Reflections on Carmen Dockery PerkinsAs a colleague of Carmen’s for 2 years, there are so many things I could say about her as an administrator, it is difficult to know where to start.  Here is the thing I find most amazing: she can have a pile of papers to correct on her desk a foot high, be anticipating a very difficult phone call with a parent, have just had a very challenging meeting about a student, and if you come by her desk and need a question answered or need to talk about a situation, she stops everything and you are the only person she is thinking about.  Frankly, it makes me crazy that my patience wouldn’t extend one tenth that far.  Where does she GET it?

Here’s another: it is the day the 9th grade students are returning from a trip to France and Spain.  Mrs. D-P has gone with them.  It is 8pm after a seven-plus hour flight, a long wait in customs, and a long bus ride to BCD with 14 sleepy, overtired 15 year-olds.  Mrs. D-P has not seen her 15 month old for 10 days.  (She stopped breastfeeding so she could make the trip.)  It’s 2 o’clock in the morning French time, and everyone is on French time still.  Vast understatement: everyone is eager to get home.  All parents except one pair have arrived.   The minutes tick by and all students have left but one.  The other faculty member is getting antsy and irritable.  Camera to Carmen: she is calm and smiling, chatting amiably with the student.  She wouldn’t for the world make this student feel bad that his or her parents are late and she wants to get home, for crying out loud.  The parents arrive at long last and Carmen warmly welcomes them, saying what a great time they had, and good night, yes, see you in two weeks, have a great vacation.  This is the kind of simple presence in whatever task is at hand and unquestioned commitment that Carmen has in everything she does.  Some people say that for effect.  I mean it.  In EVERYTHING she does she is like this.

A fight breaks out between 7th grade boys?  Guess who mediates, calming each one down from tears and recriminations.  Who listens with patience and understanding to the emotive ramblings of an inexperienced new teacher?  A staff member is getting married?  Guess who throws the bridal shower.  Who reminds the faculty of every detail about the schedule, because she does her homework before every meeting?  EVERY meeting.  There are no exceptions, no corners cut, no easy way out.  Carmen is the kind of educational servant who embraces every challenge of her work, every day building a better and more solid school because of her unwavering commitment.

BCD simply would grind to a halt without her– she is the glue that holds it together.   On a personal note, she has inspired me to be more committed, more uncomplaining, more of service to those around me.  What a beautiful example for our students.  We thank you, Mrs. D-P.
-Rachel Siegel ‘89

Your countless humorous stories of accidental Spanish translations gone wrong always crack me up. I still can’t believe that one about the chicken!
-Camilla Norris ‘11

I have known Carmen  for 16 years now.  Among the things that stand out about her are:

She is universally liked and admired by colleagues and students.  She is always respectful and welcoming of other people, always makes them feel at home.

She is an excellent teacher.  She knows her subject very well and is very good at conveying her knowledge of it.  At the same time she never puts brains above the whole person.

She is a very gifted dancer.  She’s out of practice now but when I first met her she was doing West African dance at a professional level.

She is a great mother.  She has three beautiful children who adore her.  She has had some very big challenges as a mother, but has always met them calmly and strongly.

She is a great friend–always ready to listen, and very insightful about what motivates people.  Maybe even more remarkable is that people for whom she is their boss more or less all feel that she is also their friend.  That’s a very fine line to walk.
-John Dreger

When I got hired at BCD2S, Carmen made the strongest positive impression on me from day one. And she has been a friend ever since. Whenever I needed a shoulder to cry on, support, or an opinion about a tricky situation, I walked into Carmen’s office and shut the door. And I bet I could still do that now, even though we work at different schools. I once had a student sign up for a play we were creating using pretty advanced improvisation techniques. I felt the play was over his head and that we should counsel him to do something else. It was Carmen who convinced me that I owed it to this student to find a role for him that gave him exposure and much needed experience. I agreed and he wound up playing a character who didn’t talk. But he spent the rehearsal process studying the other actors. He went on to become a four-year theater and film student who is still working in film today. Carmen saw that potential and pushed me to help bring it out. I love her and in my mind, she represents all that was great and good about the high school.
-Jesse Howard

There are a million things i could say about Mrs DP. she was one of my best friends in high school. that sounds unconventional and perhaps part of her willingness to spend time with me and sort through my troubles (which later on in life seem so trivial) was that she was my faculty advisor. But part of it was that she has warmth and insight and a level of patience that nourishes the part of a person that whispers “you are going to be fine. in fact, you will be brilliant!”
-Johanna Blair 2S ‘03

From my first day on campus, Carmen was a mentor to me as I navigated my way from a boarding school to day school culture. From little notes of confidence to many conversations, I have truly appreciated the amount of time she has taken to making my journey here so special.

Her natural professionalism, years of independent school experience, and deep understanding of “who our students are” filters through into every interaction she has with her students, families and colleagues.

I would like to thank Carmen for her dedication, always above and beyond, that has touched the lives of so many over the years. Thank you!
-Amy Freeman

Speech by Johanna Blair

So, I don’t really know where to start and I don’t like to speak for other people. But I have been talking to people, reading the comments that have been left online and sorting through my memories of BCD2S and I think its okay for me to generalize this time.

There is one thing I have to say before I get started though. Sometimes it can be slightly uncomfortable to listen to a speech that lists off all the wonderful things about a person- I am sure we have all heard something of the sort and had to sit there silently wondering if anyone in the audience is buying this ridiculous praise. I don’t want to write something like that but the problem is that, while Mrs. DP has her faults like we all do, I think she is the only one who knows about them. So I am going to say what I have to say, and if anyone out there has not met Mrs. DP and has their doubts about what follows, just take a poll of the audience… you’ll see.

The word that pops up most often in association with Mrs. DP is “dedication.” It doesn’t just come up in terms of her attitude towards any one thing. It applies to everything: teaching, mothering, advising, chaperoning, being a boss, and being a friend. Being dedicated to her students doesn’t just mean that she is interested in their progress in class. She is there for them and their emotional needs, social conflicts, there to listen to their stories both humorous and tearful (trust me, I know. She had to deal with me in her office on a daily basis). It’s amazing that she has the energy for all of this but also that she manages to step into the friend zone without breaking down her authority as a teacher.

I would like to read a comment left by one of Mrs. DP’s colleagues. I am not sure who wrote it but I think it puts a lot of people’s thoughts into words:

“As a colleague of Carmen’s for 2 years, there are so many things I could say about her as an administrator; it is difficult to know where to start. Here is the thing I find most amazing: she can have a pile of papers to correct on her desk a foot high, be anticipating a very difficult phone call with a parent, have just had a very challenging meeting about a student, and if you come by her desk and need a question answered or need to talk about a situation, she stops everything and you are the only person she is thinking about. Frankly, it makes me crazy that my patience wouldn’t extend one tenth that far. Where does she GET it?

Here’s another: it is the day the 9th grade students are returning from a trip to France and Spain. Mrs. DP has gone with them. It is 8pm after a seven-plus hour flight, a long wait in customs, and a long bus ride to BCD with 14 sleepy, overtired 15 year-olds. Mrs. DP has not seen her 15 month old for 10 days. (She stopped breastfeeding so she could make the trip.) Its 2 o’clock in the morning French time, and everyone is on French time still. Vast understatement: everyone is eager to get home. All parents except one pair have arrived. The minutes tick by and all students have left but one. The other faculty member is getting antsy and irritable. Camera to Carmen: she is calm and smiling, chatting amiably with the student. She wouldn’t for the world make this student feel bad that his or her parents are late and she wants to get home, for crying out loud. The parents arrive at long last and Carmen warmly welcomes them, saying what a great time they had, and good night, yes, see you in two weeks, have a great vacation. This is the kind of simple presence in whatever task is at hand and unquestioned commitment that Carmen has in everything she does. Some people say that for effect. I mean it. In EVERYTHING she does she is like this.

A fight breaks out between 7th grade boys? Guess who mediates, calming each one down from tears and recriminations. Who listens with patience and understanding to the emotive ramblings of an inexperienced new teacher? A staff member is getting married? Guess who throws the bridal shower. Who reminds the faculty of every detail about the schedule, because she does her homework before every meeting? EVERY meeting. There are no exceptions, no corners cut, no easy way out. Carmen is the kind of educational servant who embraces every challenge of her work, every day building a better and more solid school because of her unwavering commitment.

BCD simply would grind to a halt without her– she is the glue that holds it together. On a personal note, she has inspired me to be more committed, more uncomplaining, more of service to those around me. What a beautiful example for our students. We thank you, Mrs. DP.”

When I read the part about her doing her homework before every meeting I thought “Of all the ways to influence people, leading by example is by far the best.” And then I thought “Oooooooh, tricky! Maybe that’s why I always did my Spanish homework.”

Mrs. DP is without a doubt my most prominent memory of BCD2S- she was there for the creation of all the other memories, good and bad. She falls into the “best-friend-from-high-school” category and when I tell that to people, they look at me like I need to get a life. But they just don’t know. From what I have read and seen and heard, I am not alone in that sentiment. It seems that the people that know her think of Mrs. DP always as a friend, no matter what other title she may carry in relation to them.

Even though I have barely seen Mrs. DP in the past eight years, I still find myself thinking “Mrs. DP would be proud, I have been speaking Spanish all day at work” or “Johanna, calm down, just pretend you’re Mrs. DP for a second…. What would she do?” Normally I wouldn’t admit that to anyone, let alone a huge crowd of people, but since we are talking about how she affects our lives, I figure I can embarrass myself a little just to point out that the impact she has on people is not fleeting.

Mrs. DP, as your students and colleagues and friends pass through your life, you should put up a map and, for every place we wander to, put a pin in it. And if ever YOU need a boost, you can look at it and know that in that part of the world there is someone who loves you and will never forget what you have done for them. On the other hand, you don’t even need to leave your office to know those things. You are surrounded by people who appreciate everything you do for them and others. You are a blessing and I am here to thank you on behalf of all of us.

Reflections on Ms. JonesI taught with Marcia Jones for three years, 1969-1972, my first teaching job. After 40 more years of teaching, I am compelled to say that I have not since met a colleague who is more supportive and positive. Nor have I met another teacher who has demonstrated such authentic love and encouragement for the students under her watchful and appreciative eye. I have a sense of continuing gratitude for the wonderful beginning I had with her at BCD in those first years after college. If I can figure out how to get there, I would like to attend this event to tell her that in person!
-Charles Seyffermrs. jones taught me when i was in 6th grade. she was the sweetest woman ever. she loved to spend time talking about good things that happened since she last saw you and would smile whenever you entered the room. she tried her best to make latin fun, which isn’t easy. mrs. jones would give us chocolate if we got a question right and smiley faces on our tests if we did well. she knew we were learning a difficult language and didn’t make anyone feel dumb for not knowing how to conjugate the accusative form of puer. it’s puerum by the way. she just wasn’t worried that we knew everything our first year, she just thought that if we were enjoying learning, we were going to retain it better. i agree with her fully.
-Mary Grace McNulty

Marcia always had such positive things to say about her students during those grade-level meetings. The meetings were long, and it seemed easiest sometimes just to say what needed to be said, which were usually concerns and criticisms. Marcia’s gentle insistence that she would voice the strengths of the students and not just her concerns was something I always appreciated. This, in addition to her wit, made her an asset at even the most painfully long meeting!
-Liz Goodman

Marcia Jones was one of my best teachers ever. She has also been a good friend, to me and to my family, through the years. I think what I like best about Marcia is her sense of humor and her laugh. Her laugh has a unique and genuine quality, as if she is both startled and enjoying the moment. Thank you, Marcia ~ for all the good times, and all the laughter.
-Mary Jean Weston

During passing time, I said something nasty to a classmate in an effort to sound cool. Mrs. Jones heard me and gently reprimanded me. Something simple like, “Heeey, don’t say that.” I snidely said “Okay!” and walked away in an effort to look cool.
Something about upsetting Mrs. Jones specifically, however, hit me hard. For a moment, I didn’t want to say anything nasty ever again. Though that moment has passed, I can state with confidence that anything nasty I might say would be tasteful and expressive – not in an effort to appear cool – and would summon Mrs. Jones in my head, gently reprimanding me.
Mrs. Jones’ timely threats to “dropkick us over Kripalu” terrified us, tickled us, but mostly lightened the mood in the classroom enough to enjoy our learning experience. I wish I’d had more classes with her.
-Tony Belanger ‘98

Mrs. Jones:

I transferred to BCD from the Steiner School in 5th grade in 1982. Socially, the transition was rocky to say the least. Mrs. Jones must have noticed, because when Rebecca (now Indigo) Vining joined our class the next year from Mt. Everett , Mrs. Jones turned to me.

We met in her office. I was very nervous that somehow I had done something wrong which mystified me because I was such a goody goody. However, Mrs. Jones spoke about Indigo and noted that she was having a rough transition like I had had the previous year. Then she asked if I would look out for Indigo.

I was surprised and honored that Mrs. Jones entrusted me with this task, but also a bit annoyed at the responsibility. I was also slightly scared of Indigo. I did reach out to her and it took time to build trust, but eventually we grew to be the best of friends. To this day, even though she lives in New Zealand, we maintain a strong connection.

I am grateful Mrs. Jones, that you helped foster not only one of my dearest lifelong friendships, but also lit the way for me develop one of the values I hold dearest in life: compassion.

Thank you and congratulations on this honor! Enjoy every minute of it!!

Much Love,
Rachel Schroeder ‘87

Speech by Siegel FawciLike Gaul, my presentation is divided into three parts [“Gallia est omnis divisa in partes tres”]: 1) some words on Mrs. Fawcett; 2) some words on Mr. Fawcett; 3) some words on the Fawci, as they are often known, collectively.Okay help me out here: Hic, haec, hoc. Huius, huius, huius. I could go on but someone is having a seizure in the third row. What does this mean? Yes, the demonstrative adjective ‘this.’ Now, who among Mrs. Fawcett’s former students here still remembers the principle parts of doceo? (No Latin teachers allowed.) And what English words derive from this Latin word? (Doctor, doctorate, docent.) Ok, that’s good. The Latin word for “learned” comes from this word: doctus or docta; one who is “taught.” Anyone remember the Latin word for teacher? “Magister.” Hence, magistrate, magisterial. So you all know what I mean when I say: “Haec magistra docta est.” This is one smart lady.This idea was put another way by a recent student of Mrs. Fawcett’s. It is the winter of 2009, and Mrs. Fawcett has, as usual, accurately predicted each of the snow days so far this winter, calmly telling her classes what not only Wednesday’s but Thursday’s homework is, because, there will be no school on Thursday. She was, of course, right. This student comes flabbergasted into the homeroom Friday morning, throws down her book bag and loudly proclaims, “Now I know why Mr. Fawcett is so smart. He is married to GOD.”

I myself have felt an aura of the divine off of Mrs. Fawcett. I can’t say why I think this. But I will tell you this: I know she won’t sit 13 to a table. I suspect she has carried the same sandwich container to school every day since I was a student in the 1980’s. I honestly don’t know how far back that container goes… Objects don’t obey the same laws of entropy and decay for her as they do for us. Her desk is the same she has had for probably 25 years, albeit duct taped at the corners (“It’s absolutely fine!” she says). She never tires of doing the entire BCD school schedule by hand every summer. And I know many of you are thinking, right along with me, “She managed to teach ME Latin for three years and I STILL REMEMBER IT!” What more evidence of divine patience and inspiration do you want?

I feel I am especially privileged, because I have not only been the Fawcetts’ pupil, but I have worked alongside them as a teacher at BCD, in both of the departments they have run for the last 30+years. Mrs. Fawcett introduced me to the subjunctive, a territory in which I have spent a good part of my adult life (“I would be able to do that, really well, if I were to work hard at it”; “I could have been a great ______, if I had really cared that much about it.”) Mrs. F mysteriously defined the subjunctive as covering the territory of “wishes, lies, and dreams.” I still find this the most comprehensive, not to say the most poetic, way to describe the subjunctive to students, which I do with a beady-eyed intensity, relishing the way they look at me. I do things like this because at a certain point I realized I had to add in my own personality to my teaching, because my teaching was turning into a pale imitation of the Fawcetts’. Wanting so much to emulate their venerable selves, when I started teaching I combed my memory for all their little tricks of the trade and funny sayings, and used them liberally. I enjoy so much defining metaphor using the same example Mr. Fawcett does (“Richard the Lionheart”—it’s perfect: totally concise). But I lacked the tremendous body of experience and knowledge that the Fawcetts bring to their classes, not to mention the depth of character that can only come from being, well, a Fawcett.

So I had to be my own kind of teacher. Not nearly as authoritative and not inspiring the same numbing fears when homework was not done or behavior unacceptable. But I am working on my Mrs. Fawcett slight eyebrows-raised-but-otherwise-still-and-expressionless face when a student misbehaves, standing at the blackboard utterly motionless. I think this face inspires the student to suddenly think, “Why am I doing this? I am behaving like a fool. I am a human being, after all, created in God’s image, and His emissary before me is displaying great disappointment in the foolishness I am engaged in. I think I will stop before my shame is total.”

I have an interesting anecdote in this vein from Ted Glockner, class of ’82, who says:

“When I was in about the 7th grade, I decided to get a drink of water during Latin class. Rather than asking permission, I waited until Mrs. Fawcett’s back was turned and jumped out of the first floor window a few feet to the ground. I walked across the lawn to Furey Hall, got a drink and climbed back through the window into my seat. I almost pulled it off. When I finally revealed what I had done, Mrs. Fawcett simply rolled her eyes, smiled and then told me that people had been suspended for less. She then went right back to her lesson. I still laugh about it and appreciate the way she handled the situation. More importantly, she was a terrific teacher.”
One of the least celebrated aspects of Mrs. Fawcett, to me, is her humor. She is easily the funniest teacher at BCD. Many students notice this about her. 7th grader Francesca Lally wrote, “Someone in our class asked Mrs. Fawcett what would happen if they put a macron on the present stem when it wasn’t needed. Without hesitation, Mrs. Fawcett replied, “You die.”

(Interestingly, another student with a strong feeling for the dramatic gesture remembers it this way: “Mrs. Fawcett whipped around from writing on the blackboard: “Death to all who put macra on 3rd conjugation “e”s!”)

She loves a good joke, but it must be earned! If you hit her funny bone, the sincerity of her slow-engine laugh is enough to make everyone around her smile and laugh too, and keep smiling for a long while afterwards. Indeed, her pleasure is utterly infectious. Hear this anecdote, from a recently graduated 9th grader: “I will never forget looking over during my first 7th grade dance and seeing Mrs. Fawcett happily bobbing her head along to Lil John’s “Get Low”.” [She adds: “Not sure if that's appropriate...”]

My favorite image of Mrs. Fawcett is on Field Day, when Mr. Fawcett and the rest of the faculty are engaged in refereeing various sweaty sporting events, but Mrs. Fawcett is in air-conditioned Peseckis Hall, calmly totaling up the scores so that it will be known at end of day if the triumph belongs to blue or white. She goes about this task with the same quality of totally unsentimental focus as she would translate a passage of Caesar in class. What she says she will do, she does, and while she may give an artfully placed sigh here and there, she has NEVER been known to complain.

But now, to her other half. I think Mr. F. is best summed up by this story, submitted by a just-graduated 9th grader:
“mr. fawcett is the man. he’s definitely one of my all time favorite teachers. no class is boring, he keeps apace of at least one story every five minutes. and almost everything he shares has to do with a childhood memory. he shows us connections in the books that we read that really help me to pull it all together. he takes the time to talk to you after class if you’re struggling. i’m fairly certain anyone who has ever had mr. fawcett has wondered what is in his closet. he’s pulled out manuels from the 50s, sledge hammers, his war helmet, and enough slides to fill the gym. he redefines charismatic and enthusiastic. i could not imagine 9th grade english with a “regular” teacher.” (I’ll add that there are absolutely no capital letters in this entire statement.)

Every student who has had Jim as a teacher on some level understands the gift he or she has been given. Whatever your thing is, at some point it will come up in English class: war, God, sex, parricide, animal husbandry, incest, witchcraft, Portuguese churches, etc., etc. Mr. Fawcett’s delving into these hitherto unexplored regions of the human experience is not only a great classroom management tool (most boys are quiet when you calmly explain the nuances of castration) but also so interesting that a classroom is suddenly a place to explore one’s most basic and human curiosities. This was the great gift to me, which set the foundation for my intellectual life: you mean these things I think and feel in my most private mind and heart can actually be the subject of a school discussion? They have some kind of academic value? Up until then I had enjoyed my education, but it was mostly jumping through the appropriate hoops at the right times, which I happened to be good at. From Mr. Fawcett I understood that this tedious and “important” process I was enduring was for the purpose of better understanding my humanity. Wow. I will add that Mr. Fawcett never once said, “These books are to help you understand yourself.” I think he prefers to let his larger metaphors stand. They’ll understand sometime.
As any educated person knows, this method of drawing parallels and making metaphor wherever you find it is a wonderfully interesting way to look at the world. For my young adolescent self, it made an often scary and unpredictable world suddenly meaningful, and gave me a sense of momentary hegemony over it. It is a technique I have used to reliable effect all my life.
I don’t know whether the demands of a complex and economically challenging world will allow us time to teach children to reflect meaningfully on experience, but I suspect that without metaphor, more will be lost than an edge in the new economy. I tell every BCD student who is fortunate enough to be in Jim Fawcett’s class to savor every moment; you will be telling your grandchildren.

Here are some stories from Mr. Fawcett’s students:

“The amount of zeal you have for each book that we read, and the amount of crazy connections you are able to make about each and every book we read never ceases to amaze me. Your knowledge on every aspect of life exceeds anyone else’s that I know, and your sometimes-not-so-casual exclamations and chuckles when you are reading a book make me wonder what goes on in that fascinating mind of yours. You are definitely someone who’s [sic] advice and memories will stay with me forever.”

“I have gradually come to realize over the years that though you do not always make a big show out of it, as some teachers tend to do, your eyes are always wide open and you are taking note of everything around you. Although you never seem to raise your head or take your eyes off of what you are doing when I walk into class late, I’ve started to pick up on the slight flick of your pen on your note sheet. You truly do have invisible eyes on every side of your head.”

“I had Mr. Fawcett for English in 5th, 7th and 9th grade, but my clearest memories of him are on the soccer and softball fields, and especially at Field Day. He had a knack for pushing us in a cheerful, supportive way, and insisted on discipline and sportsmanship. I recall his easy laugh, his enthusiastic applause for everyone’s best efforts, and his jaunty hats. In English class, I remember giving him endless grief about all the “boy books” we had to read. He was such a fan of all the great American writers. I think he made me read Faulkner’s “The Bear” out loud to the class for an entire period — but we should check with Daisy, Sam, Noah, Melanie, Ken, Karen or Nick for confirmation!!”

“The thing I remember most about Mr. Fawcett’s English class was that he had us read Kurt Vonnegut’s “Slaughter House Five.” It remains one of my all time favorites. It was one of the books that you read that change your way of thinking, and how you look at institutions like the government.”

I have given the subject some considerable thought, and I think the reason why the Fawcetts exert such a powerful fascination in me and in so many others I have spoken to is because, there’s no other way to say this; lovers of the mythical, they themselves have attained the status of myth. (I confess I am worried Mrs. Fawcett is going to come up to me after this presentation and say, “You made me sound like I belong in a museum!”) Jim and Eugénie (I get to call them that now! I’m even almost comfortable doing it!) have made a lifelong commitment (Eugénie hit 40 years this year) to one place, one school, and they have devoted their working lives to its students. Most of their students will never spend more than ten years in any one job. They have a religious belief and a belief in the integrity of institutions and families in a cultural era when these institutions often seem outmoded and old-fashioned.

But their students understand, intuitively, that these people represent something. They have a higher referent. I pass by Jim Fawcett’s class and what I notice is that the students are all listening. They sense there is something rare and real, beautiful and nourishing here. [It was recently said to me by an educator that he doesn’t teach the students as they are, but as they will be.] As I peek into Jim’s classroom, the eternal merges with the present, and what were pubescent boys and girls suddenly seem like complete human beings, holding the mirror up to their own thrilling light.

On a personal note, I have in my own life, when I felt almost absurdly at the mercy of my ego’s vertiginous ascents and descents, come back to the Fawcetts; come back, in my mind, to their example of quiet and earnest commitment, based on deeply felt conviction.

I secretly believe that this is how one truly makes one’s mark upon the world: to find a path and toil away at it, day after day, year upon year, with unwavering focus and purpose. After the fog rolls off another frosty morning in the Tyringham valley, and the sheep have been fed and watered, to brush the snow off the windshield, get into the car, and teach.

Reflections on Kay SadighiKay came to BCD towards the end of my time there. Before Kay, science was a subject we were taught. Study Introductory Physical Science with Kay was a revelation — science was suddenly a process, a mode of inquiry, a set of tools. We learned astonishing new meanings for words like “mole” and “model”, and then we put these ideas to work distilling wood chips and making batteries. Kay’s enthusiasm was so infectious. I’m grateful I got to be in her classroom!
-Alison Buttenheim ‘84I loved her enthusiasm and high energy. My favorite days were dissection days, and I do believe they were her favorite, too.
-Sheela (Siegel) Clary ‘87I came to BCD to fill the spot that Kay left. Had I known what I know about her now, I can’t think of a more intimating position to be in. Over the years I have gotten to know this dynamic, smart and giving woman. She has come into my classes to talk about her various projects from rattlesnakes and bears to purple loosestrife and phragmities. She introduced my class to Kampoosa Bog, volunteering to take them out. Most recently she has met us down in Florida to help out as a naturalist and to tell stories about Florida panthers such as Beach Boy. Kay is truly a wonderful giving person who continues to touch the students of BCD. I thank her for that and for being a role model for me. I am truly sorry I cannot be there to honor her.
-Sue BennerMrs. Sadighi was a force as a teacher. Always positive, always energetic, she had an infectious enthusiasm for her subject and a knack for getting it across to students. Never one to withhold praise or fear students’ swelling heads, I remember beaming with pride when she looked over my final exam, with me anxiously looking on, and said, “Oh this is good!”
She made science accessible to students, I might venture to say especially to girls, who thought they couldn’t do it. I never carried around the idea that I couldn’t “do” science because I was a girl.
-Rachel Siegel ‘89You made science not only challenging, but fun and when we completed all our work on a Friday, you sometimes let us talk about “life and stuff.” I still use this phrase and every time I do, I think of you fondly and smile. It reminds me not only to work hard and enjoy the work, but also to connect with others and allow for levity to make life less heavy and serious. Thank you and congratulations on this well-deserved honor! Much Love-
-Rachel Schroeder ‘87I had the pleasure of working with Kay when I first arrived at BCD. Kay and I coached the Alpine Ski team together. Two things stand out for me regarding Kay. One, is her passion for science, especially the environment. She was always drawing connections with everything to the marvels of science. One memory is riding the chairlift as she enthusiastically talks about her new ski jacket and how it is designed to collect solar energy to help keep the body warmer. This was not a sales persons pitch but rather an explanation worthy of a Noble Prize. It truly was fascinating. Her child-like enthusiasm was infectious to all who engaged in conversation with her. The other, is her innate goodness. She was and still is a person who sees the best in everybody and takes a keen interest in who they are as a person. She is also very trusting of others. For someone like me, who enjoys joking around, the “G” in goodness could also be the “G” in gullible. It was easy to string her along with a good yarn, only to be punched in the arm with the statement, “you get me every time”. She was a great colleague and well loved and respected by all. It is easy to see her gift as a teacher.
-Paul FrantzI never liked another science teacher after her – she was such an amazing teacher! She taught me the periodic table so effectively, but all other efforts failed by teachers after that! I don’t have much beyond that. I used to love going to science class! She was patient with my efforts, and it turned out I was never really a scientist, but I didn’t know it when I had her as a teacher. It really took me until High school when I was re-learning all the modules she had already taught us, to actually realize that I wasn’t particularly skilled at science experiments.
-Shyla Ruffer Matthews ‘86

It couldn’t be easy, having her own kids in the room. She explained why she asked us to call her Mrs. Sadighi in class: it was too distracting to hear, “Mrs. Sadighi?… Mrs. Sadighi?… Mrs. Sadighi? … MOM?” I understood, and extended this small courtesy. I did take advantage in other ways. There aren’t too many other teachers whose shoes I would have glued to the floor with nitrogen iodide.

The most vivid memories I have of her as a teacher are from a field trip, where she took her responsibility to us so much to heart. She made two midnight trips to the emergency room, each with a hurt student. In the words of Allen Archer, The lady was NOT happy, but still she did all she could to make the trip a great experience for us. At the beach she had a very close call in a riptide, keeping a weak swimmer afloat for long minutes until the lifeguard arrived. This episode inspired at least one student essay starring the dashing lifeguard.

We shouldn’t make it sound entirely thankless, though. Her enthusiasm for bringing concepts of science to vivid life inspired us, the Class of ’88, to choose as our gift a laser for the science lab. In an age of cheap pen-sized lasers and LED key rings, it’s easy to forget that a laser was a stretch for us. Mrs. Sadighi was so touched by this gift, she taught herself, and later classes of students, how to create holograms.

When you care so much, it’s easy to give yourself too little credit. I think she’s been a little surprised each time former students or their parents expressed gratitude years later, as many have done. So it’s especially fitting to see BCD honor her, alongside such distinguished colleagues and friends, as part of this fine celebration.
-Joseph Sadighi ‘88

My clearest memory is of Mrs. Sadighi taking me to the hospital to get stitches in the back of my head after falling off the top bunk on the Cape Cod trip. We were jumping from bed to bed, why that was a good idea I don’t know. Then Ross Hill was taken the next day when he cut his head open doing god knows what. Mrs. Sadighi was very worried that the doctors would question her ability to care for children and the possibility that they would report her to some agency. 

From that same trip, I vividly remember going down to the beach and splashing in the water to see the phophorescents. It was the first time I had ever seen them. I remember vigorously splashing with my foot and seeing it light up below. Pretty cool!

The smell of dissection comes to mind when I think of the science lab behind the shop.
-Lizbie Sawyer ‘88

Speech by Courtney Smith MacDonald ‘88

After all these years, BCD remains a very special place to me. I spent my childhood here, starting in kindergarten and reluctantly leaving at the end of 9th grade because the idea of a secondary school had not yet been hatched. I have fond memories of eating lunch at our desks, of reading on the windowsills, games of capture the flag, the spring fair, field day, soccer games and cross-country ski trips, and of the chipmunks peaking into the classrooms and scurrying through the walls. My classmates were like an extension of my family; we grew together and learned to embrace one another’s differences. Teachers were not just authority figures; they were our mentors, engaging us through hands-on experiences, encouraging us to be creative thinkers, and instilling in us a life-long love of learning.

Mrs. Sadighi was one of those dedicated teachers who brought science to life and shared in our excitement of discovery. Everyone who has shared a story has spoken of her enthusiasm. One former student wrote “I liked Mrs. Sadighi for her infectious enthusiasm…I was not a good science student, but I enjoyed labs with her because of her energy, exuberance and enjoyment of the subject.” Another wrote, “I loved her enthusiasm and high energy. My favorite days were dissection days, and I do believe they were her favorite, too.”

My memories of her are much the same- she had a little bit of that mad-scientist quality to her- the image is that of her speaking animatedly, gesticulating with her hands, safety glasses holding her hair back. I can still smell the formaldehyde and chemicals in the air and can recall sitting at the counters lining the windows where we did our experiments- determining the boiling and freezing points of liquids, studying microscopic organisms under a microscope and dissecting worms. I can still hear the scratch of chalk on the chalkboard on which she’d write instructions on how to map dominant and recessive genes, balance chemical equations, or important definitions for words like “mitosis”.

Science was not second nature to many of us so discovering and mastering something new gave us a real feeling of achievement: peeling back the delicate layers of skin on a frog to reveal its organs, corroding a penny or successfully connecting the electrodes so a light would light up. Mrs. Sadighi encouraged our inquisitive sides through hands-on experimentation (all with safety goggles on, of course). One former student wrote “I never liked another science teacher after her – she was such an amazing teacher! She taught me the periodic table so effectively. I used to love going to science class! She was patient with my efforts, and it turned out I was never really a scientist, but I didn’t know it when I had her as a teacher.”

Another wrote, “Before Kay, science was a subject we were taught. Study Introductory Physical Science with Kay was a revelation — science was suddenly a process, a mode of inquiry, a set of tools. We learned astonishing new meanings for words like “mole” and “model”, and then we put these ideas to work distilling wood chips and making batteries. Kay’s enthusiasm was so infectious. I’m grateful I got to be in her classroom!”

And from her son Joseph: “It couldn’t be easy having her own kids in the room. She explained why she asked us to call her Mrs. Sadighi in class: it was too distracting to hear, “Mrs. Sadighi?… Mrs. Sadighi?… MOM?” I understood and extended this small courtesy. I did take advantage in other ways. There aren’t too many other teachers whose shoes I would have glued to the floor with nitrogen iodide.”

“Her enthusiasm for bringing concepts of science to vivid life inspired us, the Class of ’88, to choose as our gift a laser for the science lab. In an age of cheap pen-sized lasers and LED key rings, it’s easy to forget that a laser was a stretch for us. Mrs. Sadighi was so touched by this gift that she taught herself, and later classes of students, how to create holograms.”

On our class trip to Cape Cod, I recall her enticing all of us back down to the pitch black beach to see the bioluminescent plankton in the surf. Joseph shared memories from that same trip, where she took “her responsibility to us so much to heart when she made not one, but two midnight trips to the emergency room, each with a hurt student. In the words of Allen Archer, The lady was NOT happy, but still she did all she could to make the trip a great experience for us.”

A staff member who coached the Alpine Ski team with her noted her passion for science, especially the environment. “She was always drawing connections with everything to the marvels of science. One memory is riding the chairlift as she enthusiastically talked about her new ski jacket and how it was designed to collect solar energy to help keep the body warmer. This was not a sales person’s pitch, but rather an explanation worthy of a Nobel Prize. It truly was fascinating. Her child-like enthusiasm was infectious to all who engaged in conversation with her. She was a great colleague and well loved and respected by all. It is easy to see her gift as a teacher.”

I think Joseph said it best when he said, “When you care so much, it’s easy to give yourself too little credit. I think she’s been a little surprised each time former students or their parents expressed gratitude years later, as many have done. So it’s especially fitting to see BCD honor her, alongside such distinguished colleagues and friends, as part of this fine celebration.”

Thank you, Mrs. Sadighi!

Courtney Smith MacDonald ‘88

Reflections on Adrienne CoselAdrienne is totally awesome. she helped my older brother austen and my older sister lauren in school for a couple years, so i always knew her friendly face. she doesn’t shy away from a challenge, like helping me finish my applications for schools a week or so before they were due. she also is very caring. i can’t imagine it’s easy for her to tutor one of our students, who speaks little english, but adrienne still does it, because she believes in helping people. i also love her dog phoebe. adrienne is tough and will push you, but she only does it because she knows there’s more you have to offer. she sees your potential and won’t accept any less.
-Mary Grace McNulty ‘11I taught next door to Adrienne at the high school, and my students and my students and I were often tempted to join in her classes, which really upped the ante for vibrancy and entertainment value.
-Sheela Clary ‘87Mrs. Cosel asked to talk to me in private a few days before my graduation. I was freaking out when she started speaking to me frankly about her final exam I’d finished just a few days ago – specifically one section in which we had to demonstrate, through use, as many poetic devices as possible. Her approach was calm but quite serious, something like “I need to ask you: did you borrow any of those phrases or words from another poem or song lyric or anything?”
“…No, no, I didn’t.”
“Because it was really good. I liked it. You understand why I need to ask?”
I did. Over a decade later, I feel I understand even more. Mrs. Cosel was fulfilling her duty as a teacher, demonstrating a severe appreciation for honesty and trust, all while making me feel pretty cool.
Mrs. Cosel represents the perfect balance of wisdom, cleverness, silliness, clarity, assertion, honesty, receptiveness and love for her students. I came to as much life-applicable, joy-producing understanding from having been in her classes as appreciation for grammar and poetic device. (and I like that stuff…)
-Tony Belanger ‘98Adrienne just engendered respect among the students. She treated them like trustworthy, respectable people, so most of the time there were. I remember once, a film student of mine asked her to play a role in one scene of his movie. And she really wanted to do a good job. She was nervous to the point of it being endearing. She wanted to make sure her hair was right for the character, her voice, the inflection of the lines. She really took it seriously because she saw it as real creative work and not just some school project. That’s just who she is. I really enjoyed working with her.
-Jesse HowardAdrienne was so much more than an awesome English teacher. The memories of her in the classroom ranged from analyzing works of literature from the Scarlett Letter and Uncle Tom’s Cabin to laying out the literary magazine in the later hours of the evening. Since the end of senior year, she’s been after me to call her Adrienne (I’m getting there see?) but there was one event that made that a whole lot easier. One of those evenings working down in the science lab on the lit mag, she accidentally erased the entire document and let out a loud emphatic f-bomb. I quickly undid her mistake but we both started to laugh and I realized that maybe it wouldn’t be so hard to call her Adrienne down the road. Another time, during creative poetry, I was writing words, but with no real meaningful imagery. She wrote on the top of the draft one word: “gimme.” She wouldn’t let me hide behind words – that would be a waste of language in her eyes. That is the type of mentor Adrienne was through her teaching each and every day. She saw her students as curious youngsters and did her best to provide them self-confidence or caution depending on their personality. She would create friendly competition through vocab buzzer games to encourage us to learn the words – I had a winner record of points I’m proud to say. One time during the “first day” back, we were all in the commons area discussing a summer reading book that I admit I wasn’t that interested in, plus it was a beautiful fall day out. A question was posed and awkward silence reigned, suddenly there was a distinct (almost violent) kick to the back leg of my chair. I turned around sharply and there was Adrienne giving me a pointed look: “you know you have something to contribute.” I did. The example she set, the expectations she had, and the certainty and faith she possessed for so many young people over the years exemplify why she is so deserving of this recognition. She changed my life and I know I’m not alone.
-Tarsi Dunlop 2S ‘05

Speech by Tarsi Dunlop
Good afternoon everyone,

I’m thrilled to be here today to introduce Adrienne Cosel, a gifted teacher, an extraordinary mentor and someone I’m honored to call a friend. I stand here as one of many students who fell under her incredible spell and whose life trajectory bears her indelible mark. Adrienne’s fiery personality and love of teaching transcended her classroom walls and leapt into the lives of countless students. Her vision for education went far beyond papers, quizzes and exams. It was never just about getting from the B plus to the A minus, but rather what you learned along the way.

The balance between instruction and inspiration can be a challenging one, but Adrienne was a tightrope walker of the highest caliber. English is hardly everyone’s favorite subject, but it is absolutely essential; Adrienne gave words a third dimension, brought ancient texts into a 21st century classroom and introduced some friendly competition when it came to learning new vocabulary. English is not solely about structuring a paper or learning to avoid common grammatical errors, it is also about communication, articulation and critical thinking. There is danger of hiding behind words or being verbose; Adrienne pushed students to grapple with the power of language beyond analyzing literary texts and marking up essay drafts. As a senior in her creative poetry workshop, her feedback on one of my poems had a single word: “gimme,” as in give me more. I was hiding behind words on the paper.

Her finely tuned instincts recognized shy souls and reluctant voices, and while she was always supportive in her encouragement, heaven help you if she thought you were holding back. Her persistence knows no bounds. Mary Grace, a former student, said of her: “Adrienne is tough and will push you, but she only does it because she knows there’s more you have to offer. She sees your potential and won’t accept any less.” I remember one time when Mrs. Cosel decided I wasn’t fulfilling my potential. The entire 2S student body gathered in the commons area on the first day back to discuss our all school summer reading book. It was difficult to focus, sitting there surrounded by windows looking out into the beautiful September day. Listening with half an ear, I admit to not making a genuine effort to comment and engage with the discussion. A question was posed, and then silence fell; suddenly there was a sharp distinctive kick to the back of my chair. I whipped around and Adrienne was sitting behind me giving me a distinct and pointed look, it seemed she did in fact think I had something to contribute.

Adrienne kept her classes varied and dynamic, you never knew quite what to expect. Maybe you were watching one of her documentaries from a previous career or discussing Biblical themes with a modern twist, and perhaps she was cancelling a vocab test at the last minute in favor of a spontaneous trip for ice cream. Sean never quite figured that one out. Sheela Clary, a former colleague, taught next door to Adrienne at the high-school and said that she and her students were often tempted to join in, which really upped the ante for vibrancy and entertainment value.

Adrienne was an expert moderator when it came to classroom discussions. She legitimized self-expression, complete with student uncertainties and insecurities. Students who struggled to formulate questions or articulate confusion found genuine patience and compassion in her classroom. She encouraged students to speak to each other and not depend on her to lead a conversation; she was not above staying quiet and letting the awkward silence hang. Discussions are not at their most effective when they push students towards cookie-cutter responses; they are at their most valuable as a learning tool through which students can make connections, realize associations, and draw their own individual conclusions about great works of literature.

I know that I am not alone in saying that Adrienne was a powerful force in my educational growth and development. Not only did she ask difficult questions and provide constructive feedback, she even entered some of my better products in a few writing competitions – including the Breadloaf Young Writers Conference that introduced me to my future college. She knew I’d never dream of doing that on my own. I’ve realized, largely thanks to my classes with Adrienne, that a great teacher is someone who makes learning a joy, and someone who challenges students to achieve that which they think they cannot do.

Adrienne went out of her way to recognize students for their good work, but she was honest in her criticism. When she said something was good, students knew they could trust her. Earning a “you-go girl” or a “bingo-land” really meant something. Tony Belanger remembers a time when Mrs. Cosel talked with him to double check on the authenticity of a phrase in his final exam: “Her approach was calm but quite serious, something like “I need to ask you: did you borrow any of those phrases or words from another poem or song lyric or anything?”
“…No, no, I didn’t.”
“Because it was really good. I liked it. You understand why I need to ask?”
I did. [Tony recounts] Over a decade later, I feel I understand even more. Mrs. Cosel was fulfilling her duty as a teacher, demonstrating a severe appreciation for honesty and trust, all while making me feel pretty cool. Mrs. Cosel represents the perfect balance of wisdom, cleverness, silliness, clarity, assertion, honesty, receptiveness and love for her students.”

Last Christmas, Adrienne and I met up for coffee for the first time in years – in fact it’s been a decade since 9th grade English come this September (that’s a bit frightening). She later wrote me an email and said: “I hardly recognized you as the same girl I met ten years ago.” Adrienne was instrumental in that growth because her guidance and never faltering faith pushed me to new heights and accomplishments in these interim years. As we parted ways that day, I realized that the greatest gift she gave to me personally, and continues to give, is the gift of friendship. She is a person whose love of teaching is an extension of who she is as a person; it was not a profession but a calling – one that she continues to live and fulfill each and every day.

Without further ado, please join me in welcoming Adrienne Cosel -