the quill magazine, spring 2009

The Pike School Magazine Spring 2009

QuillThe

Head of SchoolA Message from the

E Pluribus Unum Meets Non Sibi Solum

As I sat at the Middle School concert this week, I was struck by the number of students, faculty, parents, and staff who were thanked for being part of creating such a wonderful performance. In my writing about Pike, I often extol the virtues of our community, yet the concert helped me to see that community is actually individuals, each doing his or her part to build that community. The stronger the commitment of each individual, the healthier the community they compose. While each of us may not be talented enough to help in all areas, together our abilities and commitment to each other allow us to be part of a network with remarkable potential.

When new families enter The Pike School, they receive a copy of The Pike School: A 75-Year History. It really is a remarkable story of how our school has grown over the years. By 1950, teachers were paid approximately $1200 a year, and the annual budget of $35,000 paid for 14 full and part time teachers who taught 150 students. In 1958, it was clear that the growing student body of 208 would not fit at the Hidden Road site for much longer. The school bought 30 acres on Sunset Rock Road for $20,000 and committed to a $650,000 construction project that built much of the existing campus. Pike was blessed to have a talented and loyal Board of Trustees and a committed parent body, each of which

did its part to bring the shared vision to reality. Were it not for the individual commitments of the people in those groups, Pike would not be where it is today.

We are likewise faced with challenges to our environment and our economy, both of which are critical factors in our lives. I believe we have to understand that everyone needs to do his or her part if our planet and way of life are to be sustained and protected for us, our children, and their children. Just as the Pike community worked together to transform our school in the fifties and sixties, we are engaged in an equally ambitious effort today. Whether adopting a composting program for the dining room to help the school run greener, building the Dahod Center for Community and Creative Learning to reaffirm our commitment to the arts and creativity, increasing our financial aid budget to help deserving students partake of a Pike education, or many more worthy efforts, our community is still dependent on the dedicated individuals, like you, of which it is composed. As a community, we have all made a compact with each other to do whatever we can to live up to our mission of helping children become independent learners and responsible citizens. I look forward to our continued work as we strive to attain that goal.

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QuillThe

Volume 15 No. 2Spring 2009

The Quill is a publication of The Pike School Office of Development, Alumni Affairs, and Communications.

Office of Development,Alumni Affairs, and CommunicationsTara L. McCabeDirector

Cliff HauptmanDirector of Communications

Christen HazelDirector of Annual Givingand Alumni Outreach

Cara KennedyDevelopment Associate

Our MissionThe Pike School seeks to develop within its community a life-long love of learning, respect for others, the joy of physical activity and a creative spirit. A Pike education is a journey that prepares students to be independent learners and responsible citizens.

Editor-in-ChiefCliff Hauptman

Contributing WritersDebbie AndersonBo BairdChristen HazelLaura Russell

Design/LayoutCliff Hauptman

The Pike School34 Sunset Rock RoadAndover, MA 01810Tel: 978-475-1197Fax: [email protected]

On the cover: Giant sunflowers dwarf two Kindergarteners in Pike’s Lower School garden, part of our sustainability initiative.(Photo: Cliff Hauptman)

Features

Departments

Greening

a special issue about Pike’s sustainability initiative 10

Message from the Head of School

Upper School News

Middle School News

Lower School News

Trustees News

Faculty News

Alumni Events

Class Notes

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Facing Page

Upper School NewsSharing Talent, Building CommunitySoon after the Dahod Center opened, a group of enthusiastic Ninth Graders approached me with an idea that would evolve into the first student-run event in the new Theater. Louisa Dallett, Kiera Parece, and Jessica Horton inspired several Upper School students to share their talents with the rest of the Upper School community on a Friday night in November. The theater was filled with excited students, proud parents, and curious siblings to see how each performer would embrace the risk of performing in front of an audience of about 200 supporters. Students took charge of the entire production, from booking the theater, to selling tickets, to auditing the acts and staging the performances. Students performed dances, instrumental pieces, and original skits and monologues, and their peers were wildly supportive, cheering with genuine appreciation after each act. In addition, the event raised over $200 for the Grade 8 charity, which will be determined by the Student Council in the spring.

The Talent Show created a lasting energy that inspired others to join in the fun during weekly assemblies. All year, students have offered to sing, play an instrument, or show original videos or Web pages.

With the abundant snowfall this winter, it was an easy decision for me to invite students to bring in a sled to use during morning recess. The students responded by bringing all kinds of sledding vehicles, including a few homemade contraptions made of cardboard wrapped in the ever-useful duct tape. The regular sledders became a dedicated corps of mostly Sixth Graders who charged out of Farnsworth each morning to the hill overlooking the lower soccer field. Those who had brought sleds began the ritual of flying down the hill shrieking with delight tinged with just a bit of fear. As they trudged back up the hill, they were besieged by their peers for permission to take the next run. Those who had multi-passenger vehicles called out for extra riders, and the shrieking increased in volume as they careened down the hill, usually losing the last rider along the way. At the end of recess, the sledders walked

All students and faculty love “dress down days” when they can come to school in more casual clothes than normal. But how about “Nordic Friday?” In February, Upper School students in our new environmental awareness club, Big Green, asked their peers and teachers to wear extra layers of clothing for one day while we tried to lower the thermostat for the day. While the weather on that day turned out to be one of the warmest days in February, the Upper School community was enthusiastic about this first effort at tracking the Upper School’s energy use. As a follow-up, Big Green asked their Upper School peers and teachers to participate in one more “Nordic Day” before the cold weather diminished. Interestingly, that April day was one of the coldest days since Spring Vacation, and students and faculty were certainly grateful for the thermostat’s return to normal the next day.

Home Sweet StockholmIt’s All Downhill from Here

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reluctantly back to Farnsworth, clothes wet with melted snow, fingers stiff with cold, cheeks pink from exertion and laughter, ready to be students again.

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4 The Pike School www.pikeschool.org

Upper School News by Laura Russell, Head of Upper School

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Students participate in Pike sports for different reasons: they want to try a new sport in a supportive environment; they want to spend time with Pike friends whom they might not be able to see outside of school; they want to improve skills they already have; they enjoy competition; they like being part of something larger than themselves, reaching for a common goal. Participation in sports creates wonderful memories of bus rides to and from away games. And Pike teams have been successful in different ways. Sometimes they win more games than they lose. Sometimes they win all their games. Sometimes they learn from more losses than wins. But at the end of each season, the results are the same. A group of students has represented The Pike School with courage, integrity, and a sense of fun that other coaches and players notice often enough to mention their observations to the Pike coaches: “That’s a team with a lot of heart.” “Your players really hustled.” “They really seem to care for each other.” “Our team had a lot of fun playing your team.”

Good Sports: Coach Mark GrazianoDirector of Finance and Operations Mark Graziano has been coaching at Pike since he arrived four years ago. As a standout in football, wrestling, and baseball during his school years, and a youth coach before he came to Pike, he knew he wanted to coach baseball at Pike. But what about his love for two sports not offered at Pike? Not a problem. While Mark will always love the sports of his youth, as an adult he has developed a personal philosophy of sports that he can take with him in any coaching endeavor. This is why he dove into coaching boys’ soccer last year and coached girls’ basketball for the first time this winter. For Mark, coaching gives him the opportunity to connect to the Pike community outside of the business office. He loves the variety of players that come to Pike sports. He marvels at how the more experienced players support the newcomers. He is thrilled when players see how they can contribute to the team’s goals. He loves the opportunity to show players how to play the game “the right way” – not just the rules, but the rituals and habits that are the essence of a team.

He’s one of those coaches who remembers so many details of each season, including the successes of each player. He’s most proud when players realize how they can contribute to the team’s goals. He recalled how one baseball player did not have his first hit until the second to last game of the season, and how the energy of success carried him over to the next inning where he continued to contribute. Mark was so proud of a girls’ basketball player who was virtually silent for much of the season, hesitating to make her voice heard, but by the end of the season, as she began making more and more shots, began to actively and loudly communicate with her teammates. It is often through athletics that a young person will begin to develop an identity, and coaches like Mark help kids say, “I am an athlete.” He hopes that kids will then take the confidence and self-awareness from the court and field into the classroom where they become more effective students, and

they will say things like, “I am a scientist” or “I am a writer.”

Perhaps because he knows so much is at stake for a young adolescent’s growth, he will spend hours on practice plans and thinking about how the team can work together most effectively. He admitted that before the first girls’ basketball game this winter, he was more nervous than the players. He said, “It’s always nerve-wracking because you don’t know what’s going to happen. You are always adjusting on the fly.”

Mark is very clear about his beliefs on winning and losing. He helps his players understand that whether you win or lose, you can always take pride in your accomplishments when you have given your best. But he also says he does not shy away from acknowledging that it feels better when you win, and it hurts when you lose, even when you played your best.

For Mark, the best thing about coaching at Pike is that the kids are so eager to learn and do well wherever they are. He admires their ability to self-advocate and ask questions about how to improve, and he has been continually impressed at how respectful the athletes are to their coaches and their peers. And his players reflect his enthusiasm about the opportunities they have: “Coach G. is the man!” “Mr. Graziano really helped us become a team!” “He made us work hard, but then we did well in the game.” “He’s funny!”

Thank you, Coach, for taking the time to coach Pike’s athletes.

Coach Graziano at after-school practice with Pike’s baseball team.

Spring 2009 The Quill 5

Middle School News

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Beneath the brim of her cowboy hat the President adjusted her horn-rimmed glasses and pesky moustache, which had swung to the left. If these signature features didn’t identify her, the teddy bear under her arm certainly did. Nearby stood an imposing figure wearing a green jersey with the number 33. “Larry” was summoning every sinew not to dribble the basketball in homeroom, but I wasn’t holding out much hope. As Madame Curie walked by in her lab coat, a voice behind me asked, “Mr. Baird, do you know how to tie a tie?” I turned to help Henry Ford finish dressing for the big event—the Third Grade Biography Fair.

In a few minutes, these costumed figures were due to present themselves on the floodlit stage to read a letter or diary entry they had written as that famous person. What led up to this moment were six weeks of hard work, beginning with students selecting which biographies to read. Some knew immediately—they wanted to soak up as much as they could about Michael Jordan and Eleanor Roosevelt. Others took longer to find figures further afield, and a few were just plain stuck and needed a teacher’s guidance. You never would have known that Elvis, resplendent in his shimmering shirt and plunging sideburns, had ever felt a moment’s hesitation.

The days of book reports that you and I might remember are long gone. During that

era we were more or less turned loose with our books. The interaction between the reader and text was not explored in depth. Students are now guided in how to make sense of what they read. Before reading the biographies they had chosen, every Third Grader read Escape North so that teachers could model comprehension strategies such as visualizing, questioning, and predicting. In order for students to choose a moment to write about in their person’s life, it was essential for them to learn how to tell the difference between “big ideas” and “interesting details.” Once they had mastered this skill, students applied it when reading their biographies. Their “final exam” was to write a diary entry from the point of view of that figure.

Each Third Grader had a moment on a darkened stage, standing alone in a spotlight as their famous person. With every single student you could see and hear that they had lived and breathed this assignment. Michael Jordan had painstakingly used colored markers to transform a white t-shirt into a Chicago Bulls uniform. A glamorous Jackie Kennedy described the heart-wrenching moment when her husband was shot beside her. And one individual strode up to the microphone in a straight jacket—Harry

Houdini. With his arms pinned to his sides, Houdini needed a classmate to hold up his notes to read his diary entry. The fair concluded with all thirty-eight young scholars stretched across the stage singing the song, “Anything’s Possible.”

by Bo Baird, Head of Middle School

Learning by Being

Left: Teddy Roosevelt. Above: Michael Jordan. Below: Madame Curie, Wayne Gretzky, Elvis, and others.


Have you twittered? Or been “friended?” For me, it’s hard to keep up with the latest social networking vocabulary, to say nothing of wrestling with the technology itself. When my two children were in the Upper School about seven years ago, Facebook was just catching on in college. In the next four years, it seeped into high school and now it’s rampant in middle schools. This phenomenon of technologies creeping into use by younger and younger audiences grabbed the attention of Pike librarian Linda Griset. She wanted to harness the learning potential of social networking tools and also teach students the benefits and pitfalls of these technologies. The result was a small-scale experiment last year with Think.com.

Linda began working with the Fifth Grade, which was already quite tech-savvy. They enrolled in Think.com’s carefully monitored Web site. Each participant had a profile page. Linda reviewed very carefully what students should consider as they put information in their profiles, which could be seen only by Pike Fifth Graders. Students then learned how to email each other—under Linda’s watchful eye as the administrator. If there was ever any questionable or inappropriate chatter, the administrator quarantined it and then talked to the parties involved. Incidents were nearly non-existent. This doesn’t happen by luck. Linda has established a clear set of guideline ”Do’s and Do Nots.” Here are a few examples:

Students are learning how to interact responsibly and are beginning to understand the long-term consequences of putting information online. These are certainly life skills.

With the basics under their belts, students have just embarked on an author study using Think.com. Fifth Graders are collaborating on their research—using this platform, it doesn’t matter which homeroom they’re in because they can post their findings, ideas, questions, and drafts and have others respond online. When the project is done, Fifth Graders will

Untangling the Web

Do... …make sure everyone feels included. …use good grammar and proper English.

Do Not... …write anything that you wouldn’t say face-to-face to another student or in front of a teacher. …share your password with anyone.

have built web pages about twelve of their favorite authors.

Last year’s students are now working on a group project researching Roman leaders. Linda’s work is taking hold. She has created an incubator where students can learn how to be responsible online and how to use the power of technology’s new learning tools.

Left: Home page of ThinkQuest, host of Think.com; Below: Librarian Linda Griset , working with Fifth Graders on their author Web pages.

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NewsLower School

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How many water drops fit on a penny? Is there a way to change the size of a water drop? How do water drops behave on different types of surfaces? Pre-K children donned their scientist hats as they experimented with water and explored the answers to questions about surface tension.

The children began by predicting how many drops would fit on a penny. They

This year, Pike’s Second Graders participated in a contest sponsored by The Center for Civil and Human Rights in Atlanta, Georgia. As described in the Center’s brochure, “The contest invites youth from Kindergarten through 12th grade to explore the meaning of the Universal Declaration of Human Rights and respond by creating visual pieces or writing poetry or prose that…creatively articulates their thoughts and ideas about the UDHR and rights and freedoms here and/or throughout the world.”

The concept tied in well with the second grade social studies exploration of groups who came to America and why. Discussing voluntary and forced immigration to this country provided an appropriate segue to a fuller look at the topic of human rights. Mrs. Elkin, Mrs. Hampson, and Mrs. Munroe selected the most relevant of the thirty rights from the UDHR for students to focus on. They also used the book A Life Like Mine: How Children Live Around the World.

Three Pike students were recognized as contest winners in the Kindergarten to Grade 2 division of the contest. Two students tied for first place, one with an essay and the other with a poem. Another student’s essay was chosen for second place.

Above: Using pipettes to observe the shapes of water droplets on three different surfaces: waxed paper, aluminum foil, and newspaper. Left: The challenging of making smaller and smaller drops in order to fit more on a penny.

Water Coursewere amazed when instead of spilling over the edge, the water continued to build up and form a larger drop as they added more water. Discovering that drops placed too close together merge into a larger drop created excitement in the class. The discovery process was accomplished as the children thought creatively and experimented in order to find the answers to their questions.

Right: Second Graders composed essays, poems, and artwork, expressing their thoughts on the Universal Declaration of Human Rights.

Writing Wrongs


by Debbie Anderson, Head of Lower School

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nEach year, Pre-Kindergarten and First Grade students partner together, while Kindergarten and Second Graders do the same. Each Lower School grade also partners with a grade in Middle or Upper School. Sometimes they share what they have been learning, and other times they play games or read stories together.

During the spring, Pre-K students and their Eighth Grade buddies went on a scavenger hunt together looking for signs of spring. As the younger students recorded the findings on clipboards, their older partners were available to help them record and write as needed. Later the Eighth Graders treated the Pre-K children to “s’mores.” The Pre-K students helped prepare by collecting sticks for the campfire that cooked the marshmallows. They thoroughly enjoyed sharing time and this special treat with their Upper School partners.

When Kindergarteners got together with their Second Grade partners, they shared what they had been learning in class. The Second Graders were an appreciative audience when their Kindergarten buddies explained what they had learned about Native Americans, and the Kindergarteners were very impressed by the Second Graders’ “small moment” stories.

Of course, it’s always fun to play a game with a new friend or a sibling in another class. Grade partnerships allow older children to nurture younger ones and act as responsible role models, while the younger children are delighted to have the attention of older friends. Grade partner meetings build community beyond the classroom walls, and all age groups eagerly anticipate these opportunities.

Budding Friendships

Top: Pre-K explorers look for signs of spring with their Eighth Grade buddy. Right: Second Graders and Kindergaerteners buddy-up for games like tic-tac-toe.


by Cliff Hauptman


At the top of the grassy rise that overlooks the playing fields, almost exactly where the construction

trailer for the new building project stood last summer, a vegetable garden now grows. It was plotted, dug, and planted by a group of Seventh Graders who, an observer might conclude, spent all of their time hurling clumps of sod at each other and persecuting the most squeamish among them with exhumed earthworms. Yet, somehow, soil was exposed, stones were removed, seedlings were set in neat rows, signs were painted to identify each type of vegetable and herb, and a scarecrow of classic design was built and erected. That result serves as a metaphor for how eagerly Pike’s sustainability initiative has been embraced by the entire Pike community, from students at every grade level to faculty, staff, parents, the administration, and the Board of Trustees.

Head of School Muddy Waters has long been sensitive to the vulnerability of our planet since his canoe-camping days as a youth in upstate New York. “We live in a world of limited resources,” he says, “and I’m more concerned than ever, as I get older, about not just my children, but my grandchildren, and their grandchildren. I’ve always worried that America uses way more than its fair share of all the resources of the world. And I always think we have a much better chance of affecting change through teaching our children than by changing the mindset of some of us adults who have been around for a long time. I think they are our greatest hope.”

The concept of sustainability, if not the actual term, has been a part of Pike for many years. Paper reuse and recycling, as well as a general orientation toward stewardship of the planet, have long been customary to Pike’s culture. But as younger faculty, active in environmental sustainability, have joined the Pike community, even more attention has been focused on the subject, just as it has throughout the nation. The recent new construction, too, gave a significant boost to the formation of a sustainability initiative, as several Trustees took particular interest in seeing that state-of-the-art energy efficiency was a high priority.

The Seventh Grade garden, following the model set by the Lower and Middle Schools, which have been tending gardens for the last couple of years near the Lower School playground, is at once the most literal and, arguably, the least practical of

the extensive efforts toward making The Pike School a more environmentally responsible institution. The garden is, on the one hand, literally a “greening” of the campus, one that will produce edible food for the school. On the other hand, its potential impact on Pike’s total food needs is negligible. The garden’s real value is its ability to teach, by producing tangible, clear, and environmentally sound results directly from personal effort and commitment. You dig, you sweat, you get dirty, you have fun, you invest some time, you gain an appreciation of farming by experiencing where food actually comes from, and you end up with something worthwhile without exploiting any natural resources or harming the environment. And most importantly, you get intimately involved with the planet that is entrusted to your stewardship.

Gardens tend to do that for people, which is why Pike has switched from decorating its events with cut flowers to using replantable vegetation. At this year’s Art Show, for example, Pike was adorned with potted plants whose blooms are especially apt to attract butterflies. After the event, Kindergarten and Fourth Grade students relocated the plants to

a special butterfly garden behind the Lower School. Similarly, the table decorations at this year’s Faculty and Staff Appreciation Breakfast, hosted by the Pike Parents Association, were all pots of herbs for replanting in home gardens.

Although this type of activity indicates an innovative way of thinking about even the small details in any sustainability effort, Pike’s initiative goes much further. As one of the top administrative goals this year, the sustainability initiative has been assigned to a large and enthusiastic committee of faculty, staff, and parents chaired by Tina Morris, Upper School math, science, and English teacher. Targeting the areas of Transportation/Parent Awareness, Education, Energy Use, Snack Policy, and Composting, five subcommittees met throughout the year to assess Pike’s current standing in these sectors, set goals, determine cost estimates and timelines for accomplishing those goals, and get down to the business of accomplishing them.

As expected, some goals were already within reach at little or no cost to the school, while others require future budgeting and further research. Says Morris, “It’s a constant compromise between, ‘Well, we can do this because we’re actually going to save money, or at least break even, if we do. But we can’t do that, at least right now, even though we might like to, because it’s going to cost us money, and we don’t have it right now.’”

Mark Graziano, Pike’s director of finance and operations agrees. There are some adjustments Pike has made that neither


save money nor cost extra. “You’re breaking even when it comes to cost, but are definitely greener when in comes to the environment,” he says. One change he offers, which exemplifies several others, is the use of battery-operated paper towel dispensers in the bathrooms. “You’re able to control how much comes out and how long it takes for it to come out again,” says Graziano. “Studies have shown that if kids can keep pulling, they will. But if they use this, and this much comes out, and you set it for thirty seconds before the next time it comes out, they’re going to be out the door by that point. Again, not a cost saving, but we’re greener.”

This subcommittee’s charge is to increase the awareness of Pike parents to our sustainability efforts and to enlist their participation and cooperation in areas where they have the most impact: pick-up and drop-off (transportation) and parent-run events. Thus, an anti-idling campaign went into effect early in the school year, which included signage in the pick-up lines and an anti-idling skit in conjunction with the Middle School Concert in the fall. Reminders in Pike Previews with a link to an Andover-wide anti-idling flyer informed parents of the need to turn off their engines while waiting in pick-up lines. Increased carpooling is a major goal, and upcoming plans for an online Pike directory

Transportation and Parent Awareness

will provide parents with the ability to easily establish carpooling groups. Another transportation alternative currently being investigated is the development of a shuttle bus service in North Andover and Boxford. The subcommittee is also tabulating the results of their Pike Community Transportation Survey, which will provide baseline data on the habits, patterns, and attitudes of Pike families in regard to travel to and from school.

Recognizing the need to make parent events more sustainable, the subcommittee used last February’s International Supper, in cooperation with Pike’s Parents Association, which sponsors the event, to kickstart the

Because the sustainability initiative is so important, Pike is eager to go as far as it can in cost-saving and break-even measures for the sake of being greener. And it is engaged in analyzing the payback outlooks of some much costlier investments in sustainability. But in today’s economy, as Graziano is fully aware, “there’s environmental sustainability and there’s financial sustainability.” So, while embracing the former wholeheartedly, Pike still has a responsibility to maintain the latter.

Nonetheless, the prodigious work done in the first year of this longterm effort produced a solid foundation for moving forward and some significant programs that have already gone into effect.

The 2008-2009 goals for the Sustainability Committee as a whole were to educate the community about the value and necessity of becoming a sustainable environment; investigate ways to become more sustainable in energy use, waste management, curriculum, and use of materials; put into actual practice the mantra, “Reduce, Reuse and Recycle;” and develop a three-year plan that will lead to Pike’s becoming a more sustainable school. To that common end, the individual subcommittees contributed their specific agendas.

school’s composting effort (about which, later) and explore the use of compostable cups, dishes, and utensils. Employing cups made from corn products and cutlery from sugar products, the International Supper proved 85-percent compostable, suggesting routine feasibility for other Pike special events.

The subcommittee’s efforts to increase parent awareness also include weekly postings in Pike Previews of “Green Tips.” These informative tidbits also appear on Pike’s Web site within the “Sustainability Initiative” pages under “Pike at a Glance.”


Education

This subcommittee’s goals are to integrate sustainability into the Pike curriculum, both inside and outside the classroom, and to encourage professional development in sustainability. Its first step is to assess the extent to which sustainability is part of the current curriculum. The results of a preliminary, school-wide survey are being tabulated. The survey asked: what is sustainability, where is it in the curriculum in each division and grade level, and where is it being practiced outside of the classroom?

Once that information is in hand, further steps include identifying gaps in the curriculum; coordinating with division heads in order to have time to discuss survey results with faculty; creating a continuous strand of sustainability throughout the curriculum at each grade level; identifying extra-curricular avenues for sustainability; and developing professional development proposals for speakers, readings, and directed projects. In the meantime, however, members of the subcommittee have helped with our incipient collaborations with other schools, represented Pike at regional sustainability conferences, and promoted garden projects and other sustainability events in all divisions.

Two teachers in the Upper School English department have received a curriculum grant for the summer to look into how to incorporate nonfiction books about sustainability into the English curriculum and how to use the sustainability strand in one of the books they already read, which is Jon Krakauer’s Out of the Wild. “If you look at that book from a sustainability point of view,” says Morris, “it opens up a discussion about materialism. It’s all about ‘What can you live without? What do you really need?’ And we never explored that angle with the students. We always looked at it as an identity crisis.”


Energy

The main initiatives of this subcommittee are to compile baseline information on propane, oil, and electric use; implement an energy audit to evaluate the efficiency of current practices and identify potential savings measures; explore alternative energy providers and sources; and examine bus transportation practices for field trips and sports events. All of these initiatives require extended spans of time in order to acquire reliable data, and many of the actions to be taken as a result of those findings will no doubt incur significant costs in the improvement of energy systems in Pike facilities. In the meantime, however, the subcommittee has identified sources of free energy audits, is gathering baseline data, has learned that Yale’s School of Management

can provide interns for energy-use research, and is working with the Building Committee of Pike’s Board of Trustees to prioritize energy upgrades.

Pike’s new building, The Dahod Center for Community and Creative Learning, is a virtual exhibition of energy-saving technologies. There are dual-flush toilets allowing more or less water use; low-flow aerators on faucets to further reduce water use; heating, ventilation, and air conditioning (HVAC) equipment that uses ozone-friendly hydrofluorocarbons that contain no chlorine; energy recovery wheels that reuse heat energy exhausted from the building; an occupancy-controlled ventilation system in the theater, which

automatically cuts energy use when no one is present; energy efficient lights in hallways and community areas that automatically shut themselves off when no motion is detected; and more. Energy usage in the new building is so efficient, in fact, that although the construction added 30,000 square feet to Pike’s footprint, energy costs per square foot of the entire 90,000 square-foot school have gone down. All of those new systems represent potential upgrade aspirations for the older areas of Pike, and the subcommittee will be exploring the costs and savings of making those kinds of changes. They will make an ongoing exploration of alternate energy sources, as well.

Snack Policy

Belying its name somewhat, the subcommittee exploring ways for Pike to reduce the amount of packaging in snack foods is also looking at lunchtime items such as individual packets of ketchup, mustard, mayonnaise, and relish, as well as other food-related, individual packaging.

The subcommittee has already implemented a bulk-snack policy in the Lower and Middle Schools and will be working to get the Upper School in step in the fall. Key to the success of that strategy is the coordination of all the divisions so that snack foods can be ordered in bulk, rather than in individual packages. Headway has also been made in the Dining Room where larger containers of ketchup are taking the place of single-serving packets.

While the financial and environmental gains of buying snack items in bulk are clear, storage for bulk purchases becomes a concern, as does the dispensing of the foods, themselves. The subcommittee is in the process of investigating the efficacy of wall bins, as well as seeking new, local sources of snack foods. They are also promoting the policy of washing and reusing cups for snack, rather than discarding hundreds of paper or plastic cups each week. The Lower School, for one, has completely adopted this policy, serving snack and then returning the plastic cups to the kitchen for washing each day.


Composting

Beginning this year, a composting program to reduce kitchen and snack waste has been implemented by this subcommittee, thereby accomplishing its main objective. After researching composting options, the subcommittee found that by composting food wastes and other compostable materials, Pike could forego an entire dumpster, saving nearly $4,000 in waste removal. The school has introduced a system whereby a bin is placed in the kitchen during prep time to receive prep excess, such as fruit rinds and meat trimmings. During lunch hours, another bin—a 64-gallon toter--is wheeled into the Dining Room where student and teacher monitors oversee the proper disposition of lunch waste as students return their trays for washing. Milk cartons, napkins, wax-covered cups, and all foods go into the compost toter, which join with the contents of the kitchen’s prep bin. Straws, plastic cups, cup lids, potato chip bags, aluminum cans, plastic water bottles and caps, Styrofoam cups, and the like go into a different toter

for disposal as garbage. The process provides an opportunity for the entire Pike community to think more responsibly about our food and the waste we generate. It also sparks frequent stimulating conversations about what is compostable or biodegradable and what is not.

Twice weekly, the compostable material, which is stored outside in four toters, is hauled by New England Solid Waste Consultants to Brick Ends Farm in South Hamilton, where it is turned into topsoil and fertilizer. This innovation is not only environmentally responsible and sustainable, but it also saves the school money. Snack wastes are similarly collected, but there are plans afoot to keep the relatively simple snack waste at Pike to be used for educational composting projects and, ultimately, fertilizer for the gardens.

Not cost effective, as yet, is the complete replacement of plastic plates and utensils at special events with compostable ones.

The Sustainability Committee is working towards finding less expensive routes by collaborating with other schools in buying the compostable items and solving the storage issues. As mentioned earlier, the International Supper served as a trial for some of these items, and it is expected that they will continue to be used to some extent, especially when a number of events occur close together, so that bulk purchasing can reduce the cost.

The subcommittee is also campaigning to eliminate the use of bottled water at school events. Students have largely embraced the fact that our tap water and the water in the drinking fountains at school is of a high quality, perhaps even more so than bottled water from unknown sources. “ Last year,” says Morris, “if you looked at the lockers of my students, you would have seen plastic bottles lined up. Almost none of these kids now brings bottled water.”


Onward

In its first year of operation, Pike’s sustainability initiative has made impressive strides, thanks to the dedication and energy of Tina Morris, her dedicated and hardworking subcommittee heads and committee members, and the Pike community at large. More strides are expected. Subcommittees will be restructured as their goals are reached or revised. Goals yet to be achieved, in addition to those already mentioned, include switching to recycled paper for all of Pike’s copiers and printers; increasing the number of Pike publications that will exist only online; exploring water as well as energy conservation options; increasing collaboration with other regional schools; seeking Trustee representation on the committee; staging 100-percent sustainable special events; shifting to green cleaning supplies, landscaping methods, etc.; and continuing to increase education and public awareness about the importance and practice of sustainability.

The Pike community should be justifiably proud of its efforts and its commitment. Although Pike’s peer schools can all claim, to varying degrees, environmental awareness, Waters feels that “because we may, historically, have done more than our peers, and because of the real energy of the committee in this first year, I think we’ve gotten a jump on many of our peer schools.” He points out, however, that collaboration, rather than competition, is Pike’s goal. As is the case with our composting, it is Pike’s partnering with Phillips Academy in the cost of hauling that makes it more affordable for both schools. As collaboratives form, and expensive individual projects become affordable communally, sustainability’s appeal will spread, and efforts will accelerate. And Pike will have yet more progress to report next year.

Student Groups

Although students in all grades are now involved, intentionally or not, in Pike’s sustainability initiative, there are two student groups, both in Upper School, that are actively engaged in sustainability projects.

All members of the Ninth Grade participate in, and are responsible for, the school-wide recycling effort. Not only do the Ninth Graders collect and oversee the recycling of all paper and plastic waste, but they have also taken on the recycling of most cardboard waste in a new arrangement with a recycler this year. They also strive to educate the Pike community about the importance of recycling, while promoting reuse and reduction, as well.

Pike’s other “green” student group in Upper School is Big Green, comprising some thirty students who meet every week to work on sustainability projects. Its main initiatives are education and public awareness; monitoring energy use in the school; planning sustainability events, such as Earth Day activities; removing trash from Pike’s woods; engaging in environmental projects, such as self-sustaining greenhouses and solar-powered

cars; and competing in competitions, such as the Green Cup Challenge.

Now in its fourth year and attracting 150 schools, the Green Cup Challenge, held by the Green Schools Alliance is, according to its Web site, “the first and only national student-driven, interschool energy challenge that builds awareness about climate change and the environment, educates the community about the importance of resource conservation, and encourages the participation of the entire campus. The Green Cup Challenge™ invites schools to measure and reduce campus electricity use and related GHG emissions, as well as waste and water.” Although complicated by the new building this year, Pike’s energy reduction from last year was calculated to be in the neighborhood of seventeen percent. More importantly, though, Pike now has a baseline measurement from which to monitor future energy use. In addition, the Seventh Grade science classes have been collecting data on the temperature of the rooms in Farnsworth, information that will help the maintenance staff and Facilities Committee in their endeavor to make that building more energy efficient.


NewsTrustee

At a special presentation during the Alumni in the Arts Opening on April 4, Head of School Muddy Waters presents Gary Campbell ’69, chair of Pike’s Board of Trustees for the past three years, with the Distinguished Alumni Award in appreciation of his extraordinary dedication and generosity to The Pike School.

Head of School Muddy Waters describes Pike’s Board of Trustees as “a group that often operates out of sight but is responsible for setting the course for our school. They put in countless hours in meetings and attending school functions. They provide the leadership that allows our school to be one of the best anywhere.”

Gary Campbell, a 1969 Pike graduate, has served as a trustee for ten years and as chair of the board for the last three. With the end of this 2008-09 academic year, he relinquishes his seat.

To honor his work and outstanding accomplishments, and to ensure that he can continue to be called upon for counsel, the board elected Campbell the second-ever trustee emeritus. This year, he made a well received presentation at the National Association of Independent School’s annual conference on a topic at which he has become an acknowledged expert: how to boost the effectiveness of an independent school’s board of trustees.

Also stepping down from longstanding service on the board are Larry Keene who, in Waters’s words, “has gone above and beyond the call of duty to make Pike the best school possible in his three years as a

Comings and Goings

trustee,” and Bruce Letwin who served for eight years as a trustee and was chair of the facilities and finance committees during his tenure. Letwin has also blessed Pike with his enormous talent in carpentry, creating the benches in the Library honoring Sybil Wise, the credenza outside the Dining Room and the loom that allowed the entire school to participate in wonderful weaving that hangs proudly in the new lobby space of the theater.

To fill those two seats, the board has appointed Richard Vieira and Michelle Kerry as Pike’s newest trustees. Both are parents of current students, and Kerry was this past year’s co-president of the Pike Parents’ Association.

Replacing Campbell as chair of the board will be Lucy Abisalih. She has been a board member since 2002 and served as vice chair for the past three years. Abisalih is also cochair of the current Pike’s Promise Campaign.

2009-2010 Board of Trustees Lucy Abisalih, chairWonjen BagleyMarcy BarkerFirdhaus BhathenaAndrew ChabanBobbie Crump-BurbankShamim DahodJames Demetri, vice chairLouis ImbrianoLori Kavanagh, secretaryMichele Kerry

Bruce LandayRob MacInnisMary McKernanPaul Miller, treasurerIvy NagahiroKim PackardRenee Kellan Page ‘79Leslie RosasKonse SkrivanosRichard Viera

Lucy Abisalih


Recognition Celebration

2530

20

1510

NewsFaculty

Left to right: Donna Curtis, Betsy DeVries, Margaret Szegvari, Sarah Bardo, Liza Waters, Judith Elefante, Christen Hazel, Muddy Waters, and Gail Der Ananian.

Recognizing Years of Service

This year’s Annual Faculty and Staff Recognition Celebration honored those who have worked at Pike for ten, fifteen, twenty, twenty-five, and thirty years as of 2009. Usually held off-campus for want of an appropriate space at the school, this year’s event took place in our new Community Room and adjacent Theater lobby.

Following hors d’ouvres, drink, and colleagial conversation, the entire faculty and staff were addressed by Chair of The Pike School Board of Trustees Gary Campbell ’69, who lauded them for the

superior work they do at educating and nurturing Pike students.

Next, Head of School Muddy Waters read a short tribute and presented a gift to each honoree, beginning with those completing their tenth year at Pike: Betsy DeVries, history teacher; and Christen Hazel, director of Annual Giving and Alumni Relations.

Donna Curtis, Kindergarten teacher; Margaret Szegvari, director of the Intern Program; Muddy Waters, Head of School; and Liza Waters, math teacher were all

honored for their fifteen years at Pike.

The twenty-year honoree was Sarah Bardo, Pre-Kindergarten teacher.

Gail Der Ananian was honored for her twenty-five years as physical education teacher.

And Judith Elefante, Latin teacher, celebrated her thirtieth year at Pike.


EventsAlumni

On Saturday, April 4, 2009, a first-of-its-kind art exhibit opened in the new Dahod Community and Creative Learning Center at Pike. Works as varied as paintings, photographs, films, music, sculpture, poems, novels, textiles, architectural designs, and performance reviews filled walls and pedestals throughout the Center, sent in by Pike alumni with careers in the arts. The exhibit also included the works of past and present arts faculty members, several of whom were in attendance at the opening reception to greet contributing alumni and other guests from the Pike community.

The number of contributors and the quality of their works, speak volumes about the impact Pike’s arts curriculum has had on students over the past five decades, at least. And the new facility, which includes additional, dedicated areas for ceramics, photography, music and drama, promises to keep the arts high among Pike’s academic priorities.

Exhibitors

Alumni in the Arts


Jillian Bargar ’04 Photography

Andover, MA

Allan Breed ’69 Period Furniture

South Berwick, ME

Jim Bride ’51 and John Bride ’51 Film

Dedham, MA and Salinas, CA

Roberta Waterson Britton ’51 Multimedia Painting

Newburyport, MA

Nicole Grieco Butterfield ’82 Poetry

Mamaroneck, NY

Kier Byrnes ’88 Music

Boston, MA

Lisa Chedekel ’74 Journalism

West Newton, MA

Garrett Cook ’03 Painting

Andover, MA

Marshall Darling ’58* Photography

Lisa Demeri ’81 Painting

Rockport, MA

Glenn Gardner ’90 Film

Meredith, MA

Hilary Hayes Geyer ’59 Painting

Seminole, FL

Richard Grieco ’53 Clothing Design

Rockport, MA

Susanna Harwood-Rubin ’81 Drawing

New York, NY

Molly Hauptman ’00 Painting

New York, NY

Robin Hessman ’86 Film

Boston, MA

Jillian Horgan ’95 Television

New York, NY

Joseph Hurka ’74 Writing

Henniker, MA

Kim Johnson ’96 Photography

Cambridge, MA

Muriel DeStaffany Karr ’59 Poetry

Sunnyvale, CA

Sybil Cooper King ’83 Architecture

Boston, MA

Jim LeMaitre ’82 Television

New York, NY

Bruce Lindsay ’75 Sculpture

Yardley, PA

Amy Lundstrom ’88 Photography

Santa Barbara, CA


Bridget MacKean ’97 Architecture

London, England

John Margolis ’75 Architecture, Painting

Beverly, MA

Brett Masterson ’99 Architecture

North Andover, MA

Justin McCarthy ’87 Music Composition

Bedford, NH

George Miserlis ’78 Television

Toluca Lake, CA

Todd Ongaro ’79 Ceramics

Newton, MA

Morgan Pecelli ’90 Theater

New York, NY

Sarah RobbGrieco ’86 Dance

Philadelphia, PA

Renee Sanft ’75 Photography, Television/Film

Andover, MA

David Schwarz ’00 Sculpture

Andover, MA

Doug Segal ’75 Film

Los Angeles, CA

Robert Stefani ’46 Sculpture

Andover, MA

Michael Tarshi ’94 Real Estate Developer/TV Personality

Boston, MA

Nick Thomas ’77 Photography

Hampton Falls, NH

Past Faculty/Faculty

Ms. Marietta Amy ’60* Drawing

Mr. Shelley Bolman Theater

Brighton, MA

Ms. Cynthia Dayton Photography

Philadelphia, PA

Ms. Vanessa Hynes Printmaking

Newton, MA

Ms. Deborah Warren MacNaughton Poetry

Andover, MA

Mr. Tom Menihan Painting

Jamaica Plain, MA

Mr. Larry Robertson Music Composition

Andover, MA

Mrs. Becca Shovan Photography

North Andover, MA

Mr. Chris Vivier Photography

Brighton, MA

* Deceased

EventsAlumni

Margaret Kimball '59, Daria Bolton Fisk '59, Muriel DeStaffany Karr '59, Cynthia Kimball '59

Lucy Bernardin '73, Muddy Waters, Kristin Nelson Foster '73

John Latta, Deborah Warren MacNaughton, Tony Dyer Wendy Palmer, Peter Drake, Nancy Drake, Alex Palmer

Mimi Ganem Reeder '53, George MacNaughton, Sam MacNaughton '00 Mark Barnhart, Suzanne Barnhart Goldberg '81

EventsAlumni Alumni in the Arts


Vuvu Maqubela, Gail Der Ananian Amy Wiedmer, Don Brown '75, John Margolis '75

Mrs. Miserlis, George Miserlis '78, Renee Kellan Page '79 Brian Fore '49 and Florence Brown

Sydney Sanft, Renee Sanft '75, Arlene Sanft Paula Muto-Gordon '77, Carrie Smotrich '78



Eliza Campbell '06, Emma Campbell, Gary Campbell '69, Susan Shea, Zoe Campbell '10

Renee Kellan Page '79, Lucy Bernardin '73, Pam Palmer, Muddy Waters, Christine McCarthy '81, Thia Ploubides '79, Dana Limanni-Tarlow '81

Judith Elefante, John Latta Daria Bolton Fisk '59, Karla Haartz Cortelyou '59

Allan Breed '69, Joe Hurka '74, Lila Bhan Ann Bride, William Bride '49, Connie Weldon LeMaitre '49


Chris Vivier, Paul Heinze, Becca Shovan

Stephanie Gardner Ginsberg '81, Scott Ginsberg, Juliane Gardner Spencer '90

Justin McCarthy '87, Christine McCarthy '79

Hutch, David Schwarz '00, Mary Crockett Hills

Nicole Grieco Butterfield '82 and her two daughters, Richard Grieco '53, Sara RobbGrieco '86

Alex Palmer, George Miserlis '78, Bud Terranova '77



Tom Menihan

Becca Shovan, Amy Lundstrom '88 Stephen MacKean, Conor MacKean '00, Janet MacKean, Muddy Waters

Connie Weldon LeMaitre '49 with son Jim LeMaitre '82's Emmy

Stephanie Gardner Ginsberg '81, JoAnn Kalogianis Nikolopoulos '84, Leslie Stecker Dumont '70, Jill Kwass '75, Renee Kellan Page '79, Dana Limanni-Tarlow '81, Kristin Tomaselli '87


Lunch with Muddy

During this past winter and spring, Head of School Muddy Waters and Director of Alumni Outreach Christen Hazel made a number of visits to groups of Pike alumni at their secondary schools. Lunch provided the perfect informal setting for Waters to gather feedback about how the students are doing, how well Pike prepared them, and areas in which Pike might bolster that preparation. Waters’s most recent visits were to Governor’s Academy (bottom, below), Pingree (top and second, right), Brooks (third, right), Lawrence Academy (bottom, right), and Phillips Academy in Andover (top and middle, below).


’59

’94

’73

’80 ’93

NotesClass

’70

’79

’81 ’91

’92

The Class Notes in this issue of The Quill comprise those received as of June 1, 2009.

’84

’88

1959Karla Haartz Cortelyou ’59 In 2007, she won a Grand National Championship riding her Morgan horse Tempest Abbey Road. In 2008, he was named USEF “Horse of the Year” for his Morgan division. She has two other Morgan horses, a son and a husband. She is in her 40th year teaching mathematics in independent schools. For 16 years, she has been teaching at Maret School in Washington, D.C. Joan Lebow Demarest ’59 writes “Thanks to the inspiration of Mrs. Gillingham, I have been a French teacher at the Saddle River Day School in New Jersey for the past 37 years!” Hilary Hayes Geyer ’59 writes “My daughter is a 2nd Lieutenant in the Army. She is a Military Defense Officer.” Sharon Seeche Rich ’59 writes “Great summer by the sea in Marblehead. Lots to do in the gardens. Fall season off to a big start. Spending a lot of time in our Boston apartment. Currently an overseer at Boston Ballet. Very rewarding. Fabulous company. I encourage everyone to check it out--go online: bostonballet.org.”

1970Stephen Andrews ’70 and his wife Lisa moved to Andover in October. They are thrilled that their daughter Jessica will be entering 1st grade at Pike in September! Looking forward to reconnecting with old friends and making new Pike connections.

1973Kristin Nelson Foster ’73 turned 50 this spring, won the most improved lady tennis player in her summer league and is going to physical therapy as a result!

1979Peter Riley ’79 writes “No new news; was able to see Chris Laganas ’79, Erika Walberg ’80 and a few others at 25th GDA reunion this summer.”

1980Jeffrey Curley ’80 and Rob “Fitzie” Fitzpatrick ’79 connected during Jeff ’s trip to the states from Singapore. Jeff came with his wife, Siswati Samad Curley and their 10 month old son Reza Curley. They have lived in Singapore for a number of years. Jeff is the associate director of marketing operations at INSEAD, one of the world’s leading and largest graduate business schools.

1981Suzanne Goldberg Barnhart ’81 and Mark have a new baby! David Bryce (3 mos.). They are house hunting in Andover. They now have 2 children (Anne 18 mos). Need a house, a dog, and oh yea, could use a vacation! Hope you are all well! David Popowitz ’81 writes “Enjoying our son Anton who turned 14 months old. He’s learning to walk and laughs all the time. Best to all!”

1984Kristina Moskos Garbert ’84 is still living in Charlotte and working for Nestle Purina as a Category Department Manager. Our children, Makenzie (7 1/2 years) and Chase (4 1/2) are in 2nd grade and PK; they have been keeping us busy this Fall with softball and soccer practices. Would love to meet up with any ‘83 Grads (or other Pikers!) who find themselves in Charlotte!

1988Naima Amirian-White ’88 is working as a Federal Veterinarian for the USDA (United States Dept. of Agriculture) and residing in North Carolina. She graduated from Colorado State University and completed her DVM at Oklahoma State University. She is married to Nick White, and their daughter Yasmin just turned one. They celebrated her birthday in Florida at a Red Sox Game. They have 12 horses, 6 dogs and one cat on their North Carolina farm.

1991Jennifer Kulp ’91 graduated from Tufts with a B.S., graduated from UMDNJ with MD- She did her residency at Johns Hopkins in OB-GYN. She is now a first year fellow at Yale in reproductive endocrinology. She was married on August 23, 2008 to Dr. Danil Makarow, a urologist who is now a Robt. Wood Johnson Scholar at Yale.

1992Katina Tsongas ’92 was the regional field director for the Obama campaign in New Hampshire out of Concord. She came to the campaign from Washington, DC where she was a regional field director for Environmental Defense’s Climate Change Campaign, had worked on Sen. Tom Daschle’s campaign in 2004 and was a full-time volunteer on Wesley Clark’s 2004 NH primary campaign.

1993John Kulp ’93 graduated from Drew University, NJ with a B.S.- graduated from NYU with a PhD in biochemistry- He is a postdoc at the US Naval Research Center in Washington, D.C. John was married June 28, 2008 to Julia Tejani, a clincial social worker.

1994Lorraine Montopoli Caiazzo ’94 writes “We have added a new member to our family! Our beautiful daughter Michele Jianna Caiazzo was born April 8, 2008. She is a wonderful baby and her big brother Christopher, loves his new baby sister!” Dana Sullivan ’94 is on the second leg of an around the World “solo” journey. She started in South American (Argentina) and is now in New Zealand. She sends her best wishes to all her former teachers. They helped give her the confidence and desire to spread her wings and experience far off places and cultures. Her daily blog is: www.danasworldtravels.blogspot.com.


’01’99’98’97

’96

’951995Daniel Kulp ’95 graduated with a BS from Rotgers. He is now at UPenn in a PhD program in biophysics. He was married in 2004 to Sara Welsh, a special needs teacher. They have two children; Ella, 3 years and Mabel, 1 year.

1996Melissa Armstrong ’96 is still teaching in the Midwest and loving it. She has not had a chance to see the new art center but looks forward to getting back and taking a tour. Deborah Siller Houston ’96 married William Houston on July 19, 2008. Deborah is a graduate of Lawrence Academy and earned a Bachelor of Science at the Kelly School of Business, Indiana University with majors in finance, accounting and international business. She is employed with General Mills as a financial analyst. The couple honeymooned in Bora Bora, French West Indies. Simon Thavaseelan ’96 writes “This summer I married my love of the past 7 years, Vicki Bembenista. We met at Georgetown in 1999 and came back to Boston together in 2003. My old pal Carlo Valdesolo ’96 also tied the knot this summer; “we all celebrated together in Italy this past August.” Ethan Wang ’96 graduated from University of Washington, Seattle, Graphic Design. He is working at Continuum Design in Newton.

1997Daria Grayer ’97 writes “It has been a while since I reconnected with anyone from Pike School! I am in my second year of law school and am doing a Goldman Sachs Fellowship. I spent my summer at Pfizer, Inc. in NYC and loved it. Please keep in touch! [email protected]” Lauren Kulp ’97 graduated from Colorado College with a BA- She is now at Lehigh University in a PhD program in psychology.

1998Sara Lentini Douglas ’98 was married to Michael Douglas on October 18, 2008. The new couple are now living together in Malden, MA. Sarah Wilkens ’98 graduated from Suffolk Law School on May 17, 2009 with a JD. Tim Witt ’98 writes “My sister, Isabel Witt ’99, and I left the States in 1995, since as Germans we didn’t have infinite visas. We both–by coincidence –studied German Law and Business Administration. As of now, I’m in the final stages of earning a doctoral degree in German Law after which my future will be in corporate law and mergers and acquisitions.”

1999Isabel Witt ’99 is with a major global consulting firm and specializes in banking and treasury.

2001Eliana Reyes ’01 graduated this May from Brown University with her B.A. in Education and as of June, she’ll be working on her MAT in Secondary History and Social Studies at Brown for a year. She looks forward to visiting sometime soon. Last time she was there was in May or June of 2008, and the new building hadn’t been completed.

Dan Koh ’00, Martha Dietz ’99, Will Woodward ’99, Emily French ’00, Nicole Lonero ’01, Doug Armstrong ’98, Jamie Waters ’01, Kanyi Maqubela ’00, Ryan Armstrong ’01, Dean Boylan ’00, Christina Stone ’99, Brittney Lonero ’99, and Willie Waters ’99 at a get together this winter.


’09

’05

NotesClass

’04 ’06

’07’022002Emily Bargar ’02 is now in her senior year at the University of Chicago and applying to PhD programs in Theoretical Mathematics. Melanie Kress ’02 is poised to graduate from Barnard in May. She has been organizing art programs and exhibits from Pittsburgh to New York to Berlin.

2004Matthew Ferrante ’04 was chosen to receive the Sophomore Award in recognition of academic performance, level of interest, commitment to the computing profession, and overall character in the Department of Computer Science, University of Vermont. Alexandra Yuschik ’04 is now a sophomore at Carnegie Mellon University and loves it!!!! She is a double major in physics and mathematics, so her life is filled with exams, research and studying. Alex has the summer internship of her dreams, working on a dark matter/particle physics research project. She is on her way to becoming an astrophysicist.

2005Lydia Dallett ’05 just finished her first semester at Princeton and she had an awesome time. She is taking arabic for the first time and played rugby this fall (lots of bruises). She was psyched to get to vote this year and even more excited by the outcome. Next semester starts in two weeks and she is totally excited! Marissa Ferrante ’05 is back from her Freshman year at Clemson University in South

Carolina and is already on her way to Italy for a study abroad program for the summer. Kevin Kress ’05 is doing well in his first year at Eugene Long in NYC. He is already well-recognized for his insightful analysis. Leah Kulp ’05 was recruited to play soccer at Lehigh University, where she is now a freshman with a premed major.

2006Lauren Wilmarth ’06 signed a National Letter of Intent to play Division 1 tennis with the University of Connecticut. She plans to study pre-vet with her academic and athletic scholarships.

2007James Yuschik ’07 is completing his junior year at Summit Country Day School and is on the varsity tennis team, student senate, and a bunch of other clubs. He was inducted as a member of the National Honor Society and played hockey again this past winter. James is starting to seriously narrow down his college choices. He hopes to be in the Boston area later this summer on the “Grand College Tour,” and will stop by to say hello.

2009Sydney Bagley ’09 competed in the Blacks in Government Youth Oratorical Competition and won first place for the region which includes Massachusetts and R.I. The judges complimented her on her delivery. She will compete this summer in August at the National Blacks in Government Convention in Washington, DC. Peter Ferrante ’09 just finished his first year at Holderness and had a great year! Max McGillivray ’09 participated in the National Speech Tournament this summer. He also finished up recording the first season of the cartoon he is in and filmed an independent movie in RI.

Alex Matses ’06, Bernie Leed ’06, Elizabeth Cieri ’06, and George French ’06 at GDA’s Prom.


In Memoriam

Bryant Daniels ’73 died unexpectedly in his home in Redondo Beach, CA on February 14, 2009. He was the son of the late Atty. Alfred L. Daniels of Andover. He graduated from Pike School, Brooks School, and Cal State Dominques. He received his law degree from Southwestern and had been a practicing attorney since 1987.

Marshall Darling ’58 died on Wednesday, October 29, 2008, at Wingate in Brighton surrounded by family. Marshall was a decorated Army Vietnam veteran who was awarded the Purple Heart in 1968. During this time, he began photographing the world around him. In 1970, fourteen of his photographs won awards at the Smithsonian Institute including one, which was judged third best in the world. Later, he worked in real estate, specializing in

mortgage financing. He was an active member of Christ Episcopal Church and ,later, Free Christian Church in Andover, MA.

David Kent ’81 died peacefully at home on Tuesday, Nov. 25, 2008, surrounded by his loving family. For the past 15 years, he chose to live at the Intentional Community of East Wind in Missouri. A member of the Federation of Egalitarian Communities, East Wind promotes a lifestyle of cooperation, non-violence, equality and democracy. He worked in multiple offices from finance, to healthcare, to manufacturing nut butters and hammocks. He cultivated long and loyal friendships with those who valued his capable leadership, uncompromising values and fiercely independent spirit.


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