The Life #1 by Brooklyn Friends School

IN THIS ISSUE: Middle School Students Find Satisfaction In Most Unsatisfying Of Years Sustaining The Fight: Congresswoman Stacey Plaskett ’84 Looks To Young People To Drive Change Reaching the PEAC: How BFS Athletics Reimagined Physical Education + More BFS Stories

RISING TO THE CHALLENGE: HOW BFS AND ITS COMMUNITY KEPT SCHOOL OPEN

GEORGE FOX DISTINGUISHED ALUMNI AWARD RECIPIENT SUSAN SEGAL RAI ’59 RETURNS HOME Plus:

FUN GAMES FOR KIDS!

HEAD OF SCHOOL

ME S S AGE F R OM C RIS S Y C ÁC ERE S , HE A D OF S C HOOL

s we reflect on the unforgettable 2020/2021 school year, where so much felt large and wide in scope, I can’t help but daydream about the many special moments this past school year that brought about immense joy and gratitude: A funny exchange with a student outside at dropoff in the morning, heartwarming performances during the Fall Sing, a snow day when we were all reminded of how crucial it is to protect the wonderment of childhood in us all.

In this publication, our first installment of The Life Magazine, we focus on all aspects of what makes Brooklyn Friends School a keeper and protector of small moments that loom large in our hearts. From an afternoon in Brooklyn Bridge Park when students played soccer until it was too dark to see the ball, to a classroom lesson that asked young students to reflect on what self-care meant to them, this magazine explores the resiliency of our community in all facets of school. And as we always do at BFS, we have left room for amusement with a game section the whole family can enjoy. In this issue, we also proudly shine a light on our 2021 graduates who persevered through immense challenges, accomplishing monumental achievements. Their resiliency, like that of our 2020 graduates, will be a beacon that will always be acknowledged and remembered. We hope you take a moment to sit back and enjoy our inaugural edition of The Life Magazine. May your summer be filled with your own small moments that bring you pure joy and wonderment. In peace, and with deep gratitude,

Another special moment of joy is when the Head of School gets to sign the diplomas of every student each spring.

PHOTO ABOVE

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 PHOTO Taken by Megan Glionna, 3B Teacher

THE LIFE is published by the Advancement Office of Brooklyn Friends School for alumni, parents, grandparents, faculty, and friends. 375 Pearl Street • Brooklyn, NY 11201 Tel: 718.852.1029 • brooklynfriends.org Upper School 116 Lawrence Street • Brooklyn, NY 11201 Family Center 189A Schermerhorn Street • Brooklyn, NY 11201 Dan Altano, Director of Communications & Marketing Karen Edelman, Director of Advancement Anna Ferber, Associate Director of Advancement & Alumni Engagement Emily Cowles, Associate Director of Communications & Community Engagement Peter Mackie, Associate, Advancement & Design Services

IN THE PRESCHOOL

PHOTOS CLOCKWISE FROM TOP LEFT 1 Preschool students jumping for joy on the Pearl Street Roof. 2 Engaging in hands-on learning on the second floor. 3 Patiently waiting for caterpillars to transform to butterflies. 4 The Preschool welcomed bears named Fuzzy to help them explore and understand their feelings. This form of Emotionally Responsive Practice (ERP) is done in partnership with Bank Street College of Education and Lesley Koplow.

Show Your Blue Pride! Stock up on Brooklyn Friends School spirit wear at brooklynfriends.org/SpiritWear. Shop for t-shirts, sweatshirts, beach towels, pajama pants, and more! 2

IN THIS ISSUE

IN THIS ISSUE Rising to the Challenge: How BFS and Its Community Kept School Open

Preserved and Adapted: The Third Grade Haudenosaunee Study

George Fox Alumni Award Recipient Susan Segal Rai ’59 Returns Home

Sustaining the Fight: Congresswoman Stacey Plaskett ’84 Looks to Young People to Drive Change

Class of 2021

Middle School Students Find Satisfaction in Most Unsatisfying of Years

Reaching the PEAC: How BFS Athletics Reimagined Physical Education

Alumni Class Notes

Fun & Games

36 3

COVID-19

RISING TO THE CHALLENGE: HOW BFS AND ITS COMMUNITY KEPT SCHOOL OPEN

t all started with a simple question posed by Head of School Crissy Cáceres at the end of the 2019–2020 school year : What if we did reopen school next Fall? Across the country, as COVID-19 continued to impact every aspect of our daily lives, many schools grappled with how to reopen school—if at all—as the Summer months of 2020 offered uncertainty around what was possible. At BFS, Crissy’s question opened the first door, this one to the possibility of a return in September. But it also led to many more questions. In particular, how could a school reopen amidst so many obstacles and uncertainties?

In a letter to the community announcing initial reopening plans, Crissy set the tone for what would become a calling for the entire BFS community. “My most important responsibility is to uphold the physical and emotional safety of every single human being in my care. With humility and with an earnest request for your support of this complex decision, I ask that you join me in the upholding of our collective care for one another,” wrote Crissy. As Crissy’s letter signified, a successful reopening would take an all-hands-ondeck approach from inside and outside of school. In true Brooklyn Friends School fashion, the community answered the

challenge and not only helped open the School’s doors, but kept them open throughout the entirety of the school year while greatly reducing the spread of COVID-19 to numbers well below local and national percentages. “I remember thinking in the early Summer 2020 how upset I would have been if Brooklyn Friends School would not open for the Fall. Many thoughts were going through our family’s heads. For some reason, I was not completely surprised when it was announced that the school would open safely. We never were nervous. We applauded the school for its willingness to take on calculated risks,” said BFS parent Alex Tavantzis.

COVID-19

To find out how this was all done, we need to take a look behind the scenes of how school was reimagined in historical fashion.

Planning for Reopening

After moving BFS to an all-remote model following closure for a potential COVID-19 exposure on March 9, 2020, BFS Leadership worked through the late spring and summer months of 2020 to redesign its roadmap. Following deep research and mind sharing with experts across industries, the School made significant facilities improvements, restructured and reconfigured classroom space, and reimagined the in-person experience with physical distancing and strict adherence to protocols—both internally and in the BFS community—as cornerstones. Much thought was also given to allocating space for physical movement space so children could keep a healthy balance throughout the school day. Professional development of all colleagues to understand every change was also a key ingredient. While most students and colleagues saw new safety signs on the walls and paw stickers on the floor throughout the year, as well as plexiglass dividers between desks and a large increase in hand-sanitizer dispensers, they may not have noticed some of the small measures taken to ensure a safe environment. For example, the facilities team increased air dilution by bringing in as much outdoor air as possible including opening windows and dampers as wide as possible. The School also ran the HVAC system two hours prior to the start of school as well as one hour after the end of school each day to “flush out” potential air exchange spaces. Rethinking how school itself would be run was an entirely different project, one that took a great deal of imagination. Given all the safety precautions needed, this task wasn’t easy, but before long we were all using new words like “pods” on a regular basis. Created to reduce the

amount of exposure between classes for both students and teachers, and helping to self-contain any problem into one group, pods would prove to be effective in greatly reducing risk. In the lower school, structuring classes around remote specialty classes, and continuing to assure that families who chose to remain remote could enjoy a fruitful experience were essential changes. Rethinking hybrid experiences for the Middle School, and later in the year the Upper School, also took monumental planning and recalibrating. Then there were the morning dropoff and pickup protocols with temperature checks and phased arrivals/departures to reduce crowding. Even the way lunch would be prepared and served took great thought and planning. With its initial roadmap in place, BFS was ready to open its doors.

A Momentous Occasion as BFS Reopens

All of the behind-the-scenes work led to a successful reopening of school on September 14, 2020 for preschool and lower school students. For colleagues and students alike, the first day back was both profound and emotional. “I felt a rush of cautious excitement being back in-person with the children,” recalls Preschool Teacher Camille Fobbs. “There was a level of comfort, wonder, nervousness, and an eagerness on the students’ faces because some of them were new and some were returning after the abrupt end to being in-person last March.” As a teacher of such a young population of students, Camille was excited for the possibilities in-person school would bring despite the challenges. “It is important for children to be around other children as it really aids in their overall social emotional development. A classroom is a small community where the skills of communication, taking turns, getting to know others outside of one’s family, sharing stories, and

COVID-19

understanding various perspectives are honed and nurtured,” she said. Teachers and colleagues across divisions were crucial in delivering a fruitful school experience for students while adapting to so many new elements throughout a school day. For families, in spite of the natural anxiety of returning, the first week back offered a sense of normalcy that hadn’t been felt in quite some time. “In a year filled with unprecedented challenges and uncertainty, it has been such a relief to know that the teachers, staff, and leadership of Brooklyn Friends School have all worked tirelessly to prioritize the health, well-being, and inperson education of our two daughters, enabling our family not only to cope but even to thrive in the midst of a crisis,” said BFS parent Meredith Martin in the opening weeks. Many parents felt the value of their children being back around each other immediately. “The opportunity to be at school inperson this year has meant they don’t miss out on these crucial opportunities to foster their independence and sense of self. I can see that after weeks of being in school, they grow, thrive and are so much more confident in themselves,” said BFS parent Lily Thom.

The BFS Community Rallies Together

Before school began, BFS issued a

Community Covenant asking all members of the community to adhere to social distancing and travel guidelines (among others) to keep everyone safe and avoid the spread of COVID-19. As the weeks turned into months, thanks to this commitment, the doors remained open. When comprehensive individual testing was made available for all students and colleagues, throughout the entirety of the school year, BFS reported a consistent COVID-19 rate below one percent. Additionally, when cases presented themselves, comprehensive contact tracing protocols and mandatory quarantining for anyone exposed kept the School from needing to close in full after reopening. Several adjustments to protocols, safety measures, and facilities upgrades were also implemented after reopening as the pandemic evolved. Even with all the safety measures in place, the success of the school year would ultimately be determined by whether or not the entire BFS community would pull together and follow the guidelines. To the joy of all, the community did just that. Evidenced by chilly mornings where families lined up for temperature checks, the level of commitment by all was the true gamechanger. BFS parent Laura Newmark put it succinctly in the opening months: “Though things are ‘different’ at school than pre-pandemic life, the kids are doing alright—and not just alright—thriving.”

Coronavirus

Brooklyn Friends sets precedent for safe school reopenings By Robert Pozarycki and Carsen Holaday

Posted on February 23, 2021

Students at the Brooklyn Friends School not only have to wear masks at all times, but their desks are also equipped with plexiglass guards to ensure another level of safety during the pandemic. Photo courtesy of Brooklyn Friends School

Like other educators across the world, Crissy Cáceres, head of school at the historic Brooklyn Friends School, faced a daunting challenge last spring of charting out a plan to reopen school in September amid the COVID19 pandemic.

ARTICLE FROM AMNY

It all boiled down to one question: How could the school provide the best educational experience possible to their students while keeping them safe — and connected to their peers and teachers? “We are a highly relational, close-knit, intimate school body, and so for me, it was really important that we considered social distancing. It’s physical distancing, but our social connectivity needed to remain in tact,” Cáceres said. To help develop that plan (which evolved into three “reopening roadmaps” phased in through the school year), Cáceres conducted a massive amount of research — including participating in more than 100 webinars, conversing with fellow educators across the world and talking with legal analysts.

SUSTAINING THE FIGHT

I’m so excited about this generation. The life I live is so far beyond what my parents could have imagined, and I feel the same when I look at young people now.

SUSTAINING THE FIGHT:

CONGRESSWOMAN STACEY E. PLASKETT ’84 LOOKS TO YOUNG PEOPLE TO DRIVE CHANGE 11

SUSTAINING THE FIGHT

Congresswoman Stacey E. Plaskett ’84, who serves as a House delegate representing the Virgin Islands, says being asked to be our 2021 Commencement Speaker was a special moment. “This place helped make me who I am,” she said while Zooming in from Washington, DC. As a politician, attorney, and commentator, Congresswoman Plaskett has always fought relentlessly for positive change, often in the face of adversity. She says BFS helped her find her voice at a young age which helped plant the seed for a life defined by public service and historical achievements.

opera as the students rode up and down to class. The moments outside of school also made a true impact. “Brooklyn Friends School was all about experience. We would take great neighborhood walks, and I remember teachers taking us across the Brooklyn Bridge. We also went to the beach in Sheepshead Bay which were all incredibly fond memories,” she reflected. The Congresswoman said each journey outside the classroom taught her something new.

“It’s inclusive communities like Brooklyn Friends where you first are able to express yourself and learn how to speak constructively,” she said.

“Looking back, I recognize it for what it was. Going through the neighborhood and really being engaged and utilizing the city as a means to an education was important. Something as small as going into a butcher shop helped us see how different people lived.”

Born in Brooklyn and having blazed her own trail through an accomplished career that continues to evolve, the Congresswoman now looks to younger generations—like the ones who walk the halls at BFS—to pave the way forward for the country and the world. As a mother of five, she has an excellent view into the issues and challenges faced by young people today.

Congresswoman Plaskett also shared that one year while she was in Lower School, the class became “obsessed with birds in the city.” Feeding off of the students’ curiosity, the teachers began teaching the class about the migration patterns of birds in Brooklyn which sparked an early understanding and passion for conservation which later took shape throughout her career.

“I’m so excited about this generation. The life I live is so far beyond what my parents could have imagined, and I feel the same when I look at young people now,” she said.

Inside the classroom, the Congresswoman said that an early struggle with learning how to read was a difficult obstacle to overcome.

An Education Inside and Outside the Classroom

“I can recall not being very comfortable reading and avoiding it. Brooklyn Friends gave me a lot of extra help and supported me in gaining literacy fluency,” said the Congresswoman. “I spent so many hours in the School library that even today, braided rugs and bean bag chairs give me a cozy feeling.”

When asked what memories first come to mind when it was her walking the halls at BFS, Congresswoman Plaskett’s first response had less to do with education and more to do with fashion. “This was the 1970s, so for one thing, the terrible clothing comes to mind,” she joked. Aside from the attire, the Congresswoman recalled her appreciation for all BFS colleagues, from the teachers and administrators for their warmth and dedication to students, to the Elevator Operator Christopher who sang

Taking Action on the World Stage

Congresswoman Plaskett recently made waves after being named as a House Impeachment Manager for the second impeachment of Donald Trump in response to the storming of the United

States Capitol on January 6, 2021. Having been on the Hill at the time of the attack, during the trial over a month later, she presented House Democrats’ argument that Trump played a leading role in both organizing and ordering the attack. Her impassioned arguments were lauded by many. “The significance to me, personally, is feeling like the culmination of a lot of the work I’ve done over my life,” Congresswoman Plaskett told one news outlet after the video of her arguments grew largely in popularity. While this was a high-profile moment for the Congresswoman, it was just one example of many throughout an illustrious career where she has stood proudly for what she felt was right. This includes spending time practicing law in the Bronx District Attorney’s office, among many positions before venturing into politics. Currently representing the United States Virgin Islands’ at-large Congressional District in the United States House of Representatives, Congresswoman Plaskett serves on the House Committee on Ways and Means, for which she is the first Member from a U.S. territory and the fourth African American woman to serve in the Committee’s storied history. Currently serving on the House Committee on Agriculture, Congresswoman Plaskett previously served as the Chair of the Subcommittee on Biotechnology, Horticulture, and Research. She is also a member of the House Committee on Budget, is a member of the Congressional Black Caucus, House Blockchain Caucus, and the New Democrat Coalition, to name a few.

A Call to Action for the Youth of Today

While Congresswoman Plaskett has fought many uphill climbs in both her personal and professional lives, she is quick to point out that every student and every generation face their own obstacles. For example, she recognizes the challenges that young people face

today in defining themselves and finding their own voices.

which aimed to end corruption of the

“You’re not raised by your parents alone. You’re not raised by your school alone. There are so many influences on young people with social media that makes things so confusing. It’s hard to always know what’s important and what’s not important,” she said.

Apartheid protests in South Africa as

Tracking her own journey into activism, the Congresswoman remembers how the environmental public awareness campaign Give a Hoot, Don’t Pollute, which spanned two decades between the mid-60s and mid-70s, inspired her and her fellow classmates to take action. She sees that same spark and drive in the youth of today and believes it is important to remind them of everything young people have achieved in the world throughout history. The Congresswoman pointed to the Civil Rights Movement, the War in Vietnam, the student-led demonstrations in Tiananmen Square

Communist Party in China, as well as prime examples of youth movements that enacted change in the world. “In all these cases, there may be elders who provide guidance, but without the masses of young people, change doesn’t happen.” The Congresswoman says that the common denominator of all these events is that progress never comes easy. “Everybody talks about Brown vs. Board of Education which stopped segregation in schools, but there were many cases before that where those attorneys fought and were told no. They kept coming back,” said the Congresswoman. “Not growing wary is something to be aware of, as well as having an understanding that you may not get things on the first instance. It’s all about the sustainability of the fight,” she added.

Congresswoman Plaskett recognizes that at times, young people can feel despondent when it seems like they aren’t being heard, but she urges them to continue to stand for what matters most. “Those who are trying to take power away from you are never going to give you permission. Your power is your voice. You are the ones who are going to drive change now, so I’m waiting for the young people to come together and organize around whatever social change they want to see,” said Congresswoman Plaskett. As she prepared for her Commencement speech, the Congresswoman took time to reflect on how her experience at BFS helped inspire her for a remarkable life journey and work. “We are shaped by these early years so much in ways we probably don’t know how to unpack until we are adults. These memories that I have of students being really thoughtful and concerned over the world are crucial.”

The truth is usually seen and rarely heard.

Image via CNN.com 13

ODDLY SATISFYING

What makes something satisfying?

ifth and Sixth grade students were recently asked this question. While it could be assumed that the answers would be unique to the individual, teachers and students nodded their heads in agreement when one student responded: “Something is satisfying when it is predictable; when exactly what you predicted happens.” In a year when life is anything but predictable and satisfying, the fifth and sixth grade students went on a mission, and dove into a long- term learning unit, to create something that meets this basic human desire for predictability.

ODDLY SATISFYING

Watch the Satisfying Videos Here! brooklynfriends.org/oddlysatisfying

Tech, Library, and Care (TLC) is a fifth and sixth grade class that combines the subjects of health, library, technology, and study skills. The Oddly Satisfying Film Festival is the culmination of a long-term unit in TLC with the goals of learning and

The final products submitted by students this year included popcorn popping, slicing bars of soap, the tidying of a bedroom, and reversed marker drawing. Teacher Lauren Pruitt combined the 120 submitted videos into six different films,

Festival unit. Lauren shared that she ”was surprised by how creative and inventive our students were with the projects. Students were able to think outside the box and create a product they were proud of.” Beth reflected that she “was

Something is satisfying when it is predictable; when exactly what you predicted happens. practicing the Middle School’s standards based grading, getting comfortable with Zoom and Google Classroom, working with filming and editing technology, and doing research. The project also asked students to engage in self reflection. They asked themselves: what is satisfying to me and what does self care look like?

How the Festival Works

The Oddly Satisfying Film Festival began as an activity period for students in the Middle School, inspired by the popularity of Autonomous Sensory Meridian Response (ASMR) videos, TikTok, and Instagram Reels. When planning their TLC curriculum, teachers Lauren Pruitt and Beth Duffy saw an opportunity in Oddly Satisfying for a multidisciplinary and, let’s face it, fun unit. TLC students watched videos for inspiration. They brainstormed the satisfying visuals that they would like to create. They worked diligently to create imagery, film, edit, and upload the videos, researching and learning the technology along the way. As they worked, they reflected on the rubric laid out by their teachers. The rubrics are part of the standards-based grading system. This system of student evaluation assesses their understanding of content and skills that are laid out in a well-defined rubric. Teachers assess how well students exhibit the intended learning outcomes of the assignment on a scale of Exceed Expectations, Above Expectations, Meet Expectations, Approach Expectations, and Does Not Meet Expectations.

three per grade, that are productions filled with satisfying content worthy of viral stardom on social media.

Identifying Quaker Values

At the Festival session of class when students screened their classmates’ films, teacher Beth Duffy asked the group: What Quaker testimonies do you see at work in this project? The group agreed that the testimonies of community and simplicity most came to mind. The Festival served as a point of connection and bonding for students and colleagues. It also asked them to reflect on the everyday and realize that what’s simple is satisfying.

Taking the Lesson Forward

At the end of the unit, students wrote reflections answering the questions: what came naturally? What was challenging? What were moments of frustration? How did I move forward when a plan for a video didn’t work? One student, Penny Z., was so inspired by the unit that she took the project several steps further and created her own edit of the Oddly Satisfying submissions. The film is accompanied by an original score by classmate Emily L. They submitted their film to Brooklyn Friends School’s own Bridge Film Festival, a festival of student made films from Friends Schools and Meetings worldwide that is dedicated to making films that depict Quaker values in action. View their film now. Teachers Lauren and Beth also reflected at the end of the Oddly Satisfying Film

impressed with how students were able to make satisfying videos out of such mundane things. Tearing a piece of paper, emptying a cup of water, or dropping something on the floor don’t usually seem like satisfying things to me, but the students found the beauty in simple things.” Of this project, Nitya York, Assistant Head of Middle School for Academics, shared: “Technology, Library, and Care is a new course this year that prioritizes supporting 5th & 6th graders’ holistic wellbeing, foundational academic skills, and creative use of technology in their lives. Because of the pandemic, the Middle School needed to restructure some of our programmatic offerings, and this cooperative teaching model between Lauren Pruitt, Beth Duffy, Katie Ryan, and Sophia Philip (Katie and Sophia are also TLC teachers who taught different units) could not be a better example of how Middle School colleagues have turned lemons into lemonade. Their TLC Oddly Satisfying Film Festival is the perfect example of their interdisciplinary, project-based approach that teaches students how to identify what it is that they need and love most as learners, as people, and as students.” As our community passed one year of living through a global pandemic and the isolation and upheaval that it has caused, the Oddly Satisfying Film Festival and TLC classes offer opportunities for much needed self care, reflection, creativity, fun, and satisfaction.

PRESERVED & ADAPTED

PRESERVED AND ADAPTED:

THE THIRD GRADE HAUDENOSAUNEE STUDY 18

The Big Questions

How does the environment shape a civilization and its culture? How do a civilization and a culture change over time? How do people resist and survive colonialism and white supremacy?

hese are the big questions that Brooklyn Friends School third grade students explore each year in their social studies inquiry of the Haudenosaunee Confederacy—a beloved and vital curriculum tradition year after year. This pandemic school year was no different. Despite the challenges facing teachers and students during the 2020–2021 school year, the Haudenosaunee study carried on and students even experienced some unexpected benefits in the virtually-oriented world.

PRESERVED & ADAPTED

The Third Grade Haudenosaunee Study: A Curriculum Tradition

The Haudenosaunee Confederacy, commonly known as the Iroquois, is a confederacy of Indigenous Nations (made up of the Mohawk, Oneida, Onondaga, Cayuga, Seneca, and Tuscarora Nations) in the Northeast. About their study of the Confederacy, third grade teacher Sarah Gordon said, “Our social studies curriculum is something that really anchors the third grade experience. It is a look into Native American history and culture.” In reference to the “big questions,” Sarah shared, “Those are big, big topics. But third graders are really ready to explore. They start by thinking about the environment. What natural resources are available in New York? How are basic needs met through these resources? From there, they learn about traditional homes, transportation, clothing, food, and how these changed over time.”

The People of The Longhouse

The Haudenosaunee are also called “The People of the Longhouse.” Third grade students center much of their study around these iconic homes, which pre-date the European arrival in North America and were remarkable in their engineering and construction. Third graders learn that the size, style, and structure of a culture’s homes tell us a great deal about its people. Students learn through research, reading, and film that as an agricultural society, the Haudenosaunee lived in villages of thousands and their longhouses housed anywhere from 50 to 400 members. Students then build their own model longhouses, and in the process, learn about all aspects of the home and why it was designed the way it was. Students who attended school remotely were sent the materials and were able to build their own models as well. The simple change of using pipe cleaners to secure pieces of the house instead of string

allowed for students to build on their own instead of needing a friend’s extra set of hands. The study of the Haudenosaunee longhouse then transitions into a look at the homes of other nations and how they are different from longhouses because of weather, available materials and resources. The third grade team of teachers is proud that they were able to continue this important aspect of the study despite the restrictions of the 2020–2021 school year.

A Silver Lining: A Virtual Field Experience

A visit to the Iroquois Museum, located several hours away from Brooklyn in Howes Cave, New York, has always been a dream of the third grade teachers. But it’s just too far a journey for a field trip. However, as a silver lining to the pandemic, the Museum now offers virtual visits for school groups. Gathered together on Zoom, students met with the museum’s Cultural Interpreter/ Education Program Coordinator, Brenda LaForme (Onondaga, Beaver Clan). She introduced students to her culture, history, and traditions, using the art and artifacts in the collection at the Museum. Their classroom learnings were reinforced and the remaining pieces of the Haudenosaunee study were previewed. It was an invaluable opportunity for the students and teachers, one that is sure to carry on for the next group of BFS third graders.

An Ever-Evolving Study for Both Teachers and Students

While the Haudenosaunee study has been repeated year after year, it is anything but static, even beyond the evolution brought about by the pandemic. Sarah Gordon said, “there is a lot of work to be done to do this study and to do it well, with both a critical lens and in a way that is age appropriate. It doesn’t shy away from hard things. There is sometimes a fear of teaching a culture that is not your own–especially if you are white. We are constantly doing the work

to center Indigenous voices and check ourselves and our materials.” Teacher Megan Glionna added, “I always try to demonstrate to the students that I have a lot to learn. We are all continuing to learn. There is work to be done.”

Moving Up to Fourth Grade

This third grade Haudenosaunee study also sets the groundwork for the fourth grade curriculum. When the students enter fourth grade, they launch into a study of New Amsterdam, the 17th‑century Dutch settlement established at the southern tip of Manhattan Island, and the Lenape, Indigenous people of the New York City area. Students take the knowledge and skills learned in their study of the Haudenosaunee, and apply and grow them for another study. The thread begun in the third grade about Indigenous peoples and colonialism carries through for our students in the fourth grade.

Closing Out the School Year

As the students approached the end of the school year, they engaged in a light hearted activity in their Haudenosaunee study. They traveled to nearby Cadman Plaza to play traditional Haudenosaunee games in the fresh air and sunshine. To celebrate the end of third grade and to share all that they’ve experienced and learned, students then hosted a gathering for their families at the park. They proudly shared books that anthologized their entire Haudenosaunee study and also served as mementos from their BFS third grade experience. The 2020–2021 third grade teachers and students will forever be the group who were able to preserve and adapt this BFS curriculum tradition for future BFS students.

Reading Recommendation from the Classroom!

The Third Grade teachers reco mmend two picture books for you and your child ren. Rabbit’s Snow Dance by James and Joseph Bruchac with illustrations by Jeff Newman presents a funny take on an Iroquois folktale about the importance of pati ence, the seasons, and listening to your friends. Givi ng Thanks: A Native American Good Morning Messag e, by Chief Jake Swamp with illustrations by Erwin Prin tup, Jr., is a traditional Iroquois celebration of the bea uty and spirit of Mother Earth, as told by a contempora ry Mohawk chief.

CLASS OF 2021

CLASS OF 2021 ADMITTED SCHOOLS

Schools in red are those that members of the Class of 2021 have chosen to attend. * Indicates multiple students are attending that school. Aberystwyth University Adelphi University Agnes Scott College Allegheny College American University Amherst College Bard College Bard College Berlin Barnard College CUNY Baruch College Bennington College Berklee College of Music Bocconi University (Italy) Boston College Boston University Brandeis University Bryn Mawr College Bucknell University California Lutheran University California State, Chico California State, Los Angeles California State, San Bernardino Cedar Crest College Chapman University Clark University Columbia College Chicago Columbia University Cooper Union Cornell University CUNY City College Dartmouth College Davidson College Dean College DePaul University Dickinson College Drexel University Elon University Emerson College Emory University Emory University, Oxford College Fordham University Franklin and Marshall College Glasgow School of Art George Mason University Goldsmiths, University of London Goucher College Hawai’i Pacific University Hofstra University Howard University Iona College Ithaca College

Johns Hopkins University Kenyon College King’s College London Lafayette College Leiden University Lewis & Clark University* Linfield College Loyola Marymount University Loyola University, Maryland Loyola University, New Orleans Macalester College Manhattan College Marist College Maryland Institute College of art McGill University Middlebury College Mount Holyoke College Muhlenberg College New York University* Northeastern University Northwestern University* Norwich University of the Arts Oberlin College Old Dominion University Pace University Penn State, University Park Penn State, Harrisburg Portland State University Pratt Institute Reed College Rhodes College Rice University Rochester Institute of Technology Roger Williams University Rollins College Rowan University Rutgers University, New Brunswick Sacred Heart University Santa Clara University Sarah Lawrence College Savannah College Art and Design Scripps College Sewanee, University of the South Skidmore College Smith College St Francis College St. John’s University SUNY at Albany SUNY Binghamton University SUNY New Paltz SUNY Oneonta

SUNY Oswego SUNY Purchase College SUNY University at Buffalo Syracuse University Temple University The American University of Paris The City College of New York Brooklyn College John Jay College of Criminal Justice The New School Trinity College Dublin Tufts University Union College University of Alabama University of Amsterdam University of Arizona University of Bristol University of California, Davis University of California, Irvine University of California, Merced University of California, Riverside University of California, Santa Cruz University of Chicago University of Cincinnati University of Colorado Boulder University of Connecticut University of Denver University of Edinburgh University of Glasgow University of Hawaii at Manoa University of Illinois at Chicago University of Liverpool University of Maryland, College Park University of Miami University of Portland University of Puget Sound University of Richmond University of Rochester University of San Francisco University of St. Andrew’s University of Tennessee, Knoxville University of Vermont Ursinus College Vassar College Virginia Commonwealth University Wesleyan University* Whitman College Whittier College Willamette University Williams College

PEAC

REACHING THE PEAC: HOW BFS ATHLETICS REIMAGINED PHYSICAL EDUCATION O

ver the past year, the word “pivot” has become just as common as the words “Zoom” and “unprecedented.” All of us have had to pivot in one way or the other to adapt to the challenges presented before us. But for longtime Athletic Director David Gardella, who just completed his 26th year at BFS and 19th as Director, reimagining an entire athletic program as the world went virtual was a puzzle not so easily solved by a simple pivot. Physical education flourishes when incorporating the elements of teamwork and collaboration, so it was going to take a lot of work and a whole lot of imagination to keep those tenants at the center in the face of so many challenges. That’s what makes the Physical Education and Athletic Clubs (PEAC) success story so remarkable and—dare we say it—unprecedented.

PEAC

How it All Began

Like every corner of BFS last Spring, the athletic program moved to the Zoom world immediately after the School shut its doors due to the pandemic. David and his devoted team of coaches sprang into action, quickly learning and executing how to run classes for all students to stay active at home. Despite the technical barriers, students were given the opportunity to get up, move, and have some fun during a difficult time. Simultaneously, the coaches also began holding virtual practices to keep all BFS teams connected and focused on staying committed to improving. These practices centered around concepts such as camaraderie and effective teamwork, but also dove into information like rules and regulations. In addition to allowing for students to always have time to ask questions, coaches were also able to show drills and skills videos so team members could incorporate them into their own workouts.

While David was pleased by this progress, as the weeks and months stretched on through the Summer and into the Fall of 2020, he began to feel that there was more the program could be doing to keep children active. “It was so important to give kids an opportunity to be with each other again. When you’re with your peers, you feed off of each other and can motivate one another to improve. It is also so important to their mental health,” says David when thinking back to why he was so driven to create the PEAC program.

Taking the First Steps Forward

With Fall weather in the air, David went to work on designing and planning for an outdoor program to bring students together in a safe and healthy way. With COVID-19 restrictions and uncertain weather as major obstacles, this was no easy task. Operating out of the new and improved basement office at Pearl Street, David took on the challenge with an open

mind. He and his team attended over 50 webinars to study all of the possibilities that existed to bring students together, and they explored many ways to make the concept work. “I’m an optimist,” says David as he reflects on the beginning of the PEAC journey. “I knew it would be hard to figure out a way to bring the kids together outside, but I knew that if we just took things one day, one session, and one moment at a time, we could be successful.” David’s plan seemed simple on paper: Allow time before and after school every day for 7th to 12th grade students to gather together safely in Brooklyn Bridge Park. Students would arrive on their own and would be able to participate in several socially-distanced activities. The sessions would be optional to allow for those who lived too far away or preferred to remain remote to still have a robust program at home, and every small COVID-19 protocol would be strictly enforced at the park. David drew it all up, secured the instructors, and scheduled all

the sessions. Only one question remained: Would students show up? “I don’t think I or others knew exactly what to expect when we actually did get to the park that first week. But suddenly, there we were,” recalls David. To David and his team’s delight, the children began to show up and participate in both the early morning and afternoon sessions with enthusiasm and excitement. Many Middle School and Upper School students of all ages played together each day, participating in team sports like soccer and volleyball as well as running and fitness & conditioning drills. Even when only a few students showed up, David and his team would do everything they could to give them their best. “I remember feeling so proud of our students and coaches for how they handled things and how well they followed the guidelines and protocols,” says David.

PEAC’s Success Through the Months

Over 30 weeks later, you can spot David nearly every day hauling large bags of equipment out of Pearl Street as he runs off to help another session get going. “I’m off to the park!” he excitedly exclaims as he departs. “I will always remember the last evening on Thursday December 10th when we had a wonderful PEAC Soccer group and they did not want it to end, so we just kept playing until the sunset. What a view and what a great way to close out 2020, spending time with FRIENDS.” Although the program moved to a remote-only model through the January and February months as the weather became difficult to manage, he and his coaches never gave up, and neither did the students. While sessions had to be occasionally postponed due to extreme weather, many outdoor sessions were still held under all weather conditions.

David and his team are proud of this accomplishment. “There were moments during this whole program where we would be at the park on a beautiful day or a not so beautiful day and I’d look around and hear the coaches and students laughing while they all ran around the field. In those moments, things felt normal again,” says David. Looking back on the success of the PEAC program, David says that despite the long days of planning, it was all worth it.” “The Program enabled us to stay connected, keep our coaches engaged, and of course, most importantly, work with everyone in 7th-12th grades in regards to their mind, body, and spirit. Blue pride runs deep, and so did their commitment to improving themselves every day.” While the BFS Athletics Program has tasted championship glory in the past, perhaps the 2020/2021 year will be remembered throughout the School’s history for another reason: A championship pivot.

HOMECOMING

Susan

PHOTOS FROM TOP 1 The Class of 1959 Senior Photo 2 Article written in a 1957 edition of The Life, the student newspaper at the time, by Susan Segal Rai ’59

GEORGE FOX ALUMNI AWARD RECIPIENT SUSAN SEGAL RAI ’59 RETURNS HOME Over 60 years since graduating, Susan is returning to Brooklyn Friends School for this year’s Commencement.

he 1959 Brooklyn Friends School graduate and this year’s recipient of the George Fox Award, Susan Segal Rai, cracked a wide smile when asked how she was able to play for every single sports team during her time at BFS. “Back then, the school was so small, if you could breathe, you could make the team,” said Susan. So much has changed at BFS since Susan attended. For example, her senior class of 25 students had the same teachers in a subject for four years, there were no dedicated arts or dance programs, and there was only one science lab that had to be shared schoolwide, among many other changes. But despite the evolution and

growth of BFS, Susan says there is much that remains. “I came to BFS as a curious person and BFS fostered that curiosity which they still do for students today,” says Susan. “What has always remained is a standard of excellence. BFS echoed the values I learned at home and left me with the idea that no matter what I do, I should do it as well as I can do it.” In addition to sports, Susan was involved in all aspects of school including serving as Editor of BFS Newspaper, The Life. “BFS allowed me to be involved in so many things. I feel that I graduated as a well-rounded individual.”

HOMECOMING

A BFS Lesson Sparks a Career

Following BFS, Susan graduated from Radcliffe College (a renowned women’s college that later merged with Harvard), and began a remarkable and decorated legal career. For over 40 years, Susan worked at the Vera Institute of Justice as Special Counsel and Secretary of the Corporation. Among her many duties, Susan did legal work for the corporation and its demonstration projects, including Job Path (employment and other services for developmentally disabled people), the Neighborhood Defender Service of Harlem (legal representation for indigent defendants), the Center for Employment Opportunities (employment and job placement for parolees and prisoners on work release), and the Immigration and Naturalization Ap pearance Assistance Project. Susan says her love for the legal profession began in tenth grade when BFS history teacher, Harold Vaughn, introduced the landmark Supreme Court case Marbury vs. Madison which established the principle of judicial review in the United States. “Mr. Vaughn was a wonderful teacher who really challenged us. When he taught us about the case—which has a great backstory and a lot of intrigue—I said, ‘The law is for me.’ It really clinched it

for me. I just love the impact you could have on society in this profession and that particular assignment sparked it for me,” recalls Susan.

Carrying Quaker Values Forward

Over 60 years since graduating, Susan is returning to BFS for this year’s Commencement as the recipient of the prestigious George Fox Award honoring an individual who has made exemplary contributions to the community while demonstrating the Quaker values that were fostered during their time at BFS. “All honorees say they’re honored, but I am truly honored because of the meaning of this award. The award is for living a life consonant with Quaker values and I can’t imagine a better compliment—a better statement about my life that I have lived it in accordance with Quaker values,” says Susan.

Susan says Quakerism affected her not just through curriculum, but through the ways the values were shown to her through action by teachers and classmates. She says, in addition to the Monthly Meeting and the School’s commitment to servicing the community, the small things made an impact, from who was praised in class to how leaders showed respect for individuals. While attending Radcliffe College, Susan immediately sought out the Quaker Meeting in Cambridge, Massachusetts to stay connected. “The Quaker Meeting provided a sense of calm and a space to be introspective. To think back and forward,” she says.

Behind the Curtain of Susan’s Commencement Speech

Raised Jewish, Susan says she saw a lot of similarities between Judaism and Quakerism when she attended.

As she prepared for her Commencement speech, Susan said she was excited to be addressing the class of 2021. One aspect of her speech centered around embracing who you are.

“BFS, along with my parents, reinforced the idea that your function in the world is to do good. Your purpose is to repair the world which is both a Quaker value and a Jewish value. Being a lawyer was my way of making my contribution to the world in order to improve society,” says Susan.

“Some of us are interested in one specific focus and others have many curiosities and interests. My goal is to express that no matter what category you fall into, you should never regret those traits. Accept who you are, and live your life accordingly,” said Susan.

Some of us are interested in one specific focus and others have many curiosities and interests. My goal is to express that no matter what category you fall into, you should never regret those traits. Accept who you are, and live your life accordingly.

BFX EXTENDED DAY EXPLORATIONS! We are excited to introduce our new extended day program, BFXplorations! Re-imagining what an afterschool program should look like, BFX will be grounded in equity, joy and exploration, and a place where children will want to be! Launching in September, the BFX experience will run Monday to Friday, 3:00–5:30pm and will be open to students in Preschool through Upper School (fee schedule to be announced). Focusing on the needs of our students, equity, and the critical importance of joy and connection in children's lives, the BFX program will offer all children equal access to daily play, study and homework groups, as well as special age-relevant “explorations” in movement, art, science, sports, storytelling, and more. Registration information will be available soon.

AT THE FAMILY CENTER Family Center students, our youngest at two years old, thrived and developed this year through hands-on, experiential, and open‑ended activities.

CLASS NOTES

Alumni Class Notes

Michael Nill

Congratulations to former Head of School, Michael Nill, who published his book, Nurturing Decent Human Beings, The Case for Moral Education in Schools. Michael’s blog michaelnillphd.com, shares impressions on morality’s place in our society.

1972 Burke Fitzpatrick After 5,366 jumps, Burke decided it was time to retire from skydiving!

1974 Mick Cantarella

Mick ran a recording studio for many years, even coming back to BFS to give students after-school class on recording.

1984 Stacey E. Plaskett

As the congressional representative for the US Virgin Islands, Stacey served as an impeachment manager on the trial for former President Donald Trump. Stacey will serve as the commencement speaker for the BFS Class of 2021 this June.

1974 Steven Glazer

Steven shares that he is in his 25th year of teaching at Graceland University as Professor of History

1923 Ogden M. Pleissner Ogden Pleissner, a member of the Class of 1923 was recently highlighted in ArtFix Daily where his piece, Coast of Maine Acadia Park was featured. To read more, visit bit.ly/3eTba7v.

1947 Dick Frost

Dick has spent the year with his wife Barbara and their daughter Caitlyn in Santa Fe, NM. He is an active contributor to Democratic progressive groups in New Mexico and nationally.

1952 Lawrence Lurie

Lawrence shares the following reflection: “In this time of COVID-19, I found myself going through boxes marked ‘sentiment’, which included the names of Mr. Cochran (Principal), my grades, the papers I wrote, my teachers, and their thoughts about me. All were pleasant memories of an important time in my life that helped develop my career as a psychiatrist.”

1964 Ray Braverman

Now retired, Ray taught history for 40 years, spearheading the Advanced Placement program and also becoming Chair of the Department of History and Social Sciences.

1964 Francine Prose

Francine’s next book, “The Vixen” will be released later this Spring. Francine is an an American novelist, short story writer, essayist, and critic. Francine spoke to the alumni community about her book during Alumni Week on June 3rd.

1975 Jason Altchek

Jason is now retired after serving 38 years in the United States Air Force.

1981 Gerry Valentine

Gerry’s book, The Thriving Mindset: Tools for Empowerment In a Disruptive World, was published in March and hit the Amazon best seller list in seven categories this Spring. Congratulations Gerry on this amazing achievement! Gerry spoke about his book at Alumni Week on June 1st.

2003 Kyle Neptune

Congratulations to Kyle Neptune ’03 who was named Head Men’s Basketball Coach at Fordham University! Kyle was a member of our 2003 State Champion Boys Varsity Basketball Team and scored 1,650 points during his time as a Panther, the most in BFS history! He previously served as an Assistant Coach for Villanova University Basketball for eight years, during which they won five Big East regular-season tournament titles and two NCAA national championships. He was also recently named one of the top 40 college basketball coaches under 40 by ESPN. Go, Coach Neptune! We will be cheering for you!

2013 Janna Joassainte

Congratulations to Janna Joassainte ’13 who recently started a full time position at Morgan Lewis law firm. Janna graduated from Amherst College in May 2017 and went straight to Brooklyn Law School. She graduated Brooklyn Law in May 2020.

2019 Hannah Schorr

Hannah’s parents report that she is thriving at Oberlin, thanks in no small part to the foundation and faculty support she received at BFS.

CLASS NOTES

In Memoriam 1947 Jefferson Watkins 1962 Norman Kurland 1963 Marilyn Bender

Shared by David Bender Marilyn Bender passed away on January 2, 2021, of complications arising from cancer. She was born July 25, 1945 in Brooklyn, NY, the daughter of Harold and Helen (Spiegel) Halperin. Marilyn was a graduate of Brooklyn Friends School, Class of 1963, where she was a cheerleader, and of the University of Pennsylvania. She was a resident of Dobbs Ferry for over 40 years, and served for many years as secretary to the Committee on Special Education in the Dobbs Ferry school system. Marilyn was an enthusiastic reader of history, in which she majored at college. She was a docent at the Hudson River Museum, and worked for several years as a volunteer researcher at the New York Historical Society. She was known for her outstanding knitting and needlepoint work, much of which went to Project Linus and to the children of relatives and friends, and some of which was sold professionally. She is survived by her husband of over 50 years, David, her two sons Roger and Douglas, her daughterin-law Sarah Smelin, her grandson Mason, her nephew Clifford Karp, and her neice Deborah Hirschmann. Any contributions should be made to Project Linus or the American Cancer Society.

1995 Sam Benedict

Shared by Chris Price ’95 Samuel John “Sam” Benedict, 43, of

Walton, NY—but always of Brooklyn, NYC—passed away suddenly on Sunday, August 9, 2020, in his home. Born January 21, 1977 in Brooklyn, NY, he was the son of Lois Ann Sembower and the late John Matthew Benedict. Sam was a ‘lifer’ at Brooklyn Friends School, attending from Kindergarten through 12th grade. There was no one who knew Sam, who did not love Sam. Everyone has a story, a moment, a nickname, a ‘remember that time’. Everyone who knew Sam was touched by his gentle spirit, his unparalleled wit, and his beautiful mind. He was generous to a fault, of his time, of his heart, and, many times, of the cash in his wallet. Sam was a gifted writer, and artist, with features appearing in the Oneonta Daily Star and the O-Town Scene. He donated time to his community by volunteering for Habitat for Humanity, and as a literacy advocate for adult learners. He was an avid animal-lover. At the time of his passing, Sam was working for Love and Hope Animal Sanctuary in Franklin, NY. Survivors include his mother, Lois Ann Sembower; spouse, April Lynn Ford, and their cat, Nicolas; exwife, Jemmy Delva; and many many friends who will miss him dearly. Memorial donations in Sam’s memory may be made to Love and Hope Animal Sanctuary, Inc., 95 Stewart Road, Franklin, NY 13775.

Stuart Smith

Shared by Tim Smith Stuart P. Smith, Head of School from 1969 to 1978, passed away May 19, 2021 at his home in Ponte Vedra Beach, FL. He was 88 years old. He is survived by his wife, Kathleen Carpenter-Smith; his children from his marriage to Ruby Seagrave: Sally (’74), Timothy (’77), and Martha (’79); and seven grandchildren. Memorial donations may be made in his name to the American Friends Service Committee: AFSC Development, 1501 Cherry St., Philadelphia, PA 19102.

Ready for more BFS stories? Go to our online magazine The Life and get an in-depth look at our classrooms and community.

The Life

brooklynfriends.org/TheLife

FUN & GAMES

Pearl’s Word Search Help Pearl by circling the words on the word list!

Word List PANTHER QUAKER SPICES BROOKLYN SCHERMERHORN FRIENDS ALUMNI WORSHIP PEARL ROOF LIGHT ELEVATORS BLUE MEETING GRAY LAWRENCE

Fun & Games 36

Help Pearl get to the beach! Draw a line from Pearl in the maze to her beach ball!

For the answers to these puzzles, please visit brooklynfriends.org/thelifeISSUE1 37

Brooklyn Friends School 375 Pearl Street Brooklyn, NY 11201

Address Service Requested

It is because of the contributions of so many in our community that we were able to provide a meaningful and special experience for all of our students during this complicated year. If you have not yet done so, please make a gift to Brooklyn Friends School by June 30th. brooklynfriends.org/donate