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Joseph Curtis Briggs ’48 passed away on January 22, 2021, at the age of 90. 

Joe attended The Harley School until 1945 and was considered a member of the Class of 1948. He was one of a long line of Briggs family members to attend The Harley School: sisters Barbara Briggs Trimble ’39 and Catherine Briggs Pratt ’41, children James Briggs ’72Judy Briggs von Bucher ’74, and Susan Briggs Kitchen ’76 (married to Donald Kitchen ’70), cousin Liz Curtis Cassidy ’47, nephews David Trimble ’71 and Mike Trimble ’70, and most recently his granddaughter Sally Kitchen ’12 and great grandson Jamie Briggs ’35.

As an alumnus and parent, Joe always wanted to be involved with The Harley School. He was a member of the Board of Trustees from 1970 to 1973 (as was his mother, Ruth Curtis Briggs, from 1937 to 1939), chair of the Annual Giving Program from 1970 to 1971, and board president from 1971 to 1973. In the fall of 1984, he came to Harley to share the extraordinary experiences he and his wife, Nancy, had had while sailing across the Atlantic. Over the years, Joe and Nancy were regular attendees at school gatherings both in Rochester and in Florida, eager to hear updates about Harley and connect with former classmates. 

The Briggs family has always had a focus on making a difference in their community, and for more than 50 years their support has made a tremendous impact on The Harley School. They have been annual supporters of the Harley Fund since the 1960s. They were one of the first to commit to The Harley School Teaching for Excellence Fund in the 1970s, and they also made a substantial gift to Harley’s endowment in the 1980s. Joe and Nancy were supportive of Harley’s Facilities Improvement Campaign in the 2000s and the building of The Commons, establishing the Briggs Center for Civic Engagement. When the idea of the Center was proposed, the vision was to move the students toward experiential service learning, integrating reflection and sustained engagement in that work throughout the school. Since it opened, the Center has influenced new curriculum regarding democratic engagement (including dissent) and brought an experiential service learning component to the students. It is also often host to the community Commons Series, which touches these issues and more. The Briggs Center is the perfect embodiment of Joe and his commitment to civic responsibility and engagement.

From its inception, Joe and Nancy have been prodigious supporters of Horizons at Harley, a critical summer program that provides six weeks of continued learning to Rochester City School students at Harley. Horizons at Harley opened its doors in the summer of 1995, and thanks to a gift from the Briggs family, the program was able to open a second section with spaces for an additional 12 students each year for the next three years. When learning about the Horizons program, Joe was interested out of concern for the education of Rochester City School students, but he also recognized that Harley students needed to learn about inequality and develop relationships across race and class. With this in mind, Joe encouraged Harley students to get involved, and that summer, following his recommendation, 14 Harley students volunteered. Harley students are still a large part of the program today. Joe and Nancy wanted to make a Harley education available for more students, so in addition to their support of Horizons, they also sponsored a Harley scholarship aimed at supporting Horizons students interested in attending Harley. The Horizons at Harley program was so successful that talk of growing the program beyond the walls of Harley began. Joe and Nancy were huge proponents of the idea and once again stepped up to initiate the expansion of the program in several locations in the Greater Rochester community to support RCSD students’ summer learning.

Joe Briggs has been an inspirational leader. His extraordinary commitments to The Harley School and Horizons at Harley are part of the long-standing tradition of community support in Rochester and will never be forgotten. Joe will be greatly missed.

From Ward Ghory (Head of School, 2013–18): I met Joe and Nancy Briggs at a small get-to-know-you dinner at the home of Peter Willsea ’72 and Deb Schaller Willsea ’73 during the summer before my first school year at Harley. In the buffet line by the dining table, Joe and I continued a conversation we had just started about Horizons. A gentle giant of a man, Joe leaned over to me and confided, “As much as Horizons offers the kids from the Rochester schools, I’m just as concerned about what Horizons can do for kids at Harley who have not yet confronted the deep inequalities and racism in our country.”  

I had not expected this level of urgency and insight in the first minute of meeting this long-time friend of Harley, and I was thrilled to experience it. Joe and Nancy were the best kind of school supporters, generous with their values as well as their resources, and committed to the personal development of our students with no thought of recognition for themselves. I loved to catch them on the phone in Florida and brightened to see them around Rochester. Their warmth and spirit clicked on immediately; I felt like I was always given a seat by the fire in their living room. It was easy to talk to them about recent doings in the Briggs Center for Civic Engagement. They were pulling for The Commons to fulfill its promise and mission. They understood the need for mindfulness. They gravitated to the outreach of The Commons Speakers Series. They loved hearing about morning assemblies and play rehearsals and blood drives and student climate action. They admired the teachers who worked throughout Harley. Rights and Responsibilities was their kind of class. I am grateful I had the opportunity to show Joe and Nancy Briggs that Horizons and Harley shared their concern for our country. Their support inspired our best work.

From Paul Schiffman (Head of School, 1999-2006): Joe was a champion for children. My fondest memories of Joe are observing him visiting the Horizon students. He engaged in lively conversations showing genuine interest for each student. Joe was happy that Harley had made the Horizons program a key component of the school community, and he believed that it demonstrated the soul of our school. He was also proud of the Harley students who volunteered every summer.

Joe attended Harley in his formative years, however he completed his studies elsewhere. Once, in a conversation with Joe, I shared with him that even though he did not graduate from Harley, he did have a Harley Heart. Joe will be remembered for making a positive imprint on our world.

From Valerie Myntti P ’09 (Interim Head of School, 2012-2013): I met Joe Briggs while working in Harley’s admissions office and as Interim Head of School. We attended meetings about Horizons, the Briggs Center, and occasionally Harley’s general fundraising efforts. Joe was always a huge part of the conversation. Sometimes it was gabbing at a conference table with lots of folks, or with a much smaller group over a lunch out in Pittsford somewhere, or at a dinner table at someone’s home. 

His passing is a huge loss for everyone who knew him. Rarely in life is one lucky enough to meet someone as decent and as honorable as Joe Briggs. He made me want to be a better person. I know that sounds corny, but it is true. When I think of Joe Briggs, these are the characteristics that immediately spring to mind:
–Gentleman, who exuded kindness to 
all he met
–Loyal
–Enthusiastic, a quality that made him seem many decades younger
–Humble
–An Inspired and Original Thinker, who generated imaginative, fresh ideas throughout his life
–Generous, in every way imaginable
–Committed to Making His Community a Better Place for All, as demonstrated by his life of service
May Joe Briggs’s “next chapter” be a continuation of his extraordinary adventure. We will miss him.

From Tim Cottrell, Head of School, 2006–2012: Joe Briggs was admirable in every way. A generous philanthropist who, with Nancy, carefully considered how best to support projects and programs that aligned with their values and worked to move our world forward in these directions. Harley’s Horizons program benefited greatly from his appreciation and belief in its promise for underserved youth. In the process of fundraising for The Commons, Joe and Nancy invited me to see them in Florida to discuss the project. It was one of the first situations in which I was going to ask a Harley alumnus for a large amount of money, and Joe had shared with me during our first meeting years before that he and Nancy supported things that had a direct impact on people and that they did not give the same priority to institutions. I was there to see them about an institutional gift. At their home, we shared food and conversation, and I was stumbling to get to the ask. This was apparent to Joe and Nancy because they, with great kindness, asked me, “isn’t there something you want to ask us about?” I found myself on their couch, sitting between them sharing the vision for The Commons and a Center for Civic Engagement. These two kind and generous people opened the conversation for me, listened to the concept and subsequently agreed to support the institution in its creation. I can’t imagine a time more important than now for every school to commit to teaching civic engagement, and like so many things Joe and Nancy have supported, their commitments will directly and positively affect the lives and education of many young people well into the future. One definition of education is that it is the process of passing power from one generation to another. Thank you, Joe for the wisdom and heart to embody this for so 
many others.

Joe’s obituary: https://www.anthonychapels.com/obituaries/Joseph–Curtis-Briggs-?obId=19759083

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Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

View the downloadable College Counseling Guide

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Athletics

​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

To learn more check out our athletics page.

Student Leadership

Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

– Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

– Serving on student council

– STEM: Climate curriculum program, biomimicry program, NASA Hunch program

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Hospice

Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

Learn more about the Hospice Program at Harley HERE.

Capstone/Independent Studies

This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

Students pick a research topic addressing honeybee health and the larger environmental picture.

Social Justice

At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

 

Capstone/Independent Studies

Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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