Spring 2014 Bulletin

SPRING 2014

INTRODUCING THE BLAIR LEADERSHIP STORIES PROJECT

BLAIR EXPANDS STEM OFFERINGS

P. 04

P. 26

ONE-ON-ONE WITH ERIN FORTUNATO P. 32

BLA IR B ULLE T IN A

On Exhibit

The Annual Student Art Exhibition May 2014 in The Romano Gallery

On the Cover: This winter, the School officially launched The Blair Leadership Stories Project, a new initiative in which members of the community are crafting and sharing on film compelling leadership narratives. Blair is building a growing archive of these videos on an interactive website that launched in late February at www.blair.edu/leadership-stories. For more on the project and website, please turn to page 04.

IN THIS ISSUE: SPRING 2014 02 S T U D E N T S P O T L I G H T

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03 H E A D O F S C H O O L N O T E 20 I N T H E N E W S

Search Firm Blog on Blair Alum Reflects on College Choice Jim Kelley’s Kennedy Memories Parent Receives Foundation Award Paper Lauds Student-Athlete Alum Combats Discrimination Musician Signs with Record Company Sophomore Works with Senior Center 30 O U T S I D E T H E C L A S S R O O M

Kara McCabe 36 A D V A N C E M E N T

New Annual Giving Director Invest in Planned Giving Blair’s Networking Program Update on Front Entrance Project 40 A T H L E T I C S

Winter Season in Review Fall Athletes Recognized Squash: A Culture at Blair 45 F R O M T H E A R C H I V E S 50 A C A D E M I C S

Tablet Computers NYC Debate Series Society of Skeptics Blair Video Program Columbia Public Health Conference

Introducing The Blair Leadership Stories Project In this series of articles, Blair students, faculty members, alumni and Trustees explain how The Blair Leadership Stories Project is promoting self-reflection and deepening relationships across the community.

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Blair Expands STEM Offerings

In Blair’s science, technology, engineering and mathematics courses, students are learning how to think critically, solve problems and work in teams, all of which are skills that will put them a step ahead in college and beyond.

58 T E S T Y O U R K N O W L E D G E

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The Bulletin Gets a New Look

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Teachers Stay Abreast of Latest Trends

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Blair in Asia

64 A R O U N D T H E A R C H

International Weekend Junior Parents’ Day Visiting Harvard Professor Sadie Hawkins Art & Higher Education

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Peddie Day

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Young Alums Share at Skeptics

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Headmasters’ Societies Games

71 A R T S

Plays & Musicals Gallery Exhibits Musical Performances 78 P L A N N E D G I V I N G 79 C L A S S N O T E S 106 I N M E M O R I A M 110 A L U M N I E V E N T S

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One-on-One with Erin Fortunato

The Head of School’s wife and mom of two talks about what she likes most about living on campus, her professional accomplishments to date and her still-evolving role at Blair.

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Blair ‘Day of Service’ to Foster On- & Off-Campus Connections New Blair App

STUDENT SPOTLIGHT

NISHA GUPTA ’15 “God’s Sprinkles,” taken in 2014 on Blair’s 463-acre hilltop campus, was one of the strongest taken by advanced-placement art students this school year. The student photographer arranged the shot to “juxtapose joy through playful action with winter’s dreariness,” reminding us all that “a simple touch can melt the coldest of things.”

Staff Volume LXXXIll, No. 1 Spring 2014

EDITOR: Suzy Logan ’99

PUBLISHED: April, August, September, November

HEAD OF SCHOOL: Christopher Fortunato

PUBLICATION NUMBER: USPS 057-760 PUBLISHER: Blair Academy Blairstown, New Jersey 07825

CLASS NOTES EDITOR: Colleen Smarth CONTRIBUTING PHOTOGRAPHERS: Douglas Benedict Melissa Collins ’09 Cassi Gerdsen Nisha Gupta ’15 Suzy Logan ’99 Cara Mohlmann Colleen Smarth CONTRIBUTING WRITERS: Jason Beck Melissa Collins ’09 Suzy Logan ’99 Sharon Merrifield Jim Moore Colleen Smarth Ann Williams

ATTENTION: Send address changes to Blair Academy Bulletin, P.O. Box 600, Blairstown, NJ 07825 NOTICE OF NONDISCRIMINATORY POLICY: Blair Academy does not discriminate on the basis of sex, age, creed, race, color or national and ethnic origin in the administration of its education policies, admissions, scholarships, loans or other school-administered programs. Each Blair student is afforded the rights, privileges and social, academic and athletic opportunities that are generally accorded or made available to students of the School.

DESIGN BY: Snavely Associates, Ltd., State College, Pennsylvania PRINTING BY: J.S. McCarthy Printers This magazine is printed on recycled paper.

“We will exploit technology uniquely and effectively without becoming a school in which the potential for transformative relationships, for serendipitous meetings and for meaningful conversations is lost because our students or faculty were absorbed with and, in fact, hidden behind the screen of a smartphone.”

As educators or parents of

Stories Project on my iPhone with

a school in which the potential for

families during my recent visit to Asia,

transformative relationships, for

I have been both an earnest adopter

serendipitous meetings and for

and proponent of the smartphone as

meaningful conversations (all of which

facilitator, gateway and connector to

can form the greatest stories of our lives)

people, places, ideas and opportunities

is lost because our students or faculty

for Blair students and faculty.

were absorbed with and, in fact, hidden

Yet, we are a School that distinctly and

behind the screen of a smartphone. We

adolescents, we have all learned that

powerfully fosters personal connections,

all have had that experience—walking

it is advisable to strategically and

meaningful face-to-face communication

through a mall, on a crowded street,

thoughtfully pick our battles. And when

and relationships based on knowing

waiting in line at a coffee shop or even

a particular battle implicates the values

one another. Our students’ facility in

walking on the campus of another school

we most stand for, the culture that we

engaging so effectively and compellingly

and witnessing a legion of people who

cherish and our vision for the future, it

with our faculty and one another in

have disappeared behind the invisible

certainly becomes one worth fighting.

significant part emanates from our

wall of their mobile devices. We likely

This is perhaps a dramatic opening

conscious investment in dedicating

have those experiences every day. Yet,

to a letter about our approach to the

extensive time and space for faculty-

as Ryan Pagotto, assistant head of school

use of smartphones on campus, but

student conversations occurring formally

for student life and fellow soldier in

because our students’ success is so

and informally across our campus. In

this battle to ensure that Blair achieves

connected to their abilities to build

an ever-more complex world in which

a smart balance in our approach to

strong relationships with others and to

relationships are the predicates to great

smartphones, noted to our students in

effectively communicate and engage

learning and success and where effective

recent days: “We will continue to fight

directly with people, the expectations

communication is a fundamentally

the good fight.”

and boundaries we set on this issue

necessary leadership skill, we simply

have important implications for who we

have to be smart about using devices in

as small as the iPhone itself, it is in fact a

are and the important work we do at

a way that amplifies our School’s mission

leadership moment for Blair. Knowing

Blair. It was thus with great conviction

and does not allow them to serve as

our students as well as we do and

that I stood before our faculty and

barriers to engagement and connection.

building uniquely powerful relationships

students recently to reaffirm my and

Thus, as this edition of the Blair

While this battle may seem to some

with them are difference makers. They

the School’s commitment to preventing

Bulletin details the first exciting steps

have been the hallmark of a Blair

smartphones from being ever-present,

we are taking in our launch of The Blair

education throughout our School’s great

24/7 digital appendages in the daily life

Leadership Stories Project (an initiative

history. They are part of Blair’s DNA and

of our community.

that marries mobile digital technology

serve as an exceptional platform for our

This does not at all stem from any

with the very personal experience of

students’ achievements and their stories.

resistance on my part to leveraging

students telling and faculty coaching their

Technology can enhance our lives in

mobile technology to enhance learning

stories of leadership moments), it seems

wonderful ways, but our students most

and to connect and engage with others

the perfect forum to share and celebrate

need what smartphones and tablet

across the globe. In fact, whether it

our commitment to what follows.

computers cannot provide—meaningful

was my pervasive use of Facetime or sharing videos from The Blair Leadership

We will exploit technology uniquely and effectively without becoming

in-person interactions with family, friends and teachers. (continued on page 58) BLA IR B ULLE T IN 03

THE BLAIR LEADERSHIP STORIES PROJECT NEW INITIATIVE ASKS COMMUNITY

WHAT DO I STAND FOR?

HOW WILL I LEAD?

BY SUZY LOGAN

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www.blair.edu/LEADERSHIP-STORIES

INTRODUCING THE BLAIR LEADERSHIP STORIES PROJECT How the new initiative is bringing the community together & teaching students key communication competencies This winter, the School officially launched The Blair Leadership Stories Project, a new community-wide initiative in which students, faculty, alumni, parents and Trustees are crafting and sharing on film experiences in their lives when they were presented with a choice or a challenge.

The short, compelling narratives detail how the decisions that followed reflect each individual’s personal values and sense of self. Among the initiative’s primary goals are to strengthen the meaningful relationships that exist within the Blair community and to teach students

Blair’s Head of School Chris Fortunato worked with junior Ollie Durling ’15 in crafting and delivering a compelling leadership narrative on camera over the course of the fall semester.

important lessons in self-reflection and effective communication.

The growing collection of stories now includes more than 100 videos, a number of which are spotlighted on a new Blair Leadership Stories Project website (www. blair.edu/leadership-stories) that went live in February 2014. Not only does this microsite serve as an archive for individual narratives, but it also provides the project with a sense of cohesion by creating a larger mosaic of Blair stories.

“The most effective leaders are great storytellers, and Blair is preparing students to engage in a world in which relationships matter most—relationships that are dependent on their ability to communicate effectively,” said Head of School Chris Fortunato. “If you BLA IR B ULLE T IN 05

THE BLAIR LEADERSHIP STORIES PROJECT

This fall, the School piloted The Blair Leadership Stories Project with a group of 40 student leaders of all class years. Among them were Anya Parauda ’15 (second from left) and Demetrius Daltirus ’14 (far right). With the help of faculty coaches Andrew Sykes and Carolyn Conforti-Browse ’79, they filmed some of the first leadership stories posted on the project’s website at www.blair.edu/leadership-stories. You can find their narratives by shuffling the homepage or searching for them by name.

can’t concisely tell people why what you believe in and what you are doing is important, they won’t know what you are capable of achieving. Through this project, we are elevating the art of effective communication to the highest level of priority so that students master how to convey what they stand for, as

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well as to state the value they add, both personally and professionally.”

And Mr. Fortunato believes the art of storytelling, like leadership, can and should be taught, which is why Blair faculty coaches have been working with students in telling and re-telling their stories before sitting down to preserve

them on film. The coaching process pairs students and a faculty member of their choice in a relationship where they get meaningful feedback on what they need to work on as they practice their public speaking skills. “It also teaches students to have difficult conversations with adults, challenges them to become

better communicators and shows them how to learn from trial and error,” Mr. Fortunato explained.

While the project certainly puts a new spin on Blair’s long-standing dedication to teaching effective public speaking as a core competency, its focus on relationshipbased learning simply builds on Blair’s existing curriculum and community.

“Blair is first and foremost a school that values knowing one another, and fostering strong relationships between students and faculty is at the center of everything we do,” Mr. Fortunato continued. “When you know someone’s stories, you understand them at a deeper and more meaningful level, because stories have a way of imparting more compelling and memorable characteristics about a person than are otherwise shared.

Deeper understanding leads to stronger learning relationships and, ultimately, a better experience for our students, one that better prepares them for college and success beyond Blair.”

Throughout fall 2013, faculty members first piloted The Blair Leadership Stories Project with a small number of student leaders and Trustees (see story on page 11), ultimately expanding its scope in 2014

Spanish teacher Leucretia Shaw (left) helped senior Andrew Litvin ’14 (right) hone his narrative about the importance of friendship and the rewards that come from putting others before yourself.

to include members of the class of 2017 and seniors in public speaking courses, as well as a small group of alumni, parents and Board members. Over the next school year, organizers plan to further extend the project’s reach to include additional members of the Blair community, in Blairstown and beyond.

Though the project will feature stories from a diverse range of people in terms of age and experience, Mr. Fortunato expects that everyone will be able to relate to and identify with the stories told by others.

“From day one, this project will represent the best of who we are as a Blair family,” he said. “I have no doubt that these stories will bring the Blair experience to life, allowing those recording and watching these stories to make extremely powerful and moving connections.”

Having started intentionally with the ninth-graders so that students can assemble a portfolio of leadership stories over the course of their Blair Jack Saxton ’17 (left) and David Hidalgo-Gato ’17 (right) gave careers that shows each other feedback about how to improve their respective leadership narratives during a freshman CHAT class in early 2014. their progress

over the years, Mr. Fortunato looks forward to seeing how the project evolves as it expands to the larger community. Though the “vibrantand-living” initiative may take some unexpected turns, he predicts that the program’s concrete value—teaching kids the fundamental skill of succinctly getting their point across on film—to remain steadfast moving forward. With video applications becoming more and more popular among both colleges and companies, the demand for this skill set will only increase over the next decade.

And because good communication is the predicate for success in so many areas, The Blair Leadership Stories Project will inform several of the other leadership initiatives that will be launched on campus in the next year, including those that focus on global issues, ethical decision-making, team-based problem-solving and meaningful public service. As these programs are unveiled, the Blair Bulletin will cover them, but for now, the pages that follow feature firsthand accounts from some of the students, faculty, alumni, parents and Trustees who have participated in The Blair Leadership Stories Project so far—and why they found the experience of telling their stories, as well as listening to those narrated by others, valuable and worthwhile. o BLA IR B ULLE T IN 07

THE BLAIR LEADERSHIP STORIES PROJECT

FACULTY MEMBERS ON THE VALUE OF THE BLAIR LEADERSHIP STORIES PROJECT This fall, a committee of eight Blair faculty and staff members worked together to launch The Blair Leadership Stories Project, first piloting the initiative with a small group (see story on page 11) and later expanding it to the entire freshman class. In what follows, a few committee members talk about what they see as the project’s value, the ways in which they have seen students grow and mature as a result of telling and re-telling their leadership stories, and why members of the Blair community should visit the project microsite regularly.

It doesn’t take long for the faculty members charged with overseeing The Blair Leadership Stories Project to agree on the most important skill students are taking away from the process of fine-tuning and delivering their narratives on-camera: being able to quickly and confidently articulate what they stand for in a way that is compelling.

Noting that such efficient yet engaging communication is a skill that many adults have not yet mastered, veteran English teacher Carolyn Conforti-Browse ’79 calls the project “a living college essay” that is seamlessly taking what Blair has always done—encourage kids to step outside of themselves and gain perspective—and underscoring that lesson in a way that is powerful and fits the millennial generation. “A lot of programs give lip service to the buzz words ‘21st-century learning,’ but what we are doing is truly pairing an essential communication competency with an understanding that the way the world consumes information has changed,” she said. “Blair is really forging a new path when it comes to teaching students to be strong and effective communicators.”

That Blair’s new Head of School made launching this particular initiative one of his priorities at the beginning of his tenure, she added, shows how deeply he understands Blair’s strengths. “At Blair, we spend a lot of time working to know our students, and this project gives us a way to do that in more sophisticated and complex ways,” explained Ms. Conforti-Browse, who is coaching

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Language teacher Sarah O’Neil talks to advisee Kendall Fitzgerald ’16 about the strengths of her story between filming takes in the Weber Hall set built by the project committee in 2013.

student storytellers as both a member of the project committee and in her role as director of student leadership at Blair.

In addition to offering faculty members new opportunities to know their students well, the project is helping kids to connect big ideas to their own personal histories. “In classrooms, on the fields and in the dorms, we try to help students recognize when they’ve done the right thing,” said Nina Yuen, Blair’s director of video studies, who worked with fellow committee members to build the on-campus set where the final videos are being filmed.

“If they are able to articulate their values, even to themselves, they will be able to call on them whenever they need them.”

And the coaching process also emphasizes to students that every story, no matter how seemingly mundane, is valuable.

“The most important advice I’ve offered to students is to keep

The motto I have learned is dare to know. Dare to explore what you are curious about.

It’s easy to do, even if you are afraid, because of the people you have around you.

—Kendall Fitzgerald ’16, recording her leadership story

telling the story most personal to you, the one you most care about, and focus on what you learned, how you grew,” said English teacher Charles Danhof, who brought his perspective as director of Blair’s public speaking program to the project committee’s work. “A powerful leadership story has a clear beginning, middle and end. Good storytellers have a clear sense of a moment that shaped them and can effectively lead up to

that moment, explain it and then share the meaningful lessons they took away from it.”

For students and teachers, sharing these challenges, choices and outcomes creates a bonding experience, one that “provides an external excuse for students and teachers to talk candidly about a wide range of issues,” Ms. Yuen said. “But the real beauty of the project as it grows larger is that it is giving people of all different

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THE BLAIR LEADERSHIP STORIES PROJECT

As Blair’s public speaking guru, Charles Danhof (left) has been the natural choice for many students when it comes to picking a coach to bounce ideas off of and get feedback from on their story structure and delivery. He helped Sam Loring ’14 (right) to articulate how an ankle injury during a tennis match made him more deeply appreciate his friends and family.

age groups, career paths, graduation years and generations an avenue to better know and understand one another.”

In that way, the Blair Leadership Stories Project is an “inspirational exercise in empowerment,” both for individuals and the community at large. “When we look back on our past and highlight moments that may or may not stand out to us upon first reflection, we have the chance to identify strengths that we minimize in our daily lives,” Ms. Conforti-Browse said. “One of the most important things our kids are learning through this process is to find their voices, affirm their values and learn how to self-assess.”

Admitting that the process of self-assessment can be enlightening or uncomfortable, in either case, the coaches have found that it is reflective of major growth. “One of our primary goals is for students to learn more about themselves, but also to think critically about the best way to tell a story that is personal to them,” said Mr. Danhof. “Once kids realize they can sit in front of the camera and tell a ‘good’ story for two to three minutes, a story that will influence others, they develop a sense of pride and an invigorated purpose.”

They are also acquiring the communication and critical thinking skills that will help them to succeed at Blair, in college

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and later in life. But the project’s focus on values and ethical decision-making is even more important. “Identifying and telling these stories help our students cement the foundation of their moral identity,” said Ms. Yuen. “Our storytellers are becoming aware of what they did right in the past, which will help them to do the right thing in the future.”

The committee looks forward to hearing the nuance and detail of alumni, parent and staff member stories as the project continues to grow over the 2014-2015 school year. As plans for expansion are finalized over the summer, faculty members encourage everyone to visit the newly launched microsite (www.blair.edu/leadership-stories), which will be updated regularly with new video narratives.

“Blair has always been this gorgeous physical place to be, but everyone knows that the heart of the School is really its people,” said Ms. Conforti-Browse. “As I tell the prefects, Blair is what a group of individuals make it during each particular school year. While the foundation and primary elements remain the same, the School itself is evolving and constantly in flux. One of the most interesting things about this project is that we can now track those changes from year-to-year in some really meaningful and powerful ways.” o

PILOT PHASE OF PROJECT BRINGS STUDENTS & TRUSTEES TOGETHER Over the course of the fall, four Blair students partnered

and were grateful for the opportunity to get to know a Board

with individual Trustees to pilot The Blair Leadership Stories

member personally. “The real, in-person connection I had with

Project. With mentoring from Blair faculty members Carolyn

Ms. Lieberman made the process meaningful and interesting

Conforti-Browse ’79, Joyce Lang, Nina Yuen, and Charles

for me,” said Luke. “Getting to know her was an awesome

Danhof (pictured above in the back row), the students

representative sampling of the Board at large. As a Blair

coached their Trustee collaborators to deliver compelling

student, it feels good to know that we have people of that

leadership stories that were screened at the late October

caliber guiding our School.” (For more on Luke’s collaboration

2013 Board meeting as an introduction to the curricular-

with Ms. Lieberman, please see the Q & A on page 17.)

based project.

The student-Trustee pairs—which included Lucy

The students were also moved by the personal narratives shared by their Trustee partners. “During Ms. Turner’s story,

Drinkwater ’15 and Richard Graber P’06, ’09, Esther Bae

it was amazing to see the Blair voices—teachers and friends—

’14 and Aisha Gayle Turner ’98, Luke Ciancarelli ’15 and

that helped her to find her own voice and supported her in

Marianne Lieberman ’79, P’17, and Sam Loring ’14 and

so many important ways when she was a student,” Esther

Robert Sigety ’75, P’16—shared with the Board their initial

said. “Such anecdotes excited me as I talked to her and

impressions of the initiative and highlighted the connections

made me think about which voices from Blair I’d remember

they formed during coaching and filming as one of the most

years from now.”

valuable parts of the process. Senior Cheryl Lima ’14 also

The pilot phase of the project proved equally rewarding

participated in the pilot phase, recording a personal narrative

for the four Trustees, who fielded questions from their

that was screened for the Trustees.

colleagues during the Board meeting about their stories

“This experience really helped us to understand the

and what it was like to work with the students. “Having Lucy

overarching governing body of our School, which not many

interview me helped me to make my points more clearly

kids know about,” explained Sam, who added that he now

and concisely, and we ended up with a really personal

appreciates that Trustees remain involved with Blair because

connection,” said Mr. Graber, who later joked that he

of a desire to help students like him succeed. “As Mr. Sigety

wanted to ask the student panel for public speaking tips

[chair of the Board’s Building and Grounds Committee] put it,

after the session concluded.

‘the buildings will be here forever to look at, and yes, they are

Advancement Committee Chair Mark Moon ’84

beautiful, but the kids make the most important impact on

summed up the Board’s reaction to the presentations well:

the School.’”

“I am in awe of the introspection and reflection you have

Lucy, Esther and Luke were also impressed to learn how much the Trustees care about the institution and its students

shown us today,” he told the student speakers. “It makes me extremely proud of Blair and to be part of this Board.”

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BLAIR STUDENTS ON THE POWER OF THE PROJECT

www.blair.edu/ LEADERSHIP-STORIES

Students talk about what they learned & why you should visit The Blair Leadership Stories Project microsite Over the course of the 2013-2014 school year, more than 100 students of all class years have sat down in front of a camera in Weber Hall to record their leadership stories, the final step in a weeks-long process

of self-reflection, narrative development and storytelling that has left a lasting impression on those who have participated.

In talking with some of the kids who have taken part in The Blair Leadership

Stories Project so far, one point became abundantly clear: most initially felt they didn’t have a meaningful story to tell and were a bit apprehensive about recording personal reflections in a medium that will (continued on page 14)

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Kendall Fitzgerald

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CLASS OF 2016

CLASS OF 2015

Coach: Language teacher Sarah O’Neil

Coach: History teacher Andrew Sykes

Kendall focuses on how she learned to follow her curiosity in Turks and Caicos, a place she returns every year to explore a grounded Russian ship with friends and family.

Anya reflects on how she decided to forgo the competition for the highest Girl Scout award, because she wanted to write her own rules for her service and leadership projects.

Ollie Durling

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Lukas Dong

CLASS OF 2015

CLASS OF 2015

Coach: Head of School Chris Fortunato

Coach: Math teacher John Padden

The Blair junior talks about how an experience while working behind the counter at Quick Chek made him realize that he wants to be the kind of person who does the right thing, even when no one else is watching.

Lukas talks about how his family’s move from Hong Kong to New York led him to discover his passion for cinematography, ultimately making him more open to risk-taking and spontaneity.

Gordon Wong

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Coach: English teacher Charles Danhof

Coach: Science teacher Roy Wilson

The sophomore talks about how a visit to a South African orphanage made her find joy in other people’s happiness.

The Blair senior describes how he came to be confident in being himself as a student studying in Australia.

Abby Troy CLASS OF 2014 Coach: English teacher Charles Danhof Abby explains how choosing boarding school over public school showed her that she can step outside of her comfort zone, take initiative, be a leader and change her own life.

Katie Shook CLASS OF 2016

CLASS OF 2014

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Anya Parauda

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Eddie Lehr CLASS OF 2015 Coach: Language teacher Sarah O’Neil The junior talks about the importance of family and how he learned to be more considerate of his sister’s feelings when she joined him at Blair as a freshman.

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THE BLAIR LEADERSHIP STORIES PROJECT

History teacher Andrew Sykes (left) worked with Anya Parauda ’15 (right) to strengthen her story about rejecting a conventional path in favor of a more fulfilling one.

(continued from page 12) be preserved for posterity. But students soon discovered how quickly such anxiety dissipated with the support and guidance of their faculty coaches—and how every story provides an opportunity to explore one’s actions and outcomes.

“At first, I thought that I needed some big, life-changing experience for this project and worried that I didn’t have a story worthy of sharing,” said Katie Shook ’16. “When I articulated this dilemma to one of my teachers, he told me that I didn’t have to talk about a big realization and that sometimes the best stories are ones that come from little anecdotes with a gradual realization. This advice made me take a different approach to the project and helped me learn from my more everyday experiences.”

Considering what story to tell required the students to take a step back and assess how past experiences shaped their character, which many called a rare and

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exciting opportunity. “The busy nature of life at Blair doesn’t provide much time for engaging in such reflection on a day-to-day basis, so I really enjoyed looking back at my adolescent years and recounting certain defining memories that I hadn’t examined for some time,” said Abby Troy ’14.

While many students found the process of verbally articulating what they stand for to be a little daunting at the project’s outset, they agreed that it was a worthwhile exercise that has incredible potential to bring the Blair community together. “This project is really neat because it gives those of us who are still experiencing Blair as students a chance to tell our stories, but also to listen to those of alumni who are living proof that Blair not only makes you successful but instills in you a strong set of values,” said Ollie Durling ’15.

And having the chance to evaluate who you have become over the course of

adolescence and share your conclusions with your peers not only “allows you to learn a lot about yourself and your classmates, but also to place your values in context with the community at large,” added Gordon Wong ’14.

In some cases, students were surprised by the things they learned from their close friends’ leadership stories. “Even though we have lived together for four years, I felt like watching my roommate’s video made me understand her better, and it truly captured her personality and character,” said Abby. “This speaks to the power of the project as a whole.”

All of the students acknowledged that successfully filming final drafts of their stories would have been impossible without the faculty coaches they selected to help them hone and practice their narratives. In fact, many kids found the coaching process to be the most valuable part of the experience, not just because

of what they learned about themselves as a result, but because of the close facultystudent relationships that were forged and cemented along the way.

Some storytellers chose a coach they already knew well, while others used the project as an opportunity to get to know a teacher with whom they hadn’t spent much time. “I chose Mr. Sykes as my faculty advisor for this project because he has an ability to connect with kids, especially through telling stories,” said Anya Parauda ’15. “He was my history teacher freshman year, and the stories he told us of the various international historical events stuck with me. I figured if I could still remember those stories, he could probably help me to craft my own, all while knowing me well enough to understand the values I have and wanted to portray.”

Though students were the ones sharing intimate details of their lives, some storytellers felt that they learned just as much about their faculty coach during the filming process. “Mr. Fortunato helped me a lot in terms of coming up with an idea and then threading the story’s details around a central theme,” Ollie explained.

“His feedback helped me to turn an everyday event into a cohesive narrative with imagery and meaning. He obviously learned a lot about me in listening to me, but I also felt like I learned something about him by the way he coached me. He is a good listener who really helped me to pull my ideas together.”

Another fundamental lesson students took away from the coaching experience: There is always something you can do to make your story better. “I quickly

found that even when you feel you are finished, there is always more you can do to improve your story and how you tell it,” said Eddie Lehr ’15, who chose Spanish teacher Sarah O’Neil as his coach because of her exceptional public speaking skills. “Every time we met, Ms. O’Neil gave me more advice on how to fine-tune the delivery of my story, and my final narrative was much stronger as a result.”

Having to craft stories that are both powerful and concise has helped students become better public speakers and more efficient communicators. “During the coaching and filming process, I had to learn what points to emphasize in a short amount of time,” explained Kendall Fitzgerald ’16. “Structuring my story so that it was easy to follow and had an underlying theme took effort. I had to learn how to convey my message without a targeted audience present—and rather treat myself as the audience so I could deliver a genuine, truthful story that had impact.”

For some, telling a powerful and organized two-to-three-minute story without notes—while appearing relaxed in front of the camera—was difficult.

“Originally, I wrote a script for my story, memorized it and planned to recite it in front of the camera,” said Lukas Dong ’15. “It ended up sounding too formal and stiff, and I was forced to find a better way to deliver it, on the spot.

From this, I learned that practicing over and over, with some pressure from the camera, was so beneficial.”

In fact, repetition is key, both in becoming more comfortable and in delivering a strong and well-structured

narrative. “The first time I told my story, I was extremely nervous,” Abby said. “I rushed through it, skipping important details in order to complete the task, all while focusing my eyes away from the camera out of shyness. But by continuously practicing, I learned to convey my message proudly, and by my final filming, I felt empowered and eager to tell it again and again.”

When asked what advice they would give students who are just starting the project, past participants agree that they need to remember that every story matters. “Some of the most amazing stories come from the smallest elements of your life,” Gordon said. “The minor details are what make your story unique and bring it to life.”

“If it had an effect on you, it is worth telling,” added Anya. “No one story is going to express all that you are, so choosing one specific story is challenging. One thing that helped me was a confident choice in my faculty advisor, someone who I could bounce ideas off of, joke around with and yet who understood how to connect my values with my message.”

The best coaching advice that Lukas received was to be relaxed and to tell his story as if there were no camera present.

“Write a script, but don’t follow it word for word; it feels too unnatural,” he cautioned. “And remember that how you tell a story is sometimes more important than the topic. A good storyteller can make anything sound interesting. Take that as a challenge and choose something you are passionate about. That will resonate on camera.” o

BLA IR B ULLE T IN 15

THE BLAIR LEADERSHIP STORIES PROJECT

A CLOSER LOOK AT THE STUDENT-TRUSTEE CONNECTIONS FORGED

1 6 SP R I N G 2 0 1 4

Given the overwhelmingly positive reaction of both Trustees and students following their collaborations during The Blair Leadership Stories Project pilot phase, I sat down with Luke Ciancarelli ’15 and Marianne Lieberman ’79, P’17 to learn more about what the coaching and filming process was like. Both found the experience incredibly valuable for different reasons and came away from it grateful for the opportunity to forge a meaningful relationship that they hope will last well beyond the project’s lifespan.

—SUZY LOGAN

ML

LC

Marianne Lieberman

To watch Marianne’s and Luke’s respective leadership stories, scan these QR codes or visit www.blair. edu/leadership-stories and search for them by name. You can also sort by “student” and “alumni” in the “speaker” menu and click on their photographs to play the videos.

Marianne Lieberman

Luke Ciancarelli

Luke Ciancarelli

Q. What was it like to

LC: Having felt quite a lot of anxiety

get to know each other on a personal level?

before the interview and meeting,

ML: I was so impressed with this

sharing truthfully and deeply. That our

remarkable young man and his

collaboration was one of the highlights

confidence in developing a strong

of my fall semester is a testament

connection with an adult whom he’s

to the meaningful conversation we

never met before. His intelligence

had, the warm person Ms. Lieberman

is matched by an intuitive, sensitive

is and how the project reached

nature, and I quickly knew I had great

beyond the confines of its explicit

respect for Luke—and that he was

goals to leave a really positive, lasting

genuinely interested in my story,

impression on me.

I was surprised by how quickly Ms. Lieberman and I became comfortable

which focused on my realization as a Blair student that the world is a truly global place.

BLA IR B ULLE T IN 17

THE BLAIR LEADERSHIP STORIES PROJECT

Q. How do you think crafting and filming compelling personal narratives about challenges, choices and outcomes will benefit the community and ultimately help tell Blair’s story?

Q. Obviously, the experience of coaching and being coached is very different. Marianne, how did Luke’s feedback help you to decide what story to tell and how to best deliver it on camera?

ML: We spent a fair amount of time brainstorming and talking about the hard decisions I had made in business and whether those choices ever

Q. You both agree that the connection you formed proved to be one of the project’s most valuable take-aways.

Has your relationship shaped your perspective on the value of a Blair education?

ML: I believe this is one of the most

challenged my personal commitment

ML: A three-year student coming to

important educational initiatives

to my values. Luke ultimately chose

Blair from public school, Luke feels

we have ever pursued. The project

the story I told because it reflected

so fortunate for the opportunity to

allows us to set ourselves apart as

on the connections developed at

attend Blair, something that echoes

individuals by talking about what

Blair with friends from very different

my own experience many years

personally matters to us most—while,

circumstances and how I ultimately

before. Blair is helping him to become

at the same time, tying us together

learned to see the world through other

a true renaissance man—a classical

by collectively placing what defines

people’s eyes. Luke coached me to

pianist, a student who wants to

us in context of a larger mosaic of

reflect on and communicate my story

study microbiology and an advocate

Blair stories. For students, learning

in a raw way that matched how I felt at

who hopes to help solve the public

how to communicate their stories, as

the time, asking deep questions about

education crisis in our country.

well as listening to and empathizing

my sense of values, commitment to

Meeting Luke gave me a first-hand

with those narrated by others, will be

service and desire to give back for all

view of how well Blair is preparing its

critical to building strong relationships

that I have been given.

students today, and I look forward to

Q. Luke, if you had to

following his path at Blair and beyond.

pick one thing, what would you say is the most important lesson you learned from collaborating with Ms. Lieberman?

contribute greatly to his field and make

later in life.

LC: Implicit in this project and directly furthered by it is the idea that personal conviction and beliefs matter, for they ground us in a foundation of values. In a world that often favors pragmatic compromise over morally and ethically informed decisions, personal conviction is needed more than ever by our current and future leaders—which is why the project is so important and so defining for Blair as a leader in education.

LC: I really admire the level of success Ms. Lieberman reached, while always remaining true to herself and what she believes. She allowed me to realize that little is dictated by circumstance and that choice is the most powerful tool of leadership—she represented an example of achievement unfettered by moral concessions, and I found it inspiring.

I truly believe he will achieve his goals, a positive impact on the world. If Blair has the good fortune, Luke will choose, as I have, to one day serve on our Board of Trustees!

LC: For me, meeting Ms. Lieberman was certainly the most valuable part of the project. When discussing how Blair espoused the importance of being “outside yourself” and belonging to a community global in its scope, I was fascinated with how Ms. Lieberman applied this knowledge of how she saw the world to create the career and life that she wanted. Knowing someone of such personal character and success is a Blair Trustee truly makes me feel proud to be a Blair student. o

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WHAT DO YOU STAND FOR? One thing that Blair alumni have in common is that the Blair experience shaped us and continues to inform what we value in our lives, even many years later.

This spring, Blair will be filming the stories of some of its most active alumni volunteers as we begin to expand The Blair Leadership Stories Project to Blair graduates of all class years. In addition to encouraging you to visit the project website to watch those videos, the School encourages you to start considering what story you might like to tell.

Though the logistics associated with filming alumni on a wide scale have yet to be determined, we ask that you start thinking about a moment that transformed your life, and describe the value you took from that experience. The story you tell doesn’t have to be about a specific Blair moment; it can focus on any transformative experience.

In the meantime, please enjoy the student, alumni and Trustee stories we have filmed so far at www.blair.edu/leadership-stories.

BLA IR B ULLE T IN 19

In the NEWS

Blair Featured as Search Firm’s ‘School of the Week’ In late September, Carney, Sandoe & Associates featured Blair Academy as the “School of the Week” on its blog.

In addition to highlighting one of Blair’s most legendary teachers and the unique history and architecture of the Arch, the piece focuses on what sets Blair students and faculty members apart from their peers at other schools.

In light of Blair’s recent leadership transition, the post also talks about what has changed at the School in the last 10 years and what changes are on the horizon as the community looks toward the future. Summing up the Blair experience in three words—“authentic, community and leadership”—the Q & A concludes by encouraging prospective faculty members to learn more about Blair as new positions open up on campus. ■ http://blog.carneysandoe.com/school-of-the-week-blair-academy

Blair Alum Reflects on Why Harvard Was Right Choice

In early November, The Boston Globe spotlighted Temi Fagbenle ’11 and her decision to attend Harvard University after graduating from Blair in May 2011. As a basketball recruit, Temi was offered positions on the squads at many nationally ranked colleges, but it was her desire to pursue a strong academic program that led her to enroll at the Ivy League school.

Once she arrived on campus, NCAA rules prohibited Ms. Fagbenle from taking the court during her first year at Harvard, which gave her time to focus on academics and other interests. “‘Temi is a very bright person who has passions in more areas than just basketball, and she doesn’t want to give any of those up,’” Harvard women’s basketball coach Kathy Delaney-Smith told the Globe. “‘She wants to make sure that she has some balance in her life.’”

This winter, the Blair alum made up for lost time with the team, quickly distinguishing herself as a strong offensive and defensive player. In her first season, she received the Ivy League Rookie of the Year award by a unanimous vote for her accomplishments on the court. ■ www.bostonglobe.com

Temi Fagbenle ’11 (right) with her sister Torera ’13.

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In the NEWS

Photo courtesy of James Kelley

Former Blair Headmaster Shares Memories of Kennedys & Hyannis Port In December, New England’s Yankee Magazine interviewed former Blair Headmaster James Kelley for an article remembering President John F. Kennedy’s connection to Cape Cod 50 years after his assassination. Noting that Hyannis Port did much to shape JFK’s image over the course of his political career, the article goes on to quote local residents who spent time with the Kennedys.

“Ted Kennedy was my age, and for a time, we got to be pretty good friends,” Mr. Kelley told the interviewer. “‘I’d watch movies at the Kennedy theater in the basement of their home at night.

Mr. Kennedy [Joseph, the patriarch] had

been in the film industry and got many films, so his library was about as up to date as you could get…I’d play football at the Compound, and once in a while, Ted and I sailed with Jack Kennedy on his boat, the Victura. He was a wonderful guy, just down to earth. I was well aware they were of a different social stratum than I was, but it didn’t seem to bother them and it didn’t bother me.’”

Mr. Kelley later became a summer police officer and served for seven years in various capacities during his college, graduate school and early teaching years.

Having grown up in the rather tiny ocean-front community that became the

location of the “Summer White House,” he knew virtually all of the residents.

During the summers of 1961, 1962 and 1963, Mr. Kelley (pictured above, in his police uniform) was assigned as a mediator between those who lived in Hyannis Port, the tourists who were drawn there by the presence of the President and his family, and the rather chaotic atmosphere that sometimes existed on the very narrow streets of the village. In that role, he had the opportunity to see and meet some of the world’s leading political figures. ■ www.yankeemagazine.com

BLA IR B ULLE T IN 21

In the NEWS

Blair Parent Receives Lifetime Award from T.J. Martell Foundation Last October, John Sykes, father of Kate ’16, was awarded the Lifetime Music Industry Achievement Award at the 38th-annual T.J. Martell Foundation Honors Gala in New York City. This award is the T.J. Martell Foundation’s most prestigious music industry honor and is awarded to a person who has made profound contributions to the music and entertainment industries.

It was presented to Mr. Sykes by his long-time friend, President Bill Clinton.

Mr. Sykes, who has worked in the music and television business for more than 30 years, was one of the founders of both MTV and VH1. As the current president of Clear Channel Entertainment Enterprises, he leads the company’s efforts in developing new businesses, as well as creating and producing entertainment content and television programming under the company’s iHeartRadio division.

Mr. Sykes is also known for his philanthropic pursuits and, according to AllAccess.com, has produced “some of the world’s biggest benefit concerts,” such as the “12-12-12” concert, which raised more than $50 million for Hurricane Sandy victims, and “The Concert for New York City” following the September 11, 2001 attacks on New York City, which raised $55 million for the victims’ families. ■ www.allaccess.com

Pennsylvania Paper Lauds Student for Accomplishments on Football Field

In December, The Pocono Record praised Tyler Saylor ’14 for what he accomplished during his last season playing football at Blair. As a senior offensive lineman, Tyler “‘led by example and was certainly part of the core of our line that helped us win games,’” athletic director and football coach Jim Stone told the Record. A few accolades from Tyler’s final year playing for the Bucs included being named to the firstteam All-Middle Atlantic Prep League (MAPL) and firstteam All-New Jersey State Prep.

A talent for football runs in the Saylor family, the article noted, as Tyler’s father, Jim, played at the collegiate level and now leads Blair’s offensive line as an assistant coach. Having the opportunity to take the field under his father’s guidance was a rewarding experience for Tyler, who is grateful for the bond the pair has formed on the field over the last four years.

When the Bucs defeated The Peddie School in November to win the New Jersey Prep “A” State Championship, as well as the MAPL title, Tyler and his dad celebrated the victory together. “‘It was like something out a movie,’” he told the Record. “‘We both just broke down…It’s a moment I’ll never forget for the rest of my life.’” ■ www.poconorecord.com

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In the NEWS

Blair Alum Draws Attention to Discrimination at 2014 Winter Olympics In a December article about the 2014 Winter Olympics in Sochi, Russia, The New York Times interviewed Hudson Taylor Parifax ’05, executive director of Athlete Ally, a non-profit organization that aims to end homophobia and transphobia in the sports industry. The focus of the piece was “Principle 6,” a global campaign to shine light, prior to the Olympic games, on a Russian law that permits the discrimination of lesbian, gay, bisexual and transgender athletes and spectators.

The namesake of the movement was derived from the International Olympic Committee’s charter that “declares any form of discrimination on the grounds

of ‘race, religion, politics, gender or otherwise’ to be ‘incompatible with belonging to the Olympic movement,’” the article reads. Athlete Ally partnered with fellow non-profit All Out and clothing company American Apparel to initiate the campaign following a federal law that took effect in Russia in 2013 prohibiting advertisements promoting non-traditional sexual relationships. “‘We needed to come up with a campaign that would enable everyone to speak out,’” Mr. Taylor Parifax told The New York Times. “‘Principle 6 is a great opportunity to point out how the Russian law is antithetical to the spirit of the Olympic movement.’”

The face of the campaign was Belle Brockhoff, an Australian snowboarder who competed in the Olympics and came out as a lesbian in August 2013.

Nearly 50 athletes from around the globe united to support Principle 6, including tennis player James Blake, who represented the United States in the 2008 games in Beijing, and football player Chris Kluwe, who played for the Minnesota Vikings. Speed skater Blake Skjellerup from New Zealand, who is gay, and alpine skier Mike Janyk from Canada, who is straight, also backed the campaign as 2014 Winter Olympics participants. ■ www.nytimes.com

BLA IR B ULLE T IN 23

In the NEWS

Anthony D’Amato ’06 Signs with New West & Drops New Video Billboard.com published an article in late November on Anthony D’Amato ’06, who announced a new recording deal with New West Records and premiered his newest song’s music video.

This is just the latest milestone in an already impressive career. Calling Anthony a “folk singer [who] has crafted a sideline as a publicist,” the article notes that he has worked with some of the most accomplished musicians in the rock and pop genres. “Now, having signed a recording deal with New West, [Mr.] D’Amato is keen to break through as an artist in his own right,” Billboard wrote.

Mr. D’Amato’s previous two albums, which were homerecorded and released in 2010 and 2012, earned the singer and songwriter national media attention, piquing the interest of NPR, The New York Times, American Songwriter and BBC. After signing with New West in 2013, Mr. D’Amato headed to Maine to record his new album at the Great North Sound Society recording studio.

At New West, he joins a league of celebrated artists, such as Steve Earle, Kris Kristofferson and Patty Griffin, among others.

He recorded the album, which will be released this summer, with producer Sam Kassirer (Josh Ritter, Langhorne Slim) and members of Bon Iver and Megafaun.

To read more about Mr. D’Amato and his music career—as well as to watch the video for his latest song, “Ludlow”—please visit his website. ■ www.anthonydamatomusic.com

Sophomore Recognized for Work with Senior Center

Philip Hettinger ’16 (left) with his brother, Tim ’12.

In late September, the N.J. ObserverTribune profiled Philip Hettinger ’16, recognizing the work he did as part of an Eagle Scout service project, which improved a local senior housing

center in his hometown of Mendham, N.J. Mentored by brother and fellow Eagle Scout Tim Hettinger ’12, Phil completed the project in November 2012 and received the organization’s highest ranking a month later.

In honor of his grandmother, Phil organized a group of volunteers to mend broken amenities at the Mendham Area Senior Housing Center, where she had resided before passing away in 2007.

Throughout the summer, Phil and his team of volunteers spent more than 130 hours repairing benches, rebuilding

the facility’s outdoor patio, painting, preparing emergency and disaster relief kits, and planting boxwood trees around the home’s gazebo.

The Observer-Tribune highlighted Phil’s close relationship with his brother, evidenced by his request that the Eagle Scout ceremony be held in August 2013, eight months following the completion of the project’s requirements, so that Tim could be present. According to the article, his participation “recognize[d] the support and guidance his older brother has provided throughout his Scouting career.” ■ www.newjerseyhills.com/observer-tribune

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The

Bulletin gets A NEW LOOK

In early 2014, Blair redesigned the Bulletin to give the magazine a fresher, more modern look and feel. Although the School had made small design tweaks over the years, this is the first full “face-lift” the publication has received since the late 1990s. In addition to making Bulletin content more consistent, the redesign more closely connects the print magazine to the aesthetics of the School’s website and other electronic communications.

Readers will notice that the new look includes more white space, larger images and a consistent color palette. Feature stories are now spread out across the publication, and standing columns, such as those focused on academics, the arts, athletics and advancement, are color coded to make navigating the print piece easier.

And the magazine’s fonts are slightly less traditional, giving it a noticeably fresher look and younger feel.

Redesigning the Bulletin’s pages is just Blair’s first step in making sure the publication continues to be a resource that closely connects readers to what’s happening at the School. As you’ll see later in this issue, we have included a tear-out business reply card that includes a survey about Bulletin content and the types of stories you find most interesting. I hope you will take the time to complete it and let us know how we can serve you better. As always, thanks for reading, and I welcome your thoughts and suggestions going forward. ■ —Suzy Logan ’99, director of communications and Blair Bulletin editor BLA IR B ULLE T IN 25

Blair Expands

STEM Offerings to Include Hands-On Engineering & Computer Science

“In education, the idea of collaboration driving the curriculum is catching on,” said Rachel Stone, Blair’s assistant head of school for faculty. “‘Siloed’ disciplines are no longer embraced to the same degree. So, at Blair, we are establishing a framework for the kids to develop shared skills between science, math and technology. We want students to accomplish interdisciplinary work and come out of Blair with a curious and problem-solving mindset.”

The evolution of Blair’s engineering program over the past two years was initiated by the Board of Trustees in the

F

2011-2016 Strategic Plan: Building on Strength. The Board

or the last several years, the School has looked

identified the renovation of Bogle Hall and the restructuring

for ways to enhance its science, technology,

of Blair math and science courses as priorities in order

engineering and math (STEM) offerings to ensure

to keep pace with these larger trends in independent

that Blair students master the critical-thinking

education. Ultimately, the Board decided these changes

and problem-solving skills necessary to succeed in these

were necessary to uphold Blair’s dedication to superior

rapidly changing fields in college and beyond. For that

academic preparation, which is one of the School’s Seven

reason, during the 2013-2014 school year, Blair expanded

Principles that Define a Blair Education.

its curriculum to include several redesigned hands-on and

In the last couple of years, Blair’s science department

collaborative STEM courses, which have been well received

has launched its model classroom initiative, which offers

by students of all class years.

students more flexible workspaces and facilitates an inquiry-

2 6 SP R I N G 2 0 1 4

based, hands-on teaching approach. The School also introduced two new engineering courses—the introductory Engineering 1, which now has two sections for freshmen and sophomores, and the more advanced Engineering 2, which is only open to juniors and seniors.

“There was an overwhelmingly positive response from the first group of kids who enrolled in engineering,” said dean of academics Sam Bacon, who noted the administration’s initial uncertainty that the introductory and advanced courses would attract students when they were first offered in 2012.

“Since then, students’ interest has only grown, calling for two additional sections of engineering this year.”

Also among Blair’s STEM offerings is a computer science class taught by director of technology Sam Adams (pictured on opposite page), who redesigned the course last summer to make it more collaborative and interactive. By shifting the focus of class time away from strictly studying the Advanced Placement curriculum, students have time to participate in group programming assignments, which more closely aligns with the School’s push toward inquiry-based, handson learning. Overall, Mr. Adams finds the course has more flexibility, allowing for a greater emphasis on the development of communication and interpersonal skills that are so crucial in STEM fields.

Sensing that these offerings have only whetted students’ appetite for STEM, Mr. Bacon noted that Blair’s administration is working with faculty to create more project-based courses going forward, with hopes of ultimately incorporating aspects of Blair’s art classes into the math and sciences.

But, for now, the School will continue to introduce students to engineering at the beginning of their high school careers, offering freshmen the opportunity to finetune their hand-eye coordination skills, as well as learn discipline in following strict sets of instructions, both of which are each essential to success in the project-based atmosphere of advanced STEM classes.

“A big challenge in STEM courses is matching students’ interest and skill levels,” noted Mr. Adams, who also chairs the computer science department. “Blair’s teachers are particularly good at assessing our students’ strengths and weaknesses and designing activities that play to those strengths and weaknesses.”

Science teacher Lynn Scully helped to introduce engineering into Blair’s curriculum in 2012. Above and on the next page, she works with students on a robotics project as part of her Engineering I class.

BLA IR B ULLE T IN 27

Blair Expands STEM Offerings to Include Hands-On Engineering & Computer Science From robotics to circuitry, and programming to electronics, engineering and computer science students must build and test their various experiments in teams, and ultimately assess what they did right—and what they did wrong.

Having to work in a team and articulate their successes

job of modifying courses based on this feedback, which ultimately serves our students best.”

The next step: Looking for ways in which architecture and design can be interwoven with science and technology courses, as Blair moves from STEM to STEAM (in which the

and failures not only exposes students to the collaborative

“A” stands for art). Toward that end, there will be at least

nature of the science and technology fields, but also

two new STEAM courses offered during the 2014-2015

emphasizes the importance of communication, which Mrs.

school year: one year-long collaborative design class, and

Stone and Mr. Bacon note is an especially essential skill in

a semester-long course on smartphone app development.

STEM professions.

“We want our students to develop a global sense that all

Though the School has made strides in expanding

of these fields are connected and that they must account

its STEM curriculum, the faculty recognizes that there is

for this and draw from a wide knowledge base in their

still room for enhancement. Looking forward, faculty and

approach to solving problems,” Mrs. Stone said.

administrators will continue to be strategic about renovating

It is this continued emphasis on the world’s

Bogle Hall, as well as finding ways to adapt its STEM

interconnectedness—as well as critical thinking, analysis,

offerings to students’ interest and needs.

collaboration and innovation—that will put Blair students

“We seek feedback from our students, which helps us to structure the courses differently each year based on their assessments,” noted Mrs. Stone. “The faculty does a good

2 8 SP R I N G 2 0 1 4

a step ahead of their peers in college and in their professional lives. ■

Faculty Committee Helps Teachers

Stay Abreast of Latest Trends

By Jason Beck and Ann Williams, co-chairs of Blair’s Professional Development Committee (PDC)

Mr. Beck and Ms. Williams talk about what they are doing to foster best teaching practices among Blair’s faculty members, inside and outside of the classroom.

While Blair faculty have traditionally used the summer vacation as a time for relaxation and reflection, it is also a time that finds our teachers and administrators traveling the globe, working on graduate degrees, writing, reading broadly, taking part in research projects and attending conferences and workshops. These all have important implications for the quality of the academic experience during the school year, and Blair has consistently looked for ways to continue these conversations while faculty are together on campus. Over the past several years, the Professional Development Committee (PDC) has explored ways to do just that.

Since we took the reins of the PDC in September, we have tried to accomplish this goal in a number of venues. A facultywide reading of Paul Tough’s much-discussed book, How Children Succeed, kicked off the 2013-2014 school year and created numerous opportunities in large faculty meetings and smaller group discussions about how we maintain high standards as a community, both in and out of the classroom, while also helping our students develop grit. Roundtable conversations, webinars, a brand-new PDC newsletter and Venite…Studete…Discite—the Professional Development blog—opened up more avenues for communication and the sharing of challenges, successes and ideas not quite ready for prime time. Faculty participated in these opportunities, which covered a wide range of topics in person, online and delivered right to their inboxes.

Thursday-night roundtable discussions have tackled topics such as igniting questions from students to spark classroom ideas, directing deeper inquiry and understanding, running a Harknessstyle classroom and combating students’ temptation to cheat in an age when information is so easily accessible. We have hosted webinars on classroom skills in opening and framing a day’s work, helping shape a student’s growth mindset and motivating different types of personalities.

By lowering the barrier of entry for such events and weaving them into the regular rotation of life at Blair, faculty members have been able to choose from the offerings that mean the most to them. The PDC blog continues to highlight best practices in education, share valuable articles, suggest books of interest to educators and take the conversations that regularly happen at the lunch tables or in departmental offices online, where they can reach more of our colleagues.

Looking forward, we have more ideas that we will be developing over the spring semester, with the help of others on the committee.

We are planning events that will focus on making Blair life as connected and wonderful among the adult community as it is for our students; organizing cross-departmental visits to observe the teaching styles of others; running a mindfulness seminar; encouraging faculty to create personal learning networks both here on campus and in the broader educational community; and helping to supplement and support each faculty member’s personal goals as a professional educator and lifelong learner.

Blair teachers and administrators start their year by stating a professional objective they would like to achieve, and the PDC looks to open opportunities for them to find a way to do that. We are committed to this work because we know that the best avenue to making sure our children succeed is making sure our adults succeed.

And, given the importance of our teachers’ work—they are, after all, helping our next generation of leaders acquire the skills they will need to flourish—creating an environment where they can thrive professionally and personally has never been more important. ■ BLA IR B ULLE T IN 29

Outside the CLASSROOM

Kara McCabe Over the last several years, Kara McCabe balanced her many roles at Blair—teacher, coach and dorm parent—with her graduate studies at the University of Vermont (UVM), from which she earned her master’s degree in English in 2012. Before coming to Blair in 2010, Ms. McCabe taught English for three years at St. Stephen’s and St. Agnes’s in Alexandria, Va. In addition to her responsibilities as an assistant housemaster in Annie Hall, she is head coach of the girls’ varsity track team and assistant coach of the girls’ varsity soccer team. In what follows, she talks about her graduate studies and how she is bringing what she learned into Blair’s classrooms.

Q. What attracted you to the University of

of the most poignant of my adolescence,

Vermont (UVM) for your graduate work?

despite my lack of direct involvement in its devastation.

A. After spending three years in Washington,

Moved by the subsequent changes in

D.C., I longed to return to New England,

American values, beliefs and outlooks, I’ve

where most of my friends and family live.

regularly pondered the impact of a single event

Burlington’s musical culture and outdoor

on personal and collective consciousness. At

opportunities appealed to me immediately.

UVM, I developed the theoretical framework

What’s more, UVM’s graduate program in

to discuss and analyze trauma and read

English is small and theory-based. Teaching

foundational texts from Sigmund Freud

English has allowed me to explore my love of

and Jacques Lacan, as well as multiple

literature, but it has also kindled my interest in

contemporary trauma theorists. The final

philosophy, psychology and literary theory. I

component of my thesis was literary, as I’ve long

welcomed the opportunity to further explore

upheld fiction’s ability to reveal the deepest

these new-found interests at UVM.

truths of the human experience. Ultimately, I examined the parallels between personal and

Q. What led you to write your thesis on

historical trauma through fictional literary and

the Holocaust, and what specifically was

filmic representations of the Holocaust.

the focus?

Q. What was the most compelling finding A. I found myself drawn to the Holocaust as

you discovered during your thesis research?

part of a larger examination of personal and

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historical trauma. I can trace my interest in this

A. At the end of my thesis defense, my advisor

fascinating, though admittedly dark, subject to

asked me to offer my own theory of trauma.

the first day of my senior year in high school—

Although I had studied the topic for several

September 11, 2001—a day that remains one

years, I had never attempted to define it in

Outside the CLASSROOM

my own words. Before I began my

A. Luckily, I used the summer 2012

which is one of the six contemporary

research, I identified trauma as the

break to finish my coursework and

branches we studied, has advanced and

result of a catastrophic event, but I

write a large portion of my thesis.

diversified since Freud’s time, the field is

ultimately discovered that we can also

During the school year, balancing the

deeply indebted to his discoveries.

be traumatized by our internalization

completion of the paper with my Blair

of experiences, interpretations and

responsibilities required me to be self-

Q. Blair helped to support your

memories. In both instances, trauma

disciplined and devote weekend and

graduate studies. How are you using

deeply affects a person’s connection

vacation time to writing and editing.

what you learned at UVM in your

to the world and sense of self, which I

In general, I found it invigorating to

daily life on campus?

envision as narrative in form, and—due

cultivate an intellectual pursuit during

to life’s unpredictability—susceptible

my free time.

to disruptions, disappointments and

A. As I completed my program, I took an academic writing class, which

derailments. Even if these setbacks

Q. This year, you are teaching a new

was designed for graduate students

are not externally traumatic, we may

Advanced Placement psychology

beginning a thesis or dissertation.

nonetheless feel wounded and lost.

course at Blair. In what ways did your

The course taught me exercises that

Human subjectivity is a vulnerable and

master’s work prepare you for that?

help writers develop self-awareness,

evolving story that can be shaped by traumatic forces.

produce concise prose and efficiently A. Psychoanalytic theory constituted

edit their works. Moreover, much of the

a large part of my graduate work and

theory I studied at UVM enriched my

Q. At Blair, you teach English,

my thesis, which meant that I studied

approach to various texts; as a result, I

coach track and soccer, and serve

many of Freud’s works. His contributions

am more comfortable embracing—and

as an assistant housemaster. How

on repression and the unconscious,

encouraging my students to embrace—

did you manage to balance these

in particular, have given me a great

ambiguity in texts. I also have a better

responsibilities with your studies as

deal of respect for the origins and

appreciation for fiction’s uncanny

you completed the program?

development of psychology. And

insistence that we reflect on our own

though psychodynamic psychology,

experiences and empathize with those of others. ■

BLA IR B ULLE T IN 31

ONE -ONONE E R I N

3 2 SP R I N G 2 0 1 4

with

FO RTU N ATO

The Head of School’s wife and mom of two talks about what she likes most about living on campus, her professional accomplishments to date and her still-evolving role at Blair.

“One thing that has stood out to me in our time here so far is what an enthusiastic and devoted extended family Blair has. Students and their families really value the extraordinary academic and social experience Blair provides and want to stay connected.”

Since Chris Fortunato was first appointed as Blair’s 16th Head of School more than a year ago, he and his family have become well-versed in the ins and outs of daily school life, particularly since moving into Sharpe House last summer. With almost a full school year under their belts, what continues to impress them most about Blair is the same feeling that drew them to the School in the first place: the warmth and friendliness of the hilltop community.

And as mother to their two young children—Matty, 6, and Katie, 3—Erin Fortunato cites her kids’ connection to Blair students as one of the most gratifying parts of their new life in Blairstown.

“It is pretty amazing to watch how Matty and Katie interact with ‘the big kids,’ whom they have been so excited to get to know,” said Erin, who, over the last nine months, has taken a break

from her professional work as a public health educator and researcher to help her family become acclimated to their new surroundings. “That our children have 450 incredible role models who are scholars, athletes, musicians and artists is something we definitely don’t take for granted.”

Although she admits having been a bit apprehensive about how she, Chris and the kids would adjust to living in a small town after coming from Framingham, Mass.—population, 60,000—Erin has watched her family thrive in the closeknit community. “We knew that Blair students and faculty were incredibly warm and welcoming from our initial visits to Blairstown, but I have been so pleased to find that the same is true of the local community,” she explained.

Seeing her role during their first year on campus as “settling our family and supporting Chris as much as I possibly can,” Erin would also like to make welcoming people to Blair one of her primary responsibilities. “This year and going forward, I want to do my part to

make all of our visitors—current and prospective families, as well as alumni and Trustees—feel how deeply Blair values them,” Erin said. “One thing that has stood out to me in our time here so far is what an enthusiastic and devoted extended family Blair has. Such a strong, dedicated community is not found at many schools. Students and their families really value the extraordinary academic and social experience Blair provides and want to stay connected.”

Though she doesn’t rule out eventually having an official role at the School, for now, Erin is focusing on caring for her kids, volunteering weekly at Blairstown Elementary School and getting to know Blair students. It was, after all, working with teenagers that first brought the Fortunatos together when they lived in New England.

Shortly after graduating from Trinity College in the late 1990s with a degree in biology, Erin was working in marketing communications at a high-tech company in her hometown of Needham, Mass.

BLA IR B ULLE T IN 33

ONE-ON-ONE with Erin Fortunato Not sure if she wanted to seriously pursue a career in that industry, she decided to do some volunteer work to explore other options. After seeing an ad for an opening at the Newton Community Service Center (NCSC)—the non-profit organization where Chris oversaw adolescent services— she applied and was offered the job, after being interviewed by “a very smart, impressive, kind and humble guy who was extremely dedicated to the teenagers with whom he worked.”

But it wasn’t until the spring of 2000 that Erin and Chris went out on their first date. Married in 2003 in a simple ceremony in front of just 18 guests, the Fortunatos settled in Framingham near Erin’s family for 10 years, until Chris accepted the job at Blair and the family relocated to New Jersey.

It was while volunteering at NCSC that Erin also began her career in public health as director of youth services for Wellesley, Mass., which she describes as “a town

with unparalleled educational resources— excellent public, private and boarding high schools, plus three colleges—that nonetheless lacked central places for kids to gather.” Determined to build a sense of community among its teenagers, who were extremely busy with academics and extracurricular activities, she and her colleagues focused on community-building through social-recreational programming, health education and outreach initiatives.

That experience, combined with what she learned as a health educator working at another Boston non-profit, highlighted a fundamental problem in the way that the public health sector often approaches its work. “I was struck by the fact that my colleagues and I were working really hard as health educators, but if you asked a group of us to describe exactly what we were trying to achieve or change, you would probably have gotten many different answers,” Erin explained. “We didn’t have a clear sense of what needed

Left: The Fortunato family in December 2013; right: Erin, with Matty and Katie, in October 2013 before her husband’s installation as Blair’s 16th Head of School.

3 4 SP R I N G 2 0 1 4

to be accomplished. When I worked for high-tech, everything was bottom-line driven in terms of securing outcomes. I wanted to figure out a way to bring that perspective to health promotion.”

To do that, she began working at Boston University’s School of Public Health as a research assistant and enrolled in the university’s practice-based master’s program in public health. Over the next few years, she held a variety of positions that gave her exposure to clinical research, which she found markedly different than the bench investigations she had done at the Children’s Hospital in Boston directly after college. “I liked that I could do work that was immediately relevant and could make a difference in people’s lives right away, as opposed to waiting years for some kind of outcome or validation that what you are doing is important,” she said.

So she spent the early-to-mid 2000s managing research budgets, preparing grants and promoting clinical findings to the public at the BU School of Public Health’s Youth Alcohol Prevention Center and Social and Behavioral Sciences Department. After earning her MPH degree in 2007, Erin began doing research with former teachers and colleagues, first working on a skin cancer screening study in Framingham schools, and later on a study examining the alcohol brand preferences of underage drinkers.

Among her favorite roles at BU, however, was that of teaching assistant for two graduate-level courses on intervention strategies for health promotion, and social and behavioral sciences for public health. “I had the opportunity to help design courses and course materials, as well as work with students one-on-one,” she said. “What I enjoyed the most was

Erin, with Chris and their kids at the start of the 2013-2014 school year, has found Matty and Katie’s connection to Blair students among the most gratifying parts of the family’s new life in Blairstown.

helping them improve the quality of their writing. I found that, oftentimes, students struggled to write well because they really didn’t know what they wanted to say or didn’t have a solid grasp of the material.

Through the process of having to express their thoughts succinctly, they improved not only their writing, but also really grasped core concepts.”

At the time she finished her graduate work in December 2006, Erin was sevenmonths pregnant with Matty and ruefully recalls not being able to fit into the classroom desks during her last semester.

Though her peers had selected her to speak on behalf of the class at graduation that following May, the new mother had to decline, realizing that caring for a onemonth-old and crafting and delivering a

polished commencement address likely didn’t mix.

But motherhood did not stop her from continuing her public health research on a part-time basis after Matty and, eventually, Katie arrived. To date, she has published a book chapter on marketing public health and strategies to promote social change, as well as three scientific papers on teenagers’ alcohol brand preferences that have appeared in the American Journal of Drug and Alcohol Abuse and the journal Alcoholism: Clinical and Experimental Research.

Although she won’t rule out continuing to collaborate with her New England public health colleagues from Blairstown, Erin looks forward to winding up their first school year on campus and

welcoming hundreds of Blair graduates back to campus for Alumni Weekend in June. And while her role as Head of School’s wife and mom to two kids under the age of seven can sometimes be hectic, she appreciates the camaraderie that comes from living among many faculty and staff families with young children.

“We are fortunate to live in this beautiful place with people who enjoy and value kids of all ages—from the youngest faculty kids to Blair seniors and PGs,” said Erin, who added that she is grateful for the support and warm welcome she has received from Blair’s Board of Trustees over the last school year. “Most of all, as a family, we are lucky to be able to share the rewarding work Chris is doing as he shapes the lives of so many young people.” ■ BLA IR B ULLE T IN 35

ADVANCEMENT

Blair Welcomes New Director of Annual Giving Meg Marsh joined Blair’s advancement team as its new director of annual giving in October 2013.

What first drew Meg to Blair is its strong sense of community. That, coupled with the professional opportunity to grow and help Blair advance its mission, led her to join the School’s family. “It just seemed like the right fit,” she remarked.

Though new to Blair, Meg is no stranger to fundraising and brings with her over a decade of fundraising experience in higher education, including recent stints at both Bates and Scripps Colleges. When asked why she made the decision to move into independent secondary education, Meg credits her own high school experience

at Berwick Academy in Maine for laying the groundwork she needed to succeed in college and beyond. “It’s easy to raise money for a worthy cause. I believe strongly in the value and importance of education, and I can attest firsthand to the significant impact it’s had on my own life.”

A 2003 graduate of Hobart and William Smith Colleges, Meg discovered her passion for fundraising as a student phonathon caller. “I didn’t know what to expect at first, but at the end of our first session, I realized I really enjoyed the experience of speaking with alumni on the phone.” She added, “It’s all about building relationships. I love people; it’s fascinating to learn about their interests and find ways to inspire them to give back.”

Though many deem fundraising a daunting task, Meg finds herself fueled by the challenge and describes her role as both demanding and exciting. With the myriad of responsibilities that her

position entails, there is a great deal of diversity in her day-to-day role, which is an aspect of her job that she enjoys very much. Her primary responsibility as the director of annual giving is to oversee the Blair Fund, which is a critical component of the School’s fiscal health.

In addition, Meg works closely with alumni volunteers in managing the 1848 Committee, class representatives and alumni reunion committees.

Looking forward, she hopes to use her knowledge of fundraising strategies and best practices, along with her strong organizational and people skills, to bolster the Blair Fund and initiate new programs that will recognize young alumni and encourage them to become the next generation of leadership donors.

The Blair community extends its heartfelt welcome to Meg and is delighted to have her working diligently on the School’s behalf. ■

Will You Step Up to the Plate to Invest in Blair’s Future?

John C. Sharpe Society members have already batted in a home run for the Bucs by including Blair in their wills, trusts, retirement plans or other deferred gifts.

Please consider joining the team!

For information about membership, please contact: Velma Lubliner, assistant director of advancement (908) 362-6121, ext. 5634 • lubliv@blair.edu www.blair.edu/planned-giving

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ADVANCEMENT

Blair Launches New Networking Program “The Blair Network is awesome. I never thought it would be so useful, and I am very thankful for the opportunities it has enabled me to pursue.”

—Dan DeTogni ’12 (pictured on left with Blair’s alumni relations director, Jenny Maine)

The year 2014 promises to be one of increased opportunity for members of the Blair community with the official launch of the School’s new networking program. True, alumni have been connecting with one another for decades, but the primary focus of this new initiative is to provide young alumni and current students with valuable professional connections. By creating industry-specific communities, the Blair Network—launched this past fall—seeks to pair students and recent graduates with Blair alumni and parents who have agreed to offer professional guidance and advice based on real-world experience across a wide variety of industries.

Increasingly, in today’s job market, it’s not just what you know, but who you know. So the first phase of the project, spearheaded by Blair’s director of alumni relations, Jenny Maine, encouraged as many alumni as possible to participate in the program. That initial request was met with an overwhelmingly positive response and was followed by similar outreach to Blair parents. To date, more than 500 alumni and parents have registered to provide internships and/or mentorships to their Blair counterparts seeking career

opportunities. “What better way to capitalize on Blair’s close-knit community than to use our connections to help young alumni and students just beginning their careers?” noted Jenny.

With hundreds of people willing to offer their expertise, and dozens of Blair students and graduates eager to take advantage of the network, Blair’s next task was to organize the data and begin the matching process. The new year saw many Blair alumni, now in college, contacting the advancement office or visiting campus in person over the holiday break to begin researching options. For the most part, participants will be connected based on geographic location and practice-area interests, but virtual relations are also a viable possibility. “This project has been in the works for several years,” added Ms. Maine, “and it’s very exciting to watch it develop and evolve.”

As matches are made and opportunities ensue, the School hopes to highlight some

of the program’s success stories in a future issue of the Blair Bulletin. But, for now, the primary focus remains helping alumni, parents and students connect. Blair has taken the lead among independent schools in creating this kind of organized network, and Ms. Maine strongly encourages members of the Blair family to be part of the exciting new venture.

As alumnus Dan DeTogni ’12 put it: “With internships becoming ever more important for future careers, the Blair networking program is incredibly helpful for obtaining experience before entering the workforce.” If you haven’t already joined the network, sign up on Blair’s website by going to the alumni or parent pages and clicking on the “networking” tab. Also, check out Blair on LinkedIn by searching for “Blair Academy – Official Group” or scanning the QR code on the right. ■

BLA IR B ULLE T IN 37

ADVANCEMENT

“Our commitment to providing our students with a campus that truly amplifies our mission, that weaves together impressive facilities and meticulously beautiful grounds, is emblematic of the exceptional care and attention to detail we dedicate to our students.”

—Chris Fortunato, Head of School

Blair Completes New Barns & Second Phase of Front-Entrance Project In late fall 2013, Trustees, faculty and staff gathered on a brisk afternoon to celebrate the dedication of Blair’s new grounds and maintenance complex located at the west entrance of the School’s campus. The stately barns, whose four lighted cupolas are quickly becoming a local landmark, not only enhance the appearance of the campus by creating a positive first impression for visitors, but 3 8 SP R I N G 2 0 1 4

also serve a key role in the maintenance of the School’s campus and buildings.

Mr. Robert G. Sigety ’75, P’16, Trustee and chair of the Buildings and Grounds Committee, speaking briefly at the dedication ceremony held on October 25, commended his committee members for their leadership and vision. “I think the end result exceeded almost everyone’s expectations and succeeded masterfully in achieving a key aspect of the School’s Strategic Plan—to enhance the School’s two main entrances— while at the same time benefitting Blair in very practical ways.”

According to grounds foreman Dan Andrus, the greatest asset of the enhanced facility is the additional space it provides,

ADVANCEMENT

“The new barns and the increased space they provide have enabled us to centralize our operations and complete our work more efficiently.”

—Dan Andrus, Building and Grounds Foreman

allowing the crew to centralize its operations and complete its work more efficiently.

In addition to providing ample room for equipment and machinery, the buildings also house an office and a meeting room where the staff can convene regularly. There is even a place for crew members to spend the night or catch a muchneeded nap on a pull-out couch on those occasions when they

must remain on call to clear roads and paths in inclement weather—a fairly common occurrence this past winter.

“My guys were very excited to move into the new space,” Mr. Andrus said. “The School’s commitment to this project underscores its understanding of the important role we play on campus—a role we take very seriously and of which we are quite proud.”

BLA IR B ULLE T IN 39

ATHLETICS

04

05

01 Sam Giddins ’14 drives the ball to the front wall of the squash court.

02 During the Bucs’ mid-season win over Hun, Donovan Wright ’15 goes up for a basket.

01

03 Eliza Lawless ’14 slices five seconds from her time in the 1,600-meter event at the state meet in February.

04 During the ski team’s state competition, Justin Swirbul ’16 raced his season-best, finishing 13th in the slalom event.

05 In early February, Zach O’Connor ’14 sprints to the finish of the 55-meter dash.

08 09

06 In Blair’s first double-dual meet of the season against Pope John, Jay Boozan ’14 finishes with a strong performance in a freestyle race.

07 Sophie Shoemake ’15 was Blair’s second finisher in the giant slalom race during the state competition.

08 Sadie Edwards ’14 (#14) and Carly Leifken ’16 (#24) run down the court to set up a shot in the Bucs’ first win of the year.

09 Walker Dempsey ’14 controls his opponent on the mat during a tournament in December.

10 Annabel Darling ’14 (left) and Lauren Hitchner ’14 (right) test each other’s speed, agility and hitting accuracy during a squash tournament this winter.

02 03 06

07

10

ATHLETICS

Winter Athletes Perform Well & Break Records in Host of Venues The winter sports season again showed the strength of Blair’s athletes, with several teams winning Mid-Atlantic Prep League (MAPL), state and national titles.

From November to February, the Bucs competed in more than 100 athletic contests in a number of venues, ranging from the pool to the court, slopes, track and mat.

Swimming: Finishing the season at 6-4 and 5-5, respectively, the girls’ and boys’ swim teams found great success in the pool this winter, breaking several school records. As a co-ed team, swimming was undefeated at 3-0, a record that was achieved in part with help from a number of strong underclassmen athletes. Led by captains Matt Collins ’14 and Shea Lawless ’15, the boys’ and girls’ teams placed fifth and sixth in the “Prep A” division, and highlights of the state meet included two record-breaking relay swims. In February, Shea, Zoe Garvey ’16, Grace Middleton ’16 and Karen Shi ’16 broke both the 200-medley-relay record (2:01.06) and the 400-free-relay record (3:53.08). The team sent these four, as well as Will Robinson ’16, to the Eastern Interscholastic Swimming and Diving Championships at Germantown Academy in late February, where they each had strong finishes in the regional competition. During that event, the girls’ medley relay team again beat its own school record during preliminaries with a time of 2:00.01, returning for finals with an even faster time of 1:59.18. The same four girls beat their own record in the

preliminary 400-meter freestyle relay by finishing it in 3:50.08 and again in finals in 3:48.94. Grace also set a new school record in the 100-meter freestyle, which she completed in 54.75 seconds. During the final meet, every swimmer recorded at least one personal best time.

Skiing: The ski teams began their training in December in Stowe, Vt., returning to New Jersey in January 2014 to find that the weather interfered with some early races. For only the third time ever and the first time in 17 years, the Blair girls’ ski team won the overall NJISRA team state title after claiming first place on consecutive days in the giant slalom and slalom state championship races. Perhaps the finest girls’ ski team in Blair Academy history according to head coach John Padden, this year’s athletes won every race in which they competed. The Bucs bested five other teams in each of the six Freedom League races and swept the field of the 12 best teams from all leagues in the state of New Jersey in the two championship races for a total combined record of 51-0. During the state finals, junior captain Haley Chrobock ’15 skied flawlessly, earning a second-place finish on both days of the competition. The

team looks forward to another successful season next year with many returning underclassmen, including Haley, Sophie Shoemake ’15, Natalie Martin ’15 and Katie Ix ’16.

The boys’ varsity ski team, on the other hand, had a record of 18-6. With a number of skiers in the league’s top 10, the team qualified for the state championship races that were held at the end of February. Thanks to strong performances from Blair’s athletes— including Justin Ernsting ’15, Justin Swirbul ’16, Jason Newman ’17 and Jack Saxton ’17, who are among the team’s strongest skiers—the Bucs finished fifth in the state championships, sending three individuals to the Race of Champions.

Boys’ Basketball: Led by a strong group of seniors, including Brett Jolly ’14 and Marial Shayok ’14, the Bucs began the season with a record of 7-0. As the winter progressed, Blair struggled to hold off other topranked teams such as St. Anthony’s and St. Benedict’s. Poised to do well in tournament play, the team faced The Hill School in the MAPL title game, but Blair was unable to outscore the Rams and lost 49-58. In mid-February, the Bucs

BLA IR B ULLE T IN 41

ATHLETICS

Blair Recognizes Exceptional Fall Athletes In early December, athletics director Jim Stone, Head of School Chris Fortunato and the coaches of Blair’s 14 fall sports teams recognized the season’s outstanding athletes at an all-school assembly.

Whether they were running their fastest on Blair’s cross country course, making an essential tackle on the football field, earning the match point on the tennis courts, setting up the perfect spike over the volleyball net or chasing down an opponent to steal the ball on the soccer or field hockey fields, Blair’s fall athletes played to the best of their abilities all season long, something that was evident when the School won the Kelley-Potter Cup for an unprecedented fourth time on Peddie Day in November 2013.

Each season, the athletics department and head coaches recognize individual players for not only outstanding performances, but also leadership skills and sportsmanship. The following athletes received awards for their contributions to Blair’s athletics program this fall: Pierce Cross Country Trophy: Pierce Cross Country Trophy:

Graham Merrifield ’14 Eliza Lawless ’14

Blair Soccer Award:

Mateo Zabala ’14

Blair Soccer Award:

Rebecca Cooley ’14

Blair Field Hockey Prize:

Allison Stone ’14

Blair Field Hockey Prize:

Julia Stadlinger ’14

Marcial Tennis Award:

Karen Shi ’16

Brooks Football Prize:

Anterio Bateman ’14

Brooks Football Prize:

Demetrius Daltirus ’14

Frere Football Award:

Tyler Saylor ’14

Frere Football Award:

James Atkins ’14

4 2 SP R I N G 2 0 1 4

finished the season strong, celebrating its third “Prep A” state championship in the last six years with a dynamic 77-65 win against a talented St. Benedict’s team in Newark, N.J. During the state final, five players scored in double figures and two more added eight points each in a balanced offensive effort that was one of the most impressive displays of the team’s remarkable season.

Girls’ Basketball: Despite significant injuries to three of the team’s top seven players, the girls’ varsity basketball team had one of its most successful seasons in school history. With an overall record of 19-3, the Bucs held off some stiff competition from top-ranked programs Life Center, Shabazz High School and Potters House. This year, the team brought up several JV players, whose strong performances helped earn the team the top seed in the MAPL tournament. In February, the Bucs secured a fourth-consecutive MAPL title after beating Peddie 63-50 and went on to win the “Prep A” state-finals for the fourth-straight year, defeating Peddie by a score of 58-47. By the end of the season, the team celebrated its 39thconsecutive victory over MAPL foes, nine of which have been wins against Peddie. In 2014, Blair graduates two key starters, Sadie Edwards ’14 and Kate Ryan ’14, and next year will rely on a trio of talented juniors to lead the team: Bre Cavanaugh ’15, Batouly Camara ’15 and Lauren Vostal ’15.

Boys’ Squash: By the time the Bucs competed in nationals, squash had a record of 9-3, an impressive accomplishment considering the loss of the team’s best player, Darrius Campbell ’13, who graduated last May. Led by captains Sam Giddins ’14 and

ATHLETICS

Tae Hwi An ’14, the team benefitted from the experience of older athletes, who spent the winter months passing along their knowledge of the game to young players. At the national competition in February, the team had several tough matches, unfortunately falling 2-5 to both Andover and Boys Latin. The team came back during the MAPL championship that same month, finishing the tournament in second place. Two seniors—Sam and Andrew Litvin ’14—earned all-MAPL honors for their performances on the court (see story on page 44).

Girls’ Squash: Despite graduating several of its top players in 2013, girls’ squash had high hopes for the winter season. Led by captain Lauren Hitchner ’14, the team had a tough first few matches against Pingry, Poly Prep and Hackley. Bouncing back in January, the girls were able to beat MAPL opponents Hill (9-0) and Mercersburg (8-1), as well as Lancaster Day School (9-0). In early February, the team traveled to Philadelphia for the high school national tournament.

The Bucs finished with a record of 2-2, with wins over Conestoga (6-1) and Rye High School (4-3). Ilene CheungCheng ’14 (ranked number four), Reade von Stade ’17 (ranked number five) and Liana Zranchev ’16 (ranked number six) helped the team secure its two wins, success that they built upon mid-month when they traveled to Mercersburg for the MAPL tournament. The Bucs ultimately came in third in the MAPL competition, with Lauren earning firstteam all-MAPL recognition.

Track: The team had a strong showing this season as it boasted a wide breadth of talent and experience. Led by captains

Zach O’Connor ’14 and Hannah Klein ’14, the Bucs pushed through tough practices during November and December as they geared up for competition in 2014. Long days of hallway sprints, stairs and grueling cold runs paid off as athletes saw individual success at various invitationals. Distance runners were led by seniors Eliza Lawless ’14 and Becca Cooley ’14, who continually pushed themselves in the 1,600-meter race, leading to secondand fourth-place finishes at the state competition. Freshman Justes Nance ’17 showed great talent and potential in both the long jump and sprint events as he earned accolades for finishing fourth at states in the 200-meter event, as well as in third place in the long jump at the Poreda Invitational. The team came in fifth at the MAPL tournament in mid-February, despite strong performances from every runner. At that last meet, Eliza was Blair’s only individual champion, earning first place in the 1,600-meter, while Becca finished in second place in the same event and Na’im Pretlow ’15 placed second in the 400-meter-dash.

Wrestling: Having been ranked number-one for many years, it is no surprise that the Blair wrestling team began the season with a bang and built on that success throughout the winter.

In December, the Bucs earned first place at both the Ironman and Beast of the East tournaments, proving once again that Blair wrestlers are among the best in the nation. In January, the team faced tough nationally and stateranked teams in a series of dual meets, but always came out on top. Among the strongest teams that Blair beat in 2014 were St. Peter’s Prep, Massillon, Jackson, Paris-Graham, Wyoming Seminary, St. Ed’s and Bergen Catholic. According to coach Solomon Fleckman, a competition highlight was Chas Tucker ’15 earning “outstanding wrestler” at the Escape the Rock tournament. Individually, the team’s only female wrestler, Skylar Grote ’16, won her weight class at the N.J. Girls’ State Championships. In late February, the team concluded its season with the New Jersey Prep State Championships at Lehigh, at which three wrestlers—Dylan Milonas ’14, Matthew Kolodzik ’15 and Mason Manville ’16—brought home national prep titles. Blair earned the first-place team award in the high school division of the tournament with 265.5 team points and was crowned the most individual national prep champions of any team entered. Despite finishing second in team scoring, the Bucs were again named the number-one wrestling team in the nation by InterMat and Flowrestling. ■

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ATHLETICS

The Blair Motto: Come, Study & Learn...How to Play Squash As a 6' 2" freshman and a golfer, Sam Giddins ’14 (above right), of Irvington, N.Y., came to Blair three-and-a-half years ago thinking that playing basketball might be the best way to fulfill the School’s winter team sport requirement. At the same time, Andrew Litvin ’14 (above left), who had excelled in youth baseball, tennis and soccer leagues at home in Rumson, N.J., wondered what he might do to stay in shape between the fall and spring seasons. And Cherylann Mucciolo ’14 (above center), heard from a friend about a sport at Blair virtually unknown in Milford, Pa., where she had grown up.

Next fall, Sam, Andrew and Cherylann will arrive on the campuses of Middlebury, Williams and Vassar Colleges and, within a few days, report to the varsity squash coaches, for whom they were top recruits during the admission process this winter. Most elite players, such as Blair alumnus and 2014 All-NESCAC selection at Bates College Darrius Campbell ’13, have been playing organized squash since at least middle school. What distinguishes this year’s crop of Blair seniors from their college teams’ other recruits, however, is that none of them had ever picked up a squash racquet before setting foot on the Blair Academy campus.

“It’s interesting,” said Jim Moore, Blair’s director of squash programs. “Cherylann, Sam and Andrew are all excellent students—our squash players tend to be—but I can’t figure out 4 4 SP R I N G 2 0 1 4

when they get their work done because they’re always at the courts. I’ll wander through Tracy Hall on a Sunday afternoon after brunch just to see who’s hitting and there they are, playing games or three-quarter court. And then I’ll come back three hours later to work out myself and they’ll still be there, doing drills or working with some of the younger kids.”

To be sure, Andrew and Sam, in particular, have pursued squash beyond Blair’s program, taking lessons at clubs near their homes and in Manhattan, playing in tournaments during the off-season and attending summer training programs at colleges. But they both attribute their passion for the sport to the culture that has grown up around squash at Blair, one that focuses on the nexus of athletic and intellectual pursuit.

“I’m thrilled that Sam, Cheryl and Andrew are headed off to play squash at such prominent colleges,” said Mr. Moore, whose “real job” at Blair is teaching freshman English and AP microeconomics.

“But I’ve always told the kids that I consider our program a success when an alumnus calls me up in 10 or 15 years and reports that he or she is still playing two or three times a week. We want our kids to develop a love of the game, a sense of how it can appeal to them both intellectually and athletically. If we set up that culture the right way, you attract kids like those three, who are, in turn, going to appeal to colleges like Middlebury, Williams and Vassar.”

ATHLETICS

Indeed, a good number of recent Blair squash alumni who learned to play on Tracy Hall courts have chosen to pursue the sport in college at the club level—or walked on to varsity teams when they arrived: George Green ’12 (Bucknell), Lawrence Liu ’10 (Washington University), Emma Moore ’12 (Rochester), Lindsay Weil ’09 (Georgetown), Yale Kim ’09 (NYU), Ashley Strunk ’11 (Franklin & Marshall) and Colton Hardman ’13 (Boston College) have all represented their clubs or teams at the College Squash Association’s national team tournament in the past two years.

That distinctive culture, of course, depends not only on the kids themselves, but how Blair hires its coaches. “Our coaches tend to be former college athletes who distinguished themselves in the classroom as well,” said Mr. Moore. Veteran faculty member Eric Lunger, coach of the girls’ JV team, is a classicist and a former lawyer who played hockey at Bowdoin. Boys’ JV coach Rod Gerdsen, a biologist and chemist, played squash and tennis at Colby College under John Illig—the current Middlebury coach who recruited Sam Giddins. Laura Brantley, the girls’ varsity coach, was varsity tennis captain at Hamilton and taught multi-variable calculus at Blair for three years before joining the admission office last year. And AP Spanish teacher Joyce Lang, who, as thirds’ coach,

introduces many new Blair students to squash, has been playing the sport recreationally for many years—though the University of Virginia didn’t have a women’s team when she was a student there.

As squash in the U.S. has become more popular over the last five years, particularly as a way for students from the United States and abroad to distinguish themselves in applicant pools at highly selective colleges, Blair’s admission office has increasingly fielded inquiries from talented players. And while there are indeed benefits to having players with deep experience in the program—benefits that go beyond simply winning more matches—filling the program with the best players possible is not a strategy the program wants to pursue. “Look,” said Mr. Moore, “we could probably bring in some top players and move up in the national team rankings. But I never want our teams to become so loaded with experience that a Cherylann or a Sam or an Andrew can’t come to Blair not knowing what squash is, learn how to play the game and contribute in a meaningful way. This is what boarding school is all about, whether it’s in athletics, the arts or academics: encountering something new and intriguing, finding instruction, wading in and seeing where it takes you.” ■

From the ARCHIVES

Can You Help Us Determine Where This Bell Came From?

This small hand bell is housed in a case outside the Head of School’s office in Locke Hall, and Blair’s archivists don’t have any detailed information on its history or how it came to be part of the School’s collection. If you can provide any clues about this historic piece, please send an e-mail to logans@blair.edu or call (908) 362-6121, ext. 5661. Should readers help us make any new discoveries about the bell, we will share them in the next issue of the Blair Bulletin.

BLA IR B ULLE T IN 45

Blair [in] Asia A GLOBAL PARTNERSHIP

“While an important part of our trip was learning about our students’ unique cultures and traditions, we also wanted to give our families an opportunity to hear Chris share his vision for Blair’s future and his passion for helping young boys and girls develop into effective leaders in an increasingly complex and global society.”

—Cara Mohlmann, Blair’s director of advancement

S

hortly after students departed campus for their long-awaited Spring Break in early March, Head of School Chris Fortunato and director of advancement Cara Mohlmann traveled to mainland China, Hong Kong and Seoul, Korea, to meet with Blair families in Asia.

Their week-long trip—jam-packed with individual meetings throughout the day and larger gatherings in the evening—gave everyone the opportunity to get better acquainted.

Blair has enjoyed a long tradition of attracting students from around the world, but this was the first time both school administrators ventured across the globe to strengthen the School’s international ties.

“Our international students comprise a vital part of our community, adding cultural perspective and sensitivity to our

4 6 SP R I N G 2 0 1 4

domestic population in every aspect of school life, whether interpreting literature, discussing world politics in the classroom, rooming together in the dorms or performing with one another on stage and on the athletic fields,” noted Mr. Fortunato. “Their presence on campus adds tremendous value to our student body, and both Mrs. Mohlmann and I were excited to meet the families who have entrusted their children to our care.”

With digital communications and social media becoming more pervasive by the day, the world continues to shrink and become more closely connected. Blair’s admission office regularly conducts Skype interviews with prospective students from around the world, and e-mail and texting have effectively replaced telephone calls as the preferred mode of communication among Blair students. Still, nothing can supplant a face-to-face

visit with Blair families in Asia and the chance to encounter and experience different cultures and backgrounds.

“While an important part of our trip was learning about our students’ unique cultures and traditions, we also wanted to give our families an opportunity to hear Chris share his vision for Blair’s future and his passion for helping young boys and girls develop into effective leaders in an increasingly complex and global society,” explained Mrs. Mohlmann.

Both Mr. Fortunato and Mrs. Mohlmann are grateful for the support of all those who helped make their trip possible, especially the families who worked tirelessly to welcome them at every juncture. Exhilarated by the success of their first trip abroad, they look forward to traveling to other international venues to build upon Blair’s presence around the globe. ■ BLA IR B ULLE T IN 47

A Blair First:

‘FOUR for FORTUNATO!’ Bucs Win Cup for Fourth Consecutive Year

On a sunny November afternoon in

Fortunato joined Peddie’s new Head of

Hightstown, N.J., Blair’s athletic teams

School, Peter Quinn, on the 50-yard-

Peddie Day festivities and competitions,

led the School to a record fourth-

line for the Cup ceremony as the

please visit www.blair.edu/peddie-

consecutive Kelley-Potter Cup victory.

crowd chanted “Four for Fortunato!”

day-2013. From this page, you can also

By early evening, six of Blair’s fall

Acknowledging that both were

For more photos from the 2013

access a video of the varsity football

athletic teams—including varsity and JV

experiencing the Blair-Peddie rivalry for

game, which was livestreamed in real-

football, girls’ cross country, boys’ JV

the first time in their new positions, they

time by the Newark, N.J. Star-Ledger.

soccer, boys’ thirds soccer and girls’ JV

shook hands and thanked each other

Being that this was the last competition

tennis—had prevailed over their Peddie

for the good-spirited competition. As

to conclude, the film captures Blair

rivals, securing the first Peddie Day

the “losing” Head of School, Mr. Quinn

students rushing the field after the Bucs

win for Blair’s Head of School Chris

good-naturedly announced his plans to

won the cup. ■

Fortunato. After the games ended, Mr.

wear a Blair tie for a week.

4 8 SP R I N G 2 0 1 4

BLA IR B ULLE T IN 49

ACADEMICS

Tablet Computers Make Learning More Dynamic At the start of the 2013-2014 school year, Blair achieved a major milestone in its efforts to incorporate technology into the classroom: every Blair teacher now has a tablet computer—fast, lightweight laptops that many are using to make learning a more interactive and collaborative process.

“These computers allow teachers to wirelessly connect to digital projectors from any location in the classroom,” explained Sam Adams, Blair’s director of technology and chair of the computer science department. “In laptop mode, faculty members can work collaboratively with students using Google Apps for Education. In tablet mode, teachers can use a digital pen to write by hand on a white screen or to draw on existing images, maps or diagrams. The result of these ‘whiteboard images’ can be saved electronically, shared with students over the Internet or e-mailed to the entire class.”

Not only do the tablet PCs enhance visual learning, but they also promote interaction with students. Math teacher Amy Van Nostrand (pictured above on bottom right), for example, connects her computer to the classroom projector and then gives it to students so they can complete problems “at the board” without leaving their desks. “Among the benefits of the tablet PC is the fact that teachers can use it as a blackboard—but unlike the traditional blackboard, notes, drawings, problem sets and diagrams can be saved, easily disseminated to students and reproduced with the click of a button,” Mr. Adams continued.

Ms. Van Nostrand calls the tablet an “interactive whiteboard” that allows her to pull different types of resources together to form a multidimensional view of mathematics. “Using the PC, I can set up an outline of the notes for the day, while still having the flexibility to fill in information or problems as the students are writing,” she explained. “The more resources I draw from, the better I am at conveying all of the facets of the subject. I can create graphs, animations, spreadsheets or videos and layer them together in my presentations. I can also manipulate two- and three-dimensional graphs to show rotations or how changing equations affects the corresponding graphs. Having all of those resources close at hand is also

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helpful when a student asks an unexpected question that warrants additional exploration.”

Teachers in all academic departments have found the tablet PCs to be useful learning tools. English teacher Charles Danhof (pictured above on top right), for example, uses the PC to take notes on poems and to practice punctuation with students. “The tablet allows me more flexibility in terms of moving around the room, while still projecting material on the blackboard,” he explained. “It allows students to work independently, while also creating and adding to a document in a collaborative way.

At the end of the class, each student can see the progress he/she made individually, and we can discuss the document they all contributed to.” History department chair Jason Beck also uses the tablet as a replacement for the chalkboard, allowing him to take notes from his seat, rather than getting up and disrupting the student-centered nature of class discussions. “I find that the tablet lets me more effectively manage discussions, while still being able to jot down important items for my students,” he said.

“Of course, the ability to integrate video, annotate maps on the fly and share readings without using paper are all nice additions to my workflow.” Likewise, Google Docs has changed how he does business in the classroom. Using that software, he can better manage the writing process in his classes, providing up-to-the-minute advice and commentary on essays as they are written. “This has been a great boon to in-class writing exercises,” he explained. ■

ACADEMICS

Top: At the “Too Big to Fail” debate, students met Richard Fisher, chairman and CEO of the Federal Reserve Bank of Dallas (third from right). Bottom left: Ben Wizner (left), American Civil Liberties Union lawyer and Edward Snowden’s legal advisor, and Daniel Ellsburg (right), former military analyst and Pentagon Papers whistleblower, argued that Snowden’s actions were justified. Bottom right: Dan Kim ’15 asks a question at the debate about the benefits of free labor movement across borders.

NYC Debate Series Asks Students to Consider Where They Stand on Range of Motions Throughout the fall and winter, Blair students and faculty traveled into New York City to attend debates sponsored

by Intelligence Squared, the country’s leading debate series, which fosters discussion about current events among audience members of all ages. During each two-hour program, panelists took “for” and “against” positions on a range of motions that questioned whether big banks should be broken up; whether there should be free movement of labor across international borders; and whether former National Security Agency contractor

Edward Snowden was justified in releasing classified information.

“Students had the chance to see the ways in which debaters framed and reframed the motions, along with their very different public speaking styles, all of which made for great intellectual nights out in New York,” noted history teacher Hans Doerr, who accompanied the students to the debates with fellow faculty member Joanne Brandwood.

In mid-October, five students sat in the audience as panelists debated the motion “Break Up the Big Banks;” in

early November, Mr. Doerr chaperoned a second group of five students to engage in a forum on labor laws across international borders; and in February, he took a group of 16 kids to consider whether Snowden’s actions were justified. The debate format included opening statements from the speakers, followed by questions from the moderator and audience, as well as brief closing statements.

Toward the end of each event, Blair students were eager to join the conversation and pose questions to the debaters. Blair junior Karthik Reddy ’15 asked the

BLA IR B ULLE T IN 51

ACADEMICS

panelist in favor of splitting up giant banks how the markets would subsequently react.

After questioning Karthik about Blair and its debate team, moderator and ABC correspondent John Donvan posed his query to the panel at large.

As a member of Blair’s debate team, Dan Kim ’15 enjoyed witnessing the panelists’ arguments firsthand and appreciated the procedural intricacies of the debate process, as well as how professionals carry themselves in such a platform. “The question of U.S. immigration is a truly complex, multifaceted issue, and this debate, through radicalizing the question and allowing the audience to consider the fundamental aspect of the immigration process, provided me with greater insight,” he explained.

Several students were surprised at how their personal opinions on the motions were influenced by the “for” and “against” arguments. Having gone into the labor laws debate undecided, Robyn Epstein ’15 was swayed to side with the “against” debaters by the evening’s end, not because their position convinced her, but because the “for” argument was not as strong. “I would absolutely encourage other students to go to a debate the next time the chance arises, and I would definitely jump at the opportunity to go again,” she concluded.

Dan also commented on the rich experience and encouraged other students to attend a future debate. “Not only do you get to take a break from your regular routine, you also immerse yourself in a unique learning experience you would not get otherwise,” he said. “It is one thing to learn about something in class; to witness those who live and breathe the subject in action is quite another.” ■

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The Society of Skeptics: Bringing the World to Blair Every Tuesday Night For more than 30 years, under the direction of history teacher Martin Miller, PhD, the Society of Skeptics program has brought a range of distinguished and often controversial guest speakers to campus from places around the world.

“Over the years, my goal has been to invite a wide array of speakers to Blair, exposing students to many different people and points of view,” noted Dr. Miller, who has spearheaded the program for three decades. “That the series has become so ingrained in Blair life is a wonderful testament to the intellectual curiosity of our community.”

Over the course of the 2013-2014 school year, Dr. Miller hosted 25 evocative lecturers representing a diverse selection of perspectives and industries. Though presenters each gave a formal presentation, oftentimes the most interesting and intellectual part of the evening occurred when Dr. Miller opened the floor for a question-and-answer session with the audience. At the conclusion of every hour-long program, Dr. Miller is happy to see students engaging in one-on-one conversations with the presenters and often carrying those conversations back to the dormitories and into classrooms the next day. (continued on page 54)

ACADEMICS

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ACADEMICS

(continued from page 52) “To me, the most gratifying aspect of Skeptics this year has been the endless procession of students who remain after lectures to question speakers in more personal ways,” Dr. Miller explained. “It’s stunning that young men and women find the time and energy to engage in intellectual discourse after a full day of classes, athletics, extracurricular activities and formal dinner.”

What follows is a brief overview of this year’s Skeptics speakers and a closer look at some of the activists, artists, journalists and historians who visited campus and charged Blair students and faculty with understanding other cultures, fighting against oppression, understanding complex economic issues, and performing on stages both large and small.

For a complete list of 2013-2014 speakers, please visit www. blair.edu/societyofskeptics, where you will also find photos and, in some cases, videos of guest lecturers.

A Year in Review The series opened in September with National Geographic photographer Alison Wright (pictured on the next page in middle on far right), who detailed her travels to some of the most remote places across the globe, capturing photos that showcase endangered cultures and the human condition.

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This fall, Blair also welcomed Ishmael Beah, the former child soldier of Sierra Leone’s civil wars and author of A Long Way Gone: Memoir of a Child Soldier. Over the years, Mr. Beah (pictured behind Dr. Miller on page 53 and on the middle far left of the next page) has spoken at Blair a number of times, attending classes, soccer practices and family-style dinner before delivering rousing lectures to the community as part of the Skeptics program.

Skeptics this year also included a number of alumni panelists, including Lt. Colonel Jeff Thompson ’89 (pictured above), who discussed U.S. national security issues; Trustee Aisha Gayle Turner ’98 (pictured in middle of next page), who spoke on the legacy of Dr. Martin Luther King, Jr.; Jim Bennett ’66, a New Jersey–based non-partisan activist who enlightened the audience about a tax reform strategy he supports; Blair history teacher Quint Clarke ’87, who hosted the annual Skeptics program on Blair’s service program in Keyna alongside students with whom he traveled to the African country last summer; and Raymond Burghardt ’63, former ambassador to Vietnam, who spoke about the unlikely development of that country’s economy.

The community also greeted Lauren Anderson ’05, Tim Bacon ’06, Will Neff ’08 and Sam Tilney ’08, who came

ACADEMICS

back to campus for the School’s annual Young Alumni Skeptics panel in January 2014. (To read more about these Blair graduates, their careers and the wisdom they imparted to students, please turn to page 59.)

This year, Dr. Miller welcomed author Daniel Goldhagen (pictured on bottom right on page 55), who talked about his bestselling book on the Holocaust, Hitler’s Willing Executioners, when he visited campus to deliver the first James Youngelson ’53 Lecture on Ethics and Responsibility in early 2014. History department chair Jason Beck noted that Mr. Goldhagen’s assertions sparked a debate among students and faculty, encouraging them to consider the role of historians in interpreting events, as well as larger questions of who determines the course of a historical narrative. The former Harvard professor also talked to students about anti-Semitism, a subject he explores in his most recent book, The Devil That Never Dies, published last year.

In 2014, the Society of Skeptics also hosted renowned acting coach, author and director Larry Moss, who shared anecdotes and offered advice to students interested in pursuing acting careers after Blair. Over the course of his career, Mr. Moss has appeared on Broadway, taught at Julliard, founded his own

studio, directed a number of television shows and theatrical productions, and coached many acclaimed actors, including Tobey Maguire, Hilary Swank, Jim Carrey and Leonardo DiCaprio. Students peppered him with questions about living in Hollywood and honing his craft on two coasts.

As the weather turned warmer, John Haines, father of Annicka ’17 and executive director of the Princeton, N.J., branch of the Foreign Policy Research Institute, gave students insight into the crisis in Ukraine, while Dacre Stoker, greatgrandnephew of author Bram Stoker, talked about the book Dracula. Father Edwin Leahy, headmaster of St. Benedict’s Prep School in Newark, N.J., delivered the second James Youngelson ’53 Lecture on Ethics and Responsibility, and in early May, Blair Board of Trustees chairman Doug Kimmelman P’12, ’13, ’15 rounded out this year’s speakers with a presentation on America’s natural gas revolution, a topic he is very familiar with as founder of Energy Capital Partners, where he serves as senior partner. ■

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ACADEMICS

Video Program Incorporates Latest Technologies Since its inception more than a decade ago, Blair’s video studies program has steadily grown to include classes on cinematography, filming technique, graphic design, animation, meaning and media, and elements of contemporary art. And student work isn’t just limited to class time, as a number of kids are continuing their studies as part of an afterschool activity, as well as collaborating on the senior video that is produced each spring by the graduating class. Under the guidance of director Nina Yuen (pictured above on right), students are producing a wide range of impressive projects this school year, ranging from documentary shorts and experimental clips to screen adaptations and man-on-the-street interviews.

“Not only has our technology evolved—we moved two years ago from standard- to high-definition cameras and editing software—but we have also focused on evolving our content by sponsoring programs such as Blair’s

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annual film festival, which is now in its third year,” said Ms. Yuen, who joined the faculty in 2011 and is earning her MFA in video/film studies from Bard College. “Traditionally, introduction-tovideo students worked on experimental shorts, but the curriculum of this first foundational course has shifted to conventional fiction storytelling, with an emphasis on developing film theory vocabulary and screenplay writing.”

Among the student projects that Ms. Yuen has been most impressed by this school year are a Peddie Day video produced by Lukas Dong ’15, which included documentary shorts; quick editing and a series of interviews done by Callie Millard ’15 and Sophia Elghanayan ’15; and a student adaptation of the movie The Shining by Olivia West ’16.

Looking forward, Ms. Yuen hopes to provide wider access to highquality sound equipment, so that even introduction-to-video students can

record crisper sound, which goes a long way toward setting experienced filmmakers apart from amateur ones.

In addition to technique, video classes will learn about the complete works of great directors, including Jane Campion, Michael Gondry, Wes Anderson, Pedro Amodovar and Spike Jonze.

“As a result of our curriculum, students are more literate in the ways these directors are influenced by cinema history, through both study and independent screenings,” Ms. Yuen concluded.

As part of the extracurricular video club, students are working on dialoguebased fiction shorts, special effects and animations in Photoshop and FinalCut Pro, among other projects. “Our afterschool work really supplements what we learn in class,” Ms. Yuen said.

“Some students also build upon regular coursework in independent studies and projects, which has resulted in a number of films that have been featured in film festivals across the United States.” ■

ACADEMICS

Epidemiology Students Travel to NYC for Public Health Conference In mid-December, assistant head of school for faculty Rachel Stone took three students into New York City to attend Columbia University’s Mailman School of Public Health for “Grand Rounds on the Future of Public Health,” an interdisciplinary program that highlighted ways to address growing healthcare disparities in the United States and around the world.

“Throughout the year, we weave the topics of poverty, infrastructure and barriers to health, so this lecture was particularly relevant to our conversations and class objectives,” said Mrs. Stone, who earned her MPH from Columbia University in 2001 and now teaches a year-long course in epidemiology at Blair. “Moreover, the opportunity to participate in a graduate-level academic endeavor is a really unique experience for our students, one that gives them an idea of the kinds of issues that public health researchers, physicians and medical/graduate students consider on a daily basis in their line of work.”

The program, she added, addressed “the declining U.S. health standing among peer nations and the directions public health leadership must take to change this course.” Speakers focused on a wide range of data that demonstrates the extent of the problem: 22 percent of U.S. children live below the poverty line; it is statistically quite likely for poor kids to become poor adults; the negative impact low socioeconomic status has on mortality/morbidity; public perception of poverty; the positive impact of high-quality education in a child’s formative years; and the goal of economic sustainability for families. “When asked what any of us can do to help, both speakers encouraged involvement in organizations dedicated to closing the poverty gap,” Mrs. Stone explained.

This is not the first time Mrs. Stone has supplemented her inclass curriculum with off-campus trips to professional conferences and research facilities. Looking forward, she plans to do another excursion during the spring semester, taking full advantage of Blair’s close proximity to New York City’s scientific community. ■

BLA IR B ULLE T IN 57

(continued from page 03) I am currently

the basic construct of our relationships,

reading The

triangulated our connections with each

and all important topics that affect the

Big Disconnect,

other, becoming the ubiquitous third

Blair community. And while, no doubt,

a compelling

party in our conversations, sometimes

mobile technology will be indispensable

book on this

connecting us, but often interrupting

in delivering your very valuable

subject written by

us and ultimately disconnecting us.” I

opinions—whether through e-mail or

Catherine Steiner

look forward to introducing the book

social media—it is my not-too-secret

Adair, a clinical psychologist, author and

to our community’s dialogue on this

hope that we have the opportunity to

speaker. It is a fascinating exploration

evolving topic and to fighting the good

talk about this in person as well.

of the opportunities and challenges

fight to define the contours of how we

our kids face in a digital world in which

will navigate the changing landscape of

the realities and rules of relationships

technology, while staying true to who we

are being turned on their heads. Adair

are and what we stand for.

writes that our devices have “changed

As always, I invite your opinions on this

Chris Fortunato Head of School

Test your KNOWLEDGE

Can you identify the students in this picture from the 1970s?

E-mail your answers to Suzy Logan at logans@blair.edu. The first three people to correctly identify the students pictured will win hats from the Blair School Store.

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Young Blair Alumni

Talk about Success in College, Finding a Job & Being Passionate about What You Do

In mid-January, four young alumni returned to campus for a Skeptics forum during which they discussed life after Blair, imparting advice to students about the college experience, excelling in their chosen fields and turning their passions into careers. The panel discussion, which drew a large crowd of students, faculty, parents and alumni, was moderated

by Martin Miller, PhD, who calls the annual event “a valuable opportunity for us to hear from accomplished young professionals in very different fields.�

BLA IR B ULLE T IN 59

Will Neff ’08 “You are in the room with some of the brightest, most talented young people in the world.

And I know it’s easy to forget that because you’re around these people every day, but I’m telling you that you are surrounded by excellence.”

Will Neff ’08 produces and directs documentaries for The Reason Foundation, a libertarian research organization he joined following the completion of his bachelor’s and master’s degrees at Elon University in North Carolina. Though currently in the midst of producing two documentaries, he also carves out time in his schedule to pursue his passion for acting.

As a student at Los Angeles’s Groundlings Theatre and School, which is legendary for improvisation and sketch comedy, Will works with mentors who have shaped the careers of countless famed actors and comedians. He practices his acting as an improvisational performer at the Garrett Morris Comedy Club, also in Los Angeles.

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Sam Tilney ’08 “One thing that really helped me to define myself was the faculty at Blair. I would tell them my ideas or things I wanted to do, and they would say ‘there’s no reason you can’t accomplish those things now.’ That demand for action is something I brought to college and my career.”

As head of recruitment for the mobile payment platform LevelUp, Sam Tilney ’08 is responsible for attracting and hiring high-caliber individuals to work for the start-up. Her work with LevelUp, which uses QR code technology to process payment transactions, has helped the company integrate its system with more than 5,000 small businesses in major cities across the United States. Outside the office, Sam hosts an electronic music show on WZBC 90.3FM in Massachusetts and helps to organize Together Boston, a week-long electronic music festival promoting advancements in technology, music and art.

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Lauren Anderson ’05 “You don’t have to know exactly what you want to do in life. Just focus on what you enjoy and it will all work out. I knew I wanted to work in healthcare and medicine, and there are so many paths to get there. Don’t just accept what is expected of you; explore your options, and reserve the right to change your mind.”

Following the completion of a bachelor of science degree from Villanova University, Lauren Anderson ’05, RN, CCRN, enrolled at Georgetown University to earn a second BS in nursing. Currently working toward a master’s degree at Georgetown, Lauren serves as a clinical nurse in the pediatric cardiac intensive care unit at the Columbia Presbyterian Medical Center in New York City. Practicing familycentered care, she manages the treatment of complex patients requiring intensive respiratory and cardiac support, all while educating and comforting their families about the advanced procedures.

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Tim Bacon ’06 “The sooner kids start reaching out and networking, the better. If you don’t know what you want to do, that’s okay. But if you do know, it doesn’t hurt to start looking into it now. Just know that there are multiple ways to get to the same end, as long as you are focused.”

Tim Bacon ’06 is an investment banking associate at Deutsche Bank in New York City. In the summer following his junior year at the University of Pennsylvania, Tim interned in the bank’s Global Markets division as a summer analyst, an experience that led to a full-time position with the company upon graduation. Following completion of the bank’s training program in London, Tim began work in the fixed-income division, where he specializes in interestrate products. ■

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Around THE ARCH

BLAIR CELEBRATES GLOBAL COMMUNITY with

FOOD, FASHION & MUSIC In January 2014, the Blair community came together to

international and domestic communities interact at Blair

celebrate the School’s 19th International Weekend, an

and worldwide,” said Spanish teacher Leucretia Shaw,

annual program that underscores just how much Blair

who helped organize the event.

prepares its students to become citizens of a truly global world.

“Our student body represents 27 countries, and

This year’s program included a variety of food stations, a fashion show and dance lessons, as well as karaoke, Zumba and a chopstick competition. Students

International Weekend inspires us all to learn more about

also created origami and sent cards to soldiers serving

other cultures and ethnicities, as well as to explore how

overseas during the weekend-long festivities. ■ www.blair.edu/international-weekend-2014

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Around THE ARCH

JUNIOR PARENTS INTRODUCED TO COLLEGE PROCESS

HARVARD PROFESSOR TALKS SERVICE & COMMUNICATION DURING SERIES OF CAMPUS VISITS

In early 2014, the School’s college

expert Timothy Patrick McCarthy, PhD, visited campus twice to work with

counseling office welcomed

students and faculty in a variety of group and one-on-one settings.

more than 100 parents of juniors

During the 2013-2014 school year, Harvard professor and communications

In October, he introduced himself to the community by sharing his

to campus to discuss selective

personal story at an all-school gathering, talking to the freshmen class about

college admission.

communication, conflict resolution, self-awareness and social empathy, and

The morning program

working with a select group of student leaders on how to most effectively

included a keynote address by

communicate their values as part of The Blair Leadership Stories Project (for

Rob Springall, dean of admission

more on this initiative, please see story on page 04).

at Bucknell University, followed

In January, Dr. McCarthy, a lecturer in history, literature and public policy

by a Q & A with a student panel

at Harvard, returned to campus to share with teachers and administrators

that talked about navigating the

ways to enhance how Blair teaches effective communication across its

admission process and using

curriculum. Following that presentation, he also worked one-on-one with

Blair’s college counseling office

faculty and students on how to craft and deliver powerful oral narratives.

as a resource. Dean of college

In addition to his teaching role, Dr. McCarthy directs the Sexuality,

counseling Lew Stival sees this

Gender, and Human Rights Program at the Carr Center for Human Rights

introduction as the first step in

Policy at the Harvard Kennedy School. As an alumnus of Harvard College, he

engaging parents in the admission

also serves as vice president of college alumni affairs for the Harvard Alumni

process, as well as familiarizing

Association. After completing his undergraduate work in 1993, he went on

them with the School’s guiding

to earn his MA, MPhil and PhD in History from Columbia University, where he

philosophy: aligning each student

served as research fellow and founding managing editor of the journal Race

with schools at which they can

& Reason at the Institute for Research in African-American Studies. ■

succeed and flourish. ■ www.blair.edu/juniorparents-day-2014

www.blair.edu/timothy-patrick-mccarthy-2013 www.blair.edu/timothy-patrick-mccarthy-2014

BLA IR B ULLE T IN 65

Around THE ARCH

GIRLS-ASK-BOYS DANCE TAKES KIDS BACK TO

‘ROARING ’20s’

Students had the chance to dress in their semi-formal

volunteers who made the evening one to remember.

finest for the annual Sadie Hawkins Dance this winter.

“The decorations our parents created this year made it

Organized by a dedicated group of parent volunteers led

an unforgettable event, and there is no question of how

by Jean Cordero P’11, ’14, this year’s dinner-dance had

lucky Blair is to have such a supportive parent body,”

a “roaring-1920s” theme.

said Susan Long, who oversees the School’s parent

Calling the event a “rite of passage for all Blair

relations program. ■

students,” Blair’s advancement office recognized the

www.blair.edu/sadie-hawkins-2014

FINE ARTS TEACHER PRESENTS AT

HARVARD CONFERENCE Fine arts teacher Zoë Blatt presented at a Harvard University arts education conference called “Continuing the Conversation” in October 2013. At the bi-annual program in Cambridge, Mass., Ms. Blatt examined the relationship between artistic production and qualitative research.

“Artists throughout history have incorporated research from other fields into their work, and contemporary artists utilize research methods in their process,” she explained. “In my presentation, I explored how new collaborations between artists and researchers could shed light on the nature of learning from interactions with contemporary art.”

Ms. Blatt joined Blair’s faculty in 2013 as a painting and drawing teacher.

Before coming to Blair, she completed an undergraduate BFA program at the University of Pennsylvania, as well as a certificate in painting from the Pennsylvania Academy of Fine Arts. In 2013, she earned a master’s degree from Harvard Graduate School of Education. Over the course of her career, she has taught art classes, developed after-school programs, and exhibited at galleries and museums across the northeast. ■ www.zoeblatt.com

6 6 SP R I N G 2 0 1 4

B Headmasters’

Societies Games: The Tradition Continues with Blair’s New Head of School As rituals have always played a big

new competitions, catalyzing new

part in the “Blair experience” over the

connections and strengthening

School’s long history, it is no surprise

existing relationships across campus.

that one of its newest traditions, the

The games were established in

Headmasters’ Societies Games (HMS),

2003 as a means to bridge the gap

has become a much-anticipated part

between the conclusion of winter

of life on campus since the program

athletic competitions and the March

was first introduced in 2003.

exam period. “The week undoubtedly

Led by co-commissioners Nathan

builds community spirit, but it also

Molteni, who teaches math, and Ann

provides the structure that allows kids

Williams, director of Timken Library,

to continue to perform well in class,”

this year’s games marked yet another

said Ryan Pagotto, Blair’s assistant

successful week of community spirit

head of school for student life. “During

and bonding. Designed to bring

the academic day and study hall at

students and faculty together during

night, students remain focused and

a usually dreary time of year, the

complete their work, having had a

HMS have only grown since their

social and athletic outlet during the

inception 11 years ago, featuring

afternoon competitions.”

BLA IR B ULLE T IN 67

Headmasters’ Societies Games: The Tradition Continues with Blair’s New Head of School The HMS offer students a nice counterbalance to the everyday stressors of Blair’s intense academic climate, noted

as a School,” noted Anya Parauda ’15, a member of team Breed.

In the past decade, Blair hasn’t

In an effort to make the 2014 Headmasters’ Societies Games fresh, Mrs. Williams sent a survey to the

J.C. Phillips ’14, who represents team

made many changes to the games,

student body in mid-February, asking

Kelley. “The games allow you to focus

but the most significant alteration took

for their feedback and suggestions

on the moment and not worry too much

place in 2012, when the administration

on the many events and activities

about college and exams,” he said.

asked certain students to step up and

scheduled to take place throughout

take on official leadership positions.

the end of the month.

From relay races to tangrams, mural painting to erg races, and

Last winter, commissioners Mr. Molteni

cup stacking to basketball, the

and Ms. Williams introduced four

we are continually looking for ways to

Headmasters’ Societies Games engage

such roles—spear-captain, operations

make it a fun and spirited experience for

the community in a variety of activities

manager, ambassador and talent-show

everyone involved,” she said.

and events that showcase not only their

specialist—which were available to

athleticism, but also their intelligence

sophomores, juniors and seniors on

competition: team flags. At the end of

and, at times, quirky habits. But perhaps

each of the four teams.

each day, the team with the most

the most striking aspects of the

“We want the kids to own the

“It truly gets better every year because

Another addition to this year’s

points gathered in front of Hardwick

competition are the new friendships

success of their teams, so by holding

Hall to cheer as their colors were run

that are built and those relationships

leadership positions, they can

up the flag pole.

that are solidified around sometimes-

determine what a successful week

silly contests, such as the egg toss and

looks like,” said Mr. Molteni.

tug-of-war.

Because the games create such

More importantly, he continued,

By the end of the 2014 competition, team Breed had earned the most points and was named the winner for the fourth

faculty members emphasize that strong

time—the most first-place finishes of

solidarity on campus, Blair has

team members don’t necessarily need

any team over the last decade. Kelley

embraced them as a tool to unite the

a leadership title to have an impact—

took second place, while Sharpe placed

School. “This one week is evidence

and that, oftentimes, otherwise quiet

third and Howard finished fourth. Team

that community really is the hallmark of

students will distinguish themselves as

standings aside, for Mr. Molteni and Ms.

this school,” Mr. Pagotto added. “The

leaders throughout the week without

Williams, success meant drumming up

great thing about the games—which

official recognition.

enthusiasm among students and faculty

differ from the competitiveness of our

“Plenty of students without the

Peddie Day tradition—is that they give

titles have become rallying points

us a chance to know people better

and important cogs in the wheel for

in settings that our usual academic,

victorious teams,” Mr. Molteni explained.

athletic and artistic programs might

The introduction of technology

and promoting sportsmanship across the week’s many competitions.

Perhaps Head of School Chris Fortunato, who experienced Headmasters’ Societies Week for the

not. At the end of February, we are

in the planning and execution of

first time in 2014, summed it up best:

happy to see students meet and

the games has also heightened the

“This wonderful tradition exemplifies

befriend many others across grade

student experience in recent years. In

the best of Blair—students and faculty

levels, students with whom they might

2013, the commissioners introduced

together embracing the joy, friendship

otherwise not have had contact.”

a Twitter account (@BlairHMS),

and powerful sense of community that

where live-event updates are posted

comes from spirited competition, a

Week is good for community building.

throughout the competition, and a

willingness to try new things and taking

“I’ve realized that even though we are

blog (www.blairhms.blogspot.com),

on challenges as a team,” he said.

breaking apart into four teams, the

where students can find schedules and

“Headmasters’ Societies Week is uniquely

games really allow us to come together

rules for each day of the festivities.

and truly Blair, and I was delighted to

Students agree that Headmasters’

preside over my inaugural outing.” ■

6 8 SP R I N G 2 0 1 4

B

SHARPE

BREED

KELLEY

HOWARD BLA IR B ULLE T IN 69

Blair Invites YOU to Give Back on

First-Annual ‘Day of Service’

The Blair “Day of Service” builds on the School’s existing community service program, which had the entire junior class volunteering at various local venues last fall.

Throughout Blair’s long history, students have balanced their academic, athletic and artistic pursuits with meaningful public service. This year, the School aims to celebrate this commitment to helping others by declaring May 16, 2014 a “Blair Day of Service.”

On that Friday, all students, faculty and staff will engage in a variety of service projects within a 45-minute radius of campus. And the School invites parents and alumni to volunteer in their own communities, wearing Blair apparel, and share their experiences with Blair on social media using the hashtag #BlairDayofService.

“Through this project, we hope to involve our community in meaningful and fun projects that will provide tangible help to those in need and show our students firsthand the rewards that come from working for and with others,” said history teacher Joanne Brandwood, who oversees Blair’s community service program with English teacher Kaye Evans and chaplain Reverend Cindy Crowner. “On this day, we all will share one purpose and one experience without competing obligations, forging bonds among members of our community and deepening our connections with those whom we will be serving. It will be a day filled with hard work, laughs and learning.”

7 0 SP R I N G 2 0 1 4

For those on campus, the day will begin with an all-school assembly, from which community members will split off into teams of roughly 20. Blair has partnered with local non-profits Project Self-Sufficiency and Pass It Along to pair students with social-service volunteer opportunities. One group will build a local playground; another will work with low-income children; and still others will clear trash and underbrush from local roadsides. The School continues to identify non-profits in the area that can use Blair’s help and encourages parents and alumni to send suggestions to brandj@blair.edu.

Having organized similar initiatives at Providence College and Harvard University, Head of School Chris Fortunato looks forward to seeing the community in action on May 16, noting that it is the perfect opportunity to give back before the school year ends. “Both the greatest responsibilities and the greatest gifts of my life have come from service,” he said. “I believe that service to others offers a pathway to becoming your best and truest self. This Day of Service builds on Blair’s tradition of giving back, empowering those in our community to make a difference in the lives of others.” ■

ARTS

Blair Academy Players Show Range in Variety of Plays & Musicals Over the course of the 2013-2014 school year, Blair students have stretched their abilities on stage in a series of performances: The 25th Annual Putnam County Spelling Bee, a musical that focuses on the trials and tribulations of adolescence, in October 2013; a series of student-directed one-act plays comprising a show called “The Lose Room,” in January 2014; and in Bye Bye Birdie, a classic musical comedy that focuses on rock ’n’ roll culture, in February 2014.

In addition to being impressed with the strong performances of each student actor and actress, directors Craig Evans and Micki Kaplan McMillan noted that the individual shows offered audiences something unique: while The Spelling Bee was interactive, “The Lose Room,” consisting of four acts from Jonathan Rand’s Crazytown, led the famed playwright to contact Blair and ask for student feedback on the play’s production and performance, and Bye Bye Birdie included rousing musical

performances that offered insight into a classic American era.

This spring, the Players will build on their fall and winter successes with two more productions: Arthur Miller’s All My Sons, which tells the story of a war profiteer who made his money selling defective munitions to the Army and his family’s reaction when they learn about it (May 8-10), and William Shakespeare’s As You Like It, a pastoral comedy and romance (May 15-17). ■

BLA IR B ULLE T IN 71

ARTS

Romano Gallery Showcases Media Ranging from Sculpture & Drawing to Textiles & 3-D Installations

Throughout the 2013-2014 school year, The Romano Gallery exhibited the work of fine artists, whose mediums varied from painting and drawing to sculptures, photographs and 3-D installations. The final exhibition of the year, which will open on May 1 with an artists’ reception, will feature the work of Blair’s talented student artists.

The gallery kicked off the year in September with a show by Evelyn Twitchell, whose work has been featured and reviewed in City Arts, artcritical.com, The Huffington Post, The New York Sun, The New Republic, The L Magazine and Whitewall Magazine. In the exhibit, Ms. Twitchell explored elements of the natural world, combining both representational and abstract language. Her works ranged from intimate and closely observed to immersive and expressionistic.

In October, the gallery featured an array of mediums, techniques and artists in the School’s annual faculty show, an exhibition that showcased the work of art teacher Zoë Blatt. A number of faculty and staff members also displayed their work, including English teacher Kaye Evans, library assistant Olga Brazaitis, science teacher Jolene Schuster (pictured above left), director of admission information systems and application management Nancy Klein, director of alumni relations Jenny Maine, library assistant Katherine Skeffington and faculty spouses Ying Devaney and Michelene Miller. To round out the show, fine-arts department faculty, including Kate Sykes (ceramics), Nina Yuen (video), Melissa Erne ’96

For updates about exhibits planned for the 2014-2015 school year, please visit www.blair.edu/romano-gallery.

7 2 SP R I N G 2 0 1 4

ARTS

(photography) and Andee Ryerson (sculptures) exhibited their artwork.

Former Blair faculty members were also represented, with retired veteran art teacher Rita Baragona exhibiting the painting of Sharpe House that she did for Chan and Monie Hardwick before they left campus in 2013.

As 2013 came to a close, photography by artist Maggie Steber, which included a sampling of the work she has amassed over a quarter-century of photographing Haiti, went on display. Her artwork captures a number of historic events affecting the impoverished nation, ranging from the fall of the 30-year Duvalier dictatorship to the aftermath of the devastating January 2010 earthquake.

“Haiti chooses you and wrings your heart out on a daily basis,” explained Ms. Steber, a documentary photographer known for telling humanistic stories about people and cultures in crisis. “But the profound pride and beauty found in such a place is like the beauty you see from the corner of your eye.”

Following winter vacation in early 2014, students and faculty enjoyed the sculptures and drawings of the late William (Bill) Powers White, a distinguished New York City artist and educator. “Blair students had a rare opportunity to see Mr. White’s finished sculptures and drawings, as well as his working drawings,” noted Ms. Baragona, who now serves as The Romano Gallery’s co-director. “The well-spring of the artist’s inspiration as an educator had its source in the New York art world and, more deeply perhaps, by the experience

For updates about exhibits planned for the 2014-2015 school year, please visit www.blair.edu/romano-gallery.

BLA IR B ULLE T IN 73

ARTS

he shared with his generation during World War II and in its aftermath.”

In February, the Gallery unveiled the work of artist Paul Deery, who interprets J.S. Bach’s music as a visual mosaic in his artwork. In his artistic process, Mr. Deery transposes musical notes and melodies into patterns of color shapes to create stunning drawings and paintings.

“Every color is a musical note,” he said.

“And every shape is a period of time.”

A show in April featured prints from the collections of science teachers Carl Christianson and Jolene Schuster; Ms. Baragona and her husband, St. Clair Sullivan; Blair’s director of technology Sam Adams; and language teacher Maria Bowditch and her husband, Penn. The exhibited pieces included Japanese prints, botanical drawings, and French and German woodcuts and etchings.

Finally, Blair hosted an exhibition of select student work from five Mid-Atlantic Prep League (MAPL) schools in midApril. The two-week show highlighted the talent of many promising young artists from Blair, The Lawrenceville School, Peddie School, The Hill School and Mercersburg Academy.

And, in May, Blair’s Annual Student Art Show will feature the sculptures, drawings, paintings, photographs, videos and graphic arts of seniors and underclassmen. Over the summer, the Romano Gallery will shift its focus to the 2014-15 school year, posting next year’s schedule of exhibits on Blair’s website. ■

For updates about exhibits planned for the 2014-2015 school year, please visit www.blair.edu/romano-gallery.

7 4 SP R I N G 2 0 1 4

ARTS

Blair Musicians Perform at Many Venues Throughout Fall & Winter Months Over the course of the fall and winter, the Blair

arts department chair Jennifer Pagotto noted that

Academy Singers, Orchestra, String Orchestra and

each event offered audiences something different.

Chamber Choir performed two off-campus concerts,

The December Vespers service featured traditional

a traditional Christmas Vespers service at Blairstown’s

Christmas carols and selections from Handel’s

Presbyterian Church and a post-holiday reception held

Messiah, whereas the January Steel Stacks concert

at Steel Stacks in Bethlehem, Pa. (for more about the

was the culminating performance for a number of

Steel Stacks performance, please turn to the “Alumni

choral and orchestral masterworks that the students

Events” section on page 110).

began studying this fall, including Moses Hogan’s

Calling each performance a “wonderful opportunity

Didn’t My Lord Deliver Daniel, the final movements of

for our musicians to share high-quality repertoire

Igor Stravinsky’s Firebird Suite and a combined work,

with those outside the Blair community,” performing

“O Fortuna,” from Carl Orff’s Carmina Burana. ■

This year was the first time Blair livestreamed all of its musical performances for students, parents and alumni who could not attend in person. To watch videos of each event on the School’s livestream channel, please visit https://new.livestream.com/blairacademy.

BLA IR B ULLE T IN 75

New Blair App Now Available in

iTunes & Google play Stores This fall, Blair developed a native

feature that the mobile website does

app that gives users a richer mobile

not. The app also allows users to

experience with Blair news, calendars

access some of the most popular

and athletics. You can download the

calendars on the mobile website—

free app from iTunes or Google Play

including the dining hall menu, class

by searching for “The Official Blair

day schedule and list of upcoming

Academy App” in either store. When

Skeptics speakers—from its main menu.

you download and install the app

Through the app, authenticated users

on your mobile device, please be

can submit photos to Blair, a feature that

sure to allow Blair to send you push

the School plans on using to launch a

notifications, as the School plans on

student “photo-of-the-day” contest in

using the app to communicate with

the fall of 2014. The winning images

users going forward.

will be placed on the app homescreen,

Among the benefits of the new app:

while the runners-up will be added to a

it is faster than the mobile website

new gallery on an interior page. As the

and features a design that is much

School adds this and other new features,

more conducive to multimedia; it

Blair will send users notifications

has a more comprehensive athletics

through the app, as well as posting

section, complete with team pages;

announcements at www.blair.edu.

users can customize their views of

If you have technical questions about

news, calendars and athletic events;

the app, please e-mail tech@blair.edu. If

and parents, students and faculty

you have questions related to the app’s

can access the School’s password-

content or suggestions about what

protected portals through the app,

would make it more useful to you, send

which offers an additional geolocation

an e-mail to logans@blair.edu. ■

7 6 SP R I N G 2 0 1 4

What’s Inside?

A comprehensive athletics section, complete with team pages News, calendars and athletic events Parents, students and faculty can access portals Popular calendars—including the dining hall menu, class day schedule and list of upcoming Skeptics speakers

BLA IR B ULLE T IN 77

PLANNED GIVING Gifts that Help Secure Blair’s Future:

“Blair was truly the centering of my life; it provided the academic discipline and grounding that I needed to succeed down the road.”

Michael Cleavenger ’69 with daughter Cormany Kelly (Cleavenger) Koeppen ’01 and granddaughter Grace, a possible member of the class of 2031.

MICHAEL CLEAVENGER ’69 Makes Bequest

Michael Cleavenger ’69 knows

safe haven to finish high school. For a

the value of planned giving. He’s

midwestern kid coming to an east coast

that planned gifts are an easy and

in the business of fundraising and

boarding school, Michael found Blair

important way to provide a lasting

is passionate about his work—work

to be a genuine place that he could call

legacy for future generations,

that enables him to give back to

home. As he put it, “Blair is so much

Michael can envision what his gift

his community and improve the

more than just a school where you go

will do for the School, which has a

infrastructure of his hometown of

to study and play sports. An important

smaller endowment than many peer

Chicago, Ill.

part of the process was learning to

institutions. “For individuals who

live in a community. Looking back

cannot make an outright major gift, a

two decades, he has spearheaded

on it, I think it was the experience of

planned gift is a perfect way to support

successful campaigns for a long list of

communal living that helped cultivate

the School and help secure its future,”

noteworthy Chicago institutions, such

a maturity in my classmates and me

said Michael, who noted that his

as the Illinois Institute of Technology,

that is hard to duplicate elsewhere.” To

bequest does not replace his annual

Chicago History Museum, Victory

underscore his point, he recalled a time

commitment to the Blair Fund or his

Gardens Theater, La Rabida Children’s

when then-Headmaster James Howard

involvement in other ways, such as

Hospital, and most recently, the

allowed him to lead a chapel during

volunteering to mentor Blair graduates

Rehabilitation Institute of Chicago. As

which he addressed a number of

and to host Blair events in the midwest.

for including Blair in his will, Michael

controversial topics, describing it as a

In fact, over the years, supporting

explained that, “Blair gave so much

valuable opportunity to create a healthy

Blair has become a family affair: the

to me and is an exemplary institution

dialogue between his characteristically

tradition continued when his daughter,

which deserves my support.”

rebellious generation and the School’s

Cormany Kelly (Cleavenger)

Michael arrived on Blair’s campus in

administration. He continued, “Blair

Koeppen ’01, arrived on campus in

the mid-1960s, a particularly turbulent

was truly the centering of my life; it

1999. And having just added a new

time in America’s history and a time

provided the academic discipline and

generation to the mix—Kelly’s daughter,

when many parents—like his—felt that

grounding that I needed to succeed

Grace, just turned 1-year old in late

boarding school would be a safe place

down the road.” And that realization,

January—the Cleavengers have their

for him to come of age. What he got,

years later, inspired Michael to include

eye on what their careful planning will

though, was much more than just a

Blair in his will.

do to support the class of 2031. ■

A professional fundraiser for nearly

7 8 SP R I N G 2 0 1 4

Armed with the knowledge

In MEMORIAM

1936

Donald D. Pascal October 31, 2013 Bloomfield, Connecticut

1937

S. Arnold Zimmerman III November 11, 2013 New Vernon, New Jersey

1942

Bruce R. French Sr. February 11, 2014 Ormond Beach, Florida

1951

Daniel M. Anzel November 21, 2013 Los Angeles, California

1945

Harry B. Champion November 17, 2013 Natick, Massachusetts

1953

William C. Herdman January 9, 2014 Philadelphia, Pennsylvania

Leroy B. Smith Jr. February 3, 2014 San Ramon, California

1954

William L. Benger October 15, 2013 Naples, Florida

1946

Vincent P. Gleason Jr. March 4, 2014 Menomonee Falls, Wisconsin

1947

Wesley W. Ford December 4, 2013 Vienna, Maine

1948

Richard K. Orr November 25, 2013 Williamsburg, Virginia

1949

Harry K. Herrick December 24, 2013 Orleans, Massachusetts

Juan E. Codias January 21, 2014 Atlanta, Georgia Edward H. Hopson Jr. February 12, 2013 Bluffton, South Carolina Duncan Old October 15, 2013 Sun City, Arizona

1937

Donald D. Pascal Winner of the esteemed Headmaster’s Prize, Mr. Pascal spent two years at Blair and was a varsity athlete in wrestling, tennis and soccer. Upon graduation, he studied engineering at Yale University and enjoyed a long and successful career at Pratt & Whitney Aircraft, focused primarily on the development of commercial and military aircraft engines. In retirement, Mr. Pascal pursued his love of designing and building antique reproduction furniture.

He also enjoyed golf, tennis, birding and hiking. Mr. Pascal is survived by his wife, Lois, three sons, eight grandchildren and three great-grandchildren.

S. Arnold Zimmerman III The son of a Blair chemistry teacher, Mr. Zimmerman, nicknamed “Zim,” excelled academically and was an exceptional golfer during his five-year stint at the School. He earned his bachelor’s degree from Princeton University, served in the Army during World War II for four years and later earned his law degree from Harvard University in 1948. He devoted 25 years of his career serving as general counsel for Avon Products.

A loyal Blair alumnus, Mr. Zimmerman was a member of the Alumni Board of Governors and served as a Trustee from 1970-1988, having received a resolution of appreciation from the Board before

Peter E. Battelle December 15, 2013 Williston, Vermont Thomas M. Williams March 7, 2014 Smithville, New Jersey

James P. Lewis December 16, 2013 York, Maine

1936

106 SPRING 2014

1956

1958

Edward C. Ludwig December 30, 2013 Hollywood, Florida

1964

Gregory D. Keeney December 14, 2013 Merion Station, Pennsylvania Paul K. Woodburn Jr. February 13, 2014 Philadelphia, Pennsylvania

1968

Rudolph F. May October 25, 2013 Glendale, New York

1983

Peter J. Thomson January 28, 2014 Skaneateles, New York

Former Faculty

1987-1995 John C. Ostlund November 1, 2013 Pocasset, Massachusetts

becoming an emeritus member. His son, Dr. Sylvanus A. Zimmerman IV ’63, also attended the School. Mr. Zimmerman is survived by his wife of 70 years, Jeanne, three children and one grandson.

1942 Bruce R. French Sr. A World War II Navy veteran, Mr. French attended Blair for one year and played on the ice hockey team. He enjoyed boating and fishing with his family. Married 67 years, he is survived by his wife, Ana Mae, three children, seven grandchildren and seven great-grandchildren.

In MEMORIAM

1945

1947

1949

Harry B. Champion A one-year Blair student, Mr. Champion was a varsity basketball and baseball player and a member of the chess club. He earned his bachelor’s degree in history from Yale University and worked as an insurance underwriter for Aetna for 35 years. Mr. Champion was a longtime member of the First Congregational Church of Natick, Mass., and he also actively supported the Natick Peace Council. An avid sports fan, Mr. Champion enjoyed following professional golf and baseball.

Predeceased by both his wife, Ann, and a daughter, he is survived by two other children and a granddaughter.

Wesley W. Ford Mr. Ford attended Blair for three years before continuing his studies at the University of Arizona. Known for his quiet and easy-going manner and his mechanical aptitude, he spent much of his career working at Bath Iron Works, a major American shipyard in Bath, Maine.

A loyal Blair alumnus and member of the John C. Sharpe Society, Mr. Ford lived alone for many years and died unexpectedly at his home in Maine.

Harry K. Herrick Mr. Herrick spent his adult life devoted to education. A successful and wellrespected leader in independent schools, he spent five years at Blair before serving in the Marines and earning his bachelor’s degree in history from Columbia University in 1958. He began his professional career teaching at the Buckley School in New York City and then moved to the County School in Madison, Conn. In 1962, he started teaching at Dedham Country Day School in Dedham, Mass., where he became the school’s headmaster for 18 years before stepping down to serve as interim headmaster at the Walnut Hill School in Natick, Mass. Early in his tenure as Dedham’s headmaster, Mr. Herrick earned his master’s degree in educational administration from Boston University.

Later, he served as head of the New England Colleges Fund over a six-year period and eventually retired in Orleans, Mass., where he enjoyed sailing, fishing and spending time with his family. Known for his good-natured humor, strong work ethic and passion for young people, Mr. Herrick is survived by his wife, Pam, two children and five grandchildren.

Leroy B. Smith Jr. Nicknamed “Shorty” by his fellow classmates, Mr. Smith was known for his good-natured disposition and his athleticism as a football, basketball and baseball player during his two years at Blair. A graduate of Colgate University, he served in the U.S. Army as a sergeant.

Following his military service, Mr. Smith worked at the American Can Company for 42 years in production management.

He enjoyed gardening, traveling, watching sports and caring for his pets.

He was predeceased by his daughter and is survived by his wife, Elsie, his son and three grandchildren.

1946 Vincent P. Gleason Jr.

A Blairstown resident, Mr. Gleason was a member of the varsity football, soccer, wrestling and track teams during his three years at Blair. He also served as a head waiter and contributed to the school newspaper, The Blair Breeze.

Years later, Mr. Gleason moved to Wisconsin with his young family, where he owned and operated American Asphalt Paving. A longtime resident of Menomanee Falls, Wis., he served as past president of the Menomanee Falls Chamber of Commerce. Dearly loved by his family, he is survived by seven children and 11 grandchildren.

1948 Richard K. Orr Mr. Orr, known as Dick to his family and friends, was a six-year honor roll student at Blair, as well as an accomplished varsity track and cross-country runner. Winner of the Blair Academy Trophy his senior year, he attended Princeton University, served in the U.S. Army and worked as an executive with Exxon’s international operations. Mr. Orr also served on the School’s Alumni Board of Governors and was a member of the John C. Sharpe Society. Through a generous bequest to Blair, he and his wife of nearly 40 years, Setsuko, provided for the establishment of the Setsuko and Richard K. Orr ’48 Scholars Program to give promising young men and women the opportunity of a Blair education. Mr. Orr devoted much of his time and energy to promoting social and economic justice for people of diverse backgrounds and was one of the founders of All Together, Inc., and a member of the NAACP and the Southern Poverty Law Center. A loyal alumnus and philanthropist, Mr. Orr is survived by his son, Michael, and two grandchildren.

James P. Lewis Mr. Lewis came to Blair for one year following his graduation from Wells High School in Wells, Maine, where he was elected senior-class president. A gifted athlete who excelled in many sports, he contributed his talent to Blair’s varsity basketball team. A few years after graduation, he married his wife, Helen, and they went on to own and operate the Hastings-Lyman Hotel in York Beach, Maine. James enjoyed many hobbies, including hunting, fishing and canoeing.

Predeceased by his spouse of 58 years, he is survived by two children.

BLA IR BULLE T IN 107

In MEMORIAM

1951

1954

1956

Daniel M. Anzel Dr. Anzel attended Blair for three years and was a member of the cum laude society and captain of the varsity tennis team. He and his brother, Dr. Sanford H. Anzel ’46, established the Anzel Tennis Trophy—a prize awarded annually to the varsity male tennis player with the best record. Dr. Anzel enjoyed a long and distinguished career in the field of public health administration as an expert in hospital administration and prison health care. He attended Dartmouth University and earned a master’s degree in public health from the University of Southern California-Berkeley. He also earned a master’s degree in business administration from Stanford University and a doctoral degree from the University of California-Los Angeles. An avid fitness enthusiast and prolific writer, Dr. Anzel published articles in several magazines, journals and newspapers on a wide variety of topics, including sports, history, medicine, education, politics, film and theatre. Before retirement, he was a professor at the University of Southern California’s School of Medicine. Dr. Anzel was predeceased by his brother and is survived by his longtime companion, Janet Condon, her three children and six grandchildren.

William L. Benger

Peter E. Battelle After two years at Blair as an honor-roll student and member of the varsity golf team, Mr. Battelle attended Middlebury College and later earned an advanced degree from Columbia University. He began a career in accounting with Price Waterhouse in New York and later joined the business faculty at the University of Vermont as a professor.

A devoted and passionate educator, Mr. Battelle served on many university committees promoting international education partnerships and was also a longtime member and chair of the local Champlain Valley Union High School District. His hobbies included gardening and cycling. He is survived by Jean, his wife of 52 years, his brother Anthony E. Battelle, Esq. ’57, four children and four grandchildren. He was predeceased by his brother Nicholas S. Battelle ’60.

1953 William C. Herdman A two-year Blair student, Mr. Herdman was a member of the glee club, choir, dramatics club and the student newspaper, The Blair Breeze. He earned his bachelor’s degree from the College of William and Mary and a master’s degree from the University of Pennsylvania’s Wharton School of Business. He also obtained his law degree from Temple University and worked for many years as a certified public accountant in Philadelphia. He enjoyed gardening, serving in his church and volunteering at a continuing-care facility. Mr. Herdman was predeceased by both his parents and his brother.

108 SPRING 2014

Mr. Benger, one of Blair’s “well-dressed” men according to the 1954 ACTA, was known for his love of cars and his distinct laugh. A member of the drama club and The Blair Breeze, he graduated from Lafayette College with a degree in economics and worked for several major companies, including Standard Oil, The Nestle Company and Easter Airlines.

He also owned and operated his own furniture gallery, Henry-Benger Galleries, for over a decade in Atlanta, Ga. He is survived by two siblings.

Juan E. Codias Originally from Havana, Cuba, Mr. Codias spent one year at Blair before attending Villanova University. He lived in Atlanta, Ga., for several years, where he became a successful businessman. He is survived by his wife, Jo Ann, and one daughter.

Edward H. Hopson Jr. Known as Tom by his family and friends, Mr. Hopson was a two-year Blair student who hailed from Georgia and was a member of the cross-country and tennis teams. He obtained bachelor’s degrees in both economics and accounting from the University of Georgia and worked for the Hargay Telephone Company for more than 30 years in the accounting department. An avid history enthusiast, Mr. Hopson was an active church member and co-chaired the docent program at the Church of the Cross in Bluffton, S.C. He is survived by his wife of 51 years, Betty Ann, four children and nine grandchildren.

Thomas M. Williams Mr. Williams served in the U.S. Air Force before starting his 37-year career as a regional account sales manager for General Electric. A two-year Blair student, he participated in the choir and the drama club and was noted in the 1956 ACTA for his love of Doris Day records. His hobbies included fishing and taking cruises with his wife. He also served as a volunteer fireman.

Mr. Williams was predeceased by his wife of 48 years, Christine, and his eldest son.

He is survived by two other children and seven grandchildren.

Duncan Old Mr. Old came to Blair from Redondo, Calif., and lived in Washington state for most of his adult life before moving to Arizona. A cross-country runner and swimmer, he spent two years on campus and went on to attend Davis & Elkins College and the University of Southern California. He later became a chiropractor and served as a medical missionary in Tonga, South Pacific, along with his wife, Charmayne. A loyal Blair supporter, he was predeceased by his wife, with whom he shared five children.

Edward C. Ludwig A stand-out football and baseball player while at Blair, Mr. Ludwig recalled with fondness his conversations with thenHeadmaster James Howard. He went on to attend both the University of North Carolina and the University of Miami, and later enjoyed a successful career in residential real estate, as well as marketing and sales, most notably as senior vice president for Redbook Florist Services.

Known for his devotion to Blair, he was an avid sports enthusiast and frequent spectator at many professional sporting events. He is survived by his daughter.

1958

In MEMORIAM

1964 Gregory D. Keeney A six-year Blair boy and outstanding student-leader, Mr. Keeney was a member of the cum laude society and winner of both the Phillips-James-Rosen Trophy and the John Kinch Leach Merit Award. A prefect, he also served as president of the international society and was a member of the swimming and cross-country teams. Upon graduating as class valedictorian, Mr. Keeney attended Yale University and the University of Pennsylvania before embarking upon a successful career as a lawyer. He is survived by his wife, Judy Wellington, and two children. His brother, Mark A. Keeney ’70, is also a Blair graduate.

Paul K. Woodburn Jr. A two-year student, Mr. Woodburn, nicknamed Woody, was a member of the varsity football team and the glee club. Winner of the chemistry prize his junior year, he continued his studies at the University of Baltimore and went on to earn graduate degrees in social work and psychology from Temple University and the University of Pennsylvania. A therapist in the Philadelphia area, he

dedicated his career to helping those in need, serving as director of Correctional Mental Health Services for Bucks County Correctional Facility for more than 25 years. Mr. Woodburn was also active in his hometown of Mt. Airy, Pa., helping to build a community garden and serving as an early member of the Mt. Airy Town Watch program. He is survived by his wife of 45 years, JoAnne, his daughter and a grandson.

1968 Rudolph F. May Mr. May attended Blair for three years before continuing his studies at Adelphi University. He was a member of the varsity soccer and swimming teams and also contributed to the School’s newspaper, The Blair Breeze. Interested in music and film, he enjoyed visits to the Brooklyn Botanic Garden. He is survived by his sister.

1983 Peter J. Thomson A post-graduate student from New Providence, N.J., Mr. Thomson was both a football and basketball player during his one year at Blair. Upon graduation, he attended Ithaca College, where he continued to play football. For a time, he worked at Bank of America and eventually settled in Skaneateles, N.Y., with his family. A dedicated sports enthusiast and devoted father, he also enjoyed serving as an usher at his church. Mr. Thomson is survived by his wife, Maggie, and two sons.

Former Faculty John C. Ostlund Mr. Ostlund taught history and coached baseball at Blair Academy from 19871995. He earned a bachelor’s degree in history from Mount Union College, as well as a master’s degree in political science from Kent State University and a master’s degree in broadcast journalism from Boston University. He taught history and government in several high schools throughout the country. A lifelong educator, sports enthusiast, freelance writer and radio-talk-show host, Mr. Ostlund collected sports memorabilia and built a collection that evolved into a successful business in his retirement. He is survived by his sister.

BLA IR BULLE T IN 109

ALUMNI In MEMORIAM EVENTS

Alumni Mingle at Post-Holiday Musical Performance in Lehigh Valley In mid-January 2014, Head of School Chris Fortunato

supporters in attendance highlighted the strength of Blair’s

and his wife, Erin, welcomed more than 200 Blair alumni,

longstanding ties to families in the Lehigh Valley area.

parents, students and prospective families to Blair’s

To kick off the event, the Orchestra and Singers performed

post-holiday concert at Steel Stack’s ArtsQuest Center

pieces from their classical repertoire, including a combined

in Bethlehem, Pa., featuring performances by Blair’s

piece showcasing a dramatic and well-known work:

Chamber Choir, Orchestra and Singers. The many School

“O Fortuna” from Carl Orff’s Carmina Burana.

110 SPRING 2014

ALUMNI In MEMORIAM EVENTS

“We were excited about the opportunity to get off campus

Among those in the audience were the Liebermans

to showcase the choral and orchestral repertoire our students

(former parent Jean Lieberman P’71, Mike ’71, Molly

have mastered over the course of the 2013-2014 school

Lieberman, Marianne Lieberman ’79, Carolyn Grant, Maria

year,” said Jennifer Pagotto, chair of Blair’s performing arts

Lieberman Smalley ’01 and Maria’s son Matthew).

department and director of instrumental music.

BLA IR BULLE T IN 111

ALUMNI In MEMORIAM EVENTS

Young Alumni Gather for Krugman Reception in NYC A group of more than 60 young Blair alumni gathered at The

wife graciously hosted Blair’s annual Young Alumni Reception

Georgian Suite in New York City for a reception hosted by

at their residence on the Upper East Side,” said Jenny Maine,

Emeritus Trustee Jim Krugman ’65 and his wife, Connie, in

Blair’s director of alumni relations. “The evening served as the

late January 2014. Throughout the evening, attendees had

perfect venue for Mr. Fortunato to get to know New York–area

the opportunity to reconnect with old friends and mingle with

alumni and for our alums to get a sense of his vision for the

Head of School Chris Fortunato, as well as other Blair faculty

School moving forward.”

members. “For the fourth year in a row, Mr. Krugman and his

112 SPRING 2014

Blair Academy Alumni Weekend

The Best of

NEW JERSEY

Weekend Highlights!

FRIDAY, JUNE 6

SATURDAY, JUNE 7

SUNDAY, JUNE 8

Planned Giving: Plan Now to Make a

Breakfast at Sharpe House for 50th Reunion & Old Guard

10:00 a.m. “Verdant Hills” Road Cycling Tour,

Difference Later

5K Run led by Marty Miller & Latta Browse

Blair Golf Cup Scramble

Blair Faculty Panel: Educational Trips Abroad

Luncheon for 50th Reunion & Old Guard

Alumni Parade

Remarks from the Head of School

Head of School’s Assembly & Awards Presentation

Classes without Quizzes

Picnic Lunch, Children’s Activities & Live Entertainment

Blair Faculty Panel: Our Paths to Blair

Open Swim

& What Keeps Us Here

led by Rob Merrifield & Carl Cramer ’72

Alumni Squash Round Robin, led by Jim Moore

Alumni Memorial Service

Alumni Boys’ Basketball Game, led by Joe Mantegna

50th Reunion & Old Guard Cocktails

Student Video Presentation

Class Gatherings

Alumni Lacrosse Game, led by Blake Haase ’98 Reception for 1848 & John C. Sharpe Society Members Head of School’s Cocktail Reception & Rembrandt Millennium Impressions Etchings Exhibition Dinner & Dancing to The Good Times Band

} SEE WHO’S COMING AND VIEW PROGRAM UPDATES AT WWW.BLAIR.EDU/ALUMNI-WEEKEND

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