On Campus

“A special moment for me so far this year was Middle School Spirit Day in December. The kids got together in their color teams, and they did all kinds of team building. Fifth, Sixth, Seventh, and Eighth Graders all in the same group, and they were really collaborating. Moments like that validate why we do what we do.” — Yves Kabore, Head of Middle School (opposite)

Meet Yves Kabore, Our New Head of Middle School

What drew you to Packer? About three or four years ago, I visited Packer — a stranger from Philadelphia that nobody knew from a jar of peanut butter. Everyone was so nice and welcoming, even the kids that I spoke to in passing. I felt the love and the energy in the building. It was just a nice community of people who enjoyed each other’s company. And I love New York: it’s my hometown.

What are your impressions of our students so far?

The students are great. They’re resilient. They’re funny. They’re stronger than they think they are, especially in a year like this one. They’re getting through it with a smile on their face, with humility, with grace.

What are your impressions of your colleagues?

This is one of the most talented teaching teams I’ve ever seen. I’ve had the privilege of working in public, charter, and independent schools in two different cities, and I’ve interviewed and hired lots of teachers. When you combine our faculty’s talent with how much they care for kids’ wellbeing, then you get the community that I described a moment ago.

When did you decide to become an educator? I decided in the fourth grade. I went to a Catholic school, so it was really traditional. My perception was that my teachers didn’t like me. I got in a lot of trouble. If you spoke out of turn or didn’t use the process the teacher told you to, you were reprimanded. Because of those negative experiences, I wanted to become a teacher.

How does that experience show up in how you interact

with kids today? I listen. I let kids get out whatever they want to tell me. It could be about a challenge, or something exciting. I don’t interrupt.

That, in and of itself, allows children to be more open with me. Then I find my entry point to helping them solve the challenge on their own, rather than trying to solve it for them.

Helping kids address the inevitable challenges of growing up is clearly important to you. What gives you this clarity

of purpose? I had to navigate things independently at an early age — not because I was taught to navigate them. I had no choice. I think it built up the ability to persevere: the grit, the stick-to-it-iveness. I don’t quit.

And life’s inevitable challenges get bigger. I’ve seen so many children make up the math gap, make up the reading gap [despite really difficult circumstances]. The one thing they all had in common was the ability to persevere.

What insight do you offer Packer parents that’s most

valuable? I can provide a perspective on a challenging moment that might be hard for a parent to see because they’re in that mode of parenting and nurturing. Sometimes, too much protective nurturing can hold kids back from learning what is really important.

I also provide partnership with families because I’m a Middle School parent myself. When they ask about a specific situation, I can say, “My kid did that yesterday. Let’s think about this as parents.” That puts us in a position to really be able to hear each other.

What skills for moving through the world do you hope a Packer Eighth Grader has, going into high school?

We teach kids how to think, not what to think. The ability to receive information, make sense of it, and decide what to do with it in different contexts around different groups of people. Using your voice in appropriate ways at appropriate times — that’s what I hope kids leave Middle School with.

What do you attribute that to? The kids have said it: confidence in themselves. Being secure enough in themselves to not tie their identity to another child’s identity so much that they feel that they cannot separate.

And we don’t hide things from kids. These kids are going to see some stuff. We have the attitude of “Let’s talk about it, let’s open it up,” so kids build confidence. They learn to navigate nuanced things that we often think that they can’t.

What is something most Packer people don’t know about

you? I love to cook. It’s like my therapy. “Daddy, can you make…?” is probably my favorite sentence.

New Pelicans Join the Flock

In Fall 2021, the community welcomed new administrators and a new member of our expanded student support team.

Kerry Kline is the Science Department Chair and currently teaches Advanced Topics in Biology. Before joining Packer, Kerry spent three years as a teacher in Chicago; from there, she moved to New York City to work as a biology teacher at Friends Seminary in Manhattan.

“I chose Packer because the Science Department was dedicated to modeling,” Kerry says. “Modeling is an approach to teaching in which students work collaboratively to build models of scientific understanding and draw conclusions from their observations and experiences.” Kerry says. “It’s important to learn from other teachers who are committed to the same practice. Packer is that place.”

Kerry holds a BA in biology from Hiram College, an MS in biology from the University of Illinois, and an MAT from Dominican University.

“During my career, I cultivated my interest in working with teachers as they develop a more student-centered approach to teaching science,” said Kerry. “There is no ‘one size fits all,’ but I’m driven by my curiosity in helping find ways for students to experience and interpret science for themselves.”

#KnowYourPelicans: What’s something most people

at Packer wouldn’t know about you? I spent a few years as an aquatic ecologist. It meant snorkeling around Midwest lakes in an effort to manage the invasion of an aquatic weed!

Asia Franks joined the Packer community as the Math Department Head in September. She currently teaches Algebra 1 and Precalculus. “The math department cares deeply that Packer students leave class excited about math, but also understanding the how and why behind formulas, rules, and procedures,” said Asia. “I look forward to ensuring that every student has access to a rigorous math curriculum where they engage in inquiry, problem solving, and critiquing the reasoning of others.”

Asia holds a BA in secondary education from Temple University, an MA in math education from Columbia, and an MS in educational leadership from Baruch College. She is currently pursuing a PhD in innovation in curriculum and instruction at Fordham University.

Asia began her teaching career at the Urban Assembly School for Applied Math and Science in the South Bronx; during her eleven years there, she held the positions of middle school assistant principal, middle and high school advisor, and math teacher.

#KnowYourPelicans: If you had an inspirational fridge

magnet, what would it say and why? “No one is ‘bad at math’!” I am a true believer that every student can learn math because students are natural problem solvers.

Miya Yamada is serving in the new role as the Preschool and Lower School Counselor and Health Educator. Among other positions, she has served as a therapist, program coordinator, and clinic-based service developer for children of trauma and abuse in underserved communities. She comes to Packer most recently from serving as a Kindergarten teacher at The Chapin School in Manhattan.

Miya has a BA in psychology from Smith College, an EdM in counseling and consulting psychology, and an EdD in both human development and psychology from the Harvard Graduate School of Education.

She reflected on her interactions with young Packer students so far: “The students here always amaze me with their lively enthusiasm, curious ways, illuminating aspirations, and kindness toward others.”

#KnowYourPelicans: If you could have any superpower,

what would it be and why? If I could have any superpower, it would be to imagine a meal in my head, and in seconds, the meal would be ready — but to still be able to enjoy the fun and satisfaction of making the meal.

To get to know our new colleagues even better, visit our newly relaunched series #KnowYourPelicans at www.packer.edu/KYP — or follow Packer on Facebook and Instagram at @packercollegiate.

PACKER ATHLETICS The Varsity Boys Basketball team held strong throughout the season, reaching the NYSAIS quarterfinals. Interim Athletic Director Russell Tombline praised their resilience: “The team played extremely hard and fought until the end.” Lucas Kurzweil ’25, a talented student photographer, captured the anticipation and intensity of a game against Brooklyn Friends.

Welcoming New Board Members

In the 2021-22 school year, Packer’s Board of Trustees welcomed three new members: two Packer parents and an alumnus. Our trustees serve three-year terms, generously volunteering their expertise, time, and resources to our community.

Dawn Bradford-Watt has been a Packer parent since 2014 and has children in the Classes of 2029 and 2033. After graduating from Choate-Rosemary Hall, she earned her BA from Bowdoin College and her MA from Columbia University School of Social Work. She served as a Peace Corps volunteer in Honduras and for sixteen years worked in supportive housing at the Center for Urban Community Services, a non-profit agency which provides medical, psychiatric, and case management services to individuals and families. Dawn serves on the Diversity, Equity, and Inclusion Committee and the Buildings and Grounds Committee.

Aaron Reliford has been a Packer parent since 2017 and has children in the Classes of 2032 and 2036. Aaron earned his BA from University of Chicago, his MD from New York University, and completed his specialty and psychoanalytic training at Columbia University. He is an associate clinical professor, fellowship training director, and vice chair for diversity, equity, and inclusion of child and adolescent psychiatry at New York University, as well the director of child and adolescent psychiatry and the associate medical director of behavioral health at NYU Langone Brooklyn. In this capacity, Aaron has served as a valued member of our Covid-19 Health Advisory Committee. He has also served as a Parent Association Lower School Liaison, and has been an active member of the Parent Association Diversity and Equity Committee. As a trustee, Aaron serves on the Diversity, Equity, and Inclusion Committee and the Building and Grounds Committee. After graduating Packer as a College Prep Scholar,

Francisco Tezen ’93 earned his BA in history and Latin American studies at Wesleyan University and his MS in nonprofit management at The New School. He has created and managed growth, visibility, and partnership strategies for educational and social service organizations Year Up, The New School, Columbia Business School, and the Food Bank for New York City. He currently serves as the president and CEO of A Better Chance. He is a member of the Forbes Nonprofit Council and, as a Packer trustee, he is a member of the Development Committee and the Committee on Trustees and Governance.

At the Board’s meeting in May 2021, five trustees were re-elected to three-year terms: Susan Abdalla P’22, P’31,

OhSang Kwon P’17, P’22, Barbara Moore P’95, P’97, P’00,

Richard Story P’17, P’19, P’24, and Marnie Worth ’88, P’18,

P’20.

Officers for 2021-22 are: OhSang Kwon P’17, P’22, Board

Chair; Jamillah Hoy-Rosas ’94, P’22, P’27, Vice Chair; Megan Sheetz, P’23, P’24, P’26, Vice Chair; Reed Lowenstein P’24, P’26, Treasurer; Neal McKnight P’15, P’18, P’22, Secretary; Steve Fineman P’20, P’27, At Large; Marnie Worth ’88, P’20, P’22, At Large.

Read about all the members of Packer’s Board of Trustees at www.packer.edu/trustees.

New and Notable at Packer

UNPACKING PERFECTIONIST CULTURE

The 2021-22 academic year kicked off with an outdoor professional development session on creating true belonging for every student. Visiting consultants Rachel Henes and Blessing Uchendu addressed this objective in the context of so-called “high-achieving school culture” that can fuel perfectionism. Jeremy Hawkins, Dean of the Class of 2023 and health educator, explains: “Because we work with students at an institution with an aura of privilege, it’s easy to assume that ‘the kids are going to be fine’ — and, by extension, ourselves. Rachel and Blessing gave us the permission and vocabulary [needed to support each student] in an environment of deliberate positivity and acceptance.”

A COMMUNITY OF EXCELLENCE

The Packer Parent Association established the PA Excellence in Teaching Chair in 2005 to acknowledge and celebrate Packer’s most accomplished educators. Given their extraordinary efforts in response to the Covid-19 pandemic, the entire faculty and staff were awared the chair in 2020 and again in 2021. Each of our 275-plus full-time professionals received a gift certificate toward books of their choice in thanks for their “resilience, dedication, and excellence.”

LET’S PLAY CHESS!

Chess at Packer is thriving, from a handful of students back in 2015, to over 250 chess players today. Led by Head Coach and International Master Daniel Jere and Sary Awad P’26, P’29, the Pelikings Chess Team has two national “Top 100” players and 50 USCF-rated players across all divisions. Approximately 60% of their beginning players and 40% of their afterschool students are girls, more than double the national average. Since 2018, they have won two U700 New York City and one U1000 New York State championships.

Director of Middle and Upper School Admissions and Financial Aid Sheila Bogan

(left) received the Enrollment Management Association’s 2021 William B. Bretnall Award, given to “outstanding professionals [who] have made tremendous contributions to their schools and to the field.”

Upper School Science

Teacher Alice Lurain received the 2021 Henry Hudson Award from Hudson River Community Sailing. The honor recognized her “instrumental” role in guiding and building the FairLead mentorship program, designed to create opportunities for women to become skippers and leaders. Alice is currently on a one-year leave to serve Hudson River Community Sailing.

Literacy Coordinators Jamie Lilly and Hardeep Juttla

co-presented “Manageable Systems for Differentiating Teacher and Student Goals: Reading and Writing Workshop” at the Simply Coaching Summit in summer 2021. Their presentation equipped instructional coaches and classroom teachers with best practices and tools to increase student achievement. Jamie is currently on a one-year leave while living abroad.

Visual Art Teachers Liz Titone and Elizabeth Eagle

published the 13th volume in their visual literacy workshop and book series, This Is Ours: Cambodia, which showcases the work of Packer’s digital storytelling partners in Siem Reap. You can view that book, and Packer’s title This Is Ours: Brooklyn Heights, online at www.packer.edu/thisisours.

Alfred Music Publications published Instrumental Music Coordinator Paul Riggio’s strings arrangement for the Chanukah song “Hanerot Halalu” (These Candles), which was later selected as a 2021 Editors’ Choice by distribution firm J.W. Pepper.

Re-Envisioning the “Aftermath of a Poor Decision”

Many Packer students today view themselves as responsible for making our school a more supportive and equitable community. With that mindset, the Student-Faculty Justice Committee has worked to shift how it responds to students who fall short of our community’s core values.

SFJC (formerly known as the Student-Faculty Judiciary Committee) is a body of 17 Upper School students and three teachers who review student disciplinary cases referred to them. Most often, the cases involve violations of community norms or school policies such as academic honesty.

In the past, SFJC employed a traditional discipline model, focusing on the details of the infraction and determining an appropriate consequence. Its application process for students wishing to join the committee strongly favored the most confident public speakers. And its early-morning meetings discouraged those with long commutes from even applying. All of these factors felt increasingly out of step with the communal spirit of our student body.

Zola Narisetti ’23, who has served on SFJC for three years, reflected on the insight she and her peers gained from @BlackatPCI on Instagram, where Black alumni recounted how disciplinary procedures were applied differently to them than to their White peers. “If alumni are still talking about [old cases], obviously they’re still hurt. Obviously they felt that there was something missing, that the process… wasn’t successful.”

In recent years, the Committee has revamped its selection process (scrapping the public speaking requirement) and moved its meetings to regular school hours. And it has adopted a restorative process to allow students the space for reflection, accountability, and repair to the community, thanks to an ongoing training-partnership with Nicole Lavonne Smith P’26 of the Morningside Center for Teaching Social Responsibility.

“Circling” is one of the practices the Committee has implemented. Instead of sitting alone while facing a panel of their peers, the student who is referred to SFJC sits amongst the committee members in a big circle. They pass around a physical “talking piece,” which indicates whose turn it is to speak and enhances attentive listening. The overall effect is to foster a constructive conversation about the student’s actions and their impact: why they made a mistake, what they have learned, and how they plan to move forward.

This approach puts students at ease. “They don’t feel like they’re on trial. It’s not punitive in nature,” said faculty coordinator Larissa Dzegar.

SFJC’s new restorative approach is about “learning and community,” said SFJC member Raenen Traver-Fallick ’23. “All the parties involved (especially the perpetrator of the harm) learn how to move forward and be better in the future. In doing so, lines of communication are reopened, and the community is strengthened.”

Supporting students in this way is for some members an intentional rejection of cancel culture where “there are no second chances,” said Raenen. “With restorative justice, when a person does or says something problematic, SFJC [holds them accountable while giving] them a chance to reflect on that action and share their side of a story. This process builds up a community instead of making it smaller.”

Zola added: “We reach out to students, days or even months after the process, to make sure they felt heard. We ask, ‘Is there anything we can do? Here is a list of resources,’ to wrap everything up. And if it doesn’t feel resolved, we can have another circle. We’re just there to listen and support.”

“It’s important to recognize that adolescents, and all of us, make mistakes sometimes,” said Maria Nunes, Head of the Upper School. “How you deal with the aftermath of a poor decision is what matters most.”

This story has been adapted and updated from a piece originally published in IMPACT: Insights into Anti-Racism Work at Packer. For more, visit www.packer.edu/impact.

PACKER ARTS The Dance Concert returns! In February, Packer’s Middle and Upper School dancers offered stellar performances in “A Day at the Met,” a show inspired by the collections of the Metropolitan Museum of Art. Pictured is a “Woman by the River,” choreographed by senior Caterina ’22, who drew inspiration from Corot’s painting Diana and Actaeon (Diana Surprised in her Bath).

Sitting Down with 2020-22 Babbott Chair Jeremy Udden

In addition to teaching woodwinds at Packer for the past 14 years, Jeremy has appeared on almost 30 jazz albums as a saxophonist and composer and performed in clubs and festivals around the world.

When did you first connect with jazz, and what caused you

to pursue it as a career? I fell in love with the saxophone as a third grader, hearing some high school students play it. In high school, I was a skateboarder first, and then I sort of wrapped my teenage identity around being a jazz musician, which was an equally subversive thing at the time. I met musicians from other towns and started getting interested in books, art, and culture in ways that had never occurred to me before.

Jazz opened up the world to me, first in high school, then at the New England Conservatory of Music in Boston. I saw what the “jazz life” and an artist’s life could be. I was hired by an established band, got a passport for the first time, and toured opera houses in Italy during my last semester. Soon after that it was Russia, around the U.S., and eventually Ethiopia.

After 9/11, I took a breath for the first time, and what I was doing did not feel very important. This led to my seeing the importance of teaching, and viewing performance and recording as a way to share music and create a viable experience.

Jazz is sometimes seen as inaccessible. What are your

thoughts on this? Enjoying jazz on any level is OK — you don’t have to “get” it or feel like you’re missing something. Perhaps like watching a football game and not understanding the rules: it can still be entertaining! But it likely gets more enjoyable when you understand what a touchdown is.

Just before the pandemic, you were awarded the Babbott Chair, Packer’s endowed chair for a teacher in the

humanities. How does that feel? It is a deep honor to be in the company of other Babbott Chair holders. The Babbott is an opportunity to take stock of how my jazz-musician life and my woodwind-teacher life relate. Ultimately, they’re two sides of the same coin. Both teaching and performing involve sharing music with people and creating an authentic and reflective experience. When I perform, I speak to my audiences to provide context and attempt to demystify [the music] in the way I might in front of a classroom.

Can you share a little about your Babbott presentation,

taking place later this year? Student musicians from Middle School Jazz Band, Lab Band, and Jazz Combo, plus some professionals, will demonstrate aspects of the enormous genre called “jazz,” and what it means to improvise in music. By giving a bit of context, I hope that students will be able to listen to the music from a place of curiosity and empathy.

Another theme is acknowledging the African-American origins of jazz, and addressing, as a white man, what it means to be an ally in the jazz community. As a teacher and a performer, this starts with recognizing the masters of the music — making it clear that Duke Ellington, Count Basie, and Charlie Parker, for example, should be viewed on the same artistic level as Bach, Mozart, or Beethoven. It also means learning the history of jazz from primary sources: recordings, interviews, and writings of the actual musicians who were there. Collaborating with musicians of all ages and social, economical, ethnic, and musical backgrounds is key: jazz is a musical conversation, and this results in more interesting and nuanced music.

What is something you’ve learned from your students?

Teaching is an incredibly creative act. Finding ways to share music with my students has pushed me creatively every bit as much as composing or improvising music. Teaching requires lots of improvisation!

When Fifth Graders improvise, they might laugh or get excited, but they are fearless! This is a wonderful reminder to me, as an adult, to be less self-conscious, to throw some notes on a page and see what happens.

Heartfelt Farewells

In June 2021, we said goodbye to five beloved teachers whose legacies at Packer will long endure. Read our full tributes at www.packer.edu/2021retirements.

ERIC BAYLIN

Middle and Upper School

Visual Arts teacher 37 Years

Eric Baylin engaged and inspired Packer students to find their artistic voices through photography and art, and to reflect on what constitutes a meaningful life through his beloved elective, “Life’s Big Questions.” Eric’s reflections on life and work extended beyond the classroom to his colleagues through TaLL Tuesdays (Teachers as Leaders and Learners), the professional development program he led (which became a model for many New York City independent schools).

“Thank you, Mr. Baylin, for encouraging me to make grand gestures in my work. You taught me that mistakes don’t exist in painting because one can always paint over them. You taught me to explore rather than to perfect.” — Abby Marriott ’21

GEORGE BOUTIS

Middle and Upper School

Coach and Physical

Education Teacher 40 years

As Coach of Boys Varsity Basketball and Soccer, George Boutis racked up a remarkable 717 wins, 22 season championships, 17 tournament championships, and two NYSAIS championships. Coach Boutis taught his players that to excel on the field, they had to hone both their physical and mental skills — to be better teammates and ultimately, better people. His 5:30 am team runs in the soccer preseason, followed by an hour of yoga, were legendary.

“Whether it’s teaching yoga, meditation, coaching, or even talking sports, you’ve been an integral part of the community here. It’s easy to see your passion and dedication in working with your students, and there will certainly be huge shoes to fill. I thank you for your guidance, not only spiritually, but personally.” — Abe Rothstein ’21

DEB MCDERMOTT

Preschool and Lower School

Associate Teacher 25 years

Deb McDermott was a passionate and thoughtful teacher to Packer’s youngest learners. She showed her love for children in all she did. Always making sure that each child was appreciated and placing great value on their social-emotional development and wellbeing, Deb brought mindfulness, meditation practice and a love of poetry and art to the Preschool.

“For both of our children, Deb’s kindness and good-hearted irony made problems in the class light and solutions easy. Education for Deb seemed to be about showing how and not telling how. — Frank Ligtvoet P’24

GEORGE SNOOK

Upper School History Teacher 30 years

George Snook made history come alive by challenging Packer students to think, speak, and write critically and precisely. He was indefatigable in his commitment to historical scholarship, intellectual rigor, and innovative pedagogy. Packer alumni have been known to say of college professors: “he was no Mr. Snook.”

“By being in his class we learned not just the facts of past events, but also the fascinating stories and wild occurrences that make studying history so exciting.” — Sam Levine ’21

CELESTE TRAMONTIN

Upper School English Teacher 17 years

Celeste Tramontin had a profound effect on her students and inspired a love of literature in her classroom. She led hundreds of students to form a lifelong habit of scribbling insights and questions in page margins, demonstrating their deep engagement.

“We will miss her kindness and commitment, compassion and intelligence, depth and breadth of giving, and her boundless enthusiasm and humor.” — Georgia Groome ’21

Last fall, PACKER ARTS welcomed audiences back to live performances once again, among them the Middle School’s production of “The Phantom Tollbooth” [pictured], and the Upper School’s production of “Antigone.” For more coverage of selected theater, dance, and music performances, visit www.packer.edu/performingarts.

A Sanguine Farewell to the Class of 2021

On a very warm June evening with the threat of rain, the Graduation of the Class of 2021 proceeded joyously, almost against all odds.

In any other year, the unique hurdles that the celebration required — vaccination cards, health screenings, social distancing, and an unprecedented location: the rooftop of the Brooklyn Children’s Museum — might have felt daunting.

But at the end of a year that seemed to test the community in countless ways, the atmosphere at the 2021 ceremony was remarkably comfortable and relaxed.

In heartfelt and funny remarks, Senior Speakers Abe Rothstein ’21 and Jordana Sampson ’21 captured the optimism of their class.

“As we leave Packer, do not forget how powerful your voices are. The only way for change is by using one’s voice to stand up for what you believe in,” said Jordana. “We have different voices, opinions, and passions, and each and every single one matters, but not just to us — to everyone. We have no idea how much our voice can help and impact others, so don’t be afraid to use it.”

Find complete coverage, including hundreds of photos and a video of the ceremony, at www.packer.edu/2021graduation.

A New Generation of Student Voices

I joined the Student Council because I wanted the power and legitimacy to stand up for issues I’m passionate about.

— Taspia ’22. Student Council President. Service Leadership Council. Co-leader of the South Asian Students Association.

My goal in joining student government was to bridge the gap between the administration and the students.

— Rohan ’23. Student Council Vice President. PALS (peer leader to Seventh Grade students).

Today’s high school students don’t hesitate to call out racism, injustice, and inequity. Perhaps what distinguishes this generation from others is their commitment to move beyond rhetoric to concrete action and lasting change. In a roundtable discussion moderated by The Packer Magazine, a dozen Packer juniors and seniors share what inspired them to become leading voices in our community.

Karin Storm Wood, Director of Communications: When you reflect back, was there a particular moment when you found confidence in your voice?

Sadie ’22: Before freshman year, I was a pretty quiet person. I was afraid to raise my hand in the classroom. In Ninth Grade, I took the risk of performing at Poetry Chapel [an annual tradition in the Middle and Upper School]. The community responded with huge applause. That gave me a lot of confidence in myself and in my voice. I started raising my hand more often, which led to me taking leadership roles in the community. Taspia ’22: I also presented at Poetry Chapel that year. I read a poem about feeling alone with my identity sometimes. People assume I’m Indian: no one really knows what a Bangladeshi is. After that, I felt connected to the community in a way that I hadn’t before. Also, going to a lot of diversity events as a freshman helped me become someone who can stand up for what they believe in. Lucy ’22: Finding your voice doesn’t necessarily have to be in front of a crowd. I found what I wanted to share with the world with Mrs. [Kate] Meyer in Middle School. She encouraged students to read current events, keep up with the news, and have class discussions about politics and government.

She took the time to talk about what I’d been reading, what my thoughts were, and why. She pushed me to think more deeply and to solidify why I thought certain things or why I disagreed with certain points of view. That was the first time a teacher had taken me under their wing and nurtured my interest in government and politics. Zoe ’23: After hating public speaking and having stage fright, in Eighth Grade I gave a speech in Chapel, about the use of images by Packer’s Communications Office and my concerns about tokenism. Ms. [Vidya] Misra helped me throughout the process of writing the speech. She made me feel very seen and heard. In terms of my own confidence, that came from small spaces, like friend groups of two or three, where we would share things specific to being a Person of Color, more specifically a Black girl, at Packer. Knowing that there are kids who don’t have the confidence to speak gives other students the confidence to speak up.

Zola ’23: On the D.C. trip in Eighth Grade, I had a racist incident with someone from another school. They didn’t want to talk to me because I was Black, and I kind of closed off. I had never experienced anything like that. Miss Semeka [Smith-Williams], Mrs. Meyer, and Ms. Misra made themselves available to me. I didn’t feel forced to do or say anything: my comfort was really taken into consideration. Later, they suggested that I share my experience with my grade. It took their support for me to be able to stand up and say, “This is what happened to me. Hopefully this will make you think more about your actions and your words and how they affect other people, specifically People of Color.”

Also, my musical background means I’m in a lot of performances. You have to just be on that stage and own it. That’s how I go through other parts of my life: even if I’m nervous, I don’t let people see it.

Zoe’s Eighth Grade speech launched a series of conversations between the Communications Office and students that ultimately led to the 2021 creation of Students for Diversity and Equity in Communications. SDEC is a task force that helps inform how the school represents Packer’s racial diversity in its promotional materials, such as the website and this magazine. SDEC’s mission is to promote authentic student voices and depictions of the student experience at Packer while adhering to anti-racist communications principles grounded in consent, respect, and transparency.

Is there a bridge between confidence outside the classroom and confidence in the classroom?

Charlie ’23: Yes. My freshman year, I was able to attend Harvard Model Congress in Boston. It was an amazing experience, standing in for a senator on the Judiciary Committee, voicing their point of view. I was also able to give closing remarks that combined my humor with my passion for politics. Creating a really dynamic moment that was appreciated by my peers meant a lot to me. Maryem ’22: This year, being one of the captains of the girls varsity soccer team, I had to use my voice in ways that I hadn’t before. Younger students looked up to me for guidance and leadership. That experience built confidence that wasn’t limited to the soccer field; it extended to other parts of my life as well. Kat ’23: I completely agree, and it goes the other way, too. In Ninth Grade Pre-Calculus, I was struggling during a self-directed math exploration we had to present to our classmates. I was extremely nervous, but I did my presentation, and people seemed to like it! The connections that I made with my classmates because of that experience allowed me to join the Women’s STEM [Science, Technology, Engineering, and Math] Club. It made me feel a lot more confident and got me out of a downward spiral. That moment stands out as a vivid example of me becoming more confident to speak. Sam ’22: I joined the varsity swim team in Middle School, as a very nervous Seventh Grader. All the upperclassmen were very welcoming. I realized that the only thing that was preventing me from being a part of the community was myself. That was because of their impact — their kindness and their including me.

What role have your teachers played in developing your voices?

Talia ’22: Someone who was influential for me was Dr. [Sarah] Strauss. In her AT Archives course, I kept picking out these really weird, niche topics. I was afraid of being judged, but she fully embraced them. That helped me to develop my voice as a scholar, to accept that I’m interested in niche stuff, and to just go with it!

Meet the People Behind the Words

Portraits by Lucia ’23 and Madison ’23

Having heard students’ concern about how the Communications Office represents the Packer community, especially its diversity, it was important that action be taken to address it through SDEC.

— Sadie ’22. Founder of Students for Diversity and Equity in Communications (SDEC). Editor-in-Chief of Packer Current Items. Founder of the History Club. Asian Affinity Alliance. Boundaries and Sexual Empowerment Committee. Varsity swim team captain.

The goal of CAN is to connect students to outlets where they can make their voices heard and give them an opportunity to initiate change in their communities, or at least engage with the process, so once they are older, they have those tools and resources to continue that work.

— Lucy ’22. Leader of Citizens Action Network (CAN). Co-leader of History Club. Students for Diversity and Equity in Communications. SOPRALTO (a capella group). Policy Group Leader of Earth Club. Student-Faculty Sustainability Team.

The debate team is a great place for people to socialize and learn to articulate contemporary topics in a public setting.

— Charlie ’23. Leader of Model Congress Club. Debate Team. Debate Club. PCI contributor.

I wanted SFJC to include voices from more diverse perspectives. We’ve moved to a restorative justice process, where everyone is able to share their side of the story. That was my main goal: to make sure that racist incidents don’t go undiscussed and those who were harmed don’t go unsupported.

— Zola ’23. Student-Faculty Justice Committee (SFJC). Editor, The Packer Prism. Yearbook. Chemistry Club. Packer Current Items. Admissions Office Student Ambassador.

We’re working to make sure there’s more authenticity in the curriculum and in the way Packer presents itself, by incorporating the views of students of Color.

— Zoe ’23. Change Committee. Students for Diversity and Equity in Communications.

We started SASA last year. I don’t think Packer has ever had an affinity club for South Asian students before. It’s really important to be able to form connections, celebrate our identities, and uplift our voices.

— Maryem ’22. South Asian Students Association (SASA). Women of Color Club. Varsity girls soccer captain.

Charlie: In Middle School, I experienced many struggles related to confidence. My English teacher, Mr. [Todd] Johnson, had many meaningful discussions with me. He really cared, and it made an enormous difference — to where I’m now able to speak in class with confidence. I count myself lucky to have had him by my side and in my life. Zoe: Todd Johnson was a huge influence for me, too. He was the first teacher who made me feel like I was being listened to when I expressed my concerns about the curriculum and social community at Packer. I was even able to critique his classes, and he just listened. That feeling of being listened to — and the belief that action would actually be taken in response — definitely boosted my confidence. Maryem: A moment that was important to me was when we were doing a project on social movements in Tenth Grade U.S. History. Ms. [Sandra] Fahy had encouraged me to look into injustices happening in Palestine. That topic is pretty controversial in the Packer community. Ms. Fahy built my confidence in sharing my opinions, even if they’re shut down or disagreed with. She gave me the assurance to talk about something I was scared to talk about before. Taspia: For me, Semeka has been a great support. One day during my sophomore year, there was a really big Continuing the Conversation [student-led teach-in] with more than 50 people in the room. At one point, no one was speaking. Semeka was like, “Taspia, do you have anything to say?” At the time I was kind of upset, like, Why would she do that? But now, I’m grateful for all the times she’s pushed me out of my comfort zone. Lucy: In Tenth Grade, I wanted to go to a conference on voting rights in Albany, but my parents couldn’t take me. I kid you not, Miss Semeka was like, “All right. We’re going to make this happen. Let’s go.” She took me on the train. It was so nice! Valentina ’23: I want to shout out Dio Hernandez, the faculty advisor to Sabores Latinos [the Upper School’s Latinx affinity space]. I wasn’t allowed to take Spanish when I entered Packer because I’m a fluent heritage speaker. But I wanted to perfect my grammar and expand my vocabulary. Along with other students, we’re creating a course for heritage and native speakers.

Students created the Change Committee in 2020 to advocate for more diverse representations of race, ethnicity, and culture across Packer’s curriculum. Since its founding, the Change Committee has engaged in dialogue with several academic departments to express its desire for Packer students of all identities to see themselves reflected in their studies. In partnership with Upper School leadership, the Committee also launched a system for students to provide feedback directly to their teachers, with an option for anonymity. (A student opinion piece from The Prism that questions this practice can be found on page 23.)

STUDENT RESEARCH

“My research area is cosmology, specifically the expansion of the universe. Recently there’s been a crisis in physics because there are two ways to measure the Hubble constant — the rate of the universe’s expansion — but they disagree, and their errors don’t overlap. My mentor and I were looking into one possible reason: the shape of the universe. We created two cosmological models and put them through a series of equations on Wolfram Mathematica to find the relative luminosity distance modulus. When we compared those models to Lambda-CDM, we saw that the relative luminosity distance modulus that we’re basing our calculations on isn’t sensitive enough with the data we have right now to conclude anything. Until we can get next-generation experiments, it remains an open question.”

— Ella ’23 is the lead author on a paper entitled “Spatial curvature sensitivity to local H0 from the Cepheid distance ladder,” recently published in the Journal of High Energy Astrophysics. Ella is in Packer’s Independent Science Research Program, a three-year course in which students undertake original research at college and university laboratories across the city.

Does having a strong voice define your generation?

Taspia: I don’t think it’s unique to our generation. There have been countless Packer students who did similar work but got little recognition for it. For instance, students have been trying to change the curriculum for a long time, way before the Change Committee was formed.

The change in Packer’s administration has been a big part of that. For example, Maryem and I fought for a day off on Eid, a Muslim holiday. When I was in Middle School, my sister [Tasnia ’17] fought for the same thing and was shot down. Then when Dr. Weyburn came in, it happened.

I think we need to do a better job of recognizing the work of past students. It rubs me the wrong way when current students are like, “We should have been talking about this.” There have been kids of color who were talking about this; it’s just that no one cared to listen. Lucy: I totally agree. In a broader context, outside of the Packer community, there’s the notion of “This is the generation of activism. This is the generation of change.” I think it’s meant in a positive way, but it feels like it writes off all of the work we’re doing, as if our generation is just meant to do activism, that it just happens naturally for us.

A lot of the work people are doing is a result of what Taspia said: not being listened to for so long, and people ignoring problems like climate change and environmental injustice. This generation is realizing that we don’t have the luxury to just wait it out. If change is going to happen, it’s going to be with us.

Meet the People Behind the Words

Portraits by Lucia ’23 and Madison ’23

I’ve been involved in robotics since elementary school, and I wanted to bring the opportunity to pursue robotics to the Upper School. We’re a tight community. A lot of artistic student voices come out at our annual Coffee House because it’s not a faculty-run thing. There’s no audition. It’s very loose.

— Talia ’22. Leader of Inquiry Club. Leader of Writers’ Club. Science Research Program. Peer Support Leader. Varsity softball. Editor-in-Chief of the Packer Yearbook.

— Cole ’22. Student Council Representative. Leader of the Robotics Team. Leader of Packer Computing (a computer science club).

Women in STEM is a space where women talk about STEM classes and activities they’re doing. It’s a stress-free zone and a joyful place that’s connected me to some of the smartest people I know.

— Kat ’23. Co-leader of Women in STEM. Co-leader of Art Club. PCI. Intersections. Yarnworks. Varsity swim team.

I started Black Girl Magic in the Tenth Grade, and it’s expanded to this beautiful circle of Black women at Packer — not just students but also parents, alumni, and teachers.

— Krislyn ’23. Creator of Black Girl Magic. Peer Support Leader. Student Leadership Council. Change Committee. Continuing the Conversation. Students for Diversity and Equity in Communications. Diversity and Equity Council. Science Research. Dance Concert.

From an editorial standpoint, I felt that the submissions to Intersections were coming from similar places. I wanted to get STEM voices from as many different parts of the Packer community as possible, not just a select few.

— Sam ’22. Leader of Intersections (a journal featuring work by students in STEM).

In Sabores Latinos, we’re working to diversify the curriculum to include heritage speakers and native speakers.

— Valentina ’23. Student Council Secretary. Leader of Sabores Latinos. Leader of Packer Second Stage (a student-led theater company).

Zoe: I’ve been at Packer since Kindergarten, and the changes being made now have been asked for every single year that I’ve been here. Now, there’s a lot more pressure on the school to actually make the changes — instead of saying, “we hear you” while nothing happens. Students are now allowed to critique the institutions that they participate in. Also, there’s a threat to Packer’s image because of the way people are demanding accountability.

Our generation has been provided the space to be listened to and take action. There’s always been a huge voice, but now we’re being taken a lot more seriously. Kat: I completely agree, and I think the online environment of the pandemic contributed to that. The Zoom chats would sometimes be boiling with complaints. Our grade set up virtual meetings every couple of weeks to talk about issues at school. That made our concerns a lot more public. Rohan: It’s amazing how, two years ago, the administration and the students were almost feuding. Now we’re collaborating more. And it goes deeper than collaboration. It’s about creating plans to enact change. We’re seeing students raise issues and then follow up and be actively involved. This is from the majority of Packer students, not just student leaders. Sadie: After an incident related to students a few years ago, the administration really listened to our concerns about consent training. That prompted the creation of the student-led Boundaries and Sexual Empowerment Committee. The administration really cared about what the students had to say. We were able to make changes to the student handbook pretty quickly. Rohan: Recently, a lot of students have asked to know their grades in real time, throughout the semester. The Student Council brought the topic up and provided data to the administration. Now we’re working on this issue with a task force that the administration created. Hopefully we can enact this change next year.

If you could go back in time, what advice would you give your Ninth Grade self?

Cole ’22: The connections you can make in clubs and other organizations really help you find your voice and help you make an impact. Student activities are a key way Packer helps you figure out how to share your thoughts and what you know. If I were to do something different going into Ninth Grade, I would’ve gotten more involved in these things earlier, so I’d have had more time to cultivate my interests. Kat: As a new Ninth Grader I was just so intimidated by this new environment. I just wanted to be this little speck of dust in the corner that no one would bother. Maybe that was not the right mindset to have! So my advice would be to go to as many different club meetings as you possibly can. They’ve been a really positive force in my life that I wish I’d taken better advantage of.

STUDENT ACTIVISM

“In honor of the Lenape peoples, The Packer Collegiate Institute recognizes it exists in Lenapehoking, unceded land. We recognize the Lenape community, culture, and traditions, past, present, and future. Packer was founded within the context of White settler colonialism, and upon direct exclusions and erasures of Indigenous peoples. We acknowledge the privilege and responsibility we have in learning and living on this land, and we promise to pursue this work mindfully and intentionally.

“Large portions of the Lenape community were forcibly removed to Oklahoma, Ontario, and Wisconsin, yet New York City is the home for many Indigenous people today. This acknowledgment demonstrates a commitment to working to dismantle the legacy and ongoing impact of settler colonialism and to build a sustained relationship between Packer and local Indigenous communities. It also marks a commitment to continuous education about, awareness of, respect for, and celebration of the Lenape and Indigenous nations.”

The Land Acknowledgment Committee, founded by Graham ’21, crafted the statement above. “It’s our intention for Packer to adopt this land acknowledgement as a representation of our community commitment to counteracting erasures of Indigenous people, and establishing a relationship with Indigenous communities in New York. We are committed to this work because we feel that the lack of education around Indigenous history and reality has left the community without an understanding of how Packer has benefited from colonization and the ongoing oppression of Indigenous peoples.

“We hope the land acknowledgment promotes community awareness that lays the groundwork for reparations. We ask you to participate in this effort, think about ways to work towards decolonization, and/or give your time, support, or money to the organizations that serve Indigenous communities in New York or elsewhere.” — Frankie ’22, Gabe ’22, Judah ’24, Lola ’22, Maitri ’22, and Soren ’24

Sadie: It’s one thing to join something, but it’s another to actually be someone in that group. I joined a lot of clubs in Ninth Grade, but I was always just a fly on the wall. I was scared I’d do one thing wrong and be canceled or be embarrassed for the rest of high school!

My advice would be: Don’t be afraid of the Packer community. It’s a really supportive, close, tight-knit place that will help you grow. Sure, there’ll be times when you’ll embarrass yourself, but you learn to move on. It’s never as big a deal as you think. P

This conversation was edited for clarity and condensed.

YOUNGER VOICES

Where Student Voice Begins

Though many people equate voice with confidence, it really stems from self-awareness and social awareness.

In the younger grades, “we talk about how to embrace who we are,” says Bill McCarthy, Preschool and Lower School Division Head. “We talk about what makes us unique and special — as well as what connects us.” In his division’s responsive-classroom model, the day begins and ends with the students coming together in a circle. “They understand that they all have a part in those conversations, and that everyone has a different way of participating.”

“And ‘voice’ isn’t necessarily verbal,” Bill continues. “It can be expressed artistically, in dance, in the games and activities they select during choice time. This connects to our Reggio Emilia philosophy, which sees children as capable and having infinite abilities — the so-called ‘100 languages of children.’”

“In the Middle School, we help students use their voices to independently navigate things — in multiple contexts — without the need of adult intervention,” says Yves Kabore, Head of Middle School. “Ultimately, our work is to help them get to the point, as seniors, where they have a sense of self, they can advocate for themselves, and they know how to live in community with others.”

Ultimately, developing student voice is not about “trying to prepare kids for ‘real life’ in the future,” says Yves. “What they’re saying now matters, and what they want now matters, and what they think now matters. They’re living their real life now.”

With encouragement from their science teacher Sharon Melady, the First Grade recently sent emails to President Biden to share their concerns about the environment. They were very excited when he replied! “I urge you to remain curious, creative, and fearless,” he wrote. “Students like

you are the future of our great nation, and it’s important that you speak up on the issues that matter most. When you make your voice heard, adults listen.”

Notes from the Classroom

“We started the year looking at hip hop culture: how it creates community using different kinds of expression. One day a couple of the kids made a poster of a break dancer. Then they came in wearing suits with hoodies, saying, ‘We want to be a break crew!’ So I helped them create a dance floor. They were so into breakdancing that I connected with Alicia White, the dance teacher. She brought in capoeira and different African dances. She built on their energy and their momentum. Now they call themselves the Bunny Breaking Crew! I started it by introducing hip hop culture, but they took it in another direction, and I just followed.” — Eric Royo, Second Grade Head Teacher

“In the Third Grade, students find their voice literally, by learning how to phrase their ideas and differentiate their ideas from other people’s. And in a broader sense, they find their voices by figuring out their opinions about civics topics or social justice issues. We often say, Here are the facts. Some people believe this, some people believe that, and it’s your job to figure out what you think. So we help them figure out their thoughts, then how to voice those thoughts, whether in writing, in art, or in a petition — whatever it might be. It’s really empowering for students to realize they can have an opinion. It’s simple, but powerful.” — Elisha Li, Third Grade Head Teacher

“The emergence of the Chapel Committee over the last several years is a strong example of student voice in the Middle School. The students organize the announcements and design the games and competitions themselves. They always put together a really great program, and in a sense that’s an example of voice, because they’re very careful about who’s being represented and who’s being heard. Interestingly, we have a really strong group of Fifth Graders this year, and they were upset that their grade wasn’t winning any of the Chapel games. So the Chapel Committee had this lovely dialogue with the Fifth Graders, explaining some of the traditions. They asked for the younger kids’ feedback, saying, Please share ideas for games that you can win!” — Kate Meyer, Middle School History Teacher

and Faculty Advisor to the Chapel Committee

“In terms of student voice in the past several years, the students on the Change Committee [see page 19] had a huge impact. Their presentation to the English Department prompted us to analyze our practice — not just to find opportunities to diversify the content we’re teaching, but even in examining the process of how we’re teaching to reach diverse learners of every variety.” — Elena Megalos, Middle School Humanities Teacher

STUDENT VOICES

Opinions from The Prism

The Packer Prism tackles a wide range of topics of interest to our students, from gender inequity in Packer’s shared spaces to microaggressions in the classroom. Here, we share a selection of recent opinions.

Restorative Justice and Rules Are Not Mutually Exclusive

By Laila ’24

In recent years, Packer has shifted the approach we take in responding to student misbehavior. Currently there is a resistance to creating clear rules, and as a result, consequences are vague. However, rules are essential because they provide consistency, expectation, and fairness. So, what are the consequences Packer students now receive, and what is the process for determining those consequences?

Matt ’22, member of the Student-Faculty Justice Committee (SFJC), said that with this shift to restorative justice, the SFJC and adults in the community strive to understand students’ behavior through considering both students’ motivation and the impact of their actions on others in the community.

As a community, we must consider how we can focus on restorative justice and benefit students in development, while also holding each other accountable. Without consequences ever being explicitly stated, and with the focus on a case-by-case approach to discipline, teachers, staff, and students are not clear on disciplinary procedures or repercussions… Having set rules and protocols will actually encourage the restorative justice approach, so students are held accountable, without bias or judgment affecting a student’s outcome. This is not an either/or issue. This is about making a plan so that students and teachers know what our policies are, so we can all feel comfortable in our community.

The New Cyber Bullying: Feedback Forms

By Liam ’22 and Natalie ’23

Anonymity is a tricky concept: on the one hand, the anonymous teacher-feedback form allows students to speak freely without fear of consequence. On the other hand, it allows students to speak freely without fear of consequence. While this feature makes the form a good way to report microaggressions or student discomfort, as was the original purpose, in practice, students have weaponized the anonymity, thus invalidating the real complaints — the ones the form was designed for. Feedback forms are a double-edged sword, and when taking a more long-term approach to analyzing their effect on student-teacher relationships, they seem more harmful than beneficial. It is not the job of students to take care of their teachers. But it is the job of human beings to have empathy for one another, and to treat each other with respect and a basic level of care. While hiding disrespect in anonymity is tempting, spamming a Zoom chat feels more effective in the short term, and joining arms in student-teacher email warfare feels like a winning strategy, students should first see how their teacher responds to a more honest, sincere approach.

Undeniably, student feedback is important, and the administration is absolutely right in wanting to foster transparency between students and teachers. However, if students want their feedback to be respected, then they must likewise be respectful in how they offer their perspectives.

Read these pieces in their entirety online, plus additional selections from The Prism, curated by 2021-22 Co-Editors Apple ’22 and Julian ’22, at www.packer.edu/prism.

STUDENT VOICES

The College Essay

With support from our college counseling team and dozens of volunteer essay mentors across the school, our seniors craft powerful personal statements yet they rarely have wide readership. We wanted to change that with this moving reflection by Alex ’22 — plus a killer opener by Talia ’22 [see inset].

“Come la vuoi — calda o fredda?” I’d ask every new batter. “How do you want it — hot or cold?” It never failed to get a laugh. Not knowing the Italian words for “fastball” or “slow pitch,” I had to improvise. The older kids, ready to show off, would dare me to throw it calda. The newer ones, unsure of this strange American sport, usually wanted it ghiacciata — ice cold. And so I spent the hot summer days of my youth in a small Tuscan town, evangelizing one of America’s great traditions at il Campino, on the dusty, dilapidated playground on the edge of town.

Since birth, I’ve spent two-to-three months a year in Terranuova Bracciolini, my mother’s hometown. Born in New York City, I’ve always felt like both a big-city kid and a small-town boy — one foot racing through the Big Apple’s busy streets, the other planted in a small Tuscan village. Every December, in the span of an eight-hour flight, I go from buzzing crowds and traffic and the scent of roasted chestnuts in New York’s crisp winter air, to the smell of wood-burning fireplaces and the tolling of the local church bells in the thick fog that settles on the Arno Valley each winter. Although Terranuova is a fraction of the size of New York City (about 1/716, by my count), my Italian community somehow feels much bigger; it’s a community built on family, love, and tradition.

Maybe the clearest manifestation of that community is food. My earliest memory is sitting around Nonna’s kitchen table watching her cook. And while recipes like Nonna’s, passed down for centuries from generation to generation, are justifiably world-famous, what few outsiders appreciate is that in Italy, the food is not the main course. It’s the company, and the hours we spend together around the table. Meals in America are often a pit stop for fuel. Meals in Italy are sacred: no one watches the clock, and conversations continue for hours even after the table has been cleared and the dishes washed, dried, and put away. In Italy, it’s not just about what you’re eating, it’s about who is at the table with you. Hosting a meal is offering your home, no matter how modest, as the place where a true communion can happen between friends and family. Italy’s traditional dishes, familiar to people all over the world, are delicious, but it’s the good feeling and collective warmth they generate that’s the point. It’s ensuring that every guest knows that he or she matters.

Living in Italy has also stamped on my soul a love of history and art. Like the Arno Valley’s winter fog, Italy’s omnipresent beauty gets underneath your layers of protection and seeps into your bones. After traveling to Rome a few years ago, I felt inspired to explore the incredible history of this two thousand-year-old civilization, whose politics, laws, and artistic monuments remain so foundational to Western culture. I’ve begun to study Latin and have pursued independent study programs on Roman history, and I hope to major in Classical history. So many echoes from the ancient world can still be heard today.

When I’m back in the United States, though, it’s not only the ancient world that I bring with me from Terranuova. Just as I exported a little bit of America to il Campino when I was a child, so today I bring the values and traditions of my mother’s country to my life in Brooklyn. My family’s house on Amity Street is a second home to my friends. It’s where we meet, where we eat, and where we share with each other the daily victories and struggles of teenage life. Dinner time is still sacred, and there’s always plenty of room around the table for the unexpected friend who drops by to see which of Nonna’s recipes is on the menu.

When I think about it, I must have gotten my true crime addiction from my Grandmother. I remember sauntering into her apartment as a six year old, where infinite towers of books loomed over me, and I worried that they might topple on my petite Grandma Janice while she was home alone. I know that half of the 10,000 books in my grandmother’s apartment have something to do with true crime. Whether it’s a treatise on criminal psychology or a suspenseful Swedish crime novel, you’ll find it on my grandmother’s strained book shelves. I used to be afraid of what was written on those inky pages, assuming that the content would give me bloodcurdling nightmares that would keep me from shutting my eyes ever again. Elementary-era me would be shocked to know that true crime now

helps me fall asleep at night. — Talia ’22

Read the rest of Talia’s essay, and additional examples, at www.packer.edu/2022essays.

ALUMNI VOICES

Becoming Braver

Alumni reflect on the Faculty members who helped them find their voices, and more.

From Sara Mandelbaum ’77: From Fifth through Twelfth Grade, Packer was my sanctuary. In the 1970s there was a clear separation between private family life and the quasi-public self that you dressed and brought to school. So if there was trouble at home — alcoholism, depression, drug use, physical or mental abuse, violence, divorce — no one talked about it at school.

Even if my teachers didn’t know exactly what was going on at home, some of them were somehow aware that something wasn’t right. Jane Rinden, in particular, must have sensed something — how else to explain why she seemed to care so much about me? When I was in her class and discussing Gatsby, Faulker, or Dostoyevsky, nothing could harm me. It was Fred Johnson’s French class and his plays, Linda Ray’s dance classes and concerts, that made me feel like a worthwhile person.

I think about Packer all the time these days, and how most of the things I am passionate about started within those walls — in those classrooms, the Pratt Theater, the Chapel, and the Blackburne Library. I think about all the unspoken private things my classmates were likely experiencing as well, and I hope that Packer gave them a sense of safety and self-worth as it did me. Would it be an exaggeration to say that Packer saved my life? Maybe a little bit, but not much.

From Corey McBeth ’91: My chemistry teacher, Mary Andrews, could not figure out why I wasn’t doing well in class because she felt I was more than capable. She sought out Dennis Britton — the physical education teacher and varsity basketball coach — to speak to me.

She thought that maybe as one of the very few Black male students at Packer, I might be able to open up about my academic struggles to Coach Britton, as one of the only Black male faculty members. I guess she felt maybe there were some things she didn’t understand about me and could not relate to as a White woman from Minnesota. And I thought that was so dope, that she would go to those lengths to ensure my success when she could have just graded me based on the effort I gave at the time. My respect for her increased immensely because of that… and because she loved to play basketball and had a decent jumpshot.

From Isabel Dulfano ’77: From the lasting relationships I made with teachers like theater guru Hal Wicke and math wizard Tom Sonnabend, who remains a close friend, to the vast array of classes that cemented my intellectual foundations in liberal arts, Packer was generously instrumental in my

Jane Rinden in the 1977 Yearbook; Mary Andrews and Dennis Britton in the 1991 Yearbook

growth. As a Hispanic woman and full professor at the University of Utah in Latin American letters, with a PhD from Yale, I have no doubt that those formative adolescent years played a significant role. Always grateful —for the friends, the social polishing, and the productivity that developed in that magic, ivy-covered castle.

From Kenneth D. Mann ’88: Throughout my career, the writing skills I learned at Packer have been a great advantage. Linda Dembo was outstanding in that regard. I can see her corrections in my mind as I evaluate my organization, sentence structure, and word choices. Thank you, Ms. Dembo!

From Hilary A. Fox ’85: I’ve always felt a certain confidence that I know who I am, but that confidence grew as a result of encouragement from teachers like Ken Rush, who showed me I had skills that went well beyond drawing the cartoon characters I was known for; Kathy Emery, who allowed me to trust my interpretations and opinions; Hal Wicke, who asked me to be stage manager for the Christmas pageant when I had no notion of doing any such thing. One becomes a little braver and more willing to try from such moments.

Submissions have been edited for clarity and condensed. Many thanks to all of the alumni who shared their reminiscences with The Packer Magazine.