Hackley Review Winter 2022 by Hackley School

HACKLEY HACKLEY REVIEW WINTER 2022

DEEP CONNECTIONS IN LEARNING AND LIFE

The power of connection thrives in many ways on our Hilltop. It lives in peer-to-peer connections, and in curiosity and learning. Hackley has always been, for me, about the people. My life has been impacted by the relationships I have formed here, and the journey that began as a Hackley student long ago. My teachers inspired both my career path and my personal goal: to deeply connect with my students and to impact their lives in the ways that my teachers inspired me. As a Hackley teacher, I admire the connection my students have between each other and to exploration. And as a Hackley parent, I can watch my children grow under the care and expertise of the members of this community. The kindness, intelligence, and thoughtfulness at Hackley School is truly invigorating.” Krysta Dudley ’01, P ’32, ’34 Lower School teacher

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Contents 2

From the Head of School

Building Meaningful Connections An HPA reflection.

6 Building Community Through Music An exploration of music at Hackley.

By Chitra Dhakad

By Bettie-Ann Candelora

Forging Friendships Through Chapel Talks

Exploring Hackley’s Chapel Talks from then to now.

United, We Learn From One Another

By Melissa Stanek ’90

A look into peer-to-peer tutoring.

By Merideth Maddox

30 Alumni Day 2021 By Margie McNaughton Ford ’85

Growing Together A Conversation With Dawn Crainer on

K-4 Buddies.

Fall and Winter

By Aisha Laspina-Rodriguez

A student reflection.

18 Partners in Purpose Forging connections beyond the Hilltop. Editor Aisha Laspina-Rodriguez Director of Communications arodriguez@hackleyschool.org Primary photography Sirin Samman Photography Chris Taggart Design Alphabetica, Inc. Special thanks to members of the Hackley community who contributed their stories to the making of this publication. © Copyright 2022 Hackley School. All rights reserved.

By Aisha Laspina-Rodriguez

22 Hackley’s Student Ambassadors The student experience.

By Sid Shah ’22

By Daniel Cai ’22

FROM THE HEAD OF SCHOOL

This fall, I participated in a panel discussion during a

Musicians must listen and respond, uniting to pro-

Thursdays on the Hilltop event, a virtual admissions

duce an experience that alone would not be possible.

series created during the pandemic to tell the story of

From music also comes an undeniable connection

Hackley to prospective students and families. Shar-

and exploration of oneself and our well-being.

ing the screen with Upper School students, faculty and administrators, and a current parent, we were asked about our favorite aspect of Hackley. It was an easy question to answer, and one that gained wide agreement from the panelists: the people.

Although the context is different, we see echoes of these lasting impacts in Hackley’s Peer Tutoring and K-4 Buddies programs. In United, We Learn From One Another, Merideth Maddox, Middle School Drama teacher and Peer Tutoring Program Coordinator,

Those who have spent time on the Hilltop, whether as

highlights the deep bonds formed between Middle

a student, a family member, or an employee, under-

and Upper School students through the Peer Tutor-

stand the depth and permanence of connections that

ing program, and she gives us an inside look at the

are formed here. The connections are both interper-

words of encouragement and appreciation they often

sonal — alumni returning to campus throughout the

exchange. Lower School teacher Dawn Crainer shares

year, reconnecting with classmates and former teach-

her experience with the K-4 Buddies program and its

ers — and academic, forged in classrooms and stu-

profound impact on our youngest learners in Growing

dios where skilled teachers bring to life the nuances

Together: A Conversation with Dawn Crainer on K-4

and beauty of their subject. From athletics to Middle

Buddies. These programs capitalize on Hackley’s sin-

School debate, from the boarding corridor to the Low-

gle-campus K-12 structure, helping younger students

er School garden, students connecting with those

build meaningful relationships with older students

around them in a dynamic learning environment is

that inspire personal and academic confidence.

central to a Hackley education.

Hackley’s Chapel Talk tradition is one of the most

This issue of Hackley Review highlights the impor-

poignant showcases of connection that exists in our

tance that connectivity plays in Hackley’s program

community, highlighting the importance of the inter-

and culture and the many ways in which it enriches

personal and the academic. Melissa Stanek ’90, Up-

the lives and education of our students.

per School History teacher and Class of 2022 Dean,

Music, as well as the process of creating music, is one way in which people come together. Director of Performing Arts Bettie-Ann Candelora describes the power of social connections and the community energy that develops as students sing, play, and perform in her essay Building Community Through Music.

explores the impact of storytelling in Forging Friendships Through Chapel Talks, explaining how senior talks came to be and what inspires students to share their stories with peer audiences. Storytelling and friendships represent overarching themes of Alumni Day, and they draw alumni and their former teachers back to the Hilltop each fall. Enjoy the pictures and

Scan the QR code to visit the strategic plan website or visit www.redefiningexcellence.org

2021-2022

the stories they tell, as we welcomed everyone back to

Board of Trustees

campus for the first time since the pandemic started.

Officers

Hackley Alumni Association, Inc.

H. Rodgin Cohen, President

Officers

Sy Sternberg, Vice President

Christie Philbrick-WheatonGalvin ’00, President

Inspired by the vision articulated in Redefining Excellence: Learning Beyond Boundaries, Hackley’s strategic plan, the academic program seeks to build connec-

Harvinder S. Sandhu, M.D., Vice President and Treasurer Maria A. Docters, Secretary

Sallyann Parker Nichols ’87, Vice President Daniel E. Rifkin ’89, Treasurer Timothy L. Kubarych ’06, Secretary

which he reflects on his September convocation

Sherry Blockinger ’87 Christopher P. Bogart John C. Canoni ’86 Thomas A. Caputo ’65 Dawn N. Fitzpatrick David I. Gluckman Linda Vester Greenberg Eric B. Gyasi ’01 Jason J. Hogg ’89 Linda Holden-Bryant Kaveh Khosrowshahi ’85 Jeffrey A. Libert ’73 Michael H. Lowry Rachel Mears Hannah E. Saujet ’94 Jumaane W. Saunders ’96 John R. Torell IV ’80 Sarah J. Unger ’03 Maureen Wright Pamela Gallin Yablon, M.D.

speech and considers all that unites us at Hackley.

Honorary Trustees

Leadership Team

Herbert A. Allen ’58 Daniel A. Celentano John T. Cooney, Jr. ’76 Marvin H. Davidson Jack M. Ferraro H’63 Berkeley D. Johnson, Jr. ’49 Keith R. Kroeger ’54 Philip C. Scott ’60

Michael C. Wirtz, Head of School

tions across academic disciplines and with the surrounding community. In Partners in Purpose, Director of Communications Aisha Laspina-Rodriguez explores some of the meaningful partnerships students established with area non-profit organizations and the ways in which these experiences forge connections beyond our campus. As a school, we recognize that the student voice is one of the most powerful in our community. This edition of Hackley Review finishes with an endnote from Community Council President Daniel Cai ’22 in

Daniel’s words helped set the tone at the beginning of the year, reminding each of us of the importance of coming together as a community to grow, to exercise kindness, and to deepen connections to one another. Whether you are on campus on a daily basis or have not been back in years, I hope this edition of Hackley Review strengthens your connection to Hackley. This school remains a remarkable testament to the power of a strong community to foster connections between individuals and with the learning process. Forward together,

Advisory Trustees John J. Beni ’51 David Berry ’96, MD, PhD Roger G. Brooks Robert R. Grusky ’75 Michael G. Kimelman ’56 Timothy D. Matlack ’70 Jonathan P. Nelson ’64 Diane D. Rapp Conrad A. Roberts ’68 Lawrence D. Stewart ’68

Hackley Parents’ Association 2021-2022 Chitra Dhakad, President Jana Friedman, Executive Vice President Sonal Gibson, Administrative Vice President Roya Riazi, Treasurer Vanessa English, Assistant Treasurer Marcy Wade, Upper School Vice President Tricia Joseph, Middle School Vice President Andrea Vitale, Lower School Vice President Charles Sichel-Outcalt, Secretary

Steven D. Bileca, Assistant Head of School for Academic Affairs M. Cyndy Jean, Assistant Head of School for Community and Inclusivity Andrew M. King, Director of the Upper School Shazia Durrani, Director of the Middle School Lisa Oberstein, Director of the Lower School Peter McAndrew, Director of Finance Robert Aldrich, Director of Operations and Campus Planning Sheila Hicks-Rotella, Director of Enrollment Management Teresa S. Weber, Director of Advancement

Michael C. Wirtz P ’29, ’31 head of school

Hackley School adheres to a long-standing policy of admitting students of any race, color, religion, gender identity, sexual orientation, ethnicity, and national origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, religion, gender identity, sexual orientation, ethnicity, or national origin in administration of its educational policies, employment, admissions policies, scholarship and loan programs, or athletic and other school-administered programs.

A Hackley education is about going all-in. We believe that emphasizing deep connections in learning and life inspires a meaningful existence.

United, we challenge and support one another to grow in character as well as intellect—to dig deep, explore beyond boundaries, and foster inclusion—daring us all to reimagine accomplishment. Because when we do, our students are empowered to transcend individual achievement—to go forth and spread beauty and light.

F E AT U R E

By Bettie-Ann Candelora Director of Performing Arts

Building Community Through Music A walk through the Performing Arts Center’s halls brings a joyful, immersive experience: soaring violin strains, melodious cellos, reedy clarinets, vibrant trombones, and the dramatic rhetoric of monologues fill the corridors. A stroll past Lower School music rooms harkens the

connections; experiencing musical and dramatic sto-

sound of sweet voices rising above the warm tones of

ries can teach empathy. Music can reduce stress and

cellos. Maturing voices blend in melodious harmony

lessen anxiety.

in the Middle School chorus room. Singing, playing, and performing together builds deep connections to music and drama, and to others. As we increasingly attempt to create social connections by texting, talking to Facebook friends, posting photos to Instagram, and sending philosophies through the twitterverse, our needs for true personal interactions and bonding increase. Could the performing arts be the answer to social reconnection?

Participatory and shared arts experiences make us feel good. Anyone who has ever attended an inspirational concert, loudly sang a silly song with friends, risen to their feet at a curtain call, or played with an orchestra has experienced communal energy. As we work to harmonize or to keep a beat with others we develop positive social feelings towards the other musicians; physical movement to music can enhance

We connect when we make music together.

Hackley’s unique focus on ensemble work instinctively builds rewardingly collaborative networks. It’s no surprise that students who begin a performing arts journey at Hackley overwhelmingly continue that journey through commencement. Ensemble work requires constant connectivity. Fourth grader Neil D-S. remarked, “It’s nice to play with more than just one person or by yourself. You learn how to cooperate with other people.” Students learn to interact with other musicians by listening, responding, blending, tuning, adjusting, leading, and following. Intense micro interactions amongst musicians happen in just a few bars of music. Actors learn the necessity of listening and responding. In preparing for opening night, efforts to achieve a common goal, the motivation to be fully prepared, and the importance of relying on fellow actors create mental and emotional bonds.

Left: Members of the Hackley Employee Choir gather for rehearsal in the Lindsay Room.

At a recent Hackley Admissions event, one student

annual Employee/Parent Cabaret (slated this school

told a group of prospective students that her favorite

year for April 1, 2022), an event that expands our so-

school memories were of the special bonds created as

cial bonds, deepens our sense of community, and is

the drama cast gathered for warm-ups opening night.

just plain fun.

A Hackley musical theater Upper School student put it this way: “Coming into the Musical Theater class as a freshman, I was scared of meeting the upperclassmen. But this is a community full of welcoming people. The Musical Theater students ended up being my best and closest friends.” A second grader summed it up perfectly by saying, “Singing is fun! I like it when we all sing together.” We connect when we collaborate.

The long-running Upper School Coffeehouse is one

A Hackley employee choir, uniting singers from multiple departments of the school, rehearses weekly during lunchtime in the Lindsay Room. The group was formed to bring together singers of all abilities as an outlet to express a love of music, and as an opportunity to meet and uniquely connect with new colleagues. The group has performed at the annual Cabaret, the Coffeehouse, and the HPA holiday fair. This year, they entertained at the annual employee holiday dinner in December.

of the best examples of how performing arts bring

As the singers gather around the grand piano each

together a community. Most schools offer ability-

week to learn new music, figure out harmonies, and

based annual talent shows; Hackley’s version is

refine songs, they frequently discuss the joy of sup-

unique in the community’s commitment to fervent

porting each other, working together, and bonding

support. Three times each year, pianists, singers,

through music. Singer Dylan Chalfy points out, “As

thespians, duets, and bands of all skill levels audition

we learn to listen to one another and blend our sound,

for this special event. Once accepted to perform, the

we make something greater than the sum of our

solo and group acts rehearse—often with a student-

parts.” The act of singing with and in front of others

backed house band—before putting themselves in

requires vulnerability; we all feel bold singing in the

front of an audience. Without fail, each performer

shower, but opening ourselves up to others in such a

receives screaming ovations from the deeply support-

deeply personal manner requires trust. In turn, that

ive student audience. Hackley’s Coffeehouse illus-

vulnerability connects the individual to a larger, ful-

trates the power of music and drama to build bonds

filling experience that is indeed greater than the sum

with an engaged audience.

of our parts. Through these personal and collective

We connect when we support each other.

artistic moments, the singers create something that never existed before. There is great beauty in such

Parents and faculty deepen relationships and demon-

artistic expression.

strate support by attending student performances. And in our adult community, lesser-known groups

Faculty vocalist Katherine Taylor describes the con-

of musicians and artists thrive in harmony. Parents,

nection this way: “The joy, collaboration, and trust

faculty, and staff offer up musical talents at the

brought to the piano each session has forged a group

Right: Middle School students perform during the Performing Arts Middle School Strings Concert held on December 8, 2021.

of individuals into our own tiny reflection of the

intonation and accuracy, and keep the beat. As they

Hackley community, brought together by a love of

work and improve together, they experience a sense of

music, a common melody, and stolen snippets of time

belonging, as each player becomes part of a greater

from our day.”

common purpose. Theater is by nature a collaborative

We connect when we have a common goal.

art form: strong bonds are forged between cast members as they work toward a common goal, learn to

As the Director of Performing Arts, I daily experience

support others, and access empathy through script

the power of music and drama to develop and

and character analysis. The performing arts strength-

strengthen personal bonds, to lessen stress, and to

en our sense of community, unite us in common in-

connect our community. The arts provide powerful

terests and goals, and bring us ever closer together on

tools to improve health: communal singing forges

the Hilltop.

social bonds and can improve our sense of contentment and well-being; ensemble musicians gain self-confidence as they blend and balance, improve

We connect when we experience the performing arts.

By Merideth Maddox P ’33 Middle School Drama Teacher and Middle School Peer Tutoring Coordinator

United, We Learn From One Another Students at Hackley create lasting connections over time—with the physical place, the curriculum, and, of course, the people. Whether a student enters Hackley during traditional entry years—Kindergarten, second grade, sixth grade, and ninth grade—or sometime in between, there is the potential for students to create long and lasting relationships with friends, peers, teachers, and other students. Once that connection is created, it lasts.

Hackley students find nostalgia in visiting a division

ing early experiences as a tutor and teacher as his

or teacher they have moved on from. They talk about

motivation. Dr. Ying wrote, “When I was in high

annual assignments specific to certain grade levels

school, I did some tutoring and found it really enjoy-

with a mixture of wisdom and wit, offering sage ad-

able and rewarding. If someone asked me then what I

vice to the next generation. There are buddy programs

wanted to do in life, I would not have answered ‘be a

in Kindergarten and fourth grade, and between Kin-

teacher.’ But when searching for a job after college, I

dergarten and twelfth grade. Seventh and eighth

thought about my experiences (tutoring and teaching

graders play on the same sports teams, and are also

assistantships in college) and years later, I’m still

mixed in arts major classes and other clubs. There

teaching. I hope some of our students have similar

are many opportunities to live our core value, “United,

tutoring experiences.”

We Help One Another,” but we can’t forget that “United, We Learn From One Another,” too. There are many inspiring examples of the ways that people learn from one another on the Hilltop… enter: the Peer Tutoring program.

Dr. Ying also had a creative idea about how to expand the program. Until that point, the Peer Tutoring program existed so that Upper School students could support each other. Dr. Ying thought that perhaps this support work could be cross-divisional as well,

Upper School Physics teacher, Dr. Andrew Ying, took

and he opened the door for Middle School advisors

over the existing Peer Tutoring program in 2014, cit-

to put in peer tutoring requests on behalf of their

Right: Sam Sanders ’24 connects with Middle School friends in the Sternberg Library.

students. For several years, a handful of Middle

questions about a thesis statement or an argumenta-

School students were matched with Upper School

tive essay. The lessons also go beyond homework.

students who assisted with homework completion or

Ivan L. ’26 shared, “Last year, I was scrambling with

subject-specific support. Scheduling was tricky and

organization. The peer tutoring really helped because

students in both divisions were busy with a plethora

of the feedback I got and just being able to have some-

of extracurricular activities, so the program stayed

one to talk to. At first, it was a bit intimidating, but I

small but impactful. That changed dramatically dur-

warmed up to it really quickly because it was someone

ing the 2020-2021 school year.

in the school who had experience with what I was

Students returned to the classroom last year after an unexpected shift to online learning in the spring of

going through in that exact moment so I could talk to them about what I was struggling with.”

2020, and this time they brought with them newly

I am overjoyed when a student shares with their tutor

developed expert skills in using Zoom to meet virtu-

that they’ve improved their score on a recent test,

ally. With the availability of this new tool and a need

raised their effort grade, or started to raise their hand

for normal activities and human connection, the peer

more frequently and confidently in class. I get to hear

tutoring program spiked to over twenty matches—

tutors say the student they are working with “has

more than 40 students across the two divisions were

such a clever mind,” “reminds me of my seventh

connected with each other. Meeting via Zoom was

grade self,” or “is a pleasure to work with” and that

safe and convenient, and screen-sharing made it pos-

they look forward to each session. And I am inspired

sible for tutors to work alongside students, even from

when students arrive early for their sessions to write

afar. I volunteered to be the unofficial Middle School

words of gratitude to their tutors at the end of the year,

Peer Tutoring Coordinator, and I’m so glad I did!

noting how much they helped, and how cool and in-

This year, the Peer Tutoring program will exceed 20 matches by the start of the winter trimester. Students are working in person, and are able to carefully match schedules due to the good work of Upper School Peer Tutoring Club Coordinator Marietta Snyder and Club Leaders Sid Shah ’22 and Afsana Dhali ’23. If you peek into the Sternberg Library after school hours, you will see kids of varied ages teaching and learning from one another. Moving from table to table as the afternoon light streams in, you’ll hear a quiet mum-

spirational they are. A Middle School student beautifully wrote the following to their tutor last year: “Thank you so much for helping me with math and other subjects this year. With your help, I have been bringing my grades up and doing better with math and homework. I know that your time at Hackley is coming to an end, but while you were here you left such a positive impact on me and the school, and I hope you continue to do the same in the future for others.”

ble of different languages, or math equations, or

“ Last year, I was scrambling with organization. The peer tutoring really helped because of the feedback I got and just being able to have someone to talk to.” – ivan l. ’26

Upper School students once sat in my classroom as

“You’re really getting the hang of this” and “You un-

younger, Middle School versions of themselves… and

derstand this now!” and “Thank you—that helped me

I miss them greatly when they move on. Helping with

so much.” I see an Upper School tutor help zip up a

the Peer Tutoring program allows me to show stu-

Middle Schooler’s backpack, and I see a Middle

dents how much I know them, appreciate them and

Schooler beam with pride when a concept finally

value their work by pairing them with students with

makes sense.

whom they would work well and who will benefit from them. A favorite part of my day is when I head to the library in the afternoons to watch students work together. I hear laughter and “Good luck on your science test!” and “Good luck with your college applications!” and “Good luck with the game!” and various other good wishes, given to and from both tutor and student. I hear “You did great today” and

There can be no question that one-on-one learning support is tremendously beneficial for almost every student. But Peer Tutoring is about more than just raising numbers and grades. The confidence, care, and academic curiosity that come from the web of connections formed in the Peer Tutoring program enhance the culture of giving back and uplifting one another that already thrives in our community.

Below: Middle School students connect in friendship and through their studies.

By Aisha Laspina-Rodriguez Director of Communications

Growing Together A Conversation With Dawn Crainer on K-4 Buddies “It is one of those unwritten highlights of a fourth grader’s experience here at Hackley,” says Dawn Crainer P ’19, Lower School teacher. Ms. Crainer sat with me on an unusually warm autumn day to talk about K-4 Buddies—a long-running mentorship-style program thriving in the Lower School.

What do the students explore together?

Dawn: Different activities are explored on a daily basis, from the smallest of interactions to longer projects. For example: Each morning the fourth graders visit their buddies in their classrooms and have a blast exploring all of the cool activities that Kindergartners

Back in the 1996-1997 school year, when Dan DiVir-

enjoy such as building blocks. Together, they spend

gilio was the Director of the Lower School and the

mornings painting or drawing and learning to col-

division included grades K-5, former Lower School

laborate on whatever fun things are set up that day.

teachers Mary Funchion (Kindergarten) and Stella

This style of working together builds deep relation-

Levy (5th grade) launched what we know today as “K-4

ships and trust.

Buddies.” The program originated with Kindergarten and fifth grade partnerships, but transitioned to Kin-

Are there major activities that stand out to you as highlights of the year?

dergarten and fourth grades when the fifth graders became part of the Middle School in 2007. The pro-

Dawn: Absolutely! Halloween preparations are special

gram had a singular goal: to create a buddy system

each fall—the paired buddies lead the annual parade

wherein the oldest students in the division could be-

together—but there are also other fall activities where

come role models for the younger kids and each Kin-

the buddies pair up for fun-filled days such as trips to

dergartner could bring out the best in their big-kid

places like Kingsland Point Park. The buddies ride

buddy. The program was a success from the start, and

the bus together and spend the entirety of each trip

it created the opportunity for mixed-age Lower School

sitting outdoors on picnic blankets, coloring, enjoying

students to explore and enjoy fun events together

playgrounds, or exploring other outdoor play together.

throughout the year.

Every moment together is a really special time for

How are students partnered each year?

Dawn: Kindergarten and fourth grade teachers pair the students at the beginning of each year. This year, since we have three homerooms of fourth grade students and only two homerooms of Kindergartners, some partnerships are small groups where one kindergartener is paired with two fourth graders.

them. And while they get to know each other, they also inherently connect with the physical world around them. During Thanksgiving, they have their meals together and the fourth graders read books to their younger buddies. Ms. DiStefano teaches the fourth graders about wolves, and in the spring the buddies take

Above: Lower School buddies enjoy quality time together on Akin Common. Photo by Ms. Dudley.

another bus ride together to visit the Wolf Conserva-

mances or cheering them on at sporting events. That

tion Center in South Salem.

desire to keep in touch grows from their trust in the

When we partner these buddies, we find ways to weave the program into every aspect of their learning. There are threads of togetherness and K-4 connection throughout the year.

friendships they have fostered. They are there for each other and I hope they continue to be and that, through the program, they have learned the importance of our core value, “Enter here to be and find a friend.” I hope that their friendships last a lifetime.

What do you hope is the takeaway for each child?

What is your favorite part of this program?

Dawn: These relationships are special in many ways.

Dawn: All of it! I’ve been on both sides of the Lower

There’s so much excitement when the Kindergarten

School teaching spectrum, meaning I’ve been a

students see their buddies outside of planned activi-

Kindergarten teacher and I’ve been a fourth grade

ties. Students have gone on throughout their Lower

teacher...and I’ve observed that this is one of the

School years maintaining those relationships in

year’s highlights for the fourth graders. They come in

countless ways. Some will continue connecting when

September and on that first day of class they are all

their friends move into Middle School, such as writ-

asking, “When are we getting our Kindergarten bud-

ing cards or attending their older buddy’s perfor-

dy?” They cannot wait to be partnered with somebody.

And I’m so moved by their excitement each time.

youngest learners to connect with people and places

They’re ready, willing, and happy to take on the re-

beyond the classroom. And as a bonus, the adults

sponsibility of being the older kid in the buddy pair-

have the opportunity to watch these relationships

ing; they are ready to take someone under their wing.

blossom and we too learn from them. Being part of

And the Kindergarteners don’t have a real under-

K-4 Buddies impacts everyone. Adult friendships

standing of the buddy system when they begin so

form when we coordinate activities. We are fortunate,

they are very reserved when they first meet their bud-

each of us, to spend time together and to learn and

dy, but they relax over time and always look for their

grow together.

new friend. Whether it’s at morning recess time or when they visit each other’s classrooms, each time is

What impact has K-4 Buddies had on you as the teacher?

a special moment for them to reconnect. Those moments truly embody the purpose of the program. Fos-

Dawn: Across the program, we reflect on the impor-

tering these friendships takes time and work for each

tance of being together, understanding one another,

student...and they take their job seriously. The fourth

and being each other’s support system and greatest

graders strive to be role models for the younger chil-

cheerleader. And I hold one picture in my mind each

dren, and they usually knock it out of the park.

moment I stop to reflect on the program: I can see the fourth graders holding the little hands of their

These kids bonding is one example of what makes

Kindergarten friends, I can see heads bent together in

Hackley a really special place. What’s beautiful about

conversation, and I can see the calm and comfort in

this program is that it creates an opportunity for the

spending a long bus ride in each other’s company.

Are you interested in reading more about connections to learning? Scan the QR code to read Upper School Biology teacher Tessa Johnson’s article “The Color of Nature: Tree Blindness Prevention” on Hackley Perspectives.

Lower School Buddies catch up on a good book during a K-4 Buddies outdoor meetup. Photo by Ms. Dudley.

F E AT U R E

By Aisha Laspina-Rodriguez Director of Communications

Partners in Purpose It takes courage and strength of character to attempt new things, communicate one’s ideas and respect those that come from others, embrace change, and open ourselves up to genuine human connection. At Hackley, the commitment to new experiences,

comfort and happiness to migrant children recover-

growth, purpose, and to the connections formed be-

ing from deep trauma, Mira joined the Art Program

tween people and to academic disciplines are deeply

at Abbott House and today, continues to find mean-

rooted.

ingful ways to provide assistance to the organization

Our students and adults forge profound friendships

while bringing Hackley peers into the fold.

on the Hilltop, and equally strong links to curiosity

“We hear stories about immigration and of children

and learning. Classrooms come alive with students

being separated from their families, but it’s important

absorbing the lessons and perspectives presented by

to also know that there are kids who’ve lived that exact

peers and teachers while exploring how ideas connect

story living only 15 minutes away from Hackley, and

through interdisciplinary studies. Students and

we can do something to help and to learn,” she says

adults traverse the Hackley forest seeking to observe

“We don’t have to just be reading articles about this in

and understand the natural world. And beyond the

class; there are real ways we can connect with that

classroom, students explore a sense of purpose, be-

experience.” Mira’s desire to explore beyond the

coming acquainted with varied lived experiences and

boundaries of a typical school setting motivated her

orienting their passion and skills with actions that

to further strengthen the relationship between Hack-

transcend individual success and impact local com-

ley and Abbott House, which originally only focused

munities.

on community service fundraising. She formed a

Mira Zaslow ’22 was a Middle School student when she began her collaboration with Abbott House in Irvington—a nonprofit organization that, among other programs, offers a Transitional Resource Center

friendship with one boy in the program—Miguel, 11 years old when he was placed in the program—and from him learned that the organization did not have books for the children.

(TRC) that acts as a short-term care system for unac-

Mira and Upper School Spanish teacher and Service-

companied minors who have recently crossed the

Learning Coordinator Emily Washington ’94, P ’30,

US-Mexico border. Inspired by a motivation to bring

partnered to run a book drive which led to the

Top right: Members of the Hackley Lake Keepers student club partner to keep clean the waters and surrounding trailways of the Tarrytown Lakes Parkland. Bottom right: Members of the Guiding Eyes For The Blind student club care for guide dogs, share love, clean toys, and more.

F E AT U R E

creation of Abbott House’s first library. “More and

the same name to care for guide dogs, sharing love,

more kids wanted to read books, and I couldn’t just

cleaning toys, washing beds, and more. The Pets To-

keep going to Barnes & Noble every weekend,” she

gether club participates in the efforts of the Pets To-

said. Miguel returned to El Salvador in recent years,

gether organization which—through virtual visits

but he keeps in touch with Mira and she now tutors

that include their pets—seeks to reduce the social

him in English. Her overall goal for her work with the

isolation and loneliness affecting the elderly, espe-

TRC, she explained, is to simply be present and to

cially during the COVID-19 pandemic. The ArtWorks

offer support, learning about real-world needs and

club provides access to the arts for students in the

striving to find solutions for small to complex prob-

after-school program in the Park Avenue School in

lems.

Port Chester. The Abilis student club seeks to bridge

Hackley students are driven by the causes about which they are passionate when they connect with organizations, create student clubs, or foster relationships with external communities. “It is their energy, creativity, and talents that can really make important and impactful change,” said Mrs. Washington. “Students who engage with these organizations gain a

the Hackley community to the Abilis organization which provides services and support for individuals with special needs. The Young Readers Link student club supports Hackley’s relationship with Neighbors Link, providing educational resources for immigrant families and creating a video library of students reading children’s books.

better understanding of the complexities of different

And there are many more such leadership clubs, stu-

social issues in our communities. They engage in

dent-led initiatives, and service programs connecting

intentional reflection. They learn that we can satisfy

Hackley students to organizations, partnerships, and

an immediate need by donating a pair of shoes, but

people beyond the Hilltop. Take our Hudson Scholars

teach the child to tie his shoes and you’ve made a

program, for example—a dynamic enrichment pro-

lasting impact.”

gram that partners Hackley student mentors with

Together, Mrs. Washington and her students (Mira, Alina Watson ’22, Parker Diaz ’22, and Zara Haider ’23) partner closely with Abbott House to provide assistance to the organization whenever needed: from volunteering in the programs to helping during fundraising events. This partnership flourished as students helped to identify the organization’s needs and meet the challenge. The determination to forge meaningful partnerships with other local organizations thrives in many ways on the Hilltop. The Hackley Lake Keepers student club partners with the Tarrytown Environmental Advisory Council to monitor the ecosystem around the Tarrytown Lakes Parkland and keep its surrounding waters and trailways clean. The Guiding Eyes For the Blind student club partners with the nonprofit of

academically promising low-income Middle School students from Tarrytown and Sleepy Hollow schools. Together, the Scholars and their mentors explore academic subjects and workshops such as leadership (where they also discuss culture and identity) and entrepreneurship. The student mentors work closely with the scholars to offer support and provide guidance throughout each scholar’s journey, while also gaining valuable experience in leading, teaching, and mentoring. When Hackley students enroll in service-learning classes, volunteer as mentors, create or join student clubs, participate in fundraising, or develop partnerships with nonprofits, they are driven by a fundamental force: deep empathy and deep human connection to a broader community. A determination to transcend individual success.

When Hackley students enroll in service-learning classes, volunteer as mentors, create or join student clubs, participate in fundraising, or develop partnerships with nonprofits, they are driven by a fundamental force: deep empathy and deep human connection to a broader community. A determination to transcend individual success. “The students care about other people in the commu-

about it? Now what do we need?—and to dare to find

nity, they care about different causes, they care about

solutions to challenges, big and small, both on our

the different aspects of identity,” shared Chris Arnold,

campus and beyond the Hilltop.

Assistant Director of the Upper School. “We learn a lot from the way our students care.” The greatest part of the work, he says, is that students meet people where they are, and, together with the people they meet through community partnerships, they experience undeniable growth.

Through the community partnerships that they nurture, our students understand that it’s less about what they’re doing for another organization. “It’s really about how they fit into the fabric of humanity that’s deeply connected to these organizations and to all of the social issues that they previously didn’t think

Hackley School believes in a public purpose to educa-

about or consider,” shared Mrs. Washington. “They

tion. Hackley students create the space to value all of

each gain a lot from the experience of working with

the ways we look at the world, to pursue meaningful

these organizations [...] We are all pushing the same

questions— such as those explored in Mrs. Washing-

giant rock up the hill, together.”

ton’s classes: what is the problem? So what can we do

Are you interested in reading more about connections between students and faculty coaches? Scan the QR code to read Director of Athletics Jason Edward’s article “Bonds that Last a Lifetime” on Hackley Perspectives.

By Sid Shah ’22 22

Hackley’s Student Ambassadors My first foray onto the Hackley campus occurred al-

Student Ambassadors are a crucial part of the admis-

most ten years ago on a crisp November morning. I

sions process for prospective families. By giving tours,

marvelled at Hackley’s architecture, wondering if I

sitting on panels, and organizing events like open

would eventually call this Hilltop castle my home.

houses, Student Ambassadors give prospective fami-

After the interview with the former Director of Lower

lies a glimpse into Hackley’s student life. My favorite

School admissions, I joined Ms. Carney’s second

part of the program is meeting a myriad of students

grade class to experience a day in the life of a Lower

and parents with varying personalities, interests, and

Schooler. At the time, the application process includ-

backgrounds. Through the new student barbeque, I

ed a “buddy system” for every visiting student where

get to talk with every single incoming Hackley fresh-

we would be paired up with a current student and

man, not only answering their questions about Hack-

follow them around for the day. When Ms. Carney

ley, but also learning about why they are so excited to

asked the class who wanted to be my buddy, not one

join the Hilltop community.

but two students’ hands shot up, eager to take me through their day at Hackley. Only at Hackley do students jump at the opportunity to show strangers how much they love their school.

Knowing each of my teachers on a personal level (such as playing board games outside of school once a month), cherishing memories and experiences with my peers, and always feeling welcome, are hallmarks

I continue to be friends with both of the students who

of my Hackley education. And in my conversations

raised their hands, Mike and Johnny, and have been

with prospective families, whether they decide to join

ever since my visit to Ms. Carney’s class. The connec-

the Hackley family or not, I strive to show them how

tion that I felt to the students the moment they raised

deeply Hackley has impacted me over the last ten

their hands, although small, convinced me that I

years and share a snapshot of what their family’s

would belong at Hackley. Today, I volunteer as a Stu-

experience could be on the Hilltop.

dent Ambassador leader, motivated to make everyone’s Hackley visit as meaningful to them as mine was for me.

Right: Sid Shah ’22 reads his student ambassador reflection to Lower School friends during a tour of the Upper School.

Building Meaningful Connections A Reflection by Chitra Dhakad P ’19, ’22, ’26, HPA President 2021-2022

When the new school year began, I asked myself,

Series evening on managing teen stress. And who

“How can we help create new relationships and

can forget the amazing Fall Sting, our kids playing

support existing ones this year, and how do we

sports again, outdoor plays, and the return of beloved

make them meaningful during a time of much-

concerts!

needed reconnection?” And with those questions in mind, the HPA centered the year’s mission —“Building Meaningful Connections”—with the hope of fostering community between parents, students, faculty, and staff, because each member of this community impacts our students’ journey and our collective stories.

This year we celebrate connection and look to create space for deeper conversations and mindful interactions. We continue to find ways to pause together and reflect...especially when we have seemingly returned to a hectic schedule and an even faster pace! My personal goal is to ask more questions, listen more, be more empathetic, and to check-in more. It has

As we welcome a somewhat ‘return to normal’

been heartwarming to hear moments of joy on

and familiar activities, albeit with some pandemic

campus—and we will continue to find more time for

modifications, families experienced a packed fall

joy throughout our Hackley community amidst the

calendar for kids and parents alike to come together.

stress of day-to-day life. Our need to reconnect with

We were overjoyed to watch Lower Schoolers having

the Hilltop and with each other brought us closer

fun at Game Night and Middle Schoolers running

together in September…and my hope is that we con-

around the Johnson Center during Activity Nights.

tinue to find ways this school year to hear the untold

We were thrilled that Upper Schoolers enjoyed a

stories that exist in our community, to build friend-

music-filled Fall Coffeehouse. We were happy to

ships, and to enjoy what makes our community so

connect during divisional parent coffees on Zoom

wonderful—meaningful connections that have the

and under the Akin Common tent (with everyone

power to last a lifetime.

bundled up!) and to learn together at the Hilltop

Left: Families came together at the Johnson Center for the Drop-off and Donuts event on the first day of the school year.

Serina Fasciano ’22, our first student speaker of the year, delivers her Chapel Talk in Allen Memorial Hall to an audience of 9th and 10th graders.

By Melissa Stanek ’90, P ’21, ’23, ’30 Upper School History Teacher and Senior Class Dean

Forging Friendships Through Chapel Talks “As I reflect on several years of Chapel Talks,” wrote Andy King, “the various virtues that my colleagues have extolled and promoted are impressive: honesty, resilience, tenacity, courage, perseverance, patience, forgiveness, acceptance, kindness, and many more.”

In the years since he wrote those words, the Chapel

listening with rapt attention as speakers shared with

Talks program has further evolved from a platform by

them stories from their past, reflections on the world

which adults in the community share meaningful,

around them, or their hopes for the seniors as they

personal stories with Upper Schoolers to one that also

readied themselves to leave the Hilltop.

creates the space for seniors to share their own learned lessons with their younger peers.

Over the past ten years, more than 50 different adults in the community from all three divisions and be-

We piloted the Chapel Talk series in the fall of 2010

yond have volunteered to give talks on themes as

with the Class of 2011. The concept was that adults

wide-ranging as perspective, technology, finding your

in the community would volunteer to speak to the

people, serendipity, the power of music, the power of

senior class about something meaningful to them.

language, politics, and so much more. Sometimes,

We hoped that in sharing experiences or thoughts

the talks are timely—the speaker shares just what we

beyond content or curriculum, we could more inten-

need to hear in that moment. Upper School English

tionally tackle moral-ethical questions, or questions

teacher Wil Lobko gave the opening faculty talk this

of character. Not always meant to be lessons, the

year which reflected on “our personal and collective

talks were sometimes light and fun, sometimes deep

pandemic moment.” He asked, “when we think of

and thought-provoking, and very often personal,

before and after… What do you want to preserve from

giving students the opportunity to see teachers and

that time? What do you want to edit? What do you

staff as individuals with rich lives outside of the

want to reject?” And sometimes the talks are timeless,

school setting.

like Cyndy Jean’s recent talk challenging us to rede-

In that first year it became immediately clear that these talks were a great success. Students and other adults in the community eagerly awaited each talk

fine and even embrace failure. Regardless of the voice or the intended message, the impact of these talks has been to bring our community closer

together. Seniors look forward to their turn to sit in

faced as a student of Italian, Filipino, and Puerto Ri-

the audience and know that they are experiencing

can descent. She began her story by explaining,

something special and unique.

“When I was going into my freshman year of high

In 2013, recognizing the power of the faculty Chapel Talks, we launched the student Chapel Talk series. Seniors volunteer to speak to the 9th and 10th graders with the same intentions as our faculty speakers—to share stories or learned lessons all toward forging deeper connections and inspiring others. For the seniors, delivering a Chapel Talk serves as a formative moment as they take on the role of teacher, mentor, or role model for the younger students. And, their talks are equally powerful, wide-ranging, and well

school, I decided that every single day for the next four years, including weekends, summer break, and other holidays, that I would wear at least one pink item.” At times funny and light, ultimately, Serina’s message was personal and powerful. Wearing pink, she explained, was “my shield of armour. It was the order in my chaos, and it was the concrete part of my identity when my race was ambiguous.” The 9th graders listened intently and it was clear that her story, as they all do, resonated with many.

received. Initially, persuading seniors to give these

As senior dean, each time I hear an adult share with

talks was challenging as the prospect of standing in

my class their story or thoughts, I am reminded of

front of 100-200 students and faculty seemed too

the great wisdom, humor, kindness, creativity, cour-

daunting for many. But once a few brave seniors gave

age, and generosity of this community. And, when-

talks in those early years, many more have been will-

ever one of the seniors delivers their own talk, I am

ing to take on this challenge. Now, many volunteer to

filled with pride—I am proud of the growth that I

speak because they remember sitting in the Chapel

have seen in these students, from when they sat in

listening to older students that they admired share

the audience as listeners to the moment they built up

their stories, and they want to have a similar impact

the courage to stand up and speak themselves. I am

on their younger peers.

proud of the seniors who come to listen to their

Serina Fasciano, Class of 2022, remembers sitting in the Chapel as a 9th grader listening to older students share a range of stories that were alternatively fun, funny, eye-opening, deep, and moving. She remembers one talk in particular where a senior opened up about real challenges she and her family had faced. The talk gave Serina a new perspective on someone she previously saw as just a friendly face in the hallway. She felt privileged to hear that senior’s story and ultimately was moved to share her own this year. As our first student speaker this fall, Serina decided to

friends, and the support and encouragement the speakers receive from their peers. I am proud of an entire community who has embraced such a unique, special, and powerful practice. I feel grateful and privileged to be a part of this community and this tradition. It is my great hope that the remarkable power of storytelling through Chapel Talks will continue to bring laughter, smiles, and inspiration for years to come. But for now, if you happen to see someone in the audience fighting a losing battle to hold back tears, that person will most likely be me.

share with the 9th graders the challenges she has

Right: Upper School English teacher Wil Lobko delivers his Chapel Talk in Allen Memorial Hall to an audience of seniors and employees in September 2021.

Chapel Talks at Hackley Scan the QR code using your phone’s camera to read Andy King’s Chapel Talks story, published on May 24, 2016.

By Margie McNaughton Ford ’85, P ’20 Director of Alumni Engagement

october 2

Alumni Day 2021 On a beautiful autumn day, more than 300 alumni, friends, and former and current faculty gathered on the Hilltop for Alumni Day 2021. It was wonderful to welcome our alumni back to

on the Strategic Plan—Redefining Excellence: Learning

campus, and truly inspiring to share in their energy

Beyond Boundaries—and introduced plans for the

and excitement. From the morning activities to the

construction of the upcoming Center for the Creative

final evening soiree, the friendships revisited on this

Arts and Technology. At the Memorial Service, alum-

day exemplify the beauty of the lifelong connections

ni delivered heartfelt tributes in memory of Peter

fostered at Hackley. Alumni attended master classes

Lees ’87 and former Head of the Modern Languages

taught by faculty, toured the campus with our Student

Department Raymond Mitton.

Ambassadors, enjoyed a picnic on the Quad, cheered our Hornets at sporting events, celebrated milestone reunions, and much more. Former students paid tribute to recent retirees during the Annual Meeting of the Alumni Association and recounted the impact each had on decades of students. During his presentation, Head of School Michael C. Wirtz welcomed alumni back to campus and gave an update on the

Alumni Day 2021 was a day of coming together as a community to celebrate our past, experience Hackley today, rekindle friendships, and remember why our Hilltop is a special place. For many alumni, returning to campus is like coming home. Thank you to those who joined us this year! We hope to see all of you on Alumni Day 2022 on October 15!

state of the school, highlighting Hackley’s progress

Alumni Day Videos Scan the QR code on the left to watch videos of the Annual Meeting of the Alumni Association—including Michael C. Wirtz’s State of the School, Retiree Tributes, the Memorial Service, and the Alumni Day 2021 highlights video. www.hackleyschool.org/alumni/alumni-day

The Hackley Hornet made an appearance at the alumni picnic on the Quad and enjoyed playing with the children of alumni.

Opposite page, clockwise:

“ T his summer, we lost Raymond Mitton. Maag {Mitton} lost a husband of over half a century. All of us, and many beyond our Hackley family, lost a treasure. One man was ahead of his time here at Hackley, not because he was revolutionary. Far from it. That teacher was Raymond Mitton. He was worldly. He gave us a perspective that nobody else possibly could have.” Chris Berman ’73

Chris Berman ’73 remembered former Head of the Modern Languages Department Raymond Mitton in a moving tribute during the Memorial Service. Maag Mitton, a former faculty member, also spoke about her husband and his love for Hackley. Members of the Class of 2011 returned to the Hilltop to celebrate their 10th reunion. Pictured here—back row, from left to right: Taylor Holland, Jared Kaminetsky, and Rick Thoben. Front row, from left to right: Chandler Keller, Teddy Seem, Dani Cummins, Maddie Berg, and Yuna Tsuji Corn. “I attended Alumni Day to reconnect with former classmates and teachers. Being back on Hackley’s campus brought back so many great childhood memories, from the best school lunches to running around the hockey field. My favorite part was exploring Hackley’s campus (the new gym, wow!) while reminiscing with old friends.” — Dani Cummins ’11 Jill Grossman ’91, Jason Muth ’91, and Kenda Kittrell Chavis ’91 capture the moment with a selfie. Charlotte Dudley ’32 and James Dudley ’34, children of Hackley Kindergarten teacher Krysta Dudley ’01, cheer on their Hornets! 2016 friends Molly Harmon, Anna Meyers, Kat Cucullo, and Rebecca Brisman catch up at the football game.

This page top to bottom: Ramin Afshar-Mohajer ’01, Doug Zolkind ’01, Margo Lederhandler Zolkind (Doug’s wife), Beth Schwartz (Ramin’s wife), and Krysta Dudley ’01. Sarah Walmsley 06, Caroline Cima ’06, and Sally Hull ’05.

Alumni Events

For a schedule of upcoming virtual and in-person alumni events, visit www.hackleyschool.org/alumni/alumni-events

This page, top to bottom: Spanish teacher Emily Washington ’94 poses with her former advisees Alexis Arnold ’16 and Darius Inzar ’16. Musicians Jonny Hirsch ’99 and Josh Greenzeig ’16 jammed with faculty member Rafi Malkiel at the picnic. HAA President Christie PhilbrickWheaton-Galvin ’00 and HAA Director Ali Sirota Kelman ’01 catch up at the varsity games. Ali reflected on the day, “There is something almost magical about Alumni Day. I love coming back to the Hilltop, spending time with friends, their families, and teachers. Memories come flooding back and new memories are made. It is always a great way to spend a fall day.”

Opposite page, clockwise: Members of the Class of 1996 celebrate their 25th Reunion. Pictured here—from left to right: Rob McMahon, David Bychkov, Marc Mugnos, Molly Hawkey, Mimi Stein, and David Kerwar. Caroline Cima ’06, faculty member Anne Siviglia, Sean Khosrowshahi ’06, and former faculty member Diane Remenar catch up at the Alumni Cocktail Reception. Jason Muth ’91 (left) with his husband Rory Gill and their sweet daughter at the picnic. Former Hackley Director of Financial Aid and Business Operations Josh Marks ’87 with his wife Ashley and their adorable daughter Alice. Matt and Erica Wolf, both 1999 alumni, at the Alumni Cocktail Party.

“ Having held our first ever all virtual Alumni Day in 2020, it was so exciting to be back on campus this year! I could barely contain my enthusiasm at being able to hug friends and teachers. It was such an amazing feeling to be home again.” Christie Philbrick-Wheaton-Galvin ’00, HAA President

Clockwise from far left: Class of 2016 alumni Jarrod Gerstein, Jason Traum, TJ Gooley, Nkechi Nwokorie, JC Peruzzi, Eli Pinkus, and Julia Medici at the football game. Close to 40 members of the Class of 2016 returned to campus to celebrate their 5th Reunion. Hackley Trustee and HAA Director Eric Gyasi ’01 looks on as his son Oliver launches his bottle rocket during the Rocket Science is Easy masterclass. Legendary ESPN sports commentator Chris Berman ’73 along with Ivy League Hall of Fame Coach Rob Pickert gave a pre-game pep talk to the Varsity football team before their game against Hopkins. Michael Dolacky ’05 and Nick Drohan ’04 at the Annual Meeting of the Alumni Association.

“ I’m appreciative that Hackley places an equal emphasis on character and friendship on one hand and academic scholarship on the other. After graduation brings our Hilltop classroom days to a close, the friendships we developed on the Hilltop is the driving reason for my return to Alumni Reunion Weekends.” Eric Gyasi ’01, Hackley Trustee and HAA Director

Piya Trehan Gandhi ’01 with her family at Saperstein Arch. Members of the Black Alumni Council came together for their annual Alumni Day meeting. Pictured here together, from left to right: Alexis Arnold ’16, Kenda Kittrell Chavis ’91, Devon Bryant ’11. Front row, from left to right: BAC Chair Tanya Nicholson Miller ’90, Ed Oliver ’85, and Khelsi Clarke Ridley ’11.

“ Any Hackley student that has taken Mrs. Siviglia’s creative writing class would agree that she found a way to connect with her students in a way that always brought out an ability that many of us didn’t realize that we had until that moment. Even now, during her annual Alumni Day creative writing workshop, she still manages to teach us something new about ourselves.” Marc Mugnos ’96

Clockwise from top left: Ali Galgano Zaccagnino ’01 reunites with classmate Anne Kawalerski Karns ’01. Jeffrey Engel ’79 with Gary Low ’79, Kim Stylides ’79, and Ellen Price Rosenberg ’78.

Our wonderful Student Ambassadors spent the afternoon touring alumni around campus. They enjoyed engaging with alumni and hearing stories about their time at Hackley. Here are a few of our Student Ambassadors with the Hornet. Beloved English teacher Anne Siviglia with her Creative Writing Workshop.

It was a beautiful day for a picnic on the Quad. Pictured here, back row, from left to right: Rob Goldman ’85, Margie McNaughton Ford ’85, the Hornet, Megan Lukas ’86, and Amy’s husband Brian Freyermuth. Bottom row, from left to right: Heather Garrison ’85, Ted Miller ’85, his wife Om Miller, and Amy Holden ’85.

Clockwise from top left: Science teacher Tessa Johnson led her annual alumni hike—the first stop was Hackley’s new apiary and orchard! Timothy Steinberg ’15 and Patrick McDermott ’15 catch up with former faculty member Adrianne Pierce. Eric Landman ’66 and his wife Jeanne with Peter Roslow ’67. During the Memorial Service Brewster Thackery ’87 and Rhonda Lees ’80 spoke about Peter Lees ’81 and his wonderful way of connecting and bringing people together. Pictured here— back row, from left to right: Brewster Thackery ’87 and Rich Schmidt (husband of Diana Lees Schmidt ’86.) Front row, from left to right: Jimmy Tate ’87, Diana Lees Schmidt ’86, Rhonda Lees ’80, Matthew Lees ’81, and Sally Parker Nichols ’87. Khelsi Clarke Ridley ’11, Devon Bryant ’11, and Khelsi’s sister Kamri Clarke.

“ I haven’t been back to Hackley since graduation day 45 years ago. To reconnect with my classmates was truly an unforgettable day with fond memories and conversations, and a deep sense of camaraderie. It was a time warp sharing stories about our teachers including Mr. McNaughton, Mr. Naething, Mr. Schneller, and others. Everyone agreed it was the faculty that made Hackley so special.” Joan Ciampi ’76

50+ Club Reception and Dinner

Save the Date

Saturday, June 4 — Classes of 1936–1971. For information, visit www.hackleyschool.org/alumni/alumni-events or call 914.366.2630

During Brewster Thackery ’87’s tribute to Peter Lee’s ’87 he said, “As his siblings wrote beautifully in an online statement, ‘You can honor Peter’s memory and his love of connecting people by reaching out to a friend you haven’t seen for a while or making an effort to meet someone new.’” Brewster Thackery ’87

“ Living across the country, I hadn’t been back to Hackley in years. When I heard Dr. Pierce was retiring, I wanted to be there in person to show her the same support she showed me some twenty years ago. I was a middling Latin student, but she made me feel like I had something unique. Walking the campus on Alumni Day, I marveled at its transformation. But it will always be the special people like Dr. Pierce who define your Hackley experience and make you want to return to the Hilltop.” Sam Brenner ’99

Clockwise from top left: Brothers Jeff Cohen ’74 and Dan4 3 Cohen ’76 at the football game. Tanisha Landry Mason ’89 greets Tanya Nicholson Miller ’90 BAC at the Annual Meeting of the Alumni Association. 1976 classmates Don Thomas and Karen Malm reunite at the Alumni Cocktail Party. Friends Diana Lees Schmidt ’86, Donna Bress Ragone ’84, and Heather Garrison ’85 reminisce at the Alumni Cocktail Party. 2015 classmates Doug Alpuche, Natalie Gustin, and Isis Flores with faculty member and coach Dave Sykes. Hackley Honorary Trustee John Cooney ’76 with HAA Director Dick Hodgson ’51, and Head of School Michael Wirtz. Former Lacrosse teammates Herb Allen ’85 and Ed Oliver ’85 at the football game. During the Annual Meeting of the Alumni Association, alumni paid tribute to faculty members and administrators who retired in June 2021 for their years of dedication to decades of students. Pictured here, from left to right: Doug Clark, Adrianne Pierce, HAA Secretary Tim Kubarych ’06, Phil Variano, HAA President Christie PhilbrickWheaton-Galvin ’00, Bill Davies, and Thomas Chin.

“ Each Alumni Day and all alumni events, I love to reconnect with 44

former students, and sometimes their families. These are cherished moments of reflection and joy! This Alumni Day, I got to meet a former student’s baby! I taught her in first grade! And this year, my daughter Molly ’16 celebrated her 5th reunion! What fun it was to spend some time with her classmates, some of who were my former students, and to listen to them reflect on their time at Hackley! These are long-time connections, deeply rooted thanks to the Hilltop!”

Sue Harmon P ’13, ’16, Lower School teacher

Clockwise from top left: A highlight of Alumni Day was our Rocket Science is Easy masterclass with Middle School science teacher Dan Lipin assisted by Maxwel Lee ’22. Alumni and their families constructed bottle rockets and launched them on Akin Common. Alumni weekend kicked off with the annual Dave Allison Memorial Soccer Game on Pickert Field. Former girls’ varsity soccer player Kenda Kittrell Chavis ’91 addressed the crowd before the game and spoke warmly of Dave and how he inspired his players on and off the field. Maag Mitton with former students Karen Malm ’76 and Emily Wachtel Gill ’76.

“ Mr. A had an uncanny way of seeing potential and cultivating it. He knew when you were giving less than your best even if you didn’t know what your best was yet. Mr. A believed that everyone was amazing, everyone was an athlete, and everyone could push past what they thought was possible. Because he saw this, we could more easily see it in ourselves. I swear he had four sets of eyes. He saw everything so he would let you know if you were doing less than your best or something outstanding” Kenda Kittrell Chavis ’91

END NOTE

By Daniel Cai ’22

Fall and Winter “ Best of all he loved the fall, the leaves yellow on the cottonwoods. Leaves floating on the trout streams and above the hills the high blue windless skies...” — Ernest M. Hemingway This has long been my favorite quote. It perfectly cap-

Back in September, as a part of my responsibilities as

tures the gentle season between the summer blaze

the president of the Upper School Community Coun-

and winter snow. With fall’s coming, life slows down.

cil, I delivered a convocation speech to the student

It grows calmer, quieter. The bustling summer

body. During the process of creating this speech, I

sounds of the Hilltop retreat to the warm, cozy halls,

struggled immensely trying to answer this central

near our hearths and wait for the arrival of December.

question: What wisdom did I want to impart on the

As I pen this end note from my third floor boarding

members of our community? It seemed to me that

room, the greenery outside has noticeably grown bar-

asking me this question was a slightly ridiculous no-

ren. The grass has dried, the leaves have grown yellow

tion. The Hilltop was diverse with qualities and traits.

and fallen, and the cold air has bleached through our

It seemed impossible to highlight a quality that didn’t

campus. These changes are almost imperceptible

seem redundant to at least one person at Hackley.

daily. In fact, if one were to compare the scenery of

Quoting myself directly: “In the end, the world is in

today to yesterday, they would hardly be able to tell

no short supply of any particular quality.” Instead, I

the difference. Yet, despite what I will call “a lack of

opted to answer another question, one which I

observable scientific evidence” of the changing of

thought was equally important: What unites us at

seasons, I live day by day believing in the small and

Hackley?

imperceivable differences that will amount to the arrival of winter.

“Enter Here to be and Find a Friend,” “United We Help One Another,” “Go Forth and Spread Beauty

I believe so because I know it’s a fact of life. A fact of

and Light.” Having spent a little over two years on the

life that winter follows fall, and that by scaling the

Hilltop, I can attest to how overused these phrases are

time to weeks and months to observe the differences

in speeches, articles, and otherwise. In these phrases,

in the trees and grass, the evidence of the coming of

I noticed few values of intellect, athleticism, wisdom,

the next season grows more apparent.

or brilliance being highlighted. Instead, I noted that

I also look forward to winter. After the snow falls, a new and refreshed, pristine world of unparalleled beauty awaits us all. A blank canvas for anyone to create anything.

the singular value which arcs through our campus is kindness. People at Hackley come from all walks of life, but the singular most unifying quality we all share, and continue to strive for, is kindness.

Kindness, which holds the inexhaustible power to

kindness. With fall’s going and winter’s coming,

bring happiness to all, and to inspire others to act

these microscopic and collective changes towards

the same.

decency undoubtedly amounted to a better and more

To be kind is, to me, life’s greatest task.

welcoming community on our Hilltop. When winter finally comes, with the benefit of more time, I’m sure

I’ve been asked to write this note about the speech

that our campus will be a noticeably kinder place. It

I made, and under that recommendation here is

will lie as a blank canvas, full of the possibility to

where I would end my writing. Yet, I feel like this

create something new and better, able to help us real-

piece would be incomplete without a finale ultimo, or

ize the best in ourselves.

a reflection on progress. And, of course, I would have gone through the trouble of describing the comings and goings of seasons without any particular purpose.

I end this note with the most 2000’s kid quote I can muster in the hopes of highlighting kindness and its innocent and collaborative nature. It comes from the

As of this moment that I am penning this piece, it

video game Club Penguin. It took 12 years of collabora-

has been 2 months, 6 days, and 13 hours since I

tive tries by players to tip over an iceberg in this video

delivered that speech. Since then, I have noticed little,

game. When it finally happened, upon a rock were

near imperceptible changes in the behaviors of all of

inscribed these words: “Together, we can build an

us on campus. I see students holding doors for teach-

island, create a community, change the world...and

ers, teachers for students. I see enthusiastic greetings

even tip an iceberg. Waddle on.”

towards both familiar and unfamiliar faces. I see people acting, slowly but surely, with more and more

From our winter hearths.

Upper School students tackle assignments in the Goodhue Study Rooms.

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Registration for Hackley Summer Programs opens Saturday, February 5, 2022. Program begins Monday, June 13, 2022. From art to computer science to sports to nature adventures to cooking to rock climbing to performing arts—your children are sure to find something special on the Hilltop next Summer. Hackley programs are taught by professional educators, most of whom are Hackley faculty. Hackley Summer Programs are structured for maximum flexibility, quality, ease, and of course, lots and lots of fun.