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Campus Planning Strengthening Residential Life MiddlesexSpring 2013 Campus Planning Strengthening Residential Life MIDDLESEX SPRING 2013 i From the Head of School Hope in the Aftermath For the past several weeks, while our attention become the leaders. When we work on lead- here at school has returned to the prom and ership at Middlesex, we begin with the ideas games and school elections and upcoming that a leader is someone who sees himself exams, we all continue to live with the Boston or herself in the context of his or her group; Marathon bombing and the stories of the who chooses to see the needs of that group victims, the first responders, the perpetrators. and regard those needs as a top priority; and We had students, alumni, parents, faculty, and who chooses to act in such a manner as to staff in the vicinity of the explosions, and par- meet the needs of the group and advance its ents who responded in law enforcement or in interests, even at the expense of his or her medical support. Luckily, no one among them own. It is an anti-narcissist definition of lead- was hurt. The random and senseless nature ership, and it requires a certain level of matu- of the violence is unnerving, and even as we rity, in terms of being able to delay one’s own revert to our comfortable and comforting gratification. This work should help us all to routines, we go back changed and continue look for the helpers and to be the helpers as to attend to each other, more certain than we continue to navigate how to make sense ever that it is the connections between us of these tragedies and how to repair and that sustain us. rebuild the society and culture they have In the chapel that followed Marathon attacked but not defeated. Monday, Director of Spiritual and Ethical It is in that spirit that we continue to Middlesex Education Cabell King drew our attention push forward with the work and mission of Spring 2013 to the often-cited statement by the late Fred Middlesex. There is much joy in the day-to- Head of School “Mr.” Rogers, in which Fred said that in times day life of the School reflected in the pages Kathleen Carroll Giles of disaster, his mother always told him not to of this Bulletin—updates on classes, athletics, Director of Development Heather Parker focus only on the carnage but to “look for the arts—the great stuff of youth and growing up Director of Advancement helpers.” Cabell invited us all to consider that well. The pages of this Bulletin also document George Noble Editor statement and, in fact, not just to look for a century of personal connections—the child- Maria Lindberg the helpers but to find ways to be the helpers. hood roots of adult happiness, according to Design Perhaps that challenge, to be the helpers, is psychologist Ned Hallowell—connections NonprofitDesign.com Photography the key to finding ways to mend a society between teachers and students, and students Joel Haskell, Tim Morse, and culture that no longer value civility or and students. We have so much for which Robert D. Perachio, Tony Rinaldo respect for others in ways that helped bind to be grateful. Letters to the Editor Letters to the our fringes and inhibited our selfish and editor are welcome and may be edited for clarity and space. Please send your destructive urges. The helpers need to letters to Editor, Middlesex Bulletin, 1400 Lowell Road, Concord, MA 01742, or e-mail [email protected]. Alumni News We welcome news from alumni, parents, and friends of Middle- sex School. Please send your news and labeled photographs to Alumni News, Middlesex School, 1400 Lowell Road, Concord, MA 01742, or e-mail alumni@ mxschool.edu. Address Corrections Please notify us of your change of address. Write to Middlesex School, 1400 Lowell Road, Concord, MA 01742 or e-mail alumni@ mxschool.edu. Parents of Alumni If this magazine is addressed to a son or daughter who no longer maintains a permanent address at your home, please advise us of his or her new address. Thank you! Contents Mission Statement Features 16 Strengthening Residential Life Middlesex School is an independent, non-denominational, residential, Two significant gifts—one in the form of college-preparatory school that, for a matching challenge—are making it possible over 100 years, has been committed for Middlesex to renovate two of its older dorms to excellence in the intellectual, and plan for the construction of a new one. ethical, creative, and physical devel- opment of young people. We honor 21 Honoring Educators: Middlesex’s the ideal, articulated by our founding Endowed Chairs Head Master, of “finding the promise” Paying tribute to memorable individuals in every student, and we work and to outstanding current teachers, endowed together in an atmosphere of mutual chairs support the School’s mission on a daily trust and shared responsibility to basis and in perpetuity. help students bring their talents to fruition as knowledgeable, capable, responsible, and moral citizens of the world. As a community, we Departments respect the individual interests, strengths, and needs of each stu- dent. We also value the rich diversity 2 Life 360 of belief and experience each of The Mysteries of the Brain; Reviving Venus; us brings to the School. A Modern Master Builder; Marking MLK, Jr. Day; Celebrating Diversity; Stories of Courage; We expect that each student will Seats of Honor; The Idiot; Cultural Capitals; bring his or her best efforts to the Sustainability Strides; A Pulitzer Prize for shared endeavor of learning and Stephens ’91; Landry Challenge Update that the School, through its faculty, will engage and encourage each 12 Team Highlights student’s growth, happiness, A Season of Strong Finishes; and well-being. We aspire for all Wrestling and Alpine Skiing Prove Middlesex students to develop Their Tenacity personal integrity, intellectual vitality and discipline, and respect for themselves and for others. 26 Alumni Notes and News We expect each student to engage Class Notes; In Memoriam energetically and cooperatively in the life of the School, and we seek 44 Back Story to inspire in all students the desire On Exhibit to seek understanding of them- selves and the larger world, both now and in their futures. On the Cover An aerial rendering of the campus, courtesy of CBT Architects. MIDDLESEX SPRING 2013 1 360° Life on the Circle brain is still largely theoretical, he acknowl- edged, in part because of the difficulty of study- ing the subject experimentally. An MRI can reveal regions of the brain, but not specific neural activity; electrodes capable of detect- ing that activity are invasive and can only record a few neurons at a time. The perfect situation, he detailed, would allow research- ers to record neural activity at the single cell level throughout the entire brain—and in a learning animal. In tiny, larval zebrafish only four milli- meters long, Dr. Engert has found an ideal subject. With a powerful microscope, the neural activity in these translucent vertebrates can be closely observed, thanks also to genetic engineering that has resulted in fish with syn- apses that chemically glow when stimulated. Still, a number of difficulties needed to be resolved in order to even begin to study how visual information is processed and then A crowd of students joined Dr. Florian Engert in the Terry Room Understanding translated into movement, eventually leading after his address, wanting to to a learned response. In reviewing the prob- know more about his ingenious the Mysteries lems he encountered, Dr. Engert engaged his research with larval zebrafish. of the Brain audience in the search for solutions: How would they try to keep a lightning-fast larval fish still The challenges and frustrations, creativity and enough to be observed under the microscope? innovations inherent in the world of scientific How would they control the visual informa- research were shared with the Middlesex com- tion presented to that creature? Figuring out munity on March 28, 2013, by Dr. Florian how to make larval zebrafish learn something Engert, the School’s third Hub Lecturer of the was yet another challenge he discussed, one year. A professor of molecular and cellular that first required finding what the fish were biology at Harvard, Dr. Engert disclosed at repelled by and attracted to (the answers the outset that this was his first time speaking were heat and alcohol, respectively). before a younger audience, one with little Having devised solutions to these problems, experience with neural science; yet, he went on Dr. Engert is able to observe the neural activity to describe both his general field and the focus in a larval zebrafish’s brain as it perceives visual of his own laboratory with clarity, ease, and information and responds to it. From this humor—even when a technical mishap forced fundamental research, he hopes that a greater him to carry on with no audiovisual support understanding of the brain will develop. “Our whatsoever. “Effortlessly fascinated” with primary motivation is curiosity, not curing how the brain works, he readily conveyed disease,” he explained. But noting that other that enthusiasm to his listeners. advances, like penicillin and x-ray technology, Made up of 100 billion neurons, the did not come from the search for cures, he brain “defines us as humans and is the bio- concluded, “Ultimately, breakthroughs come physical basis of all thought and behavior,” from profound insights into how mechanisms Dr. Engert stated. Our understanding of the work—from basic research.” M 2 MIDDLESEX SPRING 2013 Reviving Venus A Modern Master Builder The Mudge Lecture Demonstrating that political “Parents will love to hear this,” Professor John stability models.” Using such tools, he propaganda is by no means Ochsendorf grinned.
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