a school committed to active discourse and thoughtful purpose is continually inspiring. Prep’s students show us what is possible every single day. Our roles in the Advancement Office allow us the opportunity to share the wonders happening within Prep’s adobe walls—or behind our computer screens (for now). The contents of this publication serve to honor Jim’s 21 years of leadership, celebrate and honor our resilient Class of 2020, and act as a transition document to introduce our community to Aaron Schubach. We hope this magazine leaves you inspired and hopeful for the next school year and beyond.

With gratitude, Becky and Julia BECKY ANDERSON DIRECTOR OF ALUMNI RELATIONS AND ANNUAL GIVING BANDERSON@SFPREP.ORG JULIA ABBISS ADVANCEMENT ASSOCIATE JABBISS@SFPREP.ORG

* You can access Doug Arnwine and Kristin Kalangis’s list of suggested novels, poetry, nonfiction, films and albums, and receive a 10% off code at local BEE HIVE BOOKS, by visiting issuu.com/sfprep. Be sure to click on the 2019-2020 magazine.

S A N TA F E P R E P A R AT O R Y S C H O O L M A G A Z I N E 2 0 2 0

The Magazine of Santa Fe Preparatory School 2019-2020 EDITORIAL OFFICES

T: 505.695.7824 F: 505.989.3693 Email: alumni@sfprep.org Website: www.sfprep.org EDITORS

Becky Anderson, Director of Alumni Relations and Annual Giving Julia Abbiss, Advancement Associate DESIGN AND PRODUCTION

Nicole Moulton COPY EDITOR

Tasha Zemke EDITORIAL BOARD

Karen Burbank Jim Leonard Mary Little Aaron Schubach SANTA FE PREP BOARD OF TRUSTEES 2019-2020

Christine Le Grand Lehman, President Kristina Alley Stephen Mills Badger II Dr. Alejandra Castillo Roth Dr. Josiah Child Julia Boaz Cooper Edward Gale George Gundrey ’86 Will Halm Adelma Aurora Hnasko ’92 Jenny Kaufman ’94 Miquela Salazar Korte Dr. Alex LoRusso Elicia Montoya Suzanne Moss, Trustee Emerita Phil Murray Fred Nathan Carol Romero-Wirth, Trustee Emerita Jenna Skinner Scanlan Phil Schiliro Leah Swanson Warren Thompson ’72, Trustee Emeritus Christian Weichsel SANTA FE PREP ALUMNI BOARD OF DIRECTORS

Jenny Kaufman ’94, President Reed Bienvenu ’01 Chris Chakeres ’94 Matthew Harland ’79 Adelma Hnasko ’92 Kate Kennedy ’05 Todd Kurth ’81 Erik Litzenberg ’90 Laurel Seth ’70 Elege Simons Harwood ’94 Cass Thompson ’08 Peter White ’82 Santa Fe Prep’s magazine is published for alumni, students and their parents, and friends of the School. Please send a change of address to 1101 Camino de la Cruz Blanca, Santa Fe, New Mexico 87505 or kburbank@sfprep.org.

Under the CAREs Act, the School acknowledges its obligation to prohibit discrimination, harassment, or retaliation on the basis of race, color, religion, age, national origin, sex, citizenship status, genetic information, handicap or disability in admissions, access, employment, tuition assistance, educational policies, or other school administered student and employee programs and activities. Questions regarding the School’s compliance with the application and administration of the School’s nondiscrimination policies should be directed to Dina Jansen, Division Head’s Assistant and Compliance Officer, 505.795.7513, djansen@ sfprep.org, 1101 Camino de la Cruz Blanca, Santa Fe, New Mexico 87505, or to the U.S. Department of Education’s Office for Civil Rights (OCR) or to the SBA. Please refer to the School’s SBA Non-Discrimination Compliance Policy at sfprep.org for information on how to file complaints with OCR or the SBA.

FROM JIM LEONARD Jim Leonard

P H O T O : N I C O L E M O U LT O N

Geography of Hope Reflecting on the importance of wild spaces—not just for recreation but also for the health of the human psyche— Wallace Stegner wrote, “We simply need that wild country available to us, even if we never do more than drive up to its edge and look at it. For it can be a means of reassuring ourselves of our sanity, as creatures, a part of the geography of hope.”

With the COVID-19 pandemic raging, our country confronting systemic racial injustice at a deeper level, and economic uncertainty, hope is the bright yellow line in the road ahead.

Early in my tenure at Prep, I was disabused of the notion that as Head of School I have much control over the narrative; school life unfolds in wildly unpredictable ways. Never has that been more evident than over the past weeks, as we’ve pivoted swiftly to remote learning and physical distancing to address the challenges of COVID-19. In my final three months of a 21-year headship at Santa Fe Prep, we faced the greatest challenge of my career: how best to achieve Prep’s ambitious teaching and learning goals on a virtual platform, sustain a sense of community despite physical isolation, and position the school for a post-COVID-19 future as Aaron Schubach comes on board.

My role has always had many dimensions—the variety alone has engaged and sustained me. The essential aspects have been these: build a team of great colleagues; remain poised under pressure; communicate often and authentically; and keep school fun.

On that last element—keeping school fun—the Board threw me a lifeline in 2008: a semester sabbatical for my family in Barcelona and the space to teach a senior English class and help coach the boys’ varsity soccer team each fall. I would not have made it this far without the equivalent of what the Irish poet Seamus Heaney framed in The Guttural Muse as “Wanting to swim in touch with soft-mouthed life.” Daily and direct contact with students and athletes over the past 12 years has been the lodestar for my leadership. And it’s not just about the trophies— though this might be a chance to correct the folklore that Griffin Sides ’15 scored the winning goal in the fourth overtime of the

state championship in 2014, securing the first such victory for the boys since 1982. My recollection is that Coach Hersch Wilson had put me on the pitch and I slotted the ball home.

I have been ennobled by the daily, granular, sometimes grinding work in close harness with Prep students and colleagues to get to the next level of understanding or performance. Parsing The Stranger or Sula in English class. Helping an advisee in 10th grade navigate the terrain of her parents’ decision to divorce. Celebrating extraordinary achievements by actors, ceramicists, musicians, fencers, speech-and-debaters. The adults with whom I work most closely at Prep—administrators and teachers, trustees and volunteers—have modeled selfless and sustained service that has offered bread for the journey.

All of this falls under the broad umbrella of creating a community at Prep that enriches and—in hard times—sustains us. The mother of two Prep graduates wrote me a note several months after the memorial service we held in the summer of 2016 on Brennand Field for Quincy Brave Conway ’17. “To sit on that field at Prep, in view of that magnificent tree, and experience through others one boy’s unwavering commitment to life, to feel his presence in everything and everyone around us—well, I thank you for providing a place, a community, where we can share who we are and whom, and what, we love.”

To all in the Prep community, past and present, thank you for the opportunity to serve for 21 years and for the lasting gifts offered also to Story, Kelsey ’11, Molly ’12, and Campbell ’20.

This school has been the “wild country” through which I have mapped my own “geography of hope.” We Leonards will remain forever grateful.

JIM LEONARD HEAD OF SCHOOL 1999-2020 W W W . S F P R E P. O R G

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School News from Sun Mountain SCOREBOARD SOCCER Anna Swanson ’21 was the

second player selected to join New Mexico United’s High-Performance Program, an accelerated program for youth soccer players. VOLLEYBALL The girls team made it to the state tournament again this year!

FENCING Reilly Brislawn ’22 won a gold medal in Division II men’s épée against competitors from all over the world.

TRACK AND FIELD Hayden Colfax ’20 won 1st place at the state championship meet for 100-meter hurdles her first three years in high school. With the meet canceled this year, she won’t have a “4-peat,” but she is working out at home so she’s prepared to hit the college track at Williams in the fall. Helen Desmond ’25 competed in USA Track and Field’s

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national cross-country event in November.

Her Albuquerque-based team, the Cougars, placed fourth in their age group (12and 13-year-olds). SWIMMING The girls swim team won its second straight state championship! Sophia Gossum ’22 took 2nd place in the 50 and 100 free. Sophia, Bess McAlpin ’21, Chelsea Griscom ’21, and Rinchen Rotto ’23 finished 5th in the 200 free relay and 10th in the 200 medley relay. The boys team also had a fantastic showing, taking 3rd place overall.

Henry Lyons ’23 led the charge by placing 11th in the 500 free and setting a school record. The Prep girls relay swim team of Yangchen Rotto ’22, Chelsea Griscom ’21, Sophia Gossum ’22, and Bess McAlpin ’21 broke the school record for the 400 free relay. BASKETBALL Prep alumna Olivia Cicci ’13 was honored as the Small College

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Assistant Coach of the Year by the Texas Association of Basketball Coaches. Olivia just finished her first season with the University of Texas at Dallas women’s basketball program. She was an accomplished player at Prep and at Austin College. The girls varsity team finished strong, improving its performance throughout a tough season of competition. Boys varsity finished 6th in one of the toughest districts in the state, improving its scores against every team throughout the season. In the Middle School, the 7th grade boys team finished 1st in its division and advanced to the playoffs. The 8th grade boys team qualified for the top division in the league and played a fantastic season, including a close game against the strongest team in the end-of-season tournament.

ARCHERY Emery Kurth ’24 represented

A R T W O R K : PA R K A K I T H I L

HIGHLIGHTS FROM THE 2019-2020 SCHOOL YEAR

Prep in the State Archery Championships at the Albuquerque Convention Center.

Emery finished 29th out of 190 girls in the Middle School division and 14th out of 46 girls at the 8th grade level.

Prep music teacher Chris Ishee high-fives students, including freshman Fionnuala Moore, center, before they perform songs from Fionnuala’s musical, The Right to Vote, at the Roundhouse.

Prep music students participated in a celebration of the League of Women Voters’ 100th anniversary and the Women’s Right to Vote Centennial at the Roundhouse in February. Fionnuala Moore ’23, Alex Walpin ’23, Ella Meyer ’23, Sophia Froehlich-Gerke ’23, Griffin Rutherford ’20, and Jose Lain-Strauss ’22 performed songs from Fionnuala Moore’s original musical The Right to Vote, which celebrates women’s suffrage. Fionnuala’s

musical highlights the time that it took for women to gain the right to vote, and it serves as a reminder of the work that still needs to be done. Songs include the story of Susan B. Anthony and Elizabeth Cady Stanton’s friendship, Alice Paul’s march in Washington, D.C., and the women who picketed outside the White House in 1917.

2020centennial.org/ suffrage-performers LEARN MORE HERE:

OUTDOOR PROGRAM

The immediate hands-on, sensory experience of spending time in the outdoors is a crucial part of our students’ education.

Developing an appreciation for the beauty and tranquility of the natural world is also key to understanding their place in the natural world. The lessons in the challenges of camping make our students more resilient and adaptable in all aspects of their lives.

Students, staff, and faculty on Fall Camping Trips

Four Prep students participated in the All-State Music Festival in January: Urian Vasquez ’21 sang in the mixed choir; Louis Watson ’21 and Anna Perlak ’23 played in the symphony orchestra; and Yangchen Rotto ’22 played in the concert orchestra.

In December, Middle School students Sofia Alexandrescu ’24, Sienna Gilbert ’25, Nya Griego ’25, Lilly Gundrey ’24, Lucas Kovnat ’24, Julia Lee ’24, Mary Malnar ’24, and Rayden Spurlock ’25 performed in the fourth annual Youth Shakespeare Festival of Santa Fe. They joined students from eight other schools across Santa Fe to present monologues as part of this year’s theme, “Soliloquy Slam!” Prep students performed monologues from Hamlet, As You Like It, Macbeth, and Richard III. Throughout the fall semester these students gathered as a part of the Middle School Shakespeare Club.

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P H O T O : O L I V I A H A R LO W. C O P Y R I G H T © 2 0 2 0 T H E N E W M E X I C A N , I N C . R E P R I N T E D W I T H P E R M I S S I O N . A L L R I G H T S R E S E R V E D .

VISUAL AND PERFORMING ARTS

twelve

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Winter Wonder Days snowshoers

Winter Wonder Days snowboarders

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Fall Camping Trip destinations

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Winter Wonder Days skiers

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Woodcut face by Weston Keller ’23

A Makerspace Prusa printer

MAKERSPACE Building on the successes we had in 2018 and 2019— but even more so on the failures— the Makerspace at Prep has evolved into something much closer to what we originally envisioned in 2016 when we first began the project. We have more equipment now, including a brand-new Prusa i3 MK3S 3D printer to complement the two i3 MK2’s we began with, and our collection of microelectronics and small tools is now quite robust.

Even more important is the transformation our curriculum has undergone. We began with a loose idea of teaching kids how to make things, and we have grown into finding new ways to teach design thinking, independence, and real-world problem-solving. Our lab was used by several other classes around campus this year, including Global Studies, World History I, and the science department—realizing our other goal of becoming a systemic campus resource. We have developed a much deeper curriculum that covers many engineering fundamentals, such as electricity, circuit analysis, soldering, grant writing, and computer code, along with the young new technologies like 3D printing, microcontrollers, and laser cutting.

Students have used the combination of deep problem-solving, engineering, and creativity to create light up fantasy swords, 3D printed Wall-E’s, creepy glowing fang masks, crystal balls, artistic woodcut faces, “working” lightsabers, and many other incredible projects.

We have also been working over the last year to get Makerspace recognized as a generalarts credit for the purposes of meeting graduation requirements, and we are ecstatic to report that we achieved that goal this last semester. Not only did it seem like what we were doing belonged with the arts, but having this credit opens the class up to many students who couldn’t previously afford the elective space. To help further bolster students’ achievements, we have been working to join a Maker accreditation program through MIT that will legitimize the skills they are learning. The process should be in place by the fall.

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In the time of COVID-19, we have kept some of our equipment busy, 3D-printing mask-holding brackets for health care workers, making wearing a mask all day long safer and much more comfortable. We have printed about 120 of these brackets and distributed them to medical practices all over Santa Fe. We are also working with Lowe’s and Home Depot to create “COVID Shields”— laser-cut acrylic boxes that protect health care workers from infection while intubating patients.

It has also been challenging to hold such a hands-on class these days, especially one where everyone has become so accustomed to the tools we had access to. But the students have bravely soldiered on, making things out of scrap cloth, cardboard, and found objects. They have taken on mini challenges, like finding something broken at home and fixing it or repurposing it. They have sewn, baked, programmed, and generally taken on the mantle of true Makers.

P H O T O : A M B R O S E F E R B E R ’93 ( L E F T ) , N I C O L E M O U LT O N

BY AMBROSE FERBER ’93, ASSOCIATE DIRECTOR OF TECHNOLOGY, COMPUTER SCIENCE, FENCING, AND SPEECH AND DEBATE

MULTIDISCIPLINARY APPROACHES

Teachers Kristin Kalangis (English), Marc Reynolds (Biology), Lindsey Reader (Biology), and Jebb Norton (History) joined forces to integrate the major themes and concepts of their 9th grade courses.

Through the analysis of Daniel Quinn’s novel Ishmael in English class, the examination of major changes in the hominid fossil record in biology, and the discovery of ancient societies in history, students examined humanity’s place in the world from all angles. All four teachers have found that this multidisciplinary approach has resulted in the students being more engaged and energized in the classroom.

The teachers and students look forward to incorporating photography and library research in the next stages of the curriculum.

PHOTO: RICHARD LIEBERMAN

TEEN ACTION PROGRAM (TAP)

For over 30 years, Prep has addressed real community needs through our Teen Action Program (TAP). Each Thursday, students and faculty and staff spend their afternoon engaging in various projects at more than 40 agencies, schools, and nonprofit organizations throughout Santa Fe. Typically, we collectively volunteer over 16,000 hours during the school year. Shelter-in-place orders this spring, however, prevented us from meeting that standard. To support our TAP partners that were meeting critical frontline needs during the pandemic, we prompted the Prep community to split their donation to the Annual Fund with one of three of our TAP partners: The Food Depot, Communities in Schools, and Interfaith Community Shelter. On Giving Tuesday NOW, on May 5, donors rose to the occasion.

Over $10,000 was raised in support of this initiative, unlocking an additional $16,000 bonus grant to tuition assistance in honor of TAP’s annual volunteer hours.

TAP HIGHLIGHT: The Empty Bowls TAP works throughout the school year creating ceramic bowls to sell at the Spring Rummage Sale, which could not happen this year due to the pandemic. The group had already raised $250 at Winter Arts Night and unanimously decided at its final meeting to give an additional donation to The Food Depot during this challenging time, raising the total to $350. Each dollar provides four meals, so that’s 1,500 meals!

20TH ANNIVERSARY OF GRANDPARENTS’ DAY

We celebrated our 20th annual Grandparents’ Day in November! Ambrose Ferber, ’93 and a faculty member, kicked off the morning with a moving speech about what he gained from Prep as a student and how he’s giving back now as a technology teacher, among other roles. “We aren’t churning out mechanical and civil engineers here—indeed, many of my students might never write another line of code or solder another transistor. But some of them will.

And even for all those that don’t, the thing I took from Prep was curiosity, and if that is the only thing I can teach them, I’ll feel like I’ve made a difference. All I can wish for them is that they participate in the world.” Read Ambrose’s full speech here: shorturl.at/zHQ15

STUDENT AWARDS FOR WRITING AND VISUAL ARTS

The Ultimate Changes by Raven CallawayKidd ’24 placed 3rd in the Santa Fe Reporter’s annual creative writing competition in the creative nonfiction category. The theme of the contest was A Climate of Change, and Raven competed against writers of all ages.

Natalie Cook ’24 and Miles Thompson ’21 both won Silver Key Awards for the New Mexico State Scholastic Art Writing Awards. Natalie’s collage won in the mixed media category, and Miles’s collagraph took the top honor in the printmaking category. Their works were selected from hundreds of student submissions from schools across New Mexico and El Paso, Texas. Their winning entries were exhibited at Warehouse 508 in Albuquerque, and they were presented their Silver Keys during an awards ceremony in March.

The Decameron Project, a student-led initiative comprised of an advisory board of prominent literary figures, was formed during the pandemic as a way for students from across the country to engage in storytelling, with weekly submission themes. Winning submissions are read aloud by an advisory board member.

Sam Cooper’s ’21 short story, Crossing the Rio Puerco, was selected as a winner for the Hope category, and Aviva Nathan’s ’23 Glory Be was selected as a winner for the Unthemed category.

John Allison ’21

GO, BLUE GRIFFINS!

BY TODD KURTH ’81, ATHLETIC DIRECTOR AND DIRECTOR OF FACILITIES

FALL 2019

BOYS CROSS-COUNTRY Captains: Griffin Rutherford ’20, Krish Bhakta ’21, Julian Gonzales ’21 Highlights: Placed 2nd in district meet; placed 4th at state championship GIRLS CROSS-COUNTRY Captains: Savannah McCall ’20, Hallie Weichsel ’20, Chelsea Griscom ’21 Highlights: Placed 2nd in district meet; placed 9th at state championship BOYS SOCCER Varsity Season Record: 4-13 Captains: Oliver Lehman ’20, Alex Mazur ’20, Mateo Sella ’20 Highlights: Placed 4th in district; state berth (9th seed) GIRLS SOCCER Varsity Season Record: 6-12-1 Captains: Hayden Colfax ’20, Luz Thunder ’21, Allison Kice ’21 Highlights: Placed 5th in district (2-8); state berth (9th seed) Hayden Colfax ’20 placed 1st Team All-District VOLLEYBALL Varsity Season Record: 11-12 Captains: Raelyn Gonzales ’21, Rafaella Mark ’21 Highlights: SFIS Tournament 4th place Silver bracket; TOC- 4th place Silver bracket; 3rd place district season (6-4); 4th place district tournament; state berth (10th seed) Raelyn Gonzales ’21, Nicole Gonzales ’24 placed 1st Team All-District W W W . S F P R E P. O R G

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Author Jim English read both of their submissions.

Emma Lawrence ’20 and Aviva Nathan ’23 were among five finalists for the Santa Fe Youth Poet Laureate, sponsored by the Witter Bynner Foundation. Five finalists read their selected works during a virtual ceremony sponsored by Collected Works Bookstore.

RAUL MIDÓN CONCERT

The magnetic Raul Midón ’84 returned to Santa Fe to play at The Lensic in February. His spectacular show—notably his ability to play the bongos, guitar, and mouth horn at the same time—earned him a standing ovation and encore performance.

His performance was a community-wide benefit concert for Breakthrough Santa Fe and tuition assistance at Santa Fe Prep in honor of Jim Leonard’s 21 years as Head of School.

Midón has earned acclaim the world over, with a fan base that stretches from Santa Fe to India, and from Amsterdam to Tokyo.

Marveling over his live performances, The New York Times has called Midón “a one-man band who turns a guitar into an orchestra and his voice into a chorus.”

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Midón was told as a child that his blindness meant “you can’t do this, you can’t do that,” and since then, he has lived a life devoted to beating the odds and shattering stereotypes. “As someone who has never seen, I’ve always felt at a disadvantage, in that lyric writing is usually very visual,” he says. “People really relate to images, and I’ve never seen images. But what I realized early on is that you have to write from

and magnanimity—made her an ideal recipient for this award. Abbie was also named to New Mexico Team 1 in World Schools Debate and will be competing (virtually) at nationals this summer.

In June we said goodbye to a key group of seniors: Michelle Sawunyama, Parker Hailey, Ryan LoRusso, and team captains Kate Gale and Abbie Francis. These seniors represented a solid, experienced,

Midón was told as a child that his blindness meant “you can’t do this, you can’t do that,” and since then, he has lived a life devoted to beating the odds and shattering stereotypes. what you know, and I hear, touch, and feel intensely—and those are sensations and experiences that everyone can relate to.”

SPEECH AND DEBATE

Senior Abbie Francis was named the New Mexico Speech and Debate Association’s Student of the Year. Her tenacity, courage, and commitment—coupled with her invaluable ambassadorial skills, competitive chops,

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and transformative core of competitors.

Notably, several members of the team traveled to Arizona State University for the SDSHC Invitational, our very first National Circuit tournament.

PEER MENTORS LAUNCH GRIFFIN STORY HOUR Prep’s Peer Mentors are a group of 18 10th-to-12th-grade students who provide

PHOTOS: MELISSA FRICEK (LEFT), COURTESY OF ABBIE FRANCIS ’20 (TOP RIGHT), COURTESY OF DANNY MAAS RUN

Clockwise: Raul Midón ’84 performs live at The Lensic; Abby Francis ’20 competes at the SDSHC Invitational; Middle Schoolers compete in the Danny Maas Run in 2018

peer-based support for Prep students throughout the year. They work under the guidance of School Counselor Amy Reich.

As Prep’s time of remote learning began, the peer mentors gathered to ask how they could serve their community in this new context.

The result of their inquiry is the newly released Griffin Story Hour. The first episode features readings of nine classic children’s stories, including The Sneetches, Thank You Bear, and Chicken Little, read by Emma Lawrence ’20, Sophia Koolpe ’20, Fisher Hirsch ’22, Piper Old ’20, Nina Lyons ’25, Math teacher Joey Reich, Director of Technology John Utsey, and Amy Reich. Visit youtube.com and search for STORIES AT SANTA FE PREP.

COMMUNITY READ

In March, a group of parents met in the library for Santa Fe Prep’s inaugural Community Book Read discussion.

Facilitated by Head of School Jim Leonard and English teacher Douglas Arnwine, the informal gathering to discuss The History of Love, by Nicole Krauss, provided a wonderful setting for parents to interact and gain firsthand insight into how our masterful faculty engage with our students in the classroom.

INATURALIST

During the stay-at-home order, members of the Prep community across roles, grade levels, and departments contributed to a project on the citizen-science website iNaturalist. Through this site, people from around the globe can upload photos of the

Luz Thunder ’21

wild organisms they observe—organisms are then identified by the crowdsourced expertise of trained biologists. The data collected on this site has been used in scientific research, conservation efforts, and education. Prep’s iNaturalist project compiled over 260 observations representing more than 90 species. Special highlights include observations by alumna Amber Fayerberg ’02, who lives with her family in New Zealand.

DANNY MAAS RUN

This year would have been Prep’s 40th annual Danny Maas Run. Prep Middle Schoolers participate in this run every year to fundraise for children with cancer.

Formerly known as the Terry Fox Run, the event was rededicated in 2016 to Prep alumnus Danny Maas ’87 who beat his own odds to become a world-class runner.

This year’s run was canceled due to COVID-19, but Danny’s brother Brendan didn’t want to let a year go by without a run. He and his children, Sasha (8), Liza (6), and Anya (1), organized their own run near their home in California.

Brendan and Sasha have traveled to New Mexico to participate in the run at Rancho de las Golondrinas for the past two years. Sasha has run his age each year and was training hard for his 8-mile run this year. He beat his goal, running an impressive 10 miles! Liza ran 6 miles, and little Anya ran 1. Together they raised more than $11,000! The money will help six-year-old Kyla, who is being treated for acute lymphocytic leukemia at UNM Children’s Hospital.

WINTER 2019-2020

GIRLS BASKETBALL Varsity Season Record: 5-15 Captains: Amory Malin ’20, Luz Thunder ’21 Highlights: Katherine Bair ’23 placed on the All-Tournament team, Cuba Invitational BOYS BASKETBALL Varsity Season Record: 5-18 Captains: Jerome Roybal ’20, Zac Cordova ’21 Highlights: Finn Coles ’22 placed on the 1st Team All-District GIRLS SWIM AND DIVE Captain: Susannah Murray ’20 Highlights: 2nd place district, state champions (2nd straight) BOYS SWIM AND DIVE Captains: Cody Babcock ’20, Sam Child ’21 Highlights: 4th place district, 3rd place at state meet COED FENCING Captains: Apollo Albright ’20, Mateo Perez ’20 Highlights: John Allison ’21, Liam Zone ’21, Reilly Brislawn ’22 qualified for Junior Olympics

P H O T O : R E E D C O L FA X

ALUMNI COACHES

Laura LewAllen ’82, Cross-country and track Jebb Norton ’09, Boys junior varsity soccer Anika Amon ’97, Girls basketball Bobby Stranahan ’84, Girls soccer Bianca Gonzales ’16, Volleyball Jackie Rea ’97, Girls Middle School basketball Ambrose Ferber ’93, Fencing Sam Sparks ’19, Track Griffin Sides ’15, Boys soccer W W W . S F P R E P. O R G

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F R O M S U N M O U N TA I N S C H O O L N E W S

Shifting Gears

HOW PREP MAINTAINED CONNECTION AND COMMUNITY DURING THE PANDEMIC

BY SUMMAR AUBREY ’00, ASSOCIATE DIRECTOR OF ADMISSIONS, SUZIE MATTHEWS, ASSISTANT HEAD OF SCHOOL AND HEAD OF UPPER SCHOOL, AND CHRIS CHAKERES ’94, HEAD OF MIDDLE SCHOOL

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anta Fe Prep often prides itself on its flexibility. Prep’s nimbleness has never been more apparent as it was this past spring, when the entire school shifted to remote learning nearly overnight. In response to the COVID-19 pandemic, the Governor announced the closure of schools while Prep was on spring break. The school administration lept into action and developed a comprehensive plan. Although the length of the remote learning period was unknown at the time, the plan needed to be able to accommodate a full semester of not only academic classes but also advising, activities, and community connection as needed.

True to form, the Prep faculty dove into the challenge. At the first remote faculty meeting, several faculty members who had taken a crash course through the Global Online Academy shared best practices in online learning. This meeting also included a tutorial of the Google Meet platform, principles for pedagogical decisions while teaching and learning remotely, and guidelines for advising, attendance, homework load, staying connected, and wellness tips.

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F E P R E P A R AT O R Y S C H O O L M A G A Z I N E 2 0 2 0

Knowing that the school couldn’t just transfer the normal schedule to an online platform (as this would have students in front of their computers from 8am-3:30pm every day), Prep created a modified schedule with three or four class periods and daily faculty office hours. After a two-week initial phase, this schedule was further modified to include a “Day X” on Wednesdays, a day without synchronous classes, when students could work on homework, get outside, and generally be away from their screens. Each class met synchronously two times per week, and many teachers made use of “breakout rooms” so that students could have the smallergroup discussions they are accustomed to.

Some class curricula could move to the remote environment fairly easily, while others had to be altered significantly.

Teachers came up with creative ways to adapt their curricula to maximize student engagement while connecting online. Art

P H O T O S C LO C KW I S E F R O M T O P L E F T; M E L I S S A F R I C E K , C O U R T E S Y O F S A M L I T T L E ’ 2 2 , B E C K Y A N D E R S O N , C O U R T E S Y O F S O P H I A KO O L P E ’ 2 0

Clockwise: Jazlyn Sanchez ’20 and her family arriving at the drive-in Senior Celebration, Sam Little ’22 dressed as Jim Leonard for Spirit Week, a screenshot from a weekly remote faculty and staff meeting, Sophia Koople ’20 reading for Griffin Story Hour

PHOTO: EMMA ANDERSON ’22

teachers assigned projects that incorporated pigments made from materials in the home environment; science teachers had students observing and recording data from right outside their doors; and teachers in all disciplines assigned projects that allowed students to learn more about the pandemic and express their experience of it.

Students approached the challenge of remote learning with optimism, trust, good humor, and wholehearted engagement (often with a dog or a cat accompanying them to class!).

Beyond the virtual classroom, students initiated projects to keep the Griffin community connected online. Peer mentors created Griffin Story Hour, a series of childrens’ book readings for the Prep community and beyond; Prep ambassadors hosted a spirit week and a Jim Leonard costume challenge; and student leaders created a @sfprepathome Instagram account to share at-home pursuits.

As it became clear that Prep would not be able to gather as a community before the end of the academic year, the school also sought creative solutions to end-ofyear rituals, including the senior internship project, which became an opportunity for an in-depth independent study, and a senior drive-in celebration, held on May 29.

The school regularly surveyed parents and students throughout the quarter of remote learning, and their gratitude was overwhelming. One student wrote, “All of my friends, classmates, and teachers have been super amazing in trying to stick together and continue learning as best as is possible. I am grateful for them all!” A parent said, “I think the daily contact with the outside world, and the daily structure and continuity, have been vitally important for my children’s well-being.”

Although a quarter of remote learning proved challenging for all, it also proved the dedication of the Prep community—the dedication of the school to its students and families, the teachers to their students, the students to their learning, and of the entire school community to the values of education, compassion, and community.

Emma Anderson ’22 Governor’s Palace Deserted digital photograph

QUARANTINE JOURNAL DURING GOVERNOR MICHELLE LUJAN-GRISHAM’S STAY-AT-HOME ORDERS AND PREP’S TRANSITION TO ONLINE LEARNING, MATT MULLINS’S DARKROOM PHOTOGRAPHY STUDENTS WORKED ON A COLLABORATIVE PROJECT THAT DOCUMENTED THEIR EXPERIENCES IN THE TIME OF COVID-19.

MORE ONLINE HERE: SHORTURL.AT/YDES9

“This collection of images and text is an honest, compassionate, and revealing look into the lives and thoughts of the student photographers who made them. The photos are beautiful, insightful, surprising, and sometimes heart-wrenching.”

—MATT MULLINS 3D STUDIO ART AND DARKROOM PHOTOGRAPHY, SANTA FE PREP W W W . S F P R E P. O R G

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ADMISSIONS

Santa Fe Prep Student Ambassadors Upper School TAP 2019-2020 Bottom, left to right: Sam Little ’22, Jack Tiegler ’22, Katherine Bair ’23, Anna Swanson ’21, Luz Thunder ’21 Top, left to right: Xavier Villa ’23, Sophie Addison ’22, Ella Meyer ’23

Fostering Connections INTRODUCING PREP TO PROSPECTIVE FAMILIES: IN PERSON AND REMOTELY

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alk to anyone associated with Prep, and most will agree that relationships are at the heart of our school. The strong bonds formed at Prep are at the core of our culture and help sustain our students, teachers, and staff through their time together at Prep and beyond. Alumni will often point to certain teachers at Prep who have had a tremendous impact on their lives: faculty who helped support and guide them, who asked them to explore, think, and question.

In the Admissions Office, we know that we are usually the first point of contact that prospective students and their parents have with Prep. Whether a student ends up at Prep or not, we see the admissions process as an important opportunity to start cultivating relationships with our families. We love meeting new students and learning about what inspires and motivates them. We also enjoy having the opportunity to speak with students and parents about the unique qualities of a Prep education.

In any given year, between October and February, the Prep Admissions Office welcomes over 100 student visitors on campus. We invite our guests to spend a Monday, Tuesday, or Friday with us hosted by a current student ambassador. It is our goal to ensure that prospective students get a genuine sense of our school and community when they are on campus, that they feel welcome and included, and that they leave with an understanding of the level of engagement that happens between our students and teachers. More often than not, our guests end the day feeling inspired and eager to apply, which is a sign of a successful visit. There is much that goes on behind the scenes to make sure that our visitor program runs smoothly and that includes leading up to the visit, the day of, and the follow-up.

At the heart of our visitor program is a strong group of student ambassadors who are eager to help welcome prospective students on campus. Every year we ask our newest members of the Prep community, the 7th graders, how they remember their visit day at Prep. We hear how welcoming our hosts were, how they answered their questions, how they heard from them before and after their visit and what a difference that made. Typically, they tell us they want to give a prospective student the same positive experience they had when they visited Prep and show them how great Prep is—that is music to our ears.

Student ambassadors go through training and apply to be an admissions host. Being a

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host comes with a lot of responsibility, and we look at this as a leadership opportunity in the Middle and Upper Schools. We are lucky to have a large pool of hosts, with a variety of interests, who are excited to meet our guests and spend the day with them.

Sometimes our guests request a certain host, but often we are tasked with pairing a guest with a host. We ask our prospective students to share some of their interests with us. Would they like to see an acting or a music class? How about ceramics or 2D media or a technology elective? Do they love soccer or tennis? Math or English?

This type of feedback helps us pair them with a great host and with a compatible set of interests.

Leading up to the visit day, we help our ambassadors make a short welcome video that we share with our guests the day before they arrive on campus. The host introduces themself and lets the guest know they are excited to spend the day with them. Allowing our guests to see and hear from the student host ahead of time helps reduce some anxiety and provides a level of comfort as they both meet in the morning and head off to class together.

Student visitors spend a full day on campus: they attend classes and have lunch

PHOTO: COURTESY OF MARY LIT TLE

BY MARY LITTLE, DIRECTOR OF ADMISSIONS

with their host. We ask guests to participate in the lessons if they are comfortable doing so, and our teachers take great care to welcome and fold our guests into their classes.

Prospective students have an interview with a member of the admissions team during their visit, and we will often ask them to reflect on their experiences in the classes at Prep. How do the classes feel for them? What are they noticing about the teaching? Could they see themselves learning in this type of environment? The admission interview is a great opportunity for us to get to know our prospective students better. We love to hear about their interests and what they are looking for in their next school; we also enjoy having the opportunity to answer questions they have about Prep. Our student ambassadors write a note that we mail to their guest after the visit day. The Admissions Office follows up with parents to see how the day went and asks for feedback.

The visit day is just one piece of the admissions process at Prep, but an important one. We are grateful to have such enthusiastic participation from our current student ambassadors. This shared experience among students, parents, teachers, and administrators demonstrates our level of commitment and care. It is a joy and a privilege to

welcome our guests on campus for the day, and we hope it is a day they will never forget.

As Prep shifted to remote learning and our campus closed, the Admissions Office followed suit and shifted to a completely virtual platform. Fortunately, the majority of our guests had already visited campus and the bulk of our admissions decisions were made before our campus closed. That being said, we continue to hear from interested families, especially those now considering a move to Santa Fe, so our work continues. We know how important it is to maintain the same level of care and attention our prospective students and families should expect from Prep, especially during this uncertain time.

We certainly hope that we will be back on campus in the fall and able to welcome our student guests on campus, but we will be prepared to operate remotely if necessary.

Admissions Offices across the country are adjusting plans and looking at creative ways to showcase their schools remotely—we could certainly see more virtual tours, interviews, class visits, and admissions events happening online. At Prep, the Admissions Office will continue to welcome our prospective families, either in person or remotely, and foster those relationships that are so important at our school.

CLASS OF 2026 Our incoming 7th grade, the Class of 2026, will forever be connected by its collective experience this spring. Due to the COVID-19 pandemic, these students spent their last few months of elementary school physically separated from their classmates and teachers.

Prep’s Class of 2026 is made up of a diverse group of strong, resilient, and kind students from over 15 different elementary schools. They bring with them a wide range of interests and experiences that will enrich our community as a whole.

Included among our newest Griffins are musicians, artists, athletes, robotics fanatics, writers, mathematicians, activists, historians, and a large number of students already actively engaged in service work.

Notably, this class has an awareness and understanding of social and environmental issues impacting the world. We are excited for these students to get to know one another and start building the friendships that will last well beyond their years at Prep.

SCHOOL STATISTICS, CLASSES 2016–2020

’18

$13,316

$12,728

’16

$12,335

’20

$11,668

$11,215

$1,552,800

$1,578,849

’16

$1,516,882

’20

AVERAGE GRANT

$1,584,639

’18

$1,368,200

37%

39%

’16

40%

’20

TOTAL GRANTS

37%

’18

39%

33%

31%

’16

34%

’20

STUDENTS RECEIVING TUITION ASSISTANCE

38%

’18

35%

’16

326

330

’20

STUDENTS OF COLOR

326

’16

331

55

’18

TOTAL ENROLLMENT

312

52

51

58

63

INCOMING 7TH GRADE

’18

’20

GRADUATING SENIORS

48

44

57

47

’18

$35,860

$28,964

’16

$33,444

’20

$31,921

$24,104

AVERAGE COLLEGE GRANT

$2,543,733

’18

$2,151,824

’16

$3,127,077

’20

$1,972,774

$1,472,594

TOTAL AID GRANTED FOR COLLEGE

61%

’18

68%

’16

75%

’20

60%

46%

AWARDED NEEDBASED OR MERIT SCHOLARSHIPS

81%

’18

79%

’16

78%

’20

73%

75%

’18

28

29

’16

28

’20

EARLY DECISION/ ACTION COLLEGE APPS ACCEPTED

30

’18

28

’16

1326

US average = 21

1281

US average = 1069

1330

ACT AVERAGE

1251

SAT AVERAGE

1293

I N F O G R A P H I C : TAT I A N A T E M P L E

Independent School NM Public School NM Homeschool/Other NM Out of State

’20

47

W W W . S F P R E P. O R G

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ADMISSIONS

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STUDENT JOURNEYS Class of 2020

BY SUMMAR AUBREY ’00, ASSOCIATE DIRECTOR OF ADMISSIONS

So much of our identity development happens between middle and high school, that by senior year, our 7th grade selves can seem almost unrecognizable. We asked a few members of the class of 2020 to tell us about that journey. How have they changed? What was Prep’s role in that change? What experiences or people were crucial to their development?

Here are their stories, in their own words.

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In 7th grade, I was interested in mostly the same things that I am now, like musical theater and visual art, but I was less confident in myself, so I didn’t branch out and find many friends with my same interests.

I also didn’t really understand myself, so I was insecure. I feel like I’ve grown into myself by this point. Of course, I will continue to change, but I’ve gotten to a place of acceptance and self-love that will last through the changes. I went through some very difficult moments since 7th grade, and those experiences have allowed me to help my friends through similar moments, which I’ve found to be incredibly fulfilling.

There are two things that come to mind when I think about my own growth at Prep. Although almost all of my teachers nurtured me and helped me succeed, Ms. K’s [Kristin Kalangis] care and support stretched beyond the classroom. She is a helping hand, a trustworthy authority figure, a counselor, and a friend wrapped up into one radiant human being.

The other thing that comes to mind is the theater, a place where I felt safe, wanted, and comfortable. I felt like I made connections with people that showed me the inner pieces of themselves: their dreams that went beyond academia, their real human problems, and their real personalities.

In turn, I felt like I could share the inner pieces of me, and that is what helped me grow as a human being. Some of my most memorable moments at Prep are related to theater, including performing with Prep’s cast of Mamma Mia at the renowned Popejoy Hall alongside other inspired teen performers from all over New Mexico, and attending the Independent Schools Association of the Southwest (ISAS) Arts Festival, where I worked with wonderful people to create artistic magic.

PHOTOS: COURTESY OF NOQUISI CHRISTIAN-SMITH ’20

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NOQUISI CHRISTIAN-SMITH

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P H O T O S : C O U R T E S Y O F C O D Y B A B C O C K ’ 2 0 ( T O P ) , C O U R T E S Y O F E M M A L AW R E N C E ’ 2 0

CODY BABCOCK

In 7th grade, I cared more about what others thought of me (you might call it insecurity). I did what others wanted or expected of me. Throughout my time at Prep, I’ve become more insightful and thoughtful of my own needs and have taken the initiative to do what I want to do. Prep has taught me that it’s okay to be my own person.

Prep encourages us to go out and find what we’re interested in. This is what’s so great about electives, the 10th- grade capstone projects, and many other projects—they make room for what each student wants to study, which ultimately makes the college path more clear.

Some of my proudest moments at Prep happened while engaging in high-level content in the classroom, whether talking about the state of the world in Nick Wirth’s history class or understanding magical realism in another language. And of course, getting into college was an incredibly proud moment. Story Leonard [Head of College Counseling] is an amazing guide in this process. Finding the right college taught me so much about myself.

Prep prepares you to go out and take all you can from life. This support is how I was able to spend my junior year abroad in Germany. After doing history research and taking Calculus in German, I now plan to pursue German as one of my majors in college.

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EMMA LAWRENCE

I think I have become stronger in a lot of ways—better at advocating for myself and better at advocating for the things I care about. I am much more likely to take a risk now, from dance and writing to the college process and interviewing for a job or an internship. At Prep, I have definitely learned what it means to be a hard worker, and after all these years, I would consider myself more confident in my abilities as a student and beyond.

One key factor in my growth were my English teachers throughout my time at Prep.

From Ms. K’s [Kristin Kalangis] rhythm and rhyme, to Brother Alan’s sense of humor, to Rob [Wilder], Liz [Friary], and Jim Leonard’s challenging and creative approaches, among other fabulous teachers who contributed to my growth as a student over my time at Prep.

A surprising area where I changed a lot was in my math classes. I learned how to study and the importance of a strong and fun study group. Finally, learning a language, and having the chance to tutor in that language in TAP, and expanding my leadership skills as a tutor at Breakthrough have been areas where I have grown so much more than I expected.

I am a strong believer that leadership can be shown through listening to others, sometimes not being the loudest person in the room, and exhibiting personal strength, passion, empathy, and kindness always.

W W W . S F P R E P. O R G

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ADMISSIONS

SCHOLARSHIPS

BY PAMELA EMSDEN, DIRECTOR OF ADVANCEMENT

During his 21 years as Head of School (1999-2020), Jim Leonard has shaped the culture of Santa Fe Prep through his leadership and engagement in the daily life of school. Of his many accomplishments, his initiative to increase the school’s tuition-assistance program in order to ensure access to a Prep education for motivated students of all backgrounds stands out. As Prep’s tuition-assistance program grew from $600,000/year in 2010 to $1.5MM/year in 2018, so did the diversity and excellence in the student body.

The Leonard Family Scholars Endowment was created in 2019 to recognize and honor the enormous contributions to the life of the school by Jim and his family: Story Leonard as Director of College Counseling and Girls Varsity Lacrosse coach, and Kelsey ’11, Molly ’12, and Campbell ’20.

Leonard Scholars will be selected based on their appetite for the full life of the school and have demonstrated financial need. They will add measurably to the vibrancy of the culture at Prep in the spirit of Jim and his family. We are very excited about our first three Leonard Family Scholars: Olive Keyes ’26, Oren Putnam ’24, and Shrey Poshiya ’23.

MALONE SCHOLARS

The Malone Family Foundation was founded by Dr. John Malone, a wellknown communications and media executive, and his family to improve access to quality education for highly capable students who lack financial resources. In reflecting on his secondary education, Dr. Malone praises his mother, who secured a scholarship for him at an independent school that changed his life. He notes: “Finding classrooms where the teachers and students alike engaged in an exciting learning process, a peer group with whom I could have fascinating and provoca-

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tive discussion, and an administration that supported my individual needs and dreams was the undisputed basis for the success I’ve enjoyed.”

From 2000–2014, fifty schools throughout the U.S. were selected for an endowment by the Malone Family Foundation to provide scholarships for students with a keen desire and motivation to learn.

Santa Fe Prep is honored to have been selected as a “Malone School” and be the recipient of a $2MM endowment, which allows us to offer need-based scholarships to deserving students. We were presented with this endowment on the basis of our academic caliber, quality of teachers, financial stability, commitment to financial aid, and our economically, culturally, and socially diverse population. Since 2012, we have welcomed 15 Malone Scholars, with our first two Scholars having just graduated from Colorado College and Saint Olaf College this May.

SFP MALONE SCHOLARS Xavier Dominguez ’16 Logan Luiz ’16 Madison Winston ’17 Selah Winston ’18 Shoki Bundy ’19 Isaiah Hughes ’20 Emma Lawrence ’20 Raelyn Gonzales ’21 Joaquin Bas ’22 Lola Kark ’23 Weston Keller ’23 Raven Callaway-Kidd ’24 Zoe Kountoupes-Wilson ’24 Liliana Reid ’25 Emily Aguirre ’26 Camila Carreon ’26

F E P R E P A R AT O R Y S C H O O L M A G A Z I N E 2 0 2 0

Liliana Reid ’25

MALONE SCHOLAR SPOTLIGHT: LILY REID ’25 Malone Scholar Liliana Reid just finished 7th grade at Prep. When asked about her first year, she responds, “Let me just start by saying how much I love Santa Fe Prep! I felt really welcomed—both by friends and all my teachers.

Coach Chakeres would say, ‘Hi Lily!’ to me every day, and he’s not even my teacher.”

Lily embraced many opportunities at Prep in her first year. She loved the 7th grade class trip in September to 100 Elk and was belting “Sweet Caroline” with her new classmates and friends as the bus carried them home. An exceptionally talented violinist and First Chair with the Santa Fe Youth Symphony Intermezzo String Orchestra, Lily sought to share her love of music by volunteering to perform at Prep’s Open House and performing with the Middle School Instrumental Music Class for Prep’s Winter Arts Night.

She also loved walking to The Meem four days a week to enjoy her 2D art class.

In the classroom, one of Lily’s superpowers is working hard and always asking questions.

She loves how classes at Prep are both fun and focused. Lily feels strongly that everyone has something to offer, even if it’s not something she agrees with. She says, “All of my friends are different, and we see the world differently, but we all support each other and celebrate our differences in kind and considerate ways.”

Lily writes, “If you asked me today what my hopes and dreams are for myself, I may tell you that I hope to make the most beautiful violin music or art that brings people together, I may tell you that I want to bake the best cakes anyone has ever tasted, or I may tell you that I want to be fluent in at least four languages.” As you might expect, one of Lily’s favorite classes this year was Latin.

PHOTO: COURTESY OF LILIANA REID ’25

LEONARD SCHOLARS

Annual Fund

WHY PREP?

“The cool thing about Prep is that we give students tools that they will go on to use for a lifetime. Importance is placed not only on the content of classes but on mastering the skills necessary to be a lifelong learner. In doing so, our students learn how to be active and engaged participants in the wide world around them.”

—Jebb Norton ’09, History

The lifeblood of Santa Fe Prep is our faculty, offering students excellent instruction both in and out of the classroom. Over 70% of our faculty have advanced degrees in their fields, and they inspire and mentor students as part of the college preparatory education we provide. Prep’s faculty bring skill and experience, but most importantly, passion as teachers and as learners.

Such passion breeds excitement in the classroom and encourages students to engage with their teacher, subject, and fellow classmates.

Santa Fe Prep encourages and supports professional development, not only to build upon the diverse background and educational experience of the faculty but to continue to aid in the design and development of innovative classes and curriculum. Your support of Prep’s Annual Fund helps us retain and attract faculty who promote the joy of discovery, the power of critical thinking and reflection, and the thrill of creativity.

Every gift matters. Please join us and make your Annual Fund gift today. www.sfprep.org/supportprep

“During a recent student-led Honors English discussion, I listened to 18 juniors and seniors who I hadn’tWHY taughtPREP? since 9th grade. Their depth of analysis and quality of articulation deeply impressed me. It was a great testimony to the teaching going on at Prep.” —Liz Friary, English

The Meem: Designation on the National Register of Historic Places

BY PAMELA EMSDEN, DIRECTOR OF ADVANCEMENT, AND NICK WIRTH, THE KATHRYN WASSERMAN DAVIS CHAIR FOR U.S. HISTORY

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PHOTO: COURTESY OF HARVEY M. KAPLAN

M E E M N AT I O N A L H I S T O R I C R E G I S T E R

The “Meem” at the corner of Camino del Monte Sol and Camino de la Cruz Blanca.

T

he “Meem” on the southwest corner of Santa Fe Prep’s campus has been the birthplace for students’ creative works for 45 years. On any given weekday, students study intaglio, casting, mixing pigments, preparing silver gelatin prints, or evaluating art through critiques, discussions, and presentations. In a mixture of lectures, discussions, film, and music, our seniors also study U.S. history in the Meem. Prior to nurturing the imagination of young students, this was the home and office of renowned architect John Gaw Meem, making the “Meem” a wellspring of creativity for over 90 years.

As a result of the significant role that

John Gaw Meem’s office has played in local, state, and national history, and in response to Prep’s extraordinary stewardship, the Meem was listed on the New Mexico Register of Cultural Properties on April 5, 2019, and on the National Register of Historic Places on June 6, 2019.

Authorized by the National Historic Preservation Act of 1966, the National Register of Historic Places is a program to identify and protect America’s significant historic resources. For a property to be eligible for the National Register, it must meet at least one of four main criteria in its significance: its contribution to American history, its association with people of the American past, its distinctive characteristics through its architecture and

construction, or its importance in providing historical information.

This national accolade for the Meem— spearheaded by Jim Leonard, Mac Watson, John Murphey, and Nick Wirth—is noteworthy and appropriate. Although many architects are recognized for their work on a building that is listed on the National Register, few architectural offices are listed.

Having the Meem placed on the National Register for its role in American history will ensure its preservation and instills in our school and local community an enormous sense of pride.

Widely considered New Mexico’s greatest 20th-century architect, John Gaw Meem is one of the most important and influential architects of the region and was a W W W . S F P R E P. O R G

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M E E M N AT I O N A L H I S T O R I C R E G I S T E R

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John Gaw Meem was able to expand his office at 785 Camino del Monte Sol and employ many people who were without work. During the Great Depression, Meem won several federal and state contracts and designed numerous public buildings through the Public Works Administration.

During World War II, he hired as many as 40 draftsmen (necessitating the reconfiguration of his garage to hold the expanded en-

Prep gave it the name of “Art and Music Center,” and held the first classes there in 1975. At times, the building hosted Prep’s library as well as some Middle School classes. Over the next four decades, Prep added to and renovated the building, always with great care to retain the integrity of John Gaw Meem’s first design.

In 1996, Prep expanded the building by roughly 2,830 square feet, extending

The birthplace of buildings celebrated throughout the Southwest—public, residential, ecclesiastical, institutional—was here, at the Meem. gineering staff) to help create plans for the Santa Fe Army Hospital, civilian housing at Fort Huachuca in Arizona, an airport, and hangars. The birthplace of buildings celebrated throughout the Southwest—public, residential, ecclesiastical, institutional —was here, at the Meem.

Santa Fe Prep acquired the building from John Gaw Meem and his family in 1973.

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the building’s architectural features and style. With this addition, Prep boasted a new photography studio and darkroom, as well as a much larger ceramics studio.

The $450,000 project, led by Santa Fe architect Victor Johnson, included renovating the building’s stucco; students were asked to help with this work. The expanded structure was officially dedicated

PHOTO: COURTESY OF HARVEY M. KAPLAN

leading advocate of the Spanish-Pueblo style architecture. He designed his first and only office in the late 1920s on the corner of Camino del Monte Sol and Camino de la Cruz Blanca. Intentionally crafting his office to take advantage of the broad New Mexican skies, Meem ensured that his drafting room included a large span of windows to capture natural light. And in honoring the traditional homes he saw in villages throughout northern New Mexico, he included quiet, comforting spaces with warm fireplaces to allow for repose and imagination.

Over 650 commissions were completed in John Gaw Meem’s office, including the Cristo Rey Church and the Museum of New Mexico’s Laboratory of Anthropology in Santa Fe, Fuller Lodge in Los Alamos, the Colorado Springs Fine Arts Center, and Zimmerman Library and Scholes Hall at the University of New Mexico. Hundreds of plans were imagined and drawn in this building, including over 20 buildings which are also individually listed on the National Register of Historic Places.

Even during times of economic recession,

PHOTOS: COURTESY OF TYLER DINGEE (TOP); COURTESY OF JOHN MURPHEY

Top right: John Gaw Meem in his office with a model of the Colorado Springs Fine Arts Center, circa 1955.

as the Meem Building.

In 2012, Prep undertook another significant renovation to address deferred maintenance. Following national preservation practices, every window and door was removed and repaired. All lead paint was removed from the building, corbels were rehabilitated, the historic wood floor was repaired, and the exposed woodwork on the portal was conserved.

Throughout its stewardship of the Meem, Prep has intentionally and carefully maintained the essence of the building and honored its place in history. The school has never torn down walls or removed important architectural elements. Meem’s carefully designed radiator covers continue to decorate the steam radiators. The shallow, flat file drawers where architectural drawings were stored now house students’ artwork. The large sunlit room where Meem’s draftsmen worked is used as our drawing studio. And within the walls of the Meem, seniors study 20th-century American History with veteran teacher Nick Wirth, grandson of John Gaw Meem.

The designation of the Meem on the National Register of Historic Places is a celebration of how Prep has recognized and preserved the importance of the history of our community. This designation will serve as both a launchpad and a touchstone for our school and for the students who will design, create, and imagine for many years to come.

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MEEM TODAY

Current Student Works in Visual and Performing Arts

BY KAREN BURBANK, SENIOR ADVANCEMENT ASSOCIATE

SELECTED TO PARTICIPATE IN THE 2020 ISAS ARTS FESTIVAL, APRIL 2 TO 4, HOLLAND HALL, TULSA, OK The following students were selected to participate in the annual Independent Schools Association of the Southwest (ISAS) Arts Festival but were unable to attend due to COVID-19. The event features all things performing or visual arts related: skits, scenes, bands, vocal performances, and fine arts exhibits. The ISAS Arts Festival is considered the nation’s premier regional arts festival among independent schools, with more than 40 schools represented by over 3,000 students. There is no competition; all students simply share the joy of their creativity. Santa Fe Prep student participation is only for juniors and seniors and is by faculty invitation.

PERFORMING ARTS

VISUAL ARTS

Noquisi Christian-Smith ’20 Ian Day ’20 Peyton Ellis ’20 Angelina Friedrichs ’21 Hannah Koolpe ’20 Sophia Koolpe ’20 Oliver Lehman ’20 Jon McHorse ’20 Urian Vasquez ’21

Liam Badger ’21 Xander Hnasko ’21 Campbell Leonard ’20 Amory Malin ’20 Rafaella Mark ’21 Revely Rothschild ’21 Margaret Tambke ’21 Miles Thompson ’21 Emma Tsosie ’21

NATIONAL DANCE INSTITUTE (NDI) DANCERS CLASS OF 2020 Natalie Barr Peyton Ellis Vickie Hsin Emma Lawrence Savannah McCall Angelina Miller Leyla Sharples

PARTICIPATED IN 2020 ALL-STATE IN JANUARY AT THE UNIVERSITY OF NEW MEXICO

Students participated in mixed choir, concert orchestra, and symphony orchestra.

The multi-day event culminates in performances at Popejoy Hall. New Mexico student participation is by audition only.

Emma Tsosie ’21 Black and white digital photo, dimensions vary

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Emma Tsosie ’21 Emma says,“One of my favorite things about Prep is the way that the arts are so integrated into the community and such an important part of the school. I am so grateful to Prep because of the exposure to the arts, particularly photography; photography is now such a hugely important part of who I am, and I owe much of that to Prep’s arts program.”

“This picture was taken for an assignment [which] was to take a picture of a water droplet from the melting snow that had come the day before,” says Emma. “To me, this photograph is about anticipation and waiting; the water drop sits on the edge of the leaf and is only held up by its surface tension. This image is particularly poignant for me and illustrates the tension of the unknown. Our daily experiences seem to embody this same surface tension. “

PHOTO: EMMA TSOSIE ’21

Anna Perlak ’23 Yangchen Rotto ’22 Urian Vasquez ’21 Louis Watson ’20

PHOTO: COURTESY OF L AURA SCANDRET T (TOP LEF T), COURTESY OF ALEX PEÑA (2)

Xander Hnasko ’21

“Throughout 2019, I began experimenting with geometric designs for my vases—shifting (temporarily) away from organic curvature and more towards angular definition.” Xander Hnasko ’21

Xander Hnasko ’21 According to Ceramics instructor Laura Scandrett, “Xander came to the ceramics studio on the first day of TAP in 9th-grade reluctantly. He was overheard saying, ‘I don’t know why I’m here—I didn’t request it.’ He quickly developed a passion for the physical and intellectual challenges of working on the wheel. He creates sophisticated forms, pushes himself to learn new skills and experiments with unconventional techniques, casually inventing new tools along the way.”

Xander says this is “a photo of my dedicated shelf space pretty early on in the year. This image captures my work in various stages as well as my progression and experimentation with my own style. The pink vases are bisque fired and not yet glazed, meaning they are fired to around 1,800 °F and are in a sort of halfway complete state. All pieces are stoneware which will eventually be fired to 2,300 °F. The black vases have been glazed and are technically complete. Throughout 2019, I began experimenting with geometric designs for my vases—shifting (temporarily) away from organic curvature and more toward angular definition.”

Miles Thompson ’21 Cityscape, digital art, dimensions vary

Margaret Tambke ’21 Nun, oil on canvas, approximately 16 by 24 inches

Miles Thompson ’21 Alex Peña says, “Miles Thompson’s work was drawn digitally on his iPad with the intention of exploring digital printmaking. The drawings were done during our ‘distance-learning’ quarter.

He is a gifted artist and won silver for the New Mexico Scholastic Awards this year.”

Margaret Tambke ’21 Margaret says “the art program at Prep has completely changed my view of art. I’ve been able to learn classic skills while still having the freedom to create the art that I want. Mr. Peña has been the greatest teacher I’ve ever had, not only assisting in sharpening my art skills but learning about the history around art. He has also helped me look for future occupations that help blend both my love of art and STEM, something I’m incredibly grateful for.”

The main Nun painting is done in oil paint, while the underpainting was done in a homemade mixture of honey and charcoal that Mr. Peña taught students how to make during quarantine. This painting is intentionally left half-finished to show the process. Mr. Peña describes the homemade mixture as “Lamp Black.” This work is scheduled to be entered in an upcoming contest.

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Urian Vasquez ’21, center, as the lead role of Usnavi from In the Heights

MIDSUMMER/JERSEY AND IN THE HEIGHTS “I found my passion for acting and storytelling when I joined the theater program here at Prep. I have found some of the best people and created the strongest friendships through a common love for what we do, for what all of our hard work ends up at. I can’t wait to strengthen my love for the performing arts as I go on exploring my identity on stage.” Urian Vasquez ’21

The fall play was Midsummer/Jersey, and the spring musical was the winner of the 2008 Tony Award for Best Musical, In the Heights. The middle school musical class was to perform Bye Bye Birdie, and a soundtrack of selections is in the works.

In the Heights entered the New Mexico Enchantment Awards competition; several cast members were participating and were eligible to be nominated. Winners of Best Actor and Best Actress at the New Mexico Enchantment Awards are sent to New York City to compete nationally at the Jimmy Awards.

Cayla Rivera ’24 in Chris Ishee’s instrumental music class

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Rafaella Marks ’21 In the Heights

P H O T O S : N I C O L E M O U LT O N ( B O T T O M L E F T ) , M E L I S S A F R I C E K ( 2 )

Sara Boyle ’22 Noquisi Christian-Smith ’20 Rowan Dwyer ’20 Angelina Friedrichs ’21 Rafaella Mark ’21 Arlise Rippel ’22 Sophia Rivera ’22 Griffin Rutherford ’20 Urian Vasquez ’21

MEEM TODAY

Arts Night displays in the Meem

PHOTO: MELISSA FRICEK

THE ANONYMO/US PROJECT

The Anonymo/us Project is a socially oriented theater program that uses student writing to generate a performance piece, providing a window into the true beliefs and experiences of the student body. Santa Fe Prep is the second high school to participate in this pilot program, which has been developed and led

by Chloe Sharples. “Adapting the project to the screen enabled us to broaden the number of people involved and to create opportunities for us to try out all sorts of creative storytelling techniques that we could attempt at safe social distances,” explains student assistants Urian Vasquez ’21 and Rafaella Mark ’21.

ARTS NIGHT

Prep’s Visual Arts and Performing Arts departments come together every December for Arts Night—a community-wide event— that highlights student work. Visual Arts are displayed in the studio atmosphere of the Meem, and concerts are held in the auditorium.

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MEEM TODAY

Yokomeshi: A Meal Eaten Sideways, 2018, a production still of a 30-minute live multimedia performance

DOROTHY MELANDER-DAYTON ’07 Dorothy Melander-Dayton ’07 is a multimedia artist working in theater, performance, video, and installation. She works professionally as a freelance set and costume designer, as well as being the resident scenic and costume designer for A Host of People, a Detroit-based ensemble theater company. She maintains her artistic practice writing, directing, designing, and creating her own performances.

Her latest works, the performance piece Yokomeshi: A Meal Eaten Sideways and its companion, Empty Orchestra, reflect her time spent in Japan. She was selected as one of the “12 New Mexico Artists to Know Now” by Southwest Contemporary.

Her sister, ADELE OLIVIERA ’03, is a freelance writer who has written for many publications and websites, including Marie Claire, Narratively, Longreads, Jezebel, Bitch magazine, Kirkus Reviews, and Salon.

LEARN MORE ABOUT DOROTHY: surrenderdorothy.org LEARN MORE ABOUT ADELE: adeleoliveira.com

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P H O T O : C O U R T E S Y O F D O R O T H Y M E L A N D E R- D AY T O N ’ 0 7

ALUMNI art

MATTHEW SUHRE ’95 Matt Suhre ’95, currently works as a photographer in Santa Fe. His interest in photography began when he enrolled in a 10th-grade photo class at Prep—he has been hooked ever since. Teaching photography in the Upper School at that time was beloved teacher Gene Aker. Gene says, “It’s odd, but I remember meeting Matt the first day of school about 30 years ago. He was getting out of his old Beetle parked in the Upper School parking lot—before the present library was built. Matt’s sharp humor characterized his photography. He excelled in spontaneous street photography and caught the decisive moments. I’ve followed the twists and turns of his photography, which is always fresh and independent.”

Matt’s most recent exhibition—at the Jean Cocteau Cinema in July of 2019— featured his cyanotype photograms. Matt explains, “This is a technique that dates back to the very origins of the photographic medium—and they are in Griffin blue and white!”

LEARN MORE ABOUT MATT: mattsuhre.com

Citrus sampler, cyanotype photogram on paper, 11 by 7.5 inches

P H O T O S : C O U R T E S Y O F K AT H A R I N E B R O Y L E S ’ 1 5 ( L E F T ) , C O U R T E S Y O F M AT T H E W S U H R E ’ 9 5

Camo camo, 2019, video art still, 5:54 duration

KATHARINE BROYLES ’15 Katharine (Katie) Broyles ’15 has a video work entitled Bend Big on display at an Austin, Texas, gallery; it’s been named to the Austin Spotlight Film Festival. “I am currently intersecting film and acting with my arts degree. Teachers [Brad Fairbanks and Alex Peña] both influenced me in such positive ways and created an incredible space in that fostered curiosity and self-expression. I am especially grateful to the arts faculty who provided a space for me to escape to and express myself. They are the reason I am where I am and pursuing things that give me meaning and purpose,” she says.

Siblings JAMES BROYLES ’16, a student at Colorado College, and BETTINA BROYLES ’20, share Katie’s love of the arts and writing.

Camo camo is a study of place, material, and the effort to escape one’s corporeal existence through fraught camouflage. Katie says this is “a video piece filmed in both Santa Fe and Austin. In this piece, I am thinking about the desire to blend in as a result of social anxiety as well as an ode to the two places that have influenced me.”

LEARN MORE ABOUT KATIE:

katiebroyles.com W W W . S F P R E P. O R G

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MEEM TODAY

ISABEL HEES ’07 Isabel Hees ’07 says that “by accident and by design, flamenco culture has shaped my identity as a visual artist. My work, Huellas: Impressions Through Movement, is the developmental evolution of my education in flamenco... uniquely cultivated in Albuquerque. My work emphasizes process, transposing gestural movement that occurs three-dimensionally in space and time into a two-dimensional visual language.

My intention is to visually capture the subtleties of flamenco movement. I create each piece both graphically and metaphorically—translating a dancer’s raw, ephemeral movement into the abstracted shapes, textures, lines, and patterns of print, capturing what is essential about each dancer’s experience with flamenco. I intend to move forward with alternative forms of movement and human gesture, focusing on the idea that time is fleeting and that our only footprint is our impressions.”

Her sisters, PIPER HEES ’15 and GRACE HEES ’10, are both artists in their own rights.

Piper graduated from the Art Institute of Chicago, and Grace works in social media.

LEARN MORE ABOUT ISABEL: isabelhees.com FOLLOW PIPER ON INSTAGRAM: @pipesssss

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PHOTO: COURTESY OF ISABEL HEES ’07

La tacha: enseñando por alegrías, 2017, relief print, 35 inches by 35 inches

Dino and Tanya Tucker on tour in 2019

FACULTY art

P H O T O S : K E I T H E D M O N S O N P H O T O G R A P H Y ( T O P ) , C O U R T E S Y O F J E S S E V. W O O D ’ 9 0

DINO VILLANUEVA ’98 Since relocating to Nashville, Tennessee, from Fort Worth, Texas, in 2014, Dino Villanueva ’98 has worked hard to immerse himself in the family of musicians and the industry. Since 2016, he has been the bass player for country legend Tanya Tucker. Notable events from his tenure are appearances on the Tonight Show with Jimmy Fallon, Ellen, and tour stops in Mexico, Norway, Canada, and Europe!

FOLLOW DINO ON FACEBOOK: @dinovillanuevamusic

BRADFORD FAIRBANKS PERFORMING ARTS DEPARTMENT CHAIR Brad has been acting since the early 90s. He has been on Broadway with George C. Scott and Charles Durning and in many other plays, films, and TV programs. Most recently, he can be found filming around Santa Fe. He loves teaching and directing and has directed over 40 shows since moving to Santa Fe. “The best thing about teaching and directing at Prep is the enthusiasm of our students,” Brad says. “The Prep plays and musicals are filled with many talented and dedicated students willing to give it their all for the art of performing.”

ALEX J. PEÑA VISUAL ARTS DEPARTMENT CHAIR Alex maintains an active art practice in multiple media and is a master printmaker. He regularly shows his work regionally, nationally, and internationally. Alex’s art is held in several private and public collections such as MoCNA, MIAC, the IARC at the School for Advanced Research, and at American, European, and Asian universities.

LEARN MORE ABOUT ALEX: alexjpena.com CHRIS ISHEE MUSIC DIRECTOR Chris has worked as a professional pianist and keyboard player for many jazz, pop, and rock bands. He has toured with Maynard Ferguson, Engelbert Humperdinck, Jono Manson, and the Crimson Jazz Trio, and he performs regularly around Santa Fe with his trio. He is often found playing the organ at Isotopes games; look for him and wave!

LEARN MORE ABOUT CHRIS: chrisishee.bandcamp.com

Print created while at the Tamarind Institute

JESSE V. WOOD ’90 A modernist painter based in Santa Fe, Jesse Wood ’90 finds endless inspiration in literature and traveling the world to inform his career as a collaborative printmaker.

Jesse says, “I am a painter and a lithographer, focusing my attention for the past 20 years toward landscape and still-life canvases. I began printmaking as a teenager and remained self-taught until attending art school as an adult. Since then I have followed lithography with serious attention and learned a great deal about the techniques required for this laborious and collaborative process.”

MATT MULLINS PHOTOGRAPHY TEACHER Matt is a practicing artist and is represented by several art galleries in Santa Fe and across the United States. He has shown his work across the country, including the San Francisco Museum of Modern Art and the Berkeley Art Museum. Matt’s artwork has been collected internationally and has been published in New American Paintings and The Wall Street Journal, among several other publications.

LEARN MORE ABOUT MATT: matthewtroymullins.com LAURA SCANDRETT CERAMICS TEACHER Laura is a visual artist who has been based in Santa Fe for over 20 years. This was her last year at Prep, and we will miss her dearly. She exhibits her work nationally and internationally, and her work is included in numerous private and public collections, including the New Mexico Museum of Art. LEARN MORE ABOUT LAURA: laurascandrett.com W W W . S F P R E P. O R G

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FROM THE BOOKSHELF

Reprinted with permission from

Let’s Study Our ‘Wild’ Food Obsession, Shall We? GINA RAE LA CERVA’S ’02 ‘FEASTING WILD’ IS A DELIGHTFUL CULINARY TRAVEL BOOK. IT’S ALSO AN ADJUSTMENT TO THE WAY WE THINK ABOUT WHAT THAT BUZZWORD ACTUALLY MEANS.

T

BY PHILIP KIEFER

he rarity of foraged food is a distinctly modern phenomenon and one that’s led to strange distortions in the way we eat. These days, foods like wild-caught salmon, fiddleheads, or truffles are considered luxuries. They are found in especially rugged outdoor environs, but most people consume them in highly cultivated indoor settings.

Those are the contradictions that Gina Rae La Cerva sets out to explore in Feasting Wild, a book that’s part travelogue and part natural history. It begins with a whirlwind of culinary trips, each excursion roughly centered around a wild food: ramps in a storied Copenhagen cemetery, glossy lobsters cooked in seaweed on the shores of the Gulf of Maine, bird’s nests from caves in the jungles of Borneo.

The trips are just La Cerva’s launching point and, one suspects, a way to draw the reader in. What she’s really after is an understanding of the word wild, at least as it relates to food. Should we mourn the loss of wild food at the hands of industrialization?

Why do we consider wildness to be sacred instead of profane? As she writes almost plaintively in the introduction: “What does it mean to eat wild food—or the closest thing to it in a world so thoroughly dominated by humans?” La Cerva supplies vague definitions of wild early on, describing the subjects of her fascination as “undomesticated” or “uncultivated” ingredients. As the book progresses, those words begin to feel shallow.

Other food writers have plumbed these depths before: notably, back in 2006, Michael Pollan became entranced by a wild boar hunt in the final chapters of The Omnivore’s Dilemma. He described the resulting hunted, foraged, and homegrown feast as “the perfect meal,” despite some culinary flaws. The author’s sense of satisfaction came from the idea that he knew exactly how each chanterelle cap and boar loin had arrived on the table.

But did he really? The boar may have come from the Sierra, as Pollan noted, but one could question how boars came to be on that western range, and when and under what circumstances people are allowed to hunt them. Pollan left those questions unanswered, but Feasting Wild advances the conversation by placing wild bounties in their ecological and cultural history.

La Cerva notes that wild foods, once eaten exclusively for survival, are currently considered staples of fine dining and luxury cuisine—a “fetishization of need,” as she dubs it. In one example, she describes a celebrity chef studying a 1960s Swedish-army survival

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guide to find inspiration for recipes at Noma, a Michelin-starred restaurant in Copenhagen considered among the best in the world. “Even if you have never experienced famine,” La Cerva writes, “Noma is happy to invent this memory for you.”

Historically, people have attached a special luster to wild food in moments of broad, social anxiety about disconnection from nature. During the industrial revolution, for instance, fine-dining establishments in New York City heaped wild birds on tables, gathered by an army of “market huntsmen” who picked the country’s wetlands clean. “At one particularly ambitious hotel, you could order heron, bald eagle, vulture, and owl,” La Cerva writes. Her argument is that the primitivism associated with wild birds was a “you are what you eat” attempt to transcend the drumbeat of urban life—and she implies that the fascination with foraging on display at Noma comes from a similar place. (One should note that today’s wild-food movement often aligns itself with sustainability goals, whereas market hunters in the 19th century blithely drove bird species like the passenger pigeon to extinction.)

The consumer obsession with preindustrial (or, in some instances, preagricultural) food gathering is complicated by the ques-

tion at the heart of Feasting Wild: Were there ever wild foods to begin with? Sure, the bison that roam Poland’s protected forests aren’t raised by humans. But their existence and habitat are so completely shaped by human behavior and settlement that it’s hard to think of them as truly separate from our touch, even if we do not intentionally raise them.

One of La Cerva’s lunches in the Kelabit highlands of Borneo consisted of fish that live in the fallow rice paddies, wild mushrooms that grow “between hot and wet weather,” and the “best rice in the world” in a roadless village.

Feasting Wild draws heavily on the writing of environmental historian William Cronon as it searches for answers. As Cronon laid out in his seminal 1995 essay “The Trouble with Wilderness,” both the word and the idea of wilderness underwent a dramatic shift during American colonization. Originally, it signified something akin to a wasteland, where spiritual aspirants would face God through deprivation.

During the Romantic and environmental movements, the significance of wilderness was recast as a sacred place outside of civilized history, where God could speak to visitors through the landscape’s grandeur—a condition bound up in aesthetics.

A key part of wilderness, according to that definition, was a lack of human cultivation.

While Cronon alludes to some non-human “wild,” he argues that wilderness is a fiction. La Cerva favors that interpretation as well, noting that the precolonial forests and plains of North America were also gently groomed by humans to encourage the growth of game. However, even if wilderness is a romantic illusion, La Cerva argues that something essential has changed in the way we eat during the modern era that’s important to consider.

“In losing wild food from our diets, from the landscape, we have lost something unnamable,” she writes. “The silences are so loud, they have become their own sound.

We face a spiritual crisis, an existential loneliness greater than any heartbreak.”

The English critic John Berger offered another definition of wilderness that’s helpful as we try to understand what La Cerva might mean. In a 1977 essay, Berger wrote that animals provide a kind of spiritual “companionship” unlike any between humans, “because it is a companionship offered to the loneliness of man as a species.”

Wild things, in his telling, are ones that live parallel lives to our own, that we recognize as fellow travelers in the world. Some farm

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ACCIDENTAL ALEX RICHARDS ’97 BLOOMSBURY YA ALEXRICHARDS.NYC

REPUBLIC OF LIES: AMERICAN CONSPIRACY THEORISTS AND THEIR SURPRISING RISE TO POWER ANNA MERLAN ’04 METROPOLITAN BOOKS ANNAMERLAN.NET

SONG OF SONGS SYLVIE BAUMGARTEL ’94 FARRAR, STRAUS AND GIROUX SYLVIEBAUMGARTEL.COM

animals can possess this kind of autonomy, meaning that wildness isn’t so much about the absence of humans or domestication but about how other species can cause us to reflect on our understanding of the natural world.

Drawing a firm line between humans and nature ignores those who exist in the middle. Left out of the realm of luxury wild food, La Cerva writes, are the stories of people—mostly women—who learned how to harvest the food in the first place. In the Middle Ages, “herbal knowledge was kept alive as folk medicine, handed down from mother to daughter,” she writes. When disaster struck, they could turn to the surrounding countryside to forage “dock and nettles, woody roots of wild carrot, parsnips, leeks, skirret, and turnips; the leaves of wild strawberries, the leaves of violets and roses,” the same species that world-renowned restaurants like Noma turn to in modern times.

When La Cerva describes more fraught terrain in her travels, such as the bushmeat markets in the Democratic Republic of the Congo, she finds that gender still mediates the wild-food trade. Women sell the meat and manage networks that bring the product from interior forests to the cities. Game, in La Cerva’s descriptions, sounds mysterious and appetizing, chunks of flesh smoked over the course of weeks until they’re as tender as butter. In Kinshasa, the capital city, bushmeat (antelope, pangolin, even bonobo) takes on a more complicated moral valence when pushed up against contemporary marketplaces and buyer-seller dynamics. But when La Cerva encounters a game-meat cook, the ethics of wild food are articulated in a way that will sound all too familiar to modern readers: “It’s natural,” says the cook. “It’s important to know the origin of your food, to know the source.

We ate more as children, when we lived in the countryside.”

Reading Feasting Wild, it’s easy to find strange harmonies in the chaos of the last few months. Disease ecologists suspect that the novel coronavirus jumped from bats to humans using wild game as a stepping stone. As people around the globe were forced indoors during the pandemic, they developed a fascination with the wild things that appeared in urban public spaces in our absence. Being at peace with the ways that humans and wild animals now interact is a more difficult task—even La Cerva finds herself fantasizing about retreating into truly “primeval” wilderness, as though she still believes such a thing might exist.

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PROFILE JIM LEONARD

Portrait of Jim Leonard on Sun Mountain Field, June 2020

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PORTRAITS BY NICOLE MOULTON

Leaving Prep with a Sense of Hope in a Moment of Uncertainty JIM LEONARD’S LEGACY OF PURPOSEFULNESS AND POSSIBILITY

BY ALEXI HOROWITZ-GHAZI ’08

J

im Leonard now spends his days wandering the empty halls and well-watered fields of the campus that has, for the past two decades, consumed the lion’s share of his professional and personal life. Many of his well-worn routines feel strange now, as they do for all of us. Where Jim once spent the hours crisscrossing campus at a dizzying pace, a bounding, sweater-vested blur, they are now spent in a seemingly endless procession of video calls.

Where once he might have ended his workday running team drills on the soccer pitch, he is likelier now to wind down with a solo trip to the basketball court, spending an hour or so dribbling his way through a gauntlet of imaginary opponents, marking each tiny triumph (or so I imagine) with a small fist pump to the silent indifference of the empty rafters.

This was obviously not the way Jim imagined the final months of his tenure. A string of tasteful festivities had been planned to mark the successful conclusion of just over two decades of consistent, good-humored leadership. With Jim at the helm, the school’s endowment had grown from $1 million to nearly $21 million. He had overseen three major capital fundraising campaigns and a dramatic transformation of the physical campus—the construction of a new (LEED certified!) library and student commons; renovations to the auditorium, middle school, and administrative offices; and a hardfought, gleaming new soccer field leased from St. John’s College for the next 25 years.

In a few months’ time, Jim was to hand the keys over to his successor, Aaron Schubach, dust off his hands after a job well done, and float gently into the endless summer of a well-earned post-Prep life.

But, as we all know too well, everything that seemed solid at the W W W . S F P R E P. O R G

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PROFILE JIM LEONARD

outset of the year has since melted into air. Halfway through a spring-break trip to Florida in early March (which, both Jim and his wife, Story, assure me, was anything but Leonards Gone Wild), as states began issuing stay-at-home orders, it became clear that we had all collectively branched off into an alternate timeline—and the last few months of the Head of School’s tenure would be no exception. “That was when it became clear there would be no slow march to the end,” Jim told me over FaceTime from his office earlier this spring. “It’s like, okay, you hit this curveball over your last three months. You’re going to have to help lead the school through this, and hold yourself together, and hold other people together across this unknown landscape. Like, what kind of game do you have?”

I

t is relatively safe to say that Jim Leonard, despite his admittedly modest skills on the basketball court, has some serious game when it comes to holding people together across an unknown landscape. Because, as it turns out, being a Head of School, much like being a pastor or the shepherd of any flock, means inherently presiding over a great deal of pain and confusion.

It means leading with a mixture of compassion and composure, and making space for people to feel safe and open enough to grieve and process the inevitable personal tragedies and tectonic convulsions that punctuate our days on this planet.

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ames Leonard was born and raised in Westport, Connecticut, the second of five children, “kind of your normal Huck Finnish kid,” as he put it, “fishing in the Saugatuck River, playing a lot of sports.” His father was a high school English teacher and head of the local teacher’s union, and while Jim respected his father’s vocation—his advocacy for teacher pay and passion for English literature—he never quite imagined following in his professional footsteps. “In high school, I felt like I was mostly biding my time,” he told me, “waiting for my life to start.”

That changed when Jim left home to attend Williams College. It was there that he first got a taste of business, initially majoring in Economics before yielding finally to his love for English literature.

It was there that he found a passion for coaching, as an assistant coach to the women’s soccer team. And it was one day in the Williams cafeteria that he noticed a girl at the salad bar he’d never met before. Her name was Story Reed. “And that was it for me, honestly,” he says. “That relationship has been, and continues to be, the most important thing in my life.”

After college and a stint in consulting, Jim found himself at a crossroads in his early twenties—choosing between going to business school or joining Story, who was just beginning her career as an educator. Story told me it wasn’t an easy decision. Jim, she explained, has always been ambitious and competitive, and many of their close friends from college were busy blazing more traditional professional paths in business and law when the two of them decided to begin teaching in independent schools together. “I thought it was a courageous move on his part,” she told me, “but also made so much sense for what he really loves to do.”

So began Story and Jim’s professional partnership, which has carried them through three schools and over 30 years in education, starting with a six-year stint at the Pomfret School, a traditional New England boarding school, where Story taught History and Jim taught English. “Story was the key hire,” Jim told me. “I’m not being falsely humble. They were like, ‘We’ll figure out something for Jim to do.’” But Story told me that, despite his slightly later entry into the classroom, Jim had a natural rapport with his students that served as the foundation for his success as a school leader. “I think that’s what gave me so much confidence about him going to be a Head of School later on, because I just felt like he was so great at connecting with teenagers just right away, which is not easy for a lot of people.”

The real turning point for both of them came when Story and Jim were invited to teach at the Mountain School, where they encountered a radically self-reliant vision of secondary education. At the Mountain School, located on a working farm in rural Vermont, students balance their studies with experiential education, learning to run the farm and explore their academic interests in tandem, and largely at their own direction. “It was nirvana,” Story says, “so formative for us as educators.” Again Story taught History and Jim taught English, and it was there that Jim says he really came into his own in the classroom. “I realized, this is about not just what my students know but who they are,” he explained, “and English classes are the best places to explore and help them build the foundations of identity and voice and compassion, and empathy, and all the things that literature brings us.” Given his background and interest in business, Jim was also put to work with the school’s fundraising and development, eventually rising to become Associate

Jim quickly discovered that leading a school in New Mexico was a far cry in many ways from New England, and the suit was quickly retired.

In the two decades since Jim stepped foot onto campus, he has seen the Prep community through 9/11, the wars in Iraq and Afghanistan, the 2008 financial crisis and its aftermath, and the untimely deaths of current or recent students. “The hardest thing, from an emotional level, is when a student dies suddenly,” Jim told me. “We’ve had too many of those.” And while the emotional intensity of the current moment is far less acute, Jim is unequivocal about the difficulties the pandemic has presented for the Prep community on the whole.

“This is no doubt the biggest challenge we’ve faced across my 21 years,” he told me, “because it was so sudden, so steep, with consequences that are so dramatic and long-lasting.” In the short term, responding to that crisis has meant transitioning the school to socalled online learning in the course of a couple weeks. It has meant cancelling time-honored rights of passage, like the senior rafting trip, the postponement of the year-end commencement ceremony, and a subsequent sense of suspension for this year’s graduating class.

It has meant a rapid, nearly $3 million decline in the endowment as the pandemic wrought havoc on the broader economy. Still, Jim says, he feels lucky in some ways that the pandemic struck in the final year of his tenure, before handing over the reins, at the height of his ability to help guide the school through the chaos of the present moment and into its next chapter. “There’s an inherent sort of trust that has been established across 21 years,” he told me. “I know the players. I know what we can and can’t do. I’ve either earned or been gifted the benefit of the doubt by the vast majority of the people here that things will go well and Prep will get it right.”

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P H O T O S : C O U R T E S Y O F J I M L E O N A R D , M E L I S S A F R I C E K , S A N TA F E P R E P ’ S A D E S S O A R C H I V E S

PROFILE JIM LEONARD

Jim and Story Leonard on Sun Mountain Field, June 2020

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Director. By the time he was tapped for the Head of School position at Santa Fe Prep, after seven years at the Mountain School, he and Story had built a broad set of skills for running a school, and developed an educational philosophy centered on giving students a sense of agency and ownership over their own learning and their own community.

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hen Jim visited Prep’s campus as a candidate in the fall of 1998, he arrived wearing a suit and tasseled loafers. “I thought there was a uniform for a Head of School,” he told me. “I thought, well, it’s a prep school—I’m going to wear the whole bit.” Jim quickly discovered that leading a school in New Mexico was a far cry in many ways from New England, and the suit was quickly retired. But as the Prep community soon discovered, along with the drive and authority one might expect from someone dressed “like an investment banker,” as Jim described his early look, it was his playfulness and creativity that would help him leave a lasting mark on the school.

Jan Adesso, who joined the Prep faculty in 1979 and was part of the hiring committee that selected Jim, told me that when he and Story arrived, the school had recently been through a prolonged period of financial uncertainty. At that point, she and her colleagues were simply hopeful that their new hire would bring competence and stability to the school’s administration, but she said that Jim’s vision soon proved to exceed their expectations. “I think the years we spent in survival mode stymied our ability to dream bigger and achieve those dreams,” she told me. “It was Jim who brought back a sense of possibility.”

The first 10 years of Jim’s tenure were spent sprinting toward that possibility, which meant getting the school onto a solid financial footing, growing and renovating the campus, and expanding the school’s engagement with the broader community. All of those goals first required a sustained series of fundraising efforts that, Jim says, allowed him to combine his longtime interest in business with his love for education. “I’ve had the best of the business world and not the worst of it,” he told me. “I get to operate like a business in a lot of ways—to deal with finances and build capacities and new programs and teams—but also not be driven by the bottom line, because the metrics of success have far more to do with impact on the community and the quality of the relationships that are built here.” Christine Le Grand Lehman, Chair of the Board of Trustees, says that Jim’s success as a fundraiser and administrative leader came down to the strength of his relationships, his skills as a communicator and storyteller, and his willingness to experiment. “I think donors understand that he’s really intelligent, that he grasps nuances, and that he fundamentally understands the business of running a school.” Christine says Jim’s competence and creativity as an administrator not only helped put the school on secure financial footing but allowed him to build the foundation for a broader shift in the school’s culture, its demographic makeup, and its orientation toward the wider northern New Mexico community.

Mike Multari, Prep’s former Director of Admissions, who led the school’s Breakthrough initiative for many years, told me that from

the outset, Jim had a vision for reorienting Prep, to give the school a broader purpose beyond serving families already able to afford tuition. “I think he always saw the Prep community as a springboard to bring together other communities,” Mike told me. “Whether that was families from the public schools, Native American families from Pojoaque and Tesuque, Jim has always looked for ways of sharing what Prep has to offer.” In practice that has meant more than a 10% increase in the number of students of color—roughly one-third of the student body now identifies as nonwhite, compared to 19% when Jim first arrived—and a rise in tuition assistance from 20% to nearly 40% of Prep families now receiving some form of assistance. There is undoubtedly a long way to go before Prep’s student body is truly reflective of and in service to the broader community, but Mike says the foundation that Jim’s leadership enabled will be one of the most important parts of his legacy at Prep. “From where it was when he came to where it is as he’s leaving, we’re talking night and day,” Mike told me. “I think he can easily sleep at night knowing that he changed hundreds and hundreds of kids’ lives.”

Another one of Jim’s goals was to impart some of the ethos he and Story had encountered at the Mountain School into the Prep community. “Essentially, the idea is that the more ownership a school gives to students,” Jim says, “the more aspirational it can be in building community.” When he arrived in 1999, for instance, Jim says Prep was already a place where students left their backpacks out on the quad without fear of them being stolen, but there was still a disciplinary divide between students and the administration, an element of “us and them,” as he describes it. Jim remembers that, back then, classroom doors would remain locked outside of class time, for fear that students might get into trouble unsupervised—and he describes his early efforts to shift the school culture as a process of metaphorically unlocking the doors, of entrusting the school to its student body.

Sam Johnson ’02, told me that he experienced Jim’s approach firsthand toward the end of his time at Prep. Despite the fact that he was a relatively motivated student when it came to theater and sports, by the eve of his senior year, he was on the verge of failing several classes and had caused enough classroom disruptions to warrant severe disciplinary action. “I contributed in a lot of ways to the Prep community, but I was just a terror in the classroom,” Sam says. But instead of threatening suspension or worse, Sam remembers that Jim sat him down for a meeting and asked him to come up with a plan for getting back on track. When Sam proposed taking a gap year before his senior year of high school, he received Jim’s full support, and after a year spent working and volunteering on an organic farm, Sam returned to school for a productive final year and transition to college. “I learned a lot from the mistakes I made, and Jim gave me the chance to not let them negatively affect the rest of my life,” Sam told me. “I owe a lot to him and just applaud him for having a creative mindset about a student like me.”

Nick Wirth, who began teaching History at Prep shortly after Jim arrived, says that the key to Jim’s success in leading

“That was the game changer for me in terms of extending my tenure beyond the first 10 years,” he said, “It put me back in touch with why I really got into education in the first place.”

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Jim on campus June 2020

the school forward lay in his ability to balance his formal role as an authority figure with an ample sense of humor and warmth.

“Inside Jim’s sweater vest is an intensity to do big things, question injustice, and contribute to the broader community,” Nick told me. “But he balanced that with what keeps Prep special—silliness, laughter, and our love for one another.” And anyone who has spent time with Jim knows that he is a legendary prankster. In the course of speaking with people for this story, I was treated to a litany of Jim’s impish deeds, from sneakily hiding Story’s car when he found it idling outside the library to secretly installing a motion-activated animatronic bird in the offices of several faculty members. I also happened to have learned about Jim’s tricksterism firsthand when, during the all-school Halloween forum my junior year, Jim walked onto the stage dressed head to toe as me—wearing my psychedelic paisley shirt, BluBlocker sunglasses, and Red Cross medic’s bag—and proceeded to do an uncanny impression of me as a kind of needling student journalist, asking for a comment. I later found out he had convinced several of my best friends to “borrow” whatever they could during a sleepover at my house the weekend before to complete his costume, a commitment to the bit that I still can’t help but respect.

Hijinks aside, by the time the new library was completed in 2006, Jim was well on his way to realizing his vision for the school’s future. But he also told me that the enormous growth and unrelenting pace of his first eight years as Head of School came at some-

thing of a personal cost, as his financial and administrative duties moved him further and further away from the things that had initially inspired him about working in education. “When I came in, I thought, You know, you’re Head of School, you’re going to be Mr. Leonard. This is what headmasters do. They don’t teach. They don’t coach. So I think I saw myself in that light, too, and it didn’t square with who I felt I was.” Jim told me that in the last months of raising the funds to build the new library, he finally hit a wall, realizing that he likely couldn’t continue to lead the school without the grounding and gratification of spending time engaging directly with students on the field and in the classroom.

Luckily, he told me, the Board of Trustees heard him out and agreed to let him take on new roles as a teacher and coach, as a condition of staying on. “That was the game changer for me in terms of extending my tenure beyond the first 10 years,” he says. “It put me back in touch with why I really got into education in the first place.”

Since 2008, when Jim and his family returned from a sabbatical year in Spain, he has taught a senior English elective called Pack of Liars. The class explores the ways in which the “lies” that fiction writers tell in the course of weaving their narratives reveal deeper truths about the human condition. Jim hadn’t yet started teaching again when I was a student, so I asked one of his former students, Sophie Quay de la Valle ’12, what it was like to have him in class.

Sophie told me that even having known Jim for years before her senior year, seeing him as a teacher made her understand him in a

There will be no strategic goals or planning committees. No feedback or commentary.

Just Jim and the forest—from Dumbledore to Hagrid in a few short months.

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new light. “The role of the headmaster has more boundaries than a teacher does,” she says. As Head of School, she says, Jim had always come across as exuberant and engaged, but also somewhat removed from the everyday life of the school. “Seeing him in class,” Sophie told me, “it felt like he could be a more boundless kind of person. He was really much more of a facilitator in that environment. He was very present and quieter and just wanted to make space for a good discussion.” Sophie told me that she came away from Jim’s class with a new perspective on literature, as a kind of mirror for examining the ways in which we all narrativize our own lives, the choices we make in framing our experiences. “I had always loved literature,” she told me, “but Jim introduced a way to make it deeply, deeply personal.”

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n a recent Thursday afternoon, Jim Leonard taught his last senior English class, remotely, from Room 19 over video chat. On his final day, Jim chose to fully dress the part of the headmaster, wearing a button-down shirt and tie under his signature vest—the whole shebang but for his tasseled loafers. “I needed to mark it as special, because the most meaningful thing that I’ve done at this school, to me personally, is to teach English,” he says. “That’s what has fed my soul across all the other more challenging things.”

As a final assignment, Jim had asked his students to prepare five-minute speeches inspired, in part, by their reading of Cormac McCarthy’s classic postapocalyptic novel, The Road. Jim told me that as the coronavirus situation worsened this semester, there were moments when he second-guessed assigning such a stark piece of fiction amid the current chaos, “but I find it one of the most hopeful novels ever written,” he told me. “Because, yes, it’s a bleak landscape. Yes, there’s violence and terror and hopelessness and despair all around them, and yet they persist. When we look at our lives and against that backdrop, it’s a reminder. You can do anything, if you love someone enough.”

Among the students in virtual attendance was Campbell Leonard, the youngest of Jim and Story’s three daughters, who is the last of them to graduate from Prep this summer. Campbell told me that she was initially skeptical of Jim’s optimistic reading of The Road, that there were days when it was emotionally difficult to pick up the book in light of the new reality unfolding around us.

But she says that by the last day, she and many of her classmates saw the text in a different light. “I’m so grateful that that was the last book that we read,” she told me, “because at the end, you feel so lucky to be human.” It felt fitting, she says, to be finding some hope and resilience together over a piece of literature at this moment when the world feels on the precipice, to be coming to terms with the end of their high school experience at the same time and alongside Jim. “It felt like a huge moment,” she said of the last class, “and also, you know, just a little one in the middle of all of everything that’s happening.”

Finally, after an hour or so of student speeches and reminiscences, it was time to say goodbye to the class. The boxes dwindled, one by one, as the students signed off, until Jim’s square was the only one left, and he found himself sitting once again in an empty classroom. “I felt pretty alone,” he told me. “I’m not afraid of figuring out what’s next. But I think I just hadn’t appreciated that sense of finality.”

What comes next for Jim Leonard was hard to say, even before all of our collective plans were put on indefinite hold this spring.

For now, he tells me mirthfully, he fantasizes about a humble readjustment period. All he’ll need is a chainsaw and an old truck, which he imagines unassumingly parking behind the library each day, then walking up onto Sallie’s Hill behind the school to contemplatively trim and beautify the forest to his liking. There will be no strategic goals or planning committees. No feedback or commentary. Just Jim and the forest—from Dumbledore to Hagrid in a few short months.

When I asked Jim, in all seriousness, what being Head of School had meant to him these past two decades, he told me that his conception had changed since he began. “I thought being a headmaster would mean making important decisions from a nice office,” he says.

“In reality it has meant doing whatever needs to be done. From making those important decisions, to cleaning dishes in the faculty lounge, to helping a 7th grader get a book from the locked library over a weekend. And that all feels really rewarding.” Jim told me that beyond the financial stability he’s helped build for the school, beyond the programs designed to serve students across northern New Mexico or increase tuition assistance or develop faculty expertise, beyond the renovations and expansion of the campus and the new soccer pitch (which he occasionally refers to as “the son I never had”), the thing he is most proud of is having incubated and strengthened something more fundamental. “The tenor of the Prep community,” he calls it, “a spirit of inclusiveness and purposefulness, and the idea of ‘let’s not just get a good education for ourselves, but let us be contributors to the community.’ That’s how I’ll think about leaving this place better than I found it.” Looking back on my time as one of the thousand or so students who passed through the school during Jim Leonard’s tenure, it’s that part of his leadership that still resonates most, that I hope will flourish there long after his watch has ended.

ALEXI HOROWITZ-GHAZI ’08 is a multimedia journalist, born and raised in the foothills of Santa Fe. Alexi is currently a producer at NPR’s Planet Money in New York City. Before that he worked as a producer at NPR’s All Things Considered, Morning Edition, and Weekend Edition in Washington, D.C. He got his start in radio as the News Intern at Oregon Public Broadcasting, where he produced radio stories on environmental issues in the Northwest, and was selected as a 2014 AIR New Voices Scholar at the Third Coast International Audio Festival.

Alexi graduated Phi Beta Kappa from Reed College with a bachelor’s degree in History, and wrote his senior thesis on the entwined development of archaeology and nationalism in 19th-century America.

Alexi is an avid bicyclist, foil fencer, squash player, and creative writer, but his greatest passions are travel, research, and storytelling in its many forms. He is committed to producing compelling stories that give voice to the unheard, expand and enrich public conversation, and empower, inspire, and inform his audience to engage positively with the world around them. alexihorowitzghazi.com W W W . S F P R E P. O R G 39 ALEXI - EMMA - AARON - RYAN - CAMPBELL - SYDNEY - TABBY

CLASS OF 2020

PREPARED FOR COLLEGE READY FOR THE WORLD C O N G R AT U L AT I O N S

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FE PREP CLASS OF 2020

Class of 2020, you persevered across a challenging landscape this spring and continued to lead our school with heart and soul, grit and creativity. Your character has been both built and revealed. We are grateful beyond measure and wish you the very best.

HIGHLIGHTS FROM THE CLASS OF 2020 •

Four LANL Foundation Scholarship recipients, including one Senator Pete Domenici Scholar.

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Three National Merit Finalists.

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Two Davis New Mexico Scholars.

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SAT Average is 1326.

•

Average ACT score is 30, placing the class average in the 94th percentile nationally.

•

71% of all college applications were accepted.

•

60% of the class was awarded merit or need-based scholarships for college.

•

$2,543,733 is the total amount of all college scholarships granted per year.

•

$35,860 is the average grant awarded per student/per year at the school each chose to attend.

The Santa Fe Prep trustees, faculty, and staff congratulate the Class of 2020 and honor Jim Leonard for 21 years of superb leadership.

Jim’s commitment to building a robust financial foundation and tuition assistance program have broadened access to an excellent education for the students of Santa Fe – today and tomorrow.

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OUR GRADUATES ARE ATTENDING: Arizona State University-Tempe Bowdoin College Brandeis University Brown University California Institute of the Arts Carleton College Claremont McKenna College Colorado College Colorado School of Mines Dartmouth College Elon University George Washington University Lafayette College Macalester College Oberlin College (2) Pitzer College Princeton University Reed College (2) Scripps College Smith College Skidmore College St. Olaf College Texas Christian University (2) Texas Tech University (2) The Evergreen State College Trinity College Tufts University (2) University of California-Santa Cruz (2) University of Arizona University of Denver University of Portland University of Redlands University of Richmond University of Utah (2) University of Vermont Vassar College Western Michigan University Western Washington University Williams College (2)

Photo Credit: Melissa Fricek / Alex PeĂąa

Learn more at sfprep.org

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CL ASS OF 2020 AWARDS

The first day of school, 2019

The Spirit of Santa Fe Prep Award: Tabatha Hirsch

BY LIZ FRIARY, 9TH AND 10TH GRADE DEAN OF STUDENTS, ENGLISH, M.A. HEALY CHAIR FOR TEACHING EXCELLENCE, AND MARK BIXBY, 11TH AND 12TH GRADE DEAN OF STUDENTS, U.S. HISTORY TEACHER, DIRECTOR OF STRENGTH AND CONDITIONING

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PHOTO: MELISSA FRICEK

E

ndowed by a gift from the Conway used class assignments and service opporfamily in 2008, this award recognizes tunities to cultivate connections with and a student who displays intellectual broaden her understanding of the local, curiosity, community spirit, enthusiasm state, and global web we all so precariously for the life of the school, and leadership. inhabit. She understands that a successful, Chosen by the faculty, this student’s preshealthy world is more than any one person, ence and actions exemplify the character and certainly cannot be sustainable if we of citizenship and the uniqueness of our progress through our lives thinking and ALEXI - EMMA - AARON - RYAN - CAMPBELL - SYDNEY - TABBY the Governor’s standing health orders, school culture. The award includes a $1,000 acting in isolated ways.

Her- EMMA activism and - RYANGiven ALEXI - AARON - CAMPBELL - SYDNEY - TABBY we cannot predict with any confidence that scholarship to Prep or the student’s graduenergy for climate justice continue unabatwe can hold an in-person Commencement, ating university for the ed even after two rounds of being stoneas we’d hoped, in August. The Class of 2020 next academic year. walled in the state legislature around her has developed more flexibility and resilience The recipient of this plans for sustainable-energy practices. This than they deserve at this point in their young year’s award checks all of student’s resilience in the face of short-term lives. Thankfully, we were able to honor each the boxes for demonstrating losses has been readily on display during senior in a small way at our Senior Celebratruly exceptional work within the pandemic. While she would never have tion in late May. the confines of the Prep comimagined her senior year to end in the We will share videos of the Class of 2020 munity. She is an outstanding digitally remote realm, she has marshaled Valedictorian, Ryan LoRusso, and Schwartz student, a varsity athlete and her positive energy and initiative to lead Class Speaker, Sydney Manningham. team captain, and a huge conthe senior class through uncharted waters tributor in the performing arts. with selflessness, thoughtful perseverance, VALEDICTORIAN But she most captures the spirit and commitment to the greater good. This Ryan LoRusso ’20 of Santa Fe Prep by focusing so young woman personifies spiritedness in its much of her passion and effort many manifestations, and we are thrilled to SCHWARTZ CLASS SPEAKER beyond our campus. She has present this award to TABATHA HIRSCH. Sydney Manningham ’20

THE ELRINGTON AWARD: CAMPBELL LEONARD ALEXI - EMMA - AARON - RYAN - CAMPBELL - SYDNEY - TABBY

BY SUZIE MATTHEWS, ASSISTANT HEAD OF SCHOOL, HEAD OF UPPER SCHOOL

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he Elrington Award honors the memory of Brigadier General Mordaunt Elrington, whose honesty, determination, generosity, and leadership were legendary during his distinguished military career and in his long tenure at Santa Fe Prep. The General taught history and Latin, was Assistant Head, and Head of the Middle School. This scholarship award is presented to a graduating senior who exemplifies those traits we associate with the General. The recipient is chosen by the full faculty and staff of Santa Fe Prep.

As the student leader of the Danny Mass Run in 10th and 11th grades, this student showed dedication and problem-solving that Head of Middle School Chris Chakeres said was a notch above any student he’s worked with in his twelve years overseeing the program. One year, on the day of the run, Middle School students and faculty arrived at the site to find that there was no potable water. Not to worry, said this student in a text to faculty. She had arrived early, seen the problem, gone to a nearby property, filled the water jugs, and would be back to the grounds in five minutes.

Problem solved.

On the lacrosse field, this student also remained calm under pressure. During and before her captainship, she led with generosity, always looking for teammates who might be in a better position and epitomizing the teamwork that is at the heart of the game.

This student’s leadership in the Climate Strike this fall made a big impression, from her speech at the Roundhouse to her beautiful poster with the details of the event.

Through four years of Student Council meetings, I have appreciated this student’s enthusiasm for all things Santa Fe Prep and also her diplomatic way of telling her classmates—and sometimes me—when an idea

UPPER SCHOOL AWARDS: SPRING 2020 VALEDICTORIAN

Ryan LoRusso ’20 ELRINGTON AWARD

Campbell Leonard ’20 SPIRIT OF SANTA FE PREP AWARD

Tabatha Hirsch ’20 SCHWARTZ CLASS SPEAKER AWARD

is half-baked. She advocates for classmates by listening and observing carefully. The Senior TAP Council, of which she was a member this year, made several adjustments in its process because of her suggestions.

Matt Ybarra, Associate Director of College Counseling, says that these changes will give student leaders more responsibility, agency, and visibility in the Prep community.

In class, she is particularly exceptional when articulating discussion questions. Liz Friary, the 9th and 10th grade Dean of Students and English teacher, notes, “In this area she is the strongest in the senior class.” But she is also doggedly persistent and takes feedback well. Asked in December to flesh out her Independent Study Proposal for an Interdisciplinary 2-D Studio class this semester, she came back with one of the most thoughtful proposals I have seen in seven years at Prep, including a plan to help showcase other students’ work.

One teacher noted that this student’s unassuming leadership has modeled “healthy and positive behavior for others both in and out of the classroom.” Another faculty member notes that this student has chosen to do things because they are consequential, not forced. Truly, this student knows herself and has carved her own path. On that path she makes sure there is plenty of room for everyone’s growth and adventure—and everyone’s joy.

On behalf of the faculty and staff, thank you, CAMPBELL LEONARD. Author Annie Dillard memorably said, “How we spend our days is, of course, how we spend our lives.” Campbell, you have spent your days at Santa Fe Prep with a great spirit of optimism and positivity. We have been enormously lucky to have you in our community and wish you the very best in your next adventure.

Sydney Manningham ’20 KURTH AWARD

Emma Lawrence ’20 MEEM AWARD

Urian Vasquez ’21 STEM AWARD

Ryan LoRusso ’20 LANGUAGE AWARD

Campbell Leonard ’20 CHIRIELEISON AWARD

Coco Randolph ’21 GINOCCHIO AWARD

Liam Badger ’21 and Xander Hnasko ’21 DOUGHARTY AWARD

Peyton Ellis ’20 JUNIOR BOOK AWARDS

Urian Vasquez ’21: Williams Book Award Xander Hnasko ’21 and Revely Rothschild 21: Chicago Emma Tsosie ’21: GWU CUM LAUDE SOCIETY SENIORS:

Abigail Francis ’20 Tucker Hastings ’20 Hannah Koolpe ’20 Sophia Koolpe ’20 Angelina Miller ’20 JUNIORS:

Anders Hastings ’21 Alexander Hnasko ’21 Revely Rothschild ’21 Anna Swanson ’21 Liam Zone ’21 SENIOR SCHOLAR-ATHLETES

Cody Babcock ’20 Hayden Colfax ’20 Isaiah Hughes ’20 Oliver Lehman ’20 Amory Malin ’20 Alexander Mazur ’20 Susannah Murray ’20 Griffin Rutherford ’20 Hallie Weichsel ’20 W W W . S F P R E P. O R G

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THE SKIRMISHER

THE SKIRMISHER 2019-2020 | SELECTED SUBMISSIONS

Melting Snow

Marquis takes off his glasses. Rubbing the lense with the rough surface of his sweater, trying to remove the dew that has been pooling for the past fifteen minutes. The blue sky has decided that it doesn’t like today, and it has fled westward. Marquis notes the subtle sound of the rain; something you wouldn’t notice unless there were millions of raindrops falling down making a splash as they hit concrete bottom. The chain-link fence he is propped up against creaks like it too is tired of the cold. Unfiltered, his eyes stare blankly into the opaque glow of the city, and he stands, switching between his natural vision and the lense.

Lights parade the night air, dancing softly and ever so subtly; whisps feeling their way through the vertical and horizontal streaks of black that cut through the sky. Soaking into the background, they vacillate between being the kind of light that dapples like the moonlight, and the sharp coruscating kind that can only be made by human neon. The lights are shifting, but Marquis is being shifty in another way. His coat pocket hides a powder innocent like snow but corrupting like a needle.

The light bends around a black figure in the distance; he pushes the glasses closer to his face, making sure they’re not going to ditch him. When he can see the dark fur coat, he knows it is Saun for sure, round face with blue eyes gleam in the night, though they aren’t lit up. He exchanges no pleasantries, his emotions are tied down to the bottom of his being and he is rigid and firm. The ghastly light of a taxi splashes him in the face as he hands the powder to Saun, and his hands begin to shake as the light closes around the dark figure he just gave the powder to. $145 is what he made. It’s verdant green color has been soaking in the rain, and stings his hand as the life from it fades away. His stomach has been aching since the breakfast he hadn’t eaten in the morning and the dinner before that, and the pizza place on 9th calls his name. Each step down the street gets heavier and heavier under the weight of the dark sky, and he is reminded of the Greek myth of Atlas he had read in a book somewhere, the figure he now shares a likeness to as a result of his monumental mistakes.

His sister–Mavis Mave they called her–and their parents had had such high hopes for him. “I wanted to be a doctor, not a dealer,” he thinks to himself as he gets closer to his destination. Lost in his melancholic meandering, he hears a jazzy song bounce through the air and he can’t help but stare at a boombox sitting on the window of an apartment two stories up.

The rain has stopped coming down, and now he can hear the words clearly: Can I kick it? To all the people who can Quest like A Tribe does Before this, did you really know what life was?

Comprehend to the track, for it’s why, cuz Getting measures on the tip of the vibers Rock and roll to the beat of the funk fuzz Wipe your feet really good on the rhythm rug If you feel the urge to freak, do the jitterbug Come and spread your arms if you really need a hug Afrocentric living is a big shrug A life filled with (fun) that’s what I love “Me too…” Marquis thinks to himself as he continues to walk. The words won’t leave his thoughts, and he doesn’t want them to. He had found something to hold onto in his sea of loneliness; he wasn’t going to drown. MATEO PEREZ ’20

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Skelboi

Atlas Power ’21, charcoal sketch on paper

To read more from The Skirmisher, Santa Fe Prep’s student literary magazine, please visit: issuu.com/sfprep/docs/the_skirmisher_2019-2020 A special thank-you to Campbell Leonard ’20 and Sylvia Carter-Smith ’20, coeditors, of The Skirmisher, for selecting these submissions for the magazine.

My Ecuadorian Lover

It seems unfair that there should be cool nerds. Or conventionally attractive nerds.

And yet somehow, there are nerds that are both. There was a whole hoard of them. Utter film nerds, the directors, and writers of international award-winning films (be it tiny festivals or in my case, the application process, which I constantly had to remind people was an accomplishment), who also act disinterested in class and skateboarded around New York City.

No one teaches themselves how to use shutter speed and the 180-degree axis and drinks alcohol from a brown paper bag.

On their skateboard.

My film class also included a group of girls, simply blown away to be in America.

They spent their days filming stunning scenes, illegally, on the steps of museums.

Then there were the male international travelers. The Russian twins, who were, unsurprisingly Russian, and twins. And my Ecuadorian Lover, who, unsurprisingly was neither Ecuadorian nor my lover, as I am not a divorced woman in my fifties who says words like “lover.” Just a child with a father who was thrilled that I had brought up the same boy twice in one conversation. Thus the nickname. But I don’t even think it was a crush, just a friend and a boy simultaneously.

Anyway, he was Argentinian and had an exotic name. Not an Argentinian, or even Ecuadorian sounding name, but a truly interesting one, that started with a ‘Z.’ His sister’s name was Ella. There were also my friends, whose parents were like a version of my grandma with the volume turned way up, in that they insisted they should be the ones to walk the red carpet with their child.

Additionally, they felt the need to announce to everyone within walking, hearing, or seeing-distance that they were Jewish.

At the end of the camp, we had a film screening. The room was full of teens and preteens giving poorly delivered, backhanded compliments. The notes my film received were “are you okay?” “Like no, seriously, dude, you good?” I think they were just trying to say my film sucked, although the teacher took me outside to say “no one will be proud of their film.” This seemed rude, oddly reassuring, but also, not what I was promised. On the first day, the course was self-described as a coveted film class that would spit out students better than Quen-

Secondhand Sadness on brisk wednesday evenings i take strolls down her spine, each step taken carefully to produce the perfect impression, because we both know too much impression becomes synonymous to trauma. over the phone she tells me her back aches but she misses me. she doesn’t tell me much about her early years, maybe because she doesn’t have the desire, or maybe because she knows her tragedies will never be able to be put into words i think a part of her wonders if resting her grief on my shoulders would transmit into me, like a fatal affliction. she was forgotten by her father, and her mother, and her brother, so she learns to forget herself too. she doesn’t want me to know about the strangling, the shoving, and the shouting. instead she tells me about the time she stole two eggs from her mother’s fridge because she thought they would hatch overnight, and how her mother scolded her in the morning. her body is still shattered on the cold floors of the house she lived in when she was seven, where her father told her he loved her, before wrapping his hands around her neck. i am certain her soul remains there, when i tell her i love her, before wrapping my arms around her, and watch as she caves into herself.

TORI GOSSUM ’20

tin Tarantino. (Turns out the teacher just hated Quentin Tarantino.) Or as my dad called it, “summer camp.”

Someone actually described my film to me straight, but I forgave him for being an ass upon learning his last name was Hoessein. And his first name rhymed with Hoessein. Zorian’s film was very hippy-like.

And involved prerecorded birds chirping like their lives depended on it, and one of the Russians chucking his phone into a pier trashcan, just barely holding on by a finger.

And then the whole class exchanged phone numbers. I tend to put every number I’m ever given into my phone and am shocked to find other people don’t save space in their phone for people they haven’t spoken to since 2013. But I really only paid attention to the numbers of my friends and my Ecuadorian Lover.

After taking the subway to down Rector and to Houston, writing, and watching Netflix, but most importantly burning time until it felt non-stalkery to text him. My Ecuadorian Lover. I think I lasted about 90 minutes before texting Zukhan. “Hi,”

I typed eagerly, “it’s Emma from camp.”

Now, here lies the rub. It’s a very American thing to only speak one language. Everyone who was from outside the country spoke at least two. He spoke mostly Spanish, but Zartashan’s English was likely better than mine. But over text it went like this: Me: Hi! It’s Emma, from film camp!

Zeynanan: Yes. Okay, I thought, maybe it’s a yes, I know you, yes I know you from film camp.

So I sent a second message.

Me: when do you head back home?

Zenackentan: Yes. Alright now, I thought, this, this here, this isn’t fair, buddy. “Yes” is not the correct answer to when do you head back home. I know you know I like you, and I know you’re not interested, but I still deserve an answer in an intelligible language I speak, even though it is on me for not being at least bilingual. A few months later, he sent me a text, it was one word. If you hadn’t already guessed it was “hi.”

It’s taken most of my self-control to not reply with “Yes.” EMMA MEYERS ’23 W W W . S F P R E P. O R G

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DAVIS SCHOL ARS

Kaylene Loretto

SCHOLARSHIP ENABLES 200 NEW MEXICANS TO EARN DEGREES OVER THE NEXT THREE YEARS

BY SAM RITTER, DIRECTOR OF DAVIS NEW MEXICO SCHOLARSHIP

U

nder the guidance of philanthropist and former Santa Fe Prep Board of Trustees member Andrew Davis, the Davis New Mexico Scholarship has become the largest private scholarship in the state for students who will be the first in their families to earn a college degree. Hosted at Santa Fe Prep, the scholarship is entering an ambitious phase of growth, propelled by Mr. Davis’s $20.5 million pledge, which will enable 200 New Mexicans to earn their degrees over the next three years.

The heart and soul of the Davis New Mexico Scholarship is, of course, the scholars, whose passion for learning and creating a better future for themselves, their families, and their communities is what motivates them every day. Davis New Mexico Scholars are graduating college at an unprecedented rate—currently over 98% of our scholars have graduated on time—and coming back to New Mexico to drive our state forward. Aided by local photographer Brandon Soder, the Davis New Mexico Scholarship has been creating portraits of our students in order to showcase their promise, dedication, and hopefulness for the future.

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KAYLENE LORETTO SANTA FE HIGH ’16; LOYOLA MARYMOUNT UNIVERSITY ’20

A McNair Scholar, Kaylene’s research focused on the distortion of history in the Fiestas de Santa Fe. Kaylene is also the founder and board member of the Indigenous Student Union on campus at LMU. “Through the research I’ve done,” writes Kaylene, “I’ve gained a deeper understanding as to how history and settler colonialism impact communities, and especially communities of color. What happened in the past is not static but instead has transcended through time and has real consequences. Gaining these understandings, I realized how important it is that students receive an education and curriculum that are holistic and representative of all voices, people, and cultures.”

RAYANA BONNELL SANTA FE HIGH ’16; LOYOLA MARYMOUNT UNIVERSITY ’20

Rayana is a biochemistry and theology double major. Deeply involved with the Bioethics Institute on campus, “Ray” has also mentored younger students through a variety of programs throughout her time at LMU. Ray shared her thoughts on how

PHOTO: BRANDON SODER

Checking in with Current Davis New Mexico Scholars

MEET THE SCHOLARSHIP STAFF Sam Ritter, Director Sam grew up in Connecticut but spent time visiting his family in Taos before moving to Santa Fe full-time in 2010. A former Breakthrough Santa Fe teaching intern, Sam was a National Teaching Fellow with Citizen Schools at De Vargas Middle School and worked as the Director of Breakthrough Santa Fe before taking the helm at the Davis New Mexico Scholarship. At Prep, Sam also teaches as a member of the history department. Sam earned his BA in History and Religion from Carleton College and a M.Ed from Lesley University.

José Abraham Martinez

Rayana Bonnell

Karina Peña

bioethics is especially vital during a global pandemic: “Communities are being affected differently, but all communities are being affected. How can we approach solutions from a perspective that takes science in mind, but also religious beliefs, community gatherings, and is respectful and conscious of who we are as human beings? Bioethics speaks to how we’re interacting with each other—about the beautiful things about us, like community and family, while still being conscious of science.”

JOSÉ ABRAHAM MARTINEZ

PHOTOS: BRANDON SODER

SANTA FE PREP ’17; ST. EDWARD’S UNIVERSITY ’21

José is an alumnus of the Breakthrough Santa Fe program, housed alongside the Davis New Mexico Scholarship at Santa Fe Prep. A fixture on Prep’s baseball team, José continued to pursue his passion, playing for the Division III Lawrence University team and community recreational leagues.

Reflecting on the place of athletics in his school career, José says, “Baseball at Prep prepared me for college, because I needed to make time for school and then make time for baseball. Even in college, athletics

has helped me keep going, to not give up.

When people tell me, ‘You can’t do this,’ I get motivated to do more, and baseball helps me with that.”

KARINA PEÑA MONTE DEL SOL CHARTER SCHOOL ’19, LOYOLA MARYMOUNT UNIVERSITY ’23

Karina graduated at the top of her class at Monte del Sol. One of four sisters to attend Breakthrough Santa Fe, Karina is pursuing her interest in Clinical Psychology and Educational Psychology. Her research has focused on the profiteering of immigration detention facilities, including how those facilities are managing the outbreak of COVID-19. “After the COVID-19 pandemic is over, at least for me, I won’t take my in-person education on campus for granted.

Now that I have been through this experience, I realize that I learn much better in person,” said Karina. “Hopefully, this experience also makes people more kind, more conscious of the way they interact with people, because they’ll remember that they couldn’t interact with people for a long time.”

Hanna Negishi Levin, Associate Director Welcome, Hanna! A native of New Jersey with family ties to Albuquerque, Hanna is coming to us via Berkeley, California, where she has been serving as the National Manager of Impact and Evaluation for the Breakthrough Collaborative national office. Hanna earned a BA in Sociology from Pomona College—where she was a four-year member of the Sage Hens track and field team— and has taught math as a Geometry Teaching Apprentice at the Bronx Leadership Academy.

Hanna is excited to bring her experience in data analysis and program design to the Davis New Mexico Scholarship and looks forward to assisting with Prep’s track and field team next spring.

Alejandra Palos, Student Support Coordinator Born and raised in Santa Fe, Alejandra is herself an alumna of Breakthrough Santa Fe and the Davis New Mexico Scholarship. After graduating from St. Edward’s University in 2018 with a degree in Criminology, she came back to work with current scholars, helping them to and through graduation. You can learn more about Alejandra in the Breakthrough Santa Fe alumni profiles in this magazine on page 48.

Sarah Granger Camp, Scholarship Assistant Sarah has a Bachelor’s degree in Classics from the University of Chicago, and a Master’s degree in Liberal Arts from St. John’s College. Sarah rowed on a crew team in college and coached for two years after graduating. She has lived in Japan, Texas, Washington State, Pennsylvania, and Oklahoma, but plans to stay in New Mexico for as long as possible. After a year on the math faculty at Santa Fe Prep, Sarah has been working with the Scholarship since 2017.

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BREAKTHROUGH

Breakthrough Class of 2020 Marks 10th Cohort Alejandra Palos

T

he Class of 2020 will be Breakthrough Santa Fe’s 10th cohort to graduate high school.

As more students graduate high school and college, we have begun to see our students come back to New Mexico and Santa Fe to serve their community. Two of our alumni, Alejandra Palos and Luis Burrola, now have professional roles within Breakthrough.

Alejandra Palos graduated from Breakthrough Santa Fe in 2014 and St. Edward’s University in 2018 in our first class of Davis New Mexico Scholars. Since finishing college, Alejandra has worked as the Student Support Coordinator for the Davis New Mexico Scholarship, where she supports students and their families with the transition to college out of state.

Luis Burrola graduated from Breakthrough in 2012 and Texas Tech University in 2016. From the summer after 9th grade through college graduation, Luis served as a Breakthrough teaching fellow every summer, inspiring other students to come back to the program to teach their younger peers. After finishing college, Luis returned to Santa Fe to work as the Ortiz Middle School Site Coordinator for Communities in Schools New Mexico. He is now the first alumnus to serve on the Breakthrough Santa Fe Advisory Board.

We asked Alejandra and Luis to share a bit about their roles with Breakthrough, Davis, and the larger Santa Fe community.

WHAT IS YOUR FAVORITE BREAKTHROUGH MEMORY AS A STUDENT? ALEJANDRA: If I were to pick one, I think my favorite memory of Breakthrough is every time we would arrive or leave campus, teachers would cheer for us. It was definitely one of those things that had the power to change your mood. It made me feel that teachers really cared about us.

HOW DID BREAKTHROUGH PREPARE YOU AND YOUR FAMILY FOR COLLEGE? LUIS: I had never had as much homework as I did in Breakthrough until I got to college, so Breakthrough definitely prepared me academically. It also made me feel more comfortable socially and able to take risks and go to college out of state. Breakthrough definitely helped my family and me throughout the whole process, as no one in my family knew anything about applying to college.

WHAT EFFECT, IF ANY, DID BREAKTHROUGH HAVE ON CHOOSING THE CAREER YOU HAVE NOW? LUIS: Everything. Breakthrough is where I

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found my passion for helping others. Breakthrough also helped me realize that I have a talent for speaking and working with people.

ALEJANDRA: After graduating from college, I did not have a clear path of what exactly I wanted to do. However, I have always believed in helping those in your community, and I think that is something I have always seen Breakthrough practice. Breakthrough cares about its students, families, and community. Therefore, that is something I want to keep practicing through my job.

WHAT IS IT LIKE TO BE AN EMPLOYEE OF THE DAVIS NEW MEXICO SCHOLARSHIP AND WORK CLOSELY WITH BREAKTHROUGH AFTER HAVING BEEN A BREAKTHROUGH STUDENT AND DAVIS SCHOLAR? WHAT ARE YOUR OBSERVATIONS? ALEJANDRA: Working for the Davis New Mexico Scholarship and closely with Breakthrough has been a privilege. I can affirm that ever since I started working for the Davis New Mexico Scholarship, I have learned something new every day. It has been very

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Luis Burrola

interesting being on the other side as an employee. One observation I have made is that usually as a student and scholar, you don’t really notice all the work that goes into things like Super Saturdays, Student Orientation, or Celebration. Directors and staff always want to provide the best to the students and families they work with.

WHAT DO YOU SEE AS YOUR ROLE IN THE SANTA FE COMMUNITY? LUIS: That’s a role I think I’m still trying to figure out. I would like to just fill in whatever role the community and our youth need to feel empowered to make our community thrive. I just want to show our kids that you can live a good life here in Santa Fe, and there are more options out there than moving out of state as quickly as possible.

BREAKTHROUGH SANTA FE COVID-19 UPDATE Breakthrough Santa Fe strives to be a place of joy and academic rigor for our families during these uncertain times. This spring, we quickly pivoted to holding tutoring sessions, college counseling meetings, and even new-student interviews over video calls. This summer, Breakthrough faces a creative endeavor: how to replicate that joy and rigor in the online classroom.

Of the cheers, games, and dances that define the Breakthrough spirit, one of our alumni once said, “Breakthrough is like a party in a building.” By adjusting our curriculum to fit better with online learning, making creative videos and podcasts with our students, and designing “challenge days” for each Friday, we hope to bring the Breakthrough party to students who we may not be able to see in person for several months. Our goal remains the same: to create a welcoming and academically challenging environment where students can thrive on their path to graduate high school and receive a college education.

P H O T O S : C O U R T E S Y O F A L E J A N D R A PA LO S , C O U R T E S Y O F LU I S B U R R O L A

BY ALLIE COOPER, DIRECTOR OF BREAKTHROUGH SANTA FE

Annual Fund

WHY PREP?

“As I begin my work with tuition assistance every spring, I pore over nearly 150 files from families. It is true we are able to fund many students each year, but we are only able to do this because our school community is committed to raising those funds. I’m grateful when we are able to award grants to students who enrich and amplify our school. “ —Jan Adesso, Director of Tuition Assistance and Director of Archives

Prep is committed to building a diverse school community, recognizing our social responsibility to create access for families across the economic spectrum, and believing all of us benefit from learning in a diverse and inclusive school.

Your support of Prep’s Annual Fund helps reinforce our long-standing commitment to mirror and serve the surrounding Santa Fe community. Prep has an unwavering commitment to diversity and inclusivity, not only in terms of the word, but also in deed. Today, 120 Prep students—double the national average—receive tuition assistance, and your donation supports the unique and extraordinary academic opportunities available here at Prep.

Every gift matters. Please join us and make your Annual Fund gift today. www.sfprep.org/supportprep

“It is often said that tuition assistance offers those who might not have the opportunity of a Prep education, the opportunity they deserve. That is true, but it also enriches the Prep community with a greater depth of experience, PREP? background, and perspective. WeWHY are a better school with this diversity.”

—Eric Rounds, Director of Service and Environmental Learning

E N V I R O N M E N TA L ACTIVISM

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PHOTO: NOQUISI CHRISTIAN-SMITH ’20

Left to right: Savannah McCall ’20, Leyla Sharples ’20, Sydney Manningham ’20, and Lilliana Sena-Gersh ’20 protest at the Roundhouse during Climate Strike New Mexico.

FROM THE DINING HALL TO THE HALLS OF THE ROUNDHOUSE, PREP STUDENTS TAKE THE LEAD

BY JULIA ABBISS, ADVANCEMENT ASSOCIATE Marc Reynolds, chair of the science department, wrapped up his Climate Science class last year with a realization—although his course was rich with content, it lacked opportunities for students to put their knowledge to use. Marc’s subsequent integration of action-based content into his curriculum mirrored the student body’s notable shift in priorities this school year. Campus-wide sustainability initiatives were punctuated by acts of political advocacy. From the Dining Hall to the halls of the Roundhouse, students stepped in and stepped up for the environment.

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E N V I R O N M E N TA L A C T I V I S M O N C A M P U S

Left to right: Elijah Boyd ’22 using the composting bin in the dining hall; tools used to measure the irradiance of the sun; Lysander Christo ’24 taking measurements for the outdoor classroom

Prep’s Teen Action Program (TAP) partnership with Reunity Resources—a Santa Fe–based nonprofit that creates closed-loop systems that turn waste into value—sparked the creation of a compositing initiative on campus. Anders Hastings ’21 naturally became a student-leader in this initiative, having volunteered over 100 hours of personal time planning and planting an orchard on Reunity Resources’ farm. Through posters and assembly announcements, Anders and his team educated their peers and the faculty and staff on how to properly dispose of their waste in the Dining Hall. Composting is “one of the small things we can do to help fight against climate change,” he says.

While it surprised Anders how difficult it can be to change people’s waste habits, he notes that “projects like these help put Prep on the way to start other green initiatives.”

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SOLAR PANEL INTEGRATION IN CURRICULUM Angelina Miller ’20 dedicated her Senior Internship Project (SIP) to integrating the campus’s over 440 solar panels more directly into Prep’s curriculum. Fred Milder, former Prep parent and a Principal of Amenergy—the solar-energy company that installed Prep’s panels—was Angelina’s SIP advisor.

Angelina created materials that introduced solar panels as sustainable systems for Life Science. She also explored interdisciplinary activities around unit conversation for Life Science and Pre-Algebra classes, and is currently developing a lab write-up featuring an experiment Fred designed to measure solar irradiance and efficiency for Physics.

Angelina intends to make the solar panels an accessible resource for many classes, so she is in the process of compiling a Google Drive file of organized solar data for teachers to utilize. “Introducing solar panels throughout the years at Prep will hopefully make students more aware of the world around them and the energy that they are using and/or wasting,” says Angelina.

The purchase and installation of Prep’s solar panels were made possible in the 20172018 school year by three anonymous major gifts. The panels are projected to generate approximately 70% of the electricity the campus uses, translating to annual savings of roughly $35,000.

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OUTDOOR CLASSROOM TAP The 8th Grade English teacher Breshaun Joyner introduced a new Teen Action Program (TAP) this year called Outdoor Classroom. The TAP invited students to conceptualize a functional learning space for the unused stretch of landscape behind the Upper School. Seventeen students between two TAP sessions worked together to create a three-phase proposal that envisioned a large group-gathering space, a raised stage, a rock labyrinth, a sensory wall, a horno oven, and a mini observatory as its main features. Students emphasized the use of natural building materials and need for native cacti, vegetables, and ornamental plants. They even imagined etching quotes from New Mexico–based authors using tools from the MakerSpace onto the stones that will make up the pathway.

The transition to remote learning put a pause on this initiative; however, Breshaun’s students look forward to presenting this proposal to administration in the fall of 2020.

P H O T O S F R O M L E F T: C O U R T E S Y O F A N G E L I N A M I L L E R ’ 2 0 , M E L I S S A F R I C E K , COURTESY OF BRESHAUN JOYNER

COMPOSTING

E N V I R O N M E N TA L A C T I V I S M I N T H E C O M M U N I T Y

COMMUNITY CLIMATE FORUM On December 9, 2019, a dozen student leaders and 15 community partners gathered at Santa Fe Prep to lead the first-ever Community Climate Forum.

The evening featured an earth-science symposium, panel discussions, and breakout sessions focused on climate policy, activism, sustainability, and energy, for elementary through college students. Community partners included representatives from local and state government, environmental nonprofit organizations, independent schools, and community colleges.

Piper Old ’20 led a session on finding and using your voice to enact change.

It was important for Piper to create an event that was welcoming and bipartisan, since “climate change impacts everyone, regardless of political affiliation. Throughout my years at Prep, I’ve regularly found myself to have different political views than many of my peers, and, for this reason, I felt that I could really have a meaningful impact on the Community Climate Forum by helping to rally a broad spectrum of people in our community,” says Piper.

NEXT GENERATION TRANSPORTATION ACT “Because I have to be,” says Tabatha Hirsch ’20, when asked how she remains motivated to continue advocating for environmental initiatives. Tabatha quickly emerged as the face of House Bill 173, informally known as the Next Generation Transportation Act. The bill’s proposed gasoline tax intended to split revenue between a clean infrastructure fund, statewide road repairs, and prorated rebates for low-income New Mexicans.

Aided by former parent Wendi Odai, Tabatha took on the Herculean task of activating and training teens across the state, and represented the group on the committee floor. After passing in the House Taxation and Revenue Committee, the bill was ultimately tabled by the House Appropriations and Finance Committee. “The moment the bill was tabled, I was desperately trying to hold in my emotions,” says Tabatha. “One by one, students from different grades and schools came up to me saying they will be back next year, and that the fight was not over. In that upsetting moment, I felt more inspired than ever. There is so much potential for real change through policy, driven by students’ passion. The process is so challenging, but the good that comes out of it is powerful.”

CLIMATE STRIKE NEW MEXICO Climate Strike New Mexico, organized

by Youth United for Climate Crisis Action (YUCCA), was held on September 20, 2019. Nearly every student at Santa Fe Prep left campus to join the hundreds of other students and adult allies gathered at the Roundhouse. YUCCA presented four demands for elected officials: Just Transition Research, Planning, and Funding; Comprehensive Climate Legislation; A Moratorium on Fracking; and Community Solar Legislation.

Campbell Leonard ’20, along with Tabatha Hirsch ’20, led the charge in coordinating Prep’s walkout. Campbell was heartened by how students came out in droves to show their support. “All it takes is a handful of people to take the first step and demonstrate to the community that this is an important issue, and others will find the bravery to make it known that they care about the issue as well. It becomes this really beautiful, propulsive process of leaders stepping up with their own ideas and pushing climate action to the forefront of Prep’s consciousness,” says Campbell.

Students advocating for the Next Generation Transportation Act gathered in the Roundhouse

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COLLABORATION/INTEGRATION As a department, Marc Reynolds notes, “in a time of great uncertainty, the Science department aims to take an increased role and responsibility in adapting our 7th-12th curriculums to better prepare our students for the unique challenges they will face in the 21st century. This responsibility includes increased interdisciplinary collaboration, greater integration of courses with community organizations, an increased focus on current events in context of course content, and a greater role in on-campus energy and sustainability initiatives.”

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SOCIAL JUSTICE CONFERENCE

YOUth CAN CHANGE THE WORLD SESSION TOPICS BREAKING DOWN BIAS AND BUILDING

presented by Ellen Zieselman of Temple Beth Shalom CLIMATE SCIENCE presented by Dr. David Bomse DESTIGMATIZING MENTAL ILLNESS presented by Gaile and Michele Herling of Breaking the Silence New Mexico STRONG COMMUNITIES

EMBRACE YOU: BUILDING BODY POSITIVE

presented by Frances Healey and Fiona McKiernan GUN VIOLENCE IN SCHOOLS presented by Miranda Viscoli ’84 of New Mexicans to Prevent Gun Violence RESILIENCE

Conferences to Confront Bias and Spark YouthLed Activism

BY JULIA ABBISS, ADVANCEMENT ASSOCIATE

S

anta Fe Prep hosts two mini conferences each year for both the Middle and Upper Schools, organized by Multicultural Life Coordinator Claire Romero. “We can be isolated from the challenges people in our world face on a daily basis. By connecting students with people working to address some of the inequities in our world, these conferences provide students with an opportunity to broaden their perspectives and encourage them to act on behalf of fairness and justice. So often students are moved by something they learn,” says Claire.

The theme this year for the Middle School conference was Breaking Down Bias, intended for students to examine the unconscious biases they hold and the negative implications these ingrained beliefs may have on their worldview and relationships. The conference featured sessions for 7th graders on food justice and destigmatizing mental health, with speakers from The Food Depot and Breaking the Silence New Mexico respectively. The 8th graders attended sessions about gender, hosted by Solace Crisis Treatment Center, and building community, hosted by Temple Beth Shalom.

This year marked the Upper School’s fourth annual social-justice conference and film festival held in honor of Martin Luther King Jr. Student organizers of the conference, Atlas Power ’22, Fionnuala Moore ’23, Max Shapiro ’23, and Charlotte Thompson ’22, conceptualized YOUth Can Change the World as this year’s theme. These students worked with Claire to curate 14 sessions featuring a diverse array of experts working in the social-justice sector in Santa Fe. Sessions were immersive and included hands-on activities that demonstrated how students could affect change in that particular area.

“In addition to learning about many different topics that I had little prior knowledge about, I got to see many people who were doing work directly related to something that they were passionate about, and helping countless people through their work. It made me think a lot about the work that I might do in the future, as well as how I might help other people through the career that I end up choosing,” says Fionnuala of her experience as both a student organizer and an attendee.

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HUMAN TRAFFICKING: AWARENES IS PRE-

presented by Silver Vanfleet and Maureen Lomahaptewa of Life Link of Santa Fe VENTION

MAKING ENDS MEET: WHEN WORKING FULL TIME ISN’T ENOUGH

presented by Jill Dixon

of The Food Depot PUBLIC HEALTH MATTERS: STRIVING FOR EQUITY IN AN UNEQUAL WORLD

presented by

Mary Nell Wegner presented

by Sylvia Johnson of Santa Fe Dreamers Project SAN FELIPE YOUTH TAKE ACTION presented

by Dr. Deb Altschul and Project Venture Youth Group TRANSGENDER 101 presented by Adrien Lawyer of Transgender Resource Center of New Mexico REFUGEES AND IMMIGRANTS

VEGETARIANISM AND CLIMATE IMPACT

presented by Sylvia Carter-Smith ’20 and Tom Perry WHY WE HUNT: HUNTING AS CONSERVATION

presented by Gary Moquino, Katie DeLorenzo, Dr. Karl Malcolm, Eiton Mor, and Jebb Norton WOMEN IN POLITICS presented by Danika Padilla and Linda Serrato of Emerge New Mexico AND CONNECTION

FILM FESTIVAL SELECTIONS

13th 3100 Run and Become A Thousand Voices King in the Wilderness Maiden RGB Soufra Toni Morrison; The Pieces I Am Won’t You Be My Neighbor

PHOTO: MELISSA FRICEK

Students participating in YOUth Can Change the World Conference on January 27, 2020

ACTIVE DISCOURSE The following is an excerpt on social justice, diversity, inclusivity, and privilege from Emma Tsosie ’21 and Aaron Schubach’s Q&A interview EMMA: My next category of questions is more

serious. How do you intend to support minorities at Prep? When I say minorities, I mean in terms of economic minorities, racial minorities, and the LGBTQ+ community.

AARON: It’s

a great question. From what I understand, there’s an incredible amount of emphasis on both building community and celebrating individuals as individuals at Prep. I do think this is a place where people can have experiences with classmates who are different from them, they can have real conversations, and a place where they can forge experiences in common.

Part of being an inclusive community means moving away from making assumptions about people. As a society, we made progress moving away from the historic normativities or assumptions about cultural background or sexual orientations.

In doing so, we set people free. Let’s move away from the sense that we can predict how people should be, and we can be free to see people as individuals.

Conversation is the key to building community. If people have radically different ideas than we do, we can start to talk about what we agree on, and we celebrate the idea that each of us is entitled to a belief system that doesn’t affect or impinge upon another’s belief system. If our freedoms limit the freedoms of others, we have a real issue. That’s a very old-fashioned concept, but I think one that’s really relevant to the 21st century.

Q&A

best advocates—they are connected to the neighborhoods they’re from, and they can speak to the ways they feel Prep prepared them for a meaningful life.

One element that impresses me about Prep is the strong sense of pride and gratitude. I have spoken to current students, and they have all told me that they are so proud of their school. They are proud to be here, proud of what they do, proud of peers, and proud of their teachers, coaches and advisors. There’s just a palpable sense of ownership and gratitude for Prep among the students, teachers and parents—and the best way to invite people into your community is to deeply believe that it is a place that’s worth joining.

EMMA: How do you see social justice fitting

into our Prep community? We can talk about it specifically with the Teen Action Program.

The Teen Action Program is one of the things that drew me to Prep’s community.

The notion that students can get into the community and do work that helps them find their purpose is powerful. And it is not just purpose in the abstract, but they are moving an issue that means a lot to them forward with their time. I think it’s absolutely invaluable, and it’s something that should be celebrated. I would expect that the Teen Action Program is something that students often talk about with their peers, with their parents, and I’m sure they write about it on their college applications when asked to reflect on meaningful experiences AARON:

ard’s legacy and Prep’s current work in terms of the Malone Scholars program, Davis New Mexico Scholars and Breakthrough Santa Fe, and now through the Leonard Family Scholars Program. There are many concrete ways that the school has committed itself to representing and giving back to the community. The Board of Trustees and I are firmly committed to furthering the inclusive vision of these programs and the students they serve as they are now woven into the fabric of Prep.

I welcome the chance to be part of the conversation about diversity at Prep. Prep is committed to being intentional about creating community and promoting diversity and inclusivity. It’s like navigating with a map: before you start walking, you have to really stop and think about where we are and where we want to go.

EMMA: You mentioned an analogy of looking

at a map and that it’s important to understand where you are. Something that I often think about is our relationship to privilege, especially at Prep. What are your thoughts?

As a newcomer to Prep, I don’t have a lot of context on how these conversations have unfolded here, but I can say this about my own personal development: as a six-foot-tall, straight, 47-year-old white man with gray hair, I have reflected on how race, gender, and privilege have been a part of my narrative. At the same time, I have some things in my background that are really uncommon. And those elements have shaped me and made me understand privilege in America at a much deeper level than I did before. I think any individual’s deeper understanding of themselves or of America has to consider the broader context of history and culture in society. Education, in my mind, is when students and teachers work together to understand that there’s more than one way of seeing the world. There are scientific, historical, and cultural lenses, and there are lenses of race, culture, gender, and sexuality, among many others.

When we recognize our current lens and develop new ways of seeing, we grow as people, and our communities get stronger AARON:

ALEXI - EMMA - AARON - RYAN - C ALEXI - EMMA - AARON - RYAN - CAMPBELL - SYDNEY - TABBY

EMMA: I absolutely agree. How do you plan to

be sure that Prep reflects and has a good connection to the greater Santa Fe community?

I think my best asset in that endeavor is to connect and communicate with current and past families who value what Prep does for students. Graduates of Prep and current families are the school’s

EMMA: This next question is very important to

me personally. I’m Native American, and right now I’m looking at colleges and researching diversity, so I’m wondering: What does diversity mean to you?

AARON: A

school that celebrates diversity is more than just celebrating the fact that we have students who come from different places. All elements of the school’s program and curriculum should be viewed through the lens of diversity and inclusivity. Fundamentally, I think it is about committing to talking to each other and embracing the core values of the community.

AARON:

EMMA: As a follow-up question—do you have

any ideas or plans for how you can further diversify Prep economically, racially, and ethnically?

AARON:

I have a strong sense of Jim Leon-

FOR MORE OF AARON SCHUBACH’S INTERVIEW WITH EMMA TSOSIE, PLEASE SEE PAGE 59.

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ARCHIVES

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Establishing the Adesso Archives at Santa Fe Prep A LIVING NARRATIVE: CURATING THE LEGACY OF SANTA FE PREPARATORY SCHOOL

I

BY JIM LEONARD n December of 1961, a small group of parents and community leaders, seeking an ambitious alternative to the public school system, signed Articles of Incorporation in a meeting at La Posada establishing Santa Fe Preparatory School. These seven founding trustees had nothing but their shared dream and an abiding commitment.

On September 3, 1963, fifty-nine intrepid students walked down a gravel drive off Upper Canyon Road for the first day of “the Prep school.” They were greeted by founding faculty members such as Tom Sydorick and Bill Thompson and the school’s first Headmaster, Francis Bloodgood. Classes were held in refurbished buildings of the defunct Brees Burner Factory, where students explored English, Math, Latin, Spanish, History, Arts and spent time helping to create a playing field in PE classes by W W W . S F P R E P. O R G

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ARCHIVES

Jan Adesso

tossing rocks to the side. This founding class initiated a school culture one founding student described in the school’s first yearbook as “having the spirit of the pioneer... without these energetic minds and bodies this facility would be non-existent.”

Fast-forward 57 years from that improbable start; Prep has over 2,000 graduates, a fully-built-out campus across 35 acres on Camino Cruz Blanca, a college matriculation list unparalleled in northern New Mexico, a strong school culture of student ownership, tuition assistance provided to 37% of our families, and an endowment just north of $20 million. We are the host site for Breakthrough Santa Fe and The Davis New Mexico Scholars, two college-access programs for first-generation students that reflect the broad public good of our shared enterprise.

A school’s archives creates the narrative “through line” from those founding days to the present moment. Current and future members of the Prep community will have access to stories and documents that can help them understand—and appreciate—the school’s trajectory across nearly six decades. Through a collective understanding of the narrative arc of our legacy, we hope to achieve greater cohesion among current and future parents, students, and faculty—many of whom know Prep only in its present iteration.

establish a working archive in a dedicated space on the first floor of our library. Jan is devoting the majority of her time, this year and next, to creating Prep’s archives: interviewing founding faculty members, early students, and even an original trustee (now 99 years old!); organizing publications, school records, and photographs; and creating a digital database to allow easy access to historical documents. The archives will be Jan’s capstone project across a long and illustrious career. She will retire at the end of the 2021 school year. Prep is blessed to have a wealth of historical documents: the minutes from every meeting of the board of trustees, beginning in 1961; an athletic history of news clippings compiled by

THE ADESSO ARCHIVES

At this point in the School’s maturity, we have a unique window—in time, space, and personnel—to capture and articulate the narrative of Santa Fe Prep. Jan Adesso, the longest-tenured member of Prep’s faculty (now in her 40th year), has transitioned from Director of the Library to become the School’s first archivist.

Jan personally knows roughly 90% of Prep graduates; she has both the skill set (visioning, cataloging, and organizing) and disposition (discerning, patient, beloved by colleagues and graduates) to

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faculty member and former parent Parka Kithil that fill 18 binders and run from the earliest soccer games and swim meets in 1963 to the present day; every yearbook, many issues of The Skirmisher, Mustard Seed, and Griffin; and so much more. We will put the call out to alumni later this year who might have other photos, memorabilia, or records they would like to give to Prep to augment our archives and for permanent safekeeping.

The school applied for and received a grant of $90,000 this year from the Edward E. Ford Foundation for the archive project; we are required to raise an additional $90,000 from our constituents by December 31, 2020, to receive the match.

We ask that you consider a one-time gift to this initiative and honor Jan Adesso’s many years of outstanding service. The Adesso Archives will serve as a permanent resource for alumni, as well as current and future students and faculty. You can make a donation here: SFPREP.ORG

PHOTO: DON USNER

At this point in the School’s maturity, we have a unique window—in time, space, and personnel—to capture and articulate the narrative of Santa Fe Prep.

AARON SCHUBACH HEAD OF SCHOOL Q&A

Step into the Moment: Getting to Know Aaron Schubach

In late April 2020, Emma Tsosie ’21 and Aaron Schubach connected from their respective homes-in Colorado Springs andALEXI - EMMA ALEXI - EMMA AARON - RYAN - CAMPBELL SYDNEY- AARON - TABBY- RYAN - CAMPBEL Santa Fe via Google Meet. With some input from classmates, Emma thoughtfully prepared the following questions, and Aaron very graciously responded. The interview that follows has been edited for length and clarity.

EMMA: Thank you for agreeing to do this inter-

view. I’m very excited to do this and meet you before most of the other students.

AARON: Likewise!

It’ll be nice for me to have another friendly face on campus.

EMMA: What do you want students to call

you? I don’t know if you’ve noticed, but we’re pretty fluid with what we call the teachers and staff. Most people call Mr. Leonard either Mr. Leonard or Jim. Sometimes people call him JLo.

That is fantastic. Students usually call me Mr. Schubach—at least to my face. I always joke around with the graduates that they can call me Aaron once they graduate but they never do. Most of my friends don’t call me Aaron, they call me Schubach. I’ll probably go with Mr. Schubach. I think that whole topic about what students are going to call me might be a great conversation starter.

AARON:

EMMA: Where did you grow up and go

to school?

AARON: I

grew up in Seattle, in the heart of the city, and went to a large public high school called Franklin High, which was a very formative experience for me. I was a pretty mediocre student until 10th grade, when I had a transformative history teacher and an even more transformative crew coach. And so those two people–they basically changed the entire way that I viewed myself. They saw me as a leader and

someone who is intelligent, and so that was, by far, my most profound experience in high school.

EMMA: And what about college? Did you

know what you wanted to do when you were in high school?

Not at all. I went to Colorado College (CC), which was a great experience. I didn’t visit the school beforehand, and I’d never been to Colorado—I thought it was going to be in the mountains, and the dry high plains surprised me. I picked CC because of the Block Plan, and I thought that would work well for me, which it did.

I didn’t know what I wanted to study early on but became a History major as I kept getting more and more involved in complicated courses about cultural history and identity and political power and economics.

As a student, I realized I had to lean into that—it was so interesting that I couldn’t stop thinking about it.

AARON:

EMMA: Did you like living in Colorado? Do you

have a favorite place that you lived or visited?

I love the southern Rockies. My hobbies are fly-fishing, cycling, and skiing, so the southern Rockies are the perfect place to explore mountains and canyons.

I don’t think I could ever live anywhere else besides the American West. It’s kind of selfish to say it like that, but I need the big skies.

AARON:

I loved my time in Santa Fe when I was at St. John’s College for grad school. Santa Fe’s skies and canyons get in your blood. l love the sense of the West that exists in Santa Fe.

EMMA: What drew you to

Santa Fe?

I loved my time in Santa Fe when I was at St. John’s College for grad school. Santa Fe’s skies and canyons get in your blood. l love the sense of the West that exists in Santa Fe. AARON:

EMMA: So why did you

decide to go into the field of education and why did you want to become an educator?

I don’t know if you should put this in the magazine, but I’ll tell you very honestly—in my first three years teaching, I was absolutely obsessed with academic content, knowledge, and raw information.

AARON:

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AARON SCHUBACH HEAD OF SCHOOL Q&A

I wanted to share it with people, and I thought that students who understood that content would make the world a better place. I literally felt that it was the most important work in the world, like I was doing brain surgery every day. After about three years, my thinking shifted, thank goodness, and I became more interested in my students as people. I began to use academic content as a way to start conversations with students and share the limited things I know about the world.

I became much more effective as a teacher and coach after that realization, quite frankly. The academic knowledge you can look up, but nonacademic knowledge, well, you have to know in your heart. It took me a long time to figure that out.

EMMA: What is one of the most important

things you’ve learned in your career as an educator?

Maya Angelou once said something along the lines of “People will forget what you told them, but they don’t forget the way you made them feel.” What I’ve learned is people need to know that you care and that you’re listening. There’s an emotional side of things that comes before everything else.

AARON:

EMMA: What do you think your former stu-

dents would say about you? Like, What do you think of Mr. Schubach? How was he?

My former students would say I had high expectations of them as a baseline, and maybe that’s because I cared for them and I knew that they are capable of great work. I do have high expectations.

Oh, and people do give me a hard time for my jokes. It hurts, but it is true; I make a lot of bad jokes.

AARON:

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EMMA: I think that’s a pretty good reputation

to have.

I’m not lying. I’m like Steph Curry.

He just keeps shooting the ball until he makes it, and I keep telling jokes until things get humorous.

AARON:

EMMA: I think that’s a good way to go. What

changes do you think secondary education needs to adopt in this very quickly changing, developing world?

Oh, that’s a great question, especially in this time of distance learning. I have a deep interest in educational technology, but I also believe that most of the things that we’re all going to need in AARON:

about what you know and more about how you are able to learn and add to what you know.

What is changing is that professions are evolving faster and faster and faster now. To succeed in the modern world, you have to adapt. I think that Prep serves its students and graduates best by challenging them to keep evolving.

I’m sure Prep gets a little bit more metacognitive, more interesting, and more demanding every year, and that’s exactly right. That trajectory of managing increasing complexity continues, for all of us, whether we are students or in the workforce.

A huge part of who I am is being a father, being a husband, and being an educator. the next 20 years and beyond are timeless things. Prep builds a solid foundation in critical-thinking skills for students, such as being able to read and view a diverse array of complicated texts and materials and analyze them. Similarly, being able to listen to people who have different perspectives, with an open mind, is an essential and timeless skill. Writing is the most essential skill in the world, and that is a deep part of a student’s experience at Prep.

As Prep will teach students, there’s no magic potion to understanding complicated material or people: you have to put in the work. I think the world’s becoming less

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You have children, right? Are they going to be attending Prep, and how old are they?

EMMA:

I have two boys. Ben is 13 and Henry is 10. Ben will attend Prep and is a rising 8th grader. He’s been at my former school for eight years and so this is a big change for him. He did a shadow day at Prep this February and loved it.

My youngest, Henry, has special needs.

He is a person with Down syndrome and autism, so he is going to attend Santa Fe Public Schools in the special-education program.

A huge part of who I am is being a father, being a husband, and being an educator. But the fact that Henry is a little AARON:

FROM AARON SCHUBACH HEAD OF SCHOOL

Aaron Schubach

bit different than most has taught me a great deal as a person. Being the parent of someone who is almost completely nonverbal has made me more patient and open-minded.

EMMA: How do you imagine your family will fit

in to the Santa Fe community?

We think it is going to be a great fit. I’m excited to explore the cycles of the seasons. I’m also going to rely on the Prep community to help me make connections in the city, but I’m excited for the first athletic event, the first play, the first graduation, in addition to community events.

AARON:

EMMA: What are you most excited about for

your future at Prep?

Gosh, that’s a great question. The COVID-19 crisis is a tough time to leave or start anywhere. I’m most looking forward to the simple things, such as being on campus and connecting to the community. I am looking forward to that sense of community and camaraderie that you find in the classroom, fields, and stages of Prep. That is why I came. Community makes me tick and like you, and like everyone, I’m not getting as much of it through the computer screen as I need.

P H O T O : K E L LY WA L K E R

AARON:

EMMA: On the flip side of that what do you

THIS MOMENT: GREAT CHANGE AND CONTINUITY Dear Griffins, Thank you for the warm welcome to Santa Fe Prep. Returning to northern New Mexico and joining the Prep community is the culmination of several significant themes in my professional and personal life—love of working with young people, a deep interest in academic programs and school communities, and my love of the people and places of the West. Going forward, with the help of our students, parents, faculty, staff, graduates, and Board of Trustees, I aim to sustain and build upon the school’s rich legacy in academic excellence, community, philanthropy, and public purpose.

My deepest gratitude to Jim Leonard for his incredible stewardship of Santa Fe Prep for more than two decades and the time he has shared with me over the past six months. As we all know, Jim sets a high bar in all things, and this transition has been no different. This moment marks a time of great change and continuity, both at Santa Fe Prep and throughout the nation and the world. During this time, the school stands by and invests in its traditional sources of strength—its people and the community that exists among them. Santa Fe Prep’s students are intelligent, individualistic, and interesting, and they value their community and look for ways to improve it. The alumni with whom I have met know what their Prep education has done for them and want to ensure that Prep’s core values and health are sustained. Current and past parents are knowledgeable, want the best for their students, and are deeply invested in partnering with the school. The faculty, Prep’s strongest resource, are intelligent and committed, care deeply about high-level academics, and challenge and support their students on a daily basis. The Board of Trustees impresses me with its strength, intelligence, and its knowledge of and love for this amazing school.

I am inspired—inspired to be part of the learning community that is Prep and to learn the traditions and values that I do not yet know.

I look forward to connecting with you,

most concerned or worried about?

I have to learn approximately 500 people’s names in the near future—Prep students, faculty and staff, and parents!

One of the great outcomes of our call is I’ve learned your name. Only 499 names to go!

AARON:

AARON SCHUBACH HEAD OF SCHOOL W W W . S F P R E P. O R G

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CLASS NOTES

Updates on Alumni 1970s

JEANNETTE SCOTT ’71: Jeannette is the grand-

mother of two girls in Bend, Oregon. She enjoys singing, dancing, being close to family and friends, and spending time in her home garden.

CHRISTIE COCHRELL ’73: Christie has published a book of collected poems called Contagious Magic. Many of her poems refer back to her Santa Fe Prep days.

GRACIE SCHILD ’78: Gracie launched a bookkeeping, database management, and editorial services business in 2018 and has loved catching up with friends at ’78 and ’79 reunions.

1980s W. HOUSTON DOUGHARTY ’79: Houston

met up with STEVE SHELDON ’80 in New York City over Thanksgiving, pictured here. Houston is the Vice President for Student Affairs at Hofstra University.

1960s

JALICE WIEST (DAUM) ’67: Jalice is enjoying

retirement in Chandler, AZ, where she has lived since 1983. She is enjoying her three grown children and six grandchildren, from 6 months old to 17 years old.

JASON HACKLER ’84: In August of 2019, Jason

relocated back to Santa Fe after 20 years in St. Louis, with his wife, JennTara, and their son, Isaiah (7). They now live across the street from his sister CATHRAEL ’87 and her son, Kai! Jason practices as a doctor of Eastern Medicine at Whole Body Wellness in Santa Fe.

1990s

JESSE ROACH ’90: In July 2019, Jesse started a

new job as Water Division Director for the City of Santa Fe. Jesse is loving the challenges and rewards associated with this dynamic job!

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80S GRADUATES HUNTER REDMAN ’84, SONJA THORPE BOHANNON ’85, CAMERON ANDERSON ’87, AND KATE MITCHELL ’87 pictured here supporting

Communities in Schools New Mexico (CISNM) at a benefit in February 2020.

The four worked with CISNM to coordinate Prep’s Parents’ Association’s coat drive this past winter. 58 coats were donated to students from El Camino Real Academy.

ROBIN ABELES ’96: Robin and wife Briana

relocated to Zambia late last year with their daughter. They own a Wild Bird Costume retail shop which has become quite successful. Their best selling costume is the Blue Footed Booby.

Robin writes “I think I have finally found my true calling, after all these years of thinking I had to be somebody special in order to contribute to society. It’s so nice to know that all you really need is your own little niche of feathers and a warm cot to call home.”

2000s

HANNAH SULLIVAN ’01: Hannah is the proud

mother of two beautiful and fun loving girls, Isa (6) and Aylee (3). She continues to live in Albuquerque with her husband, Noah, and their daughters as a stay at home mom. She is using her teaching degree as a parent helper at her daughter’s elementary school and preschool.

This year Hannah completed her first half marathon with her sister, Brittany, at the Disney Princess Half Marathon.

SAM JOHNSON ’02: The Boise Fire Department honored Sam the Citizen Life-Saving award for rescuing people from a burning apartment building. Sam works in business analytics and marketing for Trademark and in his free time builds giant puppets and takes them to concerts and festivals with The Colossal Collective.

RACHEL NOLL JAMES ’04: Rachel is directing her first feature film on Bainbridge Island. The film is called “Ingress” and is a passion project she also wrote and will be starring in. Rachel

RACHEL RAY ’02 During Fall 2019,

Rachel and her husband Errol welcomed their 8 year-old foster son, “T,” in to their home. Rachel continues her work as a Managing Attorney at the University of California Immigrant Legal Services Center at UC Davis. Rachel, Errol, and T live in Sacramento, CA with their rescue dogs, Hazel and Franklin. They all hope that T will officially join the family through adoption in the coming months.

On any given day, there are over 400,000 children in foster care in the US. If you’ve ever been interested in fostering a child and don’t know where to start, please don’t hesitate to contact me: rachelrray@gmail.com

After her first season with the UT Dallas women’s basketball program, assistant coach Olivia Cicci has been honored as the Small College Assistant Coach of the Year by the Texas Association of Basketball Coaches (TABC).Cicci helped lead the Comets a 23-6 overall record as well as a fourth consecutive trip to the NCAA Division III National Tournament. UTD claimed the regular-season title of the American Southwest Conference’s East Division, posting a 15-1 league record in 2019-20, with the Comets advancing to the semifinals of the ASC’s postseason tournament. UTD collected a first-round victory in the NCAA D-III postseason for the third straight spring.

As a student-athlete at Austin College, Cicci is familiar with NCAA D-III as well, serving as a team captain for the Lady ‘Roos as a senior. She helped lift AC to a pair of Southern Collegiate Athletic Conference (SCAC) titles along with an 82-48 record during her four-year playing career. Cicci received bachelor’s degree in Athletic Communications with a minor in Education in 2017, while earning her master’s degree in Teaching from AC in 2018.

OLIVIA CICCI ‘14:

has written and produced two award-winning features, and directed many short films and commercials. She recently moved up to Bainbridge Island after living and working in the industry in LA for 12 years and is excited to build out a more thriving film scene in the Seattle area by producing more of her projects locally.

DANIEL WEISSBARTH ’04: Daniel is newly married and is the Director of Operations at Silver Knights Enrichment in Fairfax, Virginia.

LUCY FOMA ’05: Lucy was awarded the American Planning Association of New Mexico’s Professional Planner Award for 2019. She works as a Senior Planner for Santa Fe County, facilitating long-range planning processes, as well as administering the AgriGate program, a platform to connect local food producers with local food buyers. Lucy and her husband cherish raising their two daughters with the support of grandparents and her family’s community.

KATE KENNEDY ’05: Kate was reelected President of the Young Democrats of Santa Fe County in October, 2019.

LAURA MARTIN ’06: Laura founded Hacer,

Santa Fe’s community oriented natural fiber and fabric studio, in September 2019.

JENNA ROSS ’08: Jenna is graduating with a PhD in History.

JACKSON HOLZBERG BUCKLEY ’09: Jackson is graduating from UW-Madison’s Master’s program in Curriculum and Instruction in May and has also self-published a book, “Literature: How to Read and Understand the World.” He will be getting married to Allison Kay Fendrick in September.

BRIDGET CONDON ’09: Bridget came in second at the New Mexico State Senate District 9 Republican primary.

AUSTIN EVANS ’09: Austin recently joined the Communications & Public Affairs Division at Los Alamos National Laboratory, where he supports internal strategic communications and employee engagement for the Laboratory’s IT, cybersecurity and business management divisions. He also serves on the Board of Directors of the Santa Fe Chamber of Commerce.

JAKE FISHBEIN ’09: In February 2020, Jake co-founded a company called Revel&Awe, which W W W . S F P R E P. O R G

CLASS NOTES

THEA HUTCHINSON ’05: Thea Hutchin-

son graduated with her MBA from Presidio Graduate School in Spring of 2019. She and her husband moved back to Santa Fe and welcomed Everette, their first child, in summer of 2019.

offers coaching and consulting to individuals and organizations to help them make choices and show up in ways they can be proud of.

2010s

2012 graduates MAX CROY, SETH MONTGOMERY, SOPHIE QUAY DE LA VALLEE, JULISSA SCHINDLER, and DANIEL QUINN ran the

Francis graduated from the United States Military Academy in West Point. He received the Military Order of the World War Award, presented to a graduate who has made the greatest improvement since completion of the first year.

Francis will commission as an Officer in the United States Army in August 2020. He will serve as a Cavalry Scout Officer at his first duty station at Ft Wainwright, AK in the 1st Stryker Brigade Combat Team of the 25th Infantry Division (1-25). He must first complete Armor Basic Officer Leaders Course (ABOLC) before becoming Ranger Qualified while at Fort Benning, Georgia.

FRANCIS CASTILLO DE MULERT ‘16:

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Damariscotta Strawberry Shortcake 5k together in Maine.

ELLIE OAKLEY ‘10: Ellie is the Marketing Project Manager for American Prairie Reserve, whose mission is to create the largest nature reserve in the continental United States GABRIELA ROMERO ‘15: Gabriela recently became the Communications Associate at Open Philanthropy. Prior to this new role, Gabriela worked as a communications intern in the office of U.S. Senator Tom Udall.

CHRISTOPH SCHILD ‘16: Christoph is finishing his degree at NAU and starting a job in software development at State Farm in Tempe, AZ.

WE HAVE MADE EVERY EFFORT TO ENSURE THESE NOTES ARE AS ACCURATE AS POSSIBLE. IF THERE IS A MISTAKE ON YOUR SUBMITTED NOTE, PLEASE CONTACT ALUMNI@ SFPREP.ORG.

ALUMNI PROFILES

new and exciting landscape.

WHAT IS YOUR FAVORITE PREP MEMORY?

I have many favorite memories from Prep—field hockey trips up to Colorado Springs with Parka (Jeanie Kithil) and LewLew (Laura LewAllen); our senior prank, which involved wheeling a VW bug into the foyer; trekking through Philmont and fleeing lighting storms and hungry bears; lunches on the quad and in the foyer with wonderfully brilliant and bizarre classmates. And I’ll never forget our 8th grade Havasu camping trip and the night I spent under a picnic table with the spiders having escaped a flooded tent. The next morning dawned clear and we were back to jumping off cliffs into that magical aquamarine water.

Karen and her daughter Elodie at the Brooklyn Book Festival last fall

Prep Alumni: Profiles In Purpose KAREN M. PHILLIPS, CLASS OF 1998 EXECUTIVE DIRECTOR AND PUBLISHER, WORDS WITHOUT BORDERS

PHOTO: COURTESY OF KAREN PHILLIPS

HOW DID PREP HELP SHAPE YOU?

Prep shaped me in so many ways, some of which are still being revealed. The exposure to arts and humanities in and outside of the curriculum had a huge influence on me. My first experiences reading literature translated from other languages and even translating poetry from Spanish into English happened at Prep, thanks to the incredible English and Spanish departments. I got to try photography, creative writing, musical theater, journalism, and Sokol (look it up—I petitioned for girls to be allowed to take this class with Gerald Hausman).

Community service was integrated into the Prep experience through our TAP assignments, which exposed me to a range of Santa Fe organizations and communities, and broadened my world. My most meaningful placement was teaching English to a group of fourth grade English Language Learners at Agua Fria Elementary School. These were kids who had recently arrived to New Mexico and were trying hard to navigate school in English while facing prejudice from many of their peers. They were so courageous.

Prep offered many opportunities for leadership, and, due to its small size, I could try on different hats, from student council and co-editing the Griffin, to organizing the first Meem Jam (is that still a thing?). The administration was open to our ideas and helped support them.

My time at Prep also taught me about the privilege and entitlement that accompanies wealth, whiteness, and educational attainment. Seeing the school grapple with disciplinary issues that intersected with these factors was eye-opening and was the beginning of building awareness of my own privilege.

And finally (I promise I’ll stop after this!), Prep brought me into the New Mexican wilderness through annual camping trips and excursions into the Sangre de Cristo foothills surrounding campus. As a New Mexico transplant, Prep opened my senses to this

WHAT ADVICE DO YOU HAVE FOR CURRENT PREP STUDENTS AND/OR GRADUATES?

Prep is a small and supportive community, so take a risk, be it academic, extracurricular, or social. And consider how fortunate you are to have the access and resources Prep affords. If you’ve not yet found a meaningful way to pay it forward, think about how you might.

TELL US ABOUT YOUR PATH TO YOUR CURRENT WORK, WHAT YOU ARE DOING THERE, AND WHAT YOU LOVE ABOUT YOUR WORK?

I’m currently the executive director and publisher of Words Without Borders (wordswithoutborders.org), a nonprofit literary organization based in New York City. We seek to cultivate global awareness by expanding access to new literature in translation, which we promote online, at virtual and in-person literary events, and via our education program, WWB Campus (wwb-campus.org).

I joined the organization in 2013, and there is a pretty clear through line from Prep to WWB. After college, while working various jobs in Santa Fe, I started volunteering for PEN New Mexico. Eventually this led me to an internship at PEN America in New York, and from there, to the Committee to Protect Journalists. A desire to return to the arts led me to pursue a Master’s in Public Administration from NYU Wagner with a focus on international cultural policy and nonprofit management.

Along the way, I’ve consulted for arts orgs in Argentina, Uganda, Mexico, Namibia, and Germany, where I spent a year on a Bosch Fellowship.

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ALUMNI PROFILES

HANNAH HAUSMAN, CLASS OF 1994 SENIOR DIRECTOR OF DEVELOPMENT AND COMMUNICATIONS, SANTA FE CHILDREN’S MUSEUM HOW DID PREP HELP SHAPE YOU?

I can honestly say that I would not be me without Prep. I try to imagine life if I had attended Capital High School in 1989 which is where I was headed. Prep, and all of the faculty embraced and nurtured my creative and sensitive spirit! I had been bullied in elementary school and was pretty damaged from that. Prep encouraged me to act, sing, laugh, write -- and make others laugh!

Lacrosse and Volleyball became an amazing outlet for me. I was horrible in Math and Science but they put up with me (thanks Mr. Maas). I made friends that I hold close to my heart today. I am so thankful to Prep.

WHAT IS YOUR FAVORITE PREP MEMORY?

There are so many! But one of my proudest moments was receiving the top fundraiser award in the school for the Terry Fox Run in 1990, I think. I still have the Nambe plaque that Mr. Maas gave me. I must have solicited every business in Santa Fe... cold!

Hannah, Soren and Sean

And now, so many years later, I am a professional fundraiser and have raised millions of dollars in my career. It’s funny how life works.

WHAT ADVICE DO YOU HAVE FOR CURRENT PREP STUDENTS AND/OR GRADUATES?

Be you and trust the universe. Try to not pigeonhole yourself into a category, career or attitude. Don’t be afraid of doing something different. It may just be the stepping point to your next adventure, or teachable moment. There is so much to learn, see and do! I always wanted to be in entertainment and even though I am not on stage, I know I use those skills every day in my job. Everything you learn becomes useful and eventually, you find those skills or experiences being put to use in some way in your everyday life. I can’t imagine doing anything else.

TELL US ABOUT YOUR PATH TO YOUR CURRENT WORK, WHAT YOU ARE DOING THERE, AND WHAT YOU LOVE ABOUT YOUR WORK?

I moved to Miami in 1994 to be an actor. 26 some years later I give thanks to South Florida and Santa Fe Prep. My first job was with Big Brothers Big Sisters at 22. In truth, I became a professional non-profit executive and fundraiser because of my time with TAP and learning about mission and non-profit organizations. I realized that by combining my honest nature, passion for helping others and skills for fundraising, I could make a real difference.

What I love about my career is that no job or day is the same! I have renovated, alongside dozens of corporate volunteers, some of the poorest areas of Miami. I have served on the national committee for Miami Children’s Museum and the Association of Children’s Museums. I was the keynote for the Miccosukee Indian School Graduation. I have organized City wide days of service for 3,000 people. I have raised $1 million for a 4 day wine and food festival to benefit United Way. Two years ago I moved back home (thank you Center for Contemporary Arts for bringing me back!) and currently work as the Senior Director of Development and Communications for Santa Fe Children’s Museum. In these challenging times the Museum has pivoted to serve thousands of NM children through our Museum From Home Program, Virtual Field Trips, Grab-and-Go Kits to rural communities, produce from our community garden to Bienvenidos Shelter and a Covid safe Summer Camp.

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PHOTO: COURTESY OF HANNAN HAUSMAN

Currently, WWB is about to embark on a major capital project: the redesign of our website. We’re primarily a digital organization so the way our website serves our audience matters a lot—how can our site invite a wider public to engage with literary voices from around the world? We’re also deeply involved in growing our education program, WWB Campus, so that more and more young people experience the world through literature—last year traffic to our education site increased by nearly 60%.

Running a small cultural nonprofit has its challenges, especially in the current COVID-19 moment. That said, I’ve never had a role I loved so much. I wear many different hats—from setting program strategy and planning events, to leading our fundraising activities and HR. The best part of the job is getting to know so many incredible writers and translators and seeing the impact that reading international literature has on students.

RANDY BROWN, CLASS OF 1975 REPRINTED FROM USFWS CONSERVATION LIBRARY HTTPS://MEDIUM.COM/FWSLIBRARY/FWSSCHOLAR-RANDY-J-BROWN-9F660E456CB6 Jason and his wife JennTara, and their son, Isaiah.

JASON HACKLER, CLASS OF 1984 DOCTOR OF ORIENTAL MEDICINE, WHOLE BODY WELLNESS AND NORTHERN NEW MEXICO HEALTH CARE HOW DID PREP HELP SHAPE YOU?

Academics never came easy for me and the teachers at Prep—especially Irene Epp and Bob Kurth—demanded solid work, yet simultaneously never gave up on me if I needed extra help or a good push in the right direction. Looking back, this gave me a certain level of perseverance even when things are challenging, as well as a sense that there are usually people out there in the world that are willing to step up and help.

WHAT IS YOUR FAVORITE PREP MEMORY?

Oh…a couple I can’t share here, but here are some print-friendly memories: the Gila wilderness trip, wading through the river balancing our pack above our heads, eating 5-6 eggs for breakfast as if it were a snack, staying up all night by the fire, and then packing-out about 8-10 miles.

WHAT ADVICE DO YOU HAVE FOR CURRENT PREP STUDENTS AND/OR GRADUATES?

As my medicine teacher often said, “Be serious about your studies, but don’t take life too seriously.”

TELL US ABOUT YOUR PATH TO YOUR CURRENT WORK, WHAT YOU ARE DOING THERE, AND

PHOTO: COURTESY OF JASON HACKLER

WHAT YOU LOVE ABOUT YOUR WORK?

I was a counselor at La Nueva Vida (an adolescent residential treatment center for substance abuse) after having returned from Spain where I had lived for four and a half years. By chance I was subbing one Wednesday evening when in walked Dr. Duckworth ) internationally-known teacher of Kototama Life Medicine) and several students - every couple weeks they came to the center and treated all fifteen kids with Kototama Inochi Medicine (a system of Eastern Medicine developed by Sensei Nakazono). The kids couldn’t wait to be treated, the room was vibrating with energy. For three days post that night, the kids were calmer, more attentive, there was little to no fighting. I had been searching for my next path—I started receiving treatment from Dr. Duckworth and discovered that he occasionally accepted students in a 4 year apprenticeship training program. I wanted to know what he knew—he finally accepted me into the program and I began my training in the Summer of 1994. I remained by his side, treating patients and helping him teach the Medicine, here in Santa Fe and in St. Louis, for over 20 years.

Last summer I returned with my wife, JennTara, and our son, Isaiah, to Santa Fe, and presently do my clinical work at Whole Body Wellness and Northern New Mexico Health Care, where I maintain a busy family practice of adult and pediatric health care.

My work has always been a “calling.” Somehow I was in the right place at the right moment to encounter a path that I had never sought out or even imagined. I feel honored to be able to carry on the discipline that was shared deeply with me.

Randy Brown was born in Arlington, Virginia but grew up in the southwest, mostly in New Mexico, where he developed a love for the outdoors. Randy graduated from Santa Fe Prep School in 1975, at age 17. He briefly attended the University of Alaska-Fairbanks (UAF) for one semester and then left to go live in the woods, build a log cabin, and live off the land for a while. Randy did this in the Yukon River area near the community of Eagle, on the U.S. Canada border, as one of the “back to the land” adventurers that John McPhee wrote about in his book, Coming into the Country. Randy lived in the wilderness for about 15 years, where he developed skills in mushing dogs, building log cabins, sleds, toboggans, birch bark canoes, snowshoes, and other wilderness skills such as hunting, trapping, and fishing. The last ten of those years were with his family, featured as one of four families in the old style National Geographic documentary, Braving Alaska.

“I think the National Geographic Society did a very good job portraying family life in remote wilderness areas of Alaska at the time, and I refer to it affectionately as the original Alaska reality show,” says Randy.

In addition to living in the wilderness, Randy also lived in a number of rural remote villages in “Bush Alaska,” where his wife, Karen, taught school. In 1991, they moved into Fairbanks and he re-enrolled at UAF, where he earned his Bachelor’s in Biology in 1996.

Randy then worked for the U.S. Fish and Wildlife Service (Service) Fisheries Assistance Office in Fairbanks, doing fisheries work on the Yukon River and elsewhere in northern Alaska. While working there, he pursued a Master’s degree in Fisheries Science, conducting a work-related research project that applied radio telemetry and otolith chemistry W W W . S F P R E P. O R G

Randy Brown, a true outdoorsmen, research biologist, and Alaskan.

technologies to investigate migration dynamics of inconnu (sheefish) in the Yukon River.

This initial fisheries work on the Yukon River employed emerging technologies to answer difficult fish migration and habitat use questions, and has given shape to virtually all of his work since then.

In the course of his daily activities as a research biologist, Randy is convinced that the issue being pursued is important, but rarely expects that his work will be recognized beyond a small group of other scientists and local resource users.

In 2007, however, a commercial fishery on Bering Cisco began at the mouth of the Yukon River, Yukon Delta National Wildlife Refuge, supplying a whitefish market in New York City. This was the first time that an Alaska whitefish species was serving a commercial market outside of Alaska, a market that could take far more than Alaska could produce. Randy’s prior work with the Service studying migrations of salmon and whitefish species on the Yukon River made him uniquely positioned to understand the need for a more comprehensive understanding of Bering Cisco life history. Bering Cisco is a small whitefish species related to some of the deep-water Cisco species in the Laurentian Great Lakes, which supplied the east coast commercial market before those species declined several decades ago.

“Our understanding of Bering Cisco populations did not allow for informed management of the fishery, so it was all guesswork in the beginning,” Randy explains.

In 2009, Randy presented this information to the Region 7 Fisheries and Ecological Services ARD, Laverne Smith, and she recognized the importance of the issue. She asked him to develop a research program for Bering Cisco that would improve their understanding of the species and inform the management of the fishery.

“The support I received from Laverne Smith was absolutely pivotal to the initiation of this research effort. I also had the support of my direct supervisor, Jeff Adams, and when one has supervisory support, almost anything is possible.”

Many stakeholders helped provide essential funding and support for the research. Ora Russ, with the Conservation Genetics Laboratory, and Andy Padilla, with the Alaska Department of Fish and Game, earned Master’s degrees working on the genetics and otolith chemistry aspects of the research. Several primary publications documented their findings. Together, they improved their understanding of Bering Cisco sufficiently to allow for effective management of the commercial fishery and preserve the existing subsistence fishery as well.

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Randy has designed and conducted research for many unanswered questions about distribution, migration, and habitat for many species that are essential to the livelihoods of both subsistence users and commercial fishers. Randy just received the Rachel Carson Award for exemplary scientific accomplishment by applying innovative approaches to gain understanding about Bering Cisco.

Randy really enjoys solving mysteries.

In Alaska, there’s been so many cases where they would sample fish in a big turbid river and get adults of a species and have no idea where the juveniles were, where the adults were headed, or where they came from. Yet, most of these species were being harvested at great rates along the river and development projects were altering habitats, with no understanding of the potential unintended consequences of these actions. He considered these species to be at some level of peril. Randy is grateful to have had the opportunity with the U.S. Fish and Wildlife Service to pursue answers to the life history questions that will help us preserve these great fishery resources.

From a personal standpoint, Randy still practices many of the activities he learned while living in the wilderness during the 1970s and 1980s. He’s still married to his wonderful wife, Karen. He still has some big huskies although he doesn’t mush them anymore. He still carves wooden bowls and builds dog sleds, birch bark canoes, and log cabins. Randy uses a canoe to hunt moose each fall in his old stomping ground on the Yukon River. He loves camping on a gravel bar, cooking over a driftwood fire, and watching a nice sunset.

“Life has changed over the years, and it is still very rich and satisfying. I’m 62 years old right now, and some are asking when I’m planning to retire. However, I’m still very satisfied with my work and until that changes, or I get where I cannot be effective at it, I’ll be pursing answers to more of the challenging fishery questions that we still face in Alaska.”

His most recent paper, “Morphological Variability Among Spawning Populations of Bering Cisco,” was published in the Journal of Copeia. To learn more about Randy’s work, check out more of his publications here.

PHOTO: COURTESY OF KAREN KALLEN-BROWN

ALUMNI PROFILES

IN MEMORY

Frank Newlander

If you were a middle-school student at the Canyon Road campus in the early seventies, one of the brightest spots in your day was in the art room with Frank Newlander. “Mr. Newlander” was an artist and an extraordinary teacher.

Having recently been discharged from the U. S. Marine Corps he ran a no-nonsense operation, overflowing with creativity and ideas. Pinhole cameras and puppet stages, watercolors and sculptures spoke of the inspiration he instilled in the young minds of his students. Novel methods of film-making gave students the impetus to make movies that exist today.

Middle-school students with welding equipment and power tools could be a recipe for disaster but not in Newlander’s classroom.

Order and precision were paramount to the former marine. Music of the 60’s and 70’s played as accompaniment to the work at hand.

Students of that era returned in later years to tell of the ways the teacher opened their eyes to the world around them. Many went on to excel in visual arts.

A celebrated photographer, Newlander’s magnum opus, Frank Newlander Photographs was published in 2001. But teaching was his love, and although he left the classroom after working with middle- and upper-school classes at Prep, he continued sharing his diverse knowledge with family and friends throughout his life.

He was fortunate in his family life and he died, as his obituary stated, adored at home, by the fire on November 3, 2018.

BY MARIE WHITE

Connie Dillon, Class of 1968

On Palm Sunday, April 14, 2019, Constance Stewart Dillon, Connie, peacefully left this world for the world of the divine. She was born December 6, 1950. Her spirit was nourished by her connection to the radiance of our New Mexico skies, landscapes, smells of pi¤on and cedar after a rain, and rainbows gracing us all with momentary colors, never to be repeated again.

So was Connie’s time here, helping her dog Friends find new homes, or helping their owners find their ways with their dogs; each interaction was never the same. She opened the door to experiencing the dogs’ guidance, learning and expanding into a gentler place, no matter where they came from or what their previous behavior had been. Con unlocked many doors for the dogs and their owners in her own way. She was relentless in pursuing the expertise of trainers throughout the U.S. and England. Her thirst for the latest techniques to help bring more aware-

ness to owners and their beloved dogs was a gift. Connie wrote: “It’s true, I’ve always felt that the service I provide for owners and dogs is a healing, particularly when the two come together and respect each other and understand one another. I would always love for the energy to come through when touching dogs, I suppose with prayer, everything is possible.” She is survived by her brother Jay and sister Porter.

Her dogs Midchen, Teddy and Liza have magical new homes.

LEGACY.COM

Wendy Adler, Class of 1970

Wendy Lee Adler, 66 of Santa Fe passed away on February 27, 2019 after a courageous five and a half year struggle with cancer. Wendy was preceded in death by her parents, Jim and Donne Adler of Santa Fe. She is survived by her husband, Stephen Shank, brother, Thomas Adler, both of Santa Fe, and brother, Robert Adler of Phoenix, AZ. With the exception of some years of college at Pitzer College in Claremont, CA and The University of New Mexico in Albuquerque, Wendy spent her entire life in Santa Fe. Wendy worked as a realtor and real estate broker with several real estate agencies for many years. She was interested in and quite knowledgeable about art, literature, antiquities, and anthropology. Wendy and her husband, Steve travelled widely throughout Europe, and in Russia, Mexico, Panama, and Costa Rica.

As an avid horsewoman who owned several horses throughout her lifetime, Wendy had many adventures on horseback including a horseback tour across Tuscany with some other Santa Fe women. Also a huge advocate for cats and dogs, Wendy served on the board for the Santa Fe Animal Shelter. Wendy loved her birds.

At any hour Wendy and Steve’s house was alive with talk, squawk, song, and machine imitations coming from her many parrots and cockatiels.

The family would like to thank the continual kindnesses of the Gatitas along with all the rest of Wendy’s many friends. We will all miss Wendy Adler’s warmth, kindness, sharp mind, and wonderful laugh.

LEGACY.COM

Sam Mott, Class of 2006

Sam Mott died in a car accident near his home in Gaviota, California on April 24, 2019 shortly before his 31st birthday. Word spread quickly, and a group of people gathered spontaneously

in front of his house. They stood in the street as the day turned to night. Many of the people there were neighbors who had lived on the block much longer than Sam. As they talked, they realized that Sam knew every one of them very well, though they did not know each other.

He had spent time with his neighbors, listening to their stories, helping them out when he could. There was a lonely man dying of cancer whom Sam visited regularly to keep him company. There were two nurses he drank rosé wine with on their porch sometimes after they got home from their shifts at the hospital. There was a young boy who grew to love cars because Sam loved cars and he would let the boy play in the ever-changing collection of vehicles parked around his house.

He liked people and had many friends, some very close. Sam was a devoted son to his mother Kappy, and to Guy Holmes, who helped raise him. He was handsome and athletic; he had great enthusiasm for life. He was self-confident and did not search out the spotlight, though his personality and acts were luminous, and sometimes larger than life. When he turned 18, he got a tattoo on his arms that said, “Let us be known by our deeds.” He wanted his family to be proud of what he did.

There is a theory that those who die young often live fast, full lives, as if they have a premonition of their limited time. Sam’s nickname as a kid was Dash; his life was short, but it was a bright light for many people. One of the neighbors standing in front of his house said, “We saw a meteor.”

BY HANK PITCHER SANTA BARBARA INDEPENDENT

Jeremy Brooks, Class of 2014

Jeremy Brooks, an accomplished angler known to have an encyclopedic knowledge of local waterways, was one of 41 people killed when a plane made a crash landing at a Moscow airport. Brooks was traveling to northwestern Russia after landing a once-in-a-lifetime opportunity to work for eight months as a fly fishing guide with the Ponoi River Co., his friends said Monday.

“He was just kind of expanding his wings,” his friend and former boss, Ivan Valdez, said. “He wanted to go to Russia and guide for Atlantic salmon.”

Valdez, who owns The Reel Life, a Santa Febased fly shop and guide service, said Brooks had such an amazing touch with fly fishing that he asked him to work as a guide for his company at age 16. Valdez said Brooks, who grew up in W W W . S F P R E P. O R G

IN MEMORY

Tesuque, had been going to his shop “since he was a tiny kid.”

“He’s like a son to me,” Valdez said, holding back tears. “I can’t believe he’s gone. He’s the best person you could ever meet.”

Jim Leonard called Brooks a “terrific kid” with a lifelong passion for the outdoors, particularly fly fishing. “He was looking for every opportunity, even when he was in middle school here, to fish,” Leonard said, adding that he once bought a watercolor at a school art show that Brooks painted of a brook trout. “His nature was one of such kindness.”

BY DANIEL J. CHACÓN SANTA FE NEW MEXICAN

Anne Fullerton

Anne S. Fullerton, a counselor and educator whose boundless energy and generous spirit enriched the lives of everyone she knew, died Tuesday, July 14, 2020 of cancer at her home in Santa Fe, surrounded by her devoted family.

She received a B.A. in sociology and anthropology from Swarthmore College, then worked briefly as a paralegal in New York City, where she met her future husband, Reese Fullerton.

They lived for several years in Washington DC., before settling in Santa Fe in 1978. There they raised their three sons, Seth `95, John, and Adam `01, and planted deep roots in the community.

Anne’s personal and professional energies were devoted to improving the lives of children and families and fostering positive leadership in the community. She received a master’s degree in education from Trinity College and a master’s degree in counseling from Southwestern College, and served as a facilitator, counselor and teacher, working with individuals, in schools and colleges, and with other institutions and groups.

In everything she did, she was dedicated to bringing people together through communication and collaboration.

In a fully spiritual life, Anne was a beloved friend to many and an elegant presence to all. Her abundant good nature belied a fierce commitment to fairness and ethics. She was forever enchanted by the outdoors and New Mexico’s skies. She loved to hike with her Mis Amigas Miercoles (MAMs) hiking group, and no grandchildren ever had a better Nana. She was a ranked amateur tennis player whose competitiveness never interfered with her

sportsmanship. She raised three sons, but was the family maven of crafts (sewing, knitting, crocheting—to name a few ) that inspired her many nieces and granddaughters. She could whip up a sumptuous feast, from lobsters to enchiladas, while conference calling or babysitting and never miss a beat. Anne was that rarest of exemplars who foster admiration rather than envy. To be in her midst was to feel welcomed, appreciated and understood.

Peter Lazar, Class of 2001

Peter Davis Lazar, born June 7, 1983, left us in the Bridger Mountains Tuesday, February 26, 2019. He died on his skis doing what he loved best. The avalanche that caught him gave him no chance. Pete surrounded himself with loving friends and family. His fascination about the world and boundless curiosity was both infectious and inspiring. Pete continues to be a shining light in all our lives. He is missed. Pete grew up in Santa Fe, NM. He attended college first at UNM in Albuquerque, then graduated from MSU in Bozeman with a degree in Fish and Wildlife Biology. Two years ago, after seven seasons of salmon fishing in Alaska, Pete returned to school with renewed passion. He had just been accepted into the Doctor of Physical Therapy program at the University of Utah, where he was to begin his studies in May.

Gregg Bemis

Our world lost a passionate, engaged, loving family member when Gregg Bemis passed away on May 20, 2020. Bemis was an avid student of economics at Stanford University, served in the Korean War with the Marine Corps, sailed across the Atlantic in a 40-foot boat in his early 40s, and proved himself the most tenacious soccer player – playing regularly until his passing in May of this year. His greatest endeavor was as the owner of the historic shipwreck Lusitania. He was fixated on solving the mystery of the luxury liner’s rapid sinking from a single torpedo in 1915.

Bemis made several bids for public office and wrote a column for The New Mexican’s opinion pages from 2006-2011. He had a strong sense of justice and hoped for a kinder world. “He was always active, always present,” recalled Antonio Weiss, who played soccer with Bemis for 20 years.

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Bemis was an ardent supporter of Santa Fe Prep, having served on the Board of Trustees and dedicated considerable time and energy to help ensure the school’s financial future. He highly regarded the benefits of a good education and found it critical to making such an education available to those who could not afford it. He believed deeply in Prep and the future it opens for young people. Bemis’ daughter, Tamsin Bemis ’84, and his grandson, Giacomo Coppola ’18, both graduated from Santa Fe Prep.

In 2005, the Bemis family established the Tamsin F. Bemis ’84 Memorial Scholarship Fund which provides tuition assistance for a Prep student who displays spirit, leadership ability, and a sense of humor, as well as demonstrated financial need.

Marnie McCarthy

On a road trip in the 1960s, Marnie McCarthy and her husband, Bill, fell in love with the heady high deserts and mountains of New Mexico.

In 1974, with a station wagon full of kids and dreams, they landed in Santa Fe. In 1977 they opened Santa Fe Clay Co., and Marnie quickly became part of Santa Fe’s vibrant arts community. Shortly thereafter, McCarthy came to Santa Fe Prep to teach ceramics.

McCarthy’s intellectual and emotional generosity towards children was her distinguishing attribute. Her actions reflected her deep compassion towards others. In 1945, when she was 10, McCarthy became pen-pals with a girl from Finland who, in her first letter, wrote that she only had paper shoes. When telling the story of receiving this letter, McCarthy said “it was the thought of having only paper shoes in the wintertime which sent me flying into my own closet—not much there, but I probably found one or two pair which I had outgrown.” She then roused her neighborhood friend and her younger brother to go door to door to collect shoes for her pen-pal. They collected 22 pairs of shoes and shipped them off.

Throughout her life, McCarthy believed that world peace and international understanding could best be achieved not by governments, but through people-to-people friendships.

All four of McCarthy’s children graduated from Santa Fe Prep: Daniel McCarthy ’76, Sarah Madrid ’77, Molly McCarthy ’80, Laura McCarthy Hutchinson ’82. Marnie McCarthy passed away in her home in Santa Fe on May 28, 2020.

BY PAMELA EMSDEN

F A C U LT Y

FACULTY & STAFF ANNIVERSARIES

NEW FACULTY joins us to teach AP Environmental Science, Geology, and other Upper School Science electives. For the past four years Tyler and his family lived in Oklahoma City where he worked as a Geologist in the energy industry. Tyler has an MS in Geoscience from Western Kentucky University and a BS in Geology from Sewanee: The University of the South. Prior to his work in energy, Tyler taught AP Chemistry, Geology, and other Science courses for six years at high schools in Florida and Albuquerque.

He decided his heart lies in the classroom and is eager to bring both his experience in private industry and his passion for teaching to his classroom at Prep.

TYLER BODINE

CAMILA FRIEDMAN-GERLICZ ’06 returns

to Santa Fe—and to Prep—to join the Math Department as a teacher in the Upper School. Camila has a BA in Mathematics from Claremont-McKenna where she also played four years of varsity soccer after helping the Griffins secure two state championships as our goalkeeper. She also has an MA in Mathematics from UT Austin and an MFA from the Department of Art and Art History at UC Boulder. Camilla has five years of teaching experience in both Math and the Fine Arts at UC Boulder and Colorado State University. This year she is blending those interests and teaching in the ATLAS Institute at UC Boulder, an interdisciplinary center that synthesizes design and technology. Camila looks forward to bringing her unique mix of expertise to students at her alma mater.

Chris Ishee 20 Years MUSIC, CHORUS, JAZZ BAND, CHAMBER MUSIC, MUSIC THEORY

will teach Ceramics and associated Art courses in addition to running the Ceramics Studio at the Meem. Todd is returning to Santa Fe where he was formerly the Studio Director at Santa Fe Clay. Todd has 10+ years of teaching experience in Ceramics at the college level at University of Wyoming (where he received his BA in Art Education and Art), University of Idaho, Colorado State University, and UC Boulder.

Todd holds an MFA from the University of Idaho. His work has been featured in solo, juried, and group exhibitions across the Mountain West. First and foremost, though, Todd considers himself an art teacher and knows the Meem well from his time at Santa Fe Clay. Todd is eager to work both with his colleagues and aspiring Ceramics students at Prep.

TODD VOLZ

joins our Language Department for the coming school year as a replacement for Jes Ryan, who is taking a year’s leave of absence. A native of Madrid with a BA and MA from university there, Marián has continued her study of language with an MA in Hispanic Linguistics from the University of New Mexico and a PhD— also from UNM—in Educational Linguistics. Marián has considerable classroom teaching experience across several departments and programs at UNM in addition to three years at Capital High School as a Spanish Instructor. She looks forward to bringing her love for and knowledge of how language “works” to her Spanish classes at Prep.

MARIÁN GIRÁLDEZ ELIZO

joins Prep as the Associate Director of the Davis New Mexico Scholarship. A native of New Jersey with family ties to Albuquerque, she comes to us via Berkeley, California, where she has been serving as the National Manager of Impact and Evaluation for the Breakthrough Collaborative national office. Hanna earned a BA in Sociology from Pomona College where she was a four-year member of the Sage Hens Track and Field team. She also taught Math as a Geometry Teaching Apprentice at the Bronx Leadership Academy. Hanna is excited to bring her experience in data analysis and program design to the Davis New Mexico Scholarship, and looks forward to assisting with Prep’s Track and Field team this spring.

HANNA NEGISHI LEVIN

Rennae Ross 30 Years P. E . D E PA R T M E N T C H A I R, S C H O O L H E A LT H C O O R D I N AT O R

W W W . S F P R E P. O R G

CLASS OF 2020

Senior Speeches

As part of the Senior English curriculum, students write and present a Senior Speech in Liz Friary’s class.

The following are a few standout selections.

WHERE DO YOU FEEL AT HOME?

BY JEROME ROYBAL

Home is where the heart is, and that couldn’t be more true for me. Home is where family is, of course. It’s where my memories are kept and cherished. It’s the time I fell on my face in the parking lot at Disneyland. It’s where I begged for chicken nuggets because, as a kid, that’s all I wanted to eat. It’s also where sacrifices are made. Where late night jobs, second and third jobs, were picked up, just so I could go to school. It’s where every penny mattered because “I am gonna become something.” That’s the gentle push that my family has always given me. To be more, for which I am eternally grateful. Now all I hope is that I can make them proud. Home is a mix of hugs and kisses, yelling at Cowboys games on TV, drinking Gatorade, and catching and losing fish to make up the most perfect imperfect home and family that I can have.

Home is where the heart is, and my heart belongs to two loves. One has known me from the beginning. He knitted me in my mother’s womb and knew me before I was even born.

He has been there for me in every aspect of my life. He has been there in every hug, in every laugh, and in every smile. He has been there in the middle of despair, every hard trial, and every tear shed. He has conquered evil and has always been by my side. He is the greatest comforter. He is my savior and my life is in debt to Him always and forever.

That dark Friday over two millennia ago was the most important thing to happen in all of history. The day He set us free. Salvation was finally achieved all because of Him, which is the greatest gift anyone has ever given me. He has also given me my other love.

She is right alongside me with our Savior. Our lives became one when we first met in His house. The first moment I saw her I melted. Her eyes sparkled, and her hair shined, and she seemed to glow every time I looked at her. That night will always be in my memory.

When my heart pounded and screamed, “Ask her out, you idiot”! Thankfully for once, I took my own advice. My girlfriend is the best thing that’s happened to me in a long time.

No matter how cheesy it is, I can talk to her about anything. We are each other’s shoulders to cry on. She remains just as I saw her when we first met: the most beautiful and perfect woman in the world. She has always been there for me when school has gotten tough. I’ve been there when she worries about the future. I always tell her as long as we have God and each other, we’ll be just fine. I pray that we will still be together for the future and beyond, so I can continue to be with her.

Family is where the heart is. That is why every person and every place I consider home and family are in my heart. No matter where I am, I can count on my mom’s enchiladas, my dad’s crazy stories, my girlfriend’s support and love, and my relationship with God. I know I’ll be okay no matter where I am. I know I can always count on all of them to be there.

WHERE DO YOU FEEL AT HOME?

BY AMORY MALIN

I went on my first off-trail bushwhacking hike nestled in a little green sling on my dad’s chest six days after I was born. My dad says I was beaming with delight the entire hike as we veered off the trail and went into a forest of aspen and

ponderosa pine. Of course, my mom was furious, but that would not stop us. From then on, he regularly took me with him on all of his hikes. When I was two, I completed my first hike without riding in his backpack at all. I insisted that I would walk the entirety of Chamisa Trail, and I steadfastly refused to be carried for one second.

From then on, going on hikes with my dad became my favorite thing. The goal of our hikes was never to get to the top of a mountain or to

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walk the fastest; it was to seep in our surroundings, and enjoy and appreciate the nature around us. My imagination made the trees swaying in the wind come to life, and each patch of moss sheltered magical creatures. Though I got older, this never changed. Nature became my home. I am never more spiritual than when I am outside walking in an aspen grove. To some, aspens are nothing more than 45-100 foot tall pieces of wood. To me, they are sacred entities with real feeling that protect me when I am in their midst.

To me, they are family.

“Home is where my family is.” When my mom and dad first met, he asked her where she considered her home to be and that was her immediate response. When my mom’s mom died, just a few years before I was born, my parents walked up one of their favorite trails, a small and slightly steep but beautiful trail just to the left side of Aspen Vista, with a small bit of Sanda’s ashes.

Once they reached the meadow, they scattered the ashes so that Sanda could forever be where she most felt at home: the aspen meadow. Every year we go up to the meadow to honor Sanda. My parents have nothing but absolute love in their voices when they talk about her. She was, simply put, pure good. Willing always to drop anything to help someone out, unbelievably selfless and generous, with a love and beautiful spirit that stuck to anything she touched. She is what I am and always will aspire to be.

The mountains were my dogs’ homes too.

It was where they could run freely and quickly and joyously prance about, of course with me running and prancing just behind them. When my dog Dobby died, it was only fitting to bring his old collar to our favorite tree on the side of the meadow and place it there. I remember finding a flattish rock and spending at least 30 minutes carving a D into and collecting flowers and grass.

I try to go up there as many times as I can, to be with my amazing and wonderful parents, to be with Dobby, my dog for most of my childhood and whom I have loved eternally since, to be with Sanda, a woman whom I never met but was said to be the kindest woman to walk this earth, and lastly, to be with the wonderful trees I’ve grown up with and have always cherished. If that isn’t home, I don’t know what is.

AMORY MALIN LINK: HTTPS://WWW.YOUTUBE. COM/WATCH?V=X3VJ6T3TENS

WHAT I’VE LEARNED SO FAR

WHO IS MY FAMILY?

BY SUSANNAH MURRAY

BY SAVANNAH MCCALL

This is, in fact, another soppy end of high school speech. I’m sure there have been quite a few, but I have just one more to add to the pile. Yes I’ve left this assignment until the last minute and that’s why it’s lined up so nicely with the last day of senior classes, but even the fact that this is the last assignment of my high school career has me feeling sad and nostalgic, and that’s not how I thought I’d feel turning this in.

High school was, for me, always about the academics. I’m a self-identified (though maybe not proud) overachiever, and I have spent countless nights over the past six years awake into the wee hours of the morning studying for calculus tests and exceeding word limits.

No, really, I annoy myself too, but I made school my priority and figured that would carry me through high school and into the rest of my life. I could not have been more wrong.

Basically what I’m saying is: You know that scene from the first Harry Potter book?

Where Hermione tries to learn how to fly a broomstick from a book, and when she can’t figure it out gets the life lesson that you can’t learn everything you need to know in life from a book? That’s what my high school experience has been like. If I could, I would read an instruction manual on how to make an announcement in assembly or receive a hug. I’m sure there are WikiHow articles about both subjects with terribly uninformative pictures accompanying them, but the point is these are things there is no way to learn but through experiencing them, and though that has terrified me to no end (and undoubtedly will continue to do so) I firmly believe the most important things I have learned in my long, long life of 18 years have not come from books I’ve read for school. So, without further ado, here is a list of what I’ve learned so far: If someone offers you a game of fifty card pickup or ABC gum, do not accept.

Trying to sprint a mile-long course, “so it’s over quicker,” is not a viable strategy for someone of my athletic ability.

If you change your mind about going headfirst off the high dive MID-DIVE, you will belly flop in front of your 8th grade PE class.

The answers to Bixby’s fill in the blank questions are never, ever, what you think they are.

No one cares how bad your dance moves are at prom.

Getting the last word is never worth it.

Long-distance friendships take work, but are so worth the effort.

If you can’t laugh at your own mistakes, you are robbing yourself of joy, experience, and growth.

I would of course like to say that I’ve already learned everything I have to. I’m set, I’m done, I’ve got it figured out, I can go through life confident I have conquered every challenge it’s going to throw at me and can put my little anxious heart to rest. But if I’ve really learned one thing, it’s that I will never, for as long as I live, stop learning. There is an infinite number of possible mistakes I can make that will be presented to me in the coming years, and, knowing me, I’ll make most of them. But I’ve learned to find value in those mistakes, learn from them, adopt them, agonize over them as I lie awake at night, and use them to become a better person. Yes! It’s cheesy, but that seems to be the mood I’m in this week. I promise to be back to my normal snarky self soon, but for now all I can think about is how grateful I am for the bookless experiences my high school years have given to me.

I appear. The first black dot on a static screen.

There for a second, then vanished. You never got to know me. However, you recognize me. I’m the sunflower in your backyard. You remember me and you wish for me, yet you don’t remember what I look like.

Hi. I’m Savannah. Or perhaps I’m not Savannah and rather, I am all the people who worked to mold me, teach me, and guide me into who I am today. Perhaps I am my friends. Perhaps I am my family. Perhaps I am indeed the sunflower, belonging to no one.

Who is my family you ask? Not my blood. Only my blood.

Blood. What is blood? It carries my genes. It carries my face, my body, my fingers. It carries nourishment. Making my heart beat, I cannot ignore my blood family. My blood family is spread, cold, hardened. It is not warm, and it is not holding. My blood has never caught me when I’ve been flailing mid-air. It has never quite proven it’s love to me. My blood is good music. My blood is wind blowing through my hair on the top of a mountain. Horses spiraling around me. My blood is the SHWAM of a bullet hitting the chest of a coyote, it’s blood creating a gelatin puddle in the desert sand. My blood is the churning roller coaster-like feel you get in your stomach on a turbulent plane. My blood is the aching feeling you get when you realize you’ve been abandoned once again. The pull at your heart that you can’t quite describe…. yet somehow it hurts. My blood, being my life, is also my death. Carrying abandonment.

Alcoholism. Yet my blood is what keeps me alive.

It has never quite left me, and it won’t until my ultimate moment.

Hey! Do you hear that? It’s the beating of drums, a maraca shaking, bodies rubbing against each other, guitar strings straining.

Birds chirping and cats meowing. That’s my family. The music I hear day in and day out pushing me forward, urging me to continue. Just like music, it surrounds me, everywhere I go, every step I take. It’s the gray-haired woman, 4 ’9, who is the one who truly loves me; she is the chirping of birds. She’s saved my life twice, and I know she’ll do it again. My family is the sunflower you W W W . S F P R E P. O R G

CLASS OF 2020

find in your backyard. A cat rubbing on your ankles, just to rub it’s scent on you to let you know that it loves you, that it will protect you. My family is the dust in your eye, the piñon pollen in your nose. The snow, trapping you in your home.

My family is the phone call from your friend who you were just thinking of.

When you sit quietly in the wilderness and realize that the wilderness is anything but quiet… that is my family. This is my family because I know that it will not leave me. It will always be constant in my life, and when I do rush into a forest meadow, tears running down my face and anger in my soul, it will be there to catch me, to rub my back and ease me to sleep. My family is the love of the world itself. The beauty that it can create, including the creation of all those whom I love and who love me in return. It can create passionate love in your mother’s eyes and a sparkle in your lover’s. The magnificence of the world can create music from others and can create its own.

My middle name is Star. I guess I could say I belong to trillions and I will always connect to them and see them as my family. They hold me day and night. As Delia Owens states in Where the Crawdads Sing, “Time is no more fixed than the stars. Time speeds and bends around planets and suns, is different in the mountains than in the valleys, and is part of the same fabric as space which curves and swells as does the sea.” In the end, what I call my family is the fact that when I do die, I will be absorbed by the earth and returned once again into the universe whether it’s as a dung beetle, sunflower, or maybe a star. I know it will be there to catch me when I’m flailing mid-air. When I’m devastated, when I’m angry, when I’m in love, and when I’m blissful.

“We all travel the Milky Way together, trees and men…. In every walk with nature one receives far more than he seeks. The clearest way into the universe is through a forest wilderness” ~Richard Powers

WHAT HAVE I LEARNED SO FAR? NATALIE BARR

What have I learned so far? What have we learned so far? All of us have gone through school for the majority of our lives, gaining knowledge that will aid us in whatever life we choose to lead. Nights and nights of homework, studying, crying, and stressing have led us to our final year of high school. What have we learned? Truly learned? The most important lesson we have had was not given to us by a teacher or held in a classroom. Though our classes greatly influenced the knowledge we now possess, our true lesson has been how to move forward in such uncertainty. When COVID-19 first started to impact our lives, our senior year, we became sad and angry, or at least I did. I was angry I never made it to ISAS. I was angry that I couldn’t take a picture on top of Sun Mountain with my whole class huddled together. I was angry we couldn’t do our senior prank, that we didn’t get to walk out of our last assembly with our heads held high. I was angry about so many things, and it was frustrating in a way I have never felt before, completely inhibiting.

When Ms. K, Jim Leonard, and others say, “If this had to happen to a class, it would be the Class of 2020 because you all can take it,” they mean it. I hadn’t let that sink in until I realized how true it really is. It’s hard to feel bad for yourself when you are in fact very, very lucky considering, but the beauty that has come out of this has truly amazed me. Artistic expression has skyrocketed, leading me to further reinforce my belief that the people on this earth are beautiful and are creators of beauty. I now see more people in nature and walking outside than ever before. I have even noticed a shift in driving: Nobody’s in a rush. People are looking within themselves instead of at others, and what many are finding is astounding and once again filled with beauty.

We, the class of 2020, not just at Prep but across the entire world, were chosen to be affected by this crisis. Everything happens for a reason. In the last few weeks, I have learned who my class truly is, what they represent, their ability to look at anything and find a silver lining. We’re now the generation that had a different high school experience than anyone else. Though some may see differences as bad, I am beginning to see them as spectacular. We will have stories to tell from when days were good and when days were bad, but most importantly, we will be able to tell, like no other, how we dealt and overcame those days of struggle. Of course, this pandemic happened during our senior year! Who else could weather this storm with such grace and amazing partnership? This pandemic is not only here to remind us of our good fortune, but it’s also here to test our agility.

We left our last assembly with the song “Unwritten” playing because so much is unwritten. In fact, we have had to rewrite our entire end of the year and will continue to improvise in every way we know how. We will continue, continue as the people before us have.

We will lead lives that inspire change because I now know for sure that this is what my class stands for. Let all the people being greatly affected by this virus look to our strength and let us keep them in our thoughts because we are fortunate. This year we have learned humility, patience, strength, optimism, perseverance, love, and so much more.

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RACE AND RACISM READING LIST

b o o k s t k i d s t lo v e

Bee Hive Bookstore is offering all Prep community members 10% off their purchase! Bee Hive is currently offering curbside service with online and phone orders. If you order online, when checking out, make sure to type “Griffins Together” in the “additional information box” under “instructions.” The discount won’t be reflected online, but you will receive an email with the updated discount price. This is a quick and easy way to support a fantastic independent and locally owned small business (and a Prep family business, too). Thank you so much Bee Hive!

Deepening the Work THE FOLLOWING IS A LIST OF RECOMMENDED READING COMPILED BY ENGLISH TEACHERS, DOUGLAS ARNWINE AND KRISTIN KALANGIS. THIS LIST IS A SAMPLING OF IMPORTANT WORKS THAT EXPLORE LARGELY AMERICAN AND ANTI-BLACK FORMS OF RACE, RACISM, AND RACIAL STUDIES. FICTION/NONFICTION/POETRY Go Tell it On a Mountain, The Fire Next Time; James Baldwin Black Boy (or American Hunger), Native Son; Richard Wright Invisible Man, Juneteenth; Ralph Ellison The Bluest Eye, Beloved, Song of Solomon; Toni Morrison The Master’s Tools Will Never Dismantle the Master’s House, Sister Outsider; Audre Lorde The Beautiful Struggle, Between the World and Me; Ta-Nehisi Coates The Color Purple; Alice Walker Kindred; Octavia E. Butler The Known World; Edward P. Jones “Letter from Birmingham City Jail”, Testament of Hope; Martin Luther King Jr. Autobiography of Malcolm X; Malcolm X Just Mercy, Bryan Stevenson Their Eyes Were Watching God, Barracoon, Zora Neale Hurston Caucasia, Danzy Senna The Hidden Wound, Wendell Berry The Collected Poems of Nikki Giovanni 1968-1998, Nikki Giovanni Girl, Woman, Other, Bernardine Evaristo Catalog of Unabashed Gratitude, Ross Gay Counting Descent; Clint Smith SOCIOLOGY/CRIMINAL JUSTICE The New Jim Crow: Mass Incarceration in the Age of Color Blindness; Michelle Alexander

Are Prisons Obsolete?, Freedom is a Constant Struggle: Ferguson, Palestine and the Foundations of a Movement; Angela Davis “The Case for Reparations”, Ta-Nehisi Coates Say Her Name: Resisting Police Brutality Against Black Women (anthology) A Vision for Black Lives: Policy Demands for Black Power, Freedom, and Justice (anthology) Nobody: Casualties of America’s War on the Vulnerable from Ferguson to Flint; Marc Lamont Hill Killing the Black Body : Race, Reproduction, and the Meaning of Liberty; Dorothy Roberts White Fragility; Robin DiAngelo Superior: The Return of Race Science; Angela Saini PHILOSOPHY/PSYCHOANALYSIS/ FEMINISM/CRITICAL THEORY The Wretched of the Earth, Black Skin, White Masks; Frantz Fanon I Write What I Like; Steve Biko (originator of the Black Consciousness Movement in South African) Black Feminist Thought; Patricia Collins All About Love: New Visions, Feminist Theory: From Margin to Center, bell hooks Discourse on Colonialism; Aime Cesaire “Can the Subaltern Speak?”; Gayatri Chakravorty Spivak Orientalism, Culture and Imperialism; Edward Said Race Matters: Cornel West Souls of Black Folk; W.E.B DuBois

RACE AND ETHNICITY/CULTURAL STUDIES/HISTORY Race Traitor, Noel Ignatiev & Joel Garvey Race Rebels: Culture, Politics, and the Black Working Class, Robin D.G. Kelley Writing Beyond Race: Living Theory and Practice, bell hooks White Rage: The Unspoken Truth of Our Racial Divide, Carol Anderson How to Be an Antiracist; Stamped From the Beginning: The Definitive History of Racist Ideas in America; Ibram X. Kendi WHITENESS STUDIES White Lies: Race, Class, Gender, and Sexuality in White Supremacist Discourse, Jessie Daniels White Privilege: Essential Readings on the Other Side of Racism, Edited by Paula S.Rothenberg Black on White: Black Writers on What It Means to Be White, Edited byDavid R. Roediger (must read in my opinion) Learning to Be White, Thandeka CHILDREN’S BOOKS A Kids Book About Racism; Jelani Memory I Am Enough; Grace Byers and Keturah A. Bobo Separate Is Never Equal; Duncan Tonatiuh YOUNG ADULT Brown Girl Dreaming, Jaqueline Woodson Monster, Walter Dean Myers The Hate U Give, Angie Thomas With the Fire on High, Clap When You Land, Elizabeth Acevedo Red to the Bone, Jacqueline Woodson W W W . S F P R E P. O R G

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TO PARENTS OF ALUMNI:

If this magazine is addressed to your child/children who no longer use your home as a permanent address, please send us their updated address and contact information: alumni@sfprep.org Santa Fe Prep Middle School Quad, watercolor by Parka Kithil