Brooks Bulletin Fall 2023 by Brooks School

BROOKS BULLETIN • FALL 2023

A vase of flowers awaits a reception at Brooks this fall.

B OA R D O F T RU ST EES President John R. Barker ’87, P’21, P’23 Wellesley, Mass. Vice Presidents Cristina E. Antelo ’95 Washington, D.C. Whitney Romoser Savignano ’87 Beverly Farms, Mass. Secretary Craig J. Ziady ’85, P’18, P’20, P’22 Winchester, Mass. Treasurer Valentine Hollingsworth ’72, P’17 Dover, Mass. T R U ST EES Peter J. Caldwell Providence, R.I. Charles F. Cornish ’06 Sudbury, Mass.

Cheryl M. Duckworth P’22, P’23 Lynnfield, Mass. Anthony H. Everets ’93 New York, N.Y. Nancy C. Ferry P’21 West Newton, Mass. Phillip W. Field ’05 Boston, Mass. Julia Saltonstall Haley ’88, P’25 South Hamilton, Mass. Paul L. Hallingby ’65 New York, N.Y. Kevin R. Hendrickson ’04, P’24 North Andover, Mass. Booth D. Kyle ’89 Severna Park, Md. Diana Merriam P’08, P’11 Boxford, Mass.

Catalina Dib P’25, P’26 Boston, Mass.

Sally T. Milliken ’88, P’22, P’24, P’27 Byfield, Mass.

Peter V.K. Doyle ’69 Sherborn, Mass.

Sunit Mukherjee P’15, P’22 North Andover, Mass.

John R. Packard Jr. P’18, P’21 Head of School North Andover, Mass. Vivek Sharma P’24 Boston, Mass. Juliane Gardner Spencer ’93 Rockport, Mass. Isabella Speakman Timon ’92, P’26 Gulf Stream, Fla. Alessandro F. Uzielli ’85 New York, N.Y. Meredith M. Verdone ’81, P’19 Newton Center, Mass. Christopher T. Wood ’85 Los Angeles, Calif. A LUMNI T R UST E E S Matthew B. Nash ’14 Dover, N.H. Sathvik R. Sudireddy ’15 Andover, Mass.

T R USTE E S E M E R I TI William N. Booth ’67, P’05 Chestnut Hill, Mass. Henry M. Buhl ’48 New York, N.Y. Steve Forbes ’66, P’91 Bedminster, N.J. Steven R. Gorham ’85, P’17, P’21 Ipswich, Mass. H. Anthony Ittleson ’56, P’84, P’86 Green Pond, S.C. Michael B. Keating ’58, P’97 Boston, Mass. Frank A. Kissel ’69, P’96, P’99 Far Hills, N.J. Peter A. Nadosy ’64 New York, N.Y. Eleanor R. Seaman P’86, P’88, P’91, GP ’18 Hobe Sound, Fla. David R. Williams III ’67 Beverly Farms, Mass.

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Head of School John R. Packard Jr. P’18, P’21 Director of Institutional Advancement Gage S. Dobbins P’22, P’23

Director of Alumni Programs Lauri Coulter Director of the Brooks Fund and Family Engagement Mary Merrill Assistant Director of Alumni Programs Sara Bird

Director of Admission and Financial Aid Bini W. Egertson P’12, P’15

Director of Communications and Marketing Kate Moran Director of Print Communications Rebecca A. Binder Design Aldeia www.aldeia.design Alumni Communications Manager Emily Williams Director of Digital Communications Jennifer O’Neill

Unsolicited manuscripts are welcome. Opinions expressed in the Bulletin are those of the authors and not necessarily of Brooks School. Correspondence concerning the Bulletin should be sent to Editor Rebecca A. Binder: mail Editor, Brooks Bulletin 1160 Great Pond Road North Andover, MA 01845 email rbinder@brooksschool.org phone (978) 725-6326 © 2023 Brooks School

29 FEAT UR ES

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18 Philanthropic Milestones

02 Message from the Head of School

Your philanthropic contributions to Brooks in the last fiscal year, outlined in this year’s Impact Report, had a substantial, felt effect on the school’s people, spaces and community.

03 News + Notes 50 Class Notes

28 Exploring New Interests Students reveal the unexpected interests they discovered during their time at Brooks, from learning a new skill to making the first team.

36 Looking to the Next Century Following opportunities to reflect and look forward, and approaching the school’s centennial celebration, leadership shares its vision for how to best position Brooks for its second century.

ON THE COVER: An aerial view of the Chapel Quadrangle at Brooks School in fall. Frank D. Ashburn Chapel is pictured at the bottom of the page; Main Street and the walkways to the Head of School’s House and the school’s new admission building are at the top of the page.

A MESSAGE FROM JOHN R. PACKARD JR. HEAD OF SCHOOL

The Brooks Bubble As winter takes hold, we are well on our

“ In all of these ways, we have intended to expand and deepen a long history of fostering community at Brooks.”

way to realizing a terrific year — the 97th chapter in Brooks School’s story. As this edition of the Bulletin will lay out, we continue to enjoy and appreciate the support the school receives on an annual basis, and we are sharpening our focus on centennial campaign aspirations. It has been fun to share our thinking and excitement about housing, academic space and endowment initiatives we believe will deepen immersive learning opportunities, expand our culture of exploration and ensure genuine belonging is felt and experienced by all at Brooks. As we contemplate a robust and bright future for the school as it heads into a second century, we are also very much grounded in the present — the work we are doing each day with our students. We are not beyond the reach of a polarized and charged world fraught with tension and full of opportunity. For many years, students and colleagues have occasionally made reference to what we have called the Brooks Bubble. This has generally been used to signal the ways in which we are on our own here at 1160 Great Pond Road. In some cases, the term has been used to underline a strength that comes from being a small school and closely knit community positioned to know one another well. In other cases, we lament being somewhat isolated and insulated from weighty national and international issues and affairs. In practice, we are intentional about accentuating the benefits of being a small community able to know one another well, and we do all we can to counteract our relative isolation by emphasizing the importance of engaged citizenship. We promote and lean into the safety our bubble provides while simultaneously looking for ways to poke holes in it to ensure we see and feel the world around us.

Over the past decade, we have been working hard to add physical and programmatic infrastructure with an eye on achieving a kind of bubble that serves both purposes. The renovation of Ashburn Chapel in order to be certain it would remain our primary communal space was the first step. We share with one another in that space in ways that deepen connections and open doors to how students, faculty members and guests see and experience the world. We have finished a center campus master plan that has grown our community space footprint in and out of doors with our Center for the Arts, Class of 2020 Quad, expanded Keating Room and pedestrianized Main Street all enhancing our communal experience. We have created time and space on our campus to be sure that a growing number of affinity groups are able to gather with one another and build community within community. Our Self in Community minor course sequence opens time and opportunity in our schedule to think about what engaged citizenship looks and feels like. Our faculty are lifelong learners and they model critical thinking in ways our students pick up by osmosis. We seek to amplify and celebrate difference within our school in ways that leave us increasingly in touch with the responsibility we have to do the same when we leave this bubble of ours. In all of these ways, we have intended to expand and deepen a long history of fostering community at Brooks in an effort to position our students to see the vast opportunity and the responsibility that lie within the tension we are experiencing in the world today. Our hope and belief is that our particular bubble, and what we expect of one another here, helps our students engage with the charged world they are heading for, believing the inspired ideas and solutions the world needs are within their reach. To that end, our work continues.

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NEWS + NOTES IN THIS SECTION 04 News from Campus 12 Campus Scene 14 Athlete Spotlight 16 Athletics News

Frank D. Ashburn Chapel at Brooks School.

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Andrea Heinze Honored by TABS The Association of Boarding Schools (TABS) bestowed one of three membership-wide awards on beloved Brooks faculty Andrea Heinze. An early October Chapel brought a joyful surprise to Brooks, as The Association of Boarding Schools awarded a prestigious award to Andrea Heinze. The Burch Ford Kaleidoscope Award recognizes professionals who have exemplified commitment, creativity and excellence in the area of student and residential life. It is awarded each year to only three residential life leaders across the association’s 236 member schools. As such, the recognition places Heinze in rare air among her peers. Heinze has been at Brooks since 1992. She currently serves the school as director of athletics, and last year concluded her tenure as associate head of school for student affairs. Susan Baldridge, the executive director of TABS, visited campus and took to the lectern at Chapel to announce the honor and congratulate Heinze. Once the well-deserved and lengthy standing ovation from the assembled Brooks community died down, Baldridge presented Heinze with a custom glass kaleidoscope keepsake. Susanna Waters, the school’s associate head for academic affairs, nominated Heinze this summer, and she was vocal in her admiration of her colleague. “Andrea has long been the bedrock of our Brooks School community and selflessly dedicated her time, energy and insight to improving the student experience and supporting the efforts of her colleagues,” Waters wrote. Head of School John Packard amplified the chorus of praise for Heinze. “She has poured her life into the school from the first day,” Mr. Packard said. “She does not know how to give anything other than all of herself to the school each and every year. She leaves students she works with certain she cares about them in ways that also leave them feeling like they matter to her, to their school and beyond.” Since 1992, Heinze has served Brooks in a variety of roles including math teacher; basketball, field hockey and softball coach; dorm parent; advisor; assistant dean of students; dean of students; associate head for student affairs; and now director of athletics. “I am incredibly honored to have been nominated and chosen for this award,” Heinze shared after the ceremony. “I have always felt supported and cared for at Brooks, and this award extends this feeling far beyond this campus.” Heinze was honored officially at the annual TABS conference in Boston in November, along with Jessica Matzin of The Loomis Chaffee School and Gene Phillips of St. Stephen’s Episcopal School in Austin, Texas.

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Andrea Heinze (pictured in white t-shirt) received the Burch Ford Kaleidoscope Award from The Association of Boarding Schools in October. Heinze is the longtime coach of the Brooks softball team.

“ I am incredibly honored to have been nominated and chosen for this award. I have always felt supported and cared for at Brooks, and this award extends this feeling far beyond this campus.” Burch Ford Kaleidoscope Award winner A NDRE A H E INZE

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Welcoming New Faces A dynamic group of educators joined the Brooks faculty this year.

Prior to joining the Brooks community, Shanel Antunes (Learning Center, Sustainability Coordinator) worked as the academic support program manager for the Bridge for Resilient Youth in Transition Program at Cambridge Rindge and Latin School. Antunes lives in West Medford, Massachusetts, with her wife and their two children. Chicago native Michele Becker (Latin Teacher) fell in love with Boston in 2012 and moved east to pursue her bachelor’s and master’s degrees in classics and secondary education from Boston College. Previously, she taught Latin and comparative mythology for six years at Saint Joseph Prep Boston, where she also coached cross-country and track. Becker is passionate about all things Rome and Italian culture and has been lucky enough to spend many summers living there, learning through experience. Her academic passions include studying ancient propaganda through art and architecture, Roman history and Greco-Roman mythology. She lives in Boston. John Cunningham (Assistant Director of Athletics) graduated from Connecticut College in the spring of 2017 and began working at The Loomis Chaffee School that fall as the sports information director. He also served as the assistant coach of the boys varsity ice hockey team, associate head coach of the boys varsity lacrosse team and as a dorm head in a boys dorm on campus. Cunningham lives off campus with his wife, their son and their dog. Craig Gorton (Director of Computer Science) began teaching computer science and robotics in 2018 after careers in the software industry and naval architecture/marine engineering. He earned his bachelor’s in government and economics from Dartmouth College and a master’s in computer information systems from Boston University. He has also studied yacht design at

the Westlawn Institute of Marine Technology. Gorton loves being creative with technology and has a passion for continuous learning. He holds a USCG captain’s license and once crossed the Atlantic using celestial navigation. Several attempts to design, build and operate his own transoceanic semi-autonomous sailing drone have been unsuccessful, but he’s not done trying! Juan Hurtado (Mathematics Teacher, Learning Center, Davis Fellow) a recent Connecticut College graduate who majored in mathematics with a minor in Jewish Studies, joins Brooks as a mathematics teacher, faculty member in the Learning Center and squash coach. When Hurtado isn’t in the classroom, Learning Center or on the squash courts, he is most likely reading, writing his ideas down or wanting to play chess. Born in New Haven, Connecticut, he has always been excited to try new pizza places wherever he goes! Erik Krahn (Assistant Director of Student Affairs) received his bachelor’s from Hobart College, double majoring in European studies and studio art. Since graduating from college, he has worked in Germany, Switzerland and all across the United States. Prior to joining Brooks, he was substitute teaching in Marblehead, Massachusetts. Krahn has coaching experience in soccer and cross-country skiing, including leading his former high school’s cross-country ski team to a combined state title. Krahn lives off-campus, in Wenham, Massachusetts, with his wife, child and dog. A Millbrook, New York, native, Cora MacKenzie (Associate Director of Student Affairs) is quite familiar with the boarding school lifestyle, having grown up on the Millbrook School campus. She later went on to study athletic training at the University of Vermont. After graduating, MacKenzie returned to Millbrook School to join the faculty as

head athletic trainer and later served as the assistant director for athletics. Her greater involvement in the community motivated her to transition to the student life office, where she served as assistant dean of students and dean of residential life before coming to Brooks. During her time at Millbrook, MacKenzie also served as an advisor, coach, human development instructor and dormitory head. She lives on campus. Kate Moran (Director of Communications and Marketing) previously worked at The Pike School in Andover, Massachusetts, as the assistant head of school for strategic outreach and impact. She lives in Andover with her husband and their three children. Moran loves the Boston Red Sox and Celtics, spending summer evenings at Good Harbor Beach in Gloucester, Massachusetts, skiing and traveling. Megan Murray (Assistant Athletic Trainer) earned her bachelor of science in education for athletic training from the University of Georgia. While there, she worked with the university’s gymnastics team as well as their football team. After graduating, she began working at Fay School in Southborough, Massachusetts, as the athletics coordinator, athletic trainer, wellness teacher and a dorm parent. Since starting at Brooks, she has moved to Somerville, Massachusetts. Michael Porrazzo (Chair of the Mathematics Department) earned his bachelor’s in finance and international management from Georgetown University and his master’s in education from Johns Hopkins University. A career educator, he has taught all levels of high school math and has also served schools in a variety of academic, athletic and residential roles. Athletically, Porrazzo rowed competitively into early adulthood and has managed to run a few marathons since then. He and his wife raised three daughters and travel with,

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or to, them whenever possible. He lives off campus. A Massachusetts native, Tyler Read (Spanish Teacher) attended the University of Massachusetts Amherst, where he double-majored in history and Spanish and participated in study abroad programs in Mexico and in Spain. His final year of college was spent at the Universidad de Guanajuato, where he took classes focusing on the Spanish language and the methodology and theory behind foreign language acquisition and instruction. After college, Read returned to Spain, where he lived for two years working as a language assistant in rural schools in Galicia and Aragón. He joined Brooks after working as a Spanish teacher at Lawrence Family Development Charter School in Lawrence, Massachusetts. Claire Trustey ’19 (Science Teacher) returned to Brooks to teach biology and math. She earned her bachelor of arts in neuroscience and behavior and Spanish at the University of Notre Dame. A huge Notre Dame football fan, during her undergraduate years she worked as a student athletic trainer for the university’s football team and spent most Saturdays on the sidelines in Notre Dame Stadium. She also worked as a research assistant in the Sleep, Stress and Memory Lab on campus at Notre Dame, where she was also very involved in tutoring.

Curley Terrace, located outside the Center for the Arts at Brooks.

D E D I C AT I N G

Curley Terrace On September 23, school leadership gathered with members of the board of trustees and family of former school trustee and trustee emeritus designee Patrick Curley ’69 to dedicate the area outside the Center for the Arts as Curley Terrace. Patrick Curley, an architect who died last December, served the school well in his 28 years as school trustee and was the primary visioner of a fully pedestrianized Main Street. Today, Main Street plays a vital role in the Brooks community infrastructure, as Brooksians pass and greet each other multiple times a day. “On this spot, the most elevated point on Main Street where we can look north, south, and west, and take in all Patrick envisioned for the center of our campus in ways few of us could, it is fitting and right that this spot will bear his name for as long as the school exists,” Head of School John Packard said at the ceremony. “Few have had as much impact on any institution as he has had on Brooks School and where and how we wonderfully bump into one another each and every day.”

CONGRATULATIONS, RANKING SCHOLARS! CORREC TION In the summer 2023 issue, we identified Tessa Darke ‘24 as spending her Students on the Forefront internship at Quebec-Labrador Foundation. This was an error. Darke spent her summer at Shoals Marine Laboratory. The summer program is run by the University of New Hampshire, and Associate Professor of Biological Sciences Gregg Moore P’24 connected Brooks with the opportunity.

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Brooks announced this year’s ranking scholars at an all-school meeting in September. These students achieved the highest grades in their form in the previous year. Third Form Prize: LAUREN TAYLOR ’26 Fourth Form Prize: VERONICA SEOK ’25 Fifth Form Prize: SONAKSHI GHOSAL GUPTA ’24 Sixth Form Prize: MELANIE ANN KAPLAN ’23 Kaplan also received the Prize for Prima, awarded to the student who held the highest grades in the entire school last year.

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SILENCIOS Juan Manuel Echavarría ’66 displayed a powerful photographic exhibition.

Beloved Community Day The Brooks community gathered in November to celebrate each other and build community. Brooksians paused their usual schedule for a morning spent building beloved community. The event focused on the Brooks core value of empathy and featured a keynote address by writer and activist Dariana Guerrero. The day also included workshops structured around the Latinx cultural concept of simpatía. Simpatía, Dean of Diversity, Equity, Inclusion and Belonging Terri Ofori explains, is deeply embedded in the broader cultural and social fabric of many Latinx societies. It’s linked to other cultural values including familismo (the importance of family) and personalismo (the value of personal relationships). Embedded in the concept of simpatía is a deep sense of empathy. Understanding and being attuned to another person’s feelings, even without them expressing it, is crucial. This level of empathy often extends beyond individual interactions to a broader sense of compassion for others in the community. Sofia Fortenberry ’24 speaks of the communitybased structure of the day. “I enjoyed how everyone came together to see these larger ideas and learn about other people’s culture and values,” she says. Her favorite part of the day, she adds, was a workshop in which she learned to cook the Dominican dish mangú. Dariana Guerrero, the keynote speaker, is an award-winning writer, activist and educator. She focuses on poetry and resistance narratives and using words as a catalyst for change. She has contributed to a variety of esteemed magazines, journals and papers. She received the 2023 Mass Poetry Award and was named a 2023 Periplus Fellow. She is currently an artist-inresidence with the Lawrence Arts Collective in nearby Lawrence, Massachusetts.

The Lehman Gallery opened in mid-October as a stunning and meaningful photographic exhibition by noted alumnus Juan Manuel Echavarría ’66 took over the space in time for Family Weekend. “SILENCIOS,” which the Robert Lehman Art Center brought to Brooks in partnership with the school’s world languages department, documents Echavarría’s travels through Colombia in the wake of paramilitary conflict and displacement. Echavarría describes his time in the town of Mampuján. “In the abandoned Rural School of Mampuján, which had no roof and a floor covered with vegetation,” Echavarría recalled before the exhibit opened, “I found a blackboard in one of the classrooms, and on the wall next to it, vowels were drawn. They seemed to be fleeing from the blackboard. In a second classroom, I saw a blackboard hidden in the thick vegetation, faded and in very bad condition. A few days later, while inspecting the image, I discovered that in that silent blackboard an almost invisible sentence appeared: “Lo bonito es estar vivo” (The beautiful thing is to be alive). Those blackboards, in the old town of Mampuján, encouraged me to seek other schools, other memories that could be found before fading forever.” Echavarría spent more than seven years exploring more than 100 schools that have been abandoned because of Colombia’s ongoing war, and he has made photographs of more than 200 blackboards. After Thanksgiving Break, arts faculty Sonja Nagel displayed works she created while in residency at Chateau d’Orquevaux in France this summer. Nagel says she was excited to show her exhibit, titled “Orquevaux: Les Aquarelles En Plein Air.” “The opportunity to travel and take part in an artist’s residency is incredibly enriching,” Nagel says. “As a Francophile and French teacher, I was excited about this opportunity from a linguistic perspective, and as a visual artist and arts educator, I knew it would benefit me creatively. When we talk about providing students with their most meaningful educational experience, opportunities like this that make that experience possible. Everything I gained from my time spent in Orquevaux I can now share with my students.” This spring, the Lehman Gallery is scheduled to host visiting artist Robert Freeman, who will serve as artist-in-residence over Winter Term, and then sculptor Elisa Strozyk. In May, an exhibition by Riv Pyne ’64 will take over the space, and it will be on display through Alumni Weekend and into the summer.

Students engage with the recent Lehman exhibit, “SILENCIOS.”

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“Footloose”

This fall, the musical “Footloose” brought the house down at Brooks, with its 1980s style, expressions of joy and creativity, and communitywide participation. Brooksians joined forces for a dynamic production of the musical “Footloose,” which is based on the 1984 film of the same name. Brooksians packed the theater in the Center for the Arts for three nights in November to cheer on their friends, peers, students and community members. The plot is well-known: Ren, a teenager from Chicago who uses dance as a way to relieve stress, moves to the small town of Bomont, FAL L 20 23

A scene from the musical “Footloose,” which ran at Brooks this fall.

where conservative attitudes have caused dancing to be illegal. Ren and his classmates in Bomont decide to throw a dance in order to relieve their stress and also make a statement to the town council. Finally, the teenagers are allowed to hold their dance: Assumptions are confronted, revealing conversations are held and the whole town turns out in the finale to kick up their heels. “Footloose” was the first time Samaya Lovett ’25 (pictured above, center) performed in a musical at Brooks. She used the show as a way to rekindle her love for dance. “It was an amazing opportunity for me to dance again,” she says, “and also to see other people’s hidden talents.” The production was a great learning experience for the cast and crew. Director of Theatre Meghan Hill says the technical intricacies of “Footloose” demand coordination and dedication from students. “Juggling

multiple roles, mastering complex choreography and harmonizing vocals necessitate strong commitment and discipline,” she says. “Our students eagerly anticipate the live performances, driven by the desire to showcase their hard work and talent. Each rehearsal becomes an opportunity for personal and collective growth, urging students to push their boundaries, both as individuals and as an ensemble.”

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Arshia Sharma ’24

This summer, you held two internships that became very important to you. What did you learn? I interned first as the executive assistant to the CEO at MadeINcubator, a fashion incubator. I was able to pick up a lot of knowledge about what it’s like to work at an established company through that. Then, I held a second internship with a company called 99 Yards. They hadn’t launched yet, so I did a lot of competitor analysis and I compared business models. That taught me a lot about how to launch a company and compete in the market.

Tell me about your focus on DEIB work, and how that came into play this summer. I’ve done a lot of work on DEIB initiatives here at Brooks, and I wanted to do something similar this summer. Both of the companies I interned for support Black and brown artists and fashion designers. I think there’s a struggle there because the fashion and art realm is already difficult to break into, and it was important to me to help amplify the voices of these designers and artists who are just getting started.

Fast 5 // Q+A Sixth-former Arshia Sharma has become a vocal advocate for initiatives at Brooks that center on diversity, equity, inclusion and belonging (DEIB). She’s found a community that supports her as she speaks her mind. She also takes pride in her cultural heritage as a decorated performer of kathak dance, a style of classical Indian dance.

You are a DEIB prefect and a head of the Asian Student Alliance. How has the Brooks community supported you in this work? I started to engage in the school’s DEIB work when I was a fourth- and fifth-former. I started speaking in Chapel more, including discussing Diwali. My Wilder Speaking Competition talk when I was a fourth-former was on how colorism had affected my own life growing up, and I was a finalist. Colorism was also included in a book we read in English class that year, and it made me feel good to know that my classmates drew a connection between my speech and what they were reading for class. It’s really important to me that we have spaces at Brooks, like Chapel, where I

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can stand up, speak to and educate others, and talk about my own experience.

You are also a talented and award-winning performer of Indian classical dance. Where did that interest come from? I specialize in kathak dance, which is from northern India. I’ve been dancing my entire life. There’s a lot of theory behind it, but also many religious aspects that are important. We portray different Hindu gods through dance, and we retell stories about them. Kathak dance includes dance and facial expressions, and it’s very complicated and precise. I love it because it includes acting and dance together, and that’s combined into this beautiful religious art form. I’m taking an advanced performance studio arts class now, and I’m working on a kathak performance as my culminating project.

You’ve performed for the Indian ambassador to the United States, among other accolades. Do you plan to pursue kathak dance professionally? Right now, I’m preparing for a showcase performance that will formally end my youth career. I’m proud of it because it shows my hard work. I’ve also become more comfortable with my identity through kathak dance, and it’s become very important to me. I don’t plan to pursue dance professionally, but it’s a passion of mine that I don’t want to lose.

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NEW TRUSTEES JOIN BOARD Phillip W. Field ’05 develops utility-scale solar and battery energy storage systems at Energy Management, Inc., an independent developer of renewable energy projects. He began his career in commercial real estate as an attorney, working most recently at Mintz Levin in Boston, where he focused on financings, acquisitions, dispositions and development. The Maine native lived for three years in Whitney House, followed by a year as a dorm prefect in Blake House. He was a member of Brooks’ 1st squash and soccer teams, as well as a member of the jazz band and Brooks Brothers & Sisters. Field also studied abroad in Scotland during the winter of his fifth-form year. Field’s two younger brothers, Peter ’07 and John ’08, also attended Brooks. Kevin R. Hendrickson ’04, P’24 joined his family business, christianbook.com, the world’s largest distributor of Christian products. For much of his career at christianbook.com, Hendrickson served on the company’s executive team as chief operating officer. Having recently completed the sale of christianbook.com, Hendrickson enjoys spending more time focused on his family and managing a handful of short-term rental properties. While at Brooks, Hendrickson was involved in many sports, served for two years as assistant captain of the 1st hockey team and was named to the ISL All-Scholastic hockey team before going on to play college hockey. He now finds enjoyment in coaching his kids’ teams and was a member of the Andover Hockey Association’s board. Hendrickson’s stepson, Aiden Moschella ’24, is the eighth family member to attend Brooks: Hendrickson, his siblings Scott ’06, Michael ’09 and Kelsey ’12, and his cousins Greg ’99, Cherie ’04 and Jonathan ’08, are all proud Brooks graduates. Sunit Mukherjee P’15, P’22 joined Lawrence General Hospital in May 2020 as the chief of cardiovascular and ambulatory medicine. In this combined clinical and administrative role, he developed an outpatient cardiology service line for the hospital, facilitated the growth of its inpatient cardiology offerings, and oversaw the hospital’s multiple outpatient practices ranging from primary care to general surgery. He previously was the president of associates in cardiovascular medicine, a private cardiology practice in North Andover founded in 2002. Mukherjee currently sits on the board of the North Andover Scholarship Foundation, as well as the Boston University Chobanian and Avedisian School of Medicine Alumni Association. In addition to enjoying time with his wife, Sumeeta, and his daughters, Renu ’15 and Monica ’22, Mukherjee enjoys making people laugh, either intentionally or by accident. Isabella Speakman Timon ’92, P’26 is president of the W.A. Speakman Family Foundation, which aims to positively impact the lives of children and young adults in the Delaware Valley and beyond. Until recently, she was a director of the Speakman Company, a plumbing manufacturing business based in Wilmington, Delaware. Timon began her career in New York City’s publishing and marketing industry after graduating from Trinity College with a bachelor’s degree in history. After a six-year stint working on various political campaigns and lobbying projects, she obtained her master’s degree in interior design from the Corcoran School of Arts & Design in Washington, D.C. She worked for Lavinia Lemon Interiors in Washington, D.C., before starting her own design business in the Philadelphia area. Timon is also a trustee of the Tower Hill School in Wilmington, Delaware. Matthew B. Nash ’14 joins the board as alumni trustee. He presently splits his time as a graduate student in the geo-information science department at Salem State University and a stewardship assistant at the Piscataquog Land Conservancy. After receiving a bachelor’s degree in Earth and environmental science from Wesleyan University, Nash briefly resided in Denver. Upon his return to the East Coast, the North Andover native has been working in conservation. Nash captained the ice hockey teams at both Brooks and Wesleyan. While on the Brooks campus, he was a prefect and member of the GSA. These days, he loves making New Hampshire home.

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FIE L D DAY AT BRO O K S in September. An early fall campuswide power outage caused by intense storms forced the school to postpone its traditional Field Day, which is held on a Sunday afternoon on the school’s central playing fields. Instead, Brooks held its Field Day on a subsequent Friday night under the lights on Anna K. Trustey Memorial Field. From an egg toss to limbo, from tug-o-war to a potato sack race, students, representing their dorm or day student house, competed for House Cup points.

PHOTO: LEO CHARLAMB ’26

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Joel Mireles ’24 This year’s senior prefect reflects on teamwork, keeping a positive attitude and taking opportunities as moments for growth.

This is not a story about a great football player who is also a great Brooks kid. This is the story of a great Brooks kid who also happens to be a great football player. A really great Brooks kid, actually, and also a really great football player: Joel Mireles is a dominant 6 foot, 1 inch tall, 200-pound tight end/inside linebacker who has picked up All-ISL and All-NEPSAC honors and who is a two-time captain for Brooks. At press time, he was deciding between commitments to NCAA Division I programs. Mireles is also this year’s senior prefect, and his evolution into leadership at Brooks is where his story gets interesting. He grew up in nearby Lawrence, Massachusetts, and came to Brooks because he wanted to take advantage of opportunities provided in the school’s small classrooms and immersive program. At Brooks, he learned the meaning of teamwork on the field and across campus. Now, he’s a leader for the school who does his best to make himself and the people around him a little better every day. Reaching a Dream “The people where I’m from, they don’t really know how all this works,” Mireles says. “They’re used to going to high school and getting a job right after, and that’s the rest of their life.” Mireles tells of friends without reliable adults in their lives; of friends being incarcerated at a young age; of friends passing away. “I did not want that,” he says. “I wanted to be different. I wanted to break those generational cycles.” Mireles got his chance when his eighth-grade Pop Warner football team beat a Pop Warner team from Reading, Massachusetts, witnessed by a member of the football coaching staff at Austin Preparatory School in Reading. The two talked, and Mireles ended up enrolling at Austin Prep for high school. After two years at Austin Prep, Mireles transferred to Brooks to repeat his fourth-form year. He was hoping to make an immediate impact on the Brooks program, but he ended up breaking his foot in the first game of the season.

“While I wish that hadn’t happened, I’m glad it did,” Mireles says now. “It taught me that I needed to treat the game with more respect than I had been.” Mireles says that he hadn’t trained as hard as his teammates had over the summer, and he had not been caring for himself as an athlete. “That lit a fire in me,” he says. “I learned that I had to engage in the process, the grind. I had to give my teammates the same respect and commitment they were giving me.” Mireles redoubled his efforts, bounced back in his fifth-form year, and attained his goal of playing Division I college football. “I wanted to make sure that I earned a scholarship, that I earned my spot, and that I could continue to attend college, graduate and get a degree,” he says. The Lessons of Teamwork Mireles isn’t known around campus just as an athlete and as senior prefect. He’s also invested in the school’s theatre program. A longtime member of the tech crew, Mireles made his acting debut in a star turn in last spring’s production of “Peter and the Starcatcher.” Taking to the stage, he says, was a new experience for him, but he learned quickly to apply the same lessons about responsibility, reliance and preparation that he learned on the field. He found acting after enrolling into an introductory acting class early in his Brooks career. He opted to work on the afternoon activity tech crew as a fourth-former, and then, last spring, found himself auditioning for an on-stage role. “[Director of Theatre Meghan] Hill said we all had to audition,” Mireles remembers. He had convinced some friends from the football team to be on the tech crew with him, and he remembers telling them “not to panic. She’s just doing this to see if anybody has any hidden talent.” As it turns out, Mireles and his football teammates did have some hidden talent, and they ended up with speaking roles in the production. Mireles found this stressful at first. “I didn’t want that big of a role because I didn’t want to mess up,” he says. “I know

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“I’ve taken all the opportunities Brooks has given me, and I’ve used them as learning experiences to become the person I am today.” J O EL M IREL ES ’ 24

how hard people work on the plays, so I was acting like it was too much and not giving my commitment the time it deserved.” Then, after giving it some thought, Mireles saw a parallel between his lack of drive in the theater and the lack of drive that left him with a broken foot. “These people around me were working super hard, and I wasn’t even trying,” he says. His football teammates came to an agreement: “We all agreed that if this was football, we’d be really upset at the kid who wasn’t trying as hard as they could,” Mireles says. “The next day, we brought a different energy, a new intensity, a new joy, and I really liked it. I loved being up on stage. It was such a different experience, and it was awesome.” “I learned that it’s important to honor everybody’s passions and talents. If you’re on a team, it doesn’t matter if it’s the football team or a cast of actors,” Mireles concludes. “Somebody really cares, somebody’s trying to win, and you should help them because that’s what a team does.” Mireles takes his role as senior prefect seriously, and he reflects on how he approaches the position. “This is my last year here, and I want to make a lasting impact,” he says. “Being the senior prefect drives me to be a better version of myself every day and to help the people around me be better versions of themselves. I’ve taken all the opportunities Brooks has given me, and I’ve used them as learning experiences to become the person I am today. Whatever I do from here on out, I’m going to take on every challenge I face as an opportunity, and I’m going to make sure I benefit from it in the right way.”

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PHOTO: CATHERINE CASEY ’25

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AT HL ET I CS N EWS

Lughano Nyondo ’24, who plans to play soccer at Northeastern University next year, was a force for the girls 1st soccer team this fall.

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Make Their Mark Brooks athletics teams fought valiantly this fall, highlighted by an impressive season from the girls 1st soccer team and a historic finish for the girls 1st cross-country team. Girls Soccer Among the Top The girls 1st soccer team finished its season with a record of 9–4–6, earning the nod as one of the best teams in New England, according to the New England Soccer Journal. The team started strong with four straight wins against Deerfield Academy, St. Mark’s School, Phillips Exeter Academy

and Groton School, combining for 13 goals for and 0 against, thanks to strong play from sixth-form goalkeeper Lana Gibbs. Other highlights from the season include 1–1 ties against Buckingham Browne & Nichols School, Noble and Greenough School, and Pingree School, three of the perennial powers in the New England Prep

School Athletic Conference, as well as a 1–0 win against Lawrence Academy, who defeated Brooks in the semifinals of last year’s Class B tournament. As the fourth seed in the New England Prep School Athletic Conference Class B tournament, the team hosted Cheshire Academy in a rematch of last

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Left: Members of the girls 1st cross-country team proudly displaying their fourth-place finish plaque at this year’s NEPSTA Division III championship meet. Right: Kata Clark ’25.

year’s quarterfinal matchup. On a beautiful late fall day in front of a large crowd, Brooks dominated and advanced to the semifinals with a 7–0 victory. In the semifinal, Brooks played its heart out against Pingree, the top-seeded team in the tournament, taking a 1–0 lead early in the game. Despite its best efforts on a cold and wet day in Hamilton, Massachusetts, Brooks came up short and lost 2–1. “This team is so close and they work so hard for one another each and every day,” said head coach Jason Braga. “I hope they are proud of what they did, because this coaching staff certainly is. I know they will come back hungry next year with eyes on a New England title.” Girls Cross-Country Brings Home Hardware The girls 1st cross-country team accomplished something this fall that the team hasn’t done in 17 years, finishing fourth and earning a plaque at the New England Prep School Track Association Division

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“I hope that we appreciate that we’re living through something with her that is historic.” H EAD O F SCH O O L JO H N PACKARD, SP EAK ING IN CH AP EL AB O UT KATA CL ARK ’ 25 AND H ER DO M INANT CROSS- CO UNTRY C AREER AT BRO O K S .

III championships. Even more impressive than the team’s finish was the dominance of fifth-former Kata Clark, who won her third straight Independent School League cross-country title and her third straight New England Prep School Track Association Division III title, breaking her own course record with a blazing time of 18 minutes and 21 seconds. Fourth-former Phoebe Cogan also made incredible strides this season and contributed in a big way for Brooks when she finished 19th overall in the championship meet. In Chapel a few days after Clark’s performance, Head of School John Packard spoke about Clark’s extraordinary achievement. “I hope that we appreciate that we’re living through something with her that is historic,” Mr. Packard said.

Clark officially wrapped up her fall cross-country season with a first-place finish at the USA Track & Field Region I Junior Olympic Championships and a 24th place finish at the Foot Locker Cross Country Northeast Regional Championships. MORE ONLINE: Please visit the Brooks athletics website at www.brooksschool.org/athletics for more information on your favorite Brooks team, including schedules, game recaps and up-to-date news.

Follow Brooks Athletics on Instagram! Follow Brooks School Athletics on Instagram @brooks_school_athletics for all the latest content on your favorite Brooks sports teams!

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Philanthropic Milestones

This year’s Impact Report highlights the ways in which your philanthropy to Brooks matters in large and small ways, and how it creates tangible opportunities for our students and our community every day.

New Heights & Looking Ahead

A LET TE R F RO M T H E D I RECTO R O F I N ST I T U T I O N A L A DVA NC E ME NT

Fiscal year 2023 was a year of wonderful progress for Brooks. We saw a very talented group of sixth-formers lead the school in new and wonderful ways; we welcomed back many alumni to campus for memorials and reunion celebrations, and to talk with school leaders about what our goals are for the next three years leading up to our centennial year in 2026–2027. We were thrilled to have the center of campus clear of construction and have new community spaces to use. We also had our strongest fundraising year to date in gifts and pledges made to the school in the fiscal year. This allows our students and faculty to make the most of their time together on this magnificent campus. Brooks continued to think about how we can make sure members of our community feel known and what they are doing at Brooks matters. We welcomed a cohort of faculty who encouraged us to think in new ways about how to deliver on our mission more often. The support from so many allowed the leadership to continue thinking about how we could deliver an immersive learning experience for each student. This impact report on the contributions Brooks received during the past fiscal year highlights your immediate influence. The financial achievements delineated in these pages allow the school to stretch to build stronger for the future with confidence. Today, Brooks Fund gifts account for 11 percent of the school’s operating budget and fund vital aspects of our program: classroom technology and innovation, faculty professional development and financial aid. The percentage of the budget that represents has increased from 10 percent of the budget just a few years ago. We are proud of our school and the evolution we have experienced during recent years. This is all possible due to the generous support of our alumni, families and friends. We thank all our donors, large and small, for their engagement and care for the school. It is only with the support of so many that aspects of what makes Brooks great are possible. G AG E S. D O B B IN S P ’22, P ’23 Director of Institutional Advancement

Please visit www.brooksschool.org/reportongiving2023 to view the full 2023 Report on Giving.

>> TH E D EM O UL AS FA M ILY BOAT H O U S E opened for occupancy this fall and immediately became a prized campus destination. The facility replaces the original Lyman and Holcombe boathouses, which previously housed the school’s crew program since its inception. The Demoulas Family Boathouse promises to support the school’s crew program and its evolving needs into the future. The school will celebrate the new boathouse in a ceremony scheduled to take place over Alumni Weekend in May.

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Thank You!

171

Brooks alumni, parents and guardians, and friends gave at an all-time high this past year. Your generosity and commitment make Brooks a better place.

FIRST-TIME DONORS GAVE GIFTS TOTALING

$108,219

225

731

DONORS MADE GIFTS OF $100 OR LESS, RAISING

BROOKS FUND VOLUNTEERS

$48,840

1,632 $12,452,762 TOTAL DONORS

TOTAL GIFT COMMITMENTS

FOR THE BROOKS FUND EVERY GIFT COUNTS

GIVING BY CONSTITUENCY

$5,053,866 $1,812,466 $4,514,293 $1,072,137 ALUMNI

CURRENT PARENTS/ GUARDIANS

PAST PARENTS/ GUARDIANS

FOUNDATIONS, CORPORATIONS, FRIENDS

This report recognizes and celebrates donors who have included Brooks in their philanthropy from July 1, 2022 to June 30, 2023.

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The Impact of Your Generosity Because of you, students are flourishing and have access to life-changing opportunities. Here are some examples of how your generosity makes a difference across the Brooks campus.

OF THE OPERATING BUDGET SUPPORTED BY PHILANTHROPY

OF BROOKS STUDENTS RECEIVE FINANCIAL AID

FACULTY MEMBERS PURSUED PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

$49,000 $6 million AVERAGE FINANCIAL AID AWARD

27%

35%

TOTAL AMOUNT OF FINANCIAL AID AWARDED

INTERSCHOLASTIC ATHLETIC TEAMS

39 5:1

CLUBS AND AFFINITY GROUPS

STUDENT/FACULTY RATIO

SOPHIE BROUSSARD ’25

“I have loved pretty much every second I’ve been at Brooks; the people and lifelong connections I’ve been able to make are some that I will cherish forever. Being able to go to Brooks has been a fantastic experience, and I’m so grateful to be here every day!”

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BR OOKS IMPACT R EP O RT

Unprecedented Generosity

From first-time gifts to the Brooks Fund to bequests and endowed gifts, every gift touches our community of students, faculty and staff. Here are highlights from the past year’s top areas of support: Financial Aid, the Brooks Fund and the Demoulas Family Boathouse.

Financial Aid

HELPING STUDENTS SUCCEED

$3,756,581 Brooksians found meaning in providing opportunities for current and future generations of students to attend Brooks, from the support of the Davis Scholars program to gifts to endowed scholarship funds. Your gifts open the door for students from a wide range of backgrounds to pursue their education at Brooks.

AMY DEL CID ’22 ON THE IMPACT OF GIVING

“Brooks made a profound impact on my life, transforming it in countless ways by nurturing my academic, social and personal development. Over the course of my four years, I came to appreciate the value of belonging to a team (special shout-out to girls 3rd soccer!), being part of a meaningful community and having confidence in myself and my abilities within an intimate learning environment. Boarding helped me develop a sense of independence early on, and I engaged in rigorous coursework with both integrity and creativity while simultaneously learning how to live each day with passion and empathy for others. The school’s core values are ingrained in me and will forever guide my actions. The generous scholarship, funded by donors, gave me the chance of a lifetime for which I am perpetually grateful.”

Amy Del Cid ’22 was the recipient of the Edward E. Ford Scholarship and now attends The College of the Holy Cross.

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The Brooks Fund Supporting every aspect of the student experience, the Brooks Fund provides vital, immediate and unrestricted support where needed the most. Bolstered by the efforts of 225 volunteers who reached out to fellow alumni and parents, the success of the past year’s Brooks Fund allows the school to meet a wide range of needs including classroom innovation, financial aid, extracurricular activities and faculty development.

$2,439,946 1,517 11% DOLLARS RAISED

DONORS

OF BROOKS OPERATING BUDGET

ZENGYI “TIGER” LI ’05 ON WHY HE GIVES

“The years I spent at Brooks were an important part of my life and my personal growth. With such a tightknit and connected community on such a beautiful campus, I easily adjusted to new experiences that were vastly different from life at home. I feel very much connected to Brooks with Mr. Packard, my former dorm parent, at the helm. As the first Brooks student from mainland China, I feel a sense of pride in promoting the school, especially to fellow Chinese and international students.”

From left to right: Joyce, Alison and Tiger Li ’05 live in Hong Kong.

Essential Stewards impact the Brooks Fund by providing leadership support. Their gifts made up three-quarters of last year’s Brooks Fund total. We are proud to recognize their generosity on page 27.

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>> An interior view of The Demoulas Family Boathouse, which the crew program will use this spring.

George & Evanthea Demoulas Family Boathouse Through the generous support of alumni, parents and friends, a new boathouse for the Brooks rowing program was completed in 2023. The George and Evanthea Demoulas Family Boathouse on Lake Cochichewick marks a new chapter for boys and girls crew and provides a state-of-the-art facility for future generations of Brooks students.

SYLVIA MARKS ’24

“Something I’m really excited for this year is our first season rowing out of the new boathouse! I look forward to continuing decades-old traditions while starting some of our own!”

GRAHAM AND DENISE MARKS P’19, P’24

“We are so grateful that our girls, Charlotte ’19 and Sylvia ’24, both experienced rowing as part of their time at Brooks. They each found their way to Brooks crew in different ways and under very different circumstances, but both ultimately led the girls team as captains in their respective sixthform years. This experience with rowing has taught them so much about their strengths, weaknesses and perseverance: wading in to launch the boat at Clemson, racing on a windy Lake Cochichewick, and competing at the highest levels such as Head of the Charles, NEIRAs or Youth Nationals. Through Brooks crew, they have developed lifelong memories and friendships and learned the true value of teamwork that rowing demands: a life skill that will serve them well in the future!”

Sylvia Marks ‘24 with her parents, Graham and Denise Marks P’19, P’24, at the Head of the Charles Regatta.

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NEW BOATHOUSE AND ROWING PROGRAM GIVING Thank you to the following Brooksians for your support of the new boathouse and the Brooks rowing program.

Anonymous (2)

Alice Hale GP’23

Tyrone K. Neal ’87

Alexandra G. Abbott ’85

Charles B. Parsons ’87

Christopher C. Abbott ’75, P’10, P’14

Laurence N. Hale II and Rev. Jane Currie Linnard Hale P’23

Gordon H. Abbott ’14

Kevin M. Hayes and Julie Palo Hayes P’23

Katharine Abbott W’45, P’75, P’85, GP’10, GP’14

Richard H. Holcombe ’64 Arthur W. Hollingsworth ’81

Onezime J. Picard III and Gwendolyn J. Picard P’20, P’22

Lowell C. Abbott ’10

Henry M. Hollingsworth ’17

Hamilton F. Potter III ’74

Richard C. Albright Jr. and Pamela Albright P’10, P’16

Valentine Hollingsworth ’72 and Carol T. Hollingsworth P’17

Andrew M. Sadowski ’00

John R. Barker ’87 and Julie G. Barker P’21, P’23

Booth D. Kyle ’89 and Colleen S. Kyle

Dr. Steven D. Salhanick and Dr. Elise E. Saks Salhanick P’23, P’26

Michael L. Laughlin ’62 (d)

James A. Saltonstall ’63

Galen Brewster ’61

Dr. David L. Lee and Dr. Shiva Saboori P’19

David B. Saxen ’83

W. Douglas Burden ’83 Alexander M. Carey ’86 and Elizabeth D. Carey P’19, P’20, P’23

Qianli Liu P’20, P’24

Dr. Larry S. Charlamb and Dr. Jayne R. Charlamb P’18, P’21, P’26

Jeffrey M. Longnecker ’93

Benjamin A. O. Clapp ’02 and Caroline E. Howe Eugene H. Clapp III ’68 and Meredith P. Clapp P’02 The Class of 1979 Peter N. Cross ’63 and Ileana M. Fajardo P’07 Lloyd C. Dahmen III ’92 and Katherine C. Dahmen P’25 Arthur S. DeMoulas ’77, P’10, P’12 George E. Demoulas ’12 Linda V. Farrer P’96, P’98 Cpl. Richard Andrew S. Farrer ’96

Xiao Liu P’20, P’24 James L. Madden ’66 Graham A. Marks and Denise W. Marks P’19, P’24 Brian McCabe and Loren McCabe P’18 Christopher P. Mercurio ’06 John H. Meyer Jr. ’67 Dr. Felicia G. Miller P’10 Sally T. Milliken ’88 and James G. Dooling P’22, P’24, P’27 Natalie M. Minois ’09 Murray H. Morse Jr. ’56

Donald R. Peck and Laurie S. Peck P’11, P’14

David T. Schiff ’54 and Martha L. Schiff P’87 Peter G. Schiff ’70 and Elizabeth P. Schiff P’99, P’04 Robert R. Simmons ’61 Michael S. Smith ’77 and Anne M. Smith P’07, P’10 Biria St. John and Elaina St. John P’24 David T. Swift David S. Tew ’70 William S. Weil ’84 David S. Worthen ’78 and Gail J. Worthen P’09, P’11 Aron Songruo Xie ’15 Carlo F. Zezza Jr. ’53

John Naughton and Wendy Naughton P’18

Christopher J. Frautschi ’81 Joseph A. Giallanella ’99 and Lucia W. Campriello Albert E. Gibbons III ’86 Jonathan F. Gibbons ’92 and Sarah F. Gibbons P’24 Edward C. Haffner ’89 and Mirja C. Spooner Haffner

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BROOKS SCHOOL CREW ENDOWMENT CHALLENGE! To inspire the support needed to fully endow the Brooks School crew program, a lead donor has challenged the Brooks community to raise $1,500,000. Please visit crewchallenge.brooksschool.org for more information on the endowment challenge and the ways in which your gift can support the Brooks crew program in meaningful and effective ways.

BR OOKS IMPACT R EP O RT

Profound Impact Brooks School wishes to honor our Benefactors Society, our highest-level donors who have had a profound impact on the life and direction of this institution over the course of their lifetimes. They have enriched the school beyond measure for past and future generations of students.

THE BENEFACTORS SOCIETY

Anonymous

Mr. and Mrs. Henry Luce III ’42 (d)

Mr. Philip D. Allen ’57 and Mrs. Elisabeth H. Allen

Mr. George P. MacNichol III ’42, P’85 (d)

Mr. Lucius A.D. Andrew III ’57 (d) and Mrs. Phoebe H. Andrew P’81, P’83, P’87

The Melvin Family

The George F. Baker Trust Mr. Charles E. Bascom ’60 (d) and Mrs. Christina M. Bascom Mr. and Mrs. William N. Booth ’67, P’05 Mr. Henry M. Buhl ’48 Mr. Malcolm G. Chace III ’52 (d) and Mrs. Elizabeth Chace P’88, GP’09, GP’11, GP’25 Mr. Lammot Copeland Jr. ’50 The Danforth Family Mr. Andrew A. Davis ’81 The Arthur S. DeMoulas Family Mr. and Mrs. Steve Forbes ’66

KEY P = Parent

Mr. and Mrs. Steven R. Gorham ’85, P’17, P’21

GP = Grandparent

Mr. Andrew S. Gundlach ’89

H = Honorary

Julia and Barney Hallingby ’65

W = Widow

Mr. James H. Hamlen ’33 (d)

(d) = Deceased

Mr. and Mrs. Albert J. Hettinger Jr. P’51 (d)

(25) = 25 or More Consecutive Years of Giving

Mr. and Mrs. H. Anthony Ittleson ’56, P’84, P’86

(20) = 20 or More Consecutive Years of Giving

The Langer Family

(10) = 10 or More Consecutive Years of Giving

Mr. and Mrs. E. Maxwell Geddes Jr. ’53, P’82, P’90

Mr. and Mrs. Michael M. Kellen P’02 Robert Lehman Foundation, Inc. Mr. John D. Leland Jr. ’52 (d) and Mrs. Sandra S. Leland

Mr. Robert Marvel ’56, P’91, GP’23 The Merriam Family Mr. and Mrs. Peter A. Nadosy ’64 Mr. Frederick H. Prince ’65 (d) Mr. Dan Riccio and Mrs. Diane Riccio P’17, P’20 Diana R. Riccio P’17, P’20 The Rogers Family Hartley R. Rogers and Amy C. Falls P’23 Mr. and Mrs. Richard S. Russell (d) Mr. Nicola C. G. Savignano ’87 and Mrs. Whitney Romoser Savignano ’87 The Schiff Family Mr. Michael Scott ’43 (d) Mr. Robert G. Scott and Mrs. Ashley Wightman Scott ’84, P’11, P’14 Dr. Huntington Sheldon ’47 (d) Mr. Alexander C. Taylor ’93 Mrs. Margaretta J. Taylor P’93 Mrs. Kristine M. Trustey and Mr. Sean McGraw P’13, P’16, P’19 Ms. Andrea van Beuren ’83 and Mr. Roger Kass Mr. (d) and Mrs. John A. van Beuren ’50, P’83 Mr. Howell van Gerbig ’59 (d) Mr. and Mrs. John Hay Whitney (d) Mr. Orrin S. Wightman III ’58 (d) and Mrs. Letitia Wightman P’84, GP’11, GP’14 The F. Fessenden Wilder Family

Please visit www.brooksschool.org/reportongiving2023 to view a full annual report and donor lists.

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ESSENTIAL STEWARDS Those greater community members who have chosen to invest significantly in the work of Brooks School are Essential Stewards. Their gifts not only help to fulfill the promise of our annual programs, but provide the resources to pursue our goals and aspirations.

Dr. Howard M. Gardner and Naomi A. Gardner P’93, GP’16, GP’18 (10)

Russell T. Pyle ’87 and Elizabeth P.H. Pyle P’25 (25)

E. Maxwell Geddes Jr. ’53 and Aileen Geddes P’82, P’90 (25)

Richard Ravitch and Kathleen Doyle GP’19, GP’20, GP’23

Scott Ginsberg and Stephanie G. Ginsberg P’16 (10)

Dan Riccio and Diane Riccio P’17, P’20 (10)

Steven R. Gorham ’85 and Dorothy L. Gorham P’17, P’21 (25)

Hartley R. Rogers and Amy C. Falls P’23

Thomas P. Grainger and Elizabeth Grainger P’05, P’07 Jim Gribbell and Victoria Gribbell P’26

Anonymous (2)

Brian Guthrie and Wendy Guthrie P’23

Philip D. Allen ’57 and Elizabeth H. Allen (25)

Robert W. Hagopian ’53 and Elizabeth N. Hagopian

John R. Barker ’87 and Julie G. Barker P’21, P’23 (25) Francis S. Blake ’67 and Elizabeth K. Blake P’00 (10) William N. Booth ’67 and Mary D. Booth P’05 (25)

Lammot Copeland Jr. ’50 W. J. Patrick Curley III ’69 (d) Dr. Ian L. Davis and Vicky W. Davis P’26 Richard J. Dawson Jr. and Nancy J. Dawson P’18, P’21, P’24 Philip N. Dearborn ’62 (d) (25) John H. Deknatel and Dr. Carol M. Taylor P’98 David C. DiAntonio and Lisa A. DiAntonio P’25 Catalina Dib and Daniel Macklin P’25, P’26 The Duckworth Family Charles P. Eaton ’60 Eric C. Egertson and Robina W. Egertson P’12, P’15 (10) Dr. Steven A. Fern and Alexandra Fern P’18 Nancy C. Ferry and Thomas R. Ferry P’21

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Vivek Sharma and Vandana Sharma P’24

Erik Sjostrom and Robin Sjostrom P’23

Julia and Barney Hallingby ’65 (25)

Kevin M. Hayes and Julie Palo Hayes P’23

Bayard R. Coolidge ’69 (20)

Robert G. Scott and Ashley Wightman Scott ’84, P’11, P’14 (25)

Julia Saltonstall Haley ’88 and Thomas B. Haley P’25

Elizabeth Z. Chace W’52, P’88, GP’09, GP’11, GP’25

Buckner W. Clay IV ’02 (10)

Nicola C. G. Savignano ’87 and Whitney Romoser Savignano ’87 (25)

Allen W. Sinsheimer ’73 and Kelly L. Marsden (10)

Jeffrey B. Hawkins and Christa K. Hawkins P’25

Sang Woong Choi and Nam Yeon Kim P’24

Belisario A. Rosas and Leslie M. Rosas P’15, P’21 (10)

Laurence N. Hale II and Rev. Jane Currie Linnard Hale P’23

Alexander M. Carey ’86 and Elizabeth D. Carey P’19, P’20, P’23 (10)

Dr. Anqing Chen (d) and Wenyan Pan P’23

Diana R. Riccio P’17, P’20 (10)

Valentine Hollingsworth ’72 and Carol T. Hollingsworth P’17 (10) Jillian M. Ihsanullah and Naveed Ihsanullah P’18, P’21 Quan Jiang and Yiying Jiang P’24 Norbert J. Johnson and Monique Y. Johnson P’24, P’26 George F. Kilborn ’59 (10) Thomas H. Livermore ’66 (10) Timothy P. McAdam ’86 (10) Brian McCabe and Loren McCabe P’18 Diana Merriam and Peter R. Merriam P’08, P’11 (10) George A. Miller and Buffington Miller P’02 (10) Richard W. O’Neill and Robin L. O’Neill P’19, P’20, P’23 John R. Packard Jr. H’87 and Kimberly O’Neill Packard ’87, P’18, P’21 (25) Greg J. Pappas and Kimberly A. Pappas P’21

David A. Spector P’23 Juliane G. Spencer ’93 (10) John J. Tangney and Dina L. Tangney P’25, P’26 Christopher Thompson P’24 Elizabeth Thompson P’24 Isabella S. Timon ’92 and Philip C. Timon P’26 (25) The Torio Family William B. Townsend P’23 Kristine M. Trustey and Sean McGraw P’13, P’16, P’19 (10) Cheng Chiu Tsai and Helen Lin P’24 Andrea van Beuren ’83 (25) Meredith Maren Verdone ’81 and Joseph P. Verdone P’19 James W. Walker II ’59 Jennifer Foster Walton ’88 and James C. Walton P’23 (25) William D. Werner ’73 (10) Dr. Hendricks H. Whitman III ’67 Letitia Wightman W’58, P’84, GP’11, GP’14 (20) Jim M. Wodarski and Gina V. Wodarski P’23 Alexander G. B. Zaldastani ’87, P’23 (25)

William L. Perocchi ’75 (25)

Erin Sheehan Zaldastani ’85, P’23 (10)

James N. Pettorelli ’91 and Kerna P. Pettorelli P’25 (10)

Qun Zhu and Dr. Wenwen Jiang P’23

“Playing in an ensemble, I have to learn how to coordinate with the other instruments. It’s harder, but it’s way more fun. It sounds way cooler, too.”

RYLEE AHN ’27 >>

Exploring NeW Interests 29 Rylee Ahn ’27

Brooks students bring a huge variety of talent,

30 Grant Moore ’24

shows across our campus and our student body.

31 Shelley Osafo-Grant ’25 32 Kyleigh Matola ’25 and Philip Choi ’24 34 Lauren Puglia ’25 35 Lucas Macklin-Dib ’25

interests and passions to Great Pond Road, and that Brooks is a special place, many of these students believe, because the school also promotes a culture of exploration, giving students space and support to find new passions, spark new interests and nurture just-discovered talents. Here, a group of Brooks students reveal to the Bulletin the passion they’ve unexpectedly discovered at Brooks — often by surprise, always fun and forever valuable.

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Joining an Ensemble FINDING COMMUNITY Rylee Ahn ’27 is new to Brooks, and she’s already found an unexpected interest. Ahn plays the harp and has typically played alone. Now, she’s joined the Chamber Orchestra at Brooks, and she’s playing as part of an ensemble regularly for the first time. “The harp is not an easy instrument to play,” Ahn explains. “And, it’s hard for a harp to collaborate with other instruments.” Ahn says that because it’s rare to play the harp, there’s simply not a lot of sheet music available as part of an ensemble score. Here at Brooks, Vocal and Orchestral Programs Director Emily DiAngelo helps Ahn source sheet music for the harp. Ahn came to Brooks without intending to join the Chamber Orchestra Ensemble. Friends she knew from her home in Korea had joined, though, as well as several students she met at Brooks whom Ahn befriended quickly. “So, I thought I’d give it a try, too,” she says. The experience of playing harp as part of an ensemble is valuable, Ahn says. “Playing in an ensemble, I have to learn how to coordinate with the other instruments,” she continues. “It’s harder, but it’s way more fun. It sounds way cooler, too.” Across campus, Ahn feels that she’s found community and belonging here at Brooks. “When I got to Brooks, everyone was so welcoming, and from the first day, everyone was talking to me and asking me questions. This is a very close-knit community. Everyone knows each other, and everyone’s friendly with each other. I’m really enjoying it here.” Rylee Ahn ’27 plays harp for the Chamber Ensemble at Brooks.

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Discovering creativity VISUAL ART Grant Moore ’24 arrived at Brooks as a pianist who was invested in the arts, but the class he took in drawing as a fourth-former opened his eyes to a different creative medium that he’s carried with him since. “As soon as I took that class with Mrs. Nagel, I realized that maybe I have a little bit of talent for art,” Moore says. “Some of my drawings were pretty good, and I just kept working at it and found that I really enjoyed the visual arts.” Moore then enrolled in AP Studio Art, which he calls “one of the best decisions I’ve made at Brooks.” “In AP Studio Art, Mrs. Wheelden helped me experiment a lot more, and the class gave me the freedom to do what I wanted,” Moore explains. “I’ve had the opportunity to hang my work in the Lehman Gallery and on the walls

of the Center for the Arts, and that’s helped me gain confidence in what I’m doing.” Moore felt encouraged to keep going and try new styles and

“I’ve had the opportunity to hang my work in the Lehman Gallery and on the walls of the Center for the Arts, and that’s helped me gain confidence in what I’m doing.”

GRANT MOORE ’24 >>

techniques. “I’m showing others that they can explore what they want to, even if they’ve never done it before, and gain the confidence they need to try new things,” he says. Moore, who is a school prefect and an arts prefect, is grateful for the support and structure he received from the arts faculty in his pursuit, and he ties it directly to his stepping into his prefecture. “This has almost been a medium for me to help others gain confidence to explore the arts, which helped me become a leader in the

Grant Moore ’24 at work in the Center for the Arts at Brooks.

Brooks community,” he says.

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Shelley Osafo-Grant ’25 at work on the sidelines of a Brooks boys 1st soccer game. Osafo-Grant photographed Lauren Puglia ’25 and Philip Choi ’24 for this Bulletin feature.

“[T]here’s so much behind the team that people don’t really appreciate or know about. To me, that stuff is the coolest part.”

<< SHELLEY OSAFO-GRANT ’25

Working on the Sidelines SPORTS MEDIA AND MANAGEMENT Shelley Osafo-Grant ’25 noticed early in her Brooks career that, for her, the most interesting part of athletics is the part that takes place on the sidelines and behind the scorer’s table. She’s devoted time to being a team manager, and she’s recently moved into publicizing teams through photography. “I love managing the boys 1st basketball team,” Osafo-Grant says. “It’s my favorite thing. I like being on the team without playing a sport, and I feel like there’s so much behind the team that people don’t really appreciate or know about. To me, that stuff is the coolest part of the sport — the stats and all that good stuff.” OsafoGrant also enjoys sports photography, and she can often be found snapping photos from the sidelines of Brooks games. “I like the movement of sports,” she says. “When you capture the small moments, you appreciate them more. Those small moments make up a whole game.” Osafo-Grant hopes for a career working in sports, focusing on either the media operations of a team or the business side of sports. “I’ve been talking to my college counselor about it and thinking about how fun that sort of career would be,” she says.

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Finding a Talent MAKING THE FIRST TEAM Kyleigh Matola ’25 and Philip Choi ’24 each discovered a new sport at Brooks, and they’ve reached the highest level. Matola picked up field hockey as a third-former and immediately made an impact as the 1st field hockey team’s goalie. Choi, meanwhile, walked into the wrestling room as a novice grappler, and he now captains the 1st team. “Before coming here, I had never even seen field hockey,” Matola, who came to Brooks as an ice hockey goalie, says. That changed when she showed up to her first practice at the urging of former head coach Tess O’Brien. “I had no idea how to put the gear on,” she says. “I had no idea about anything. I kind of jumped right in.” Matola says she began the season with the notion that she’d do her best and see what happened. Soon, she says, she grew in confidence with every save. “Every time I stopped a ball, someone was cheering for me,” she says. The community and support Matola found on the team gave her the courage she needed to step up and fully embrace her role as the team’s starting goalie. “Playing field hockey taught me to be comfortable with being uncomfortable,” Matola says. “I had no idea how to even put the gear on, and then next thing you know, I’m in the net. Going outside my comfort zone was a big deal, and everybody was there for me every step of the way.” For Choi, wrestling provided a chance to explore new sides of himself. “I just thought that something needed to change,” he says. “I had a lot of friends who wrestle, and they all thought it was

Philip Choi ’24 discovered wrestling at Brooks.

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Kyleigh Matola ’25 (in the pink jersey) in the goal for the Brooks 1st field hockey team.

PHOTO: S HE LLE Y OSA FO -GRA NT ’ 25

fun, so I figured I’d try it out.” Choi says that the first few practices were difficult, but it all felt worth it when he won his first match. “That’s what got me started,” he says. “The feeling of winning and getting your hand raised in the middle of the mat is completely different from any other sport.” Choi says he enjoys wrestling because of the simplicity of it. “There are no excuses,” he says. “There are no loopholes. It’s just you and the other wrestler on the mat.” This year, Choi is captaining the team, and he’s proud of the work he put in over the summer to prepare for this season. “I never thought I’d be able to do something this challenging, this demanding mentally or physically,” Choi says. “I never expected to do something like this. I’ve learned that I can do hard things when I put my mind to it.”

“The feeling of winning and getting your hand raised in the middle of the mat is completely different from any other sport.”

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<< PHILIP CHOI ’24

P H OTO: S H E L L E Y OSA FO-G RA N T ’ 25

Lauren Puglia ’25 in the Brooks hockey rink.

Learning to Skate GIRLS 2ND HOCKEY Lauren Puglia ’25 discovered the girls 2nd ice hockey team as a fourth-former. She didn’t know how to ice skate, she recalls. “I got on the ice and I was shaking,” she says. “Everyone was so supportive, and the coaches were awesome.” She’s a talented player on the girls 1st lacrosse team and also runs cross-country, and playing second hockey has given Puglia perspective on the sports she’s more experienced in. “I’m excited to go to games, understand what’s going on and contribute,” Puglia says. “I’m able to appreciate

“[P]laying second hockey gave me a chance to start something new and just accept that I’m not going to be the best at it.” LAUREN PUGLIA ’25 >>

all the other teams here, and all the sports that I don’t play. Starting a new sport is humbling. I wanted to play 2nd hockey because it seemed like such a fun atmosphere. Everyone was encouraging, and the team made it fun and doable.” Puglia describes learning how to skate as illustrative of the team dynamic: “Every time I fell, my friends would help me back up,” she says. “They would physically pick me back up, and that goes hand in hand with how the team felt.” Puglia appreciates the chance to play second-team sports at Brooks. “Our second teams are a huge part of our athletics program,” she says. “They give people a chance to try new things. And, I’m comfortable with the sports I play on the first team for; playing second hockey gave me a chance to start something new and just accept that I’m not going to be the best at it. That mindset has carried into so many areas of my life.”

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“I want to do as many things as I can here at Brooks. Going to Spain by myself sounds awesome, and I’m fortunate to have this opportunity.” LUCAS MACKLIN-DIB ’25

Gaining Perspective STUDYING SPANISH Lucas Macklin-Dib ’25 has been speaking Spanish for his entire life. His mother’s side of the family is Colombian, and he grew up steeped in the language. He didn’t study Spanish formally until he got to Brooks, though. Now, as a fifth-former taking AP-level Spanish, he appreciates the nuances of language he’s learned. He plans to take his fluency abroad in the spring, when he studies abroad in Zaragosa, Spain, as a participant in the School Year Abroad program. “The Spanish I grew up speaking has a lot of slang in it, and the terms I used weren’t always the formal way of speaking,” Macklin-Dib says. “I’ve learned how to write much better and how to speak more formally. I’ve learned to see what speakers are doing in terms of grammar — why are they using that tense, or what’s the conjugation of that verb?” Macklin-Dib had always planned to take high-level Spanish at Brooks; what he didn’t expect, though, was to use his mastery of Spanish in real life this spring, when he spends the semester abroad in Spain. “I’ve always loved to travel,” he says, “and I wanted to see what it’s like to travel by myself. It’s going to be a long time in a country that doesn’t speak English all by myself, and that’s something that sounds fun for me.” Macklin-Dib says he didn’t know about the School Year Abroad program until he was a fourth-former, but he applied for the experience a mere two weeks after hearing about it for the first time. “It sounds cliche, but you only live once,” Macklin-Dib says. “I want to do as many things as I can here at Brooks. Going to Spain by myself sounds awesome, and I’m fortunate to have this opportunity. I hope I can gain new experiences, and I hope that traveling and meeting new people can give me a new perspective on things.”

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T H E

C E N T E N N I A L

C A M PA I G N

Looking to the Next Century

In three years, Brooks will celebrate its 100th academic year. In light of this momentous occasion, the school’s leadership has embarked upon a process to determine the vision behind the school’s next steps.

What principles will guide Brooks into the next century? This is the question that school leaders wrestled with before landing on three overarching ideas. For almost 100 years, Brooks School has aspired to provide its students with an education that matters, is meaningful and stands at the forefront of their lives long after departing from the school’s campus. The board examined the school’s strengths, weaknesses, opportunities and threats to articulate what became “three pillars of a Brooks education” — immersive learning, a culture of exploration and genuine belonging. It is our belief that these three guiding principles are what shapes the experiences, memories and potential of generations of Brooks students. The hallmarks of a Brooks education are held dear: a small, supportive campus community in which every member feels a sense of belonging; a devoted faculty, who meet each student where they are and see each student as a whole person; and opportunities to explore and apply the lessons learned at Brooks to one’s community and the world. With these three guiding principles in mind, the school has determined its most pressing needs as we approach the centennial. Brooks will celebrate its centennial year in the 2026–2027 academic year. We are poised to build on our strong foundation while also shaping the possibilities for the future. We will advance into our second century with strength and confidence by leaning on the pillars of what a Brooks education has been and building the financial infrastructure and physical spaces that will best support those ideals into the future.

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B RO O KS S C HO O L —

F O U N D E D

I N

1 9 2 6

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School leadership engaged in the process of examining the core of a Brooks education and what would make it stronger in our second century.

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Learning, Exploring & Belonging

IN THE SUMMER OF 2022, Brooks leadership spent time examining its past successes, assessing its current strengths and opportunities, and thinking critically and generatively about its future. Two events caused this moment of reflection for the school. First, Brooks was able to benefit from a years-long process of self-study and feedback that accompanied its reaccreditation process. Second, John Barker ’87, P’21, P’23 was elected the new president of the Brooks School Board of Trustees. This change in leadership led the school to look forward toward its potential future with intention. As part of this process, school leaders identified three pillars of a Brooks education — immersive learning, a culture of exploration and genuine belonging — that are tied to the strengths of Brooks today and the aspirations for the future. These pillars serve to keep the school focused on delivering on its mission in deep and critical ways that ensure the value proposition of a Brooks education. The school plans to approach its centennial celebration and second century with these aspirations in mind.

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We have so much potential yet to realize. My hope is that future generations get the opportunity to share in this unparalleled Brooks experience. To make that possible, we must secure the financial foundation of this place that means so much to all of us.” HE AD OF SCHOOL JOHN PACKARD P ’ 18, P ’ 21

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IMMERSIVE LEARNING

At its core, Brooks is dedicated to educating young people. It has always been a school where relationships between faculty and students matter and are nurtured. Students are known by Brooks faculty, and faculty are accessible to their students. As a graduate of the class of 2010 said, “Everything about my Brooks experience was meaningful to me, but I would say the faculty relationships were the biggest part of my Brooks career because they gave me the confidence to be who I really am.” At Brooks, learning is immersive. It happens 24 hours a day, seven days a week, in traditional and unexpected ways, and inside and outside of the classroom. Learning is what makes the Brooks experience so meaningful for our community.

EXPLORING

At Brooks, students are encouraged to explore and be courageous. Over time, this curiosity, this drive to expand one’s boundaries past the stone wall at the edge of campus, has become a core piece of Brooks. Whether traveling as part of the Exchange Program, traversing El Camino de Santiago during Winter Term, or spending a summer engaging in a STEM-related experience as part of Students on the Forefront, Brooks offers opportunities for students to stretch themselves beyond anything they’d ever imagined. Students don’t have to leave campus to explore. Exploration and discovery occur when they try a new field of study, challenge themselves with an upperlevel course, audition for a play or step into an affinity space for the first time. Exploring, taking risks and stepping into the unknown can be scary. At Brooks, our students feel encouraged and supported to do so, and more importantly, they learn to encourage and support each other. We want our students to make the most of their time here. Our experienced faculty and our signature programs create the perfect environment for growth at all times and in all directions.

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BELONGING

From our oldest alumni to prospective students walking down Main Street on a campus tour, Brooksians speak to the sense of belonging that pervades campus. We have formed an intentional community here, and from their first days on campus, our students know that they’re never alone and that they’re part of something that is greater than the sum of its parts. Brooks students are supported through their successes and challenges. They’re in an environment that intends to be a home for them, in both the literal and figurative sense. Brooks is a place where students live and learn, but also a place that forms a core part of our graduates’ identity. It’s a place they return to time and time again. Our students and graduates feel a sense of ownership and agency over the school; it’s critical that current students are participating stakeholders in this ongoing community. It is essential to who we are as a school.

A Priority: ACADEMIC BUILDING RENOVATION

Decades of observing our students in different spaces across campus has highlighted the impact of flexible classrooms and resources on student engagement. Our current classroom building, known as the Link, has served Brooks faithfully for years. We have seen the positive impact that the Science Center, which was built in 2008, and the Center for the Arts, which opened in fall 2018, have had on the quality of the academic and community lives of our students and faculty. A renovation of the academic building will also be driven by the school’s mission and vision, and will intentionally support the ways in which a 21st-century faculty and student body teach and learn. Work has been done by the faculty during the past year to examine the needs of our current program. This process enabled us to reach out to architecture firms to think with us about a phased approach to renovating the Link. Our faculty continue to do great work in the current Link. Brooks faculty are trained and eager to teach using modern techniques and philosophies on student development. The faculty’s pedagogical practices in the current Link are limited due to outdated and inflexible spaces. When faculty and students were asked what could improve the experience, they highlighted the need for adjacent workspaces, flexible classrooms that support different modes of learning, and facilities with enhanced visual connectedness and ease of use. Educational resources that have been added over time in fallow spaces, including the Writing Center and Learning Center, are physically siloed. Brooks hopes to centralize these important resources and increase student access to a Learning Commons.

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The Center for the Arts at Brooks. Lynn McLoughlin’s ceramics classroom is pictured here on the lower level of the building.

We make a commitment to our students and their families through our signature programs, Winter Term in particular, to give our students access to immersive learning experiences that are grounded in our core value of engagement. Students have the opportunity to explore areas of interest and passion while also engaging with new topics and experiences during Winter Term. All students participate in Winter Term during their time at Brooks, and endowed funds will allow us to more fully live out the program’s mission. Winter Term has immersion and exploration at its core, and it supports deep engagement, empathy and belonging. We want to ensure, through endowed funds, that all students have equitable access to these experiences.” DE A N O F C U RRIC U LUM AN D IN S TRUCTION J OAN NA M CDONOU GH

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“

One of the best parts of this transition from the old arts spaces to the Center for the Arts is that our entire arts program has been elevated. This grade of building spotlights that the arts are important at Brooks. In my ceramics classroom specifically, we now have enough room for every student to have their own wheel and workspace. We have huge windows and natural light. My students have ample space. They’re comfortable. They see this as, and make this space, a happy place full of light and life. And, the Center for the Arts isn’t just a collection of classroom spaces. It’s constantly filled with students coming and going, and hanging out. The students use this building as a hub and a safe place, and a place where they can feel encouraged to really explore and learn.”

ARTS FACU LT Y LY NN MC LO U GHL I N

Thoughtfully designed academic spaces will enhance the Brooks educational experience and support our efforts to prepare our students with the skills they will need as adults and leaders. We focus our work on developing collaboration, communication, learning agency, creativity and innovation, social justice responsibility, and critical thinking, problem solving and analysis. Brooks graduates of the future will need to embrace a world that’s changing, and that demands that our classroom building facilitates the changing ways in which we think, learn and teach at Brooks.

ENDOWMENT GROWTH

Supporting all Brooks students’ ability to explore their interests is key. By learning more about themselves and the world around them, students learn how to create and feel a sense of belonging at Brooks and in their larger communities. Access to those exploration opportunities is meaningful and important to students regardless of their financial circumstances. At Brooks, our mission dictates that we give all of our students equal access. We want to grow the portion of our endowment dedicated to financial aid and support for signature programs such as Winter Term so that we can more readily support all of our students in their aspirations and excitement about the world around them. Increasing our endowment also allows us to rely less on operating expenses to fund access to our programming; this enhances every student’s Brooks experience. The school’s financial position and endowment are fundamental to our ability to give all of our students chances and pushes to explore their world and themselves. The school’s endowment allows us to deliver on our mission consistently, across our student body and in a way that allows us to plan for the future. Endowed funds cause the school to be less reliant on annual revenue streams, which can ebb and flow from year to year and are never certain.

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“

I’m honored to be a member of the first Exchange Program cohort, when I had the opportunity to study abroad in Kenya. It was an experience that opened my eyes to new ideas, cultures and a broader world. While at Brooks, I also played soccer and was a school prefect. Over my four years here, these experiences helped me form and find community and a sense of belonging. Similarly, Brooks gave me a devoted faculty and an education that I found actionable and meaningful, and that placed me on my current path. I sent my two daughters to Brooks because I believe in the school’s promise as much as I do its outcomes. They loved their time at Brooks, and it’s been a thrill to watch them leave the school as young women well-equipped to take on the world. Now, as president of the board of trustees, I’m committed to working with our broader community to build on the school’s past by looking toward its future, and by making decisions now that will allow us to make choices later.” PRE S I DEN T O F TH E BROOK S S C H OOL BOARD O F T RU S TEES J OH N BARK ER ’87, P ’ 21, P ’ 23

Brooks School’s endowment provides 15 percent of our operating revenue, which helps fund many aspects of life on campus, including general operations, building maintenance and co-curricular programs. The Brooks endowment is currently valued at roughly $100 million, and the school has responsibly brought the annual draw on the endowment down to 4 percent. Many of our peer schools have significantly larger endowments. Growing our endowment is a priority for the school as we head into our second century. Increasing the principal of the school’s endowment would provide additional support for financial aid, professional development and our academic program, as well as generate ongoing support for program enhancements and new initiatives. The Exchange Program is endowed, which allows students of all economic backgrounds to have immersive experiences abroad during their time as a student. We hope to similarly endow our other signature programs, Winter Term and Students on

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the Forefront, in order to continue to expand our experiential and immersive learning offerings for all students regardless of financial circumstances. We are tremendous stewards of the school’s resources and provide extraordinary opportunities to our students.

INVESTING IN OUR DORMITORIES

“I felt like I mattered right away at Brooks. This is an amazing community, and I’ve learned to put myself out there because it pays off. When I was new here, I was nervous about the dress code because I didn’t know how to tie a tie. I had bought a tie just to have one here at Brooks, and my roommate tied it for me. I’ll always remember that small moment. I’ve had some of the best times of my life here just waking up in the dorm, being in the dorm at night, spending time with dorm parents at check-in, sitting in the common room in Chace and just hanging around and laughing with my friends. All the memories I’ve created and the friendships I’ve found have been amazing.” CHAC E H O U S E R E SIDEN T BERN ARDO CAMIN O GARC IA ’ 24 < < PI C T U RE D H E R E O N TH E FAR RIG H T

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The quality of student housing has a significant impact on academic performance, student well-being, community and social development. The small moments that take place in our dorms — the community, the laughs shared between students, the ways in which boarding students and their dorm parents find connections with each other — are critical to the sense of belonging that boarding students feel at school. The school is currently developing a plan to construct a new dormitory on campus. This new facility will provide more mission-driven spaces in which our students and faculty can live and do their work together; it will also give the school the space it needs to renovate its existing dormitories over time. The ways in which the school’s dorms are constructed — the layout of the buildings themselves — matters to the experience our students have in them. The physical spaces and layouts of the school’s existing dorms either encourage or inhibit the goals of the residential program, and as the school looks toward its future, it’s important to build with creating and encouraging belonging in mind. The new dormitory will also have faculty residences. Those spaces will affect the feel and success of the residential community of students and will also allow more Brooks faculty to live on campus. Boarding students at Brooks come to live in community with each other, but also with their teachers and their teachers’ families, children and pets. This matters: Residential dorm parents at Brooks model family and independence for their students, and their students come to see living at Brooks as living as part of a larger family of their own.

Looking Forward THE CENTENNIAL CAMPAIGN

The Centennial Campaign is defining. This campaign will support our faculty and their myriad opportunities to interact with and teach their students. It will create enhanced spaces in which our students can live and learn. It will prioritize the school’s endowment to continue supporting a school that embraces learning in all aspects of life, pushes boundaries and encourages exploration, and remains committed to inclusion and belonging for each student, faculty member and family in our community. The Centennial Campaign, transitioning from its nucleus phase to its heart, is focused on an established list of needs the school has carefully considered and determined to be the next steps to ensure that the future of Brooks is as viable and as vibrant as possible.

We are grateful for the generosity and support shown thus far in the advancement of these nucleus phase projects. We look forward to sharing our detailed plans with the Brooks community as they evolve in the coming months. Please contact Director of Institutional Advancement Gage Dobbins at gdobbins@brooksschool.org if you have questions about the priorities of The Centennial Campaign.

Laying the Groundwork This list of completed projects represents the nucleus phase of projects we have completed since 2020. These improvements to our campus have allowed us to bring our focus to the three elements of the next phase of The Centennial Campaign. m New admission building and Head of School’s Office m Head of School’s House renovation and technology infrastructure m New Main Entrance to campus m Keating Room expansion

m New faculty homes m Academic space work m New boathouse Project Total to date: $25 million

The school’s new admission building.

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Ethan A. Kaulas ’93 and Sophie Sjoholm Kaulas ’92 with their daughter, Amelie Kaulas ’27, at Brooks during this fall’s Family Weekend.

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BROOKS CONNECTIONS IN THIS SECTION 46 Alumni News 50 Class Notes 79 I n Memoriam

BR OOKS CON N ECT I O N S

A LUM N I N EWS

Cole Millington ’15 is from Nantucket, Massachusetts,

Responding to the Hawaii Wildfires

Cole Millington ’15 is a young entrepreneur and the owner of a successful hot sauce company in his adopted home of Lahaina, on the island of Maui. Since the catastrophic wildfires engulfed his home in August, he’s jumped in to help relief efforts.

but he’s lived on Maui since graduating from college. He showed up as a SCUBA dive guide, but pivoted to another passion when the COVID-19 pandemic hit. Millington had worked in a series of restaurants on Nantucket, and he developed a hot sauce that his roommates encouraged him to try to sell at farmer’s markets, at surf spots, and finally, in stores on Maui and via online sales to the continental United States. His company, Honolua Hot Sauce, had sold around 10,000 bottles in three years when disaster struck: This August, wildfires engulfed the island of Maui, his home of Lahaina, and Millington’s business. The wildfires displaced thousands of residents, including Millington, who fled with little more than the clothes on his back. “The entire situation has been very difficult,” Millington told the Bulletin in October. “Evacuating that afternoon was scary, but I never imagined the extent of the destruction that would follow. Two months later, we are still trying to pick up the pieces of our lives and figure out how to move forward. The community here is unbelievably strong, but the recovery effort will take years.” Since these tragedies occurred, Millington has raised money to help his neighbors in need on Maui. He created a GoFundMe campaign, Help Victims of the Maui Fires, in collaboration with the R.E.L.I.E.F. Foundation, a nonprofit that assists communities facing natural disasters. All the funds he raises go directly back to the community. “I’ve taken action to help as best I can using the networks and education I have received to try to make a difference,” Millington says. “The people here have given me everything when I had nothing. They’ve shown me true aloha, and now it’s my turn to show up for them.” If you would like to donate to Millington’s efforts, please aim your cell phone camera at the QR code displayed here, and wait to be redirected to the R.E.L.I.E.F. Foundation website.

Inset right: Cole Millington ’15 at Honolua Bay, the location his hot sauce company, Honolua Hot Sauce, is named after.

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B R O O KS CO NNEC T IO NS

BROOKS WORKS “Leap: Why It’s Time to Let Go to Get Ahead in Your Career” BY JESS BEGEN GALICA ’06 Executive coach and strategy leader Jess Begen Galica ’06 published her debut book this fall. It quickly jumped to the top of the Amazon.com bestseller lists in the Women & Business, Work Life Please visit the alumni Balance, Job Markets & Advice, and Job Hunting events page on the Brooks website for categories. “Leap: Why It’s Time to Let Go to Get information on a Ahead in Your Career” seeks to empower women February author event to reclaim control of their career trajectories with author Jess Begen by defining success on their own terms. Galica Galica ’06. advocates that burnout culture should cede to working with purpose and intention by profiling women who have found career satisfaction by shedding common workplace norms. This is a long-running interest for Galica. Her undergraduate thesis at Georgetown University examined the ways in which the media portrays working mothers. She then attended MIT Sloan, at which she launched a research study that proved that men were more likely than women to speak in quantitative courses. After graduating from MIT, Galica took on a string of highly sought-after corporate roles, but struggled with the work-life imbalance that so many women face, especially as she became a mother and the COVID-19 pandemic upended workplace norms. She began talking to other working women about the ways in which they reinvented their professional lives in gratifying ways. She learned that the experience of building a career by doing everything “right” but waking up lost is not unique. Those conversations formed the foundation for “Leap,” which encourages women to free themselves from the stale and rigid narratives that surround work and success, and instead focus on purpose. Please visit www.jessicagalica.com to learn more about Begen and her work.

“Miles, Chet, Ralph, & Charlie: An oral history of The Andover Shop” EDITED BY CONSTANTINE VALHOU LI ’91 The Andover Shop, a small store in Harvard Square known for its traditional menswear, preppy style and custom suiting, has dressed prominent figures in American history. Jazz legends Miles Davis and Chet Baker, author Ralph Ellison, and United States presidents John F. Kennedy and George H.W. Bush have all passed through its doors. “Miles, Chet, Ralph, & Charlie,” an oral history of The Andover Shop edited by Brooksian Constantine Valhouli ’91, explores an important aspect of the clothier’s impact. Through interviews with G. Bruce Boyer, Alan Flusser and Richard Press, who are leading voices in American style, Valhouli pieces together an oral history of The Andover Shop that places the clothing store firmly within the social fabric of the 1950s and the burgeoning Civil Rights Movement. “Miles, Chet, Ralph, & Charlie” explores the ways in which The Andover Shop functioned as a salon for cultural luminaries of the time. “Where else might you find, on a Saturday afternoon,” the introduction written by Boyer asks, “famous novelists and jazz legends, Harvard professors and Supreme Court justices, and perhaps an undergraduate who just wanted a sweater and was oblivious to everything going on around him?” The true story of The Andover Shop, the book concludes, is not whom proprietor Charlie Davidson dressed, but why he dressed them.

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Call for Alumni Award Nominations A highlight of Alumni Weekend in the spring is the awarding of three alumni awards: the Distinguished Brooksian award, the Alumni Shield award and the Alumni Bowl award. Descriptions of each award follow. If you’d like to nominate a member of a Brooks alumni class year ending in 4 or 9 for either the Alumni Shield or the Distinguished Brooksian award, please visit www.brooksschool.org/ alumni/awards by mid-January. The Distinguished Brooksian award honors a member of the Brooks community whose life and contributions to society exemplify the nobility of character and usefulness to humanity embodied in the spirit of the school. The Alumni Shield award recognizes an alumna or alumnus who graduated from Brooks 25 or fewer years ago who has made significant contributions in the field of his or her endeavor. The Alumni Bowl is awarded to that member of the alumni community who has tirelessly and loyally supported the school through their thoughtful and exemplary service and dedication as a volunteer. We do not accept nominations for the Alumni Bowl.

BROOKS WORK S Have you recently published a book? Has your album just dropped? Tell us about it. We want to hear about your creative successes, and we want to highlight your work in an upcoming issue of the Bulletin. To have your work considered for inclusion in a future installment of Brooks Works, please send a review copy to:

Editor, Brooks Bulletin 1160 Great Pond Road North Andover, MA 01845

The magazine does not purchase the materials listed in Brooks Works. The materials we receive will be donated to the Luce Library or another appropriate outlet. The Bulletin reserves the right to reject works that, in the judgment of the editorial staff, do not promote the mission or values of Brooks School or the Bulletin.

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A LUM N I N EWS

The 1960 soccer team.

Memories of a Past Championship Galen Brewster ’61 submitted the following reminiscence of the school’s 1960 soccer season, during which Brooks compiled a 9–0–2 record and took home the league cochampionship. According to school records, the Brooks side was the first undefeated Brooks team in the Private School League with a 6–0–1 league record. An interesting piece of history is never mentioned in the Brooks athletic record: its first-ever undefeated league championship team. In the 1960 fall soccer season, Brooks played schools — such as Milton Academy, Belmont Hill School, and Buckingham Browne & Nichols School — with enrollments more than double the numbers at

Brooks, a school back then less than half the size of today’s Brooks, clearly the smallest school in the league. Milton also went undefeated in 1960, placing four players on the Harvard freshman team the following year. The coaches decided that the league champions would be determined by goals against as well as goals for. This meant that the last game for Brooks against Belmont Hill would award the championship to Milton if Belmont scored a single goal against us, as both undefeated teams had identical scoring records. Brooks had Jim Saltonstall ’63 as a center forward, who went on to be an All-Ivy player for Harvard. He played next to Stan MacDonald ’61, the only American to play on St. Lawrence University’s Canadian student ice hockey team in the NCAA finals. Our team had only two fullbacks, as the three midfielders, led by Captain Louis Clark ’61, were the very fastest in the league and covered

The soccer ball memorializing the 1960 1st soccer team season.

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more territory than others. The entire Milton team arrived at our final game to cheer against us. To no avail. But it was close! Today in the Brooks trophy case there is that old leather soccer ball with the team record inscribed on it, a reminder of Brooks School’s first undefeated championship team. Nor have we forgotten when coach Ray Eusden rushed onto the field and grabbed another old-style game ball, held it out to the referee and said, “We don’t play with balls that are laced up on one side, even if they are the new All-England model!” Ray was a great coach, a former player for Yale who made it all fun. And perhaps instead of always triumphing the current great Brooks sports program with its many athletic stars in both boys and girls sports, we might decide to remember when the smallest

school by far in the league won against all the odds, defeating other league teams with big name players like Carlos Garces, who set a scoring record for St. Mark’s School, or Avaristo Obrigon, who also starred at Harvard, or the best player in the league, Tabor Academy’s Ramez. Ramez would have won the game but, in the pouring rain, his ball stopped dead in a puddle just as he hammered it, showering himself, me and our goalie with mud while the ball appeared never to have moved. All three of us burst into laughter while I cleared it away. It is always the case that championships are won by more than skill and speed. Luck must smile on winning teams too, as it has on Brooks all the years since. And on those of us who had the good fortune to go there!

Continuing the Tradition of Excellence In February 2023, soccer goalie Christian Garner ’18 signed a professional contract to play soccer for the Pittsburgh Riverhounds, a United Soccer League Championship team. He made his debut in March 2023, when the Riverhounds played to a draw with Miami FC. Garner helped lead the Brooks boys 1st soccer team to ISL titles in 2016 and 2017 while racking up All-League honors and an all-state team selection. While at Brooks, Garner set the single-season record with 13 shutouts. Garner matriculated to Boston College, where he made an impact for the Eagles in his 28 appearances and earned a spot on the All-ACC Academic Team. Garner than reunited with Brooks teammate Andrew Stevens ’18, who had a successful college campaign at Columbia University, for a fifth year of soccer at Northwestern University. Garner and Stevens were profiled in the fall 2022 issue of the Bulletin.

A NEW A LUMNI B OA R D M EM BER Matt Mues ’04 is the newest member of the school’s alumni board, serving on the events committee. He is a longtime volunteer for the school as a class agent and reunion committee member, and is a 10-plus year donor to Brooks. He also volunteers his time as the Boston regional board chair for the University of Vermont alumni association. Mues received a bachelor’s degree from the University of Vermont in 2008, where he studied biology, chemistry and statistics, and continued to play ice hockey. He subsequently worked for two years as a post-award grants administrator for Partners HealthCare in Massachusetts before assuming his longtime position at Massachusetts General Hospital as a senior finance manager for the Center for Systems Biology. Mues previously served as an assistant hockey coach at Westwood High School. He continues to be a longtime caddy at The Country Club in Brookline, Massachusetts, carrying in both the 2013 Amateur and 2023 U.S. Open.

THANK YOU SAVE THE DATE

GIVING DAY ! Our annual Giving Day is scheduled to take place on February 8, 2024. Giving Day is a 24-hour drive focused on Brooks Fund donations, and it’s vital to our institutional budget goals. Please be on the lookout for more information as we seek to provide the most meaningful educational experience our students will have in their lives.

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The school thanks the following Brooksians, who concluded their time on the alumni board this year: Phil Field ’05, Eric Shah ’85, Lowey Bundy Sichol ’92, Abby Skinner ’14. Please visit www.brooksschool.org/ alumni/alumniboard for more information on the Brooks School Alumni Board and its work to further the connections between the school and its alumni.

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ROBERT “ R O B IN ” M A RV E L ’56, P ’91, G P ’2 3

Generations of Brooksians The Marvel family, and its patriarch Robert “Robin” Marvel ’56, P’91, GP’23, is proud to boast four generations of Brooks School graduates. Robin Marvel reflects on the meaningful ways in which Brooks has provided a home for his family, and the ways in which he has given back to the school by generously funding financial aid through the school’s endowment.

Robert Marvel ’32 with Brooks faculty J. Tower Thompson in a photo dated 1932.

THE MA RV E L FA M ILY, who saw Connor Spear ’23 cross the Prize Day stage at Brooks in May, is the first family the school is aware of that has had four generations of its members attend Brooks. To Robin Marvel ’56, Spears’ grandfather, this shared generational experience of a Brooks identity means something bigger than just years and familiarity. It means the continuity of opportunity, and he’s committed to giving future students similar opportunities through his philanthropic giving to an endowed financial aid fund.

Robin Marvel’s father, Robert Marvel ’32, and his uncle Hugh Marvel ’33 were sent to Brooks from their home in Wilmington, Delaware, after their father — Robin Marvel’s grandfather Josiah Marvel — met founding headmaster Frank D. Ashburn. “My grandfather made some sort of comment about Mr. Ashburn,” Robin Marvel laughs. “Gee, he’s so young — I expected to meet an adult!” As Marvel recounts, Mr. Ashburn took the post of headmaster at Brooks as a young man who had been steeped in the Episcopal ministry, and Robin Marvel says Josiah Marvel saw that as an aspect of the young school’s charm. “Mr. Ashburn had a firm belief in helping students at Brooks become well-rounded and well-cared for,” Robin Marvel says. “He got them to work hard and graduate. That was his whole philosophy.” Robin Marvel’s father, Robin says, “loved the school,” and Robin and his brother Hunter Marvel ’59 followed in their father’s footsteps 24 years later. Robin enjoyed being taught by many of the same teachers who had taught his father. The generational continuity stretched on when Robin’s son, Jackson Marvel ’91, enrolled at Brooks, and again when Robin’s grandson Connor, enrolled. Connor’s mother, Jennifer, is Robin’s daughter.

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Right: Robin Marvel ’56, P’91, GP’23 with his grandson, Connor Spear ’23, at Prize Day in May. Spear is the first fourth-generation Brooks graduate. Below: A plaque marking the tennis court renovations at Brooks School.

All told, the Marvel family has had a presence at Brooks since its very beginnings, and its members have occupied every role of campus life: senior prefect; school prefect; dorm prefect; team captain. The family’s presence at the school has left its mark in these ethereal, felt ways that influence others by example through time. And, the family has left its mark tangibly, through philanthropic giving that both calls back to the Brooks that has meant so much to the family’s past while also enabling the school to provide similar experiences to future generations of Brooks students. Marvel has focused his philanthropy on an endowed scholarship fund he established in 2011. He takes pride in the knowledge that his generosity has supported deserving and highly capable students who would not otherwise be able to attend Brooks. Marvel makes two points about his philanthropy. First, he chooses to support the school’s financial aid mission. Second, his donations are directed towards his named endowed fund, which allows the school to rely on his support year over year in critical ways. “I went to Brooks on scholarship,” Marvel explains. “I had a scholarship job each year. Because I was a scholarship student, I decided to set up this financial aid fund,” Marvel says. His ultimate goal, he says, was to try and be able to give enough to Brooks to cover the full cost of attendance for a current student. “I’ve always felt strongly about this,” Marvel says. “I want to be able to help people go to Brooks if they want to go to

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Brooks. And over the years, the people who use my gift seem to do very well: the senior prefect, or a very good athlete.” In fiscal year 2022, a portion of a significant contribution from Marvel went toward improving the tennis viewer experience. The school debuted the newly revitalized space in spring 2023 to broad acclaim. Tennis played a considerable part in the Brooks experience of both Marvel’s son, Jackson Marvel ’91, and his grandson, Connor Spear ’23. Marvel points to that generational continuity as he explains his motivation to improve the facility for future generations as well. “I think Brooks is one of the most beautiful schools I’ve ever seen,”

Marvel concludes. He lives in Watch Hill, Rhode Island, and says that he wishes he lived a little bit closer so that he could spend more time walking the campus and taking in crew races, or that he could have watched his grandson, Connor Spear ’23, play more squash and tennis for Brooks. “I appreciated everything about Brooks,” Marvel says. “It’s a great school.”

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H ARRY H AWKIN GS ’ 10 A N D DA N IE L S L AT K IN ’ 1 2

An Expressive Collaboration

Director Harry Hawkings ’10 and composer Daniel Slatkin ’12 had the opportunity to work together on an ESPN documentary about golfer Morgan Hoffmann, an experience that they each found creatively exciting and personally meaningful. Harry Hawkings ’10 has always felt a pull toward the storytelling that’s inherent in sports, and he’s worked his way through a series of internships and positions to his current job as a producer at ESPN. “Even when I was at Brooks, I was always a huge sports fan,” Hawkings says. He loved playing sports, he loved being active and he loved, he says, the history of sports. “I realized pretty quickly I wasn’t good enough to play sports at a high level, though,” he says. “But what I really loved about sports was the idea of building together towards a greater goal. Shared sacrifice. It is a little bit cliche, but it’s true.” Hawkings had a chance to live that idea himself recently, as he collaborated with fellow Brooksian Daniel Slatkin ’12 on an ESPN documentary about former PGA tour golfer Morgan Hoffmann. Hawkings directed and produced the documentary, and Slatkin, a composer, provided the musical score for the piece. Hoffmann’s story is notable: The former top-ranked amateur golfer in the world and a burgeoning professional sensation, he was diagnosed with muscular dystrophy in 2015. Hoffmann sought treatment through natural and spiritual avenues, and returned to the PGA Tour in 2022. Hoffman’s healing journey in Costa Rica is the subject of Hawkings’ and Slatkin’s work “Awaken: The Morgan Hoffmann Story,” which began airing on ESPN in June.

Hawkings compares the effort in making the documentary to the qualities he loves in sport. “Everyone has to work together in this beautiful symphony, or else the project fails,” Hawkings says, “The credits list for the Morgan

Hoffmann piece is probably 40 people long for 11 minutes of television, and that’s a year’s worth of work. I appreciate the shared dynamic of everyone working together and being together and struggling together, and trying to

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get better as a group. I really love that about sports in particular.” Slatkin, who composed the score for the documentary, comes from a family of noted musicians and spent his early years being trained as a classical musician. His time at Brooks changed his relationship with music. “When I was at Brooks, I played in rock band and in jazz band. It was there where I learned to have fun when playing music,” he says. Slatkin majored in music business at the University of Southern California and interned for the composer of the “Fast and Furious” movie franchise. “I’ve always been a movie lover,” Slatkin says. “I’ve always loved movie music, and after that experience, I started thinking about whether that was a path I wanted to take when I graduated.” Slatkin has been a film composer for seven years now. “It’s been nose to the grindstone,” he says. “You get one project and it leads to the next one. It’s impossible to map out what your career trajectory will look like, and it just so happens that my and Harry’s paths converged.” Slatkin explains that the way in which a visual film is scored to music affects the film’s emotional tone and pacing. “The number one goal for music is setting the tone,” he says. “It’s a universal language, and what sounds happy or sad to me will most likely resonate that way to people across different cultures and ethnic backgrounds. Music is really effective in helping amplify certain emotions we want the audience to feel, and it can affect a film a lot more than people realize.” Music, Slatkin continues, also helps mark how quickly or slowly the filmmaker wants the audience

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to move through a story. “It goes back to the analogy Harry was making before, that filmmaking is a total team effort,” he says. “Each department, whether that be writing, cinematography, editorial or music, pitches in to the best of their ability towards the greater goal of making a great film. And Harry is a fantastic head coach.” A Brooks Connection Slatkin and Hawkings have a friendship that stretches back to their overlapping time at Brooks, when they lived across the hall from each other in Thorne House. “Daniel and I are both huge baseball fans, and we would just sit in our rooms in Thorne and talk baseball, talk shop,” Hawkings says. Later on, when Hawkings made news for a piece that won an award, Slatkin emailed him to catch up. “Daniel and I had stayed in touch,” Hawkings says. “We had each other’s numbers, and we had started texting about baseball again — a lot of Cardinals and Mets texts.” “Then, I realized that the Morgan Hoffmann story was going to have the budget for an original score,” Hawkings says. He approached Slatkin with the opportunity to score the film, and, Hawkings says, “it went from there.” A Zoom meeting was set up; Hawkings sent Slatkin a first draft of the script; Slatkin sent back some rough ideas; the editing process brought revisions and updates; and a finished piece emerged.

Hawkings reflects on the understanding he and Slatkin shared over the course of their work together. “To me, our shared experience on this project is just a representation of the value that a Brooks experience can have later in life,” he says. “The value of a Brooks education is not necessarily learning BC Calculus. The value of a Brooks education and experience lies in the fact that Daniel and I had not spoken in a decade and, you know, one email and one Zoom meeting later, we’re professional partners and back to being friends the way we were in 2010. That’s not something to take lightly or for granted.” Slatkin agrees. “The Brooks experience is a special one,” he says. “Not many people have the privilege to experience it, and those who do, I think, are forever connected. Being able to pick up right where you left off is something that I’m really, really thankful for. I’m thankful that Brooks not only brought us together originally, but also kept us together.” At press time, Slatkin was working on a 15-minute-long full orchestral work inspired by the Voyager spacecraft called “Voyager 130.” It will be performed in the 2024–2025 concert season in Ireland, France, St. Louis, Missouri, Detroit, Michigan, and Nashville, Tennessee. Hawkings turned to an extended version of the Morgan Hoffmann piece, and then to covering football for ESPN.

“ I’m thankful that Brooks not only brought us together originally, but also kept us together.”

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Charging Forward

Two young alumnae have dedicated the early portions of their careers to chasing their dreams. Along the way, Louisa Rose ’19 and Elsie Pryor ’16 have also found personal fulfillment and adventure. LOUISA R OS E ’ 19

Engineer Louisa Rose ’19 graduated from Lafayette College in May, and she’s off and running. She’s a field technical engineer for the Westinghouse Air Brake Technology Company based in Kansas City. She works for the company’s services business in the Services Technical Excellence Program, a three-year rotational program within the services business. “I joke that I’m living a five-year-old train-obsessed boy’s dream,” she says. “I get to go and hang out with locomotives every day.” Rose is, in fact, the first and only woman in her rotational program, which, she notes, is gratifying. She says being a groundbreaker is “really fun. There are expectations placed on me, but I also get to form my own path and create for myself what I want to be. It’s incredible to be a part of that movement to make this industry more inclusive.” Rose says she’s always been interested in “how things work.” Throughout her time at Brooks and at Lafayette, Rose says, she always thought she’d end up in tech. Rose credits her love of humanities for helping push her into engineering. She double-majored in engineering and classics in college, and calls her love of classics a huge part of who she is. “My love of history, and the humanities at Brooks, allowed me to be a better thinker, to look at things more holistically and to look at problems through a people-centered approach rather than just a solution-centered approach,” Rose says.

Louisa Rose ’19 at work as an engineer.

“ There are expectations placed on me, but I also get to form my own path and create for myself what I want to be. It’s incredible to be a part of that movement to make this industry more inclusive.”

LO U IS E ROS E ’ 19

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Lt. Elsie Pryor ’16 (foreground) in action in her unit’s mobile field hospital in Korea last year. Inset: Lt. Elsie Pryor ’16

ELSIE PRYOR ’ 16

Army Nurse Even while she was at Brooks, Elsie Pryor ’16 felt a pull to military service. “Throughout my time at Brooks, I felt like joining the military was the thing I should be doing,” she says. “I don’t really know why; I think I was seeking to give back to something that is larger than myself.” Pryor says this desire to give back to a larger whole started when she was at Brooks. “Being part of a community where people were looking to give back and contribute, and being around people who were motivated to contribute to the school in a larger way,” Pryor remembers. “That was on everyone’s shoulders, not just people in leadership.” “I liked that feeling, and I liked being a part of that,” Pryor continues. “That definitely contributed to my overall desire to continue that in my life.” Pryor

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wanted to go to college and pursue a career in nursing medicine; she wasn’t sure how these two pulls toward service and her desired career intertwined until she matriculated to the University of Vermont and saw students wearing their Reserve Officers’ Training Corps (ROTC) uniforms to class. “It was my first week of freshman year,” Pryor remembers. “I went straight to the ROTC office on campus, and started going to training that week.” Pryor graduated from college through the ROTC program with a degree in nursing. As part of her ROTC commitment, Pryor agreed to serve for four years on active duty. She currently serves as a first lieutenant in the United States Army Nurse Corps. Her promotion to captain is expected this summer. In her duties, Pryor provides direct patient care to service members and their families. She recently returned from Korea, where she was stationed for a year. While there, Pryor explains, she had two roles. First, she worked on a maternity floor, which she calls her “day job.” Second, Pryor was assigned to the 150th Medical Detachment as the officer in charge of her unit within a field hospital. “We were a mobile field hospital,” Pryor explains. “If there was some sort of incident in Korea, we were going to be the first to respond, and we trained like that. We trained in moving the actual structure of the field hospital, which was a 20-bed tent. We trained in how to set it up ourselves. And then we would practice actually running it in different situations.” As a service member on active duty, Pryor also experiences combat training and readiness, and “being ready to jump in the fight.” Pryor is currently stationed at Fort Belvoir in Fairfax County, Virginia, where she works on a labor and delivery maternity floor. She plans to remain a member of the Army Nurse Corps for the foreseeable future, and then imagines herself going back to school to become a nurse practitioner and further her scope of practice. “I feel extremely honored and lucky to serve,” Pryor says. “Nursing is an amazing field for anyone considering how they can make a positive impact on people every single day.”

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OBITUARY

Jake Dunnell Jacob Dunnell, formerly of Holderness, New Hampshire, and North Andover, died June 19, 2023, at Forestview Manor in Meredith, New Hampshire. He was 89 and had recently been in declining health. Born in Boston, Dunnell grew up in Wayland, Massachusetts, with his parents, the late William W. Dunnell Jr. and Ellen Frothingham Dunnell. He graduated from the Noble & Greenough School in 1952 before attending Harvard College. After his sophomore year at Harvard, Dunnell enlisted in the United States Navy, serving for two years aboard the U.S.S. Yellowstone and U.S.S. Rooks. Following the Navy, he earned an A.B. in English in 1959. After graduating, he taught English at the Rectory School in Pomfret, Connecticut, and subsequently at Fay School in Southborough, Massachusetts. In 1965, Dunnell accepted a position at the Saint Andrew’s School in Boca Raton, Florida, where he taught English until 1968, when he joined his brother, the late faculty emeritus William W. Dunnell III H’68, P’78, P’84, P’85, in the English department at Brooks. Jacob Dunnell taught at Brooks until his retirement in 1994. In addition to his teaching career, during the summers between 1952 to 1966 he was a counselor at Camp Pasquaney in Hebron, New Hampshire, where he had spent several summers Faculty Emeritus as a camper during his teenage years. Jake Dunnell. Photo courtesy During his 26 years at Brooks, Dunnell earned a master’s degree from of the Dunnell the Middlebury Bread Loaf School of English, was a long-time advisor family. and dormitory parent, and coached basketball and baseball. At his 1994 retirement with his brother Bill, the faculty created a prize in their name in honor of their combined 57 years of service to the school. The Dunnell Prize is awarded annually to a sixth-former who has worked without fanfare to better the school. Dunnell was held in high esteem by colleagues, friends and students alike for his wit and easygoing manner, and was a reliable presence on athletic sidelines, sitting on his shooting stick, watching games with his brother and students. Head of School John Packard said that Dunnell “was kind and decent to everyone he knew,” in a message to the Brooks community following Dunnell’s death. “Yet, it was his remarkable talent and skill in the classroom with students of all ages that was a constant for more than a generation,” Mr. Packard continued. “Aside from his substantial expertise as an English teacher, he had his own distinct way of connecting with students in a manner that conveyed an unmistakable care. He was exacting and patient all at the same time, and no one was more effective and efficient in conveying a message with just a few words than Mr. Dunnell.” Dunnell was predeceased by his brother Bill in 2022 and his sister Ellen Bennett in 2010, and he is survived by numerous nephews, nieces, great-nephews and greatnieces. In lieu of flowers, donations may be made in his memory to Brooks School.

Faculty Emeritus Jacob Dunnell spent 26 years at Brooks as an inspiring English teacher, a dedicated coach, a welcoming dorm parent and a devoted colleague.

IN M EM O RIAM 1946 BRADLEY GAYLORD JR. Denver, Colorado October 14, 2023 1954 EDWARD C. HUME Raymond, New Hampshire July 13, 2023 1960 DAVID C. CARTER Spencer, Indiana June 22, 2023 1966 WEATHERED T. CROCKER JR. Coventry, R.I. September 18, 2023 1970 KENNETH K. FIELD Guilford, Connecticut August 25, 2023 1975 GEORGE T. GRISWOLD JR. Metairie, Louisiana August 12, 2023

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PARTING SHOT

Fall foliage reflected in the doors of the porch of the Demoulas Family Boathouse, which opened to the Brooks community this fall. To read more about the funding of the boathouse, and other ways in which your philanthropy impacts the school, please turn to this year’s Impact Report, which begins on page 18. 52

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Thank You, Brooks Fund Volunteers! Chris Abbott ’75, P’10, P’14

Amy Couture ’10

John M. Greata ’00

Max R. McGillivray ’12

Eric J. Shah ’85

Lowell C. Abbott ’10

Sarah Crockett ’11

James W. Greer III ’98

Jesse McKallagat ’00

Vivek Sharma P’24

Aly Abou Eleinen ’18

W. J. Patrick Curley III ’69 (d)

Victoria Gribbell P’26

Katerina Markos Sheerin ’03

Eduardo Sebastian Alvarez-Martinez ’18

Katarina Curtin ’12

Diana Merriam P’08, P’11

Cristina E. Antelo ’95

Marquis J. Daisy ’01

Julia Saltonstall Haley ’88, P’25

John A. McKallagat ’66, P’96, P’00

Barney Hallingby ’65

Alesandra V. Miller ’14

Lowell Bundy Sichol ’92

Gerry-Lynn Laudani Darcy ’91

Christopher P. Halloran ’07

Sally Milliken ’88, P’22, P’24

Abigail G. Dawson ’21

William Alex Haughton ’95

Julia S. Moore ’17

Emma R. Dawson ’18

Henry R. S. Hawkings ’10

Matthew J. Mues ’04

Julie Petralia Derderian ’99, P’25

Christa K. Hawkins P’25

Jacqueline L. Murphy ’14

Jonathan P. Hendrickson ’08

Sean P. Nagle ’99

Catalina Dib and Daniel Macklin P’25, P’26

William J. Herter ’00

Andrew O. Nash ’89

Jennifer Guerin DiFranco ’95

Valentine Hollingsworth ’72, P’17

Emily Gustafson Apostol ’08 Morgan K. Arakelian ’20 Doug Armstrong ’01 Khien N. AwasomNkimbeng P’23 Katharine M. Bacon ’10 Riley A. Baker ’18 Ashley V. Banker ’02 John R. Barker ’87 and Julie G. Barker P’21, P’23

Lisa A. DiAntonio P’25

Margarita Drinker Dillon ’87

Allison P. Barry ’13

Elizabeth Donohue ’12

Anoosha Barua ’20

Peter V. K. Doyle ’69

Chad Battaglia P’25

James H. Duckworth and Cheryl M. Duckworth P’22, P’23

Erin Sullivan Beach ’91 Rowan Beaudoin-Friede ’17 James G. Begen ’05 Chelsey Feole Bettencourt ’06 India Birdsong ’99 Iris Rodriguez Bonet ’90 David S. Bonner ’81 Andrea Botur ’86 Sewell Robinson Bourneuf ’08 Noelle Brussard Levis ’04 Kaleigh Bullock ’07 Anthony H. Burnett Jr. ’19 Alexander Buttress ’12 Julia Caffrey Saravalle ’10 Lexi Caffrey ’06

Madison Dunn ’18 Samuel Eisenman ’09 David B. Elmblad ’80 Anthony H. Everets ’93 Alexandra Booth Experton ’05 Richard Andrew Farrer ’96 Rachel M. J. Feingold ’14 Allison A. Ferlito ’06 Nancy C. Ferry P’21 Phillip W. Field ’05 Elena I. Foster P’26 Catherine E. Cannon Francis ’96 Jason D. Fraser ’90

Felicia Cafua ’15

Geoffrey M. Fulgione ’77, P’14, P’19

Peter J. Caldwell

Wit Gan ’12

Alexander M. Carey ’86 and Elizabeth D. Carey P’19, P’20, P’23

Andrew A. Garcia ’94

Cailly A. Carroll ’06 Matthew Cascio ’91

Gabriella G. Garozzo ’21 Chris Gatto and Julie Gatto P’23

Gabriella M. Hillner ’17

Jeffery M. Hudson Jr. ’88 Charles A. Hunt ’60 Ashley Hutchinson O’Connor ’08

Albert D. Nascimento ’10 Ikenna U. Ndugba ’16 Julian Ng ’05 Vivian Ng ’01 Katherine M. O’Brien ’19 James T. O’Connor ’99 Kailey M. O’Neill ’19

Jacob A.M. Iwowo ’18

Isabella L. O’Shea ’18

Kevin E. Jacobs ’06

Catharine H. Osborne P’26

Alysa U. James ’11

DooHyun Park ’07

Dr. Wenwen Jiang P’23

Emma M. Parkinson ’07

Peter D. Jones ’56, P’94, P’01

Matthew R. Pendergast ’98

Sarah C. Shepard ’02 Connor M. Silva ’19 Allen W. Sinsheimer ’73 Abigail D. Skinner ’14 Kristin Homer Small ’04 Adam F. Smith ’07 Christopher J. Smith ’12 Katharine Palmer Smith ’88, P’18, P’20, P’22 Juliane Gardner Spencer ’93 Sathvik R. Sudireddy ’15 John J. Tangney P’25, P’26 Dana M. Tarlow P’25 Jade M. Tate ’18 Katie Rogers Taylor ’92 Monica Berube Thibault ’08 Charles J. Thomas ’05 Isabella Speakman Timon ’92, P’26 Claire O. Trustey ’19

Meerie J. Joung P’24

Sylvia Kimball Perry ’87 and Christopher D. Perry P’23

Jessica S. Kapadia ’04

Elizabeth D. Pflaum ’22

Elizabeth Kearney Forbes ’98

William C. Phelps ’90 William Pitkin III ’89

Haley J. Keegan ’11

Meredith Maren Verdone ’81, P’19

Amy E. Plum P’23, P’24

Abbey T. Kissel ’99

Sarah H. Visagie ’93

Christopher M. Pope Jr. ’04

Frank A. Kissel Jr. ’96

C. Stow Walker Jr. ’71, P’06

Lily A. Quinn ’21

Booth D. Kyle ’89

Walter Raleigh Jr. ’55

Robert S. Walker ’53, H’66, GP’18

Hannah Nichols Landsberg ’08

Peter B. Rathbone ’64, P’04, P’15

Lucas R. Walsh ’03

Alison Pennelli Lawler ’01

Zahid Rathore ’96

Nadine M. LeBranti P’26

Quentin H. Warren ’73

Michael J. Reed ’02

Sean Leonard P’20, P’22, P’25

William D. Werner ’73

George W. Reithoffer ’57

Peter J. Wetzel ’97

Nekima Levy Armstrong ’94, P’15, P’17

Lourdes T. Reyes P’20, P’23

Stephanie W. Whitehead ’96

Christopher S. Rheault ’96

James S. Williams ’12

Dan Riccio P’17, P’20 Anthony J. Rich ’01

Christina H. Wilmerding P’23

John Van D. Lewis ’65, P’01 Christina Bradley Lincoln ’07

H. Lindsay Wagner Turner ’06 Alessandro F. Uzielli ’85

Michael J. Wanyo ’97

Delia E. Rissmiller ’03

Katherine E. Wilson ’19

Tamenang Choh ’17

Jonathan F. Gibbons ’92, P’24

Chongchong Liu ’13

Gee Yeon Ro ’09

Gary Witherspoon ’80

Valerie C. Colletta P’23

E. Graye Robinson ’11

Christopher T. Wood ’85

Timothy D. Glen II ’09

Greta J. Lundeberg ’97

Kathryn Stone Conroy ’98

Emily C. Roush ’18

Kingsley P. Woolworth ’00

Matthew A. Godoff ’01

Summar T. Lyons ’03

Marin E. Cormier ’21

Emma M. Goff ’14

Brittanye J. Mackey ’07

Eubene Sa ’07

Jason L. Gold ’18

Whitney Romoser Savignano ’87

Jennifer G. Yuil-Steinberg ’91

Charles Cornish ’06

David J. Mackey ’01

Thomas Costin ’98

Coletrane S. Goodman ’15

Charles C. Cottingham ’08

Bethany A. Gostanian ’04

Elsbeth Caulo ’17

Matthew A. Geremia ’10

Joseph R. Malarney Jr. ’06 Bailey M. Martignetti ’96 Brian McCabe P’18

Katharine Childs Sayles ’00 Anne F. Serrao ’20

Craig J. Ziady ’85, P’18, P’20, P’22 Nicholas R. Ziebarth ’95

Your service to the school is invaluable, and we greatly appreciate your commitment to our students and faculty. With your help, the Brooks Fund is able to support 11% of the school’s day-to-day operating expenses. You make our mission of providing our students with the most meaningful educational experience they will have in their lives possible.

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BROOK S BUL L ET I N

Brooks Bulletin Brooks School 1160 Great Pond Road North Andover, MA 01845-1298

Save the date for Alumni Weekend at Brooks:

M AY 1 0 – 1 1 , 2 0 2 4 We are thrilled to celebrate the classes ending in 3, 4, 8 and 9. Weekend activities will include cluster class dinners, campus tours, ceremonial gatherings, family activities, athletic games, panel discussions, dinner and dancing under the tent, and more! Please visit www.brooksschool.org/alumni/events for more information and to register for Alumni Weekend and other on- and off-campus Brooks alumni events.

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