Journal SPRING 2019
▲ Baurice Kovatchev ’23 Benjamin Efrat-Henrici ’23 ▼
2 Message from Head of School Larry Weiss 4 Luis Umana ’11: Living the BFS Mission The Journey and the Destination: 6 College Counseling at Brooklyn Friends 9 12 14 18 21 22 26 28
On the Road with the Upper School The Eco Rangers Strike Back Leading from the Heart and Staying Connected History through a Critical Lens Athletics: An Abundance of Blue Pride Alumni Class Notes Making a Difference: New Friends and Families The Performing Arts at BFS: Dance and Theater
Guided by the Quaker belief
that there is a Divine Light in everyone, Brooklyn Friends School cultivates an intellectually ambitious and diverse community that celebrates each individual’s gifts. We challenge our students to value and embrace difference as they develop critical thinking skills and apply their knowledge and intelligence both in and out of the classroom. In this rich learning environment, we inspire all members of our community to voice their convictions, to discover and pursue their passions, and to seek truth. Our graduates are compassionate, curious, and confident global citizens who let their lives speak in the spirit of leadership and service.
COVER AND PHOTOS ABOVE:
Twice a year, Middle and Upper School students present concerts that reflect their studies in the music disciplines of Chorus, Jazz, and Orchestra. The entire school community benefits from their outstanding gifts of music. Thank you, students and teachers.
BROOKLYN FRIENDS SCHOOL JOURNAL
is published by the Advancement Office of Brooklyn Friends School for alumni, students, parents, grandparents, faculty, and friends. 375 Pearl Street • Brooklyn, NY 11201 Tel: 718.852.1029 • brooklynfriends.org Joan Martin, Editor Karen Edelman, Director of Advancement Lekeia Varlack Judge’99, Director of Alumni Anna Ferber, Director of the Brooklyn Friends Fund Emily Cowles, Special Events and Digital Marketing Manager Peter Mackie, Advancement Assistant
Journal SPRING 2019
A MESSAGE FROM
Dr. Larry Weiss Head of School
As I look forward to running with BFS community members in the Sprinting for Scholars 5K in Prospect Park on May 22, I would like to share six lessons that I have learned from finishing 18 Marine Corps Marathons since 1995. In particular, I want to examine how those lessons relate to the 9-year marathon at Brooklyn Friends that I started on July 1, 2010 and which will reach its finish line on June 30, 2019. The need to commit to continuous improvement – knowing that no matter how much one prepares, there is always more to learn about successful preparation and execution.
LESSON ONE:
Never taking for granted the kindness of strangers or the need to reciprocate their kindness.
LESSON THR EE:
BFS has achieved many of the ambitious goals set by the 2008 Strategic Plan over the past nine years. These achievements have established a platform upon which BFS must continuously improve its implementation of commitments to student learning and living consistent with the highest expectations of students themselves, their families, teachers, and community. Doing so will enable the continued realization of Quaker values that is so often illustrated by the spontaneous generosity of spirit, wisdom, friendship, and commitment to social justice demonstrated by so many BFS students.
The supportive marathon crowds, and particularly the dedicated, enthusiastic, and friendly Marine Corps officers and enlisted men and women who are with us runners on every part of the course, are exceptionally kind to all of us – even when they occasionally employ their unique motivational tactics to keep us moving through the race’s most challenging sections. Similarly, spontaneous, often unexpected kindness is frequently experienced by BFS community members in their daily interactions. As alumni look back, such random reciprocated acts of kindness are often recalled as some of their fondest memories.
L E S S O N T W O : Finding joy in the comradeship and collegiality of being part of a group striving to achieve a common goal.
L E S S O N F O U R : Always knowing that following through to the finish is the ultimate, most painful, and most satisfying challenge.
As I was beginning high school in 1963, a British movie called The Loneliness of the Long Distance Runner was becoming popular. It was an interesting and provocative film, but my marathon experiences more than 30 years later proved that instead of loneliness, the experience of runners well back in the pack, like me, manifested a solidarity and collective spirit that made us brothers and sisters in the hours we spent together. The fact that so many Brooklyn Friends students are indeed real friends with each other provides a basis for joyful community that is remembered lovingly in the decades that follow graduation from BFS.
For almost any athletic endeavor, the importance of following-through once a shot is taken or a move is made is a key component of achieving success while both maintaining balance and retaining the capacity to respond to the next move. For every action, there is a reaction; and controlling over-reaction to achieve the ultimate goal is difficult for all of us. The support of teachers, parents, role-models and, probably most importantly, friends has often proved a crucial factor in helping our BFS students to follow-through in their efforts to bring their extraordinarily ambitious projects to superb completion.
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L E S S O N F I V E : Realizing that resilience in the face of adversity and unanticipated difficulty is never easy but is often the prerequisite to achieving the goal.
For most of the marathoners with whom I run, finishing is winning. We might strive for a better time, but the medal we receive from a Marine Corps officer at the end of our 26.2 mile adventure marks a successful finish. We are living with an expectation of immediate gratification and instantaneous social media reaction, (unfortunately often anonymously critical) which shapes the lives of many adolescents, and adults as well. It has been truly heartening each year to see the resilience, joyfulness, and positive spirit manifested by BFS students as each academic year proceeds and concludes. Enjoying the reality that the end of one race is only an invitation to start training for the next one.
LESSON SIX :
The combination of personal and collective pleasure achieved by finishing a project, a job, or even a career is most meaningfully manifest in the desire to continue growing, to welcome the coming challenges with hope, joyfulness, and a commitment to service to others. As our students move through BFS and onward to higher education, they model for all of us the importance of continuous engagement with life’s challenges and the search for ways to amplify our inner light that never truly ends. In taking my leave, I remain, as ever, yours,
A Collection of Poetry based on
by Eliza Baron-Singer 8th Grade Class of 2023
Mrs. Hicks she wipes the fresh blood on her pearly, white satin nightgown and sighs she will have to bleach it in the morning unfortunately the blood soaks in deeply and in the morning she must continue with the blood on her dress brainwashed quarreling over monsters battling over dictators dueling over an oppressive system only to drown out the disparity of our situation we are mere jousters in this immoral institution
rape I do not know my mother well but I know that she did not give consent shall we list all of the names that are engraved upon the nonexistent Tombstones? Or shall we attend the Funerals That were never On the docket? distance I do not dwell with my family I dwell with a monster who has taken every inch of my body And claimed it as his
In friendship,
Eliza received a 2019 Scholastic Art and Writing Awards National Silver Medal for her poetry, which is reprinted above. The Medal recognizes “the most outstanding works in the nation” of writing and art submitted by 340,000 students (grades 7-12) across the country. Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 3
“ Our graduates are comp citizens who let their liv ALUMNI PROFILE:
Luis Umana ’11
Living the BFS Mission by Jeffrey Stanley
“At first I wasn’t really sure why my parents wanted to put me in an independent school, but after being there I can honestly say the reason why I’m where I am today has a lot to do with BFS.” Bronx Assistant District Attorney Luis Umana ’11 has deep roots in New York City but his journey started elsewhere. “My family’s originally from El Salvador. I came here when I was eight years old and we moved into Park Slope. Growing up there was very easy.” He attended local public schools and by middle school, his strong academic record made him eligible to enroll in the Oliver Scholars program. “It was basically a summer immersion program with STEM classes. They also help you apply to private schools around the city.” The young Oliver Scholar and his parents toured several independent schools, including BFS. “As soon as I got on the tour,” said Luis, “I knew that it was the kind of community I could see myself in. I loved the way the interviews were conducted, I loved how my family was taken into consideration as well. And I got to meet some of the Admissions staff who really stood out to me.” Throughout his four years in the Upper School, Luis played basketball and baseball but his primary academic passions were French and History. He particularly recalled World Language Teachers Sue Aaronson and Tracy Bucci as having a profound influence on him. “I took French and that was my third language. It was very difficult, especially as a lot of my classmates had already taken French classes. For me I was starting at zero. But these teachers would always push me,” he said. “They gave me a certain work ethic that I still use to this day.” Luis was shocked when his teachers urged him to enroll in IB French during his junior and senior years. “I had to take a few summer classes with Sue,” he said. “To be in school in summer while everyone else was doing other things was hard.” The precedent would serve him well.
4 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2019
passionate, curious, and confident global ves speak in the spirit of leadership and service.” “When I had to study for the bar exam, I was at my house for 10 weeks straight. Summer school at BFS had a big influence on my work ethic.” He also expressed deep gratitude for Upper School History Teachers Vlad Malukoff and Dr. Jon De Graff. “They were great. Very amazing people who had a big impact on my life in the sense of how kind they were, especially to someone coming from a public school background. They made me feel very comfortable,” he said, pausing for a moment of reflection before adding, “The whole school made me feel comfortable, but Vlad and Dr. De Graff went more out of their way to show it.” Luis had amazing things to say about Auxiliary Programs Chair and Summer Arts Director Rachel Webber, for whom he worked summers as a counselor in the program. “She’s been like a second mom to me,” he said. “I started working my freshman year of college. It was my first job interview. We still keep in touch, we still get together. It was really an amazing experience being part of Summer Arts and also being able to help her with the Horizons program.” After graduation, Luis enrolled in The City College of New York, known for its rigorous pre-med program. It seems surprising now that he started out with the intent on becoming a dentist. “Both of my parents are in the dental field, so I was motivated to start a pre-med program but once I got there, I took a few classes in Media Communications so I started doing that. I became a Public Relations and Marketing major. I think my parents still don’t know what that major is to this day.” In a sense, he had never left BFS. He worked six summers at the school as a camp counselor, and later for Advancement Director Karen Edelman. Then, his life took an unexpected turn during his last semester as a Media Communications major. “I took a class in Media Ethics taught by a former administrative judge,” Luis recalled. “I loved the way he portrayed copyright law and entertainment law. He motivated me to apply to law school.” After graduating in 2015 and going through the motions of applying to various advertising and PR firms in the city, he knew his mind was fixed elsewhere. “That summer I took the LSAT.” Luis was accepted to Pace University Law School’s accelerated two-and-a-half year program, which he started in January of 2016. Then came a ten-week summer internship at the Bronx DA’s office. “I don’t think anything I did before that internship
got me into what I do now,” Luis said. “It came out of nowhere. It was a huge switch. If you had told me as a high school senior that I’d be a prosecutor I would have laughed.” After graduation, he was offered a position at the Bronx DA’s office. He’s been working there for almost a year. “I’m an Assistant DA, a state prosecutor in Bronx County,” he explained. “I’m part of the general trial division, and I prosecute all kinds of general crimes. There’s also a domestic violence bureau, child-related crimes, homicides. Those are specialized bureaus. General trial bureau can include weapon possession, some narcotics, a lot of DUIs, and assaults. When they get assigned to me, I’m in charge of taking the case from its birth to the end, whether it’s through trial or the defendant taking a plea.” Never one to stay in one place for long, Luis is already setting a long-term course for himself. “I have a three-year contract but my plan is, after I have substantial trial experience, to apply to a Federal attorney position and become a US Assistant Attorney or work for the the FBI, DEA or CIA. I’ll do that for a little bit and then go private.” (Remember, you heard it here first.) When he’s not concentrating in law, Luis enjoys reading, international travel, and backpacking in the Catskills and Adirondacks. He’s currently planning a cross-country trip for September. How do Quaker ideals influence him professionally or personally today? “Quaker values in general do really reflect who I am, especially in my profession. I see the way that violence and anger can drag someone into a position where they don’t want to be. I see crimes every single day, and a lot of it stems from the way people were brought up. My parents taught me, but being in a school where that kind of behavior isn’t tolerated reinforced my values.” He elaborated further: “We live in one of the rudest cities in the country so it’s good to have a peaceful, nonviolent character at all times. Meditating on this at Quaker meeting really motivated me.” His advice to the current BFS seniors? “Value and cherish every moment that you’re in this school, because you’re lucky if you go to BFS. You’re lucky if your parents are able to give you this amazing education because it’s not an easy type of education to find in this city, and it’s going to shape the way you become and the success you’ll have in life. It’s a blessing to be there.”
Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 5
The Journey and the Des College Counseling at BFS Pu by Anita Bushell
“
Get it over with as soon as possible so you can enjoy senior year,” advised Violet.
“
Ask for help,” said Charles.
“
The panel of seven BFS seniors – which included Violet, Charles, and Keith quoted at left – had hard-earned wisdom to offer the junior class and their families at the annual Junior Case Studies evening. The February program, which is administered by the College Counseling Office, is mandatory for juniors; their families are strongly encouraged to attend. The senior panel is part of the evening in which juniors role-play with real college admissions representatives to assess a candidate’s college application. “For the students,” said Tiffany Huggins, Associate Director of College Counseling, “this organic way of connecting with the representatives, as well as starting the conversation with their parents in this fun, interactive manner is a great way for them to ease into this process.” “Case Studies is a program that most independent school college counseling departments offer; it’s been around forever,” said Terry Kung, Director of College Counseling,
Remember that academics do come first,” noted Keith.
Terry Kung
6 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2019
Tiffany Huggins
estination: uts Students in the Driver’s Seat about the program, which has been updated for use by 21st century families. “We’ve taken on a different model,” said Tiffany, “based on our experience with our past applicants and different universities.” Moving away from outdated cases, the College Counseling Office has created new ones, while incorporating technology, to make them interactive and captivate participants. During the event, students and their families can use an app to see live voting results, right on the screen, which adds to the excitement. For this year’s Junior Class evening, there were eight college representatives who conducted admissions case studies, led special interest group discussions, and hosted a mini college fair. Barnard College, Bates College, Clark Atlanta University, Connecticut College, Morehouse College, New York University, Northeastern College, and Vassar College were represented. Special interest discussion groups were held on the following topics; Applying to Arts Schools, Cooperative Education, Women’s Colleges, and the Historically Black Colleges and Universities (HBCU) Experience. Juniors and their families sat in separate breakout sessions and were in the admissions driver’s seat, evaluating a mock student,
College Representative Evan Layne, of Northeastern University, conducts a mock case study for “Grant College” as parents use an app to “vote” in real time.
Tyler, and his application to the fictional Grant College. “He’s an all star?” asked Ben, of Connecticut College, “Give me specifics! Why is he an all star?” “Tyler is very passionate,” one student answered. “He seems to be an intuitive and investigative individual,” said another. The subject of the personal statement came up. “It’s such a period of self reflection,” senior Amina Washington remarked. She wisely advised, “This isn’t the time to be humble.” “How significant is the essay versus grades?” another student asked. “What we like to say in the admissions field,” Ben answered, “is that a well written essay can heal the sick but it won’t raise the dead.” He was referring to the way in which a strong personal statement can certainly strengthen an application but Ben Brown of Connecticut College speaks will not make up for with a BFS junior at the Mini College Fair a weaker academic record. During the course of the evening, juniors had a chance to hear the story of a BFS alumnus who made an unexpected college choice. “I never thought I would apply to an HBC,” said Alexander Jean ’09, a graduate of Morehouse College. With Evin Brinker, (Clark Atlanta University), Alexander was leading the HBCU workshop for juniors who were considering this option. “It was Dr. Jon DeGraff [Upper School BFS history teacher] who introduced the idea to me.” continues on next page Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 7
The Journey and the Destination
From left, senior panelists Keith Hill, Amina Washington, Lili Massac, and Holly He
College Counseling
continued from previous page
Case Studies also gave juniors and their families an invaluable opportunity to talk with the experts about issues such as families’ financial needs, students’ learning styles, and the difference between “Early Action” and “Early Decision” applications. “Hearing from the representatives of the different colleges,” one parent noted, “helped both my daughter and me understand exactly what would be expected in the coming months.” “We want to make sure that we’re facilitating, to the best of our ability, all the riches – the access – that we have to all these folks,” said Terry of the guest college representatives. “They are just delightful, and we are so fortunate that we have these relationships. Year after year we have these friends who come because this also speaks to who we are as a community.” Indeed this sense of a caring community was clearly present throughout. “We want our families to feel empowered in the
process, particularly the students. The seniors have a voice,” said Terry. “They’re offering their wisdom,” said Tiffany of the members of the Class of 2019 who took part in the evening. “They were all so eager to do this, to stay late on a Monday night and offer their loving thoughts to their peers. This enhances the idea of collaboration, connection, community in the process.” The college application period is a challenging one for students and their families. “We understand,” said Terry. “Kids don’t really want to listen to their parents and they don’t always just want to hear from us. It’s nice to have other perspectives, from different audiences, from different groups of people.” Senior Holly He, however, offered an astute perspective. “One piece of advice I would give is, listen to Terry and Tiffany. They know what they’re doing!”
Morehouse College graduate and BFS alumnus Alexander Jean ’09 and Evin Brinker, Clark Atlanta University grad, lead a workshop on the Historically Black Colleges Experience
Creating Community: BFS and Peer Schools Collaborate on Informative College Programs BFS – in collaboration with peer schools Berkeley Carroll, Packer Collegiate, and Saint Ann’s – has created a series of college-related programs throughout the school year. The institutions take turns organizing and hosting different topics, and share costs, as well. BFS kicked off the collaborative programs the day after winter break by hosting the USA Gap Year Fair, which was open to all students and families in the New York City area. Given the great interest in gap year programs in these schools, as well as BFS’ strategic location near a variety of subway lines, USA Gap Year Fair representatives were ecstatic about the historically high turn out and hope that BFS will host again next year. Two days later, Packer hosted an Engineering program for college-bound students. On February 25, Saint Ann’s hosted a talk for athletes interested in pursuing College Athletics. On April 24, St. Ann’s also hosted College Financial Aid 101, a workshop that it has done with BFS for many years. These programs are open to all upper school students and parents, and, on occasion, 7th and 8th grade families.
On the Road with the Upper School The first weekend in February saw two groups of Upper School students on the road, representing BFS in an exemplary manner in Philadelphia and Washington DC. In Philadelphia, 15 Upper School students participated in the Ivy League Model United Nations Conference at the University of Pennsylvania. “All the BFS delegates distinguished themselves at the conference,” said their faculty advisor Vladimir Malukoff. “Each participated in discussions and took part in writing resolutions. Rachel Freedman ’19 received an official Verbal Commendation for her role as Prince Helenus in the Trojan War Historical Crisis Simulation.” In addition to Rachel, the BFS delegates were: Devon Schwitzman ’19, Emma Philip ’19, Joelle Vitale ’21, Evelyn Yu ’21, Walker Thoss ’20, Harrison Knox ’20, Ben Farber ’20, Sasha Imbleau ’21, Loane Bouguennec ’21, Cyrah Joseph ’21, Jesse Ingerman ’20, Otto Moran ’20, Oliver Seda ’20, and Charles Dalton ’19. (pictured) Seven Upper School leaders were chosen to represent BFS at the annual Quaker Youth Leadership Conference. Known as QYLC, this is a gathering of high school student leaders from 30 Friends schools in the US and Canada for a weekend of fellowship, education, reflection, and student-led workshops. This year’s conference took place at Sidwell Friends School in Washington DC. Accompanied by faculty Marna Herrity and Paul Romano, BFS students traveled down one day early for a pre-conference workshop at the American Friends Service Committee DC Office. They connected with students from Moses Brown School (Providence RI) on Amtrak and together spent the first night at the historic William Penn House. At the conference, Nicole Adriano ’20 and Sarah Yang ’21 facilitated a workshop on Asian/Pacific Islander representation in the media and Anique Edwards ’20 co-facilitated a workshop on social media and student voices. Pictured below (a reminder of the weekend’s subfreezing weather), are, from left, the QYLC delegation: Saad Bensalim ’21, Nash Woolen ’21, Sarah Yang ’21, Max Lardschneider ’21, Nicole Adriano ’20, Jazz Hart ’21 and Anique Edwards’ 20. Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 9
The Journey and the Destination
Expanding the Circle of Friends: The Parents and Teachers Association’s College Fair
Parents Glenda Johnson and Ed Oliver share their experiences as graduates of Historically Black Colleges
“It’s the first of its kind and I don’t know of any other schools doing this,” said College Counseling Director Terry Kung. Terry was speaking of the first annual PAT College Fair, which took place on March 9, 2019 at the Upper School. The brainchild of Terry and PAT Co-President Sabrina LeBlanc, the fair brought together 7th-11th grade families to discuss the college admissions process from the point of view of Brooklyn Friends School parents. “Who better to learn from about colleges than the people who went to them?” asked Sabrina. Piloted last year by Sabrina – with her alma mater, the University of Pennsylvania – the community-building event was a huge success. “Ever since my time as the Chair of the Brooklyn Friends Fund,” said Sabrina, “I’ve been thinking about how to advance a spirit of community at BFS, especially across divisions.” Over bagels and coffee provided by the PAT, families chatted before opening remarks from David Buckwald, who has, as Terry put it, “a unique comprehension of admissions, from preschool to college.” David is the current Director of Admissions and Enrollment Management at Avenues New York, and a former admissions director at Columbia University and Bates College. David spoke to families about how important it is to utilize a “resource-rich” community such as the one he was addressing. He also discussed the need to “be in partnership” with an admissions committee and the relationship that is formed when a student applies to a college.
From left, Terry Kung, Sabrina LeBlanc, and Raymi Ramseur-Usher (PAT co-president) welcome registrants to the fair.
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Families then proceeded to individual workshops with parent panelists representing the Ivies, Small Liberal Arts, Big States, Big Privates, RISD (Rhode Island School of Design), and Historically Black Colleges and Universities (HBCU). “This is really great,” said Sabina Hemminger, speaking of the attention her son, 8th grader Baurice, was given by the Ivies panel.
“
The main point that I think people should take from this is the fact that we have a really diverse community of folks that have had a lot of different experiences – whether it’s college experience or professional experience – and because we have such a tight-knit community, it’s a great way to tap into the community and find out the information you need. You don’t have to go very far to find those resources if you look around the BFS community.” – Ed Oliver, BFS Board of Trustees Co-Chair and HBCU panelist
Sophomore Chelsea Parker shared, “My mom and I enjoyed hearing from different alumni of different colleges because it helped to expand our choices of where to go. It was helpful to know these people are in our community and are able to reach out!” That feeling was reciprocated by the parent panelists. “I was really happy to meet some other parents – not only from my alma mater – but other folks who I see around the building,” said parent Jonny Belt, who represented RISD. “This is a great school that happens to have a lot of really creative and smart parents who have a long litany of jobs and great things that they’ve been doing for a lot of years. It’s good to know that you’re not only a parent of a kid but you also have a career and you’re willing to share. I like the inclusiveness and warmth about the whole thing.” In addition to bringing together families from various divisions, the event gave students an insider’s access to information in the college application process. “It’s really hard to select a college,” said Sabrina, who at one time thought that her mother ruined their family trips by incorporating
Attendees pay close attention to guest speaker David Buckwald
Parent panelists engage with students and their families
college visits into every destination. “It started when I was 11,” she recalled. “I hated it at the time, but it was incredibly helpful. All that data helped me begin to understand how these incredible institutions were different and I could begin to refine my options. I view this event as providing more data to help students see what is possible and also to begin to refine lists.” Sabrina talked about uniting parents of different divisions and the goals of the PAT. “One of the most important missions of the PAT is to foster a sense of community among parents at the school. This event brings parents across divisions together in support of our students. Seems like a perfect fit to the mission. And it’s a great use of the resources of our parent body.” Terry agreed. “While BFS has five divisions spread across three buildings, busy schedules have a way of keeping us to the ones we are directly tied to.” She continued: “The PAT College Fair was an incredible coming together of our community. It’s amazing when parents come together to share their own college experiences and, essentially, highlight the value of a tertiary education with middle and upper school families. Such occasions further energize and inspire me in the work that I do, and, as a BFS parent, fuel me with gratitude for my third grader’s magical experience in our second home.” Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 11
The
ECO-RANGERS STRIKE BACK
Composting Comes to BFS by Jeffrey Stanley This past December, Middle School students took a major step toward making BFS a zero-waste school with the rollout of an aggressive new composting program. The driving force behind the initiative is Middle School Science Teacher and Environmental Action Coordinator Janet Villas. “We’ve been asking for years to have composting at BFS,” she said. “Students have asked, teachers have asked, parents have asked. Out of the relative blue, the Sanitation Department told us in November that they were now including independent schools and that we were in starting the following week.” The New York City Department of Sanitation’s organics collection program means that their workers can now collect scraps of food, food-soiled paper, and lawn waste from schools and some residential areas so it can be be composted. The city provides participants with bins and starter kits. The bins of organic waste are placed curbside along with other garbage for regular pickup. The fact that independent schools can now sign up for the program was just the push Janet needed to spring into action. She met with Director of Facilities Lesly Pierre, 12 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2019
Chef Manager Tom Buckley, Director of Maintenance Alex Guzchenko, and the school’s local Sanitation Department representative, and they put a plan in place for BFS. “We had the compost cans and I did an informational presentation for the faculty and staff,” said Janet. “I started at Pearl Street with the Middle School. Sanitation gave us a pile of t-shirts and Visual Arts Teacher Tina Piccolo made “eco-ranger” badges. We enlisted two kids per class per lunch period to stand in front of the trash containers and encourage everyone to compost all of the food scraps, paper plates, cups and napkins. Plastics were sent to the blue recycling bin.” This month-long pilot plan worked so well that it expanded to the Lower School lunch periods in the cafeteria and to those classes that eat in their classrooms. Our hard-working teachers Sarah Adelman, Nancy Tanney and Yvette Kennedy were deputized as eco-rangers and spearheaded the program. They picked up the compostables in a moving bin and explained to the students how the new program works. In January, composting expanded into the Upper School building on Lawrence Street, with teacher Erika Hillstead and Ava Sklar ’22 leading the way for students, faculty and staff.
WHAT IS ZERO WASTE?
Zero Waste is a goal that is ethical, economical, efficient and visionary, to guide people in changing their lifestyles and practices to emulate sustainable natural cycles, where all disgarded materials are designed to become resources for others to use. – THE ZERO WASTE INTERNATIONAL ALLIANCE (ZWIA)
Teacher Janet Villas with the Eco-ranger crew
Eco-ranger faculty and students pick up the compostables daily. When the Sanitation Department collects them, they are taken to a giant digester, affectionately known as “the egg,” at Newtown Creek. “The egg is a biochemical digester on the Brooklyn-Queens border,” explained Janet. “It takes in organic waste and digests it to produce soil and natural gas. We burn that gas to make electricity. The more food it takes in, the more energy is produced.” For eighth grader Ava Carter, recycling at school is a family tradition. She has been an active member of the Recycling Club throughout Middle School. “What drew me to it was my brother Ellis,” she said. “He always told me stories about the recycling group and I wanted to join and be with my brother who is three years older than me.” Now that she will soon be in the Upper School herself, she enjoys teaching the newcomers what to do.
Janet also reminds the community that composting isn’t the only means to achieve the dream of zero-waste at BFS. “We could take to heart the Quaker principle of simplicity and try to print less, waste less and create less trash,” she said. “The PAT sell a nifty bamboo eating utensil kit that all teachers and kids could try to use instead of the cafeteria’s plastic utensils. Schools use a lot of paper – electronics can help, but we end up using up those as well and they become e-waste. Just being aware of all of our options and being mindful of our waste will help.”
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Leading from the Heart and Staying Connected Emotionally Responsive Practice in the Early Childhood Years by Maura Eden with Joy Roberts
and with gratitude to the BFS Preschool Teachers 14 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2019
On the second floor of Pearl Street in the Preschool, you are bound to hear stories about something funny that a child said or did that day. Every day we get to witness children deeply immersed in their imaginative play, creations, and interactions with one another. But it isn’t always fun and games. Big feelings abound: “You are not coming to my birthday ever again.” “I don’t want to play with you.” “She took my toy.” “Jamie is crying.” We want our children to be kind, empathetic and good people. After all, that is why so many of our parents choose a Quaker school. However, children do need to have a place and a way to express and process all of their feelings – happiness, sadness, anger and frustration, silliness and more. This is something that Lesley Koplow, clinical social worker, teacher and author, and psycho-educational specialist Margaret Blachly have been helping us with for the past two years. The Preschool has partnered with the Center for Emotionally Responsive Practice (ERP) at Bank Street College of Education in a series of professional development workshops for teachers and parents. The ERP workshops
have helped us take a deeper look at our practices in every area. This in turn has informed our teaching and the ways in which we develop curriculum that supports rich play with a focus on socialemotional growth – something that has always been central to our early childhood pedagogy. So, how did ERP at BFS begin? I had attended Lesley’s Safe and Sound Schools annual conference that explored the power of strong, responsive, adult-child relationships in school. Expert talks and workshops offered specific strategies and techniques for building safe and empathic school communities. I loved seeing how parents and teachers are supported in the work. Another exciting part for me was learning about Lesley’s framework for developmental social milestones. Children need to be able to work out the experiences they have – moving to a new home, starting school, and leaving school at the end of the year. She helped us to understand that sometimes a behavior that we see in a fouryear-old, for example, can stem from something they are still working out from when they were two! Here’s how one of our teachers describes how ERP works in the Preschool: “I found our work with Lesley and Margaret around Emotionally Responsive Practice deeply validating. What it has reinforced for me is what preschool curriculum actually means. Our focus must always be on the emotional well being and needs of the children in our care. The ERP program is a reminder to make sure that each child feels seen, heard, enjoyed and loved. This is what is important in a Preschool environment. To create a community where children learn to express their own feelings and to protect the feelings of others is continues on next page
Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 15
Emotionally Responsive Practice in the Early Childhood Years continued from previous page
important work. I feel honored and excited to be a part of it.” Our Preschool teachers have been talking about how each and every aspect of the Preschool program needs to be seen through a child’s eyes. To reflect this, we have made some changes to our program. We have also collaborated with Dr. Jane Davidson, our Preschool Developmental Specialist, to find ways to incorporate themes that children are working on into our curriculum. A good example of how ERP led to programmatic change is how we moved our “Fours Studies” to take place earlier in the year. Each of our Fours classes choose a topic of interest for an in-depth study (wildcats, nocturnal animals, and transportation being this year’s studies.) Previously, these studies would culminate in May with an open house event for parents for children to demonstrate their knowledge and expertise. This year, we started our curricular studies right after the winter break and finished in mid-March. Moving the timing up meant that the children are now able to focus on the social-emotional changes to come at end of the year. The will be saying goodbye to one another, and taking a giant developmental step into kindergarten. As described by of one of our Threes teaching teams, “The Emotionally Responsive Practice program has served as a vital reminder to consistently provide a space where all feelings are welcome. It has allowed us to assess our class and their feelings as a group and as individuals. Our students are incredibly curious, insightful, funny, and ready to declare whenever they see injustices unfolding. Through our “Shares” program, the students are able to express their thoughts on special objects they have; this bridges the home and school connection. Every day, we ask ourselves: Where are we taking the time to allow our students to bring their whole selves to school with all the feelings?”
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Our parents have also engaged in vibrant discussions with Lesley during the extended Parent Coffee Hour workshops that she has facilitated this past year. In Lesley’s November 2018 discussion on friendships – always an important topic for parents of young children – parents had interesting and thoughtful questions and observations. The dynamics of “playdates” – exclusivity, privacy, conflict, and hurt feelings – were discussed, along with helpful strategies to address these issues. Parents had many takeaways from Lesley’s “The Positive Power of No” workshop in January 2019. Her main message was that children need to feel they are different from their parents, and that this need arises in particular when they are 2-3 years old, and again in their teen years. This period of pulling away and asserting oneself is necessary for both parent and child and is completely appropriate developmentally. Lesley talked about negotiations and consequences, and how to understand the child’s big “all or nothing” feelings. She emphasized the power of strong, responsive, adult-child relationships and told the group that
Understanding the principles of cause and effect and learning how to experiment in the classroom have an important role in Emotionally Responsive Practice. As teacher Alexandra Portillo explains, “The children were interested in sound, so during an afternoon meeting we did a demonstration to observe how sound travels. We used a bowl covered with a plastic wrap; on top of the plastic wrap we placed six tissue paper balls. We placed the bowl next to the stereo to observe if the balls would move with the vibrations. The children observed the balls moved faster to the high notes in the song “Beat It,” and the balls moved slower to the low notes in “Let It Go.”
Lesley joined us again in May to discuss how children experience and process change, sharing ERP strategies for supporting them during these times. It is our hope that through the act of nourishing our Preschool roots in social-emotional growth, our work with children grows increasingly rich and gratifying. In a recent conversation with a “Lifetime Friend” (a student who began with us in Preschool) she said, “I am now in the Upper School and it’s easier, but Middle School was very hard. It’s a really awkward age. What got me through was how comfortable I felt emotionally. Teachers didn’t talk to me like an adult but could support me and my friends, physically, mentally and emotionally. I feel that everyone here knows me.”
Lesley Koplow at one of the parent workshops
children need developmental partners at every age and stage to accomplish and strengthen the developmental milestones that underlie social and emotional well-being. Lesley also provided parents with lengthy reading lists of children’s books that address strong emotions and feelings.
Preschool is the start of the journey that continues on through Lower, Middle and Upper School. It is where Brooklyn Friends preschool teachers first get to know the children and their families. Preschool is an environment where our children can grow and thrive in all their dimensions as we set the stage for deep and true growth and learning for years to come. Emotionally Responsive Practice has been a wonderful framework to help us do just that.
Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 17
US I N G T H E T OO L S O F A P R O F E SS I O N A L H IS T O R I A N :
How Fourth Graders View Social Studies through a Critical Lens by Bea Bartolotta
Whose Story Is Told? Our work begins with students defining the word perspective and why it is a critical component of any historical study. Some students’ definitions included: “an opinion or point of view,” “the way someone thinks of things,” and “putting yourself in someone else’s shoes.” Students come to identify the importance of perspective when approaching all texts, so that “you don’t judge or make assumptions about others.” They are asked to view each source with skepticism, keeping some key questions in mind, such as: Is this a primary or secondary source? Who created this source? When was it created and is it reliable?
Eurocentrism The fourth grade social studies curriculum begins with a study of Marco Polo (1254-1324), the Silk Road that connected the East and the West, and what is known as the “Age of Exploration.” Next comes an intensive focus on something a bit closer to our students – at least geographically: the “settlement” of New Amsterdam on the tip of Manhattan, and how it was influenced by the history and culture of 17th century Netherlands and Amsterdam. Students gain an understanding of the European city’s culture and how it influenced the “settlement” of New Amsterdam through primary source documents and depictions of daily life as seen in the works of Dutch artists. Throughout the study, our goal is to have students come away with a richer, deeper, and more rounded understanding of the experiences of all those who played a role in our city’s history.
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Our discussion then turns to the often biased vocabulary present in many texts. For example, the word “settlement” is intentionally in quotes, as this word is rarely used when referring to Native Americans yet consistently used when speaking of European expansion throughout the world. Similarly, the time period commonly known as the “Age of Exploration” speaks of the “discovery” of the “New World” and refers to indigenous peoples as “Indians” – examples of the Eurocentric focus present in many historical texts. In Lies My Teacher Told Me About Christopher Columbus, noted historian James W. Loewen writes, “...exploration is a euphemism for conquest [and] New World puts Europe [at] the center of all things. Eurocentrism imposes a false, onesided perspective on history....” In an effort to be mindful of this bias, we choose instead to use terms such as “Age of Conquest,” “The Americas” or “Western
Hemisphere,” and “Native Americans.” For example, In our reading about Henry Hudson’s search for the Northwest Passage, our source material contained useful and accurate information about each of his voyages but was an example of an author using inaccurate and inappropriate language. Our newly enlightened students went to work immediately, making their own corrections to a chapter of a book entitled Explorers of the New World, which spoke of the period prior to the “Age of Exploration.”
Contradictions of the Dutch Our study of the Netherlands in the early 17th century reveals a country that, relative to its European counterparts, was a diverse and progressive one, with a government that provided services for the elderly and education for the poor. This occurred at the same time when Jewish people, Muslims, and Protestants in other countries were being hunted down, imprisoned and abused by leaders and the Catholic Church. Religious tolerance in the Netherlands meant that many sought refuge there. The country’s inclusiveness and port cities allowed the Netherlands to grow into a huge trading empire by the early 1600s. New Netherlands was to be a “company town” – run by the Dutch West India Company (WIC) who “purchased” the land from the Native Americans in 1626. Dutch participation in the transatlantic slave trade, coupled with the WIC’s insatiable desire for profit, led to the first enslaved Africans being brought to the colony in small groups, many of whom were taken from captured Portuguese or Spanish ships. Other groups, who came to the colony expecting to be treated as well as their counterparts in Holland, would also face disappointment. Many fourth grade students are confused and saddened when they learn about the realities of New Amsterdam. They ask, How could a country that cared for the most needy among them, not view slavery as morally wrong? How could a country that welcomed so many who were persecuted for their beliefs, not support religious freedom?
“Freedom” in New Amsterdam The WIC imported human cargo from the west coast of Africa and the West Indies as the labor force for the settlement. The first 11 enslaved Africans arrived in 1625 as property of the WIC and did the hardest work, from building the fort and constructing roads to farming and harvesting crops. In 1644, these men, having served the WIC for 19 years, petitioned the company for their freedom. The response from the WIC granted the men and their wives what historians would later refer to as “half freedom.” As one student explained: “Even though the WIC agreed [to grant the men freedom] they had a few conditions. First, the men had to pay the WIC a certain amount each year for as long as they lived. If they didn’t pay, they would be enslaved again. Second, they could be called back to work for the WIC at any time. They might be taken to the Netherlands and be away from their families for months! Their children would also stay enslaved and never have a chance to be free. A person definitely can’t be “half-free.” If you are paying for your freedom, how can you not be free? If you still sometimes have to work for the people that set you free, then you can’t always be there to help your family. And how can you be happy about your freedom if your children aren’t free too? It’s like being enslaved in a different way.”
Jewish People and Quakers The Dutch Reformed Church was the predominant religion in the colony, and people of the Jewish faith as well as Quakers were denied permission to practice in public or to build places of worship. Jewish people were also denied citizenship, and their ability to hold certain jobs or engage in trade was limited. Quakers, having been persecuted in New England, fled to New Amsterdam, where they were imprisoned, beaten and fined for not participating in activities that conflicted with their own religious beliefs. In order to put themselves “in the shoes” of those struggling to make a life for themselves and their families, students were asked to write a letter home from the perspective of a Jewish and Quaker person living continues on next page Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 19
Above, at left, the Castello Plan, an early city map of Lower Manhattan from 1660, and at right, the fourth grade three-dimensional representation of New Amsterdam
How Fourth Graders View Social Studies through a Critical Lens continued from previous page
in the colony. Students were able to powerfully capture the disappointments and hopes of each group: “We had high hopes for New Amsterdam because the Netherlands had always treated everyone equally. But when we got [here] the Director General, Peter Stuyvesant, crushed all our dreams. He said we can not settle here because he only wants Dutch Reformed Church beliefs. The WIC had the last word, and ordered [him] to let us stay, but still we don’t feel like we can practice our religion in the open. There is one man who is standing up for the Jewish community….he says that [we] should have the same rights as any other colonist. We are very hopeful that things will change.” “After we fled Massachusetts, we went to New Amsterdam, where Peter Stuyvesant is the leader. The Puritans and the Dutch both believe that Quakers are rebellious because our beliefs make it difficult to follow some laws. We refused to go to war, and we made friends with the Native Americans. When a group of non-Quakers met to discuss the situation, they wrote Stuyvesant a letter demanding our rights. He was furious! He arrested the person who brought him the letter and the one who wrote it! He also fired the town officials. I hope that in the future, we will be able to practice our religion freely.” Eventually, both groups appealed to the WIC for the same rights and freedoms afforded to all other citizens. They would ultimately obtain these rights, but it would take many years before a synagogue and meeting house would finally be built.
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The English would take over New Amsterdam in 1664, a period far more thoroughly documented than that of the Dutch. However, organizations, such as the New Netherland Project, the New Netherland Institute, and books, such as Russell Shorto’s The Island at the Center of the World, aim to educate and ensure that this important chapter continues to remain a part of the narrative of the history of our city.
< AT H L E T I C S AT B F S >
Boys JV Basketball, 20-2 Record, League Champions
Boys Varsity Basketball, 17-7 Record, League Champion Contender
There was an abundance of BLUE PRIDE during the winter sports season at BFS. In the last week of play: Varsity Boys and JV Boys Basketball each won their League Semi-Final games and JV Boys took the League championship; Middle School Boys Basketball defeated both Avenues and Packer, finishing the season with a 15-2 record; and Middle School Girls Basketball went out with a win over Churchill. Middle and Upper School Swim and Squash teams practiced and competed at numerous meets and matches throughout the winter.
ALUMNI Class Notes by Lekeia Varlack Judge ’99
Asha Boston ’10 was featured in the Brooklyn Nets online publication, The Untold, which highlights her achievements in journalism and producing documentaries. Among many noteworthy accomplishments, including being honored as a “Nominated Changemaker” by the Obama Administration in 2016, Asha was chosen to participate in a six month fellowship with Made in NY, an incentive program and marketing campaign of the City of New York Mayor’s Office of Film, Theatre & Broadcasting.
In September 2018, artist Amina Ross ’11 mounted “Daisy Chain” a solo exhibition at Prairie. Amina shared, “This winter, one of the pieces from the show has traveled to London in Re-Figure Ground, curated by Kelani Nichole at arebyte Gallery in London. Through August of 2019 I am one of three artists-in-residence at Arts & Public Life and the CSRPC at University of Chicago. While in residence I plan on working on a series of participatory moving-image based projects that explore public and private displays of affection. For my forthcoming project I am looking for Black couples who will welcome me into their home and allow me to document a brief moment of affection, this could be a hug, a kiss, a tender gaze. These affectionate moments will be documented on super 8 film and displayed in spring of this year through a large scale public video installation.”
Ayanna-Kai Whitehead ’14 stopped by for a visit and a tour of the Upper School, where she reunited with former teachers and expressed her interest in working or interning in the fields of literary editing or publishing. While residing in Japan, alum & Benjamin Burdsall-Award recipient Daisy Feddoes ’15 shared with faculty member
C ongrats to alum and son of faculty members Sara & Tony Soll, Jesse Soll ’95 on the birth of his son, Jasper Muir Soll. Always great to add another generation to the BFS families!
22 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2018
Susan Price ’86 was honored to receive a Leadership award for being an outstanding volunteer for Dubuque Main Street by the Dubuque Main Street and Iowa Economic Development Authority.
Sidney Bridges that she is doing “a partial literary
analysis on Convenience Store Woman by Sayaka Murata to look at representations of abnormality in Japan, and to see if it reflects reality.”
Sam Horowitz ’16 shared, “I’m back at Pitzer now for the next few months. I’m majoring in environmental policy, and I’ve been lucky to have been able to do a lot of interesting and impactful work around environmental issues outside of school over the last few years to supplement my in-class education.” Sam credits BFS: “I can say for sure that my BFS education has helped me a lot. I found that the writing and research skills I picked up at BFS helped smooth the transition from high school to college, and have allowed me to excel in those areas going forward. The Quaker values IN MEMORIAM instilled in me since Pre-K Alwin Chen ’43 have led me to a path focused Ruth Lofgren on justice, equity, and stewardship.”
Keeping in the tradition of social action, alum Arden Restrick ’16 has been getting involved with climate change action lately and recently attended an event by a group called Extinction Rebellion.
(former school committee member)
Michael Economos ’81 Paul DuPont ’04 Patrick O’Brien ’76 Mary Bennett (former faculty member)
Jordana Calaman ’90 Gideon Leaks ’81
Paula Seniors’ 81 brought her family by Pearl Street for a visit with Assistant Head of School and former classmate Seth Phillips ’81.
I n an unplanned reunion, BFS Athletic Director David Gardella connected with Olabanji Shoyombo ’13 and Jared Long ’13 at an event held at Barclay’s Center in Brooklyn.
Alumni Friends on Every Corner — and Rooftop — in Brooklyn: BFS Communications Director and Journal Editor Joan Martin (third from right) was toasting her son’s engagement when she met a large group of alumni friends celebrating Anand Vora’s (Class of 2001) birthday. The location? The stunning rooftop of One Hotel Brooklyn Bridge. Joan let them know that One Hotel would be the setting for BFS’s Annual Alumni Day on June 1, 2019. From left to right: Charles Torres-Chae ’01, Desiree Tull ’01, Jeff Rothberg ’01, Anand Vora ’01, Joan, Casaundra Broadus-Foote ’01, Javier Gaston-Greenberg ’00.
Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 23
Young Alumni Day
Sustains and Strengthens Cherished Traditions by Lekeia Varlack Judge ’99
The events on Young Alumni Day, held every year in the beginning of January, are a mixture of preparing our students for the future and celebrating our students of the past. Each year, BFS invites our young alumni back to reunite with their teachers, staff and friends. Much like previous Young Alumni days, a few former students volunteered to sit on a panel to pass down their wisdom about life beyond BFS to our current senior class. This panel was divided into two groups. Our collegeage alumni answered questions about college life, time management, and how to best prepare for leaving the nest. Afterwards, our recent grads had a meet and greet with Lisa Arrastia, our new Head of Upper School, before having lunch in our cafe. All in all, the morning events for our young
alumni followed a similar schedule of those of the past, but that’s how these cherished traditions are maintained. In the evening, another panel of young alumni gathered to discuss their life during BFS, this time with a group of prospective families. This collaboration with the Enrollment Office was designed to give potential students and parents a snapshot of what it is like to attend Brooklyn Friends, spoken by those who can answer that question best.
A HEARTY “CONGRATULATIONS”
to the Class of 2019! The 53 seniors will be graduating on Tuesday, June 11, 6pm at City Tech Auditorium, 285 Jay Street. All are welcome to attend and share in the celebration. Let’s welcome this amazing, accomplished class into our alumni community. We hope to reunite with the lucky grads at next year’s Young Alumni Day!
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Each alum eloquently described their experience of adjusting to the upper school, handling the rigorous schedule, juggling coursework and recreational activities, and appreciating all that BFS has taught them – you know, the basics. But there is nothing basic about our vibrant young alums. They are a phenomenal bunch that make us proud to know they once walked our halls and sat in our classrooms. Witnessing their growth in both the morning and evening events reminds us of how far they’ve come since freshman year. We’ve watched as they performed in our plays, dazzled in our dance concerts, and made the winning shots on the court. So keep shining alumni, and know that we will always be on the sidelines cheering you on.
Welcome #backtoBFS ALUMNI DAY June 1, 2019 Featuring a Reception at 1 Hotel Brooklyn Bridge
1 HOTEL B R O O K LY N BRIDGE
Join us as we celebrate
FRIENDSHIP
throughout the years and honor Dr. Larry Weiss All classes are welcome!
FOR MOR E INFOR M AT ION A ND T O R E S E R V E T IC K E T S, V IS I T
brooklynfriends.org/alumniday Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 25
<< The annual alumni basketball game takes place on Friday, May 31, at 6:30 pm >>
Making a Difference: New Friends & Families Every year, we welcome new families into our Brooklyn Friends community, which helps to grow our circle of friends and supporters. It is no secret that volunteers are the bedrock of every community, and here at Brooklyn Friends our parent volunteers go above and beyond. We’ve highlighted just a few of our new families who entered our circle with a spirit of giving and volunteerism we hold so dear in all of our community members.
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We try to be thoughtful and intentional around the effectiveness of our time and of our philanthropy, so we are happy we found an immediate avenue for both through the Brooklyn Friends Fund and BFS. The data is in and it strongly suggests that investing in education is the most direct path to community and societal change. Supporting and volunteering at a school like BFS obviously impacts our son in a positive way, and because of BFS’ commitment to social justice, diversity and service it has an even more sustaining impact on the broader community, generating a compound effect.”
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– Alicia and Dwight Mathis
We are thrilled to be a part of the Brooklyn Friends community. The values of the school and the programs offered are why we know BFS is a great place for our family. We feel like it’s our responsibility to support and nurture the school community in the ways that we can – by giving to the Brooklyn Friends Fund, and volunteering. We are committed to the school and want it to continue to be as great as it is today in the years to come.”
– Tracey Wells-Schneps and Joshua Schneps 26 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2019
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The other day our four-year old son Oliver joked with his “Da Ma” (grandmother) that she was not allowed to use one of the bathrooms at our home because it was for boys only! But then he paused, reflected and said: “Da Ma, actually at my school we learned that Dr. King said anyone should be able to use any bathroom; so you can use this bathroom because girls and boys should be able to use whichever bathroom they want.” That anecdote captures what Brooklyn Friends represents to us—over our two years with the BFS community (first with the Family Center and now in the PS-3s program), we have come to see how unique BFS really is in terms of valuing and fostering appreciation for diversity and equality. We as a family truly prize that aspect of Brooklyn Friends.”
– Vikram Sidhu and David Naranjo Setien
From left, Jolie Curtsinger Schwartz, Eamon Howley, Constina Alston-Howley and Gabriel Schwartz
From left, M. Salomé Galib, Terry Kung, Alexander Tavantzis and Ava Tavantzis
Leading the Way Co-Chairs of the Brooklyn Friends Fund, Michael Lieberman and Sharon Reid, invited committee members and BFS supporters to the annual Leadership Cocktail Party to celebrate our giving community. The event was hosted by Jessie Washburne-Harris and Michael Lieberman, parents of Bella ’29 and Benjamin. Volunteer leaders Sharon Reid In addition to celebrating our and Michael Lieberman fundraising milestones, everyone toasted Dr. Larry Weiss’s upcoming retirement.
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We were drawn to BFS by the diverse faculty and staff, fully confident they would provide the best environment for the intellectual, moral and spiritual development of our daughter, Sofia. We gave to the Brooklyn Friends Fund because we strongly believe in supporting the teachers, staff, academic and extracurricular programs. Volunteering on the Brooklyn Friends Fund Committee and at the Brooklyn Monthly Meeting for Worship have helped us keep simplicity, peace, integrity, community, equality and stewardship present in our daily lives. Friends, we are incredibly grateful for the comforting, warm welcome we have received in our first year.”
– Constina Alston-Howley and Eamon Howley
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We are excited to be a part of the BFS community and contribute not only as part of the Friends Fund, but also by giving our time as class parents and on the gala committee. By getting involved, we’ve had the opportunity to meet parents from other grades we wouldn’t have otherwise met, gained insight into the school’s collective priorities and challenges, and feel we’re a little bit involved in helping shape a strong future for the school and our children.”
– Candy and Spike Willcocks
Soul Cycle Ride with Friends BFS parents, faculty and staff, and our friends from Poly Prep joined Brooklyn Friends for an upbeat fundraising ride. Indoor cycling enthusiasts raised over $3,400 on a Sunday afternoon to benefit Brooklyn Friends. Spring 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 27
DANCE CONCERT March 8 & 9, 2019
<PERFORMING
A R T S AT B F S >
28 BROOKLYN FRIENDS SCHOOL JOURNAL Spring 2019
February 8 & 9, 2019
Brooklyn Friends School 375 Pearl Street Brooklyn, NY 11201
Address Service Requested
Brooklyn Friends Friends Fund Fund Brooklyn 2018-2019 2018-2019
Brooklyn Friends Fund Committee:
HELPING OUR COMMUNITY GROW AND THRIVE
Amanda Atlas Analisa Barrett Mary and Curt Beech Bryan H. Blatstein and Anne Fulenwider Verina Crawford Sean Crnkovich and Karin M. Kringen Steve and Heidie Joo Burwell
Paula Dunbar Michael Farkas SalomĂŠ Galib Bruce and Erica Hamilton Annie Hopkins Costina Alston Howley Sunyoo Kim David Kim and James Logatto Rachel Klauber-Speiden
Terry Kung Howard Levitt and Nathalie Sommer Michael Lieberman Kevin Macleod Buffi McDonald Clare and Matthieu McAuliffe John and Vanessa McGuire
Rachel and Ryan Oâ&#x20AC;&#x2122;Connell Daniel Schorr Gabriel Schwartz Eric Sillman Samantha Slarskey Cheryl Steed Alex Tavantzis Jodi Utz
Please make your annual gift to the Brooklyn Friends Fund:
brooklynfriends.org/donate
Many thanks to our Brooklyn Friends Fund faculty volunteers,who lead by example and give every day to help their students grow and thrive: Karen Danzig Vanessa Ehler Camille Fobbs Elizabeth Heck
Yvette Kennedy Laura Leopardo Nancy Tanney Janet Villas