Fall 2016 Brooks Bulletin by Brooks School

BROOKS BULLETIN â&#x20AC;¢ FALL 2016

BOA R D OF T RU ST E ES President Steven R. Gorham ’85, P’17 Andover, Mass. Vice Presidents John R. Barker ’87 Wellesley, Mass. Whitney Romoser Savignano ’87 Manchester, Mass. Secretary Craig J. Ziady ’85, P’18, P’20 Winchester, Mass. Treasurer Valentine Hollingsworth III ’72, P’17 Dover, Mass.

Matt Vieira ’17 (foreground) participates in a relay race held on Field Day in mid-September. The teams are formed by dormitory. Vieira represented the male day students.

Belisario A. Rosas P’15 Andover, Mass. Lynne A. Sawyer ’83 New York, N.Y. Ashley Wightman Scott ’84, P’11, P’14 Manchester, Mass.

T RU ST E ES Pamela W. Albright P’10, P’16 Topsfield, Mass. William N. Booth ’67, P’05 Chestnut Hill, Mass.

Robert W. Hughes P’16, P’19 Andover, Mass. Booth D. Kyle ’89 Seattle, Wash.

Kamilah M. Briscoe ’96 New York, N.Y.

Zachary S. Martin P’15, P’17 Wellesley, Mass.

W. J. Patrick Curley III ’69 New York, N.Y.

Brian McCabe P’18 Meredith, N.H.

Anthony H. Everets ’93 New York, N.Y.

Timothy H. McCoy ’81, P’14, P’15, P’18 Wellesley, Mass.

Jon Gibbons ’92 Needham, Mass. Shawn Gorman ’84 Falmouth, Maine Paul L. Hallingby ’65 New York, N.Y. 2

John R. Packard Jr. P ’18 Head of School North Andover, Mass. Daniel J. Riccio P’17, P’20 Los Gatos, Calif.

TRUSTE E S E M E RITI Henry M. Buhl ’48, P’82 New York, N.Y. Steve Forbes ’66, P’91 Bedminster, N.J. James G. Hellmuth P’78 Lawrence, N.Y.

Juliane Gardner Spencer ’93 New York, N.Y.

H. Anthony Ittleson ’56, P’84, P’86 Green Pond, S.C.

Ramakrishna R. Sudireddy P’15 Andover, Mass.

Michael B. Keating ’58, P’97 Boston, Mass.

Isabella Speakman Timon ’92 Chadds Ford, Pa. Alessandro F. Uzielli ’85 Beverly Hills, Calif. ALUMNI TRUSTE E S Zachary McCabe ’15 North Andover, Mass. Albert D. Nascimento ’10 Somerville, Mass.

Frank A. Kissel ’69, P’96, P’99 Far Hills, N.J. Peter A. Nadosy ’64 New York, N.Y. Peter W. Nash ’51, P’81, P’89 Nantucket, Mass. Cera B. Robbins P’85, P’90 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. BROOKS BULLETIN

B CON TEN TS

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Head of School John R. Packard Jr. P’18 Associate Head for External Affairs Jim Hamilton Director of Development Gage S. Dobbins Director of Alumni and Parent Events Erica Callahan P’19, P’20

Assistant Director of Alumni Programs Carly Churchill ’10 Director of Admission and Financial Aid Bini W. Egertson P’12, P’15

D E PA RT M E N TS Director of Communications and Marketing Dan Callahan P’19, P’20

Director of Publications Rebecca A. Binder

FEAT U R ES

Design Lilly Pereira

22 A New Life for Old New York

Alumni Communications Manager Emily Williams Assistant Director of 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 © 2016 Brooks School

Andrew Kimball ’83 has always been drawn to urban transformation. He’s made his mark in New York working to repurpose the city’s fading manufacturing buildings for the new “innovation economy.”

02 Message from the Head of School 03 News + Notes 45 Brooks Connections 52 Class Notes

30 A Different Glory

Athletics have long been an important part of a Brooks education. The 2nd and 3rd teams ensure that every Brooks student gets to play at a competitive level. They also teach lessons that enhance the experience of playing on a 1st team or in college.

38 The Value of Gratitude A Chapel program asked Brooks students, faculty and staff to reflect on the pieces of life at Brooks that they are grateful for. The result was an outpouring of thanks directed at roommates, advisors, staff, faculty and the community.

ON THE COVER: A coxswain’s view of sunrise on Lake Cochichewick. The Brooks boys and girls crews returned to row in the Head of the Charles Regatta this fall. Crew is a spring sport at Brooks, so the rowers committed to a series of earlymorning, offseason practices to prepare. At the Head of the Charles, the Brooksians met threetime Olympic gold medal winner Elle Logan ’06, who is profiled beginning on page 82. Photo: Bella O’Shea ’18

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

“Bullish About Brooks”

“ If there is a strand that pulls all that has felt special to me about this year’s beginning together, it is the strength of our school’s human capital.”

As the leaves fall from the trees through November and winter begins to descend onto our campus, I am always amazed at how quickly the fall season comes and goes each year. As I reflect on what has been special about this year’s beginning, four thoughts come to mind. Our students. The degree to which our students support and encourage one another in so many ways inspires me. During our first School Meeting of the year, I have the privilege of awarding a prize to the student who was the previous year’s ranking scholar. The 2015–2016 ranking scholar was Yutong “Coco” Sun ’17. If you had been present for the thunderous ovation she received when I announced her name in a packed auditorium, you would have been witness to the pure elation at news of another student’s achievement. This is the rule at Brooks, not the exception, and it never ceases to impress me. Our faculty and administration. We began this school year with a number of experienced faculty members in new roles. Finding ways to ensure that extraordinary educators have exciting opportunities to grow professionally helps us cultivate continuity in ways that have served the school well. When we enter the F. Fessenden Wilder Dining Hall every day and pause to read of his service to the school through the better part of four decades, we are reminded of the impact evolving careers at Brooks can have on the school and its students. We have been energized by those who are in new roles this year, and it leads me to believe that future Mr. Wilders are among us. Our board of trustees. Our October trustee meetings were the first set led by Steve Gorham ’85, P’17. It was exciting to

officially begin with a new board leadership team, and to spend time thinking with such a committed and devoted group. The school has been blessed for generations with great stewards who tend to it, care for it and engage with it in ways that have always moved it forward. The attention we are paying to improving the school in the moment as we seek to strengthen our capacity to endure continues to leave me feeling Brooks School’s best days are still in front of it. Finally, The Campaign for Brooks. I shared over Parents Weekend that campaign giving had risen from a total of about $26 million in gifts, pledges and intentions in the fall of 2015, to about $45 million just one year later. We continue to work hard on reaching our $60 million goal, and the manner in which so many have led and responded to this effort has been incredible. As a result, we are on track to begin construction on a new arts facility and theater at the end of this school year, and we will experience a substantial increase to our financial aid budget beginning with this year’s admission cycle. There is still a lot of work to do, but it feels good to sense that the wind is at our backs. If there is a strand that pulls all that has felt special to me about this year’s beginning together, it is the strength of our school’s human capital. I am reminded of a moment early in my tenure as head of school when former trustee Malcolm G. Chace III ’52 shared that he was “bullish about Brooks” when reflecting on initiatives and the people who were moving them forward. I shared his feeling then and believe it is as true now as it has ever been. Best wishes for a wonderful holiday season.

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IN THIS SECTION 04 News from Campus 10 Campus Scene 14 In the Classroom 16 Campaign Update 18 Athlete Spotlight 20 Athletics News

Andy Warhol’s “Campbell’s Soup Can on Shopping Bag (1966).” The Robert Lehman Art Center hosted six Warhol works and a collection of Warhol-inspired pieces by Brooks students and alumni in October 2016.

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Iconic Art @ Brooks The Robert Lehman Art Center was the place to be in October. It hosted an exhibit of six original works by Andy Warhol, a leading guru of the Pop Art movement of the 1960s. The Warhol pieces were presented in partnership with the Williams College Museum of Art, with which Brooks co-owns the artworks. The works were gifted to Brooks and Williams College by Brooks assistant head emeritus Richard Holmes, who attended Williams. 4

The exhibit included pieces from Brooks students and alumni that were inspired by the six Warhol works. They all hung together on the walls of the Lehman, which created a stunning visual narrative. The six Warhol works were: “Campbell’s Soup Can on Shopping Bag (1966)”; “Autographed Picture of Andy Warhol (c. 1971)”; “Happy Bug Day (1954)”; “Velvet Underground and Nico (yellow bananas) (1965–1967)”; “Mick Jagger No. 6 (gold/silver/

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PH OTO: JACK M ITCH ELL

The Robert Lehman Art Center hosts an intimate look at a larger-than-life artist.

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blue) (1975)”; and “Leg (1956)” and “Shoe (1956).” The exhibit’s opening reception welcomed a large group of Brooks students, faculty and alumni. The crowd mingled, looked at the pieces on display and discussed the ways in which the student and alumni work informed their interpretation of the Warhol works. “We’ve been working on this exhibit for a couple of years now,” says Director of the Robert Lehman Art Center Amy Graham, who also teaches visual arts at Brooks. “We want our community to enjoy the Warhols, and we’re very grateful to Williams for doing the legwork in properly storing and caring for them.” The Lehman exhibit, Graham explains, echoed The Factory, Warhol’s well-known New York studio, which Graham describes as a collaborative community space for a variety of 1960s artists. “We tried to mimic that here in a way,” she says. “We figured it would be appropriate not just because it’s in keeping with the spirit of Warhol, but also in terms of our students’ experience. To have their work on display with the original pieces in the Lehman is an extraordinary opportunity.” Graham thinks Warhol would have approved of the final product: “The show ended up being hung salon-style,” she says. “It was a little bit hard to find the Warhols on the wall, and that was kind of cool. I think Warhol would have liked that effect.” Charlotte Harvey ’17, who participated in the exhibit, knows that she was given a unique opportunity. “Not many students can say that their own artwork was hung right next to one of Andy Warhol’s

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“The idea is that the word ‘paint’ is not a noun, it’s a verb; painting is something you do, not something you make.” Director of the Robert Lehman Art Center and visual arts faculty AMY GRAHAM

original pieces,” she says. “As clichéd as it sounds, it was truly an experience of a lifetime. Sharing an art show with Andy Warhol and other Brooks students is something that I’ll never forget.” Warhol’s antiestablishment streak came into play while Graham was working with students who were preparing pieces to hang in the exhibit. She says she was able to teach her visual art students different lessons than she usually does. “In class, we had an amazing opportunity to talk about compositional design and these rules that we’d already learned,” she says. “Then, also valuable to me as a teacher, we had the opportunity to throw out all the rules that I know and that I’ve taught my students, because this is Warhol. That doesn’t always happen. Here, the answer was always yes, you can do that — and that was both incredibly difficult and incredibly liberating. We were able to learn the rules and then break them with intelligence.” The notion of breaking rules with intelligence, of experimenting with materials or techniques that are outside the bounds of what one typically sees in art, of finding inspiration from a seemingly lowbrow space — this, Graham says, is an opportunity for students who may typically have trouble engaging with art. “Art is scary for a lot of students,” she says. “Students are afraid that they’re going to have to bare their souls. Studying an artist

like Warhol helps keep students interested and engaged.” Graham compares art to an English teacher’s asking students to engage in stream-of-consciousness writing. “Get the words out now, and fix them later,” she says. “The idea is that the word ‘paint’ is not a noun, it’s a verb; painting is something you do, not something you make. Whenever you create something, that’s good. If you have to make 71 bad paintings to make a 72nd great painting, good for you; you’re doing your job.” Following the Warhol exhibit, the Lehman hosted Chicago-based photographer Suzette Bross in November and December. After a Winter Term exhibit, the Lehman will show work from 3-D artist Alicia Eggert in February and March, and from alumna Tjasa Owen ’89 in April and May. Graham explains that she doesn’t usually try to apply an overarching theme to a year of Lehman exhibits. Instead, she tries to bring a variety of forms, styles and genders of artists to the Lehman. “I’m trying to show our kids a variety of works,” she says. “I also want to host artists who are good teachers for our students. It’s important to me that the students see and meet the human being connected with the work. They can go to a museum any time, but to be able to spend time with and get to know the artist is really special.”

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A SCHEDULE CHANGE The Brooks administration continues to review and adjust the daily schedule to best fit the needs of students. This fall, the community began holding School Meeting every other week, alternating School Meeting time with an open period for student clubs and organizations to meet. Associate Head for Student Affairs Andrea Heinze says that the change is meant to enhance the quality of School Meeting. The alternating period also ensures that clubs and organizations have a set time to meet with no schedule conflicts. “Moving School Meeting to every other week gives groups more time to prepare the announcements, videos, skits and performances that typically take place,” Heinze says. “This should allow for more meaningful content that the students won’t want to miss.” Until the schedule adjustment, student clubs and organizations had to find time to meet outside of the academic schedule, a challenge that Heinze says prevented many groups from meeting consistently. “This change also provides time for clubs and organizations to meet during the academic day,” she says, “at a time when day students and boarding students can do more substantial work for their interest group.”

Brooks Unplugged The school community leaves its cell phones, computers and other online devices off for a day to “digitally detox” and reflect on the All-School Read. Brooks students, faculty and staff were challenged to unplug their

computers, leave their cell phones untouched and avoid using other online tech devices during the school’s first Brooks Unplugged Day, which took place in mid-October. This summer’s All-School Read was “Ready Player One” by Ernest Cline, a dystopian novel about a crumbling society that interacts largely online. The tech-free day at Brooks was meant to illustrate our increasing overuse of and reliance on technology, one of the book’s major themes. The community reviewed the day over seated dinner that night, where discussions ranged from how students checked the time without using their phones, to whether students felt obligated to respond to text messages immediately and the ways in which faculty reworked their lesson plans for the day. One hundred sixty-eight students managed to complete the day without using online technology. Ironically, they proved their success through a pre-installed phone app that tracked whether the phone had been used that day.

A LOOK AHEAD, AND A LOOK BACK:

“Cabaret” Rehearsals for our winter musical, “Cabaret,” have begun in earnest. The show is scheduled for a midFebruary run in the auditorium. These performances will be the last in the auditorium, as construction on the new Center for the Arts will begin this summer. Brooks plans to send the old auditorium out in style during the “Cabaret” run. Please keep an eye out for announcements on reserved seating for performances, receptions and other events.

Remembrance Garden Takes Shape The conceptual design of the Anna Trustey Remembrance Garden, which has been installed in the courtyard between the Classroom Building and the Science Center. The garden will serve as a serene spot for reflection and gatherings, and will include a candle wall, an echo-creating water feature and a fire bowl. A formal dedication is planned for spring 2017.

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FA L L P L AY

Wild Dust

The play explored themes of feminism and friendship against a Wild West backdrop.

The fall play, “Wild Dust,” which enjoyed a three-night run at Brooks in November, opens with a predicament. In a Wild West town, an approaching dust storm has caused all the town’s men to leave in order to drive cattle and horses to safety. The women, meanwhile, huddle in the only sturdy, brick building in town — a brothel. An unexpected knock on the door adds a U.S. Marshal and a murder investigation to the mix, as the play explores themes of equality, social status, the role of women in the Wild West and the validity of assumptions made based on those constructs. Director of Theater Rob Lazar chose “Wild Dust” because it fit the cast, both in terms of available roles and skill, and because “this is also a play that will be good for the Brooks community at large. This is very much a feminist play, which ties into a lot of the conversations we’re having on campus,” Lazar says. The play is a comedy, which Lazar says was “deceptively hard” to stage and work through, due to its abundant one-liners and need for precise comic timing. The cast of “Wild Dust” included Max Currie ’17, Ritika Kommareddi ’17, Hannah Maver ’18, Emily Choe ’19, Clare Naughton ’18, Kate Packard ’18, Amolina Bhat ’19, Katie O’Brien ’19 and Stella Si ’19.

Part of the cast of “Wild Dust.” From left to right: Hannah Maver ’18, Ritika Kommareddi ’17, Kate Packard ’18 and Emily Choe ’19.

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Fast 5 // Q+A 2 Grace Lindsey ’17 eats science for breakfast. The budding engineer has enrolled in Brooks’s toplevel courses and the Students on the Forefront of Science program. At Brooks, she builds community. Outside of Brooks, she’s an adventurer who chases adrenaline rushes. The Bulletin asked Lindsey about her wide variety of interests.

What are your favorite classes here at Brooks? I really like the sciences. I prefer chemistry and physics to biology, because I enjoy the math that’s so prevalent in chemistry and physics. I like that chemistry and physics are a tangible application of math: You can see the theory that you’re learning at work. This year, I’m doubling in Topics in Advanced Chemistry and AP Physics, and I’m also taking two math classes, so I have a lot on that side of the spectrum.

You spent time at Apple though our Students on the Forefront of Science program last summer. What did you take away from that experience? I’ve known for a while that I want to be an engineer, but I wasn’t quite sure which field of engineering I wanted to go into. At Apple, I worked on a group project, and I found myself focusing on the mechanical engineering aspects of the work. I really liked it, and I’d like to study mechanical engineering in college. Also, I prefer to work alone, and not in a group. At Apple, I worked in a group with kids my own age who had tons of experience that I lacked in programming and engineering. I learned how to collaborate with people who have ideas that come from a different base of knowledge. This was a good lesson for how I can conduct myself as I move forward in my education and career.

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What are your activities outside of class? Mentoring and getting to know younger students is important to me. I manage the girls 3rd soccer team, which is mainly third-formers. It’s fun, and I get to pass on my experience at Brooks. I’m also a dorm prefect: The dorm is where we live, and I want our new students and younger students to feel like they’re part of a community in the dorm. I took the Winter Term course in scuba diving as a third-former, and then I went on the scuba trip over Spring Break. The sixthand fifth-formers interacted with us younger kids, and it was incredible. We got to share really awesome experiences, and I was struck by the sense of community that I felt coming off that trip.

Have you gone scuba diving since that trip? Yes! Not as often as I want to, but I did get to go to Mexico to go cave diving. It was dark down there and kind of scary. I also really want to go cage diving. For my 18th birthday, I went skydiving, and it was awesome! I had been waiting for that for many years. I have a little bit of an adventurous streak, a danger streak, which you can’t really tell by looking at me or talking to me.

You were also a gymnast when you were younger. What was that like? I started doing gymnastics when I was 2, and competing in gymnastics when I was 7. I loved it. I spent probably four or five hours a day, five days a week in the gym. My last competition before I left gymnastics behind for high school was a national competition in Georgia. I did my best ever on all of the events, which was a great way to end. I didn’t medal, but that’s OK.

FALL 2016

COMMUNITY SERVICE PEN PAL PROGRAM

The Community Service program at Brooks spurred a campus-wide pen pal program with third-grade students at South Lawrence East Elementary School this fall. The yearlong program pairs Brooksians with the younger students, and encourages them to get acquainted and learn about each other while also improving the third-graders’ literacy. Eighty-five Brooks students, including but not limited to students in the Community Service afternoon activity, have committed to the program. The Community Service group will also visit with the elementary school children weekly. Here, from left to right, sixth-formers Liza Peters, Ellie Cordes and Mairi Anthony open their first letters from their pen pals.

OVERHEARD

“Joy can be found in unexpected places and in unexpected ways. Every morning, I head out the back door of Merriman to let my dogs run in the fields. This morning, as Tux and Henry burst out of the door, they saw the first snow of the season. It was unexpected to them, and talk about joy — they frolicked and rolled in unadulterated joy.” Associate Director of College Counseling and Merriman House residential faculty WENDY BRENNAN speaking in Chapel on December 5, 2016. That morning’s Chapel service focused on the theme of joy.

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CAMPUS SCMENE NEWS FRO CAMPUS

A student pauses to enjoy the fall colors on campus in October 2016. The swing he sits on was installed this fall off a tree behind the Head of School’s House. It bears an inscription, which reads, “Believe you can and you’re halfway there.”

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FOU R TRUSTEES JOIN THE BOARD

Talent, wisdom and experience strengthen the board of trustees.

CRAIG J. ZIADY ’85, P’18, P’20 rejoins the board as its secretary. He previously served from 2007 to 2012. Ziady is senior vice president and general counsel at Cummings Properties, LLC, where he leads the real estate, litigation and environmental teams, serves as compliance director for all of Cummings’s affiliated companies and is the pro-bono advisor to Cummings Foundation, a $1 billion grant-making foundation. Ziady attended Bates College and Boston College Law School. At Brooks, Ziady served as school prefect, Chapel prefect and editor-in-chief of the “Shield.” He is a longstanding volunteer for the school, including stints as president of the alumni association, reunion chairman and class correspondent. SHAWN GORMAN ’84 is the executive chairman of the board at L.L. Bean, the company his great-grandfather founded. Gorman has served L.L. Bean in a number of leadership roles, including partnership marketing director, vice president of card services and senior vice president of brand communications. He received a degree in English from the University of New Hampshire, and also completed executive programs at the Wharton School of Business and the Kellogg School of Management. Gorman volunteers his time for several Maine-based charity groups: He is the vice chair of the United Way of Portland’s board of directors; he is the board chair for the John T. Gorman Foundation, which donates millions of dollars annually to local community programs and projects; and he was recently appointed to the board of the Gulf of Maine Research Institute. BRIAN MCCABE P’18 is a managing partner at independent public affairs consulting firm DCI Group, where he oversees the firm’s grassroots engagement team and digital and online integration team, as well as a significant portion of the firm’s client portfolio. He is one of the industry’s leading technology and telecommunications policy experts. Prior to joining DCI Group in 2004, McCabe founded his own public affairs firm. He also served as executive director of Senator Bob Dole’s New Hampshire primary campaign and managed the 1994 and 1996 campaigns for New Hampshire Congressman Bill Zeliff. He was president of the political organization Progress for America, where he led the national campaign to build support for the confirmation of Supreme Court Chief Justice John Roberts and Justice Sam Alito. JULIANE GARDNER SPENCER ’93 is a brand strategist and interactive copywriter who specializes in corporate branding and consumer communications. She has worked via The Taproot Foundation, a pro-bono organization that benefits non-profit organizations, to create copy, content and messaging for a variety of groups. Her pro-bono clients include Dancewave, which focuses on improving lives through dance, and Fight for Children, which betters the lives of children in low-income neighborhoods. Previously, Spencer worked as a content strategist for TD Ameritrade and spent time as an English teacher. She is the carnival publicity chair at The Calhoun School, which her children attend. Spencer volunteers as a writer for Calhoun’s school benefit and annual fundraising campaigns, and is currently involved in various creative writing projects.

Two New Endowed Chairs An Ashburn Chapel ceremony honors two members of the Brooks faculty. Head of School John Packard took to the Ashburn Chapel lectern in mid-November to bestow endowed faculty chairs on two respected members of the Brooks faculty. English department chair Dean Charpentier received the F. Fessenden Wilder Endowed Chair. Science department chair Randy Hesse received the Waldo Holcombe Chair. Charpentier and Hesse join mathematics faculty Dusty Richard, mathematics department chair Doug Burbank, English faculty Leigh Perkins and classical languages faculty Deb Davies as the holders of the school’s endowed faculty chairs. “These two teachers have reached students and colleagues throughout their adult lives in ways that demand decency, in ways that ooze humility, in ways that are rooted in kindness, in ways that are always civil and in ways that reveal an embedded commitment to being empathic in everything they do,” Mr. Packard told the assembly. “They are good listeners, deep thinkers, and demanding and patient with their colleagues and students all at the same time. They are the sort of master teachers that students recall for the rest of their lives. Indeed, as we seek to provide the most meaningful educational experience our students will have in their lives, these two

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colleagues are meaning-delivery engines of the highest order.” As part of the process of selecting endowed chair recipients, Mr. Packard and Dean of Faculty John McVeigh solicited nominations and insight from the entire Brooks faculty. Mr. Packard gave the ceremony a personal touch by reading aloud some of the comments sent by the faculty in support of Charpentier’s and Hesse’s nominations. Faculty comments on Charpentier focused on his ability to teach by listening and giving students space to explore their own thoughts and abilities. “I strive to embrace his quiet confidence, creativity and tenacity in my own teaching every time I enter the classroom,” one faculty colleague wrote. “He listens far more than he speaks, and the safe space he creates for all to bring their full selves forth is the evidence of his wisdom.” Another faculty colleague applauded Charpentier’s ability to “help the most reticent kid find her voice. Hand in hand with the technical skills he imparts is a trust and a confidence he elicits from his students that they are safe with him, and they can use these new tools to think about their lives if that’s how they are moved, and so many of them are.” Faculty comments on Hesse centered on his dedication to intellectual excellence and inquiry, and on his devotion to the Brooks community. “He is the first person

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Dean Charpentier, recipient of the F. Fessenden Wilder Endowed Chair (left) and Randy Hesse, recipient of the Waldo Holcombe Chair, after the Ashburn Chapel ceremony.

“As we seek to provide the most meaningful educational experience our students will have in their lives, these two colleagues are meaning-delivery engines of the highest order.” Head of School JOHN PACKARD

that I think deserves this honor for the simple fact that he lives and breathes Brooks School,” one colleague wrote. “The school is in his soul. He is an engaged teacher who challenges his students, pushing them to be their best. He has endless creativity that he uses to enrich his instruction. He also believes in the residential life of Brooks as a parent in Peabody. During our first dorm meeting last year, he gave an impassioned speech about how Peabody is a dorm that has a tradition of respect and appreciation for diversity.”

Mr. Packard concluded by offering his own thoughts on Charpentier and Hesse, framed against the background of “a time of considerable uneasiness in this country.” “As a parent, I have considered my daughter blessed to be in their classrooms,” Mr. Packard said. “As head of school, I look forward to what lies ahead, buoyed by their presence and certain of the difference they will make in an uncertain time.”

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I N T H E C LASS RO O M

A new set of courses helps students learn about themselves and others.

Self in Community A new set of courses called Self in Community debuted at Brooks this fall. Self in Community is a comprehensive four-year program designed to provide discussion-based learning opportunities for students throughout their time at Brooks. Students explore their understanding of self, along with their place as citizens of the Brooks community and the wider community. The four-year program incorporates and replaces the one-year courses Brooks Beginnings, Human Understanding, Life Skills and Ethics, with the goal of providing students with a cohesive, thoughtful approach to health and wellness. Associate Head for Student Affairs Andrea Heinze explains that the first two years focus on the individual, and the second two years focus on the individual’s place in the larger world. The third-form class focuses on the transition to Brooks: Students discuss different learning styles, living independently as boarding students and time management. They also examine the way in which their upbringing may have affected their values, morals and perspectives, before moving into a focus on physical health and relationships. The fourth form continues its focus on physical health, and also examines public health issues and topics such as stressors and stress relief.

Although this year’s fifthformers have a syllabus that resembles the fourth-form coursework, subsequent fifth forms will discuss cultural, spiritual, emotional and socio-economic differences in the Brooks community, and how those individual differences play into being a part of the community. Sixth-formers focus on leadership skills, ethics, opportunities for college counseling and the transition out of their time at Brooks. “We cover a lot of different areas,” says Lindsey McDowell, who serves as the coordinator of the fourth-form program and as a wellness educator. “The goal is to have a four-year program during which our students are able to think about themselves and the world around

them and where they fit, and about how to make healthy decisions and find the right path for them.” Heinze hopes that the four-year program can “flow and be more comprehensive. We want to give kids information that we think is pertinent to their development at the right time,” she says. “We want to create a place where kids can be with adults and discuss uncomfortable or difficult topics and ideas in an environment where they feel safe and supported.” Self in Community classes are graded on a pass-fail basis, and no homework is assigned. The hope is that students will engage in the moment, be present, and reflect on and apply what is discussed. “We’re committing time during our academic day to these issues and these conversations,” Heinze says. “We think that health, wellness, awareness and community are important, and we think the time spent with adults and students in these smaller groups will help kids develop social and emotional skills that will carry on outside the classroom.”

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A New Space for Health Services The Health and Wellness Center expands its offerings in a new facility. Over the summer, the Health Center moved from its old quarters above the admission and Head of School’s offices to a renovated, large, bright, comfortably appointed space underneath the Luce Library. The new Health and Wellness Center allows the Health Services staff to tend to not only the physical health of the Brooks community, but also to its wellness needs. “The old Health Center was our home, but the space placed a lot of limitations on our work,” says Director of Health Services Tracey Costantino. She cites the old Health Center’s lack of handicapped-accessible entrances, lack of a waiting area and cramped quarters that made it difficult for the staff to properly navigate privacy concerns. The new facility, she enthusiastically says, is “wonderful. It’s such a step up.” The new space features a proper entrance and waiting area, several treatment rooms, an in-house lab space and welcoming common areas. The expansion of space allows for an expansion of services. Costantino plans to adopt more wellness offerings into Health Services, and she sees the new space as key: She promotes the Health and Wellness Center as a welcoming community space where students can spend time if they need a break, if they want to gather with Health Services staff to talk about a topic of interest or even if they want a space to relax with their friends. “One Sunday, we had the Patriots game on in the common room, and kids were sitting here watching it,” Costantino says. “The kids seem to really love this new space. We were welcoming before, but there’s definitely a different feel here.”

Welcome New Faculty Six new faculty members begin work at Brooks this fall.

WENDY BRENNAN joins the Brooks community after 28 years of work at three other independent schools. Brennan is the school’s associate director of college counseling, but she also brings experience as an English teacher, department head, coach and community service coordinator. Brennan is a dorm parent in Merriman House, and she will coach the girls 1st lacrosse team. She received her bachelor’s degree from Dartmouth College, and master’s degrees from the Harvard Graduate School of Education and the Bread Loaf School of English at Middlebury College. MICHELE MUSTO joins the faculty as chair of the history department. She has previously lived and worked at Miss Porter’s School and Millbrook School in a variety of teaching, residential and coaching roles. Musto comes to Brooks from Tilton School, where she taught history and served as dorm parent. Prior to her teaching career, Musto worked as a museum curator, during which time she wrote several award-winning exhibitions and catalogs. AMANDA NASSER joins the history faculty after teaching history and English at KIPP Academy Boston. Nasser previously taught history at Trinity Academy for the Performing Arts. She graduated from Boston University with a degree in social studies education, and she returned to receive her master’s degree in curriculum and teaching in 2016. She attended Pingree School. JULIA SINNOTT joins the world languages department as a French teacher. She holds a bachelor’s degree in French and art history from Wellesley College, and an MBA and master’s in accounting from Northeastern University. Sinnott worked as an accountant before she began her teaching career. She has lived and worked in France and Germany, and she has traveled extensively throughout Europe. Sinnott attended Groton School. TOTE SMITH joins the mathematics faculty and serves as director of Brooks’s crew program. Smith spent 12 years working as an investment banker before taking a teaching position at Salisbury School in 2003. Smith taught, served as a dorm parent and coached squash and crew for 13 years at Salisbury. Smith lives on campus in Thorne House with his family, including his wife, Katharine Palmer ’88. STACY TURNER joins the science department and the Learning Center. She attended Tabor Academy and Saint Lawrence University, where she earned first-team All-America nods in both field hockey and lacrosse while rewriting the record books in both sports. Turner spent 14 years working as an actuary, a chartered financial analyst and, most recently, a senior strategist at Mercer Investment Management. Beyond her service in the classroom and as a dorm parent in Hettinger East, Turner will coach the girls 2nd ice hockey team and the 1st field hockey team.

The common room of the new Health and Wellness Center.

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CAMPAI G N UPDAT E

The Campaign for Brooks: Now in its fourth year, The Campaign For Brooks has made tangible and intangible improvements to the Brooks campus and community. This campaign timeline, with references to an aerial photo of campus taken in October 2016, crystallizes the campaign’s successes and the work to be done.

PRE-CAMPAIGN: • A leadership $5,000,000 intention for capital helps Brooks determine its needs and vision.

2013–2014: • Brooks receives an anonymous $3,000,000 gift and a $2,000,000 gift. This momentum allows Brooks to complete the turf field construction and Ashburn Chapel renovation in summer 2014. FY2014 Brooks Fund total: $1,968,064

2014–2015: • The first Summit is held in the fall. Brooks receives two $1,000,000 gifts from Summit participants for unrestricted use and financial aid. • The turf field opens and hosts its first night game in fall 2014. • Ashburn Chapel opens for Lessons and Carols in December 2014. FY2015 Brooks Fund total: $2,149,173

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Meaningful Impact 2015–2016: • The second Summit is held in the fall. After the Summit, Brooks receives a $1,000,000 gift; a $1,000,000 gift is increased to $2,000,000; a $2,000,000 gift is increased to $5,000,000; and three six-figure gifts are increased.

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• The turf field is dedicated as Anna K. Trustey Memorial Field in fall 2015. • Brooks receives a third $5,000,000 gift in spring 2016, along with a $2,000,000 gift for financial aid and the arts.

2016–2017: • A $4,500,000 challenge for the Center for the Arts launches in fall 2016, created by two school trustees. • The groundbreaking for the Center for the Arts is planned for June 2017.

2017–2018: LOOKING AHEAD • Construction of the Center for the Arts will continue. • The Campaign for Brooks will reach its $60,000,000 goal in its final year.

FY2016 Brooks Fund total: $2,289,238

To learn more about The Campaign for Brooks, please visit www.thecampaignforbrooks.org.

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NEWS AT H L E FRO T E SM POT CAMPUS LIGHT

Andrew Stevens ’18

An emerging leader of the boys soccer program finds his outlet on the field. The Andrew Stevens ’18 who walks the halls of the Classroom Building at Brooks is different from the Andrew Stevens who patrols the boys 1st soccer pitch at Brooks. The first Andrew Stevens is easygoing and reserved: A strong student with a solid work ethic, he speaks quietly in thoughtful, measured responses. The second Andrew Stevens, though, is unleashed: An aggressive, fiery athlete, he’s a good bet to be the Brooks player sacrificing his body for a header or tackling an opponent to get the ball. Co-head coach Dusty Richard says that Stevens is “one of the best midfielders in the league. Nobody’s better in the air than he is.” The team’s statistics showcase his skill: Although Stevens is a defensive center midfielder, he scored six goals and three assists this year, good for sixth on the team and placing him among the top 30 offensive players in the ISL. “Andrew scoring is definitely icing on the cake for us,” co-head coach Willie Waters ’02 says. “He sets the tone physically for us in every game by winning balls in the air and making great tackles while the other team is trying to build its attack. He’s the type of player who causes other teams to change their offensive game plan to avoid.”

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Stevens, who began at Brooks as a fourth-former after spending his freshman year on the varsity team at his hometown Marshfield (Mass.) High School, says that in his second year at Brooks, he’s felt himself become a leader for the squad. “Being a year older is a lot different,” he says. “Last year, I played my hardest, but I was up against kids who were two years older than me. Now, I feel like I can run games in midfield by being the guy who wins battles for the team, and I can also play forward, get goals and create chances. I understand the team and the game more, and hopefully we can keep going and keep getting results.” Stevens knows that his on-field personality is a contrast to his offthe-field manner. He explains that his position allows him a physical way to express himself. “I grew up playing one-on-one with my brother, and I would always tackle him really hard, and that’s the role I’ve taken up, being the person who makes the tackle that gets the team going,” he says. “I love soccer, and I’ve always really loved the physical part of the game — being able to get the ball away with a clean slide tackle while also taking a man out, there’s no better feeling than that. Soccer lets me express my emotions and physicality in a way that I don’t really get a chance to do off the field. When I step onto the field, it’s like a whole different world.” Off the field, Stevens acknowledges, he’s “pretty laid back. I work hard, I don’t cause any problems, and I just try to be the best person I can be in the dorm and in the school.” Even in his off-the-field, laidback capacity, Stevens manages to stand out in the Brooks crowd. He’s

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an admission prefect, charged with organizing admission tours for prospective students and meeting with prospective applicants at admission events. He was chosen to speak at the revisit days last year, where he spoke effectively about his first year at Brooks. He also succeeds in the classroom: Stevens says that his favorite academic subjects are English and history. He eagerly describes the classroom environment of his fourthform English class as one where “ideas were bouncing back and forth, and we had the opportunity to share our thoughts and talk about books. It was engaging and fun.” When he’s not playing soccer, Stevens plays squash in the winter and engages in the school’s Community Service program in the spring. Richard, who is Stevens’s advisor as well as his coach, touts all of Stevens’s accomplishments, on the field and off. “Andrew is a kid who is achieving at a very high level in all aspects of his life here at Brooks, not only at soccer,” Richard says. “He does well academically, and he’s playing at a very serious, clear Division I potential. He’s really going to use soccer to change his life.” Stevens confirms that he plans to play soccer in college, at “the best combination of academics and soccer that I can find,” but for now, the boarding student has found a home at Brooks. He speaks enthusiastically about the “brotherhood” he’s found in the soccer program at the school, and how the rituals and traditions of the team help everyone feel included in the program’s successes. “People told me that this was a great team to be a part of, and once I got here, I bought into that,” he says. He also speaks fondly of the residential community at Brooks, and of the sense

that the Brooks uniform represents a community as much as it does a team. “Here, it’s different from other teams I’ve played on, because I live with my teammates; I eat with my teammates; I go to school with my teammates; I sleep in the same dorm as my teammates; I do everything with my teammates,” he says. “I think it brings us that much closer, so that when we get on the field we’re all in tune with what we need to do.” When asked for a standout memory of his time at Brooks, Stevens hesitates. “It’s hard to put my finger on one thing, because everything about Brooks is great,” he says. “Getting to go to classes every day with incredible teachers, getting to play soccer on such beautiful fields — I appreciate everything this school has done for me and everything it offers.” But, he says, finishing his thought with a wry smile, “In terms of soccer, the most fun I’ve had playing soccer here was when we beat Phillips Academy 5–0 on the road at the beginning of this season. We just came out firing, and I got the first goal by heading it. It was awesome — so much fun. It’s fun winning here at Brooks.”

“Soccer lets me express my emotions and physicality in a way that I don’t really get a chance to do off the field. When I step onto the field, it’s like a whole different world.” ANDREW STEVENS ’18

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NEWS FRO AT HLET I CSMNCAMPUS EWS

Fall Teams Find Success FOOTBALL CONTINUES WINNING WAYS

The 1st football team kept its foot on the gas this fall, storming through its schedule to notch a 7–1 record, a share of the ISL championship and a spot in the Mike Atkins Bowl. After a Week Two stumble on the road against Milton Academy, Brooks put together a 6-0 stampede during which it outscored opponents 166–38, including a 42–0 rout over Rivers School and a 36–0 drubbing of Groton School. Brooks also took home a 13–9 win over traditional rival Governor’s Academy in front of a huge Parents Weekend crowd. The fairytale couldn’t last forever, though, as Brooks fell in the Mike Atkins Bowl — its second bowl

appearance in three years — to a talented and undefeated squad from Hamden Hall Country Day School. “This was the first time Brooks has won a share of the ISL championship in a long time, which is quite an accomplishment by this year’s team,” says head coach Pat Foley. “And, getting to the bowl game was great. I was really proud of the way the team kept fighting the whole game. The team played extremely hard for 48 minutes, which is all you can ask for as a coach.” On offense, quarterback Seamus Lambert ’18 turned heads in his first season at Brooks, going 66–113 and passing for 1,138 yards and 14 touchdowns. Quad-captain Nick Konovalchik ’17 rumbled for

441 yards and five touchdowns on 118 carries. Fifth-former Pat Freiermuth led all receivers with 537 yards and five touchdowns on 26 catches; classmate Terrell Brown followed with 271 yards and three touchdowns on 14 catches. On defense, quad-captain Owen Rosenberger ’17 notched a team-leading 51 tackles and 3.5 sacks. Owen Borek ’19 nailed 3.5 sacks of his own, and fifth-formers Jaylen Cromwell and Connor Breen grabbed three and two interceptions, respectively. Freiermuth showed up again on defense, leading Brooks with three forced fumbles. “The team had some outstanding players, but there was also a lot of balance. We got tremendous

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<< Newcomer quarterback Seamus Lambert ’18 (center) led a balanced Brooks 1st football offense to a share of the ISL championship and a bowl game.

contributions from so many different people, which made it a lot of fun,” Foley says. “We got great leadership and on-field contributions from our four captains: sixthformers Will Gibeley, Konovalchik, Kyle Neyman and Rosenberger. We are also really going to miss guys like Russell Byers ’17, Joe Berberian ’17 and Kyle Helfrich ’17, who played so well in less glamorous positions. We will need to work hard to replace those guys in order to build on this season’s success moving forward.”

CAROLINE KUKAS ’19 in action during 1st field hockey’s 5–1 win over St. George’s School on October 19, 2016. Brooks took the eighth seed in the Class B NEPSAC Tournament before losing to top seed Rivers School in the first round. “We were determined, played with heart and played as a team,” says head coach Ali Mattison. “Our seven sixth-formers all had outstanding seasons. Next year, we’re returning both goaltenders, and four rising sixth-formers will lead the way for 10 rising fifth-formers. I believe we will contend for another NEPSAC tournament bid.”

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BOYS SOCCER TAKES ISL TITLE AND GOES TO NEW ENGLAND CHAMPIONSHIP GAME

The boys 1st soccer team made a triumphant return to its historic greatness this fall. The side went on a head-turning 15–0 run to open the season, during which it outscored opponents 64–5. Brooks clinched the ISL championship Gunmere Cup on November 2, via a 3–1 win over Buckingham, Browne & Nichols School, with three games left in the regular season. The undefeated season lasted until November 9, when Brooks fell to defending ISL and New England champion Milton Academy 1-2 in a hard-fought match. Brooks dusted itself off for a win against St. Paul’s Zeke Godwin ’17 looks for an opening during School to end the regular season before the New England Tournament championship setting its sights on the New England Class game against South Kent School. B tournament. Brooks passed Cushing Academy in the opening round, then beat Noble and Greenough School in a come-from-behind, stoppage-time victory in the tourney semifinal game. Less than 24 hours later, Brooks suited up for the New England championship game against South Kent School, which had been ranked first in the nation for much of the season. Brooks played with grit and determination, but couldn’t match South Kent, losing 0-2. “I’ve been doing this for 39 seasons. This was the most enjoyable of those 39 seasons for me,” co-head coach Dusty Richard says. “This team has always been about more than just winning and soccer. One of the great things that we take pride in is how much our kids care about the team and the program. It isn’t like that at every other school, and most of that is because of the tradition that has been built by kids ranging back to our first team in 1978. They’ve built a tradition of caring about W MORE ONLINE: their teammates, caring about the group rather than Please visit the Brooks themselves. This year has epitomized that. These kids athletics website at www.brooksschool. suffered through some down years. They experienced org/athletics for more what it was like to fall short together, and this year, information on your favorite they got to experience what it feels like to be chamBrooks team, including schedules, game recaps pions together. And, the feeling isn’t that different. and up-to-date news. That’s taken two or three years, and close to 40 years of tradition, to build.” The program graduates three sixth-formers: Alex Chaban, Zeke Godwin and captain Dylan Steele — the only two-year captain in the last 40 years, who Richard calls one of the “three or four most impactful captains I’ve had.” As a group, Richard says, the three sixth-formers “have returned the program to where it rightfully belongs.” Richard has a lot to look forward to next year: Brooks will return Duncan Sutherland ’19 and Jacob Iwowo ’18, two of the leading scorers in the ISL. Brooks also returns goalkeeper Christian Garner ’18, who held down a 0.71 goals against average this season, as well as standout Andrew Kempe ’19, who will vie for time in goal. Andrew Stevens ’18 will captain the team.

Andrew Kimball â&#x20AC;&#x2122;83 looking in on Ends Meat, a whole-animal salumeria, which is one of the popular food joints in Industry City.

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A NEW LIFE FOR OLD NEW YORK

ST O RY BY R E BECCA A . BI ND E R

P H OT O G R A P H Y BY JE NNI F E R LI SEO

Andrew Kimball ’83 grew up watching the collapse of New York’s manufacturing industry. He’s built a career around urban transformation, and he’s on a mission to bring those hulking, ramshackle buildings back to life by turning them into beacons for the new “innovation economy.”

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Andrew Kimball ’83, CEO of Industry City, ever offers you a tour of the six-million-square-foot complex, here’s a tip: Wear your walking shoes. Industry City, formerly Bush Terminal, is a historic shipping, warehousing and manufacturing complex on the Brooklyn waterfront. Now, the 35-acre site has been transformed, and its 16 repurposed warehouses host a variety of commercial and manufacturing tenants. The space boasts high ceilings, bright, unfettered workspaces and large windows that provide views of the Statue of Liberty.

What this means for your feet is that Industry City is huge. You’ll walk through the massive buildings, across the landscaped courtyards between them, up stairs, down hallways, and through countless spaces where artisans and manufacturers — fabric makers, pickle makers, chocolatiers, woodworkers, artist’s studios and vodka distilleries — create and ply their wares. You’ll pass through a great deal of space that’s under construction, but you’ll also pass through a great deal of space that has reached its vision. Industry City hosts a 40,000-squarefoot “food hall” packed with eateries; a passageway, dubbed “Innovation Alley,” that connects the buildings and is lined with shops; and events, markets and concerts held in the courtyards. Industry City, Kimball will tell you, is more than just a collection of creative offices and workspaces. Industry City represents something new: an ecosystem of innovators, entrepreneurs and established industry presences that want more than just high ceilings and natural light; they want a community, a chance to collaborate, a chance to stake their claim and participate in what Kimball calls the “innovation economy.” “Part of the reason I call it the innovation economy is to move the debate away from what is manufacturing and what is not manufacturing,” Kimball explains. “Things have changed over the past 15 years. Old definitions of ‘this is office space’ and ‘this is manufacturing space’ are becoming irrelevant. Instead, we focus on which sectors are growing and thriving in New York City, and are they providing access to well-paying, local jobs?” In New York and other urban areas, Kimball continues, the “innovation economy” is a mashup of design, art, technology, fashion and light production. One hallway at Industry City, for example, houses Suneris, a biotech startup that developed a wound-clotting gel for animals. Next door is AeroBo, a company that manufacturers and operates drones. Then, Coral & Tusk, a fabric company. Industry City provides space for these varied pursuits and also focuses on building a larger community. The complex boasts intentional community spaces — the lounges, courtyards and the food hall — that promote collaboration among businesses. Industry City also hosts an online portal that allows tenants to communicate with each other. “We connect people,” Kimball says.

“People like this want to be around other creative types, but they don’t want to be around other creative types from only the same sector.” Take, for example, the collaboration between AeroBo,the drone manufacturer and operator, and AbelCine, a camera and photography rental outfit. AbelCine teamed up with AeroBo to provide drone services to their client base; this move benefitted both companies and is indicative of Kimball’s vision: “You can take these big, massive places, cut them up into smaller units, and that’s where today’s maker wants to be,” he says. “In a small space where they can grow over time, and in a community with other creative types with a landlord who connects them.”

A LIFELONG INTEREST

A New York native, Kimball grew up on East 96th Street in Manhattan. That address is significant; East

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Andrew Kimball ’83, CEO of Industry City in Brooklyn.

“It was the MOST VALUABLE eight months of education of my entire life, but I don’t think I would have been prepared to be a good candidate for Coro if I hadn’t started to learn those kinds of leadership experiences at Brooks.” ANDREW KIMBALL ’83

96th Street is the dividing line between two neighborhoods: the traditionally posh Upper East Side and the traditionally struggling East Harlem. Kimball says that he noticed this stark division as a child, especially during the turbulent economic period of the 1970s. “That was one of the things that got me interested in urban transformation early on,” he says. “Why do cities evolve in some positive ways and in some not so positive ways?” Kimball also grew up in a family with the ability to effect change. Adlai Stevenson, the progressive Democrat who was the party’s twotime nominee for United States president, makes an appearance on Kimball’s family tree. So does a former president of the University of

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Miami. “Adlai Stevenson made urban regeneration a big part of his platform,” Kimball explains. “The University of Miami played a big role in anchoring the revitalization of Miami. All those ideas were kicking around in the back of my head when I was 15, 16 years old.” Kimball is neither the first nor the last of his family to attend Brooks, and he says his family’s connection to the school made the choice to take up residence on Great Pond Road as a fourth-former appeal to him. “In a lot of ways, I feel like I really lucked out. Brooks was the perfect place for me over the years in terms of personal development,” he says. “It was a great balance of academics, sports and community.”

Kimball speaks highly of the opportunities Brooks gave him to hone his leadership skills, especially his service as senior prefect and as a member of the boys soccer team. “Soccer helped me understand that if you commit as a group toward a larger goal, you can achieve great things,” Kimball says. “That’s obviously a very simple concept, but it was the first time I saw it in action. That was a really important leadership experience for me early on.” He also remembers the insight that serving as the school’s senior prefect afforded him. “Being senior prefect gave me my first flavor of working directly with adults on bigger agendas around improving the school and helping to better link students with faculty,” Kimball says. “That was tremendous exposure for me early on, and it allowed me to think about that form of leadership.” Kimball attended Hamilton College and then took up a position with former Massachusetts governor Michael Dukakis’s 1988 presidential campaign. “I wasn’t crazy

The exterior of Industry City.

about the direction of the country,” explains Kimball. “I was becoming more engaged politically, and I wanted more focus on urban investment, more focus on celebrating the diversity of our country and lifting people up, with some thoughts on urban transformation mixed in.” After Dukakis lost the 1988 election to former United States president George H. W. Bush, Kimball returned to New York in 1990 for what he calls a “gamechanger”: a spot in the elite Coro Public Affairs Fellowship program. Kimball is currently chair of the board of directors of Coro New York Leadership Center, the organization that facilitates the Coro fellowship, and his lasting dedication to the program is well founded: The fellowship uses cities and a series of internships as classrooms to train the next generation of leaders. The fellowship stresses the need for leaders to be able to forge connections and lead across non-profit, business and government sectors in complex urban environments. “I’d grown up in New York, and I thought I knew New York,” Kimball says. “I didn’t know New York at

all.” The fellowship placed him in internships that ranged from finance to policy to a place with the Teamsters union. “I began to understand how decisions get made and how to move solutions forward,” he says. “It was the most valuable eight months of education of my entire life, but I don’t think I would have been prepared to be a good candidate for Coro if I hadn’t started to learn those kinds of leadership experiences at Brooks.”

TRANSFORMING NEW YORK

Kimball’s career reflects his childhood interest in urban transformation. He spent eight years at the New York Public Library. “I wanted to get out of political campaigns,” Kimball says. “I decided that I wanted to work for organizations that were transforming things; I felt I could get more done.” During his stint at the Library, Kimball says, he gained a greater understanding of how to run a large organization: Kimball raised public money to fund the restoration and redevelopment of branch libraries. “Libraries are the backbone for small businesses getting started; they’re a critical afterschool program; libraries are the way many people see the world for the first time, especially in poorer urban areas,” Kimball says. “That got me interested in real estate, because

when you think about communities that are beaten down, if all of a sudden there’s a brand new, shiny library, it becomes an anchor for regeneration.” He moved on to his next challenge: Daniel Doctoroff, New York’s deputy mayor for economic development and rebuilding under the Michael Bloomberg administration, appointed Kimball the director of operations for the city’s bid to host the 2012 Olympic Games. Kimball says he accepted the appointment because he “wanted to help make sure the Olympics would come to New York, as a way to help transform our city.” Even though New York failed in its Olympic bid, Kimball points out that in an important way, the city “won by losing.” The rapid timeline of the bid, he says, hastened the approval of rezoning, new parks and other improvements. “In the normal life of a city, these things might take seven, eight, 10 years to get done,” Kimball says. “We got them done in two.” He points to the rezoning of Manhattan’s Far West Side, now a booming neighborhood; the High Line park, now a major attraction; and the rezoning of the Brooklyn waterfront, which, Kimball says, has transformed the neighborhoods of Greenpoint and Williamsburg. “All of that would

Andrew Kimball ’83 in the shop of a custom kitchen appliance manufacturer at Industry City.

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Artwork lends flair to the previously drab industrial hallways at Industry City.

“It’s not the smokestacks anymore, where one company comes in and puts thousands of people to work; now, it’s more urban area-type uses, where you have tons of these small businesses that are going to GROW OVER TIME.” ANDREW KIMBALL ’83

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“Creating real estate value, while at the same time creating jobs and doing it in a sustainable way. This is something with STAYING POWER that can really change urban areas.” ANDREW KIMBALL ’83

have happened without the bid,” Kimball says, “but it would have happened much more slowly.” In 2005, Kimball was appointed president and CEO of the Brooklyn Navy Yard Development Corporation. This is the not-forprofit corporation that serves as the real estate developer and property manager of the Brooklyn Navy Yard, which is owned by New York City. These days, the Yard is a 300acre waterfront industrial park that showcases the viability and positive impact of modern, urban industrial development. But, that wasn’t always the case. “The Yard is this massive industrial relic that had amazing history, but was a dump,” Kimball says. “I was able to convince City Hall that we had a business model that worked, that we were creating jobs, that we were generating revenue and were self-sufficient from an operating point of view, but that if the city didn’t invest in basic infrastructure — nobody had put a dime into those buildings since World War II, and some of them went back to the Civil War — the place was literally going to fall into the East River.” Kimball succeeded: During his tenure, his team put into place $250 million in public investment and leveraged approximately $750 million in private investment.

The Yard reflected this good work: Kimball nurtured a complex with 300 tenants — including manufacturers, artists and a distillery — and more than 6,000 employees. He has been credited with creating jobs, working to employ area residents and sparking Brooklyn’s recent manufacturing boom. Kimball points to Steiner Studios, a sprawling film production company that is a resident of the Yard, as an indicative tenant. “Their soundstage was just being finished when I got there,” Kimball says. “It was another example of redefining manufacturing, which is what I’ve tried to do here at Industry City, also. It’s not the smokestacks anymore, where one company comes in and puts thousands of people to work; now, it’s more urban areatype uses, where you have tons of these small businesses that are going to grow over time. Twenty-five years ago, nobody said film production was manufacturing, but you’re building sets, you’re doing post-production, you’re doing digital media, and you’re creating well-paying, local, urban jobs.” 2013 brought Kimball to Industry City. When Kimball took the reins, 70 percent of the space at the Industry City complex was underutilized — either vacant or being used for static storage. Kimball also faced a $350 million mountain of deferred maintenance costs, including $50 million of damage from 2012’s Superstorm Sandy (for example, 20 million gallons of water filled Industry City’s basements). By July 2016, $150 million had been invested toward, among other improvements, replacing 18,000 windows, upgrading 144 elevators and $40 million of electrical work. The complex had added 200 tenants and 2,500 jobs. Kimball’s not resting on his laurels: His long-term master plan calls for a rezoning that would allow for

three new buildings, the continued redevelopment of current buildings, and, he says, the creation of an additional 20,000 jobs in the next decade.

A CHANGING NEIGHBORHOOD

It’s impossible to talk about Industry City without talking about the neighborhood it sits in. Sunset Park is home to a diverse community with a large number of Latino and Asian residents. The elevated Gowanus Expressway cuts through the neighborhood on a north-south axis: Industry City, the waterfront and New York Harbor lie to the west of the expressway; to the east lie avenues, flush with small businesses, restaurants and subway stops, which are intersected by residential side streets of row houses and brownstones. The fate of the eastern side of the neighborhood has historically rested with the fate of its western side. When Bush Terminal — Industry City’s predecessor — was booming, so was the neighborhood. It reached its peak in the early part of the 20th century as a hub for steamships and freight cars, and was commandeered by the United States military during World War I and World War II. But, when the Great Depression, the decreasing importance of heavy industry and the rise of truck-based shipping began to bring down Bush Terminal, the neighborhood’s economy suffered. Sunset Park has begun a slow ascent since the 1980s, but there’s little doubt that the reinvigoration of Industry City has recently put the neighborhood on the map. In February 2016, The New York Times called Sunset Park one of “New York’s Next Hot Neighborhoods”; increasing numbers of cafes and boutiques occupy storefronts; and aspiring Brooklyn homebuyers

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Andrew Kimball ’83 explains how the “innovation economy” has grown along the Brooklyn waterfront, including the Brooklyn Navy Yard and Industry City.

priced out of Park Slope and Fort Greene are beginning to notice those quiet side streets and bustling avenues. Gentrification is coming to Sunset Park, and with it, the issues that every “next hot neighborhood” faces: rising rents; displacement; the pricing out of longtime residents and small businesses. Kimball acknowledges that Sunset Park is changing, but he’s hopeful that Industry City can help the neighborhood’s residents rise with the tide. “Gentrification is not a New York problem specifically, and it’s not a Brooklyn problem specifically, but it’s an issue that’s particularly intense in Brooklyn,” Kimball says. “I would argue that even if we weren’t putting in a dime here, gentrification would be sweeping these communities anyway. It’s a function of Brooklyn’s great residential neighborhoods.” “There are a lot of things the city can do, which are important: rent

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protection; building affordable housing,” Kimball says, “but that’s not what we’re doing here. We’re doing a redevelopment of buildings that have basically lain fallow for 30 years. We have a real opportunity here, though, to be a counterpoint to gentrification: we can create well-paying, local jobs, move people up the economic ladder faster than a lot of service-sector jobs do, and then give them the resources to choose where they want to live.” Industry City takes pride in the fact that, according to a 2015 tenant survey, 51 percent of the complex’s workers live in the surrounding neighborhoods — 37 percent in Sunset Park — and 43 percent hold less than a bachelor’s degree. Meanwhile, workers with high school diplomas who have worked at Industry City for five or more years have an average annual income of $60,000, and entry-level jobs with Industry City tenants typically pay

between 40 to 50 percent more than service-sector jobs. These are impressive statistics, and they’re no accident. While at the Brooklyn Navy Yard, Kimball set up an employment center for local residents, which paid off. Currently, the employment center at the Yard places 300 people a year in jobs at the Navy Yard. Industry City is building on that model through the opening of its Innovation Lab — an on-site employment center that allows Industry City to partner with local non-profits to offer job placement and training, business assistance, entrepreneurship workshops and educational classes to neighborhood residents. “You have this highly educated work force at the top, but then you’re also providing jobs and access to jobs to lots of people,” Kimball says. “Increasingly, this has become a real value-add for our tenants: If you’re a small business and you need to hire an employee, and you can hire someone who can walk here, bike here, take the subway a few stops, that person’s going to stay in the job. It’s straightforward common sense, and it affects the bottom line of that business. If they can pay their rent, if they can expand, that also benefits the landlord.” “The old adage of doing well and doing good at the same time is something that’s always been in my DNA,” he says. “Luckily, because of my parents and upbringing, my education at Brooks, my time at Coro and other places, I’ve been able to figure out this niche around creative real estate over the past 15 years. Creating real estate value, while at the same time creating jobs and doing it in a sustainable way. This is something with staying power that can really change urban areas.”

BY RE BECCA A. BINDER

A DIFFERENT

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Outside the edge of the spotlight the 1st teams occupy at Brooks, the schoolâ&#x20AC;&#x2122;s 2nd and 3rd athletic teams pile up their own successes. They give students space to make friends and find community while learning how to skate, kick a ball or defend a basket. More than that, though, they give students the opportunity to learn valuable lessons that they will apply inside and outside the classroom. 31

AT LAHEY ’08 was well known at Brooks for being an

outstanding football player and wrestler. The offensive lineman anchored the Brooks line for four years, earning All-ISL honors before accepting an early-decision offer to play football at Dartmouth College. Lahey also dominated on the mat for Brooks: He was named to the All-New England team and won the ISL heavyweight wrestling title en route to earning Prep All-America Heavyweight accolades. You might expect Lahey’s most memorable athletic experience at Brooks to be a tale of football glory or a play-by-play account of a beautiful pin. But instead, Lahey’s voice will light up as he tells you about a frigid March practice on a just-thawed Lake Cochichewick — as a 6'3", 280-pound member of the boys 2nd crew team.

“[Former faculty] T. J. Baker, our coach, had us doing this balance drill with our oars that he told us they did at Harvard,” Lahey remembers. “One kid changed his hand height on the oars a little too quickly and flipped the boat in the middle of the lake. It was a little dicey for a moment, but it was hilarious. Whenever I go back to campus for Alumni Weekend or the Alumni Row, I’m sure I’ll always think of that moment.” Lahey explains that he never expected to be involved with crew. “I put so many hours into football and wrestling at Brooks, and there are great memories there too, but crew sticks out for me,” he says. “In football and wrestling, I focused on being big, strong, powerful and using brute force to excel. Crew, though, is really the ultimate team sport, because you have to move in unison and work together with your teammates. It was humbling, and it made me a smarter athlete.” Darby St. Clair-Barrie Nevola ’07 has a similar story. A two-time girls lacrosse ISL Prep All-Star and 2005 All-America honorable mention selection who went on to play lacrosse at national powerhouse Northwestern University, Nevola speaks enthusiastically about her time playing lacrosse at Brooks: the talented teammates she played with; the coaching staff that helped her progress; the high level of skill in the ISL, which

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gave her a taste of college-level play. But, she reserves what may be her fondest words for her time spent on the girls 2nd ice hockey team. “I think I fell over every practice and every game for the first couple of months that I was on the team,” Nevola admits. “I played lacrosse at such a high level, and it was challenging to suddenly be in the rink and not know what I was doing. I was able to learn and develop new skills that I wasn’t used to. A lot of the challenge was mental: the idea that you have to keep pushing, that you have to keep going, even if you’re not the best one out there; that you have to have fun. The lessons that hockey taught me turned out to be very valuable as I went on to the college lacrosse game.”

OUR AFTERNOON ACTIVITIES PROGRAM COMES DOWN FROM WHO WE ARE AND WHO WE HAVE BEEN FOR A LONG TIME. WE BELIEVE IN WHAT CAN BE LEARNED OVER AND ABOVE THE ACTIVITY ITSELF. Director of Athletics BOBBIE CRUMP-BURBANK

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Mathias Tankersley â&#x20AC;&#x2122;19 in action for boys 3rd soccer against Milton Academy on October 5, 2016.

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O + + + + + + + + + + + + O + + + + A FUNDAMENTAL VALUE

It’s hardly a new idea at Brooks that sports can teach valuable lessons that translate to other areas of a student’s life. In fact, founding Headmaster Frank D. Ashburn recognized the place of athletics in a Brooks education. Writing in “Greatly Pursued,” his biography of Mr. Ashburn, faculty emeritus E. Graham Ward notes that Mr. Ashburn coined the designations of 1st, 2nd and 3rd team. Mr. Ashburn was attempting, Ward writes, to draw the focus away from gradations marked by age or grade level, and toward talent and experience level. Mr. Ashburn wanted to encourage a sixth-former with limited experience or talent in a sport to feel comfortable playing on a 3rd team where he could find success. Mr. Ashburn’s vision lives on at modern-day Brooks. Today, each student is required to engage in afternoon programs. A group of these afternoon activities, including interscholastic sports, theater, dance, community service and sailing, is called “team offerings”: activities that allow students to collaborate, engage with others and work together toward a common goal. Third- and fourth-formers are required to sign up for three team offerings over the course of the academic year, one of which must be an interscholastic sports season. The team offerings requirement allows students to develop qualities of leadership, teamwork, empathy and overcoming adversity, and instills the importance of balancing the mind, body and spirit. “Our afternoon activities program comes down from who we are and who we have been for a long time,” Director of Athletics Bobbie Crump-Burbank says. “We believe in what can be learned over and above the activity itself. Team activities are a tremendous opportunity for leadership, for example. Any time a group of kids comes together to try to achieve something bigger than themselves, which they can’t achieve on their own, it’s an opportunity for kids to step up and think outside themselves.” Crump-Burbank stresses that all of the team offerings at Brooks teach valuable lessons. But, she sees something special in the value of interscholastic competition — the girls 3rd soccer team, for example, competing against squads from other schools. “At some level, the ISL is not only a very competitive league; it’s also a league that believes in the value of competition, of exercise, of teamwork,” she says. “The reason we offer these activities has always been so that we can provide that experience for our students.” In the age of sport specialization, Crump-Burbank

continues, playing for a 1st team may be out of reach early for an athlete. The 2nd and 3rd teams, she explains, enable all of the school’s athletes to play interscholastic sports at a level that allows them to improve and enjoy their experience. The coaches of the 2nd and 3rd teams are the key to this mission. Crump-Burbank holds a strong belief that the ideal 2nd or 3rd team coach is a Brooks faculty member who understands the “big picture” of life at Brooks: who understands how Brooks students spend their mornings; who understands their responsibilities at night; and who, in Crump-Burbank’s words, “understands how afternoon practice falls within the broader scheme of a student’s day.” Crump-Burbank points to English faculty John Haile, longtime coach of the boys 3rd soccer team, which plays a 16-game schedule each fall. “John is an extraordinary teacher who understands what Brooks’s mission and goals are,” she says. “He loves coaching boys 3rd soccer because, while he develops his players’ skills, his goal is to make sure that they have a positive experience, a meaningful experience that they can look back on fondly when they leave Brooks.”

TEACHING BY COACHING

Haile has coached soccer for 37 years at every level from varsity to intramural, and he says without hesitation that coaching the 3rd level is his favorite. “I was not a great athlete in high school. I never made it to the varsity,” he explains. “I think I sympathize with the kids who, just because they lack experience or interest or athleticism, may never make it to the upper levels but still want to have a good experience. The 3rd team, at least in soccer and especially at Brooks, really fulfills that role in the lives of a lot of kids.” Watching Haile’s boys 3rd soccer team play against Milton Academy in early October is a treat. Boys in familiar green jerseys go all-out to patrol a Brooks field bathed in sunlight and surrounded by the beginnings of fall foliage. The sidelines are animated, with reserves cheering for their teammates and waiting for their chance to play. Haile coaches the same way he teaches: with an easygoing, approachable manner that doesn’t hide his knowledge of or love for the subject matter. Haile likes to win games and knows that his players love to win games. But, he points out that, as is often said, winning isn’t everything. “I believe that you learn

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A moment of bonding before the start of the girls 2nd soccer game on October 5, 2016.

things from winning, and you learn things from losing,” Haile says. “If you get a winning season three out of five years, that’s great, but my goal is to create an environment where kids can learn from both kinds of experiences.” “I think the secret to it, at least from a student’s point of view, is that they’re able to be themselves,” Haile continues. “Typically, the year starts out with kids posturing, boasting, trying to jostle for the approval of others and the coach. Gradually, as the season goes on, they learn that it’s OK to make mistakes, it’s OK to admit that you don’t know what you’re doing. I’m the kind of coach, for whatever reason, that is able to let kids feel comfortable doing that.” As a fall team with a roster filled mainly with thirdformers and younger students, the boys 3rd soccer team serves as the backdrop to many students’ first days at Brooks. Haile uses this opportunity to introduce his players not only to each other, but also to

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THE 2ND TEAM UNIFORMS ARE THE SAME COLOR AS THE 1ST TEAM UNIFORMS; I LOVE THAT THERE’S THAT COMMON THREAD ACROSS ALL OUR TEAMS AND ALL OUR LEVELS. TIM BENSON, English faculty and head coach of the boys 2nd ice hockey team

B 35

A New Director of Athletics Brooks proudly welcomed Bobbie

softball and began her career teaching

camp director,” she says. “When you’re

Crump-Burbank P’11 to the director of

Spanish. She moved to Oldfields School

a camp director, it’s a lot like teaching

athletics position in July. Crump-Burbank

in Maryland, spending two more years as

or coaching: you work with your staff;

is no stranger to Brooks, having arrived

a Spanish teacher and three-sport coach

you build your team; you coach and

on campus in 1985 as Spanish faculty.

before arriving at Brooks.

teach them, and set expectations. You’re

Over her time at Brooks, Crump-Burbank

working together to create something.

has served as a dorm parent, and has

ate impact at Brooks. She was a dorm

That’s what I really like to do — teach and

coached in the field hockey, girls lacrosse,

parent, taught Spanish and helped start

work with kids, and help them progress

girls basketball and softball programs.

the school’s health program through the

through their education. Accepting

She spent 23 years working in Brooks’s

Dean’s Office. She coached three sports

the director of athletics position was a

renowned Summer Programs. Under her

until her son, Andrés Burbank-Crump ’11,

no-brainer for me; it was an easy choice.”

watch as director of auxiliary programs,

was born; she continued to coach basket-

the summer months at Brooks grew from

ball until 2006.

a day camp to today’s bustling hub of

The decision to move to Summer

Brooks’s athletics program is strong, Crump-Burbank says, pointing to the school’s on-the-field success, to the

camps, sports academies, and a host of

Programs was made, in large part, so that

quality of the department’s coaches and

professional programming for teachers

Crump-Burbank’s schedule as a working

to the school’s well-kept, impressive

and other educators.

parent could also accommodate her son’s

fields and athletics facilities. “My goal is

Crump-Burbank grew up far from

flourishing athletic career. “It was logis-

to make sure that the ideal experience a

Brooks, in Mexico City. She played soft-

tically easier to have my career focus on

student can have in afternoon programs

ball as a girl before attending school in

Summer Programs,” she says. “I could

is had by every student, through all three

the United States. She studied physical

pick my son up from school and drive him

seasons,” she says. “I want to provide the

education at Slippery Rock University

to practice. Throughout his high school

kid who has never played sports before

and followed that up with a master’s

career and college career at Williams

the same opportunity that we provide to

degree in athletic administration from

College, I could go to all his games. If he

our 1st team players — to pursue their

Springfield College.

was playing soccer at Hamilton College

passions, to challenge themselves and to

on a Wednesday, I could get there.”

compete at a high level. For some of our

Her first teaching position was a twoyear stint at Culver Military Academy in

Crump-Burbank made an immedi-

After Crump-Burbank’s son graduated

kids, playing sports at Brooks will be the

Indiana, where Crump-Burbank taught

college, she no longer needed to tailor

first of many experiences playing sports;

physical education, was a dorm parent

her schedule to the summer months.

for some of our kids, playing sports at

and coached girls volleyball, girls basket-

And, she adds, as Brooks’s summer

Brooks will be their only experience play-

ball and girls crew. She then worked at

programs grew, her work became more

ing sports. We want to make sure that

Fay School for four years, where she lived

administrative and moved away from

both experiences are good experiences.”

in the dorms, served as athletic director,

what she loved. “When it started, it was

coached field hockey, basketball and

basically a day camp, and I was the day

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Brooks. “I talk frequently about life at school, and I’m always eager to make connections between our time on the field and their life in other places at school,” Haile says. “For example, we start every new drill with a trivia question, often about things at Brooks: What is the name of [Head of School John] Packard’s dog? This helps them understand that they’re a part of the school, and it helps them feel connected.” Spanish faculty Chelsea Clater, head coach of the 2nd field hockey team, has a larger depth of talent on her roster. There is no 3rd field hockey team at Brooks, so, Clater explains, “I have some girls who are just picking up a field hockey stick for the first time and some girls who will probably make the 1st team next year. It creates this cool environment where girls can really share a love of the game and teach each other. The girls who have a little more field hockey experience almost immediately become mentors to the girls who are new to the sport.” Clater believes that this phenomenon of students teaching and learning from each other, also in the fall and in the first days of school, helps solidify the team’s experience. “This is a group of girls they’re going to see every day, and finding success with that group is important,” she says. “The players improve so much over the course of a season, and they notice it in each other. It’s a very positive experience of fellowship for them, especially during a time of year when they’re having their first successes — and their first failures — in the classroom.”

A PERMANENT HOME

Second field hockey boasts a roster that, in the last several years, has run the gamut of form years. Clater’s captains this year — fifth-formers Blakely Dimeo, Madison Dunn and Emma Flaherty — are all threeyear veterans of the 2nd team, a point that Clater takes pride in. “These girls don’t have to play field hockey anymore, but they all decided to stay,” she says. “Almost all of my players from last year came back this year. I really want to instill a love of the game, and I want the girls to come back and play for me every year.” Field hockey isn’t the only 2nd team that routinely has students suit up for four years. Connor Silva, a fourth-former who played on the boys 1st lacrosse team last spring, also picked up a stick for the boys 2nd ice hockey team last winter. He was, in his own words, “the worst player on the team by far.” He spent the season learning how to skate, and then slowly picking up playing time during the games — including a dramatic overtime win against St. Sebastian’s School that he grins when describing.

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THE LESSONS THAT HOCKEY TAUGHT ME TURNED OUT TO BE VERY VALUABLE AS I WENT ON TO THE COLLEGE LACROSSE GAME. DARBY ST. CLAIR-BARRIE NEVOLA ’07, remembering her time on the girls 2nd ice hockey team

+ O + + + + + + + + + + + + O + + + “I have so much fun,” Silva says. “I can really just give it my all, knowing that it’s OK to make mistakes. I want to play 2nd ice hockey for all my four years here. I hope I can be a captain for this team when I’m a sixth-former. Deciding to play 2nd hockey is probably one of the best decisions I made last year.” Silva won the team’s Best Teammate award last season. Boys 2nd ice hockey head coach Tim Benson, who teaches English and is also an assistant coach for the boys 1st lacrosse team, says that the awarding of the 2nd team best teammate honors is his “favorite day of the year.” “There’s a lot of exterior noise at the 1st team level — playing time, college prospects — that doesn’t happen at the 2nd team level,” Benson says. “You’re really able to coach the game: Egos get thrown out, humility comes into play, lessons are shared. I think it’s pretty great.” “These kids don’t play for accolades or notoriety,” Benson continues. “Second team players start to believe in the idea of playing for something bigger than themselves, and of representing the entire Brooks community in practice and games. The 2nd team uniforms are the same color as the 1st team uniforms; I love that there’s that common thread across all our teams and all our levels.”

E D I T E D BY RE B ECCA A . B I N D ER BRO OKS BULLETIN

A Chapel program encouraged the Brooks community to reflect on what it’s grateful for. As it turns out, the small, sometimes unheralded parts of life at Brooks may matter the most.

The Value of

e d u ! t a Gr It was hard to miss the brightly colored bulletin board hanging in the Link last spring. The words “Gratitude Board” lined the top. Simple printed instructions accompanied a stack of index cards, push pins and pens: Grab a card, write down what at Brooks you’re grateful for and pin it up for the world to see. Within days — hours, even — the cards started to appear. Roommates, grateful for each other; faculty, grateful for their students; adults, grateful for their colleagues; notes from students expressing gratitude to the Brooks grounds crew and coaches; even a note from the parent of an applicant for admission who had recently been accepted. The Bulletin asked the authors of several of the cards to expand on their thoughts. Taken one by one, the responses shine a light on individual Brooks experiences. Taken collectively, though, the responses echo the close-knit, familiar strength of the Brooks community, and the different sets of perspectives, talents and strengths that form it.

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I consider education one of the most admirable occupations in the world. My experience at Brooks has only reinforced my belief. Teachers improve our society. From exploring “The Odyssey” with [English faculty John] Haile to debating the cause of the Civil War with [history faculty Eddie] Carson, my classroom interactions at Brooks have benefited me beyond measure. Yet, teachers play a role much greater than a passer of knowledge. They build character in students. I still recall one winter morning in my fifth-form year when almost half of our math class did not show up to class on time. [Mathematics faculty] Dusty Richard sat on his elevated stool, patiently waiting for students to come in, one after another. When everyone finally made their way into the room, it was already 10 minutes into the class period. Though Dusty was not angry, he was clearly let down. Before he started teaching that class, he said, “sometimes we don’t get to do what we want to do, but honor compels us to do so.” Dusty taught us how to solve Taylor series that morning, one of the more difficult concepts in calculus, but what I learned was a lesson in life. The teachers who come to class every morning, ready to share, are doing their part to promote thought and intellectualism. As students, we should show our gratitude and pay our respect.

Jack Yang '17 40

Julia Moore '17 I’ve met a lot of great people that I didn’t expect to meet here at Brooks. The relationships I’ve formed here are closer than I ever thought they would be. I come from a small town in Colorado that’s very different from here. I was a little nervous about who my friends would be and about who I would meet. I’ve been very surprised by how close this community is. In terms of the opportunities here, there are millions of things to do, and I’ve ended up liking some things that I never thought I’d try. For example, I’ve become involved in student government. And, I’ve always enjoyed writing poetry, but I felt uncomfortable sharing my poetry. Joining the Poetry Club and watching my classmates share their work so passionately has been really moving for me. Brooks is a small school — when you know all the faces around you, finding the bravery to try new things becomes easier. Now, as a sixth-former, I’m a school prefect. It’s really cool. I’ve looked up to the prefects since I was a third-former. Prefects are the students on campus to whom people look for leadership, and they’re the students that the third-formers know will be there for them. I really enjoy being a leader in new ways and working closely with [Head of School John] Packard. Living on the East Coast has opened my eyes to how much I love experiencing new places. I went to Italy over last year’s Spring Break with the Grahams [see front cover, Brooks Bulletin, Spring 2016], and that trip inspired me to travel more. I hope to study abroad in college. I’ve taken a film class, and I’m currently doing a film independent here at Brooks, and I’d like to do something with travel and film. I think the lessons I’ve learned here at Brooks will definitely apply to that.

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Lily Valerio '19 Brooks isn’t only a school. It is much more. Brooks is a home, a place of comfort and a sanctuary. I come from a city — Lawrence, Mass. — that I believe is frowned upon and underestimated. Coming to Brooks every single morning has guided me to open new doors, look through a different perspective and try new things. In reality, what does Brooks have to offer? Community is the beating heart of Brooks. We have all these clubs and conversations to help us become better people, explore the world around us and grow as a school. In all honesty, coming together to talk or to listen about something important is extremely hard, but I have realized that it only brings us closer. Talking about challenging topics is never easy and never will be. What is most important is that during difficult conversations, we support and love each other no matter the situation. Brooks has taught me to stand up, and I believe that is why I hold this place so close. Everyone I know has close friends. The relationship between the teachers and students is so genuine; teachers have become my best friends, mentors and support. I have only been at Brooks for two years. In the past two years I have grown, thought and pushed myself more than I have anywhere else. I could not be more grateful to be here. Everyone, every single individual, deserves to be in a place like this.

Brooks has taught me to stand up, and I believe that is why I hold this place so close.

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A Student-Driven Program The Gratitude Board was one piece of last year’s Chapel programming. School Minister and Director of Spiritual Life Julie Mavity Maddalena says that last year’s Chapel prefects wanted to leave a mark on their last spring at Brooks by finding a way to thank members of the staff who they felt were not often recognized for their efforts. The idea blossomed into a series of “staff shoutouts” in Chapel: Each prefect selected a staff member to recognize, met with that person to learn about their life and work, and then presented the staff member with a card in Chapel after reading an extensive biography of them to the assembled school. “The Chapel prefects did a great job recognizing different members of our community in different roles,” Mavity Maddalena says. “I think it’s important to honor all different kinds of work. Some of the work that we do with kids here gets more recognition and more glory; in this case, the kids wanted to name people who clean the buildings and take out the trash. I think that’s a really good awareness and appreciation to cultivate.” As the staff shoutouts continued, the Chapel prefects decided to cultivate a spirit of gratitude by offering the rest of the school a chance to express its thanks to the broader community. The Gratitude Board was the result of that expansion. According to Emma Martin ’17, this year’s head Chapel prefect, public displays of gratitude may become a recurring theme for the Chapel program. “I’m really excited for what’s going to happen in the spring,” she says. “We’re in the early stages, but we’re going to try to build on the board and see where we can take it.” Mavity Maddalena also looks forward to the continuation of the program. “The Chapel program is about building community, nurturing a rich inner life with integrity and nurturing a spiritual life that can mean a lot of different things,” she says. “The Chapel program is also about tapping into our spiritual and religious traditions. Along those lines, all religious traditions and wisdom traditions value gratitude. That’s fundamental to the sort of people we want to be, and the sort of community we want to be in. Gratitude is something that we all have in common, and that we can all offer each other at Brooks.”

Niko Wagner

SCIENCE FACULTY

I like to say that our meetings are "loud and proud." We have a lot of fun at the start, and then we're able to simmer down so that we can get through our work in a respectful way.

The word “advisor” is such a misnomer in that it implies that we just advise our students. Really, we do so many other things: we’re counselors; we’re tutors; we’re teachers; we’re just about everything else. I think my age — I’m 25 years old — helps me as an advisor because I’m somewhere between a parental figure and an older brother. I’m able to have difficult and productive conversations with my advisory, but I’m also able to relate to them and joke around with them. It’s a dynamic relationship that I think is unique. The default is that advisors advise the same students through all four of their years here at Brooks. I have seven advisees: four sixth-formers, one fifth-former and two new third-formers. I’ve taught them in class, two of them live in my dorm and I’ve coached two of them in football. I like to say that our meetings are “loud and proud.” We have a lot of fun at the start, and then we’re able to simmer down so that we can get through our work in a respectful way. What I really love about my advisees is that, after we’ve done what we’re supposed to do, they tend to stick around and just talk about whatever’s going on in their lives. It’s great that I’m able to be an outlet for them to turn to here at Brooks. At the same time, though, I have conversations with them as much as they have conversations with me. There’s a give-and-take in the relationship. I think they see our time not as an obligation, but as an opportunity to get to know me, and to get to know each other, better.

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Jackie Desautels '18 There are many things I am grateful for at Brooks, including a great faculty and staff. They are a huge part of the Brooks community. The faculty try to make our time here better, something too easily taken for granted. Many of the faculty have enhanced my time at Brooks. My advisor, Bini [Egertson, director of admission and financial aid], is like family to me. My meeting with her is my favorite period of the week. We talk about anything and everything, and I always leave in a better mood. I am thankful for the dedication my teachers have to teaching. For example, to [Spanish faculty Lillian] Miller, teaching is more than a job — it’s a devotion for which she expects nothing in return but students ready to learn. Each teacher has a different passion that has made me want to challenge myself and try new things. [Elizabeth] Ford’s love for dancing shines through every day in practice. Finally, I am thankful that the faculty try to provide students with the best opportunities. I appreciate [Director of Exchange Program John] McLoughlin’s effort to make my exchange to Peru last summer as meaningful as possible. The faculty has contributed to my life at Brooks in countless ways and has made me aspire to be a leader who helps others the same way. Thank you for all you do!

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ASSOCIATE DIRECTOR OF COLLEGE COUNSELING AND ENGLISH FACULTY

Kristin Moody The days are long at Brooks — packed with classes, meetings, preparation and homework, coaching, and then night meetings and even the dormitory. The frenetic pace is something that I enjoy but also need the support of the community to maintain. Each day, I am surprised by how a conversation with a colleague on our walk into school can set a positive tone for my day, or how a chance interaction with a student on our trek toward Chapel can teach me something about that person that I never knew before. The form trip days — though just one day — have provided me with relationships that have lasted throughout a student’s four years, until we remember at graduation the moment three years ago when we conquered our fears on the ropes course, or share a laugh about how we both took on the role of the drummer in the “Rock Band” ice breaker. We have many visitors to campus: admission candidates, writers, exchange students and their teachers, speakers, college admissions reps. I feel so fortunate to learn and grow from meeting people from far and wide. At Brooks, we attend school together, we eat together, we laugh together, we go through life together. I have colleagues whom I have known for more than 16 years and those whom I met only a few months ago; but I love that Brooks is a place full of people whom I can go to with questions or challenges, knowing that there will be others to solve the problem of the day or of the week. We work hard — students and adults alike — and we endure because of the special moments that we share. I think it just keeps getting better!

Emma Dawson '18 + Nalia Medina '18 If you asked either of us about our first memory here on campus, we would tell you about the advisory barbecue during our third-form year orientation. In fact, the two of us would have never become such close friends without the immediate bond we shared that day with our advisor, [Academic Dean and history faculty Susanna] Waters. She welcomed us into this brand new world with open arms and a contagious smile. In a world as fast-paced as Brooks, students quickly realize how important it is to develop a close relationship with their advisor. Over the past couple of years, the two of us have encountered the ebb and flow of high school life, and Mrs. Waters has remained our constant support throughout it all. During our time at Brooks, we have seen Mrs. Waters in almost every area of life possible. Whether she is sharing her passion for history in the classroom, running alongside her team at girls 2nd basketball practice, or spending time with her family and dog around campus, she puts her heart into it entirely. Even with her new commitment as academic dean, Mrs. Waters reserves a weekly meeting period for each of her six advisees. These meetings have become something that we have grown to love and look forward to. They usually start off with an academic check-in, but quickly transform into relaxed conversations about just about anything on either of our minds. Every time we meet as group, Mrs. Waters engages us in a meaningful discussion and encourages us to stretch ourselves. Being a part of Mrs. Waters’s advisory has kept each of us organized, honest and focused beyond the classroom walls. We both trust her with anything and have learned that she is always only a phone call away. The two of us are incredibly lucky to have her actively involved in our lives as an advisor and as a friend as we experience high school and everything else to come.

From left to right: Nalia Medina ’18, advisor Susanna Waters and Emma Dawson ’18.

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BROOKS CONNECTIONS IN THIS SECTION 46 Alumni News 52 Class Notes 95 In Memoriam

This unidentified photo was recently unearthed in the Brooks archives. Can you help us identify this person reading a newspaper in a quiet spot on campus? If so, please email Rebecca Binder, Bulletin editor, at rbinder@ brooksschool.org.

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Photos taken by Bill Ferris ’60 and included in his new book, “The South in Color: A Visual Journal.”

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The South in Color “The South in Color: A Visual Journal,” by Bill Ferris ’60 (Chapel Hill: The University of North Carolina Press, 2016) is a beautiful, provocative collection of 100 of Ferris’s photographs of the South. The 1960s and 1970s were a significant period for Ferris as he became a pathbreaking documentarian of the American South; the photographs contained in “The South in Color” are from this period, and they capture the power of his color photography. This book is the first large published collection of Ferris’s color photographs. In the book’s introduction, Ferris notes that color film was not commonly used by documentarians in the last half of the twentieth century, but he found color to “exude a warmth, an accessibility, an animation that invites the viewer to engage with them.” The book opens with images of Ferris’s family farm and its workers — family and hired — southeast of Vicksburg, Miss. As Ferris continued to photograph people and their homes, churches and blues clubs, their handmade signs and folk art, and the roads that wound through the region, divisive racial landscapes became part of the record. In the introduction, Ferris calls race a “central theme” in his photography, and says that an understanding of the American South requires acknowledging the “intimate, enduring presence of race in the region.” Along with his previous books, “Give My Poor Heart Ease” and “The Storied South,” “The South in Color” completes Ferris’s informal trilogy documenting the South’s tumultuous twentieth century.

Lifetime Achievement Award Bill Ferris will receive Mississippi’s top arts honor, the lifetime achievement award from the Governor’s Arts Awards, in February 2017. The Governor’s Arts Awards are presented annually by the Mississippi Arts Commission in partnership with the governor’s office.

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.

CALL FOR NOMINATIONS A LUMNI AWA R DS

We’re already planning for Alumni Weekend, which will take place May 12–14, 2017. A highlight of the weekend is the awarding of three alumni awards: the Distinguished Brooksian award, the Alumni Bowl award and the Alumni Shield award. Descriptions of each award follow. If you’d like to nominate a member of a Brooks alumni class year ending in 2 or 7 for one of these awards,

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please contact Assistant Director of Alumni Programs Carly Churchill ’10 at cchurchill@brooksschool.org or (978) 725-6286 by February 1, 2017.

The Alumni Bowl award, given by the Brooks School Alumni Board, recognizes dedicated and thoughtful service to this school.

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 less than 25 years ago and has made significant contributions in the field of his or her endeavor.

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The Brooks Alumni Association seeks your nominations to the Alumni Board. All Brooks alumni are eligible to serve on the Alumni Board. For more details about the nomination process and to submit your nomination, please visit www.brooksschool.org/ alumni/association.

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A Voice Abroad Journalist Alexander Clapp ’09’s prolific career has taken him to some of Europe’s most politically charged recent events. He’s covered a slew of topics; for example: the Greek citizenry’s rejection of the proposed bailout proposed by its European creditors in July 2015; Moldova’s 2015 parliamentary elections, which asked the nation to align itself with either Russia or Europe; Greece’s tenterhook attempt to care for migrants arriving on its shores; and the political climate of Macedonia. Clapp was named the Greek America Foundation’s 2013–2014 Post-Baccalaureate Fellow. The fellowship, which was created to support American students seeking a deeper understanding of the beauties and complexities of Greece, placed Clapp in an internship with Kathimerini English Edition, an Athens newspaper affiliated with the International Herald Tribune. Clapp graduated from the University of Pennsylvania in 2013. At Brooks, Clapp dove full-bore into classics. In 2008, he was selected as the first participant in the classics department’s internship program, which allowed him to participate in an archaeological dig in the Agora, Athens’s ancient marketplace. John Camp ’64, the world’s leading authority on the Agora, ran the dig.

Follow That Car! Associate Director of Development Kim Fox spotted a gray Honda

Alumni Bowl Award The 2016 Alumni Bowl award, given by the Brooks School Alumni Board to recognize dedicated and thoughtful service to the school, has been awarded to Stow Walker ’71, P’06. Walker accepted the award during the alumni board’s fall meeting on campus. Walker quickly earned a reputation as a steadfast and productive individual shortly after entering Brooks in the second form in 1966. Founding Headmaster Frank D. Ashburn called Walker “one of the most effective and efficient members of his class.” Fifty years later, Walker earned accolades from current Head of School John Packard, who called Walker “a standout among our alumni volunteers.” Walker joined the alumni board in 2003 and serves on the nominating committee. He has sat on the Headmaster’s Parents Council, helped with phon-athons, and has led the class of 1971 as class chair and reunion chair. He is a loyal donor, giving to Brooks every fiscal year for more than 20 years. Walker served as a knowledgeable and constructive voice during high-level strategic planning in 2003; in 2005, Walker donated his expertise in the energy and environment industry to Brooks, as the school focused on its sustainability and energy conservation efforts — work that the school continues to reap the benefits of today.

CR-V with Massachusetts license plates sporting this Brooks School decal on the New York State Thruway in Sharon Springs, New York in June 2016. Brooks sends this decal to Brooks Fund donors who have given either for the first time or for the first time in 10 years. To the owner of the mystery car: Thank you! If you have yet to give to the Brooks Fund, or if it’s been awhile since you’ve given to the Brooks Fund, and you think your back windshield could use some decoration, please visit the Giving page on the Brooks website (www.brooksschool.org).

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Frank Blake ’67, P’00 was the recipient of the 2016 Lifetime Achievement Award in Leadership Character from the Turnkett Leadership Group and the Robert K. Greenleaf Center for Servant Leadership. Blake, the former chairman and CEO of The Home Depot, Inc., accepted the award on Oct. 4, 2016. Blake was recognized for showing “the highest standards of character, integrity and servant leadership over a lifetime of organizational service and service to the larger community.”

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A Lasting Gift Graham Lusk ’53 used planned giving to establish an endowed chair at Brooks. From left to right: H. Nelson Tracey ’11, Peter Henry, Mohammed Shyam and Lonnie McCulloch. “Rockmen” follows Henry, Shyam and McCulloch as they search for and purchase gems.

A Film Debuts “Rockmen,” directed by H. Nelson Tracey ’11, is an hour-long documentary that follows Peter Henry and Lonnie McCulloch, two gem buyers, as they travel the globe in search of precious and rare gems. Henry is the owner of Market Square Jewelers, with locations in Dover, N.H., Portsmouth, N.H., Newburyport, Mass. and Portland, Maine. McCulloch is his buying partner. The film takes the viewer from New England to Colombia and Sri Lanka as the two explore mines, bargain with gem dealers and build business relationships and rapport around the world. The film debuted in Dover, N.H. in May 2016. The documentary stands on its own, but Tracey, who directed, filmed and did post-production work on the film, says that it also serves as a proof of concept piece for a television show based on the pair’s travels. The film has been submitted to production companies and film festivals for review. “It’s really a passion project,” says Tracey. “Everything that comes after it is just icing on the cake.” Tracey graduated from Chapman University in 2015, where he studied narrative film; he also discovered documentary filmmaking as a junior and senior. Since debuting “Rockmen,” Tracey has worked as an assistant on a largescale documentary about elephant and rhinoceros poaching. “I went from ‘Rockmen,’ which was very much a one-man show, to working on a much bigger documentary where I’m at the bottom of the totem pole,” Tracey says. “It’s a much bigger budget, and there are massive amounts of people working on it. To have both of those experiences in the space of a year has been really cool, and I know it will benefit my career no matter where I go from here.”

¶ Joanne Connelly ’92 received her induction into the National Lacrosse Hall of Fame in July. Connelly capped off a tremendous lacrosse career at Brooks with a four-year stint playing at The Pennsylvania State University, where she earned first-team AllAmerica honors twice and second-team All-America honors once. She then became a 10-year fixture on the U.S.

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National Team. Connelly was inducted into the Brooks Athletics Hall of Fame in 2003.¶ Nikita Minocha ’15 was named to the “20 Under 20 Stars 2016” list published in INDIA New England News, the region’s oldest and largest print, online and video magazine serving the South Asian community. Minocha, a sophomore at Boston University, is an accomplished Bharatnatyam dancer.

Graham Lusk ’53, who passed away in 2014, gave to Brooks for more than 20 consecutive years during his life. He also made a final, lasting gift to the school through his will, establishing the Nick Evangelos Endowed Chair for Science. Sally Lusk, his widow, says that Lusk spoke highly of his academic experience at Brooks. Outside the classroom, Lusk managed the Brooks soccer, basketball and baseball teams. He received two prizes at his graduation: the History To learn more about Essay Prize, for an essay on planned giving at Brooks, the Monroe Doctrine; and the please contact Manager Russell Prize, awarded to rec- of Reunions and Planned ognize an outstanding single Giving Heather Ferrara via email at hferrara@ contribution to the life of the brooksschool.org, or community, for his “devoted via telephone at (978) managerial efficiency” in 725-6275. running the dining room. Lusk went on to undergraduate and doctoral studies at the Massachusetts Institute of Technology before pursuing a career as a food scientist based in Omaha, Neb. He included bequests to five entities in his will: Brooks; MIT; his church; Joslyn Art Museum in Omaha; and Opera Omaha. Sally Lusk says that these bequests reflect his “sense of organization” and the progression of his life. Lusk’s memory lives on beyond the establishment of the endowed chair for science. Two paperbark maple trees that flank the entrance to Ashburn Chapel were dedicated in honor of him and his brother, Jim Lusk ’56, over Alumni Weekend last spring. “Graham loved trees,” Sally Lusk explains. “He knew how to maintain them, and he loved working on them. He liked what they did to make a property look better in terms of design, but also what they brought scientifically in terms of water and shade.” The permanence of the trees, she believes, helps perpetuate Lusk’s memory at Brooks.

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A SLATE OF RECEPTIONS Brooks alumni, parents and friends gathered for receptions at several locations this summer and fall, including Denver, Shinnecock Hills Golf Club in Southampton, N.Y., Bar Harbor, Maine, and The Explorers Club and Doyle in New York City. For information on upcoming events, please visit www. brooksschool.org and click on the “Alumni” tab.

01 A group of alumni enjoyed a reception at Linger in Denver in August 2016. 02 The room at The Explorers Club in New York City. 03 Patrick Curley ’69 (left) and Tony Milbank ’59. 04 Blake Davis ’88 speaks to the crowd at The Explorers Club. 05 Head of School John Packard addresses the crowd at Doyle in New York City. 06 Sonja Wilson P’16. 07 Sewell Robinson ’08. 08 John MacDonald ’03 (left) and Morgan Manoff ’04. 09 Ryan Ahn ’10 (center). 10 Susan Whitman (right). 11 Lindsay Wagner ’06 (center). 12 Chair of Mathematics Department Doug Burbank P’11 (left) and Hamdi Cavusoglu ’05. 13 Jess Kapadia ’04 (left) and Alex Ameter. 14 Bob Potter ’77 (left) and Ham Potter ’74. 15 From left to right: Amanda Essex ’87, Ashley Wightman Scott ’84, P’11, P’14 and Peter McLaughlin ’85 in July 2016.

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PARTING SHOT

A sun-dappled October afternoon at Brooks. The Brooks campus is host to more than 900 trees. Pictured is a shademaster honey locust (foreground) that stands between Alumni House (left) and Thorne House.

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B RO OKS S C H OO L BROOKS FUND

At Brooks, we honor our past while also moving forward into our future. Brooks has always valued a strong community, a dedicated faculty and the unique qualities of each of its students. The Brooks Fund, which provides 10 percent of the school’s annual operating budget, helps ensure that balance: It funds the day-to-day expenses — the classroom technology; the arts supplies; the athletics equipment — that allow today’s students to flourish while walking in the footsteps of those that preceded them.

Three easy ways to give: Credit Card — Check — Stock. Visit www.brooksschool.org to make your gift.

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

Did you enjoy the line drawing of the Brooks campus by Washington, DC-based artist Sidney Lawrence ’66 that was published in the spring 2016 Bulletin? Did you get a chance to view the original, which hung in the Lehman gallery for the “Class of ’66 Creatives” exhibit over Alumni Weekend 2016? Now, you can own a version of the original for your home or office. Lawrence has graciously offered a limited run of high-quality posters. The proceeds will benefit the Stephen J. Letarte ’66 Memorial Scholarship at Brooks. Please be on the lookout for more information, including ordering and payment instructions.

Nonprofit Organization U.S. Postage P AID Permit No. 36 Lawrence, MA