THE ALLEN-STEVENSON SCHOOL MAGAZINE
writing as a process
Duane Nicholson and Mariel Colmenares Why Did You Get Involved In C.A.F.E. And What Does It Mean To You? Mariel: I joined C.A.F.E. because it seeks to promote an environment where the members of the Allen-Stevenson community have awareness of each other, understand each other, appreciate each other (our similarities and differences), offer each other support and share laughter and love. Duane: When my son started at AllenStevenson in 2004, my goal was to make a difference at the School, not just get a good education for my son. C.A.F.E. has achieved this goal, as it provides an opportunity to be involved with the School and to make a positive difference in people’s lives. Throughout The 2006-2007 School Year, C.A.F.E. Has Sponsored Several Events; Which Event Are You Most Proud Of? Mariel: March’s Earthwatch Institute event was the most successful in terms of attendance. I think that it was popular given that it was focused on environmental as well as cultural issues. Duane: I felt that the Diversity Workshop held in February was the most thought-provoking event that we held this year. It was very interactive for the group and engaged individuals to identify themselves by a variety of characteristics. I am also proud of the Earthwatch event as it provided an opportunity to see how young people can work together and make a difference in the world and in people’s lives. An important committee of the Parents Association is C.A.F.E., which stands for Cultural Awareness For Everyone. Recognizing that Allen-Stevenson’s diversity includes many aspects such as ethnicity, socio-economics, religion, culture, language, family structure and profession, C.A.F.E.’s mission is to understand and embrace these differences and to thereby come together with a common goal of providing a supportive and inclusive environment for all members of the School community. Parents Mariel Colmenares (mother of Jorge Colmenares ’12 with husband Jorge) and Duane Nicholson (father of Bryan Nicholson ’14 with wife Renee) currently serve as Co-Chairs of C.A.F.E. Through their hard work and commitment, Mariel and Duane have succeeded in promoting diversity awareness, acceptance and growth at AllenStevenson. To the right are some of their thoughts about C.A.F.E., as well as their plans for it in the future.
What Role Do You See C.A.F.E. Fulfilling In The Future? Mariel: C.A.F.E. has so much potential and I would like it to play a more important role in the classroom. Working with the School’s faculty, I hope that C.A.F.E. can spread awareness and promote greater acceptance among our boys. Duane: I see C.A.F.E. as becoming a more integral resource for Allen-Stevenson in the future. My goal is having it become a place where, regardless of differences, one can talk safely and comfortably.
THE ALLEN-STEVENSON SCHOOL MAGAZINE SPRING 2007
TA B L E O F C O N T E N T S Director of Publications Casper Caldarola
Special Issue Editor Anne Meyer
Senior Editors Emily Barnes Jackie Brown Jacqueline Leitzes
Contributing Writers and Editors Karen Bancroft
IN THIS ISSUE Feature Articles Headmaster’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Cover Story: Writing as a Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Writing as a Process by Alan Cashdollar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 The Impact of Silent Sustained Reading on Writing Skills by Sarah Kresberg . . . . . .13 Research in 2007 by Winnie Barnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Tech Terms - A Primer for Parents by McCartney Wilkins. . . . . . . . . . . . . . . . . . . .15 The Power of the Red X by Susan Lucas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Alumni Authors by Jackie Brown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Father’s Dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Missing Alums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Winnie Barnes Alan Cashdollar Sarah Kresberg Melanie Lester Susan Lukas Jean McCauley Jenny Picower
IN EVERY ISSUE Around A-S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Athletics Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Money Matters: The Capital Campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 A-S News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Alumni News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Jill Silverman David R. Trower h’95 McCartney Wilkins
Photographers Nancy Mitchell and Al Pereira
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.
The Lamplighter is published biannually by The Allen-Stevenson School and is sent free-of-charge to alumni, parents, and other friends of the School.
T H E
A L L E N - S T E V E N S O N S C H O O L L E A D E R S H I P 2 0 0 6 - 2 0 0 7
BOARD OF TRUSTEES
ALUMNI EXECUTIVE COMMITTEE
Ronald S. Rolfe ’60, President Colin R. Knudsen, Vice President & Treasurer Richard C. Perry ’70, Secretary Jeffrey G. Beers ’71, Assistant Treasurer
Eric E. Rothstein ’81, President Alexander Gellert ’79, Vice-President David W. Herzberg ’89, Vice-President Marc N. Rice ’84, Vice-President Simon Wasserberger ’85, Vice-President
David R. Trower h’95, Headmaster
Andrew Robert Arias ’92 Neil E. Bader ’79 Anthony Paul Bonan ’93 Pierre A. Bonan ’89 Robert B. Buehler ’78 Robert Dana Burge ’76* Alfred Paul Burger ’87 Andrew Alan Burger ’59 John T. Carr III ’76 Erik A. Cliette ’81 Brooke Bayard Connell ’86 Adam James Phillips Donaldson ’05 Maurice Fahrie Edelson ’78 Jason M. Farkas ’97 Michael Feinberg ’84 Lucien Foster ’87 R. Vanneman Furniss ’91 Harlan E. Goldberg ’90 Evan R. Goldfischer ’81 Christopher Scott Goodman ’86 Michael H. Grady ’91 Christopher J. Hallows ’87 Schuyler Havens ’88 Michael W. Hedges, Jr. ’77 John C. Henry, Jr. ’84 David Riklis Hirschfeld ’99 Patrick D. R. Horan ’85 Tristan Howard ’96 C. Andrew Hughes ’98 Clinton V.P. Johnson ’79 Michael W. Joukowsky ’80 Stephen H. Judson ’76 William H. Judson ’78 A. Reed Katz '03 Kenneth LaFreniere ’90 Dean I. Landis ’78* James A. Magid ’91 Paul J. Mancuso ’03 Kenneth J. McCauley ’93 Richard C. Perry ’70* Christopher Persley ’88 Vincent Peterson ’74 Philip N. Pilmar ’01 Michael G. Pollard ’89 Roger Raines ’80 Ronald S. Rolfe ’60* Eric Rosas '06 John Rose ’90 Louis Rose ’86* Henry Jay Rosenwach ’04 Dean E. Sanborn ’61 Randolph R. A. Schrade ’76 Yoshiki Shimada ’75 Alexander Boucher Shipper ’02 Denton Alexander Smith ’94 Michael Tiedemann ’86 Andrew W. Vogelstein ’81 Fred Vogelstein ’77 Noel Eric Volpe ’85 Alexandre von Furstenberg ’85 Edward W. Wartels ’91 Mark Wasserberger ’82 Dewey S. Wigod ’77 Hans L. Wydler ’81 Clifton G. York ’78 Andrew Etess Zimmerman ’00
Suzanne Freind, President Patricia Verrilli, Vice-President Michelle Najjar, Vice-President Constance Cornish, Treasurer Kim Dickstein, Recording Secretary Lisa Selz, Corresponding Secretary Carol Kalikow, Advisory Victoria Neely, Advisory Alix O’Mara, Advisory Shelley O’Neill, Advisory Jennifer Rudick, Advisory Lucia Smith, Advisory Andrea Tongue, Advisory Wendy Waldman, Advisory
Pedro Chomnalez Susan de Menil Molly O’Neil Frank Suzanne Freind* Alexander Gellert ’79 Linda MacMurray Gibbs Michael Gould John J. Hannan Michael W. Joukowsky ’80 Dean I. Landis ’78 Paul A. Leff Fredric Mack Beatrice H. Mitchell Ashok Nayyar Eric E. Rothstein ’81* Virginia Cowles Schroth Joseph F. Wayland Leonard A. Wilf * member ex officio
TRUSTEES EMERITI Mildred J. Berendsen Marian R. Bicks Jane Donaldson Richard N. Foster D. Ross Hamilton Susan B. Hirschhorn Karen T. Hughes John R. Hupper '40 E. William Judson Robert J. Katz George A. Kellner Robert Liberman ’58 Peter deF. Millard Joe L. Roby Andrew P. Steffan
ADMINISTRATIVE TEAM David R. Trower h’95, Headmaster John E. Pariseau h’98, Associate Headmaster Susan Etess, Lower School Head Kimberly Kyte, Middle School Head Neal Kamsler, Upper School Head Richard Alifano, Director, Physical Education and Athletics Michelle Demko, Music Department Head Ronnie R. Jankoff, Director of Admissions Glenn Lieberman, Director of Technology Anne Russo Meyer, Director of Learning Resources Jana Strauss, Director of Development C. Harris Stein, Business Manager
HEADMASTER’S MESSAGE He was an incredible teacher. He taught me to write, and I will always remember the time I wrote the phrase, “The old lady screamed.” He looked at it and said, “Don't tell me she screamed…make her scream!” He demanded excellence on every level…you knew that he loved you and he was not going to let you get away with anything but your best. de coler 6th gra rm fo a , the ngelo founded ts Joe D'A dent who ette depic tu s n ew ig r N v e e in rm h p here r, a fo ching. T p for Pre l Danzige art of tea re e e a P h h f e o ic t M th a t e th en by ot gets a much lik was writt schools. is snapsh does work ool, and pendent e h e n c d s For me, th to in s s r g u fo in vio pp nd t my pre ting: of color a oston. Ste league a ching wri ation in B r students d n fo u e o c F n nts of tea e re e n fe m to if the s le d g e g e t in g in n p Step d focus importa kes a hu photo an the most rep, it ma a ll P a ritg e w s in ik e r L m in . York tools fo like fra it comb g can be re potent n is that a n o ti s ti to ri p r rd w ri e o c w d s W o field. ve. Goo e the p ael's de depth of out Mich ords hav llence, lo d b e n W a c a “ lly x e : t a e k e c li tu d t, je I c o n b veme What re is a nson C fine su much mo en-Steve ess, impro rds to de ll c o th A ro w g e p n s , th e le e s r c u in it reate practi words ad of film work of g e say of but inste in written ample, w t x u e B r camera, fo .” e t, tex inspir ut. other con e, and to about. write it o ing. In an encourag to , sue is all te is a r ve tried to tr te I' s h l a lu g ti il li n d p u n to a m k , facts affirm this La t I thin s to have now wha at's what a k h h T y e . ll n tu a g s O in tu a c n to say. ly. For happe don't a g precise ally want s I find I in e re n I m a ti e la is e m re it m e a s what n shap ting: so ng out s I refocu ht way ca , of figuri about wri a g n g ri w r, rin o e e e v th th 's p o t e y e kes g on ject on r in jus A funn of craft ta e meanin ing a sub g togethe process tructing th rds strun ss of mak s o e n c w o t c ro u p d Then the b n a , ften urse tions a riting is o iew, of co ght ques point of v e act of w ing the ri k th s r, a f te o ri , w d at r any nsidere e do here dent, or fo being co material of what w e rt a th y e a h s to e at th nts to tionship certainly hat he wa w is d it n t , a a d s e th e w to boys ter kno and, ind ceives. process learning at the wri f h g o n w ti d e n ri rl e th w o e this the w ted in g betw teaching on is roo ts boys to is a dialo goes into connecti process s connec a s e e h c th c , u irectly by ro e S d p c . ti So much e that th ge itself rticipate . In prac a d n im p le o la s n w c a n o t c e n h v k s , to elve e mig Allen-Ste ity-that is ys thems nding. On of human which bo understa n is in o h ti n t a o u iz n o il e b a enom and civ ord, a ph n ry history e hand a written w e to the ve th f o e w at clos c n ie e v u fl to in y th ortunit es of e enduring ell. re truste ecial opp w a p s te o e h ri w w th s d to of u ing Henry en I ha learning n. A few 440 by K ence wh io 1 ri it e d in p n x d o e e c d t of this , foun out espe perfec n College reminded ad pulled in nearly to s h a E n le f w a o I ib ri r r B e h u ra ate to nberg the lib and oth Last Marc on a priv easures d folios tury Gute tr re n te t e e a a c w tr g s n th in o lu n 5 k 1 el co ry loo Coaliti fully il original ade me fe ege Libra ts, beauti ll s Schools p m o y ri o It C c B . s n e l u v a to n n ti the E rma n ma Internatio s transfo andwritte an hour in Bible wa original h nt about e rg y p e b s b d n e le te W z u VI. rare G ere daz ing that us. We w ean. ing of a ever, see cially for w o h ing can m e beginn , e rn th a m s le r a o t , e a F p . th s me say able ty and all such gem with mov a time so ge itself d in d te e le n v w ri li o p e n r k this eve ever, w nected to can see in first book day, how r. As you Bible, the It was! To te u rg t. hen p e n w b e m n n s o e c te re the Gu ntial, ev t, is the to the p e e s s it d e s c g te e g n is u e re s ft rs o so as pe , they ver m Historian on that h tively is e formation l revoluti rite effec this trans ra w f u o lt to u c re g o r in c majo at learn al. At the articles. enson th ar potenti llen-Stev enjoy the A o t d has simil a e e s v a e eli Ple ter, we b chnology. Lampligh t recte! rmation te fo in y b Fortiter e d e c n a h ’95 n e it is Trower h David R.
A M P L I G H T E R
I. Topic Student-generated Teacher-provided Related to area of study
II. Brainstorm Generate Discuss Research Read List
Portfolio Internet Class books Hallways
WRITING AS A PROCESS
VI. Edit & Proofread Peer edit Teacher edit Rubric Checklist
V. Revise To “see-again” Enrich language Eliminate redundancy Add transitions Strengthen key points
S P R I N G
III. Outline Sequence Organize Harvard outline
IV. Write Get it down
writing as a process Writing is taught in all grades at The Allen-Stevenson
Once students have their outlines, it's time to start writ-
School. During a boy's journey here, he will be asked to
ing. For many, this is an exciting and eventful time in the
write, write, and write some more. Sometimes he will
writing process. They can begin to express their own
write by hand, and sometimes he will write on a comput-
thoughts and opinions on the topic from their points of
er. There will be times he writes creatively, and there will
be times he writes a formal essay. Essentially we hope that our students leave Allen-Stevenson with the under-
After completing a first draft (sometimes called a rough
standing that writing is a process.
draft or “sloppy” copy), students should begin to revise (or “see again”) their work. The ultimate goal is for stu-
No matter if a boy is writing a research paper, a poem, or
dents to be able to independently revise their written
a short story, if the writing is viewed as a process, the
work. During the revision stage of the writing process,
student will likely have a more successful experience.
the writer should become more reader-based. Some changes a writer may make include eliminating redundan-
The first step in the writing process is selecting a topic.
cy, providing transitions, enriching the language, and
Writing occurs at Allen-Stevenson across the disciplines.
strengthening key points.
On some occasions, teachers might assign a topic related to the subject area, and on other occasions, the topic
After the student has revised his work, he should now
is chosen by the student, or the topic will be generated in
begin to look for surface errors such as: grammatical,
direct relation to the curriculum and content areas. In any
punctuation, syntactical, and structural. Some teachers
case, it is important for students to begin their journey
will facilitate this process through peer edits, check-lists,
with a clear topic (or thesis) in mind.
teacher edits, and rubrics.
Once a student knows what he is going to write about, it
There are many ways students' work can be shared (or
is time to brainstorm. During this phase of the writing
published). It can be hung on the wall, shared with peers,
process, a student should be exploring his thoughts and
or placed in a portfolio. The goal of every student should
ideas about the topic. He should be asking questions,
be to make his work polished enough for others to enjoy
and thinking about what he may already know. The stu-
it and for the boy to be proud of it.
dent may do some research, or he may interview someone. Students can use webs to brainstorm, make lists,
Our teachers work hard with our boys to make them
draw, or free-write to think about their topics. After a stu-
effective communicators. Not every assignment will
dent has thoroughly explored the topic, he can now begin
explicitly involve every step in the writing process, and
to organize his thoughts.
not every assignment will grade every step in the process. But the ultimate goal is that our students
Having an outline can be as important to writing as hav-
receive enough practice in all the aforementioned areas
ing a map when setting out on a long trip. In the Middle
to make them effective communicators who understand
and Upper Schools at Allen-Stevenson, Harvard outlines
and appreciate writing as a process.
are taught as one way of organization of information. In the early grades, students will often outline their ideas in a
sequential manner, such as: first, second, third, and last.
A M P L I G H T E R
writing as a process At Allen-Stevenson, we believe that throughout the grades the boys should work to acquire a solid foundation of writing skills. We place emphasis on the writing purpose and process in the interest of culminating in written productions. The writing curriculum and methods of instruction at A-S are designed to ensure that the boys not only become effective communicators but reflective readers and thinkers as well. With this in mind, our goal is to move the boys towards the expression of their inner voices as increasingly accomplished young writers with the knowledge, experience and practice of the fundamental skills. In order to understand and apply the structure of texts to their learning experience, A-S boys are explicitly taught narrative, expository and persuasive writing from kindergarten through Grade Nine.
DESCRIPTIVE writing can be applied to all forms of writing. Specifically, it gives the reader an original and detailed picture of an object, place or person. It is enriched through vocabulary, word choice, sentence structure, tone and incorporates imagery and sensory
Kindergarten - Pictures are the beginning of Descriptive writing
details. The reader should be able to visualize what is being described, and to feel that he/she is very much part of the writer's experience. Students can write descriptively about a social studies event, such as describing a person from history (e.g., Frederic Douglas, Chief Joseph, or Molly Pitcher); they can write descriptively about a science process (e.g., a change involving elements from the periodic table); they can even write a descriptive piece related to mathematics (e.g., what the number three would wear to a 1960's themed birthday party). A boy might use description to introduce a character in a narrative, or he may use description to create a strong closing to a persuasive essay. Examples of descriptive writing appear almost everywhere at AllenStevenson. Whether the writing form is a poem, a letter or a prose piece, the purpose of being descriptive is to show and not just tell the reader. The ultimate goal is to provide the students with the skills that they need to be effective in their abilities as descriptive writers.
S P R I N G
First Grade - Pictures move to Descriptive words
writing as a process
Seventh Grade Descriptive excerpt
There he lies On the rock that protrudes out of the murky water His shell dark green, blending into the murky water The filter foaming, straining to clean the murky water There he lies
Then he dives Off the rock that was covered by the dark shell His head, resting on the surface, peering out of his dark shell Covering the filter's foaming mouth with his dark shell Then he dives Second Grade Fable Now he claws Pushing himself between the rock and the transparent glass Using his nails, attempting to scratch through the transparent glass As he climbs atop the filter wanting to ascend the transparent glass Fourth Grade Descriptive essay excerpt
Now he claws
There he lies In the murky water, which is his home In his dark shell, which is his home Between the walls of the transparent glass, which is his home There he lies Eighth Grade Descriptive
Sixth Grade Poetry
A M P L I G H T E R
writing as a process NARRATIVE writing is the telling of a real or imagined event. The descriptive writing that students learn serves him in his endeavors as narrative writers as they create vivid and rich works. The writer makes choices along the way such as: first person or third person narration, plot, characters, setting, dialogue and sequence. All of these elements are taught both explicitly and implicitly in the Lower, Middle and Upper Schools. The descriptive writing foundation is essential to the boys' narrative writing because they need to once again show and not just tell their story to the reader. Narrative writing can take on many forms. Examples include: poetry, short stories, essays, tall tales, folk tales, dramas and plays. The writer may even use narrative writing to explain or enhance a
Fifth Grade Descriptive Narrative essay excerpt
point that he is making in an expository essay.
Sixth Grade Narrative
Seventh Grade Descriptive Narrative excerpt Third Grade Spelling Composition
S P R I N G
writing as a process EXPOSITORY writing informs the reader.
pose of teaching expository writing is to help our boys become capable and effective â€œexplainersâ€? of their thoughts and ideas. Just as descriptive writing provides a foundation for narrative writing, descriptive and narrative writing provide a foundation for expository writing. The ability for a student to use details, imagery and original ideas and thoughts are essential to a student being successful at expository writing. Expository writing gives information, clarifies thought and concepts and can even clarify a process. Expository writing is meant to be
Introduction to Fourth Grade Expository Research Paper
objective and less dependent on emotion; however, it (like descriptive and narrative writing) can be vivid in imagery, engaging to the reader and reflective of the boy's views of the world. Effective expository essays involve the development of a main idea, supporting details that support the main idea and sequencing that flows due to well-placed transitions, and organized paragraphs and sentences. Through experience and practice with expository writing, each boy will continue to strive to not only express his ideas but to do so in his own unique voice.
Excerpt from Fifth Grade Expository Science
Second Grade Expository
A M P L I G H T E R
writing as a process
Eighth Grade Expository
Sixth Grade Expository
Fifth Grade Science Expository
Eighth Grade Expository
Sixth Grade Math Expository
S P R I N G
writing as a process PERSUASIVE writing convinces or persuades the
emphasis is placed on persuasion through the use of
reader to accept a particular point of view or take a spe-
logic, current events, research and connection to the arts
cific action. The ability to persuade or convince a reader
often relies upon a writer being able to describe, explain, clarify, organize and sequence information effectively. At
Having authentic experiences spanning the full range of
A-S, boys are supported and encouraged to search for
writing activities throughout the grades give our students
topics that are debatable and that require that the student
the ability to write competently and communicate effec-
choose and argue a particular point of view. This is espe-
tively. Having extensive practice will allow each to find
cially interesting and challenging when the position they
his voice and thus ensure the opportunity to be heard
must argue is the less popular. Whatever the form, the
and to make a difference. We are preparing our students
purpose is to persuade. When the writer takes a position,
with increasingly powerful and sophisticated writing
that position needs to be clearly stated and effectively
skills in order to meet the innovations and challenges of
articulated. The argument should be supported by
the 21st century. It is our goal at A-S to have each boy
details, facts, statistics and research. Students can draw
experience the confidence and the pride of expressing
on their personal experiences and previous studies to
himself deeply and creatively.
support their positions. At the upper levels of school,
Alan Cashdollar and Melanie Lester
One of the ways we evaluate Persuasive writing is this rubric used by the judges in the speech contest.
A M P L I G H T E R
writing as a process On April 23rd, I had the privilege of judging the Upper School speech contest along with three other judges. After all the boys were finished, we were unanimous in our opinion that Cooper Zelnick '08 was the winner. As would be expected, his speech was articulate, confidently delivered, well-structured and engaging to the audience. It was also one other thing: unconventional. The topic, as you will see below, was “unique.” And, it is precisely the unique nature of the speech that makes it difficult to reprint. A great speech - and this was - is a combination of words, cadence, rhythm, inflection, body language and much more that does not exist when read. Therefore, I ask you not to judge it from what follows. Archibald Primrose, Prime Minister of England in 1894, once said, “Few speeches which have produced an electrical effect on an audience can bear the colorless photography of a printed record.” He could not be more correct. Cooper's speech was electric, but that energy will not come through as you read the transcript. Finally, although it will not be the same as the live presentation, I encourage you to listen to the audio of the speech on the A-S website to get a better sense of the delivery. I hope you enjoy it as much as we all did. Alex Gellert '79
The following is the 2007 winning Upper School Speech: Throughout the his-
you're blind, zipped up, and turned around backwards. And
tory of American
where is Johnny America, the everyman? He is left standing,
with a full bladder and a broken heart. I ask you, is this why
advances have been
George Washington fought for our country's freedom? Why Abe
made in an attempt
Lincoln freed the slaves? Or why George W. Bush_______? No.
to make urination in
These great men fought not only against tyranny and oppression
public bathrooms a
but against urinary injustices, and the cold hard fact that this
more pleasant expe-
problem has still not been solved mocks the founders of our great
nation and every urine laden chamber pot that their loving wives
emptied into the apple pie scented air. That is America. Today, I
stand before you, one man with an idea that will bring democra-
ment of this process
cy and equality back into the men's room. In fact, I feel I have a
has been overlooked
plan that will validate Thomas Jefferson's quest and truly make
where all other
all men equal. This, my friends, is The Adjustable Urinal which
devices have been
welcomes everyone, so I call it The Melting pot. Picture this,
when you go into the John to give your 21 gun salute to Uncle
ed, and this failure is causing users a great deal of emotional and
Sam, every urinal will be equipped with a hand crank that allows
physical pain. This is the urinal. Ladies and Gentlemen, today I
you adjust it to your ideal position. Now, whether you are an
am going to tell you a sad story about the inadequacies of our
Empire State building, or proverbial fun-sized snickers, you can
lavatories and the effects this has on the modern man. But first
pee comfortably alongside your fellow Americans. Also, as an
let me spin you a yarn about a few men and their urinary
added bonus, when you turn the crank, your urinal will play an
endeavors. Three men venture into a washroom, Guber-
acoustic version of John Mellencamp's Our Country. With your
Hienzmaan Rihnhoussetrapp, 7 feet 6 inches tall, Vinny
help, we can stop toilet terrorism and bring back the fun of going
Delveceo, 3 feet 9 inches tall, and Johnny Eagle America, 6 feet
number one. After all, anyone can think of himself whilst excret-
1 inches tall. Guber immediately goes to the urinal known only
ing, but it takes a true American to stand proudly over a urinal
as Everest. To most men, relieving yourself in Everest is like a
and think of every other man, woman, and child in his beautiful
duck hunt. You take aim, and pray. Then, Vinny attacks el
nation. My countrymen, let’s fill The Melting pot together.
backo, the short one, where the only way you can miss is if
S P R I N G
writing as a process
THE IMPACT OF SILENT SUSTAINED READING ON WRITING SKILLS
is also true! “Each time readers read a passage containing words they cannot spell, they make a small amount of progress in acquiring the correct spelling.” Jim Trelease, author of The Read-Aloud Handbook, points out that most people learn to spell by remembering what words look like, which is why we write a word out several ways when we can't remember how to spell it. In general, the more times our boys see words It goes by many names; Drop Everything and Read (DEAR), Stick Your
spelled correctly, the better spellers they will be.
Nose in a Book (SNIB), or the SSR of the title, but the concept is always the same. A protected period of time in which a boy can pick up any kind
Perhaps most importantly, students need to have writing modeled for
of reading material he chooses and enjoy it! There is no insistence on
them and this is what they gain every time they read. Through such
‘worthwhile’ books, no comprehension questions at the end of each
modeling, students learn how to write descriptive passages, how to
chapter and no reports to write. It turns out there are many benefits that
structure sentences and how to tailor their writing to an audience. In
SSR brings to writers and the beauty of it is that our boys really can read
addition, reading the writing of others helps boys to develop a writing
just about anything to obtain these benefits.
style, and the more styles they are exposed to, the better equipped they will be to find their own voice.
According to Stephen Krashen in his outstanding book, The Power of Reading, “in-school-free reading programs are … effective for vocabu-
Jim Trelease describes this modeling very well:
lary development, grammar test performance, writing and oral/aural language ability.”
“Good writers are like baseball players. Baseball players have to play regularly, but they spend most of their time, either in the field or in the
So how exactly does reading help writing? Well, first of all, students
dugout, watching others run, hit, catch and throw. Good writers do the
who read a lot have less apprehension about writing because they have
same - they write, but they read even more - they watch how other peo-
“a superior command of the written language.”
ple throw words around to catch meaning. The more you read, the better you write - and the NAEP Report Card proves it.”
Vocabulary is improved by Silent Sustained Reading. A study of adults reading A Clockwork Orange, a book that contains 241 words of a slang
Recognizing that SSR helps to develop writing skills, we provide boys
language called nadsat, found that on an unanticipated test of 90 of the
with time during the school day to read materials of their choice. One of
nadsat words, the readers scored an average of 76%. Words acquired
the wonderful things about improving writing through reading is that it
through reading help students to become articulate writers.
can take place anywhere, anytime, including of course, at home. What a joy it is to realize that something that can give so much pleasure also
Spelling, a skill crucial for the fluency of the writing process, is also pos-
has a positive impact on writing!
itively impacted by reading. In fact, teachers who repeatedly read misSarah Kresberg
spellings are adversely affected, but the good news is that the converse
A M P L I G H T E R
writing as a process
RESEARCH IN 2007
Research plays a fundamental role in the writing program at Allen-
The ability to collect multiple ideas and facts and organize them for
Stevenson and provides the intellectual foundation for a student's
use in writing is a skill all good writers possess and one that we focus
exploration of ideas and concepts. Whether a Ninth Grade boy is
on in teaching research. The beauty of NoodleTools is that a boy can
writing a traditional research paper, a Sixth Grade boy is writing a
capture a quotation (allowing him to keep it for later reference) and
short story set during the Civil War, or a Second Grader is research-
then put that idea into his own words (which can be used later in writ-
ing owls to write a Want Ad to help his owl find a new home, research
ing his outline or paper). Not only does this approach help boys
is often crucial to the successful completion of any writing assign-
learn to read and paraphrase ideas, it also helps students avoid pla-
ment. Throughout his years at Allen-Stevenson, a boy is taught the
giarism, a real and growing problem that results from the use of elec-
research and writing process in a variety of subjects, from history to
tronic resources. By providing a student with the ability to compare
English to science to foreign languages.
his own writing with that of his source, he can easily identify areas where he might inadvertently be picking up someone else's work.
No matter the grade-level, we begin all research by writing essential questions and research questions. (An essential question is a ques-
Writing and editing is a time-consuming process that benefits from
tion that probes for deeper meaning and understanding of an issue,
and has traditionally required face-to-face interaction between stu-
concept, or principle. It set the stage for further questioning, while a
dent/writer and teacher/editor. The writing and editing process is
research question is one that yields hard facts to help solve a prob-
enriched through proficiency in new technologies that are designed to
lem, produce new research, or add to a theory.) Essential questions
make this process easier. To this end, we teach the use of Internet-
and research questions guide boys' research efforts throughout a
based applications such as Google_ Docs & Spreadsheets. The use
project. By the time boys reach Eighth and Ninth Grades, they are
of this new online tool provides multiple benefits to students and
generating sophisticated essential questions independently and the
teachers alike. Teachers are able to regularly evaluate each stu-
answers to these questions often become the thesis statements of
dent's progress and give feedback in real time. While engaged in
their research papers. (One Eighth Grader's essential question for
the act of writing, students who receive comments from teachers are
this year's final history paper is: â€œWhat was the critical factor that
able to revise their work on the spot and get instant feedback - not to
enabled Jomo Kenyatta of Kenya, but not Kwame Nkrumah of
mention practice in the art of communicating via the written word!
Ghana, to make the transformation from a successful freedom fighter
Students, too, benefit from being able to easily move between school
to a successful leader of his country?â€?)
and home without worrying whether he emailed his document or saved it to his flash drive. Documents are always accessible, from
Throughout all grades, boys develop skills that allow them to analyze,
anywhere, via the Internet. (For a complete description of the various
interpret and evaluate sources of all kinds. Boys in lower grades are
technology tools currently in use by our boys, please see the follow-
provided quality print and electronic sources, while older students are
required to locate and evaluate multiple sources. Writing plays a key role when students conduct research, particularly as they learn to
Researching to write is just one part of an inter-disciplinary process
interpret information and synthesize multiple sources. In lower
that we teach so that Allen-Stevenson boys will become skillful and
grades, boys may be asked to read selected sources and write down
sophisticated writers. Across all grades and disciplines, both formally
the three most important facts they find. Middle and Upper School
and informally, research and writing are woven into the daily life of
students approach the task of note-taking more traditionally, using a
Allen-Stevenson students through projects and papers.
variety of methods. Recently, in Grades Six - Nine, we have added a twist: the use of NoodleTools, an online, subscription service that allows boys to create comprehensive and accurate MLA bibliographies while also creating source-linked note cards.
S P R I N G
- A PRIMER
writing as a process
Many believe the technological component of writing comes at the end of the project and is the grand finale presentation, but its most important role is embedded within the writing process. At Allen-Stevenson, we employ various pieces of software and hardware throughout each project to enhance the writers' experiences. Our goal is not for the boys to see technology as the bells-and-whistles used to present the work, but the means to an end that they will employ independently as they move on to higher education. Below is a description of the tools we use with the boys in each step of the writing process: KIDSPIRATION: (courtesy of www.inspiration.com) Created for K-5 learners, Kidspiration速 provides an easy way to apply the proven principles of visual learning. Students build graphic organizers by combining pictures, text and spoken words to represent thoughts and information. Younger learners develop early literacy skills, and more advanced students improve comprehension skills and better organize ideas for writing. K to Five learners use Kidspiration to: - Categorize and group ideas - Express and organize thoughts - Comprehend and communicate In the Second Grade Owl project, the boys use Kidspiration to organize their ideas and research:
INSPIRATION: (courtesy of www.inspiration.com) Inspiration速 is the essential tool students rely on to plan, research and complete projects successfully. With the integrated Diagramand Outline Views, they create graphic organizers and expand topics into writing. This powerful combination encourages learning in multiple modes. As a result, students gain and retain a better understanding of concepts and demonstrate knowledge, improving their performance across the curriculum. Sixth to Twelfth Grade skills: - Plan and organize - Research and evaluate - Comprehend and communicate NOODLETOOLS: Our school subscribes to NoodleTools, a bibliography generator that now features a note-taking component. Once the boys generate a citation they can take notes that are directly linked to that
source. The Internet has opened up a wealth of information to students, but has also created a more pressing need to discuss plagiarism. NoodleTools note cards provides a section for boys to copy-and-paste direct quotations and a separate place to paraphrase the information. This feature allows the student to be mindful of what is his own work and what ideas he will give credit to in his final product. Traditionally, students use index cards for note taking and also for manually organizing their information to fit the outline of their papers. The NoodleTools note cards feature incorporates this tactile exercise by allowing boys to organize their digital note cards into clusters that the boys create such as, "Thesis Paragraph" or "II. a. - WWI left Germany in an economic depression." The boys simply create the clusters and are then able to click-and-drag each note into the appropriate place. They have now created the scaffolding of their paper and must simply connect the dots, as it were. GOOGLE DOCS: Google Docs is a free Internet-based word processing program that offers features not found in computer-based applications, such as Microsoft Word. It has the standard word processing features but is enhanced by the ability to access your work at any time on any computer with an Internet connection. This eliminates the headache of lost USB drives and corrupt email attachments and saves many boys the time and energy of having to recreate their hard work. The revisions tab in Google Docs allows you to see each edit you have made since the creation of the document, so that paragraph that was removed two days ago, but should be put back, is just a few mouse clicks away. Most importantly, Google Docs allows the creator to invite others to collaborate on his or her work. This has many implications in our boys' school work. Group projects can be written and edited in real-time by all members of the team, and all their information can be stored in one common place. Teachers can be invited to comment on a student's work as he is in the process of writing it, as is happening in the Eighth Grade history paper. WIKI: In Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Will Richardson defines a wiki as, "a collaborative Webspace where anyone can add content and anyone can edit content that has already been published [on the page]." A wiki is similar to a Google Doc in that it is a collaborative space. The drawback, in a sense, is that editing by multiple users cannot be done simultaneously. Wikipedia is the most widely used and recognizable wiki and has sparked much debate in the academic world due in part to the ability of anyone, with or without credentials, to edit and add to its content. At Allen-Stevenson we teach our boys that Wikipedia is a useful place to begin an inquiry, but any information given must be validated with other credible sources. The Sixth Graders at Allen-Stevenson used a wiki to store useful websites to gather information for their science festival projects. BLOG: "Blogs...are easily created, easily updatable Websites that allow an author (or authors) to publish instantly to the Internet from any Internet connection. They can also be interactive, allowing teachers and students to begin conversations or add to the information published there." (Will Richardson) McCartney Wilkins
A M P L I G H T E R
writing as a process
THE POWER OF THE RED X
Teaching and learning writing in Seventh Grade at Allen-Stevenson is a
papers and address specific questions. They read their own papers
subtle and complex process. All of us can remember getting back our
against a rubric to see if they can determine what does and doesn't
English papers and the way those red marks made us feel - even
meet the criteria. They talk, laugh, wiggle, and sometimes sing. It isn't
before we saw our grade. “The power of the red X” a friend of mine calls
easy for them to stay on task for this process. Do they learn from it? I
it, with the faintest hint of leftover anxiety still present in his voice. We
believe they do. Is it messy? Absolutely.
teachers have it, and, like any power, we have to use it wisely. Last week I asked the boys to write an introduction to an essay on To Making corrections can be simple in today's world of technology, but it
Kill a Mockingbird. For this assignment they needed to develop a solid
shouldn't be. If your son hands in his first draft of a paper and I edit it by
thesis statement, an informative and interesting first sentence, and back-
putting in every missing comma, correcting every spelling error, and
ground information which would get them from that first sentence to the
crossing out every extra word, I've done his work for him. He sees his
end, the thesis statement. They sent their intros to me over e-mail so
job, then, as simple: go back to the computer and translate what the
that I could put them up on the Smartboard. This gave us the opportunity
teacher has marked onto his saved copy. What has he learned as a
to look at some of them as a class and identify the parts that worked and
result? How to transcribe my marks onto his paper. Does he know any
those that weren't there yet. We were able to have lively discussions
more about commas or spelling or overwriting? Not likely. If, however, I
about why and how to make the piece more effective. Their own work
mark some of his errors and then make a general comment, such as,
became the material of the lesson. Several days later I gave them a
“There are many comma splices here. Be sure to find and fix the places
more complex thesis statement that I had written, along with the opening
where you're using a comma instead of a period,” the job becomes his.
sentence of the introduction. We put those on the Smartboard and this
The boys have been taught about comma splices in class many times.
time figured out, as a group, what information we needed to get from the
The information should be in their notes. “Should be” are the operative
beginning to the end of that paragraph. I stopped them often along the
words here, however. Just because it should be doesn't mean it is. No
way, asking why they wanted to include this detail or that, making them
Seventh Grade English teacher can expect that every student has per-
determine what important information was missing, asking them to
fect notes kept meticulously in a neat notebook stored in an organized
reword a part to make it more precise or beautiful. Easy? No. Dynamic?
locker. It's what we all want - indeed, we probably dream about this - but
Yes. In the end, we completed a very intelligent introduction that none of
school isn't a perfect world, and Seventh Grade boys haven't learned to
them could have written on their own or without my guidance. But there
be perfect students yet. What happens next, then? I do a quick, mini-
it was for them to copy and work with. No red X's for this part of writing
lesson in class about comma splices to help the several boys who are
class to be sure, but the kind of effective input from me and their peers
still struggling. This is when the truth comes out because Johnny real-
which will help them learn how to be good writers.
izes that he needs to learn about comma splices if he's going to do well on the final draft of his paper. He wants to do well. Most of us do. So he
When people ask me what I do in Seventh Grade Writing class, I take a
raises his hand and says, “I still don't get it.” It's time for a private lesson.
deep breath and ask them how much time they have. It isn't a discrete
Johnny comes to me during study hall so that I can help him understand
class involving a discrete subject. It is a complex and complicated
comma splices. He takes down the information. He may or may not get
process that is often messy, hopefully juicy, and ongoing - whether we're
it entirely, but he's in better shape than he was when he was writing his
discussing literature or grammar or actually writing a paper. It isn't as
first draft. And while he's there, he asks me about several of the other
simple as making marks on students' papers - I wish that it were! It is
comments I've written on his paper. One-on-one conferencing takes a
rich, however. It requires a great deal of perseverance on the part of
great deal of time, but it works.
teachers and students because good writing isn't easy to learn. It involves love of language and passion and the strong belief that, over
Sometimes it's essential for us writing teachers to work with every stu-
time, our efforts will be rewarded and our students will become adults
dent individually on an early draft. So what do the rest of the boys do
who enjoy writing and write well.
while the teachers are attending to individuals? They read each other's
S P R I N G
Ashbel Green '41, a senior editor at Alfred A. Knopf, has edited several hundred books, three of which have won Pulitzer Prizes and National Book Awards. In addi-
Charles Bracelen Flood '44 says, “Mr. Stevenson was the only man I can remember who wore spats. One of our teachers spoke in a rasping voice because he had been gassed in France in World War One. I
tion, two of his
remember red-faced Dr.
authors have won
Simboli spending a lot of
the Nobel Prize. At
time on Eric the Red and
Leif Ericson and the
he remembers Mr. Broadstreet, who “did a good job of instilling interest in literature among Upper School boys.” He also comments, “Someone earlier taught me to write a sentence, which is a feat that too many students today fail to accomplish. My son had a similar expe-
Viking expeditions to North America. As for what lay ahead of me as a writer, I remember doing quite a bit of daydreaming, and occasionally making up and telling some stories that my friends found entertaining, but I had no ambition to be a writer. What I think did fuel my imagination was a combination of the war news, my belonging to the Knickerbocker Greys, and
rience at Allen-Stevenson, so I'm delighted that this
having a really large collection of toy soldiers. As it
crucial aspect of teaching continues at the School.”
turns out, a number of my books have been wholly or
His son, Ashbel Stockton Green '79 (Tony) is a
partly involved with military history. As Latin, French,
reporter for The Oregonian, a Pulitizer Prize winning
and English grammar were then taught, we learned
daily newspaper in Portland. Tony writes, “I've worked here for 20 years, covering a variety of topics. I write about legal issues these days. I was not a student journalist, so while it is unclear to me whether A-S in some subtle way influenced my
how to diagram sentences in all three languages, using chalk and the blackboard. Subject, object, verb, all that. What I feel I got out of it was the underpinnings of a style that has now seen me through twelve books and some other writing. Under it all, I feel sure, is the Latin. I am certain that I made
career choice, it certainly affected my hobby: writing
the appropriate connections between the Latin roots
songs and performing in bars and night clubs. I was
and origins of English, gaining not only a wide vocab-
very active in theater at A-S, and credit Mr.
ulary but a feel for words that perhaps is enhanced by
Schroeder, Gauger and Landis for making it fun.
an early immersion, and I think of it as being that, in
Being cast as Yum Yum, the female lead in Gilbert &
comparing and contrasting the same word as it
Sullivan's The Mikado, was a defining (if, in retrospect, fairly amusing) moment.”
HAS ALLEN-STEVENSON HAD AN IMPACT ON YOUR CAREER AS A WRITER? WE ASKED A NUMBER OF ALUMNI WRITERS THIS QUESTION AND HERE ARE THEIR RESPONSES:
appears in two or three languages. Do I think that beyond the formal instruction, I had some talent, some imagination? Yes. But putting it all together first happened for me at Allen-Stevenson. It was a good school, for me, and I made some fine friends. Those years in a child's life only come once. I remember them happily and gratefully, and will always wish Allen-Stevenson well”.
A M P L I G H T E R
B. Corey Klivert, Jr. '45 spent four years of service in
arrived in this country at the age of twenty, speaking no
the Air Force during
English. He got his Ph.D. in history from a Chicago col-
the Korean War
lege, I don't remember which one. He started teaching
where he served at
at the graduate level, decided he needed to get his stu-
the National Security
dents earlier, moved down to the undergraduate level,
Agency. He then
and I got him when I was in Third Grade. He would
worked as a nightside
say, “For the next month, I am going to tell you the story
copy editor at the old
of Christopher Columbus.” His knowledge was awe-
New York Journal
some: he knew how these people dressed, what they
American and, for
ate and drank, how they worshiped, how rank influ-
several years he
enced their interactions. Our assignment was always
occasionally freelanced as a public information officer
the same: to write in our own words the segment of the
for The Federal Disaster Assistance Administration
story he had told us; it was due the following day. I still
(now known as FEMA). He comments, “English
have those stories. That's when I learned to write. I
enabled me to be a newspaperman, advertising copy-
wrote more for Dr. Simboli than I wrote in the famous
writer, public relations writer and the author of four
Daily Themes course at Yale. I also learned from him
books. To this day, I consider it a salvation when I con-
what a wonderful thing it is to be a great teacher.”
sider what my life might have been without it. AllenStevenson provided me with the basics of grammar and
Michael Damman Eisner '57, former CEO of the Walt
proper English usage and encouraged me to read good
Disney Company, also
books. Today, my home library consists of 3,000 vol-
feels that there were a
umes (mostly on British military history), which is a sub-
few faculty members
ject I have studied seriously and lectured on for at least
the past fifty years. In retrospect, I believe Allen-
that had an impact in
Stevenson did a wonderful job with me. It gave me an
both his professional
excellent grounding in English and History, which
and personal life. His
helped me do what I do today.”
sports coaches, Mr. Baker and Mr.
William S. Kilborne, Jr. '51, a playwright, lyricist, and
McGrath, instilled in
essayist, was also the
him the spirit of
sportsmanship, the drive to be competitive and the dis-
Chair and Director of
cipline needed to be a winner -- attributes that one uses
Studies at the Fort
to be successful in business. Mr. Gauger, his music
Worth Country Day
teacher, taught him the value of discipline and attention
School from 1971 to
to detail needed to play the glockenspiel. And of
1989. He is now
course there was Miss Snell, his Kindergarten teacher.
retired from teaching
As the saying goes, “Everything I learned about life,
but by no means from
I learned in Kindergarten.” In his book, CAMP, Eisner
writing. He remem-
explains that a good portion of his management skills
bers, “Dr. Simboli was a man in his sixties, Italian, with
could be attributed to the sense of leadership and
a terrible temper. Everyone was afraid of him. He
responsibility he learned there.
S P R I N G
Lincoln P. Paine, Jr. '74 writes, “I would rate Mr.
Michael Eric Schiff '79 is a television writer and pro-
Landis, Mr. Pariseau and Mr. Nichols as formative influences. Mr. Landis because he made it clear that writing was a craft with its own discipline. Mr. Pariseau was the first teacher to fully engage us as prospective adults,
ducer. He says, “My career began with two seasons
or at least as thinking people capable of having
as a writer for In Living Color, along with my writing
informed opinions and deserving of the time to culti-
partner Bill Martin. From there, we wrote for a short-
vate them and the respect to listen to them and to
lived ABC sketch show called She TV, followed by
challenge them. My interest in history, my current
an only slightly longer-lived sketch show for Fox
profession (more or less), was first kindled by Mr.
called House of Buggin', which brought us back to
Nichols who always challenged us. When I think
NYC for a year. When that ended, the creators of
back on the books we read as Eighth Graders--some
She TV hired us on their new sitcom, 3rd Rock from
of which I still have--I am dumbstruck. One of the
the Sun, which turned out to be a godsend. Though
great qualities of most of the faculty was their sens-
3rd Rock was great fun and our favorite job, after
es of humor, but the best I attribute to Mr. Nichols,
110 episodes, we felt we'd written all we could for
who came up with the tagline for a poster for The
aliens and left to create a new show, which became
Mikado: “Any Resemblance to Buddha is purely
Grounded for Life. This was our first show as cre-
Occidental.” I have no idea what passes for the his-
ators, and it ran five seasons, first on Fox and later
tory or English curriculum at Allen-Stevenson these
on the WB. Allen-Stevenson absolutely influenced
days, but looking around, I sometimes think we were
my choice of career, starting all the way back in
lucky to be educated at a time when children were
Fourth Grade when Mr. Terrell assigned us to write a
still somewhat feral, but when caged were taught the
three or four page scene from a television show. (I
tricks the trainer knew and not what he was told to
still remember that I wrote a comedy called Harry
do. I became an editor after college and after about
about a garbage collector. I'm not sure it was hilari-
a dozen years of that began writing, first reference
ous.) Throughout my time at A-S, I was encouraged
works (I was the senior editor for the first edition of
to use film as a creative outlet, and in Seventh,
what is now the New York Times Almanac) and then
Eighth, and Ninth Grades made increasingly ambi-
maritime history. I am currently under contract to
tious super 8 movies with my classmates.
Knopf for my third book, a maritime history of the
Incidentally, a recurring character on Grounded for
world. Last year I was shanghaied by a colleague at
Life was a teacher named David Kersey, my homage
Leiden University in The Netherlands where I am
to a teacher who influenced and encouraged me.
now a doctoral candidate in history. I can't say I owe
(Full disclosure: Way back on In Living Color, I
it all to Allen-Stevenson and my teachers there, but I
named a contestant in a game show sketch "Alan
would be very remiss if I did not acknowledge my
Stevenson." The actor chose to play him as a loud
very real debt to them and to the School.”
drunk! I'm pretty sure that did no damage to the school's reputation.)” L
A M P L I G H T E R
John Paul Weitz '80 and Christopher John Weitz '84
Education and Career Services (CECS) industry. He
are screen writers and directors. Of his experiences
writes, “In 1983, influenced by Messrs. Pariseau and
Kersey, I set out to be a humor essayist because I
believed I was well-suited for a writing life - a belief encouraged by Mr. Pariseau. He encouraged me to establish a literary magazine and took pains to keep me on track. At A-S, I learned that a writer can be funny in the service of his values - a truth that Mr. Kersey introduced me to in my Eighth Grade year. Specifically, he cast me as the fictionalized H.L. Mencken in our production of Inherit the Wind. (And at A-S, Paul writes, “Doing theatre at Allen-Stevenson
I mean cast! I was not allowed to consider other
was great fun and great training for life.
roles.) Many of these experiences have taught me
I don't know that my heart has ever beaten faster
that a writer should be quick to utilize a complemen-
than when I was in the wings, waiting to go onstage
tary technical innovation - and expand opportunity
at A-S, hoping I would remember my lines. Mr.
on leveraging the ‘consumer Internet’.”
Kersey was a great director who showed you could be ‘cool’ and still be into theatre. I played Mr.
Zachary Owen Penn '83 writes, “I am a screen-
Roberts for him, and I will always remember being
writer, director and
onstage in front of a packed house as my ‘ship-
producer of films. My
mates’ handed me a prop medal upon which a class-
job changes from film
mate had written something unprintable to try and
to film. On those that
shake my concentration. Summoning my Kerseyan
I have directed, I am
insouciance, I waited until getting offstage before hav-
writing directly for the
ing a spastic tantrum. Also important to me was Mr.
Landis, who suggested ‘bits of business’ while direct-
On the films that I
ing with a maniacal glint in his eye. Both Kersey and
have served the more
Landis conveyed a love for the theatre which will
traditional role of
always remains with me”.
‘screenwriter,’ the nature of my job is different. I write the best film I
Frank Ruscica '81
can imagine and then enter into an ongoing negotia-
is the creator of a
tion with the other people making the movie. This
situation comedy -
negotiation is sometimes fruitful, sometimes frustrat-
ing, and quite often ends in an abrupt manner and is
OpportuniTV - that
taken over by a different writer. I started writing fic-
is designed to pop-
tion when I was in First Grade, and I remember even
ularize new online
then being encouraged by my teachers at A-S. Mrs.
markets for the
Fuller gave me excellent feedback on my first
attempts to write a story about King Kong and
S P R I N G
Godzilla. Mr. Da Feo helped me structure my first true play, a
writer and film director, David credits his friendships at Allen-
terrible mystery called FANG that was performed in the gym.
Stevenson with having an impact on his writing career. In
It had fifteen scene changes in eight minutes. Mr. Kersey
fact, Chris '84 and Paul '80 Weitz produced his first feature
taught me a great deal about writing, although primarily
film titled See This Movie, while Peter Kellner '84 helped
through his role as director. One of my most vivid memories
finance it and Conor O'Neil '84 edited it. His very closest
of A-S was doing The Tempest with fellow now-professional
friends are former A-S classmates and part of the entertain-
writer-director Chris Weitz '84. The continuum between per-
ment community; they include Geoff Thomas '84, Josh
forming Shakespeare and writing your own, admittedly terri-
Karch '84, Jeremy Kramer '84, and John Goldstone '84.
ble, plays is fairly strong. Lessons I learned about analyzing the text to perform it helped my writing tremendously. I also
As an Associate editor at Random House Children's
remember Mr. Julian, whose love of comic books inspired me
Publishing for close to four
and my fellow classmates. My comic book collecting has
years, Kenneth LaFreniere '90
probably been, to my parent's dismay, the single biggest influ-
has worked with many chil-
ence on my career as a writer. It is not just that my knowl-
dren's authors, including
edge of them led to my jobs writing the film adaptations of
notable authors such as Walter
them. It is also that the storytelling in comic books inspired
and Steven Farley of The Black
me to write more, and to write specifically for films. All of it
Stallion and Young Black
started at A-S.”
Stallion series and Robert Newton Peck, who has written
David M. Rosenthal '84 began his journey with film, writing
many critically acclaimed chil-
and photography at a young
dren's books, most notably A Day No Pigs Would Die. He
age. He earned a master's
also had the opportunity to be a freelance writer for Random
degree in poetry from Sarah
House on the side, where he would pitch book ideas and, if
Lawrence College and sub-
accepted, wrote the books under contract. As they were chil-
sequently began publishing
drens' books, he says , “I thought back to the days of when I
poetry in such prestigious lit-
was a little man at A-S and what I would have liked to read in
erary magazines as The
a sports book back then. So you could say that I envisioned
Paris Review. David's first
myself back in the A-S classroom years ago in an effort to
book of poetry was published
write something that would resonate with kids. El Duque: the
in 2000. That same year, he became a member of the Actors'
Life of Orlando Hernandez is one such example.”
Studio Playwrights Unit. His love of writing and film soon led him to the American Film Institute, where he received another master's degree. His next film is a romantic comedy titled The Golden Door. A project that he wrote and directed, it is slated for a spring 2007 start date. As an award winning Clearly, many life experiences contribute to becoming and being a writer. It is rewarding to find that many of these experiences began at Allen-Stevenson and therefore it is appropriate that we recognize and celebrate these achievements here. As one of our authors said, “How good it is that you are giving writers their due--not that we suffer in any more anonymity than any other profession; it's only that the rewards tend to be somewhat intangible.”
A M P L I G H T E R
S P R I N G
A M P L I G H T E R
HMS PINAFORE 2007
S P R I N G
father and son dinner
r ’09 nd Tyle man a ld a W Mr. Jay
d ’09 a nd Mr. Richar d
nn Mr. Gle 7 and ’0 n a y R
lin ean Pa d Mr. D n a s s san Ete Ms. Su
Mr. Ma tt Dwy er and Matthe w
vid Mr. Da ’08 and r te r a C
Mr. Ne al Kam sle
r and C laren
ifkin drew R
vA Mr. Ola 8 and ’0 s y h R
Mr. An ’08 and in m ja n
A M P L I G H T E R
DINNER These beliefs (or Testimonies) still guide our
Remarks of Robert Lauder
Headmaster of Friends Seminary
religious - practitioners of any religion in the
February 7, 2007
world can and do attend Quaker Meeting. Only about 3 percent of our student body are
I very much appreciate the invitation to be here
Quaker, with students of almost ever faith imag-
this evening, for so many reasons. First, I have
inable in attendance. I am not a Quaker,
tremendous respect for your Headmaster, a
although I have worked in Quaker schools for
man whose steady, visionary and tireless lead-
almost 15 years. I was brought up Methodist
ership of this school has earned him a place at
and now am Episcopalian. Quakers have
the pinnacle in our profession. Second, this invitation to speak at the annual Father's Dinner
(You see what continuing your education at
is seen in our profession as a high honor: one
Friends can do?)
that is taken seriously because of its impor-
-Toga Day in fifth grade.
tance in the ritual of Allen-Stevenson life and
-and their teachers, whom they unequivocal-
because none of us want to disappoint
ly say are the heart and soul of the school.
those of us who are his colleagues regard him
I would also say the same about human contri-
with a certain awe and admiration.
butions at Friends Seminary, where there are about 200 faculty and staff, and while it is
Allen-Stevenson has a reputation for producing
somewhat larger than Allen-Stevenson, I think
students who are academically well-prepared,
the two schools share a certain intimacy and
aren't afraid to pursue their individuality and
regard for school as an academic community,
have begun an exploration of the arts and ath-
where the education of students is a process
letics with equal openness. You have the repu-
and partnership. Our teachers are the standard
tation of being what we might call “renaissance
bearers for our academic programs and our
boys” - well prepared mentally, physically, and
School's culture, and it is the relationships with
artistically and with a sense of kindness and
teachers that you will carry well into your lives
concern for others. You are the kind of student
when you leave these doors and the doors of
that my School, Friends Seminary, likes to see
whatever school you attend after. That is cer-
come through our doors, and I am so grateful to
tainly true of the Allen-Stevenson boys at
have the opportunity to get to know you a bit
Friends, and they send their best to the
this evening and to tell you about myself and
Headmaster and the faculty. Friends Seminary was founded in 1786 by
In preparing for this talk, I had lunch with your
members of the Religious Society of Friends,
brethren now attending Friends. They all send
more commonly known as Quakers.
Greg and Ryan Tongue, Alex
School was founded around key Quaker
deSilva, Michael Present, Billy Robinson and
beliefs, called Testimonies, which include
Jordon Feinstein. They all are flourishing at
equality (for instance, the School has always
Friends and have fond memories of Allen-
been co-ed), simplicity (or, the belief that when
“less” will do, “less” is enough), a commitment to
ate eye contact, and with “conviction!”
peaceful conflict resolution, a respect for individuality and the belief in the “Inner Light,” or that of
-Annual Pi Day. Greg Tongue would like to
the Divine in every person, regardless of that per-
report that while he left Allen-Stevenson know-
son's religion, wealth, social status, skin color,
ing Pi to 23 decimal points, he is now up to 57.
gender, or any other qualifier, for that matter.
S P R I N G
in the world but in their Meetinghouses as well. Our School gathers for what Quakers call Meeting several times a week, where there is rather 30 minutes of silence, from which anyone - faculty, staff, students - may speak on any topic about which they feel truly moved
term “Quaker” actually comes from the belief that before speaking in Meeting, one should literally “quake” with the need to deliver a message to the community. Friends has a rigorous, somewhat traditional academic program in the Upper School, the center of which is a new Library which opened this fall and was just completed last month. It is the centerpiece of a large construction project begun two years ago in order to ensure our campus is ready to meet the needs of 21st Century teaching and learning and to make our buildings easier to navigate and more handicap
-learning how to shake hands, with appropri-
always believed there is “room for all,” not only
no music, no prepared speeches, no liturgy, but
Headmaster Trower. Somewhat like you boys,
Quakers are not dogmatically
accessible. The good news is that if any of you come to Friends, you will reap all the benefits without any of the inconvenience. The Project will be completed in June with the installation of the elevator! Students typically take five academic classes and one art, ranging from jazz history to chorus to chamber orchestra to 3-D design to playwriting. PE or participation in sports is required. Many students elect to participate in our robust athletic program. Each season we field 8 or 9 teams, in several sports.
include Cross Country and squash. Last year
our boys basketball team won the State
pointed, my heart sank, but I ran out onto the
Less than a month later, my father died in a car
Championship. For a school with limited field
field, mildly disoriented by the lights and fear.
accident while away on a trip. Over night, my
space and facilities, and where good and
As I remember, my position was defensive. I
world shifted as if my little town in central
respectful play is put ahead of winning, I am
took my position. The opposing team's quar-
Alabama has been rocked by an unexpected
especially proud of our Athletic Program's
terback called the play and before I knew it we
and geographically improbable earthquake. I
were a scramble of faceless pads and colorful
won't go into more detail, but you can imagine
uniforms. Within seconds, somehow, I found
the void: a father whose life was cut short in his
One of the things that our Allen-Stevenson boys
myself in possession of the football, dropped
late 30s. A son, make that two sons because I
told me that I was surprised to learn is that you
down from the sky perfectly into my hands. All
have a younger brother, left without their father
have a football team. I didn't know that.
I could think of was to run, and run I did. Soon,
at a crucial time in a boy's life.
I was tackled, but it was by a team member! I Hearing this, I remembered my own foray into
was running, but in the wrong direction! My
I don't share this piece of my story to make you
7th grade football, undertaken for one reason
humiliation was complete-well, almost.
sad or sorrowful, but to make you think, even if for
and one reason only: to please my father, who
a moment, about how special the bond is that is
was passionately committed to the sport. Now,
Now, the part of this story I didn't mention is
you should know that I grew up in Alabama,
this: My father was a major athlete who played
being celebrated here tonight - and how fragile.
where the sport of football is considered anoth-
starting fullback for his college team in 1957 -
Don't limit the celebration of your lives together
er form of religion. You should also know that I
he would probably be about the age of some of
to just one night every year. Make it a priority.
was a very serious musician, who spent his
your grandfathers - the year - the only year ever
Fathers, you will need to be more present in
afternoons--hours at a time--at the keyboard,
- that Auburn University won the National
your sons' lives. Sons, you will need to let that
practicing. The last thing that I wanted to do on
Football Championship. (Parenthetically, I will
happen, even if you think you might not want it.
hot Alabama afternoons was to don a football
join my family at Auburn this fall to commemo-
Deep down you do. I would say that a good
uniform and spend time being pummeled on the
healthy respect for each other's position is
But I also wanted to please my father, and he
Now if this was not bad enough, my father had
responsibilities, you probably have more in
was delighted that I was willing to give it a go.
also signed to play professionally with the then-
common than you think. After all, every father
Look at me: I don't have to tell you I wasn't
Baltimore Colts, long before they moved to
is also a son. And many sons will someday be
exactly built for football, nor did I have the skills
Indiana and before they won a Super Bowl.
fathers. Be good to each other.
it required or the interest and drive needed to
Unfortunately in this time before arthroscopic
what goes around, comes around. And nowhere
develop them. The only thing that I had going
surgery, a knee injury in his first summer of
is this old adage more true than in complicated
for me was a desire to play for my father, and
practice cut my fatherâ€™s football career short,
and layered relationships.
even that couldn't make up for all the deficien-
and he became, of all things, a banker. Not
Kunitz, who just died this spring at age 101,
cies and the fact that I never really grasped
nearly as glamorous!
reminds us that a word spoken in anger may
advisable as well. Although each has a defined role to play, with unique rights, privileges and
even the basics of the game. Imagine being
The poet Stanley
weigh no more than a parsley seed, but it can
thrown into your school orchestra and told to
So back to that horrible night:
play the violin, and while you could certainly
ine, fathers and sons, the situation. Not only
hold the violin, and move the bow, you couldn't
had I humiliated myself, my team and my
Sons, know that while your fathers have aspira-
read music. This is how I felt when I was on the
school, I had humiliated my father, the local
tions for you, they want you to be true to your-
selves first. And finally, fathers, understand that
And even though I tried always to disappear on
After the game, I met my father and I don't
ness and occasional bad behavior, your sons
you can imag-
yield an impact felt throughout a lifetime.
beneath the veneer of nonchalance, stubbornthe sidelines, I did have the rare chance to play,
remember exactly what was said, but I do
do want to please you, even if it means that, in
usually when our team was either so far behind
remember what wasn't: he never said a word
an act of boyish courage, the pianist lifts his
there was no hope, or so far ahead that the
about my gaff. He did congratulate me on the
hands from his keyboard, picks up a football
damage we scrubs might do wasn't of concern
team's win - a win that happened in spite of me.
and runs in the wrong direction, under the
to our coach. One such moment when we were
He took me out, as was our practice, to have a
lights, in the presence of the very one he seeks
comfortably ahead, the game played at night
hamburger before the drive home. And that
most to be.
under lights, I was put in during the last few
was that! All was right with the world - but only
minutes. When the coach called my name and
for the moment.
A M P L I G H T E R
VARSITY BASKETBALL Coach Wiseman Alessandro Santoro, Taylor Bennett, Jon McMyers, John Hersey, Alex Tomashoff, Michael Salik, Derrick Asser, Zach Berger, Sam Javit, Matthew Schwimmer, Derrick Holman, William Chouraqui, Evan Solomon The Varsity Basketball season came to a dramatic end with a 47- 45 win against Columbia Prep. The entire team collectively contributed throughout the game. Our point guard, Evan Solomon, made the gamewinning basket with 3 seconds remaining in the game. The boys finished the season with a winning record of 12 wins and 5 losses. We finished with a league record of 4 wins and 3 losses. Our team had several exciting games versus Buckley, Fieldston, and St. David's. The boys worked hard throughout the season at improving their court savvy and fundamentals. They played with tremendous heart and determination in all games.
JUNIOR VARSITY BASKETBALL Coach Cerrone, Coach Wynn Joseph Abadi, Richard Bryan, Jacob Caplan, Jesse Fastenberg, Sammy Fischer, Alessandro Giacometti, Carter Glatt, Henry Gonzalez, DeJhon Grandy, Miles Hill, Ryan Jada, Adam Kotin, Peter Lawson, Dimitri Mortsakis, Jeancarlo Sotomayor, Christopher vonTurk, Christopher Wayland, Alex Weiss, Alexander Selz With some difficult loses early in the season, a 27-24 win over Buckley lifted our spirits and enthusiasm. Overflowing with excitement, the boys were determined to finish the season with a strong showing. Unfortunately, the opposing boys from Horace Mann proved to be too big of a task for our boys to overcome and we fell by a score of 46-19. We would like to congratulate the boys on an impressive season of tenacity and strong will which allowed them to push themselves through the tough times of a losing season.
6TH GRADE BASKETBALL Coach Jennings, Coach Wiseman Alex Bartner, Oliver Beers, Max Coleman, J. Carr Gamble, David Gleaton, David Lawson, Andrew Leone, Jon Linen, Gil Lubkin, Robert Marston, Jeremy Mittleman, Vikram Nayyar, Nathaniel Pettit, Garrett Tongue, Jeremy Tucker The Sixth Grade boys finished their competitive season with two challenging games, one home and one away. It was clear to everyone present how far the boys had come since their first practice in November of last year. Each team (gold and blue) played tireless, determined, fundamentally organized basketball. Though the boys need to and will continue to develop the finer skills of the game, e.g., shot and pass faking, bounce-passing, posting up, helping out on defense, boxing out, etc., they worked hard this year to learn and to implement the basic, necessary concepts of two zone defenses, three zone offenses, and several in-bounds plays. Overall, the boys were eager to learn new techniques, refine skills they had previously been taught and put it all to practice during games. The boys' enthusiasm and good humor made this an enjoyable season.
S P R I N G
2006-2007 VARSITY HOCKEY Coach Amplo, Coach Cejka, Coach Seeback Alexander Bergsma, Matt Dwyer, Peter Bozian, Stephen Lipton, Tyler Wojak, Alexander Corwin, Taylor Lane, Hunter Erensel, Ben Rifkin, Harry Whitney, Malcolm Phelan, Oliver Israel, Noah Koeppel, Lukas Harb, William Rowles The team had a fine season and made tremendous improvement. Our record of 6 wins and 4 losses was a wonderful accomplishment. We started our season with impressive wins over Harvey, Eastwoods, and Portledge. However, midway through the season A-S suffered a tough loss to Greenvale. This coupled with illness to some of the players, cancelled games and practices; the team endured losing 2 out of 3 games. In the final game of the year against St. David's the team ended the season with an impressive 4-2 victory. The future looks bright with the upcoming Sixth Graders and the return of many of the current players.
6TH HOCKEY Coach Amplo, Coach Cejka, Coach Seeback John Allan, Elliot Bok, Nicholas Curcio, Ben Dickstein, Hasani Figueroa, Max Kalikow, Christian Lange, William Lopez-Balboa, Nicky Schroth, Lucas Zelnick The goal for the boys of the Sixth Grade hockey team was to develop their individual skills and learn team concepts. They did a fine job of that. In the three games they played, they showed an understanding of both offensive and defensive responsibilities. In the games the offense was led by Lucas Zelnick, Max Kalikow, Christian Lange, and Nick Curcio, while Elliot Bok and Hasani Figueroa were solid defensively.
Varsity Wrestling Coach Nicolas, Coach Rodriguez Theo Agbi, Rhys Athayde, Sam Bernstein, Chris Blauner, Chris Echevarria, Daniel Evangelakos, William Evangelakos, Elliot Frank, Harry Frank, Eric-Anthony Galagarza, Charles Goldberg, Anthony Joga, Brian Knott, Maxson Jarecki, Daniel Locker, Henry Neely, Nicholas O'Mara, Adiel Perez, Henry Plagemann, Tyler Reiss, Owen Rosenberg, Malik Simon, Tyler Waldman, Skyler Wasser With the biggest team in A-S history, we were able to challenge schools that have had strong wrestling programs for many years. We had wonderful team leadership from our experienced wrestlers. These leaders demonstrated the direct relationship between how one practices and the results produced in official competition. Among those wrestlers and their combined 75 matches in which they competed, only five matches were lost. We are pleased that two will be returning to lead our team next year and are confident that those newer wrestlers will mature into stronger athletes both physically and mentally.
5/6 WRESTLING Coach Nicolas, Coach Rodriguez Alexander Butler, Adam Centeno, Justin Dier, Jake Elowitz, Sota Hosoi, Robert Lubin, Nicholas McCombe, Robert Navarro, Luke O'Neill, Trevor Picot, William Reynolds, Kyle Rosenberg, Matthew Russo, Stephen Sim, Mikey Stern, Garrett Tongue, Alec Wasser The boys had a good season, ending their rrestling with a scrimmage against Buckley. Several Sixth Graders have shown signs of leadership this year. Everybody progressed with respect to their understanding of the basic moves from the standing, top, and bottom referee positions. The boys also have a stronger grasp of the scoring system, something that the Sixth Graders will have to apply as Upper School wrestlers. We look forward to the boys finding even greater success next season, and that they will continue to evolve as athletes and intelligent competitors.
A M P L I G H T E R
MONEY MATTERS The Campaign for Allen-Stevenson: Today and Tomorrow Exceeds Goal and Reaches $27.9 Million! Largest Campaign in Allen-Stevenson history helps to fund the School's recently constructed space and to strengthen its endowment for financial aid, faculty compensation, and programming! Through the generosity of hundreds of donors, The Campaign for Allen-Stevenson: Today and Tomorrow has surpassed its goal of raising at least $25 million to raise just under $28 million to “expand and enhance the physical facilities to support both the number of boys enrolled in the School and the ways we wish to teach them” and to “ensure Allen-Stevenson's financial strength and future.” * The Campaign for Allen-Stevenson: Today and Tomorrow was publicly launched in November 2003 with an initial goal of raising $20 million. But the record-breaking success achieved once the Campaign went public led the School's Trustees to raise the goal a year later to $25 million, with a minimum of $20 million being allocated to the construction project, and no less than $5 million being dedicated to endowment funds for faculty compensation, financial aid, and the educational program. These percentages -- 80% to construction and 20% to endowment -- reflect the original proportions of the initial Campaign goal. The Today and Tomorrow Campaign has enabled the School to expand and enhance its physical facilities, as evidenced in larger classrooms and improved art, music, and science facilities. In addition, Division Centers and a new Assembly Hall provide areas to come together for meetings and theatrical productions. The new Library Media Center is three times the size of the previous library and serves as a 21st century center of information, while the renovated Dining Room is described by students as “a restaurant for kids,” and the new Wellness Center offers a wonderful supplement to the existing athletic facilities. The Campaign has also helped to strengthen the School's endowment. This ensures that the School can continue to attract, retain, and compensate qualified faculty, for it is our community of teachers who inspire boys and exemplify how good learning is at the heart of an Allen-Stevenson education. It also guarantees that our financial aid program is strengthened, which in turn keeps the School accessible to qualified boys whose families wish to send them to Allen-Stevenson. Finally, an increased endowment keeps the School's educational program, with a vigorous curriculum focused on the three A's - academics, athletics and the arts - updated and responsive to changing needs and times. The School expresses gratitude to Campaign Co-Chairs Molly O’Neil Frank, Fred Mack, and Andrea Tongue; former Co-Chair Alice Elgart; and members of the Capital Campaign Committee. Through their hard work and inspiration, The Campaign for Allen-Stevenson: Today and Tomorrow exceeded its goal and did so on-time by receiving more than 500 gifts ranging in size from $5 to $3 million from alumni, parents, trustees, grandparents, parents of alumni, grandparents of alumni, faculty, staff, and friends. As stated in The Today and Tomorrow Campaign video, “Every generation has the opportunity to make a better future. This is ours.” This sentiment rings true for everyone that helped in achieving the goals of The Campaign for Allen-Stevenson: Today and Tomorrow, for it is only with such widespread generosity that we can ensure an Allen-Stevenson education is available for students both “Today and Tomorrow.” * Taken from the School's most recent Long Range Plan, adopted by the Board of Trustees in the year 2000 after widespread community input.
Allen-Stevenson appreciates and honors the generosity of its Campaign contributors, whose names are listed below.
Vincent and May Leone Amanda and Tom Lister Mr. Alfred L. Loomis, III and Ms. Elizabeth Thompson Gray, Jr. Robert and Maryann Marston Noreene Storrie, Malcolm W.S. McCain, and Wesley G. McCain Mr. and Mrs. Arnold L. Mintz Shelly and Neil Mitchell Victoria and Wilson Neely Diana Nelson, Marius Muresanu and Family Mr. Ray E. Newton III and Ms. Elizabeth A. Smith Sheila and Daniel Rosenblum The Mortimer D. Sackler Foundation, Inc. Julie and Lawrence Salander Mrs. Virginia Cowles Schroth Robert Schumer and Pamela Seymon Mr. Boon Sim and Ms. Shiuan Wu Mr. Ernest von Simson and Ms. Naomi Seligman Mr. Paul Sperry and Ms. Beatrice Mitchell Jeffrey and Debbie Stevenson ’75 Leila and Melville Straus Andrea and Glenn Tongue
Anonymous Carolyn and Laurence Belfer Peggy and Jeff Bewkes Emily and Len Blavatnik Scott L. and Roxanne Bok Samantha and Nils Brous Mr. and Mrs. Francois de Menil Howard Gittis Ms. Anne Gilchrist Gleacher Mr. Eric J. Gleacher Michael Gould Judith and John J. Hannan Marjorie and Joshua Harris Robert Wood Johnson 1962 Charitable Trust Andrea Jung Colin R. and Rita E. Knudsen David and Julia Koch Julie and Paul Leff Tami and Fredric Mack Christine and Richard Mack Valerie and Jeffrey Peltier Lisa and Richard C. Perry ’70 and Perry Capital Constance Chung and Maurice Povich Amy and Larry Robbins Mr. and Mrs. Joe L. Roby Mr. Ronald S. Rolfe ’60 and Ms. Yvonne S. Quinn Robin and Arrien Schiltkamp The Selz Foundation Mr. and Mrs. Andrew P. Steffan Nanna and Daniel Stern The Syms Family Lee and Cynthia King Vance John and Barbara Vogelstein Debra and Gregg Wasser Beth and Leonard Wilf
T O DAY
N IG PA
SO EN EV
Michael and Candace Barasch Pedro and Maria Chomnalez Mr. and Mrs. Lawrence Creel The Crown Family Jane and Bill Donaldson Kenneth C. Edgar Jr. and Denise J. Harvey Alice and David Elgart Jeannette and Marcel Giacometti Barbara Lubin Goldsmith Foundation Mr. Michael Harpe and Ms. Deborah Winshel Mr. and Mrs. John Hunt Bicky and George Kellner Mara and Dean Landis ’78
T O M O R R OW
Mr. and Mrs. Carlos A. Abadi Anonymous Mr. and Mrs. Salvador J. Assael Isabella and Joseph Ayoub Connie and Jeffrey Beers ’71 Ari and Margarita Benacerraf Judy and Ennius Bergsma Count and Countess Nuno Brandolini D’Adda Devon and Peter Briger ’79 Pamela and Jon R. Carter Isobel and Struan Coleman Mr. and Mrs. Jay Collins Mr. and Mrs. Robin S. Esterson John and Deborah Evangelakos Lida and Michael Exstein The Freedman Family Patrice and Louis Friedman Paul and Deborah Galant Mr. Christopher Gallea and Ms. Suzanne Freind Jean and Alexander Gellert ’79 Mr. Alexander Russell Judson ’80 Mr. E. William Judson Mr. Peter A. Judson ’80 Mr. Stephen H. Judson ’76 Mr. William H. Judson ’78 continued
N. Richard and Carol Kalikow Lesley and David Koeppel Mr. William Lamb and Ms. Claudia Holz Melissa and William Lawson Denise Lefrak Pablo and Almudena Legorreta Mindy Schneider and Michael Lesser Simone and David W. Levinson Mrs. Denise Jo Levy Dr. and Mrs. Jeremy R. Levy ’80 Mr. Jonathan H. Levy ’79 Robert Liberman ’58 Worthington and Winifred Linen Mr. and Mrs. Mahedy Leene and Ashok Nayyar Caroline Coleman and Peter O’Neill The Allen-Stevenson School Parents Association Sheilah and Peter Phelan Marie and Anthony Rao, Jr. John and Elizabeth Schwolsky Mr. and Mrs. Matthew Kevin Smith ’86 Mr. and Mrs. Marc D. Taub Timothy Wallach ’65 and Fleur Fairman Joseph Wayland and Patricia Verrilli Debra and Stephen A. Weiss Mr. Christopher John Weitz ’84 Mr. Paul John Weitz ’80 Mrs. Susan Kohner Weitz Strauss Zelnick and Wendy Belzberg
Mr. Daniel Abrams ’81 Ian Adler ’87 The Altschul Foundation John M. Angelo ’56 Anonymous Andrew R.L. Arias ’92 Dr. J. Howland Auchincloss, Jr. ’36 Amy and Neil E. Bader ’79 Mr. Edward M. Bakwin ’43 Ms. Emily L. Barnes Bruce A. Barnet ’60 Mr. and Mrs. Paul David Barnett Irving Barrett ’70 John D. Barrett, II ’50 Douglas and Cecilia Bartner Mr. I. Scott Bass and Ms. Denise Swartz Janise Beckwith Robert M. Benjamin, III ’76 Barbara and Joel E. Bickell Mr. and Mrs. David P. Bicks Mr. and Mrs. William Bird Marc and Kimberly Blair ’80 Mr. Ross March Blum ’03 Bob and Cheryl Bodian Mr. Jeffrey Boffa and Ms. Michele Campbell
Patrice and Andrew Boyland Mr. Alan Bozian and Ms. Alison Overseth Maryann Tarzian and Patrick E. Britt Robert Burge ’76 and Elizabeth Brainerd David and Leslie Burgstahler Patrick T. Burke ’86 Mr. Herbert C. Butler and Mrs. Effie C. Doscas-Butler Mr. William M. Cahn, III ’52 Ms. Casper Caldarola Mr. Kevin B. Cantor Michael and Susan Caplan Mrs. Judy Carmel Norman B. Champ, III and Sally Shreeves Mr. and Mrs. Schuyler G. Chapin ’38 Mr. Daniel R. Childs ’50* George and Ann Clairmont ’63 Mr. and Mrs. E. Peter Coppedge, III Brandon A. Cohen ’01 Jake M. Cohen ’05 Marc and Andrea Cohen John and Louisa Cohlan Jonathan Copplestone and Lisa Pomerantz Andrew Corwin and Pamela D’Arc Corwin Mr. and Mrs. James Curcio Rose Curcio S. Lawrence Davis and Donna M. Emma Mr. Gerard de Gunzburg ’62 Greg Delves and Sara Beaney Elisabeth and Jim DeMarse Mr. Willie Dennis and Ms. Caryn Bailey Mrs. S. J. Dickinson Kim and Jordan Dickstein Donald and Christina DiRenzo Ms. Colleen Doan-Lombardozzi Hope M. Doyle Mr. and Mrs. John James Duffy Mr. and Mrs. Maurice Edelson ’78 Caryn and Craig Effron Brent and Nina Erensel Mr. Howard Zimmerman and Ms. Susan Etess Dr. Steve Fallek and Ms. Susan Saltzstein Mr. Warren Feder and Mrs. Judith Lowenstein-Feder Trish and Adam Feinberg ’86 Justine and Michael Feinberg ’84 Gregg and Maris Feinstein Mr. and Mrs. Alan Stuart Fields Mr. and Mrs. Robert Finkelstein Mr. and Mrs. Richard Fischbein Mr. and Mrs. Eric L. Foster Lincoln and Molly Frank Bradley Friedman ’96
Mr. R. Vanneman Furniss ’91 J. Carr Gamble, III and Carolyn Kee Gamble Jim and Linda Gansman Mrs. Peter J. Gellert Ms. Linda MacMurray Gibbs Mr. and Mrs. Alan D. Glatt Fredda and Drew Goldberg Dr. Evan R. Goldfischer ’81 Goldman, Sachs & Co. Toni and Jim Goodale The Gordon Fund Mr. John J. Grace and Mrs. Patricia Steller Grace Andreas and Maria Gruson Montague H. Hackett, Jr. ’47 Mr. Christopher J. Hallows ’87 Mr. James Harb and Ms. Shellee Rudner Harb Mr. Daniel A. Harris ’57 Mr. and Mrs. Henry Hay Major Bartlett Harding Hayes, II ’72 The Morris A. Hazan Family Foundation H. Dale Hemmerdinger ’59 John and Amy Henry ’84 Mr. Peter Herbst and Ms. Ann Herbst Mr. Roger Hershey and Mrs. Marcia Hershey Horacio and Julia Herzberg Landon Hilliard, IV ’76 Angela and Anthony Hopenhajm Clifford and Jane Hudis Mr. and Mrs. Jefferson E. Hughes, Jr. Julie and David Israel Sondra Israel Mr. Thomas C. Israel ’59 J.P. Morgan & Co., Incorporated Andrew and Nancy Jarecki John and Mei Jay ’75 Mr. and Mrs. David W. Jensen Mrs. Virginia Couper Johnson Rita Joseph Mr. and Mrs. Michael W. Joukowsky ’80 Mr. and Mrs. Nathan Kacew Barbara and Leon Kalvaria Terry and Ron Kass Ms. Amy S. Katcher Mrs. Ina Katcher Robin and Anton Katz Dr. Bruce E. Katz and Ms. Carol J. Bryce-Buchanan Mr. Robert Eli Katz ’99 Mr. and Mrs. Robert J. Katz Mindy and Ted Kauffman Mr. and Mrs. Kevin Kelly Ann Kelman Henry S Kernan ’31
Heather and Ali Khazaneh Mrs. Jane Klaris Susan Hirschhorn and Arthur Klebanoff The Hess and Helyn Kline Foundation Susan and Roger Kline Mr. Hiram Knott and Ms. Lynne Weber Mr. David Andrew Koch ’95 Mr. and Mrs. Jeffrey Paul Koffman Dr. Neal Kotin and Dr. Beth Cohen Jill and Peter Kraus Michael and Dara Krauss Ms. Kimberly A. Kyte Mrs. Elayne Landis Mr. Clinton Lane and Ms. Shelley O’Neill Mr. and Mrs. Clinton W. Lane, Jr. Mr. and Mrs. David A. Lang John and Alexandra Lange Mr. John E. Laskin ’54 Dr. and Mrs. George M. Lazarus The Robert Lehman Foundation Ms. Jacqueline Leitzes Linda and Marvin Levine William and Susan Levine Mr. and Mrs. Eric Lindenbaum Mr. John C. Lipman ’92 Douglas Lipton and Lucia Smith Stacey and Keith Locker Mr. Steven Loeshelle and Ms. M. Gervase Rosenberger Linda and Victor Lopez-Balboa Mr. and Mrs. Ignacio M. Lopez Gaffney Brian Loveman and Susan Hagaman Mr. and Mrs. Daniel Charles Lubin Mr. and Mrs. Laurence S. Lubkin Dr. and Mrs. John P. Lyden Mr. Victor Lyman ’58 Cary M Mabley Mr. and Mrs. Peter S. Macdonald Mr. and Mrs. Kary Mack Jean and Peter McCauley Mr. William McCombe and Ms. M. Antonia Paterno-Castello Laura Jean Wilson and Mark J. Menting Merrill Lynch & Co., Incorporated Lawrence and Amy Mestel Jose Antonio Mestre ’67 Mr. and Mrs. Peter deF. Millard Melvin and Elizabeth Miller Liam Millhiser ’96 Pamela and Steven Mitchell Morgan Stanley Leslie and Susan Morgenstein Mr. George Harris Morison ’59 Kimberly and Robert Morris Mr. and Mrs. Brian T. Murphy Mr. and Mrs. James T. Murphy Ms. Sari Alison Nadler
Roy R. and Marie S. Neuburger Foundation Arthur and Linda O’Connor Daniel Okin ’00 Stephen Okin ’03 Mr. and Mrs. L. Kevin O’Mara, Jr. John Pariseau h’98 and Dario Sacramone Mr. John Bliss Parkinson ’76 Dr. Russel H. Patterson, Jr. ’43 Mr. Horacio Pena and Ms. Marina Woronzoff-Dashkoff Erica and Kevin Penn Mr. Zachary Owen Penn ’83 and Ms. Michele Weiss Adiel Pérez Mr. and Mrs. Laurence Petit Mr. and Mrs. Christian R. Picot Susan and Thomas Plagemann Philip Proctor ’55 and Melinda Peterson Mr. Roosevelt E. Rawlins The Reed Foundation Steven Alan Reiss and Mary A. Mattingly Mr. and Mrs. David Linn Reynolds Madeleine and Marc Rice ’84 Barbara and Sheldon N. Robbins Dr. and Mrs. Thomas D. Robinson Mrs. Florence R. Rolfe* Mr. Joseph Charles Roper, Jr. ’30 The Rose Family Ms. Lisa Jan Rosenthal Mr. and Mrs. Eric Rothstein ’81 Peter Lyon Rubin ’86 Mr. Phillip J. Rubin Dr. Albert Joseph Rudick and Ms. Jennifer Rudick Charles C. Rumsey, Jr. ’51 Mr. Craig Russell and Dr. Pamela M. Jones David L. Russo and Mary Gail Gearns Mr. Martin Russocki Mr. and Mrs. Samuel Sanchez Thomas Scarangello and Roxanne Donovan Mr. Bruce D. Schlechter ’59 Mr. Irving Schneider Mr. and Mrs. Alan D. Schnitzer Mr. and Mrs. Robert Schrade Christine Schutt Mrs. Frederick R. Selch Mr. and Mrs. Gregory S. Selch ’81 Mr. and Mrs. Jason Bakwin Selch ’75 Jean and Nick Selch ’72 Mr. and Mrs. James Daniel Seligman ’73 Marie Bitetti and Sandip Sen The Seplow Family Dr. and Mrs. Maurice Sherman Mark Silber and Alexandra Nicholson Mr. Richard R. Sills ’61
Mrs. Gloria Silverman Idan Sims and Dr. Terry Gotthelf Ken and Gale Sitomer Bonnie and Mitchell Spiegel ’82 Nicholas Sprayregen and Karen Sprayregen Mr. and Mrs. Gordon R. Stanton Dorothy and Vincent Stevens Richard and Lise Hilboldt Stolley Ms. Jana Strauss Mr. Cochran B. Supplee ’39 Mr. and Mrs. James M. Tarzian Philip and Hey Ran Toh Mrs. Yeva Trineeva John and Louisa Troubh Carol and David R. Trower h’95 Mr. and Mrs. Charles Graham Uffelman ’85 Marjorie and Charles Van Dercook Mr. and Mrs. Philipp von Turk Mr. and Mrs. Frederick W. Wahlers, IV ’81 Mr. and Mrs. Jay Nelson Waldman Edward Wartels ’91 Ilana and Mark Wasserberger ’82 Simon and Cynthia Wasserberger ’85 Philip and Jamila Weintraub Micah Weiss ’99 Wells Fargo Mrs. Elsa F. Wilkis Mr. and Mrs. Bruce J. Williams Rev. and Mrs. C. A. Wood, Jr. Mr. and Mrs. Anthony H. Woods ’86 Ellen Langmuir Wright Mr. Christopher Zellner and Ms. Debra Pinto
Former Director of Athletics, Teddy Frischling, and his wife, Tara, welcomed daughter, Greta Sydney, on April 5, 2007.
Music Teacher, Robelyn SchradeJames, made a stunning comeback to the New York concert stage with her all-Mozart program at CarnegieWeill Hall in November. It was sold out and Artists International has already offered contracts for encore performances. She comments, “Since our children were born my New York solo performing has been limited to schools, libraries and churches, so when Artists International awarded a fully-sponsored recital in a major hall, I was absolutely thrilled!”
Nutrition Director, Monica Matthew, has completed her manuscript for a book titled, “JOURNEYCAKES” and has engaged an editor. She also is seeking guidance about publishing it. Monica says, “the book is about my adopted mother who parented me from 19 months even though she already had seven children of her own. The book tells about my times growing up with her in Antigua; her capacity to show love and commitment to many even in the most trying and difficult times.”
Art Teacher, Rob McCallum, recently graduated in the Department of Art and Art Professions at New York University. He was conferred a Doctorate in Philosophy majoring in Art Education on May 8th, 2007. His research focused on “Identity in Jewelry Design in a Post Apartheid South Africa.” According to Rob, his study has provided him with a range of new skills and knowledge which he is already using in his teaching at AllenStevenson.
S P R I N G
Big sister, Brooke, is enjoying showing her new sister, Jessica Morgan, how to get Mom and Dad’s attention. Andy Zevon, Network Manager, and his wife, Marni, are the proud and exhausted parents. Jessica joined the family on April 10th.
TE A D E H T S AV E nion
Reu i n m Alu tion p e c e ail R t k c o C mni u l A l l For a sses a l c e thos y l l a i ’07. d n espec a ’02 n i g n endi 07 0 2 , 1 ber m e v o ay, N d s pm r u 0 3 Th : 8 o ool h c S 6:30 t son n e v e t en-S l l A e Th S
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’92 rozier G d r ’82 e T rberge e s ’92 • s s ia r a A Mark W ndrew o ’87 • tson ’72 ’97 • A z s z a u k P r a F er Da t ’62 ’42 Jason Lee Alb liam K. Wes • Peter • 7 7 ’8 s Ford ’7 d s r il d w a o W o h ll • ig ic a W ’67 7 • F. R Chris H Dewey Gradjansky tt, Jr. ’4 e k s c n a o imm ague H Peter S • Mont 2 ’5 t r tewa ion A. W. S format William list in REUNIO
A M P L I G H T E R
Help us find these missing Alumni for their Reunion Year! Please contact Jackie Brown at firstname.lastname@example.org or 212- 933-5240.
1947 Mr. Frederick Hunter Burrell Mr. Harry Austin Tierney, Jr. Mr. William Durrie Waldron, Jr.
Zachary Feder Ivor Shearer Sande Slutsky William Von Werz
Thomas Bigham John Carson Gary Bruce Cook Joseph Valentine D'Avray Frederic B. Graf Emmanuel George Kapsambelis Jan Rene Parker Stephen H. Plum Paul Andrew Unwin
T. Sean Durkin John Scott Krauss Stephen Donghoon Lowrance
Robert Ashton Robert Karl Marriott Harold Matthew Marshall Matthew M. Marshall Christopher C. Morrison Michael Deryck Murray Alexander Paul Napack Eric Christopher Senis Faisal Mahmud Sipra Seido Tarasawa Nicholas Moorhead Trimble
James Clement Cowan Peter Gill Clifford Mickle Joseph F. Schmidt
1962 Christopher Bandler Frederic Reuel Dryer Peter Hazzard Marshall Charles Robin
1982 Cedric Berry John T. Duquette Kenneth R. Hyde Alexander Winfield Jaffee Michael James William Morden Jocko Metcalfe Mortimer Nicholas Myers John H. Pollack Ian Robert Livingston Sinclair Jeffrey Mann Tausend
Peter Leland Amory Philippe de Gautret Bradley W. Kabbash Jeffrey Chen Smith
S P R I N G
Charles Butler Orland Campbell Richard Burns Campbell Donald Griswold Cummings Frank John Hale, Jr. Michael Balfe Howard John Kempf John Alfred Robertson Michael Sesit Lawrence Shaw Speidell Paul R. Strauss Richard L. Weil, Jr.
Mr. Richard Stuart Hornbeck Mr. Clement H. Moore Mr. John Frelinghuysen Talmadge
1942 Mr. Robert Alexander Brown Mr. Charles Coster Mr. Clinton Graham Heiner Mr. Arthur Andrews Oldham II Mr. David Warren Smith
1937 Mr. Talman Bigelow Mr. Frederick J. Burghard, Jr. Mr. Roban Carrere Mr. Stephen H. Hensel Mr. Stephen Tobin Richter
1932 Dr. David Ashdown Mr. Spencer W. Graham Mr. Richard Storm
1927 Mr. Daniel A. David Mr. Hanson Hiss III Mr. Robert Woodward Prosser Mr. Clinton Sweet Mr. George H. Williams, Jr.
Please send Alumni News for the Lamplighter to email@example.com or call the Development Office at 212-606-0890.
Nathaniel Hooper '43 (firstname.lastname@example.org) writes, “I am most grateful for the mailings from A-S, as they remind me of my joyful first few years of school, so long ago: My love for Ms. Waddams, my First Grade teacher, and the joy of figuring a faster way of writing the tedious multiplication tables. And, OH YES, the fun of chanting ‘Buckley bums suck their thumbs’ when encountering a boy with ‘B’ on his cap. Yes, I can still see it! And I remember my eyes being closed and hoping I remembered the words to the Pledge of Allegiance. Today, the father of two grown sons, I live happily with my wife, June, and Missy, the smartest Border Collie, in northern Arkansas.”
Kristopher Kaltenborn '70 (email@example.com) Kris, wife Sharon, and daughter, Caroline, stopped by to see the School while visiting New York on spring vacation. Kris is a VicePresident at Northern Trust in Naples, Florida.
John B. Loengard '49 (firstname.lastname@example.org) had his eighth book, Georgia O'Keefe/John Loengard - Paintings and Photographs, published by Schirmer/Mosell in December 2006.
1950s William A. W. Stewart III '52 (WAWS@optonline.net) writes that he has fond memories of A-S with Dr. Simboli for History, Mr. Meenahan for English and Miss Green in Second Grade.
1960s James Rosapepe '66 (email@example.com) was elected to the Maryland State Senate on November 7, 2006, representing College Park, the home of the University of Maryland. He had previously served as a member of the Maryland House of Delegates (1987-97), a Regent of the University System of Maryland (2001-06), and United States Ambassador to Romania (19982001). He lives in College Park with his wife
F. Brackett Hazen '75 (firstname.lastname@example.org) writes, “still working for a robotics start-up - our prototype is coming along, though still pre-revenue. Daughter, Kate, is 10 and shares her time equally with her mom and me here in Pittsburgh.” Jeremy Daniel Ben-Ami '77 (JBAMI@aol.com) writes, “I'm still involved in political work in Washington D.C. I'm not directly involved in any campaigns at the moment and work at a communications firm called Fenton Communications. My work focuses heavily on building public awareness on such issues as global warming, ending the war in Iraq and making peace in the Middle East. My family obligations (kids aged 3 and 2) have sidelined my longstanding engagement in more political campaigns! They are Shira Yael Ben-Ami (born 6/5/03) and Ari Hanan Ben-Ami (born 10/14/04). Neither unfortunately is likely to attend A-S since the commute would be deadly.” Charles Evans Jr. '77 (Charlie@acappellapictures.com) had a photography show in February and March at the Earl McGrath Gallery in Los Angeles entitled The Sex Lives of Mannequins. Check it out on www.earlmcgrathgallery.com. Dewey S. Wigod '77 (email@example.com) writes, “I am looking forward to seeing my classmates at our 30th Reunion on November 1st at the School.” Eric Malcome Lustgarten '78 (firstname.lastname@example.org) is now the Director of Sales and Investments for the New York Private Realty Group LLC.
Andrew J. Speyer '79 (email@example.com) has been named Director of Information Technology Services at Choate-Rosemary Hall. He joined Choate in 2003, having worked previously at a number of schools including Suffield Academy, University of Hartford, Virginia Episcopal School, and Horace Mann. The positions he held included Director or Associate Director of Technology, assistant varsity football coach, head coach of varsity boys lacrosse, and faculty adviser to student government.
1980s Lawrence Jerome Goldstein '83 (firstname.lastname@example.org) founded the first Jewish Mardi Gras Krewe, Krewe du Jieux, which is the former sub-krewe of the infamous Krewe du Vieux. A fine-art photographer, he has recently had a one-man show at the Zigler Museum in Jennings, LA, with over twenty of his photographs on display. To see his work, go to www.brothergoldstein.com. Anthony C. Leonard Jr. '83 (TLeonard@cfl.rr.com) writes, “I enjoyed seeing Steve and Hans Wydler during their recent trip to Orlando and look forward to seeing everyone at our 25th(!) Reunion.” Zachary Owen Penn '83 (email@example.com) had a film, entitled The Grand, in the 2007 Tribeca Film Festival in New York. “An improvisational comedy centered around a handful of actors involved in an actual poker tournament,” the movie stars Woody Harrelson, Werner Herzog, Cheryl Hines, David Cross, Ray Romano and Dennis Farina. While at the Tribeca Film Festival, Zak also participated in the panel “Heroes for Hire,” which focused on the success of superhero movies among adult audiences.
Sheilah Kast, a journalist with public radio.
A M P L I G H T E R
Robert Scott Tucker '85
Nicolas Wuorenheimo '83
Louis Rose '86 (firstname.lastname@example.org) is about to open a banquet facility called 583 Park Avenue with his brothers, Berton Rose '97 and John Rose '90, who together have formed The Rose Group which also operates Gustavino's in New York.
1990s (email@example.com) and Petra Caroline Hauff were married on August 5, 2006, in the 13th century Kungsängen Parish Church in Kungsängen, Sweden, which is outside of Stockholm. Tsvi Landau '84 (firstname.lastname@example.org) writes, “Formerly Brooke Loring, I am now serving as a rabbi for a congregation in northern Israel. I live with my wife Julie and my two small daughters, Miri and Noa. I come back to NYC about once a year. I would love to be in touch with my old classmates!”
(email@example.com) and wife, Andrea Schulman have moved to the suburbs with their two children, Zoe, age 3, and Alex, age 1 1/2. Christopher Goodman '86
Robert Brinberg '90 (firstname.lastname@example.org) was married on January 3rd to Yasmine Nainzadeh at the New York Palace Hotel. Yasmine is an analyst at Clovis Capital Management, a hedge fund in New York. Robert is the chief operating officer of Dahlman Rose & Company, an investment bank in New York. John Rose '90 (email@example.com)
Edward W. J. Lipman '84 visited the School to see John Pariseau. He has a PhD from Cambridge, where he taught for five years, worked as a speech writer for George Bush when he was Governor, and is now a professional photographer in Dallas. Layton Carter Thompson '84 has completed Law School and is working as a Public Defender in Durham, NC. Jeffrey M. Haber '85
(firstname.lastname@example.org)writes, “My wife Karina and I are happily residing on the Upper East Side with Eva Lucia (age 5) and Alexander (age 2) and enjoying watching the kids grow (fast). We are looking forward to spending most of the summer in upstate NY near Woodstock and will definitely be attending the next alumni dinner. I really enjoyed seeing many of my old classmates at the last one. Best to all.”
S P R I N G
(email@example.com) was married to Julia Gwynne Kay on March 17th in Coral Gables, FL. A graduate of Chapin and Middlebury, Julia is in Public Relations. Allen-Stevenson groomsmen included Brooke Connell '86, Jimmy Gleacher '86, Michael Tiedemann '86, and Tony Woods '86. Other A-S alumni in attendance were cousin Peter Briger Jr. '79, Patrick Burke '86, Blake ‘el barto’ Davis '85, and Louis Rose '86.
married Ashley Lament on November 18, 2006 at the Carlyle Hotel. His best men were brothers Louis Rose '86 and Berton Rose '97. Also representing A-S in attendance were Mr. Kersey h'98 and Bradley Holt '90.
Charles Randal Burger '91
(firstname.lastname@example.org) writes, “Courtney and I became the proud parents of precious twin girls, Alexis Brooke and Elizabeth Jane ("Ellie"), on January 28th. The girls are enjoying lots of love and support from uncles Alfred Burger '87 and Michael Burger '89, aunt Pam, and grandparents Andrew Burger '59 and Barbara. The new parents could not be happier.” Harry E. Gould III '91 (email@example.com) was married in December 2006 to Naisa Wong at the Saddlerock Ranch in Malibu, CA. Naisa is a director of television and theatrical projects, including The Ten Commandments: The Musical. Trip is a production coordinator whose credits include the television shows House and Becker. Joshua Grady Graver '91 (firstname.lastname@example.org) completed his PhD in aero-dynamics and mechanical engineering. Cannon Hersey '92 (email@example.com) was one of the artists in Here There and Everywhere - an exhibition of International Art that was held at Gallery 384 in Catskill, NY from March 24th to May 5th. Charles William Socarides '92 (firstname.lastname@example.org) worked with the Yale Repertory Theater Company in their production of Lulu which ran from March 30th to April 21st at the New Haven Theater.
Anthony Paul Bonan '93
Ashley Springer '97 (email@example.com) appeared in a play, Sweet Love, Adieu at Lion's Theater in New York in March. He was also in a film, Teeth, that premiered at the Sundance Film Festival and was acquired by The Weinstein Co. and Lion's Gate. C. Andrew Hughes '98 (firstname.lastname@example.org) writes, “It was great to stop by a few weeks back and see everybody and the very impressive new facilities. I have decided to stay in NYC and take a full time job at Environmental Defense (for-
(email@example.com) was married to Suanne Pollvin on January 13, 2007 in Palm Beach, FL.
merly the Environmental Defense Fund) as a Program Associate.”
Chiqui O. Matthew '93 (firstname.lastname@example.org) was quoted in a November 2006 New York Magazine article on Harvard classmate, R-Les. Chiqui works with credit derivatives at Goldman Sachs.
Jason Andrew Kraus '98 (jasonKraus@mac.com) is still at the California Institute of the Arts. He is doing a project exhibit at LAXart this fall - a not-forprofit exhibition space in Los Angeles. He will also be having a show at Jeanie Feilich Gallery in NY in February 2008.
Joshua Michael Feuer '95 (Joshua.email@example.com) is back in NYC at New York University's Stern School of Business pursuing his MBA degree.
Peter E. Levitan '99 (firstname.lastname@example.org) is currently a Sales Associate in Retail and Office Leasing at Sierra Realty Corp. He was recently cited in an article in Crains New York Business about negotiating a deal for retail space for Flight Club, leaders in the vintage sneaker market at 120 Nassau Street.
David Andrew Koch '95 (email@example.com) recently finished up his fourth season working on The Sopranos. David Patrick Lacey '95 (firstname.lastname@example.org) took time off before going to college. He worked at Tabla at Union Square, went to the Culinary Institute of America and is now at the Hotel School of Cornell University.
2000s Christopher Lars Carlson '01 (email@example.com) has, after taking a year off from school, started at the Berklee College
Conor Huntington O'Malley '95 is the Assistant Squash Professional at the University Club of Chicago. He is the founder of METROsquash - an urban squash and education program. METROsquash students engage in equal parts squash and academic instruction three days a week after school. In addition, the program provides one-on-one
of Music in January. He says, “I attribute the musical education I received at A-S to the decision to make this my path in life.” Harry Reid Levine '02 (JuviHRL@aol.com) is finishing up his freshman year as an engineering student at Georgia Tech.
mentoring and weekend activities including squash competitions, community service projects and cultural trips. Students make a recurrent two-year commitment to the program. See www.metrosquash.com.
Matthew Petrillo '02 (firstname.lastname@example.org) played football for the 2006 season at Georgetown University.
A M P L I G H T E R
ALUMNI J. P. William Sealy '02 (email@example.com) came by the School and toured the building. He is completing his sophomore year at the College of William and Mary in Williamsburg, VA. Lane A. Bodian '03 (lane.bodian@FandM.edu) serves as Freshman Class President and is a member of the soccer team at Franklin and Marshall College. Justin Gottlieb '03 (firstname.lastname@example.org) visited the school in the winter and is enjoying his freshman year at Franklin and Marshall. He also sees Alexander Boucher Shipper '02 who is playing soccer at Gettysburg College. Henry J. Rosenwach '04 (email@example.com) had the Poly Prep Football Team Journal dedicated to him by the team's seniors. They write, “You will always be remembered as the player who never gave up.”
Leadership in Student Government is always celebrated! This past year Lane Bodian '03 was the President of his Freshman Class at Franklin and Marshall College, James Thomas (JT) DellaFemina '04 and Michael G. Marcusa '04 were President and Vice-President of Student Government at Horace Mann, and Alec Barrett '04 was President of the Student Government at Dalton. Alec Barrett comments on his years at A-S: “I think about the many opportunities for leadership that were made available to us. We had section leaders in orchestra, leads in the play, class representatives in Student Council, sports stars, the best builders at the science fair, and top academic students. Each of these distinctions represented a different student or group of students, and most importantly, no one distinction was more highly valued than another. Honor roll and awards at the end of every year highlighted every class's strongest in many disciplines, including multiple academic subjects, visual arts, and music. Finally, I can't ignore the valuable interpersonal skills which Allen-Stevenson, with its diligent approach to creating scholars and gentlemen, left us with as we moved on to High School. In the fall of my freshman year, I had the confidence to run for class president among a group of people whom I had just met, and successfully began my career in Dalton student government. It was at AllenStevenson, however, where I was 7th grade class representative, that I first became interested in serving my school.”
IN MEMORIUM John Devererux Kernan Jr. '27 - October 2006 Daniel R. Childs '50 - March 2007 Daniel died while on vacation on Grand Cayman Island. He is survived by his wife, Margaret B. Childs, his brother Nicholas Childs, sister-in-law Andromeada Childs, nephew Daniel K. Childs and his seven children and their spouses as well as his 22 grandchildren and extended family. Peter A. Bulkley '84 - November 2006 Peter died at home, after a courageous battle with pancreatic cancer, surrounded by his family. He is survived by his loving wife, Fabienne, his beloved children, Annabelle (5) and Alexander (1), his brother, Robert and his parents, Elaine and Jonathan. Kwesi Anthony Christopher '96 - March 2007 Kwesi was killed in Iraq on March 31st. He had entered the military and was on assignment by a civilian security firm at the time of his death. A Prep for Prep student, he was chosen for the Leadership Development Summer Internships, where he served at the Voter Assistance Commission, a unit of the New York City Mayor's Executive Office. Kwesi went to Phillips Andover Academy after Allen-Stevenson and graduated from Amherst College. He will be remembered for his commitment to justice, compassion for the less fortunate, refuse-to-lose mentality, and grace under pressure. Peter V.R. Weeks, former faculty (1953-1960) - July 2006 A private gathering took place for Mr. Weeks in August 2006. Prior to his death, Mr. Weeks remarked that if friends or former students care to remember him, they can best do so by rereading some good books; for next to children and family and friends, bookends enclose what is most precious in our brief journey through this world.
We are delighted to note an increase of interest in Allen-Stevenson among alumni who have sons of school age. Because of this situation, 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 should call the Admissions Office at 212-606-0884.
S P R I N G
Alumni Book Shelf There are many different kinds of authors- novelists, historians, poets, biographers and autobiographers, journalists, screenwriters, playwrights, composers, children's book authors, authors of works on business and other issues - the list is never-ending. Allen-Stevenson can proudly claim many such writers.
Books Peter Benchley ’54
Ashbel Green, Jr. ’41 My Columbia - 2004
Films and Television Zachary Owen Penn ’83
Jonathan Visits the White House - 1964 Time and a Ticket - 1964 Lush - 1970 Jaws - 1974 The Deep -1977 The Island - 1979 Speakeasy - 1982 The Girl of the Sea of Cortez - 1982 Tiburon - 1983 Q Clearance - 1986 Rummies - 1990 Beast - 1991 White Shark - 1995 Ocean Planet - Writings and Images of the Sea - 1995 Creature - 1998 Shark Trouble: True Stories About Sharks and the Sea - 2001 Shark!: True Stories and Lessons from the Deep - 2002 Shark Life: True Stories About Sharks and the Sea - 2005
Jeffrey Hollender ’70
adaptations and lyrics Little Red Riding Hood - 1980 Head Over Heels - 1980 The Velveteen Rabbit - 1985 S.H.S. Pinafore - 1986 The Patchwork Girl of Oz - 2005
The Golden Door Absence - 1999 Dylan's Run - 2002 Waiting for Anna - 2002 See This Movie - 2004
Gardner Botsford ’31
B. Corey Kilvert, Jr. ’45
Land of OpportuniTV - 2006
A Life of Privilege, Mostly - 2003
Michael Cook ’64
The Rise and Fall of the Mind - 2006 Le Shotgun Marriage The Lysistrata Affair
Michael Eisner ’57
Work in Progress - 1999 Camp - 2005
Charles Bracelen Flood ’44
Love is a Bridge - 1953 A Distant Drum - 1957 Tell Me Stranger - 1959 Monmouth -1961 More Lives than One - 1967 The War of the Innocents - 1970 Trouble at the Top - 1972 Rise and Fight Again - 1976 Lee: The Last Years - 1983 Hitler - The Path to Power - 1989 Grant and Sherman - The Friendship that Won the Civil War - 2005
Raising the Bar: New Horizons in Disability Sports - 2002
Last Action Hero - 1993 PCU - 1994 Inspector Gadget - 1999 Behind Enemy Lines - 2001 X2 - 2003 Incident at Loch Ness - 2004 Suspect Zero - 2004 Elektra - 2005 Fantastic Four - 2005 X-Men: The Last Stand - 2006 The Grand - 2007 The Incredible Hulk - 2008 Spy Hunter: Nowhere to Run - 2009 The Avengers - 2009
William Skinner Kilbourne ’51
David Rosenthal ’84
How to Make the World a Better Place: A Guide to Doing Good - 1990 What Matters Most: How a Small Group of Pioneers Is Teaching Social Responsibility to Big Business, and Why Big Business Is Listening - 2004 Naturally Clean: The Seventh Generation Guide - 2006
Artemis Joukowsky ’77
Echoes of Armageddon, 1914-1918: An American’s Search into the Lives and Deaths of Eight British Soldiers in World War One. - 2004 Comrades in Courage, The British Army in France and Flanders, 1914-1918 - 2007
Craig Kirsner ’90
writing under the name of Louis Hill, MBA How to Prosper in the Changing Real Estate Market - eBook - 2006
Kenneth LaFreniere ’90
Babe: If Pigs Could Fly - 1999 Babe: The Scrapbook - 1999 El Duque: The Story of Orlando Hernandez - 1999
Lincoln Paxton Paine, Jr ’74
Ships of the World: An Historical Encyclopedia -1997 Warships of the World to 1900 - 1999 Ships of Discovery and Exploration -2000 Down East: A Maritime History of Maine - 2000
Frank Ruscica ’81
Michael Eric Schiff ’79
In Living Color - 1990 She TV - 1994 House of Buggin - 1995 3rd Rock from the Sun - 1996 Grounded for Life - 2001 The Singles Table - 2007
Paul ’80 and Chris ’84 Weitz Captive and All for One Mango Tea - 1988 Antz - 1998 American Pie - 1999 Down to Earth - 2001 About a Boy - 2002 In Good Company - 2004 American Dreamz - 2006
THE ALLEN-STEVENSON SCHOOL WILL BE CELEBRATING ITS 125TH YEAR IN 2008.
To honor this commemoration, we are asking our community including current students, alumni, parents, faculty and staff, past parents, grandparents, and friends to send in memorabilia of their time at Allen-Stevenson. We are looking for things like written anecdotes, photos, report cards, uniforms, invitations, publications, and anything else that highlights your time at the School. Please forward all materials to Casper Caldarola at either firstname.lastname@example.org or The Allen-Stevenson School, 132 East 78th Street, New York, NY 10021.
Weâ€™re almost at goal! Please continue to support the Annual Fund which closes on June 30th.
NON-PROFIT ORGANIZATION U.S. POSTAGE PAID NEW YORK, NY PERMIT NO. 8048
The Allen-Stevenson School 1 32 East 78 th Street, New York, NY 10021-0381