lamplighter
THE ALLEN-STEVENSON SCHOOL
Spring 2020
THE ALLEN-STEVENSON SCHOOL
Spring 2020
lamplighter Director of Communications
Sarah Woods Communications Managers
Lily Miller Louisa Wells Contributing Writers
David Trower h’95 Photographers
Lily Miller Al Pereira Louisa Wells A-S Parents & Friends Designer
Mase Kerdel-DeMarco Front cover photo of 2H observing volcanic eruptions during their study of volcanoes and rocks. Inside front cover photo of boys from every grade sharing messages of thanks to their teachers on Teacher Appreciation Day.
contents Headmaster’s Message
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Building Project
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Strategic Planning Process
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Feature A-S Bridge
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Around A-S In and Out of the Classroom Art Music Athletics Gilbert & Sullivan Parent Education Parents Association Faculty & Staff
Alumni Features Alumni News Out and About In Memoriam
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Back cover photo of Allen-Stevenson faculty and staff welcoming the boys back to school with a rendition of The School Song at the start of remote learning.
The Lamplighter is published biannually by The Allen-Stevenson School and is sent to alumni, parents, and other friends of the School.
The Allen-Stevenson School admits students of any race, color, religion, nationality, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, religion, nationality, ethnic origin, or sexual orientation in the administration of its educational policies, admissions policies, employment policies, financial aid program, or any other programs administered by the School.
Correction: Joshua Salama-Caro (5th Grade) and Jake Salama-Caro (K) were left off the New Siblings page of the Winter 2019 Lamplighter. They were added to the digital version, which appears on the AllenStevenson website. QR codes: We’ve added some QR codes throughout the issue so that you can enjoy the Gilbert & Sullivan production of Pirates of Penzance or delve deeper into an article.
Printed on paper containing 20% post-consumer recycled content.
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H E A D M A S T E R ’ S
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M E S S A G E
This issue will arrive in the midst of unprecedented, challenging times—severe economic disruptions, massive unemployment claims, ugly racial discord, socioeconomic inequality, our divisive national election campaign, and not least the global pandemic due to the novel coronavirus. Allen-Stevenson has closed its building to students and employees for several months now, and how we should reopen safely next year is still an open question. Everyone has been touched by these crises in significant ways. Without a doubt these are “VUCA” times. They are filled with Volatility, Uncertainty, Complexity and Ambiguity, not just for Allen-Stevenson but also for the world around us. Such conditions make people feel afraid and cautious, stressed and lonely, and large parts of our community have been sheltering in place. It is an understatement to observe that the present challenges are not easy for anyone. In retrospect, closing the School in mid-March felt like a temporary move that would probably last only a few weeks. But we quickly realized that the duration would be much longer and that we would have to reinvent the way we educate boys during this period, because the building itself would be closed and we could not use it for instruction. Now we know that remote learning must be included in all of our educational planning. For this spring issue of the Lamplighter, the feature article “A-S Bridge 1.0” describes how our remote learning platform evolved. Initially, we were not quite sure how remote learning would work, but we had to put a reasonably robust platform together for every boy quickly. The article describes the various components of the plan, as well as some unexpected outcomes. The most exciting aspects of this development are the ongoing creativity, innovation and ingenuity our community is showing. What wonderful opportunities it has created for the boys themselves!
At Allen-Stevenson we help every boy achieve his best potential within an inclusive community of joyful learners and their families. We expect him to be active and engaged in his own learning, so that he becomes intellectually, socially and emotionally strong. We help boys learn that they can make a difference, that is, to make the world a better place. In its history, Allen-Stevenson has survived many crises and challenges. Over the many years since 1883, the School has weathered a number of ups and downs—economic, global, pandemic, psychological, and political. As an organization, Allen-Stevenson has enabled its community to face these tests with courage, confidence and resolve, even to emerge stronger as an institution and as a community. What we do have at Allen-Stevenson is our robust sense of community and our mutual understanding that "building boys" is so important. Surprisingly, Allen-Stevenson’s Centennial Album, its history from 1883 to 1983, makes little mention of the impact of World War I on the School and none at all of the Great Influenza of 1918. At that time, the School was half its present size, and the curriculum was a very traditional program rooted in Latin and Greek—the classics, so-called. For nearly four decades, Allen-Stevenson was housed at some six different but temporary sites, mostly small office buildings in the East 40s and 50s. Out of those turbulent decades, Allen-Stevenson’s leaders came together to build a new purpose-built schoolhouse at 132 East 78th Street, where it has been for nearly a century. This first real home opened proudly in 1924. According to the Centennial Album, “The aim was to erect ‘a large and up-to-date school with five floors and an ample roof on top, covered with netting for playground purposes. Spacious school rooms, and a gymnasium, splendidly equipped and well laid out in every way, are to be provided.’”
At present, when the schoolhouse has been closed and our learning platform has been virtual, our goals for boys’ education have remained constant. Once again, we have been reminded how powerfully we are connected through the community of Allen-Stevenson. We have come to realize that our ties to each other are more than physical and that the excellent education that we provide for boys—balanced among academics, athletics and the arts—is needed as much today as it has ever been. Being able to return to the schoolhouse will be exciting. We had already been using our renovated Assembly Hall and Dining Room on the lower level. The new Townhouse facilities and the Performing Arts Space were completed in January 2020 and have added over 14,000 square feet of new space directly connected to the 1924 building. The building project includes new science and engineering labs, extends the Library Tech Commons and integrates a renewed woodshop to the new Arts Suite. The project also integrates administrative offices for Business, Communications and Development, as well as the brand new, commercial-grade kitchen adjacent to the Dining Room. We are closer to completing other planned facilities, because construction has been allowed to continue through this crisis. In addition to the facilities described above, we expect to deliver the new regulation-size North Gym and the Teaching Greenhouse in September. These new facilities will give AllenStevenson over 5,000 square feet of additional space in our schoolhouse. The pandemic and other challenges in this short period of time have certainly been stressful, affecting the timetable for making additional plans and changes. However, I believe that there is no doubt that reflection and renewal in light of what the School has experienced recently can ultimately strengthen Allen-Stevenson to prepare our students for leadership in the decades to come.
Fortiter et Recte!
David Trower h’95 Headmaster
Spring 2020
Our mission to educate boys "to become scholars and gentlemen" has been Allen-Stevenson’s core purpose since its inception. So, Building Boys Who Make the World A Better Place, our recent 20/20 Vision Statement, begins as follows:
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Building Project >
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Discovery Lab A
School Initiatives
Lower School Science Lab
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Opening of New Spaces The new Townhouse opened on January 6. This was a major milestone in our construction project.
This building houses a magnificent art/woodshop suite, a new performing arts studio, flexible science and engineering labs, additional classrooms as an extension to the Library Tech Commons, our Business, Communications and Development Suite, and a beautiful new kitchen. All of the spaces are connected directly to the existing School building on each floor.
Art Studio
Performing Arts Studio
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Middle and Upper School Science Lab
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Administrative Offices Dining Room hot food service
North Gym concrete floor
School Initiatives Lamplighter
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Building Project (cont.) >
Progress on the North Gym The concrete was poured for the North Gym floor on March 3. We expect that this new spectacular athletic facility will be ready for use in the fall of 2020.
North Gym vibration isolators Rendering of North Gym
Despite the COVID-19 crisis, the Strategic Planning Steering Committee met via Zoom in early May to continue to move the plan forward, so that we can deliver on the vision for the School. We are committed to communicating and publishing the Strategic Plan in the fall of 2020.
Spring 2020
Strategic Plan >
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W H AT W E A R E D E L I V E R I N G : P R I O R I T I E S A N D G O A L S Educating the Whole Boy
A Purposeful Place
A Connected Community
• Experts in Educating Boys • Programmatic Excellence • Professional Excellence
• Ideal Space for Boys • Optimization of Campus Use • NYC as Campus
• Parent Education • Service Learning • Diversity Equity Inclusion • Alumni Engagement
F O U N D AT I O N O F F I N A N C I A L S U S TA I N A B I L I T Y
For detailed information on the Strategic Plan, please visit: www.allen-stevenson.org/ about-a-s/strategic-plan
A-S Bridge Lamplighter
A-S BRIDGE 1.0
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So much has changed over the past few months, but this spring A-S Bridge demonstrated that an Allen-Stevenson education continues to nourish our boys’ hearts and minds. For 137 years, Allen-Stevenson has created opportunities for learning, elicited feedback, made alterations, and watched what was designed get better. Developing A-S Bridge has followed precisely this process. The School had to rapidly launch remote learning and slowly evolve it over several months with feedback from parents, boys, and teachers, seeing improvements weekly. Now, the intention is to evaluate A-S Bridge further to discuss what worked and what didn’t work so well and, with the benefit of time, develop an even more robust A-S Bridge 2.0, so it is ready as needed in the fall. Bridging learning between being physically in School and learning from home is challenging. With the School’s mission in mind, the A-S Bridge curriculum incorporated a balance of skills and content, but through new forms and approaches. The plan engaged students in work that was teacher-directed as well as self-driven, with developmentally appropriate amounts of on and off screen time.
Live Instruction, Small-Group Learning and Individual Support All boys had daily connections live with their teachers via Zoom. In the Lower School, homerooms met daily via Zoom and teachers checked in with each boy individually at least once a week. Boys and their teachers connected over assignments through Seesaw and had classes live with their specialist instructors. Middle and Upper School boys also had daily meetings via Zoom with their homerooms and advisories. Academic support was provided in the Middle and Upper School through Zoom office hours or individual meetings with regular academic teachers and Learning Specialists. They worked closely with the boys on assignments, just as they always have, by creating smaller breakout rooms during Zoom classes to give more attention to each boy’s needs. The School Nurse remained an active part of each boy’s school day by popping into the Lower School classroom meetings and offering Zoom office hours for the older boys.
The Library Tech Commons team trained teachers on numerous educational tools, provided round the clock tech support to families and employees, and culled through resources to support classroom learning across the grades, as well as to share out with the community on the A-S Bridge web page. Library teachers curated books for the boys and read aloud every afternoon so boys could decompress while listening. They even organized a virtual Book Fair to ensure the boys’ love of reading was nourished and books were made available.
The Arts The fact that our music program is embedded in the rest of our curriculum meant we were able to find many ways to continue to incorporate it into our remote learning plan. Lower School Music Teacher Ian Taggart created a range of entertaining music videos to teach boys in Grades K to 2 musical rhythms, as well as holding live music classes via Zoom from time to time. Third graders continued their recorder lessons with Head of Music Michelle Demko via Zoom.
Fourth graders studied and created proverb rondos, and fifth graders continued their study of the Blues, with the boys improvising on the recorder, singing and organizing performances of Blues they wrote, with live guidance from Ms. Demko. Chorus for Middle and Upper School boys proceeded via Zoom too! Claire Schlegel, Director of Instrumental Music, ensured that instrumental lessons via Zoom started up immediately, followed shortly after with online orchestra meetings. What’s impressive is that the boys were able to rehearse enough to record chorus and orchestra songs for Closing Exercises and the instrumental instructors organized Zoom “play-ins” for the recital portion of their performance development.
what they saw outside their windows using the artist Faith Ringgold as inspiration. Fourth graders created armor—helmets, chest plates, shin and wrist guards and shields with online lessons from Art Teacher Julia Kunin. One Upper School art elective created dystopian landscape scenes using Adobe Photoshop, after researching the possible impact of human intervention on the planet and cataclysmic natural causes and discussing them during an online discussion with teacher Rob McCallum.
Theatre marched ahead with a reimagining of the 7th Grade Play, Our Town, as a radio broadcast and 3rd Grade “Mr. America” as a sing-along. For the youngest budding actors, Julie Robles, Theatre and Technical Director designed an engaging way to introduce her students to theatre through a series of optional weekly plays with a prompt word and two prop ideas that the boys needed to use when storyboarding their play. The boys submitted their completed plays through Seesaw.
Spring 2020
The Art team organized a virtual Arts Festival and creatively revamped its curriculum. In Kindergarten, the boys discussed monsters online with their teachers and drew and created their own out of cardboard. In First Grade, they made thoughtful observations, under the guidance of Art Teacher Tara Parsons via Zoom, of
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The entire Athletics department recorded an impressive series of manageable, short workouts that our students could easily engage in at home with no additional equipment. They also held live PE classes via Zoom and organized a virtual Field Day! The lacrosse, baseball, and track teams, who missed most of their season, continued to meet via Zoom throughout the spring as our athletic coaches recognize the immense value the boys gain from being part of a team.
Community and Expressing Gratitude
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Community is at the core of everything that we do, so building in moments together while physically apart was incredibly important in our plan. Monday Morning Meetings in the form of live Zoom webinars for the Middle and Upper Schools brought the boys, faculty, and staff together. During this time, the boys sang, were inspired by an alumnus about connecting with their feelings, shared in the Academic Bowl and the Upper School Speech Contest, and kicked off the morale-boosting Spirit Week. Lower School Assemblies for Grades K to 3 focused on kindness and expressing one’s emotions. Classrooms and advisories met regularly so that the boys and teachers could check in with each other and share experiences.
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In the spirit of giving back to the community and in a show of leadership, a kind group of Upper Schoolers volunteered to read picture books out loud via Zoom to the Lower Schoolers—kicking off with the Kindergarten. Our Lower School community thanked healthcare workers on the frontline in myriad ways. Second graders in art class made heartfelt thank you cards with messages of support to be mailed to their heroes at Lenox Hill Hospital, our school neighbor. Kindergarteners showcased their computer design and penmanship skills by creating virtual skywriting banners with special messages of thanks that
they could fly over New York City for our healthcare workers to see. Lower Schoolers across grades watched videos of our New York City community cheering at 7PM nightly and welcomed School Nurse Meghan Little to their Spanish Zoom class to thank her for everything she does for our school community, while practicing their body part vocabulary in Spanish. To thank our very own teachers, every boy in the School created a thank you message, with organizational help from their parents, to share with Allen-Stevenson’s own front-line workers on Teacher Appreciation Day.
Some Unexpected Outcomes
Most importantly, the School recognized the importance of inspiring in our boys a love of learning, a willingness and drive to give their best effort, a comfortable space in which to take risks and ask questions, as well as an awareness of and commitment to the human spirit. We will continue to keep this approach at the fore as we look to the future.
A F E W AC A D E M I C H I G H L I G H T S F RO M A - S B R I D G E
Kindergarteners tapped into their areas of expertise to teach others what they know by writing “All About” books. They continued their study of transportation while developing their technology skills with guidance online via Zoom. Earth Day provided the opportunity to share how they are helping to keep the Earth clean.
Spring 2020
While everyone is still adapting to this new situation, allowing our boys to take suitable risks in this new way of learning meant, for some, that they’ve figured out how to manage their time better and to become more independent through the different types of assignments with which they are being challenged. Building in more time for the boys to reflect has resulted in them becoming more open-minded and aware of the world around them.
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Building on their study of bridges, first graders repurposed household items to construct their bridges using their knowledge of different types and structures, then recorded themselves explaining their work. Discussions of gratitude resulted in the boys expressing their feelings through rainbow drawings. Second graders put their writing, spelling, grammar, and penmanship to work by writing journal entries that had them think outside the box while encouraging them to be self-aware.
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The Spanish teachers had the third-grade boys used household items to represent their knowledge of colors and shapes, then discussed what emotions they associate with each color via Zoom. Artists in Alex Exposito’s third-grade class designed paper models of their homes, one room at a time.
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Fourth graders wrote about gratitude in class, focusing on the acronyms COPS (capitalization, organization, punctuation, and spelling) and SEE (statement, evidence, and explanation). They also learned how to code their games in Scratch with exciting results! In honor of Earth Day, our fourth-grade scientists were tasked with creatively portraying a brook trout's food chain, showing the path of energy from one plant or animal to the next. During math class, fourth graders took on the role of urban planners and designed a city block, using their knowledge of rectangular area and applying it to a real-world situation. Persuasion skills were needed to sell the group on why their design was best. Fifth graders learned about poetry as a literary art form, writing their haikus about something that they connected with a strong emotion or memory. Fifth-grade debates were reworked to be held via Zoom, and in science, the boys explored ways in which cells can work together using a student-driven research experiment investigating the impact that food coloring has on plant tissue. The boys in sixth-grade English class integrated theater and video editing skills into their unit on “The Raven� by Edgar Allan Poe during English, and in history, boys used art from the Metropolitan Museum of Art as inspiration and to transport themselves back to
the Civil War era as they wrote historical fiction stories. Sixth graders also studied how sound travels in different spaces during discussions in science class and were then tasked with creating a hypothetical Dining Room for AllenStevenson, which incorporated soundreducing materials and strategies. Middle Schoolers were introduced to a new class called Personal Elective Time, during which they could plan their own projects, with approval and encouragement from a teacher. Boys enjoyed the freedom of designing freely and created everything from their own golf course and ski resort, to caramel bread and a Tinkercad airplane.
Seventh graders in history class had a productive Zoom discussion about “Jim Crow” laws from 1865-1945, during which they talked about citizenship, “privileges and immunities,” “due process of the law,” and “the equal protection of the laws.” In eighth-grade history, the boys were tasked with creating a card back for a “Judaism” action figure, considering things like, where would this character live, who are their historical friends versus their foes and how would they be physically represented. While in English, the boys delved deeply into their analysis of The Curious Incident of the Dog in the Night-Time, by Mark Haddon. The boys crafted a thesis statement containing an assertion worth proving, followed by topic sentences that they supported with textual evidence and two or three quotations. Then, the boys created beautiful original artwork to illustrate their chosen quotations.
Spring 2020
Middle and Upper School Spanish students were sent on an educational “Marie Kondo Scavenger Hunt” to find an outfit or item that sparked joy for them. They had to speak and write about the item in Spanish, as well as listen and share.
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In & out of the classroom >
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Second Graders Learned Place Value and Multi-Digit Addition and Subtraction During “T-Shirt Factory” Math Unit The Second Grade worked on a math unit called “The T-Shirt Factory” about place value and multi-digit addition and subtraction. At the beginning of the unit, boys organized “t-shirt companies,” designing company names, slogans, and logos. Once created, the boys wore their t-shirts as they carried out their mathematical work. Each company was given an envelope with different t-shirt order amounts—quantities and price—and the boys used their addition and subtraction skills to calculate how many shirts they had in their inventory, and how many shirts were left as orders came in and their inventory decreased. They also practiced addition by calculating the cost of each order.
Fifth Grade Interdisciplinary Mesoamerica Project Culminates in Hilarious Bilingual Skits
In Fifth Grade, homeroom teachers Maurice Hicks and Lisa Anderson led a curriculum unit on Mesoamerica that focused on three ancient civilizations: the Mayas, the Incas, and the Aztecs. Using knowledge from class, paired with research skills acquired during lessons with Library Tech Commons Director Sarah Kresberg, the boys wrote creative historical fiction stories set in these ancient civilizations. The boys wrote these stories with help from Mr. Hicks, Ms. Anderson, and Middle School Learning Resource Specialists Isabel Meltzer and Venesha Cashdollar. Students then worked with their Spanish teachers to create hilarious and educational bilingual scripts that incorporated characters from their historical fiction stories. The boys were split into groups and assigned a different civilization on which to write a skit that shows “a day in the life” of an Aztec, Inca, or Maya. In groups, the boys created the backdrops, costumes, props, and scenery. Lisa Anderson said, “We were blown away by the creativity and skill employed by our fifth graders from start to finish of this project!”
Upper Schoolers Compete in MATHCOUNTS Manhattan 2020 Competition On Saturday, February 1, four seventhgrade students and five eighth-grade students, coached by Math Teacher Will Goss, competed in the MATHCOUNTS Manhattan math competition. The competition included hundreds of other Middle School students in Grades Six through Eight who hailed from public and private schools across Manhattan. This all-day event consisted of four rounds—sprint, target, team, and countdown—and ended with an awards ceremony. Jack Hegenbart (Grade 8), Arvin Mou (Grade 7), Jeremy Negrin (Grade 8), and Pierce Van der Rhoer (Grade 8) competed as members of Team Allen-Stevenson. Adam Gall (Grade 8), Jack Gelder (Grade 8), Chase Myers (Grade 7), Ajai Singh (Grade 7), and James Zwirn (Grade 7) represented the School in the competition as individuals. Arvin Mou had the 20th highest score amongst all competitors, and Team Allen-Stevenson placed 13 among the 46 competing teams. We are so proud of the incredible effort put in by our Unicorns!
Spring 2020
Allen-Stevenson fifth grade homeroom teachers, the Spanish Department, and the Library Tech Commons collaborated to create an interdisciplinary curriculum unit on Mesoamerica, incorporating Spanish, creative writing, history, research, and art.
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In & out of the classroom (cont.) > 16
Odyssey of the Mind Teams Demonstrate Problem-Solving Mastery Allen-Stevenson’s Odyssey of the Mind teams did a phenomenal job at the New York City competition in early March allowing them to move on to the next tournament level. The Grade 5 team and Grades 6/7/8 team won first place for the vehicle problem, and the Grade 6 team won the Ranatra Fusca Creativity Award! This award is given to one team only in the entire competition for originality, creativity and innovative project, and is tough to earn. The team progressed to the state-level competition, which was cancelled due to the COVID-19 crisis. Fortunately, though, all three teams that won the regional tournament were invited to
participate in the Virtual World Competition. In order to prepare a 15-minute video with a skit and an explanation of their regional tournament challenge, the teams had to meet virtually throughout April and May. After the video was submitted, the teams began tackling a virtual spontaneous problem-solving challenge.
What happens after George Milton shoots Lennie Small, the constant companion whom he loves, in the back of the head at the end of the novel, Of Mice and Men? John Steinbeck doesn’t tell us. Our eighthgrade English students in 8Blue and 8 Gold decided to find out. They came to their own verdicts in Court Room 420, with English teacher and Honorable Judge Susan Lukas presiding over the trial of George Milton. Students took on the roles of prosecuting attorneys, defense attorneys, witnesses, court reporters, jurors, bailiffs, and, of course, George himself. In preparation for the trial, the boys were assigned unique writing assignments for their specific roles. The prosecution and defense wrote opening and closing arguments; witnesses wrote statements from their character’s view of the situation, including poignant quotations;
jurors proved their impartiality through a statement giving evidence from both sides; and the court reporter wrote a newspaper article providing context for the trial. On the day of the trial, students came dressed for their part and displayed a truly impressive mastery of the text, extending beyond general concepts to a deep engagement with the plot and characters. On the stand, the prosecution and defense displayed an understanding of the ethical and legal issues at play, and the witnesses were quick to answer with evidence backing their statements. The jury deliberated and subsequently found George Milton of both 8Blue and 8Gold innocent of Murder in the 1st Degree and Murder in the 3rd Degree. George Milton is a poor ranch hand who does the best to take care of mentally-challenged Lennie—including, ultimately, killing Lennie to spare him an even worse fate. In the novel, the reader sympathizes with George’s actions. But, in reality, the law may not have been on his side. Ms. Lukas and her students discussed the conflict that this created for them when sentencing George during their mock trial, and the conflicting emotions they felt as readers. Said Ms. Lukas, “Teaching this book is part of a three-part series in English class this year. We read The Hate U Give, Witness, and, now, Of Mice and Men. All of these books deal with issues of power and marginalization. These books have lain a great foundation to talk about these issues in a class and how they relate to current events today.”
Spring 2020
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Trials Based on Of Mice and Men Test Students’ Understanding of Character Relationships
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In & out of the classroom (cont.) > 18
A-S Robotics Qualified for Finals of FIRST LEGO Robotics Tournament Our A-S Robotics Team, “High Tech Pandas,” made it to the upcoming finals of the FIRST LEGO Robotics tournament, under the direction of teachers Lisa Anderson, Sarah Luposello and Chaplin Warren. There were well over 400 teams from New York City in the tournament, making the competition particularly steep. They were there for an impressive twelve hours and left with a great sense of pride and accomplishment, winning the first place for ‘Inspiration’ and earning the highest score ever in A-S robotics history!
Book Week Celebrates Importance of Joyful Reading for Personal Enrichment The Allen-Stevenson community celebrated our shared joy of reading during Book Week. The week was full of activities and friendly competitions focused on recognizing and promoting our belief that the value of reading goes far beyond a school assignment and provides deep personal enrichment. Throughout the year, boys reading books is a staple sight in our building. Walk into a classroom on any given day and you are sure to see a scattering of graphic novels, fantasy, historical fiction, and more strewn across desktops, and students curled up in corners devouring their current book. Book Week is a time when our boys can share their individual book preferences with each other, discover new authors or genres, and revisit old favorites.
characters—but he didn’t see himself in any of the books he read. So, he decided to write his own book, a graphic novel called Mama’s Boyz. Mr. Craft had to teach himself how to self-publish for this book because nobody would publish it!
Middle Schoolers dressed up as their favorite book characters for Character Day. During Advisory, they met in small, mixed-grade level groups where they read favorite passages from their character’s book, explained why they chose the character they dressed up as, read a piece they wrote from their character’s perspective and showed artwork that their character may have created relating to the book.
Fast forward, and Mr. Craft is a bestselling, award-winning author, recently winning the Coretta Scott King Book Award, which is given to outstanding African American authors and illustrators of books for children and young adults, and the first Newbery Medal to be awarded to a graphic novel for his book New Kid.
Author and Cartoonist Jerry Craft spent the day with our students to inspire our boys with his personal narrative. He talked about the many obstacles he overcame on his path to becoming an author. Growing up, Mr. Craft liked books in which he could identify with the
We are so proud to have such a strong culture of reading at Allen-Stevenson and love celebrating this passion during Book Week each year.
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Our dedicated Library Tech Commons team decorated the School for the week with posters of all our faculty and staff— and a few celebrities—reading their favorite children’s book to provide more than a hundred role models for reading.
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Photo lesson from Dr. McCallum
Vehicle Elective Upper School boys in Dr. Robert McCallum’s elective were given a challenging task: build an electronic vehicle. They used Tinkercad software before learning how to 3D print the body of the car, which was designed to house an electronic power unit with gears. The challenge was to make a vehicle that can move and be programmed incorporating the mechanics of servos, torque, and gear ratios. They learned to code in Scratch or JavaScript using variables, constants, loops, and functions.
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Art >
Sixth Grade Artists Create Hockney-Inspired Photography Collages Sixth graders in Dr. Robert McCallum’s art class studied the photography style of David Hockney as a reference for their photo art. In the 1980s, Hockney was famous for his unique style of photo collages, which he referred to as ‘joiners.’ He used Polaroid 35mm color prints to cleverly compose patchworks of images.
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Sixth graders pulled inspiration from Hockney for their photography collages. Students both photographed objects in their surrounding environment (including fellow students) and ventured outside the School building to take photographs using DSLR cameras. They used these photos as they compiled beautiful photo collages in the Hockney style. Boys will now start working on stop motion animations using DSLR cameras.
Adding the power unit to a 3D vehicle
Kindergarteners Collaborate to Paint Underwater Scenes
The sinks in the new art spaces meant the boys could really delve into color mixing and painting. While the large workspaces in the art room also provided the opportunity for boys to work collaboratively on these largescale art projects.
“Learning to work cooperatively with classmates is something we place great emphasis on in the art department. I was very pleased to see how well our youngest students were able to work in this manner.Their masterpiece certainly reflects this too!” —Tara Parsons, Art Department Head
Exhibition of Works by Allen-Stevenson Professional Art Faculty An Art Faculty Exhibition titled “Those Who Can, Teach” was on display for a month, beginning on February 5, 2020, thanks to the generosity of second-grade parents Meghan Carleton and Michael Young. The exhibit featured artwork created by the Allen-Stevenson art faculty: Tara Parsons, Alex Expósito, Julia Kunin, and Rob McCallum with ArtsAction Group. The boys are incredibly fortunate to benefit from the professional expertise of these incredibly talented art teachers. In addition to a well-attended opening reception for parents, faculty and staff, the Upper School boys and some second-, fourth- and fifth-grade classes were able to take field trips to visit this special exhibit.
Spring 2020
After reading the book, Swimmy by Leo Leoni, kindergarten boys used tempera cakes to paint depictions of various underwater scenes. Working together in groups of four or five on each smaller painting, the boys also had to take into account where their artwork would fit when incorporated into the final compilation.
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A Beautiful Set of Winter Concerts Ms. Michelle Demko and Ms. Claire Schlegel gracefully and skillfully led our Upper School Chorus and The AllenStevenson Philharmonia on the evening of February 4, and our Middle School Chorus and The Allen-Stevenson Orchestra the next morning, February 5. The performers’ mastery of the music demonstrated the extent to which the boys have worked together this year. Their continual commitment and practice paid off!
In his opening remarks, Mr.Trower said, “We see the value of music in the culture and education of the boys.
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Music can make people feel better; it
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can speak where you cannot find words; it can restore a sense of balance in life.”
The Kindergarten winter concert was inspired by the book Bear Snores On by Karma Wilson. The boys sang songs and acted out scenes from the book through personalized dance moves and sound effects using classroom instruments, rotating so that every boy was able to use each instrument. First graders read the book A Snowy Day by Ezra Jack Keats as a class and used it as inspiration for their winter performance. The boys sang songs and acted out scenes from the book through personalized dance moves and sound effects using classroom instruments.
The second-grade boys put on a dynamic “peace” themed winter concert. Their song “Peace, Peace, Peace” was first sung in English. For the following versions of the song, the audience members shared how they say “peace” in their own language, which the boys then incorporated into their song. It was truly special to hear the diversity of our community come to life through song. The Third Grade showed incredible talent, creativity, and teamwork during their winter concert! The boys created their own play script to accompany and complement the music, using Robert Frost’s poem, “Stopping by Woods on a Snowy Evening” as inspiration. The script was written to tell the story of the traveler in Robert Frost’s poem.
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Literature Inspires Lower School Winter Musical Showcases
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around A-S Impressive Accomplishments by Talented Allen-Stevenson Cellists We are so proud of our talented musicians.
James Zwirn (7th Grade) was also just accepted into the highly regarded ISO Symphony of the InterSchool Orchestras of New York. He will be the only middle schooler in New York performing with the Symphony!
Fifth grader Alexander Diefenbach placed first and seventh grader Spencer Mitchell placed third amongst thousands of New York City students in the Rondo Young Artist Vanguard Competition.
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Music (cont.) >
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Spencer Mitchell
Alexander Diefenbach James Zwirn
Athletics >
Fall
Our Cross Country team competed on Wednesday, November 6, in the championship race at Van Cortlandt Park. With a field of 153 runners, AllenStevenson placed one runner in the top ten, five in the top fifty, and eight in the top hundred. Perhaps more importantly, eighty percent of our runners posted personal bests in the race. Soccer finished the season with impressive wins over four peer schools. With more than half the team returning next season, the coaching staff will look to build upon experience and recent success as they plan for the future. Flag Football, in the fourth year at A-S, has quickly built a reputation as a very competitive team. Finishing the season with seven wins, three losses, and one tie, the team posted another winning season. As with our other teams, we have a solid core coming back next year, and the staff expects to continue the winning streak.
Spring 2020
Fall Season
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Athletics (cont.) >
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“What a fantastic season for our boys, school, and community.The livestream of our championship game attracted three hundred views,” said Coach Alifano.
Winter Season What an exciting winter season for the Varsity Basketball team! The boys captured significant wins. As the season approached its end, the team sat tied for first place and needed a win against St. Bernard’s for the League Championship. Given that both teams understood the importance of the game, the energy and effort from both teams from the opening tip was at championship level. Coaches from both teams emphasized the importance of ball possession and rebounding, imploring their players to dig deep and find that extra effort; it was a joy to watch! Unfortunately, when the final buzzer sounded, the A-S Blue and Gold came up a few points short of a victory. Although our boys were understandably disappointed, the postgame locker room was filled with a real
Winter
around A-S sense of family, accomplishment, and pride. Like any team that makes a shared commitment to work tirelessly and together in order to accomplish their goal, players develop a trust and love for each other that often lasts a lifetime. The wrestling season this year taught the boys the power of resilience and perseverance. We couldn’t be prouder of the grit our wrestlers showed this season.
The Junior Varsity Basketball team consistently showed heart and determination, and each boy showed improvement and progress from game to game.
Spring Season
Spring 2020
Spring
Heading into the spring season, there was a buzz in the air of excitement and a growing expectation for another successful athletic season before the COVID-19 crisis hit.
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around A-S
“I like feeling a part of that history. Allen-Stevenson only rotates through four different G&S operettas, so you
Gilbert & Sullivan >
Gilbert & Sullivan Carries on Tradition of Community Ask any alumnus of Allen-Stevenson to name a tradition they remember fondly from their time at the School, and they are sure to answer: Gilbert & Sullivan (G&S). At Allen-Stevenson, our boys have been acting out G&S comic operettas on our stage for decades.
know that so many other students have done this show before you. Last year, I played a lead, Private Willis, in Iolanthe, and made a lot of eighth-grade friends. I was a little sad when they graduated, but I still keep in touch with them.” —Jamie Resurreccion, 8th Grade
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These performances highlight the spirit of Allen-Stevenson. They bring our community together and provide opportunities for students to take on a character, letting their personalities shine through. Many boys act and sing in G&S for many years, starting in the Fifth Grade, and form lasting connections with boys across grades.
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Tech Crew
“It’s about being whoever you want to be. It’s a chance to be someone besides yourself… When I am a character in a G&S production, I get to discover a new person. I watch some other sources to get a sense of how others have played the character. I then try to incorporate different nuances...like an accent.” —Reed Ferguson, 8th Grade
Being a part of these productions encourages boys in main roles to take on responsibility and ownership over their position as a lead.
acting, but I also I have to be a leader in the rehearsals not only in the performance,� said Reed Ferguson. This year’s performance of Gilbert & Sullivan was Pirates of Penzance, performed under unusual circumstances. Given increasingly strong guidance from
New York City public officials that organizations should avoid holding large gatherings in light of the COVID-19 situation, Allen-Stevenson decided that the boys would perform to a live stream audience only, in lieu of a live audience. Our cast and crew did not let this put an end to the performance that they worked so hard to prepare! The boys took to the stage with unparalleled enthusiasm. In a
fantastic show of support, our community joined together remotely, and faculty and staff who were in the building came down to the theatre to support their students. At one point, around 270 people were watching the live stream to cheer on our boys and to make the best of a unique situation.
Spring 2020
“As a lead, I get more time singing and
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To watch the performance of Pirates of Penzance, simply open the camera on your phone, hold it over the image below and wait for a window to pop up and click.
around A-S Doctors Dialogues > “If we can tap into our imagination, it helps us deal with something we are facing. In an imaginary land, kids can go where THEY want to be. It’s an opportunity to work
Parenting in Today’s World Allen-Stevenson partnered with four doctors who have worked with the School and know the community well to offer a four-part doctors dialogue series titled: Parenting in Today’s World. Being a parent is both joyful and challenging at times. In today’s world, this role feels like it has become even more stressful and complex. The hope is that by discussing some of the questions and concerns parents have, parents, and thus students, will find themselves in a less stressful and anxious place.
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through what’s in their heads that
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we aren’t aware of.” —Dr. Schwartzman
Dr. Edward Corrigan touched on the importance of incorporating joyful playtime into a child’s routine. Reality, at times, can be overwhelming for children, so play provides an opportunity for them to deal with some of the harder aspects of reality. They can break situations down into smaller parts making them easier to process. Dr. Corrigan also pointed out that it is okay for children to be bored. It provides many opportunities for them to be creative and figure out things on their own. Dr. William Dince talked about glitches that can appear at different stages in a child’s development. Sharing a Venn Diagram that highlighted the intersection of emotion, learning and attention with the sweet spot in the center, Dr. Dince explained that “School isn’t about the specific learning of facts. Students will learn what they need to learn if they are at the point where all three converge.” To avoid creating anxiety in children, “We need to remember that it is about them being great learners rather than about “a grade” or “a particular fact” being taught.”
Dr. Benjamin Harris discussed the anxieties and complexities a parent faces as they respond to their child’s emotional concerns and challenges. He talked about parents feeling the anxieties that come from observing their children. Sometimes parents react too quickly because they care so much rather than taking a step back and understanding the cause of their child’s struggles…and a parent’s reaction can be powerful. “How we were as kids informs our children,” said Dr. Harris. “We are always filtering through our own experience,” added Dr. Schwartzman. The implications of this, Dr. Harris suggested, is that parents need to endeavor to understand themselves in order to understand their children. For the last parent discussion, Dr. Michael Schwartzman talked about how our own experiences get in the way of how we raise our children. “What is done to us is part of us.” Dr. Schwartzman went on to explain that, “Often we get upset with our child because they bring out something in us that we don’t like, and it’s easy to blame this on them.” Parents take their own experiences and layer those onto their children’s experiences. “We need to ask ourselves where this is coming from.” The doctors emphasized that as a parent you must first help yourself in order to help your child. Unless you know why you are reacting a certain way, you won’t be able to change your behavior and recognize where you are vulnerable. Other advice shared included telling parents to allow their children to have failures. They pointed out that these are considered failures to you, the parent—
Visiting Speaker Anya Kamenetz Sparks Conversation on The Art of Screen Time Our Parents Association and Library Tech Commons partnered to bring Anya Kamenetz, education correspondent for NPR and author of the book The Art of Screen Time: How Your Family Can alance Digital Media and Real Life to Allen-Stevenson. Fifth-grade boys and older with an adult chaperone were invited to attend along with parents and faculty and staff.
Join us for 4 morning discussions on
Parenting in Today’s World with Dr. Edward Corrigan, Dr. William Dince, Dr. Benjamin Harris and Dr. Michael Schwartzman.
Topics Include: OCT 16
Child Development Needs Dr. Corrigan will focus on dilemmas parents face when their child’s developmental needs are out of sync with a parent’s understanding and plans.
NOV 13
JAN 15
Supporting Your Child’s Learning Dr. Dince will discuss anxieties and concerns a parent faces as a child’s individual learning paths begin to develop.
Emotional, Behavioral and Social Di culties Dr. Benjamin Harris will look at anxieties and concerns a parent faces as a child’s emotional style and needs unfold.
FEB 19
Dr. Harris mentioned that he works with a boys’ group as part of his practice. He asked this group of boys, “If you wrote a parenting book, what would you want to include that you would have your parents do?” The boys resoundingly said they wanted their parents to apologize when they made a mistake—to own what they did. When parents own their mistakes, it teaches the children that it is okay to make mistakes too. Thank you goes to Dr. Schwartzman, Dr. Harris, Dr. Corrigan and Dr. Dince, who volunteered their time to share their expertise with our community.
Parents came together the next morning to compare takeaways from Ms. Kamenetz’s presentation and to discuss how our Allen-Stevenson community can apply this new-found knowledge to make positive changes within our families and our community. Among many topics, parents discussed using screens alongside children to create opportunities for conversation, bonding, and intergenerational understanding. For example, one parent voiced concern over her children playing video games with chat room features that allow discourse with other players. Another parent echoed her concern and said that she finds it helpful to sit down and play the game with her sons to “test drive” whether it is appropriate. This communal usage can also open the gates for ethical conversations if the video game contains sensitive content, like violence.
In昀uence of Our Own Experiences Dr. Schwartzman will explore how we are in昀uenced by our own growing up experiences and personal needs and how this impacts our efforts as parents.
8:30-9:30AM
In this book, Ms. Kamenetz takes a practical approach to parenting in a world where screens are everywhere. In conducting research for the book, she surveyed a range of experts and fellow parents to learn more about how they manage screens at home, both for their children and themselves. Through her research and analysis, she comes to this conclusion: Enjoy Screens. Not too much. Mostly with others.
Assembly Hall
“Parents’ fears today are organized around performance. Parents feel like if their children are performing at a certain level, this might protect them by giving them tools and giving them buffers. We have to allow our kids to chart their own path.” —Dr. Dince
Anya Kamenetz speaking at Allen-Stevenson
Ultimately, however, the group agreed that there is no right or wrong answer to the screen time dilemma that modern parents face. Children are unique individuals with different dispositions and self-regulation skills, and every family has different dynamics.
Spring 2020
not real failures, but ones based on a definition of failure by you, the parent.
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around A-S Parents Com•mu•ni•ty /k�'myo �on�dç/ Noun Association 2. a feeling of fellowship with others, as a result of sharing attitudes, > common interests, and goals [1]
The word community comes from the Latin communis, meaning "common, public, shared by all or many."
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Community at A-S means to me... Building COMMUNITY is at the heart of everything we do as a Parents Association because being a part of a warm, caring environment is important to everyone at AllenStevenson.
Coming together, striving for a warm inclusive environment, being involved, strengthening relationships and building bridges. —Sonia Sharma,
Community Life and Diversity Committee (6th Grade Parent)
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[1] Oxford Dictionary definition
—Jennifer Ceccarini, School Store Manager (2nd Grade Parent) Caring, Sharing, Thoughtfulness, Good Intentions...and "the feeling that everyone is cheering for you and your family." —Audrey Rasch, PA President (2nd, 6th Grade Parent)
Dedicated parents and teachers focused on instilling the joy of learning in our sons, while educating them and raising them from boys to young men.
—Cheryl Fratepietro, Class Representative (6th and Graduating 8th Grade Parent)
Friendship, Family, Welcoming, Supportive, Caring. —Jennifer
Supporting each other through good and bad times...offering friendship, encouragement, laughs and a hug—even when you are not actually together.
—Andrea Voorhis, PA Logistics Coordinator (Kindergarten and 3rd Grade Parent)
Feeling the love and support the teachers, faculty and staff have for my family...and that I get to dance with Mr. Taggart and the Spanish Department at our Spring Benefit. —Amy Peck, Faculty
It has meant over the years just that: a true community where you meet and collaborate with people across grades. Where you come together to participate, help out, play, learn, lean on each other. It has been one of the true highlights of A-S, its fabric, its very culture. And I’m sure it will remain so for years to come. —Mase Kerdel-DeMarco, PA Communications
community
Sossen, PA Class Rep Coordinator (Incoming Kindergarten and 5th Grade Parent)
Appreciation, Library and Strategic Planning Committees (3rd Grade Parent)
Coordinator (Graduating 8th Grade Parent)
PA Engagement Coordinator (4th, 6th, 7th Grade Parent)
My people...I remember thinking that A-S would be the place my son would make some of his closest friends, not realizing that I would find some of my closest friends here too. —Kerry-Ann Evans
Thompson, PA Vice President (4th Grade Parent)
Spring 2020
A place filled with love, joy, high fives and pretzels...a space where my whole family and sons’ whole selves are met with love and acceptance. —Simran Singh,
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It is the joy of finding friendships and a place the boys really think of as a second home. It is the warmth I feel and the big smile I have at each morning drop-off, leaving my three boys to learn and to thrive and to enjoy all the magic that happens at Allen-Stevenson. —Kimberley Hutfilz, Class Representative, Gilbert and Sullivan Committee A place where families, teachers, administrators and staff are celebrated for who they are, a place where similarities and differences are honored and respected, a place where boys and their families are provided opportunities to have difficult conversations and to hear other voices, so that we learn and grow together. —Liz Steinberg, Immediate
Past President (6th Grade Parent)
(Parent of boys currently in ALL three divisions)
Embracing the fellowship of common experiences. —Kyle Bisceglie, Co-Chair Fathers Walking into school every morning with my kids and seeing their friends, fellow parents, staff, and teachers greeting one another makes me feel happy. —Anupama Poole, Board of Trustees Member
(2nd, 4th, 5th Grade Parent)
of Allen-Stevenson Boys Committee (3rd, 4th, 6th Grade Parent)
Faculty Spotlight
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From the #ASpotlight series as seen on social media. The Communications team has been interviewing faculty over the past couple of years. Here are quotes from the most recent interviews. Hold your phone camera over the QR Code to access the full spotlights.
Susan Lukas, English Teacher “As an English teacher, I can affect the way students understand their world and the people around them, help them to think and to communicate their thoughts clearly, and work with them to develop their sensibilities so that they can appreciate a particular kind of beauty.”
Mary Leonard, Math Team Leader “I like to teach quadratic functions, which are parabolas, to the Eighth Grade. There is a lot of abstract content leading into that unit, but once the boys get into it, it gives a context for a lot of the other things they have been learning. I can see my students making connections to what they’ve learned as well as the world around them.”
Erica Marcus, Third Grade Teacher “I always want to show my students that we are constantly learning and growing. Just because I am a teacher does not mean that I am not also learning. Learning is a lifelong endeavor and I want to impart that to my students.”
Claire Schlegel, Director of Instrumental Music “The best part of our instrumental program is the oneon-one attention that students get with their teacher for an hour once a week… They get to know these instructors well over the years and can feel comfortable expressing themselves in a unique way.”
Jack Cooley, Science Department Head “I, along with the rest of the Science Department, am integrating projects that are connecting the boys to real-life scenarios, if not literally doing research out in the field.”
Tony D’Itri, Physical Education and Athletics Instructor “As a wrestler, you are the creator of your success or failure... I find this to be a powerful message to send our boys - they are directly responsible for and can positively influence their life outcomes.”
Meghan Wall, Learning Resource Specialis
Spring 2020
“I often say I have an ‘umbrella’ position because I support the boys in so many different ways. My support ranges from morning work where I help them get settled and ready for the day, to seeing them at halftime to work on an essay.”
Margaret Garfinkel, Kindergarten Teacher Jesse Montero, Kindergarten Teacher “Social-emotional learning (SEL) should be the cornerstone of every classroom. We use puppets, photographs, books, role-playing, and real-life scenarios to introduce and reinforce socialemotional learning.”
“In Kindergarten, we spend a great deal of time building a community of respectfulness to ensure that every student perceives he is a valued member of the class. Once a boy feels respected and valued, he will steadily blossom in the on-going expression of his boyhood!”
Maya Jourieh, Health and Wellness Educator and Health Office Assistant “I want our boys to be inquisitive and aware of what’s happening in the world. I want them to be open and empathetic.”
Stephen Krawec, Spanish Teacher “Language learning is rooted in communicating with other people. I want my students to know how to have a conversation with someone: to wait for their turn, listen actively, and ask good follow-up questions… By becoming a good listener, people can learn to work together and cooperate.”
Sophy Joseph, First Grade Teacher “My students are creative geniuses! They inspire me with their ideas. I structure my schedule so that I can give them time to explore and build on this creativity.”
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news F A C U LT Y A N D S TA F F
Two Speakers – One Topic | Approaching Difficult Conversations
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When suddenly faced with a comment during a class or talking to someone that says something insensitive, how is one to respond at that exact moment? These challenges occur in our lives when we least expect them, and we need to know how to react.
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Jennifer Vermont-Davis, Chair of Community Life + Diversity (CL+D), said, “The CL+D team wanted to find a way to support faculty, staff, and parents, who indicated that they would like some tools to help them manage difficult conversations, in particular, when the language being used is inappropriate. I immediately thought of Dr. Liza Talusan, educator, speaker, leader and parent with over 22 years of experience in PreK-20 education, who I had heard speak at a conference and knew would be an excellent resource for the Allen-Stevenson community.” Dr. Talusan gave two presentations in November – one to parents and one to faculty and staff – during which she shared her expertise and provided tools to use when confronted with these difficult conversations. Attendees worked through scenarios in teams, taking on various roles to practice some of the newly acquired tools, and to try to understand better the impact that these hurtful words can have on an individual. Ms. Vermont-Davis explained, “Following Dr. Talusan’s presentation, we surveyed the faculty and staff. Results showed that they were keen to deepen their learning and expand their skills, so we invited Erica Corbin, Director of Community Life and Diversity at the Chapin School in NYC, to lead another workshop on handling uncomfortable classroom moments. A key takeaway from Dr. Corbin’s workshop was: “You don’t need to have the answer immediately, but you do need to respond right away.” Allen-Stevenson strives to create a community in which everyone feels safe regardless of religion, race, sexual orientation, or ethnicity, and we are so grateful for the guidance and expertise of these two experts as we all continue to educate ourselves on sensitive and important topics.
Lisa Talusan
Erica Corbin
Art Teacher Julia Kunin had her artwork included in a show, "Fur Cup" that was reviewed in The New Yorker.
Congratulations to Aidan Fennelly who was just accepted into the Sociology and Education Policy Master’s Program at Teachers College.
We welcomed two new members to the AllenStevenson family! Spring 2020
Science Teacher Jeffrey Herschenhous showcases his creative side through woodworking, among other hobbies! Mr. Herschenhous is self-taught using books and YouTube and has been exploring smooth, organic shapes in his recent pieces (shown here).
Spanish Department Head Samara Spielberg was featured on the podcast Inspired Proficiency talking about ways that parents, students and teachers can navigate the remote learning environment during the COVID closure. She has also taken part in a series of educational talks and conferences, including leading a virtual chat on engaging students through Zoom and other virtual platforms for the Foreign Language Teachers of New Jersey; giving a talk about educational approaches to reduce stress and foster connection in the age of COVID at the Vital Statistics Consulting Virtual Conference; and leading a leading biweekly game night for language teachers from across the United States!
Jaison Spain, Director of Assembly Hall and Arts Associate, welcomed Lia Merai 37 Spain on February 17, 2020.
Maria Paz Alegre recently participated on the voting committee for the Excellence in Early Learning Digital Media Award as part of the ALA Youth Media Awards.
Science Department Head Jack Cooley’s non-profit organization, The Community Bots, is offering a virtual robotics camp for their partners in Nicaragua, Colombia and the Dominican Republic this summer. The Community Bots provide robotics training and free equipment to middle school girls and their teachers.
Jenny Griffiths, First Grade Teacher, welcomed Edie Cruzata Griffiths in early January!
alumni spotlight
alumni spotlight
H E N RY F A M I LY I N T E R V I E W DK: So, you and your brother Eric lived together? JH: Yes, we did. But after 8th Grade he went off to boarding school at St. Mark’s, when I was only four, so I just remember him coming back on holidays and vacations. Eric is in Houston, TX now. His work involves telecommunications installations. Jay Henry ’20: You know, this is all really cool to David Kersey: Starting the Henry Family Legacy at
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Allen-Stevenson in the 1920s, we have Ryder Henry, II ’23 and Clement S. Henry ’23, John’s father’s cousins. And then your dad, John Campbell Henry ’28.
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History Teacher and Alumni Liaison David Kersey h’98 sat down with some members of the Henry Family, John Henry ’84, Ryder Henry ’17, Jay Henry ’20 and Will Henry (6th Grade) to speak about their family legacy at Allen-Stevenson.
hear about your mom and Uncle Eric. I’ve never heard these stories before.
Jay: I didn’t know most of this honestly. All I knew was that Eric and our grandfather went to AllenStevenson – I didn’t really know that we had such a long legacy here.
John Henry ’84: My direct grandfather was named Ryder Henry who had my father John Campbell Henry ’28 and a daughter, my Aunt Louise. My grandfather also had a brother with two sons, Clem and Ryder. My Dad and his cousins all went to AllenStevenson.
JH: Okay, so we had three Henrys from the 1920s: Ryder Henry, II ’23 and Clement S. Henry ’23 who are possibly twins and my dad, John Campbell Henry ’28. Then there was my brother Eric Knaus ’73 and my cousin Winfield Vans Murray Henry ’79, then me.
DK: Where did your aunt go to school, I wonder?
DK: John, how did you decide to send your kids to
JH: I think she went to Chapin. My sister went to
Allen-Stevenson? Was there much of a choice?
Chapin, so I’m assuming my aunt did too.
Will Henry (6th Grade): It was mom!
DK: Before Allen-Stevenson moved to the Upper East
JH: Well, I mean, I don’t want to say we didn’t have a
Side in the 1920s, those two schools were next to each other on 57th Street, in Marble Row. They also share the same motto ‘Fortiter et Recte’.
JH: My Dad used to live in the 70s and then moved up to 93rd Street with my mom. My brother Eric Knaus ’73, who went to Allen-Stevenson, came to live with us there when he was 10. My mom, Annemarie Henry, married her first husband Ronnie Knaus, Eric’s father, in Madrid in 1956 or 1957. Ronnie was flying spy reconnaissance missions during the Korean War. It was super interesting because my mom was this statuesque beautiful woman from Norway, and they thought she was a spy for a long time. So, they have Ronnie who is flying fighter jets in the war, and everyone thought he was possibly married to a spy. I’m not exactly sure the full details of this, but Ronnie was shot down and believed to be MIA and dead. My mom decided to move away from Palm Beach to Georgia. And then Ronnie appeared—he was shot down, but he was still alive. My mom at that point, it was a year or so later, had moved on. Ronnie went back to Texas, where he was from, with my brother Eric. At the same time, my mom moved up to New York, met my dad John Campbell Henry ’28 and eventually got Eric to come live with them. They enrolled Eric at Allen-Stevenson when he was 10, probably around 1969.
choice, but there are so many great things about Allen-Stevenson. When we were going through the whole process, one of the schools we looked at was mostly focused on athletics. Although I consider us an athletic family, I don’t think that’s the only thing we’re excited about. There are plenty of great schools, but I think AllenStevenson really creates a Machiavellian type of individual who can excel at everything—academics, athletics and the arts. I think that really sets AllenStevenson apart from any school that I know of and for me it was being in the orchestra and playing the oboe…
Jay: …and being in Gilbert & Sullivan… JH: Yea, I don’t think you can really get that opportunity anywhere else. We certainly weren’t seeing that opportunity at other schools. That’s another thing about Allen-Stevenson, I’m not sure exactly how, but they know how to teach a boy. You have to know how to do that—it’s a special thing. Allen-Stevenson does that better than anyone. One of my good friends from Allen-Stevenson, Philip Utsch ’84, his brother went to a different school and he totally missed out on the arts. DK: John, your friendship with Philip Utsch ’84 has lasted for so long and is still there. But that also involves your sons.
Jay: Yes, he’s my Godfather! DK: So that’s something that comes along with the School—those friendships.
Jay: I think because of the smaller class size and because we’re with the same people for sometimes ten years, it creates a strong, tight-knit community. The teachers also know each student well so it’s not that one student gets left out. It elevates the experience because you have a sense of community and a lot of support.
DK: Have all of you performed in a theater Jay: Yup! I was part of the chorus from 4th through 8th Grade and I did all of the plays.
WH: I was in the most recent Gilbert & Sullivan performance, Pirates of Penzance. Ryder Henry ’17: I did Gilbert & Sullivan every year and I was in orchestra in Middle School and chorus in Upper School.
DK: What motivated you all to do Gilbert & Sullivan? Jay: All of my friends did it in Fifth Grade, so it was a big thing. Also, doing the class plays in Lower School, helped me become more comfortable with being on stage and performing. I also loved doing Mr. America—I was Hawaii and Alaska. RH: I was New York. I worked on that accent for a while. Fuh-get about it! WH: I was Arizona, which is a very interesting state. What are some of your fondest memories at AllenStevenson?
JH: I don’t think you boys know this, but in Fifth Grade, we had an encaged roof at the top of the School. We started playing dodgeball—I’m not sure when Mr. Kersey started overseeing us, maybe in Sixth Grade. And the great thing about our class is that we took dodgeball to the next level. Normally in dodgeball, you have a line between the two teams. We ended up creating a game called Scatterball, which is loads more violent than dodgeball. You wouldn’t have that line dividing the teams. It turned into an individual game where you could take three steps and throw the ball at whoever was closest to you. Then we tried to have teams, so you’d take three steps and pass the ball to a teammate with a bounce pass, then he would get three more steps. You would target someone together, so once you got close to someone the teammates would throw the ball as hard as they could at someone. It was our own version of Lord of the Flies.
DK: The way the game was played, by the way, you could come back in when the guy who knocked you out lost.
JH: What was so nice was that we had to get our energy out. It was a great thing that Mr. Kersey let us do—and I don’t think anyone had to go to the hospital! I remember coming home with holes in my pants, ripped clothes and missing buttons. My mom had no idea why.
Jay: I remember a lot of the field trips, especially the one that Will just went on to Philadelphia.
RH: I have really great memories playing on the roof. There was the enclosed area, but there was also an open area where people used to play football. I remember the countless balls, shoes, and articles of clothing that went over the edge. Jay: I also loved my fifth-grade class. We invented this hockey game with goalies and forwards to play in the classroom. We had a full league with 15 named teams like the Las Vegas Casinos and the San Francisco Seals. We had full tournaments too. We even started to trade players. That year in school we had unicorn dollars and a unicorn bank for our class. We would get them for doing something good in class and trade them in for candy. But it got to the point where people had millions of unicorn dollars and there were moguls who were trading players for their team. We also had our own bank managing the money, but it was corrupt— we had a full unicorn economy! DK: What do you think John Campbell Henry ’28 would think about his grandsons all going to AllenStevenson?
Jay: I think he would be proud because we’re all coming back. It’s a great way to acknowledge and remember the older generations of Henrys that went here.
RD: I think they would see it as a sense of accomplishment.
JH: I would say they would be proud. DK: Well, the Henrys to me represent a kind of tradition—a school needs new people coming in, but it also needs old families. When you measure a school that way, I think the Henrys have made a great contribution to the School—not just them being here, but the kind of family they are. That has always been very important to me. So, I think it’s important you’re here, Will. And it’s important your brothers were here and your Dad.
Spring 2020
production at Allen-Stevenson?
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alumni spotlight Lamplighter
PA N G L E E ’ 9 0 Corporate Lawyer
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Corporate Lawyer, Pang Lee ’90, currently works at Cooley LLP in Shanghai with his wife and three children. After attending P.S. 42 in the Lower East Side, Pang moved to Allen-Stevenson in Seventh Grade as a Prep for Prep Student. His A-S teachers had a huge influence on his life, including Headmaster Desmond Cole, who encouraged Pang to attend boarding school. After Allen-Stevenson, Pang went on to Phillips Exeter Academy and then college at Massachusetts Institute of Technology. Although Pang studied biology in college and had aspirations of attending medical school, his college advisor sat him down his senior year and told him that his talents may lie elsewhere (but didn’t tell him where!). It felt like a set back at the time, but Pang heeded what turned out to be invaluable advice. After college he worked in consulting for a few years, spent a year giving back by working at Prep for Prep, and then started law school at the University of Pennsylvania. After law school, Pang returned home and started his career at Paul, Weiss, Rifkind, Wharton & Garrison LLP, a large New York City law firm. He sees his career path as pretty traditional, but his time as a lawyer has taken him on an unexpected adventure around the world. After practicing in New York, he received an offer to work at a law firm in Hong Kong, so he moved there with his wife Kity, settled down and had three children. After seven years in Hong Kong, he had another opportunity to join his current firm, Cooley LLP, so he moved to San Francisco, where he spent two years before landing in Shanghai, where he’s currently been for the past six years. As a corporate lawyer, Pang works with investors and fund managers putting together the legal arrangements for investment funds that invest in start-up companies both in China and the United States. He enjoys what he does because of his personal history straddling the two countries and working in a rapidly modernizing China. His family left China, at the time, a socialist economy, to live in New York City nearly 45 years ago. When he was a child, Pang recalled spending time in China with his grandmother who lived in much darker era in
China’s history. On one particular visit, he vividly recalled that she was celebrating because she figured out a way to get an electric wire connected to her shanty to get a single light to shine. He thought it was strange because back in New York, electricity and all the great things that came with it was plentiful. He compares his job as a funds lawyer to this example—he was part of an early group of US educated funds lawyers that helped create the market for private capital to flow into emerging companies in China—so he’s kind of like a wire maker for investors and aspiring entrepreneurs who need funding... Sounds fairly ho-hum in the US, but for a place like China, this type of work and activity was still illegal when he was a kid. Pang feels that his time at Allen-Stevenson was the first step in opening up to the wonderful opportunities and experiences that the bigger world has to offer. The School gave him access to his full educational journey. He fondly remembers many of
his teachers, including Mr. Pariseau, Mr. Cohen and Mr. Kersey. He notes that the distinguishing qualities in his A-S teachers were that they were always encouraging, creating a nurturing space for him to blossom. And with three children of his own, he thinks at that age, that’s exactly what you need— encouraging boys in all types of ways whether it be in academics, arts or athletics.
Alex Bartner ’10 is currently an actor living in New York City with aspirations in theater, film and television. During his time at Allen-Stevenson, he was in the Chorus for two Gilbert & Sullivan performances, The Mikado and Patience. When Alex went off to Columbia Grammar & Preparatory School, despite his shy nature, he decided to try an acting class and he was hooked. He continued to love acting in plays throughout high school, which motivated him to go to a four-year conservatory program at New York University Tisch School of the Arts. He graduated in 2017 with a BFA in acting and since then he’s been continuously auditioning for roles in addition to his ’survival job’ at a private arts club. So far, Alex has appeared in web series (Konnect
212) and commercials, performed in immersive productions (The Unbrunch), and co-starred in an upcoming Shonda Rhimes Netflix Series (Inventing Anna). But Alex’s favorite role was playing Tullus Aufidius in college in a production of Coriolanus, a very lengthy Shakespeare play. It was the culmination of all of his training -voice and speech classes, a Shakespeare class, and movement classesand he even learned how to use a sword! It’s still the performance that he is most proud of today. Alex remembers his time at Allen-Stevenson fondly and recognizes the importance that his time at the School had on his career. Being a part of Gilbert & Sullivan allowed him a unique opportunity to stand in front of an audience and perform at a young age. Without that experience, he claims he would have been terrified to perform in high school—and might have missed out on his true passion.
Spring 2020
A L E X B A RT N E R ’ 1 0 Actor
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S TAY I N G C O N N E C T E D T O T H I S W A R M AND WELCOMING COMMUNITY The Jones/Everett Family We loved that the Headmaster greeted every boy outside the School.
Can you describe how Gus and your family ended up at Allen-Stevenson? Gus was at Allen-Stevenson from 1999-2002 (Kindergarten through 2nd Grade). As a British boy growing up in New York we wanted Gus to have both an excellent education and an experience of the unique cultural diversity of the city. We visited a number of schools and Gus was fortunate to be offered a place at several. We chose Allen-Stevenson because of the tremendous welcome we received, the evident excellence of the teaching and facilities and the warmth and openness of the whole school family.
What is Gus’ favourite memory or experience from his time at Allen-Stevenson? Gus was always very sociable and energetic. He was enthusiastic about most things, particularly sport and science. He also liked to make things. His happiest moments were experiments in the science labs; playing basketball, baseball and flag football which began a life-long passion for American football, and building things in the workshop. He loved playing with his class-mates and remembers fondly Mrs. Matthew’s school lunches. When we told Gus that we were moving back to the UK he said that would be fine as long as he could get the Concorde to New York every day to keep going to Allen-Stevenson.
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As parents, what did you and Chris find to be so special about Allen-Stevenson?
Gus working as a healthcare assistant in the COVID-19 wards at the John Radcliffe Hospital in Oxford, England.
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As parents we felt that we were as much a part of the School as the boys. We really appreciated how much the parents were involved in every part of school life. We could live the experience as much as Gus did. I (Sara) often wished that I could come to school every day instead of having to go to work! We valued highly Allen-Stevenson’s open and inclusive culture and its commitment to supporting the local community. I (Sara) remember well being part of the neighbourhood patrol group and Gus and I, with other Allen-Stevenson families, cooking huge quantities of meat loaf in a nearby shelter for homeless people. We respected greatly the immense generosity of former students, their families and Allen-Stevenson’s many supporters and the awe-inspiring fundraising skills of both parents and teachers.
alumni spotlight Why do you continue to stay connected to the School?
We have no doubt that Gus’s years at Allen-Stevenson taught him to love learning, aim high and believe in himself.
Gus Jones, Sara Everett and Chris Jones
Although Gus spent only three years in the School these were very important years in a young person’s education. Gus had the good fortune to begin his formal education at Allen-Stevenson, which gave him a strong grounding, not just in academic subjects but particularly in the values of respect for others and treating everyone as equal. Gus went on to the Dragon School in Oxford, England; Eton College and Oxford University where he gained an undergraduate degree in biology. After a period as a professional rugby player, having played for the England rugby team including in the 2014 Junior World Cup championships which the England team won, Gus undertook a master’s degree in neuroscience at University College, London which he passed with distinction. He is now back at Oxford University studying graduate medicine. We are immensely grateful to David Trower and all the teachers and staff at AllenStevenson for the inspiration, warmth and friendship they gave Gus and continue to give us all today. We look forward to continuing our close links with Allen-Stevenson in the years ahead.
Gus Jones, Chris Jones and Sara Everett 4 March 2020
Salomon 1962
Wallach 1965
Peters 1971
alumni NEWS 1961
1981
Bobby Unger ’61 published an OpEd in The New York Times titled ‘How to Save the Amazon Without Condescending to Brazil’ in October.
Eric Rothstein ’81 snuck a few photos of classmate and Phoenix Suns Assistant Coach Larry Greer ’81 coaching against the Knicks at Madison Square Garden on January 16, 2020.
Jack Salomon ’62 visited the sixth-grade boys to recite Shakespeare and poetry in December 2019. Many of the poems he shared are originals—including one about a boy at AllenStevenson called “This Boy.”
1965 Tim Wallach ’65 stopped by Allen-Stevenson to tour the building and flipped through some of his old yearbooks.
Greer 1981
1982 The sixth graders went on their annual trip to Philadelphia in February. They stopped to see alum John Pollack ’82 at the University of Pennsylvania Kislak Center for Special Collections, Rare Books and Manuscripts.
Spring 2020
1962
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1968
1983
Current Kindergarten student, Andrew, posed with the jersey of his late Grandfather, Christopher Shipley ’68 during his first few weeks at A-S.
Matthew Gorelik ’83 stopped by Allen-Stevenson with his son to tour the School and visit Mr. Kersey.
1971
1984
Alexander Peters ’71, known as ‘Sas’ on the field, won the 2019 World Championship in Ultimate Disc in Sarasota, Florida. He was honored with the Spirit of the Game award for the tournament.
On April 25 Peter Kellner ’84 and his wife Meredith welcomed baby boy Grayson Bicknell Kellner. Congratulations to the growing Kellner family!
1973
In November, Chris Weitz ’84 and his mom, Susan Kohner Weitz P’80, ’84 popped into Allen-Stevenson to say hello to Mr. Kersey.
In January, Tom Currier ’73 performed with guitar legend Richard Lloyd, the founding member of Television. They played Television’s groundbreaking debut album, Marquee Moon, as well as some solo material.
Pollack 1982
Weitz 1984
Socarides, Arias, Steed 1992
Lamgel, Ferraro, Isquith 1997
alumni NEWS 1985
1997
Robert Beasley ’85 stopped by to visit Allen-Stevenson with his wife in October. He currently lives in California and is excited for his 35th Reunion!
Earlier this year, a few members of the Class of 1997 gathered with their children in Washington, D.C. Pictured are Jonathan Langel ’97, Matthew Ferraro ’97 and Fred Isquith ’97.
1987
On February 17, Jaison Spain ’97 and his wife Ami welcomed baby girl Lia Merai Spain. Best wishes to the growing Spain family!
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Alfie Burger ’87 completed his Master of Science Degree in Health Care Delivery Leadership at the Icahn School of Medicine at Mount Sinai. He also received the Excellence in Health Care Leadership Award from the program.
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Pete Conlon ’87 worked on the title designs for Patton Oswalt’s new Netflix special, ‘Patton Owswalt: I Love Everything.’ Be on the lookout for the special later in 2020.
1990
1998
John Rose ’90, Townsend Crum ’90 and Jed Novotny ’90 had a Reunion planning lunch with Mr. Kersey at the end of December. This year is the Class of 1990’s 30th Reunion!
Peer mentor and alum Paul Coverdale ’98 came back to AllenStevenson in February to speak about Black History Month to Middle and Upper School Boys at Friday Morning Meeting.
1992
1999
Mr. Kersey met up with some members of the Class of 1992 for lunch in February. Alums included Charles Socarides ’92, Andrew Arias ’92, and Evan Steed ’92.
Max Warncke ’99 is currently the Captain of the Ocean Freedom. He is a Master billet at the youthful age of 36!
Beasley 1985
Coverdale 1998
Rose, Crum, Novotny 1990
Warncke 1999
Coyne 2005
Koffman 2012
Vogelstein, Perez 2014
Esterson 2018
2003
2014
Luke Nagle ’03 married Joey Falcone on September 14 in Poulsbo, Washington. The two run a wellness retreat in the area called Meadowhawk Sanctuary.
Alums David Vogelstein ’14 and Gabo Perez ’14 stopped by Allen-Stevenson to reunite with teachers and current students in February. It was great to see them with English Teacher, Susan Lukas!
2005 Conor Coyne ’05 stopped by Allen-Stevenson in February. He recently acted in the film Uncut Gems.
2017/2019 Two Allen-Stevenson alums, Clifford Stowe ’19 and Jordan Woods ’17 performed in Trinity School’s Fall production of Into the Woods.
On November 9, Jeremy Shpizner ’06 married Ella Radcliff in Nashville, Tennessee. Congratulations Jeremy and Ella!
2018 In April, Max Esterson ’18 was featured in The Wall Street Journal for his car racing simulation program, iRacing.
2012 Cameron Koffman ’12 visited Allen-Stevenson in November to speak with our Middle and Upper School boys. He announced his run for New York State Assembly to represent the 73rd District of New York – the very same district in which AllenStevenson is located.
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2020 A few of our recent graduates visited Allen-Stevenson in the fall to reunite with teachers and current students. It was great to see Max West ’20 and Jackson Collins ’20 with brother Dylan Collins (8th Grade) and Lincoln Williams ’20 with Kindergarten Teacher Jennifer Phillips.
Joshua Rothstein ’12 has started Up All Night Music Group, a concert promotions company. The first show was headlined by Theo Kandel on February 9 at the Bowery Electric in NYC. Fellow A-S alum Conrad de Menil ’12 (Stage name Bossanova) did the post-show DJ set.
West, Collins 2020
Legacy Admissions We are delighted to note an increase of interest in AllenStevenson among alumni who have sons of school age. Because of this, the School has developed a policy to handle Legacy Status: alumni may request an early admissions decision although Legacy Status does not mean an automatic or guaranteed acceptance. Alumni who are interested in applying their sons for Kindergarten 2020 should call the Admissions Office before June at 212-606-0884.
Spring 2020
2006
Lawson Wright ’20 won first place at the Museum of the City of New York’s NYC History Day for his first solo documentary on Apollo 11. Congratulations, Lawson!
OUT AND ABOUT Young Alumni Homecoming November 26, 2019
Beckett McKee ’19, Jennifer Phillips and Noah Katz ’19
Colin Clarke ’20, Cole Gavigan ’20, David Peart ’20, Richie Heller ’20 and Lincoln Williams ’20
Larry Heller ’17, Oliver Schlesinger ’17, James Burge ’17 and Will Schlesinger ’18
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Ford Holmen ’19, Grey Holmen ’19, Meghan Wall, Daniel Simmons ’18 and William Clark ’18
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David Peart ’20, Max West ’20, Jaison Spain ’97 and Tola Olorode ’19
Alumni Holiday Reception December 17, 2019
David Kersey h’98, Townsend Crum ’90 and Marc Sholinksy ’89
Spring 2020
Jamie Magid ’91 (2nd Grade Parent) and Alex Klaris ’06
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John Carr ’76 and Robert Burge ’76, P’17
Michael Lipton ’12, Josh Rothstein ’12, Conrad de Menil ’12, Cameron Koffman ’12, Erik Silberstein ’12, Nick Hershey ’12 and Adam Koeppel ’12
Gilbert & Sullivan Pirates of Penzance, Dress Rehearsal; March 7, 2020
Cameron Toh ’10, David Kersey h’98, Robert Lubin ’10 and A. J. Davis ’13
Bob Freedman ’51
alumni NEWS In Memoriam E T H A N WA S S E R B E R G E R
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Beloved Classmate, Teammate, Alumnus December 26, 2003–November 22, 2019
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Ethan Wasserberger ('19) attended AllenStevenson from Kindergarten to Eighth Grade, following in the footsteps of his father, Simon ('85) and uncle, Mark ('82). Ethan loved A-S from his first moments as a young student, from greeting a coach or teacher on the 78th Street corner each morning, to giving a big handshake to Mr. Trower at every chance. Early teachers, Ms. Bulfair and Ms. DeMatteis, had a big influence on Ethan, as did the inimitable Ms. Robelyn Schrade-James who first inspired Ethan with a love of music. In later years, Mr. Haarmann and Mr. Harris would encourage Ethan in math and English to strive for more. Ethan embraced so much of what A-S offered. The School suited Ethan's love of tinkering— including Alligator Soup activities such as magic and parkour, Lego robotics, Scratch, and Mr. McCallum's STEM summer camp. He actively participated in the School hockey team, often helping newer players learn the sport, and spring lacrosse—anything with a stick, helmet and pads! Ethan learned the importance of being a scholar and a gentleman, and was constantly surrounded by friends who supported him, perhaps none more so than his cousin Jordan Wasserberger ('19). The boys, early on dubbed "hamburger and cheeseburger"—a mashup of their last names and differing hair color—were inseparable for much of their nine years at A-S. Perhaps the most influential person at A-S for Ethan was Mr. David Kersey, who had also taught Simon and Mark. Early love of theatre was evident as a maiden in Pirates of Penzance, but it was in 7th and 8th grade that Ethan truly found his voice on the stage. Performances of Twelve Angry Men and as Bassanio in Merchant of Venice were true highlights of Ethan's time at A-S. Graduating with honors in Spring 2018 and receiving the Tunney Creative Writing Award and Computer Art Award, Ethan left A-S with a welldeveloped curiosity about the world. The Wasserberger family is forever grateful for all that the school provided and meant to Ethan.
Follow Allen-Stevenson on social media to see how we prepare boys to be self-aware, compassionate and world-ready:
@AllenStevenson
@AllenStevensonSchool
@AllenStevenson_
THE ALLEN-STEVENSON SCHOOL 132 East 78th Street, New York, NY 10075-0381
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