Lamplighter Fall 2008 by Allen-Stevenson

MAKING A DIFFERENCE

The next 125 years

LAMPLIGHTER THE ALLEN-STEVENSON SCHOOL MAGAZINE

FALL 2008

Parents Association’s Executive Board

Back row Suzanne Freind, Alix O’Mara, Constance Cornish, and Pat Verrilli Front row Susan Morgenstein, Marie Bitetti, and Kim Dickstein Missing from photo Carol Kalikow, Lisa Selz, Lucia Smith, and Andrea Tongue

We are delighted to welcome the new leadership of the Parents Association at Allen-Stevenson, a very active group that builds community among parents and also helps to support important endeavors at the School. Kim Dickstein, profiled on page 3 as a new Trustee, is the new President of the Parents Association. She is joined by Alix O’Mara, Vice President; Constance Cornish, Treasurer; Susan Morgenstein, Recording Secretary; Marie Bitetti, Corresponding Secretary, and an Advisory Group made up of Linda Barnett, Suzanne Freind, Carol Kalikow, Lisa Selz, Lucia Smith, Andrea Tongue, and Pat Verrilli. All parents are invited to get involved by serving on one of the dozens of committees. The PA sponsors a number of family events during the year such as the Holiday Reception in December and the Family Ice Skating Party in February. This year, the PA is very excited to bring back the Biennial International Festival, an opportunity to celebrate the many cultures represented in our School, which will also be held in February. The PA also coordinates the Annual Spring Benefit and the Annual Book Fair. The Spring Benefit supports the AllenStevenson Scholarship Fund, and the Annual Book Fair supports the Library. PA Dues, Used Uniform and Sports Equipment Sales and the School Store support faculty enrichment activities at the School such as professional development and the end of year Faculty and Staff Appreciation Luncheon.

To learn more about the Parents Association and to get involved in our activities, please attend a Parents Association Meeting. There are four meetings per year, and all parents are invited and encouraged to attend. These meetings are a great way to stay up-to-date on events occurring at the School and to hear featured speakers who present on topics of interest to A-S parents. The Parents Association also coordinates a number of Community Service projects throughout the school year. These projects include hands-on opportunities for families, such as Monday Hospitality Nights at All Souls Church, and an All-School Community Service Assembly in January. Also included are various drives: The P.S. 83 Book Drive, the After-Halloween Candy Drive, the Food Drive, the Toy Drive, the Coin Drive and the Project Cicero Book Drive. The PA asks all parents to consider becoming a part of a long tradition of volunteering at Allen-Stevenson. It is a great way to meet other parents and to demonstrate to your son the importance of volunteering in your own community. Please stop by the PA Office near the reception desk and fill out a Volunteer Form or download one from the PA page of the Allen-Stevenson website. We look forward to seeing you at one of our events.

THE ALLEN-STEVENSON SCHOOL MAGAZINE FALL 2008

TA B L E O F C O N T E N T S

Director of Communications

IN THIS ISSUE

Casper Caldarola

Communications Manager Emily Barnes

Contributing Writers and Editors Jackie Brown Sarah Kresberg Kimberly Kyte Susan G. Lukas Jean McCauley John Pariseau h’98 Mary Richter David R. Trower h’95 Peg Watson

Feature Articles New Revelations Anchored to an Established Truth by John E. Pariseau h’98 . . . . . . .12 The Greening of Allen-Stevenson by Peg Watson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Reading in Black & White by Sarah Kresberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Hola!: Our Expanded Spanish Program by Elsa Fieltes Wilkis . . . . . . . . . . . . . . . . . . . . .18 Four A-S Alumni Who are Making a Difference by Jackie Brown . . . . . . . . . . . . . . . . . . .20 Inspiring the Future by Jackie Brown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Community Service by Kimberly Kyte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Prep for Prep by Emily Barnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Critical Friends Group by Susan G. Lukas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 New Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 New Siblings and Legacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 New Faculty and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Founders Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Graduation 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Awards and Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Ongoing Schools and Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Elsa Wilkis

Front cover photograph Teri Bloom

Back cover photograph Nancy E. Mitchell

Photographers Teri Bloom, Nancy E. 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.

IN EVERY ISSUE Headmaster’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Around A-S: Elizabeth Duffy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Alumni Bulletin Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Alumni News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 A-S News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

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.

Printed on paper containing 10% post-consumer recycled content.

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 8 - 0 9

BOARD OF TRUSTEES Ronald S. Rolfe ’60, President Colin R. Knudsen, Vice President & Treasurer Dean I. Landis ’78, Secretary Jeffrey G. Beers ’71, Assistant Treasurer David R. Trower h’95, Headmaster Susan de Menil Kim Reisman Dickstein* Molly O’Neil Frank Alexander G. Gellert ’79 Linda MacMurray Gibbs Michael Gould John J. Hannan Paul A. Leff Thomas H. Lister Fredric H. Mack Beatrice H. Mitchell Ashok Nayyar Duane A. Nicholson Amy L. Robbins Eric E. Rothstein ’81* Lisa Pagliaro Selz Joseph F. Wayland Leonard A. Wilf * member ex officio

TRUSTEES EMERITI Mildred J. Berendsen Marian R. Bicks Jane Phillips 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 Richard C. Perry ’70 Joe L. Roby Andrew P. Steffan

ALUMNI COUNCIL Eric E. Rothstein ’81, President Alexander Gellert ’79, Vice-President David W. Herzberg ’89, Vice-President Marc N. Rice ’84, Vice-President Simon D. Wasserberger ’85, Vice-President Ian Adler ’87 Charles W. Allen ’91 Basil Lloyd Anderson ’08 Andrew Robert Arias ’92 Zach T. Axelrod ’95 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 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 Roger Raines ’80 Ronald S. Rolfe ’60* Eric Rosas ’06 John Rose ’90 Louis Rose ’86* Henry Jay Rosenwach ’04 Dean E. Sanborn ’61 Alessandro Meyer Santoro ’07 Randolph R. A. Schrade ’76 Yoshiki Shimada ’75 Alexander Boucher Shipper ’02 Denton Alexander Smith ’94 Michael Tiedemann ’86 Andrew W. Vogelstein ’81 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 *president emeritus

PARENTS ASSOCIATION Kim Reisman Dickstein, President Alix O’Mara, Vice President Constance Cornish, Treasurer Susan Morgenstein, Recording Secretary Marie Bitetti, Corresponding Secretary Linda Barnett, Advisory Suzanne Freind, Advisory Carol Kalikow, Advisory Lisa Selz, Advisory Lucia Smith, Advisory Andrea Tongue, Advisory Pat Verrilli, Advisory 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 Casper Caldarola, Director of Communications Michelle Demko, Music Department Head Ronnie R. Jankoff, Director of Admissions Glenn Lieberman, Director of Technology Anne Russo Meyer, Director of Learning Resources Mary Richter, Director of Development C. Harris Stein, Business Manager

N E W Kim Reisman Dickstein

A native of New York, Kim graduated from The Wharton School at the University of Pennsylvania with a BS in Economics in 1987. In 1993, she graduated Cum Laude from Fordham University School of Law with a JD, and was admitted to the NYS Bar in 1994. Prior to attending Fordham, Kim worked at Arthur Andersen & Company as a Tax Senior. From 1993 to 1994, Kim worked at Skadden, Arps, Slate, Meagher and Flom as an Associate, before deciding to stay home full time to raise her family and to concentrate on philanthropy. In the past decade, Kim has held a number of leadership positions for UJA-Federation of New York. This past June, she completed a two-year term as Manhattan Women's Philanthropy Chair. Kim also serves as a Board Member on the UJA-Federation of NY Board of Directors, and on the Diabetes Research Institute Foundation’s Northeast Board of Directors. Kim has been very active at Allen-Stevenson. In addition to giving tours for the School, she has chaired various committees, including the 2006 Spring Benefit, and served as a Class Representative for the Parents Association. She has been a member of the PA Executive Committee for the past two years, serving as Recording Secretary and then Vice President. She is currently PA President for the 2008-09 school year. Kim is married to Jordan Dickstein, a Financial Advisor at UBS Financial Services, Inc. They have two boys at Allen-Stevenson - Ben ’10 and Joey ’12.

T R U S T E E S

Thomas Lister

Amy Robbins

Tom is Co-Managing Partner at Permira, one of the largest private equity firms in the world. He became Co-Managing Partner in 2008 and also serves on the firm’s Investment and Executive Committees as well as its Board of Directors. Tom joined Permira in 2005 as Partner and Head of North America after 13 years at Forstmann Little.

Amy serves as the Executive Director of The Nduna Foundation, which focuses efforts and investments on improved nutrition and food security in developing countries; treatment and elimination of pediatric HIV/AIDS; and, conservation and wildlife restoration efforts in the US and in Africa. The Foundation provides advice and counsel, humanitarian aid and direct investment with select partners in its efforts. A dedicated philanthropist, businesswoman, and mother of four young sons, Amy received the prestigious Audrey Hepburn Humanitarian Award in 2006 for her work and transformative leadership in Niger, Ethiopia, the Sudan, including Darfur, and Somalia. She also invests with in-country business partners for local production of life-saving nutritional supplements. Amy was a Co-Founder and

Tom currently serves on the Board and Audit Committee of Freescale Semiconductor. Over his career he has served on a number of Boards of Directors and Audit and Compensation Committees of companies for which he has been responsible including Aearo Technologies, Community Health Systems, IMG, 24 Hour Fitness, Ziff Davis and Thompson-Minwax. He graduated Phi Beta Kappa from Duke University in 1986 with a degree in Chemistry/Political Science. Tom also received his MBA from Harvard Business School in 1991 and was a George F. Baker scholar and Loeb Fellow for Finance. He serves on the Advisory Committee of the Museum of Natural History.

Chief Operating Officer of Glenview Capital Management, an $8 billion New York-based, multi-strategy hedge fund until 2004. Amy serves on the Boards of Directors for the US Fund for UNICEF, The National Fish and Wildlife Foundation, Millennium Promise, KIPP Academy Charter Schools, and Teach for All. Amy is actively involved with The Elders, the Robin Hood Foundation, The Acumen Fund, International Medical Corps, and The Elizabeth Glaser Pediatric AIDS Foundation, among others.

Tom’s wife, Amanda Davis Lister, serves as a volunteer for a number of non-profit organizations including as a member of the Board of Trustees of All Souls School and The Parents League of New York. Before leaving work to raise their children, Amanda was a Managing Director at ING Group where she worked from 19881998. Amanda and Tom have two children - Davis ’15 is at Allen-Stevenson and Anna is in Kindergarten at The Nightingale-Bamford School.

Amy has four boys at Allen-Stevenson Justin ’14, Adam ’15, Dylan ’16 and Ryan ’18.

A M P L I G H T E R

H E A D M A S T E R ’ S

M E S S A G E

David Trower with Charity Cole A great school like Allen-Stevenson always looks to prepare its students for the future as vigorously as it can. However, the paradox we face is that, no matter how much we value the past and its curriculum, our fundamental task is to prepare boys for their future lives. Moreover, we want to inspire them to act to make a positive difference in the world. When we first envisioned this issue of the Lamplighter, it

125 Years:

seemed

only

appropriate

bookend

the

Commemorative Issue, published last spring. We thought that

Educating Boys, Inspiring their Future

the sequel to this special edition, which celebrated AllenStevenson’s first 125 years from 1883 to 2008, should look to the next 125 years, even to the point of speculating about the future of the School, the City and the world. Because it is impossible to speak with authority about the future and what it holds, this plan came to seem presumptuous and preposterous,. As the joke goes, “If you want to give God a laugh, tell him your plans.” What emerged, however, was the theme of our 125th Anniversary celebration: educating boys, inspiring their future. The core of this slogan is that of making a difference. Last March I had the special opportunity to say a few words at the memorial service for Mr. Desmond Cole, my predecessor. What a difference he made to the School as it is today! Mr. Cole

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2008

“A teacher affects eternity; he can never tell where his influence stops.” Henry Adams

was a transformative leader. Many stories people told me about

Through its theme of “Making A Difference,” this particular

him spoke to his spirit, his brilliance, his energy, his caring, and

issue of the Lamplighter explores that ever-present dialectic

his singular personality. He had a remarkable impact on many,

between the past, the present and the future. It presents a vari-

and he loved Allen-Stevenson students. He got the School to

ety of perspectives on making a difference, but demonstrates

think about the whole child, the whole boy, while preserving its

that the future always builds on what has preceded it. I am

essential values as an institution. He made a difference by estab-

grateful to the many authors and speakers whose contributions

lishing the foundation on which we build today.

are included here.

It is true that past experiences can profoundly shape the possi-

Allen-Stevenson boys may assume many roles in life—friends,

bilities we imagine in the present. It is also true that experiences

spouses, workers, professionals, parents, leaders and so on—

today can make a lasting impact on tomorrow. In his autobiogra-

but it is rarely obvious how their lives will play out, what chal-

phy The Education of Henry Adams, the historian Henry Adams

lenges they may face, and what the world will be like. Except that

(1838-1918) wrote, “A teacher affects eternity; he can never tell

it will probably be different from anything we, or they, anticipate.

where his influence stops.” This quotation captures the elusive

And that each will have some important opportunities to make a

quality and surprising impact of this work, because the influence

positive difference.

of a good education cannot be completely predicted. Any fortunate fellow recalls with gratitude at least one teacher

Fortiter et recte!

who changed his life and enlarged its possibilities forever. In addition, every teacher sees students grow up eventually; sometimes as adults they even come to make a profound difference for good. Reversing this relationship, an effective teacher also imagines students as the adults they can become. He or she sees the child as a future Supreme Court justice, a creative inventor, the one who discovers a cure for cancer, even the winner of a Nobel Peace Prize.

A M P L I G H T E R

W E

W E L C O M E

N E W

S I B L I N G S

Andrew ’14 and Marcos ’12 Collins Connor ’15 and Ryan ’18 Bird

Oliver ’18 and Trewin ’14 Copplestone

Aidan ’18, Andrew ’16, Alex ’14 Gellert

Andres ’18 and Jorge ’12 Colmenares

Matteo ’16 and Tommaso ’18 de Donato

David ’14 and Harrison ’18 Goldberg

Alex ’14 and Aidan ’18 La Poche

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2008

Hugh ’15 and Maxwell ’18 Esterson

Justin ’18 and Alexander ’16 Grier

Sebastian ’18 and Luke ’16 Morris Dylan ’16 and David ’18 Porges

Max ’13 and Charles ’18 Morris

Adam ’15, Justin ’14, Dylan ’16, and Ryan ’18 Robbins Harrison ’16 and Myles ’18 Ringel

David ’18 and Daniel ’16 Rosen

Oliver ’17 and William ’18 Schlesinger

Daniel ’18 and Derrick ’15 Simmons

Ross ’18, Kyle ’11 and Tate ’18 Rosenberg

Lucas ’18 and Pepe Alex ’16 Villamil

A M P L I G H T E R

W E

Marina Benasuli

Marina Benasuli joined Allen-Stevenson in September as a Technology Resource teacher for grades K-4. She received her bachelor's degree in Art History from Lewis and Clark College and a master's degree in Education from the New School. Marina has spent the last 5 years teaching for the New York City Department of Education and prior to her teaching experience worked as an Instructional Designer for an e-learning company based in San Francisco. During her free time, she enjoys spending quality time with family and friends. Marina is delighted to join the AllenStevenson community and is looking forward to a wonderful year.

Mike Harris

Mike Harris recently moved to New York from Birmingham, Alabama. He received a B.A. from the University of North Alabama in Math and Education, and a M.A. in Education from the University of Alabama in Birmingham. After a long career at Unisys, he decided to return to teaching. Mike was on a long-term sub assignment at The Buckley School this past school year, and is delighted to be at Allen-Stevenson. He is an avid reader of detective novels and political satire. Mike also plays duplicate bridge and bikes all over the City. He has two small mixed breed rescue dogs, Charlie and Barkley, who have adapted to being “city dogs.”

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2008

W E L C O M E

Gabrielle L. DeMatteis

Gabrielle DeMatteis joined Allen-Stevenson as a Third Grade associate teacher. She received a bachelor's degree in Sociology from Duke University and a master's degree in Childhood Education & Special Education from NYU. While completing her master's program, Gabrielle was working in the New York City public school system teaching Kindergarten and Second Grade, as well as a Fourth Grade Autism Spectrum Disorder class. Outside of school, she enjoys spending time with her family and friends, traveling, cooking and taking up new hobbies.

Sue J. Moon

Sue Moon joined the Allen-Stevenson family this year as a Third Grade associate teacher, working with Abby Levin. She received a bachelor's degree in Childhood Education and is currently working on her master's degree in Childhood Literacy. Sue taught First and Fourth Grades at Packer Collegiate Institute in Brooklyn. She loves working with children and feels that the students teach her valuable lessons each day. When Sue is not in school, she loves to travel and spend time with family and friends.

N E W

Antonio D’Itri

Antonio D'Itri is a new Athletic Associate at Allen-Stevenson. He received a bachelor's degree from Iona College and is currently studying for his master's in Physical Education at Manhattanville College. Antonio has taught Martial Arts at Elite Karate School in the Bronx and has also taught Physical Education at St. Theresa's, St. Stephen's of Hungary, and St. Gabriel's Elementary Schools for three years. Antonio is an avid runner and has completed five marathons. He speaks Italian fluently and also has a dual citizenship from Italy and the United States and is very passionate about his heritage.

Frank L. Peduto

Frank Peduto joined Allen-Stevenson in November 2007 as a part-time Physical Education teacher. Shortly after, he moved into the classroom as a Kindergarten associate. At the beginning of this school year, Frank rejoined the Physical Education department. Frank graduated from Iona College with a B.A. in history. He is now completing his master's in Physical Education from Manhattanville College. Frank enjoys exercising and playing various sports.

F A C U L T Y

Mary Richter

Mary Richter joined Allen-Stevenson in May as Director of Development after seven years in development at the Brearley School, first as Annual Fund Director and more recently as Campaign Director. She was born and raised on the Upper West Side, where she still lives, and graduated from Nightingale-Bamford and Bates College. Mary likes to run in Central Park and enjoys good food and wine.

Elizabeth Storch

Liz Storch joined Allen-Stevenson in August of 2008 as a Library Associate. She graduated from Wellesley College in 1981 and from Northwestern University School of Law in 1985. Liz has been a long-time volunteer in the A-S library and with the Parents Association. Previously, Liz was a Partner at the law firm Sidley Austin LLP. She loves to read and enjoys playing tennis. Liz is also the mother of Matthew Schwolsky â€™11.

S T A F F

Kim G. Sklow

Nikyda Scott

Niky Scott is a new Kindergarten Associate Teacher. She received a bachelor's degree in Psychology and Educational Studies with a concentration in Gender and Education from Trinity College and a Master's of Professional Studies Degree in Childhood & Special Education and NYS certification from Manhattanville College. Niky taught Second Grade at New Canaan Country School in Connecticut and was a full-time nanny in Greenwich as well. Outside of school, Niky enjoys spending time with her family and friends. She also loves to curl up with a book and just relax.

Kim Gutfleish Sklow joined Allen-Stevenson this fall as an Upper School History teacher. She received her bachelor's degree from Colgate University and a master's degree in Secondary Education from the University of Pennsylvania. Kim taught at Dwight-Englewood School in New Jersey for fourteen years. Kim spends her summers running an all-girls sleep away camp in the Adirondacks. She loves to read, keep fit and spend time with her family.

David R. Sutton

Diana Tully

David Sutton joins Allen-Stevenson this year as a Fifth Grade homeroom teacher. David was born in South Africa and came to New York after graduating from the University of Cape Town with a Bachelor of Commerce Degree. David received a B.B.A. Degree in Management and an M.B.A. in Marketing from Pace University in New York. Until this year, David taught at Hunter College Elementary School. He earned his Ms. Ed from Hunter College and is working towards a Certificate in Gifted Education from there. David enjoys traveling with his family and spending many happy hours in the various playgrounds of Central Park with his wife Michelle, daughters Maya (five) and Gemma (three), his son Julian (five weeks), and dog, Gracie.

Diana Tully returns to Allen-Stevenson this fall as the Sixth-Ninth Grades French teacher. She taught Fifth Grade at Allen-Stevenson for many years, as well as Sixth Grade French. This past year she worked part-time for the Trust for Public Land, teaching playground design in public schools throughout the city. Diana has a Bachelor's Degree in Politics from Princeton University, and a Master's Degree in Landscape Architecture from the Harvard Graduate School of Design. She has taught French at the Rassias Summer Institute at Dartmouth College. She loves living in New York City with her 3-year-old daughter, Avril Rose, and her husband, John.

A M P L I G H T E R

A R O U N D A - S : E L I Z A B E T H D U F F Y Allen-Stevenson welcomed Elizabeth Duffy, Head Master of The Lawrenceville School, who spoke at our Fathers’ Dinner, January 2008. hard, of persevering through setbacks, and of learning from your mistakes - because effort is surprisingly underrated in our society.

Thank you, Headmaster Trower and all of you here tonight, for inviting me to be your Fathers’ Dinner guest. It is a privilege and an honor to speak at a school that regularly sends students to Lawrenceville, including Mark Blumenfeld, Jon McMyers, and Matt Schroth, all of whom are at Lawrenceville now. Our schools also share trustees: your longtime board president, Mr. Rolfe, has been a board leader at Lawrenceville for over 20 years and has been a valued mentor, confidante and friend to me during my five years as Headmaster of Lawrenceville. I admit that when I sat down to think about what I was going to say this evening, I was momentarily stumped. You see, as a woman, before tonight, I had never been to a Fathers’ Dinner. Then I realized that although I’ve never been a father or a son, I have a father and a son, as well as a husband and a twin brother. So as I prepared my remarks, I kept them, as well as you and the boys at Lawrenceville, in mind. Lawrenceville and Allen-Stevenson share not only students, graduates and trustees, we also share long-distinguished histories; you’re celebrating your 125th anniversary this year and we’ll celebrate our Bicentennial in 2010. Lawrenceville’s mission is “to inspire and educate students to be responsible leaders,” and your school’s mission is equally ambitious: “to educate boys to become scholars and gentlemen.” Tonight, I want to talk about how we achieve those missions, not through the traditional academic disciplines, the so-called ‘3Rs,’ but by emphasizing what one might call the ‘3Es’ - effort, empathy and engagement. Let me begin with effort. I was pleased to see that two of your core values - studious and determined - are very much aligned with the notion of effort - of trying your best, of working

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The best athletes in this country and the world are not only talented, they’re also extremely hard working - think of the dedication, intensity and commitment to practice and improvement that Tiger Woods brings to golf or that Michael Jordan brought to basketball. You might argue that Woods and Jordan are naturally gifted, but many outstanding athletes, in fact, overcame physical limitations and setbacks - Jordan, for example, was cut from his high school basketball team, and another basketball great from my childhood, Larry Bird, was slower than average; the legendary Lou Gehrig was a scrawny teenager who built himself up with a prodigious work ethic; track star Wilma Rudolph suffered from polio as a child; and seven-time Tour de France winner Lance Armstrong never reached his full potential until after he overcame cancer. Think, too, of the two quarterbacks in the upcoming Super Bowl: although both are gifted athletes, what got them and their teams to the Super Bowl was much more than just talent. Indeed, what distinguishes all great athletes is not only, and in some cases, not even, their natural abilities, but rather their dedication, determination, hard work and effort. Similar examples abound in other fields. It turns out, for instance, that what seems to distinguish world-class musicians and even music prodigies from other musicians is not a special music gene, but sustained hours of intense practice over years. Similarly, many so-called geniuses, such as inventor Thomas Edison and mathematician Andrew Wiles, who solved Fermat’s Last Theorem, worked for years and persevered through countless failures before their famous so-called breakthroughs. Listen to Dr. Wiles describe during a NOVA interview how he came to solve one of the world's greatest mathematical problems: “. . .I was a ten-year-old, and one day I happened to be looking in my local public library, and I found a book on math and it told a bit about the history of this problem, that someone had resolved this problem 300 years ago, but no one had ever seen the proof. No one knew if there was a proof. And people ever since had looked for the proof. And here was a problem that I, a ten-year-old, could understand, that none of the great mathematicians in the past

had been able to resolve. And from that moment, of course, I just tried to solve it myself. It was such a challenge, such a beautiful problem...” Dr. Wiles started working on the problem in earnest as a professor when he realized a development in a related field of mathematics shed new light on the problem. But his ultimate breakthrough was hard-won. For seven years, after he put his young daughters to bed, Dr. Wiles went up to his attic and spent hours alone tackling the problem. Think for a moment about your own experiences here at Allen-Stevenson. Think of the best athletes, students or performers in your class. My guess is that most of them are among the hardest working in the areas in which they excel. I know at Lawrenceville, the top students study the most, and the finest athletes are the ones who stay after practice to shoot free throws, practice their swing, or perfect their shot. Similarly, despite their many commitments, Lawrenceville's best musicians find the time to practice daily. Although both your own and others’ experiences clearly demonstrate the importance of effort, for some reason, we as a society seem to emphasize talent over effort. The media celebrates genius performances, effortless perfection, and even lazy stars. Such a message is not only misguided, it’s also arguably dangerous because it prevents people from reaching their full potential. In her seminal research, psychologist Carol Dweck distinguishes between two types of mindsets - the fixed mindset and the growth mindset. People with fixed mindsets believe that intelligence and ability are largely set at birth and therefore performance is about proving one’s talents. People with growth mindsets, on the other hand, believe that basic abilities, including intelligence, can be cultivated through effort. Dweck has found that, “which mindset you adopt can profoundly affect the way you lead your life,” particularly how you interpret success and how you react to setbacks. Failure causes people with fixed mindsets to give up, but it incites people with growth mindsets to try harder. Remember Michael Jordan: imagine if instead of practicing harder when he got cut from his high school team, he had quit basketball. Fortunately for the Chicago Bulls and the whole NBA, Jordan had a growth mindset. I urge you to adopt one too and embrace effort,

knowing that through hard work you can become faster, stronger, more accomplished, and even smarter. In the world in which you all will live, work and lead, empathy will matter too. When most of you entered Allen-Stevenson, the 21st century was just beginning, now we are approaching the second decade of the century. Already, many commentators have speculated how best to characterize this century. One whose ideas I find particularly compelling is Daniel Pink, author of A Whole New Mind. In his book, Pink argues that we are entering a new age. If the 18th century was the Agricultural Age, the 19th century was the Industrial Age, and the 20th century was the Information Age, Pink predicts that the 21st century will be the Conceptual Age, in which creators and empathizers will play the lead roles. What does that mean for your generation? It means that in addition to analytical and critical thinking skills, you must hone your creative and relational abilities as well. Allen-Stevenson, with its outstanding arts program, clearly recognizes the value of creativity to a rich school experience and life. In addition, the values of responsibility and respect found in the AllenStevenson Code speak directly to the type of interpersonal skills that will be necessary to thrive in the 21st century. What does it mean to be empathetic? It means to listen with open ears, minds and hearts to others and to use the diverse perspectives that can be found right here at Allen-Stevenson and in New York City to develop better, more robust understandings and solutions. Students like you at schools with great diversity like AllenStevenson and Lawrenceville, which emphasize collaborative learning rather than competitive achievement and which foster strong relationships and lifelong friendships among students, are so lucky early in your lives to learn how to have honest and open conversations and debates, how to interact comfortably with people from both similar and different backgrounds from your own, how to find superior solutions that benefit from everyone's contributions and wisdom, in short how to thrive in the interconnected, global world that Pink describes and in which you will all live and work. Perhaps one of the most empathetic people whom I've ever known was my father-in-law, Robert Gutman, who died this past November at 81. A sociologist who spent most of his career in architecture schools, he was still teaching at Princeton and writing up ’til the day he died. At his memorial service this past weekend, hundreds of former students, colleagues and friends returned to pay tribute to him as an intellect and a mentor. What was striking about the many testimonials and

remembrances was how much everyone who spoke valued his genuine interest and support, his undivided attention, his legendary capacity to listen well, and his insightful questions - all skills of an empathetic person. Discussions and dialogue are perhaps most powerful when they lead to my final E engagement. I’d like to briefly touch on two meanings of that word. First, engagement can mean “to hold the attention of” or “to engross.” Can you remember a situation in which you’ve gotten so caught up in something that you've lost total track of time? A book you couldn't put down? A challenging puzzle you had to solve? A video game in which you were determined to reach the next level? A skateboard move you practiced ’til you perfected? A piano piece you had to master? Psychologists call that state “flow,” and they’ve found that such engagement leads to deep gratification and happiness. Flow usually occurs as you pursue and attempt to master a passion. Here’s Dr. Wiles again describing how he solved Fermat’s Theorem and what it meant to him: “The first seven years I’d worked on this problem, I loved every minute of it. However hard it had been, there’d been setbacks often, there’d been things that had seemed insurmountable, but it was a kind of private and very personal battle I was engaged in…There’s no other problem that will mean the same to me. I had this very rare privilege of being able to pursue in my adult life what had been my childhood dream. I know it’s a rare privilege, but if one can do this, if one can really tackle something in adult life that means that much to you, it's more rewarding than anything I could imagine.” As Wiles’ experience suggests, passion and flow are inexorably intertwined. What are your passions? What do you dream of doing when you grow up? Another important meaning of the word engagement to me and to schools like Lawrenceville and Allen-Stevenson is involvement or commitment, as in involvement in the community and the world, or, again using the language of your Code, generosity. An Allen-Stevenson or Lawrenceville education is not only a privilege, it also conveys a responsibility and an opportunity. As many have exhorted, “to whom much is given, much is expected.” I would add that to whom much is given, much is possible. In a past issue of The Lamplighter, I found the following quote by Albert Pine, “What we have done for ourselves alone dies with us. What we have done for others and the world remains and is immortal.” Pine’s statement is echoed in a quote by John Maxwell that I often recite at Lawrenceville: “Success is when you add value

to yourself, significance is when you add value to others.” There’s actually an interesting connection between the two senses of the word “engagement.” I’ve found that the more you get outside yourself, do something for someone else or pursue a larger purpose, the more your own problems and nagging concerns fade away and you're able to become engrossed in what you're doing. So, if you’re not already, I urge you to find a way to use your talents, efforts and energy for the benefit of others - whether those others are the boys in the Lower School, your neighbors, or people in other areas of the world. Last week, we celebrated Martin Luther King Day at Lawrenceville by having the whole school volunteer in the community. The basketball team ran a clinic at a local school, the art club painted a mural at a community center, the Alliance of Black Cultures led a workshop on Dr. King, the Lawrentians sang at a nearby nursing home - to cite just a few examples. Altogether, we contributed nearly 3,800 hours of service - and received more than can be calculated in return. As Dr. King said, “Everyone can be great because everyone can serve. You don’t have to have a college degree to serve…you don't even have to make your subject and verb agree to serve…you only need a heart full of grace and a soul generated by love.” Although I began this talk by reflecting on school missions and I’ve alluded to AllenStevenson’s Code throughout my remarks, most of what I’ve spoken about tonight are actually not attributes of our respective schools, but rather qualities of individuals - of you. Indeed, while schools such as Allen-Stevenson and Lawrenceville, and parents, including my father and father-in-law and all your fathers in the audience this evening, can and do try to foster and inculcate such values, these attitudes and dispositions are your choice. What you bring each day to your studies, your activities, this school and your communities is up to you and will ultimately determine both how well you do and how much good you do - what you’re able to accomplish and to contribute. That’s an important insight that can serve you well not only throughout your school careers, but also throughout your lives. That recognition certainly has served me, and I hope some day will serve my children, including my now 5year-old son Teddy, well. I hope to see some of you at Lawrenceville over the coming years, and I wish all of you the best in your pursuits and studies. May you continue the 125-year legacy of scholars and gentlemen that have graduated from this fine school by being effortful, empathetic and engaged. Thank you again for inviting me to be part of your Fathers’ Dinner Celebration.

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Making a Difference:

The next 125 years

New Revelations Anchored to an Established Truth by John Pariseau h’98 Associate Headmaster

In my remarks on Founders Day celebrating the 125th birthday of the School (please see transcript on page 25), I read words written by Mr. Allen in 1944: “I well remember as a boy I used to plan how I would run a school. I would make the road to knowledge so pleasant there would be no loafers.” Mr. Allen’s dream has indeed become the story of his school. For the past 125 years, the Allen-Stevenson School has educated boys, inspiring them to become scholars and gentlemen. The symbols of our school, such as the Lychnos (the Lamp of Learning) and the motto of the School, Fortiter et Recte (Strongly and Rightly), reinforce the ethos of our community, one that wishes to develop the whole boy through a balanced program of academics, athletics, and the arts. Our past success has led to generations of men who have gone on to make a difference: men of faith and contributors to their communities, lawyers and doctors, soldiers and engineers, musicians and scientists, entrepreneurs and philanthropists, inventors and architects. We have as alumni many creative thinkers in far-ranging fields (please see alumni article on page 20). Of particular importance to me are the dozens of alumni who have gone on to become professors and teachers. One of them, Walden Pell, class of 1917, was honored decades ago by the alumni in the 1960s for his role as founder of the St. Andrew’s School in Delaware. Today, dozens of alumni are educators. Our past history and traditions continue to drive our future. Our curriculum for years has been guided by the enlightened-traditional emphasis of our mission. We have continuously reflected upon what we do and how we do it. Most recently we have studied current research about the nature of boys, the development of the brain, and the act of learning itself. We also know that the world of the future will demand many of the skills and values that we have long taught, even though the manifestations of those skills and values are inevitably different. Many educators today believe that the future will demand and reward those who demonstrate creativity, real-world problem-solving, leadership, character, and the ability to both work well in teams as well as communicate effectively in many media.

The School’s program has long served those skills and values. Alumni have often commented about how the faculty inspired them to grow, and many have contributed their thoughts to recent editions of the Lamplighter. Herbert Swope ’29 praised his teacher Walter Woodbury for demonstrating a character of integrity. John Hupper ’40 remembered how both Mr. Allen and Mr. Stevenson created an atmosphere of happiness and warmth every morning in the daily school assemblies. Michael Barlerin ’55 credited

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his time in the orchestra and Mr. Gauger for how he learned to plan and work with a large group of individuals. Hiram Ratliffe ’81 describes how Mr. Cole helped him hold on to his dreams, leading him to believe in always having hope. Chris Hallows ’87 recalls Mr. Kersey teaching him how to take personal responsibility and to know the difference between right and wrong. And Ted Grozier ’92 speaks fondly of how Mr. Amplo cared enough to help him become not afraid of sports, but rather to just have fun. Today, our current efforts still have long-term goals, rooted in providing our boys the skills and values they will need to possess as men of the 21st Century. We inspire creativity with our extensive program in the visual arts, with the many performances of our boys, and with classes in new media such as animation, movie-making, and pod-casting, as well as the phenomenal work done by our Ninth Graders in their culminating Facing History projects. We develop flexibility in solving real-world problems with our engineering curriculum in science classes, with our interdisciplinary research projects, with our emphasis on relevant math, and with our talented tech crew who use the facilities of the new Assembly Hall. We build leaders by modeling leadership as adults and by providing the boys with multiple opportunities to practice those skills through the special role that Third, Sixth, and Ninth Graders have in each division - as well as on the field. We mold character, self-discipline, empathy, integrity, decency and virtue through a variety of opportunities for community service and service learning. We provide the boys with practice in teaming and group enterprise through their time in the orchestras, choruses, sports, and collaborative academic projects.

This issue of the Lamplighter is the follow up to our Commemorative Issue that focused on our history.

And we celebrate the ability to communicate in various media by posting written work throughout the halls, by our writer’s workshop process in English classes, with spreadsheets and PowerPoint presentations, with staged performances and in-class presentations, along with our cherished speech contests. Some of the examples cited above are relatively new to the School, but all are anchored in established traditions of the School. We are who we have always been, continually reflecting on how we do so and making thoughtful changes to serve the boys better. Just as we educated boys for the past 125 years to believe that they can make a difference, we are confident that we are inspiring today’s boys to maintain that belief and act on it. As I said to them on Founders Day this October, we want you to make “a difference that will benefit all of humankind. Through your ideas, your inventions, your imagination, and your ingenuity, you will use the School’s lamp of learning to light the path for future generations. This is our hope. And it is your challenge.”

On these next pages, you will read about the many people who make a difference at Allen-Stevenson and how you can be proactive and make a difference too.

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the of allen-stevenson by Peg Watson, Co-Chair, Allen-Stevenson’s PA Committee On The Environment

Part of the mission of Allen-Stevenson is to “inspire in each boy an appreciation of responsible citizenship and a lifelong love of learning.” The “Greening of Allen-Stevenson” is a work in progress that inadvertently began taking shape before 2003 when the School began construction on its new building. During the design phase, Allen-Stevenson decision-makers including our visionary Headmaster, David Trower, the Board of Trustees, and Joe Foresta, Facilities Manager, agreed on a series of cost-effective, energy-smart recommendations and implemented a partnership with the New York State Energy Research and Development Authority (NYSERDA) resulting in energy and financial savings, which in turn have financed additional improvements. It has also resulted in an increased awareness with our faculty and the boys. BECOMING A GLOBAL LEADER IN OUR OWN COMMUNITY - Investing in the Future Teachers across the country are incorporating green into their schools’ curriculum, providing students with hands-on learning opportunities about the environment. Investing in the future starts with educating school communities about the critical role each person can play in building a safe, sustainable future for all. There are over 120,000 public, private and independent pre-K to grade 12 schools in the United States that directly touch the lives of more than 80 million people. When friends and relatives are factored in, the number of those who are impacted by schools is enormous. At Allen-Stevenson, through special speaker events, internal maintenance and kitchen initiatives, and curriculum, we have increasingly introduced responsible stewardship into the fabric of our school community. Below are just a few opportunities that A-S students and community members have experienced that have already had a profound impact, influencing lives and impacting decisions for our planet. • A-S Committee On The Environment September 2006: A-S launched the Committee On The Environment (COTE). The following spring, COTE inaugurated the first Earth Awareness event on March 21st, International Earth Day, culminating on June 5th, U.N. World Environment Day. Since then, A-S has been celebrating and exploring our planet and its stewardship through events and activities in classrooms from science and library to music, art, and athletics.

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• Earthwatch Institute -- A Year On Earth March 2007: C.A.F.E (Cultural Awareness For Everyone) and COTE hosted a documentary film that followed three students traveling the globe as they participated in Earthwatch projects that addressed climate change, habitat destruction, species extinction, and loss of cultural heritage. Earthwatch visited classrooms, and faculty research scholarships were awarded to Jeffrey Herschenhous and Sari Lorner. • Story Musgrave: Gentleman, Scholar and Astronaut April 2007: Dr. Story Musgrave came to A-S to “launch” Earth Day. He visited classrooms and presented two multi-media performances with a powerful message about curiosity, leadership, and teamwork, accompanied by music, poetry and breathtaking images of Earth that he photographed from space. With seven advanced degrees and 20 honorary doctorates, his breathtaking perspective inspired awe. Flying on five space shuttle missions, he is one of the few humans to have experienced earth while space walking. His message moved and captivated all. • An Evening with Thomas Friedman & Friends January 2008: Council on Foreign Relations, Thomas Friedman, world-renowned author and Pulitzer Prize winning journalist, shared excerpts from his forthcoming book, “Hot, Flat and Crowded: Why We Need A Green Revolution -- And How It Can Renew America.” Joining Tom were Dr. John Holdren, Harvard professor, President and Director, Woods Hole Research Center, Chair of the American Association for the Advancement of Science and co-author of the UN Foundation report, Confronting Climate Change and Rob Watson, President, EcoTech International, Founder of the LEED Green Building Rating System, “one of the best environmental minds in America,” and an Allen-Stevenson parent. • The Carbon Challenge Since April 2007, this weeklong hands-on challenge has become an annual event meant to reduce our energy consumption resulting in reducing our carbon footprint, and to generate awareness and personal pride in ownership of becoming stewards. By doing simple things like unplugging chargers and appliances, setting computers to sleep and disabling screen savers, taking control of temperature, using appliances efficiently, and turning out the lights, we calculated and learned how much energy we actually can save.

• Sustainability Education At Allen-Stevenson, sustainability is increasingly being integrated into the curriculum. Mrs. Schrade-James' recycling song set to What Shall We Do With A Drunken Sailor is a big hit with parents and students alike. The Middle School boys will begin to plant herbs in some of the homerooms. The goal will be for them to give the herbs to the kitchen at A-S. When planted in the right place, trees are vital to “offsetting” carbon emissions that contribute to Global Warming. Kim Kyte's Middle School elective group plants a variety of seeds for Arbor Day each year and students care for the trees until they put them up for adoption in the summer. In addition, topics such as global warming, deforestation, acid rain, and energy are just a few of the pressing environmental issues of our times. The Fifth and Sixth Grades “Science Fair” explores projects with environmental themes. Even the Second and Third Grades’ “Invention Convention” asks boys to select an environmental problem and solve it. • Alumni Participation Every spring, the Fifth Grade is invited to Waldingfield Farm, an organic vegetable farm in Washington, Connecticut, to help Patrick H. R. Horan '85 plant vegetables. Every fall the Sixth Grade returns to harvest the vegetables they planted months before. In the spring of 2008, Patrick, along with Brian Halweil '90 of The Worldwatch Institute and Pip Decker '97 of Noble Environmental Power, returned to AllenStevenson for a Monday Morning Meeting to share with the boys how their days at A-S instilled in them a sense of responsibility and environmental leadership. • The Green Schools Alliance (GSA) In October 2007, 48 NYC independent schools came to Allen-Stevenson to explore what schools could do to address climate change. Since then, over half of these schools have signed a Climate Commitment, launched that night, that asks them to measure their energy and carbon footprint and begin to reduce. The mission of this group, called the GSA, is to galvanize pre-K to Grade 12 schools' individual concerns about climate change and the environment into collective action to protect our shared future. There are now over 155 GSA Charter Members in 31 states.

BUILDINGS AS TEACHING TOOLS The U.S. Department Of Energy calculates that on average, buildings in the U.S. consume over 40% of total energy-including 70% of America's electricity -- and account for more than 40% of the carbon emissions that are the principal cause of global warming. Experts estimate that over half of this energy is wasted and can be cost-effectively eliminated using currently available technology and strategies. Each year, taxpayers unnecessarily spend $6 billion on energy alone for schools - about 25% more than needed. That $1.5 billion could be redirected to hire 30,000 new teachers or purchase 40 million new textbooks annually. When Allen-Stevenson began its journey with a series of small, energy-smart steps, it laid the foundation for bold strides toward sustainability and stewardship. Allen-Stevenson's efforts, although still a work in progress, have already reduced its energy consumption by 13% annually, and are proof that resource efficiency is not only possible, but practical and cost effective. Some of the many achievements of AllenStevenson in the last five years include: • State-Of-The-Art HVAC and Building Management System A-S installed an efficient heating and cooling system and controls that resulted in a $120,000 NYSERDA grant which in turn helped to pay for the upgraded, more efficient equipment. As a result of this investment, in 2007-08, A-S reduced electricity consumption by 13% compared to 2006-07. • Demand Response Program and RECs A-S has signed on with a demand response program that incentivizes A-S to cut back its electrical consumption during peak periods. Incentives helps offset the premiums paid to purchase Renewable Energy Credits (RECs) - that power A-S with 100% renewable energy from wind, solar and small hydro. • Renewable Energy Purchase Program A-S is purchasing 100% of electricity with Renewable Energy Credits. • Energy Star A-S purchases only energy efficient Energy Star appliances and technologies that help save money and protect the environment. A-S's Energy Star Rating has risen from 63 when A-S first did an energy benchmark in 2007, to this year's rating of 72, which now places A-S in the top 30% of schools in the U.S. • Lighting A-S has installed energy efficient direct-indirect lighting and electronic ballasts. Over the summer, in the gymnasium and the auditorium, we replaced high-pressure sodium lighting fixtures with low mercury, more efficient fluorescent fixtures with dimming ballasts and occupancy sensors that turn off the lights automatically when no one is in the room. • Water & Resource Conservation A-S uses only low-flow bathroom fixtures, and all of our school paper products contain 100% recycled content. • Indoor Air Quality A-S protects the health of its students and faculty by using non-toxic, low-VOC products, finishes and paints. The School now uses non-

toxic, green cleaning products in response to a comprehensive green-cleaning audit conducted by cleaning and maintenance industry expert, Steve Ashkin. Even our carpets are manufactured by Interface Flor, a global leader in sustainable, “mission-zero” impact manufacturing.

TO LEARN MORE, GO TO: NRDC Green Living: www.nrdc.org/greenliving/toolkit.asp NRDC Paper Product Guide: www.nrdc.org/land/forests/gtissue.asp The Green Schools Alliance: www.greenschoolsalliance.org

A WORK IN PROGRESS Greening our schools is a commitment, but it's not a competition. It's not about winners, or losers, or who gets there first, or does it best or most. It's about celebrating our successes, sharing our experiences and collaborating to build a community, and learn together how to do it better. If there are winners and losers then we're all losers, and we can't afford to lose. Our survival depends on it. We're a work in progress.

75 Things You Can Do To Make A Difference: www.greenschoolsalliance.org Renewable Energy Choice (RECs): www.renewablechoice.com Energy Curtailment Specialists: www.ecsny.com/demo/index.html The Ashkin Group: www.ashkingroup.com Interface Flor: www.interfaceinc.com

Five years after beginning construction of our new building, the spark that Allen-Stevenson lit has ignited the imagination of public, private and independent schools worldwide. A-S, like so many schools across the country, understands that the education community can play a unique and key role in adverting disaster, and we recognize the collective strength of individual action. We know each one of us has an opportunity at this moment to join our individual concerns into collective action to protect our shared future and, through the smallest of gestures like screwing in a CFL light bulb or turning off a switch, become a global leader in our own community.

Energy Star: www.energystar.gov Earthwatch Institute: www.earthwatch.org Story Musgrave: www.spacestory.com Waldingfield Farm: www.waldingfieldfarm.com Worldwatch Institute: www.worldwatch.org Noble Environmental Power: www.nobleenvironmentalpower.com

FACT: Uncontrolled carbon emissions are leading to unmanageable climate change that results in significant impacts on weather patterns, food supplies, species survival, sea level rise, spread of disease, etc. The 2007 report from the U.N. Foundation and Sigma Xi: The Scientific Research Society, entitled Confronting Climate Change: Avoiding the Unmanageable and Managing the Unavoidable, concludes that we need to stop growth in (as well as begin to reduce) greenhouse gas emissions between 2015 and 2020 in order to forestall unmanageable climate change. Scientists worldwide agree that our climate and environmental challenges are real and imminent. FACT: A Carbon Footprint is a measure of the amount of CO2 [carbon dioxide] emitted through the combustion of fossil fuels as part of everyday operations. CO2 is recognized as a greenhouse gas. Increasing levels of it in the atmosphere are linked to global warming and climate change. FACT: Nearly 50% of global energy and material resources are consumed by the construction and operation of buildings. Green operation and maintenance of buildings can reduce costs by 10% or more. FACT: Building systems integration can deliver energy and water savings of 50-70%. FACT: If every household in the U.S. replaced just one roll of virgin fiber paper towels (70 sheets) with 100% recycled ones, we could save 544,000 trees annually. FACT: Six billion pounds of cleaning chemicals, made predominantly from petroleum products, are used annually in the U.S. FACT: Because people spend up to 90% of their time indoors, buildings are a significant source of human health problems.

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READING by Sarah Kresberg, Director, Library Media Center

The news about boys and reading in the media is seldom positive, but this article seeks to fill in the picture with regards to Allen-Stevenson boys. The good news is that A-S boys read. A typical AS boy reads voraciously and with astonishing enthusiasm. If you want to know when the next book by Christopher Paolini is coming out or in what order to read the Redwall series, just ask a Middle School boy. Our boys are well-informed about the latest releases and popular titles and are more than happy to talk about them. How did we create such a reading-friendly environment? Well, the answer, in some measure, lies in our Library Media Center and its many programs. If there is a recipe for our reading success, it would be to take one fantastic library media facility, add three knowledgeable and committed librarians, a group of literature-savvy teachers, and top it off with a community of parents that encourage and support reading at home. We librarians try to enfold everyone into our reading community, even before boys have attended a single day at A-S, by inviting them to visit our book fair and giving them our annotated reading lists to help them pick the perfect books to read over the summer. Once boys start in the Lower School, they come to the Library each week for classes with Bonnie Tucker. We also extend our welcome to families and caregivers. Parents are encouraged to set up library accounts in their own names and many are now borrowing armfuls of books to take home and enjoy with their families. Increasingly, Lower School families are making use of the Library after school as a place to sit together and read or do homework. Parents are also welcomed into our library as volunteers. Not only are they doing us a valuable service, but they come across wonderful books they might never have found otherwise. As boys progress through the Lower School, Ms. Tucker helps to match them personally with books that suit their interests and reading levels. In addition to picture books, our Lower School Reading 18

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IN BLACK & WHITE

If you would like to volunteer your time reading: Behind the Book is a literary arts nonprofit that promotes literacy and a reading culture among low-income students in New York City public schools. http://www.behindthebook.org/ Reach Out and Read (ROR) makes literacy promotion a standard part of pediatric primary care so that children grow up with books and a love of reading. http://www.reachoutandreadnyc.org/index.html To help New York City public school students gain the educational skills and self-esteem they need to become successful learners and productive community members, by providing them with individualized instructional support from a corps of well-trained volunteers. http://www.learningleaders.org/ Early Morning Reading Projects, part of NY Cares, http://www.nycares.org/ Their mission is to meet pressing community needs by mobilizing caring New Yorkers in volunteer service. Many of their volunteer opportunities involve reading to children in various locations across New York City.

Room houses a collection of books with restricted vocabulary (we call them ABC books) as well as short chapter books for fledgling readers. We are particularly pleased with a Lower School program that we call Book-a-Day. Each Kindergarten class is given a collection of 20 books, carefully selected by Ms. Tucker to make sure that the boys get to experience some of her favorite titles, especially those that have great value and might ordinarily be overlooked. When the boys have read all the books, Bonnie leads a book discussion so the boys can develop and exchange opinions about the titles. This program runs from October until the end of the school year and allows the boys to read an additional one hundred books from the Library. That parents gain a fresh source of reading material is not an insignificant benefit. When the boys enter the Middle School, they start to work with me. My mission is to give the boys maximum access to the Library. To that end, the boys come once a week to the Library for Book Break as well as after lunch each day, if they wish, for D.E.A.R. (Drop Everything and Read). D.E.A.R. gives me a chance to approach boys who are engrossed in a book to find out why they like it. I may then connect that boy with another boy who is looking for something similar. The boys tip me off about books that may not have appeared in my review journals, and we keep each other apprised of when new books in a series are due to be published. It is also the perfect opportunity for boys to seek a personal recommendation from me. During our weekly Book Break, the boys can choose to join me for a program which includes recommending books to others, listening to a short story, participating in a play reading or playing Bookionary (think PictionaryTM, but with book titles). For some boys though, it is an opportunity to read, thereby taking break from the demands of the school day and, despite the name, Book Break is not limited to books. I take a fairly broad view about which types of materials are appropriate, knowing that while some people may wish for their son to read a steady diet of Newbery winners, the research shows that all reading is beneficial. Moreover, experience has taught me that

enthusiasm for their reading materials is most likely to lead to boys reading because they love to read and not because they are told to read. So what kinds of reading materials do Middle School boys relish? For many, the answer lies in fantasy or adventure novels. Others devour magazines such as Popular Science and Sports Illustrated. Guinness World of Records is perennially popular, and the addition of 3D pictures this year has taken enthusiasm for this book to a whole new level. Graphic novels, the highbrow term for comic books, are also hugely popular. Since many parents now recognize the value of graphic novels I won't outline a defense of them here, except to say that if you are in doubt, come and check some out. You will find yourselves amazed at the complex interplay of words, pictures and panels, some of which can be a challenge to all but the most visually literate adult. The boys also love our audio book collection, which contains everything from retellings of classic stories and myths to the latest popular novels. We keep audio equipment in the library for use during Book Break and D.E.A.R. and many boys borrow CDs to share with their families on car trips. What the boys love best of all, however, are the Playaways, an iPod-like device that plays a book instead of music. Just as graphic novels develop visual literacy, audio books isolate the sense of hearing, forcing boys to rely on their listening skills and create their own images. As boys enter the Upper School they find their time more constricted than ever, and we work hard to encourage them to spend some of their precious free time reading. Last year, Winnie Barnes started using the Accelerated Reader Program with boys in SeventhNinth Grades. Accelerated Reader is a reading motivation program that allows Upper School boys to earn points for prizes by reading and then taking online quizzes about the books they read. Prizes are awarded throughout the school year, and include both individual and class awards. Past prizes have included: iTunes, Barnes & NobleTM, and surprisingly popular Subway gift cards; dress down days and pizza continued on next page

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parties. Last year's grand prize was a trip for four boys to attend Six Flags Great Adventure with Mr. Cashdollar and Mr. Amplo. In addition, one boy is crowned “Reader of the Year,” becoming a legend with a framed photo on our Library Wall of Fame. Boys in the Seventh and Eighth Grades are given time during English classes on a regular basis to visit the Library to read and take the quizzes. We host a number of events that cut across divisions in the School, seeking to keep reading front and center for the boys at several points during the school year. The first event is Allen-Stevenson Book Week which we celebrate each November. While activities vary somewhat from year to year several popular activities are repeated each year, including a quotation of the day competition, a whole school D.E.A.R. (yes, everyone, no matter their role in the school, stops what they are doing to read for pleasure), and a visiting author. This year we will have Paulette Bogan speaking to K-Second Grade and Kenneth Oppel speaking to Grades 3-9. In order to provide the boys with as many role models for reading as we can, we decorate the School with posters of faculty and staff reading their favorite children's books. In the depths of winter, we are warmed by a visit from master storyteller, Jim Weiss. Mr. Weiss is equally at home breathing life into Ancient Egyptian myths as he is regaling us with tales of King Arthur or famous scientists throughout the ages. Last February, Mr. Weiss spent a whole day telling stories to groups of boys before giving a wonderful evening performance for Allen-Stevenson families. I am happy to say we will be repeating this event again this coming February, and we hope to turn his visits into a tradition. The boys now remember Mr. Weiss fondly and love checking out his storytelling CDs from the Library. For the librarians, the culminating activity of the school year is our annual Book Fair. The titles are hand-selected by us to dovetail with our reading lists and match the needs and interests of our boys. We feel very fortunate to have the opportunity to help boys, both familiar and new, pick out the books which will form a treasured part of their memories of childhood.

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2008

hola!

Allen-Stevenson’s Expanded Spanish Program by Elsa Fleites Wilkis, Spanish Teacher

Globalization and the concept of our boys living their adult lives as world citizens are no longer distant possibilities but a reality we are experiencing right now in our interdependent planet. In its ongoing commitment to offer boys an enlightened educational experience that will prepare them for a life in a multilingual, pluralistic world, Allen-Stevenson has made a strong commitment to the teaching of World Languages by introducing Spanish in the Second Grade this fall to be followed by the Third, Fourth and Fifth Grades in the fall of 2009. The multifaceted discussions that lead to this ambitious undertaking began in the spring of 2007 continuing through the fall and winter of the 2007-2008 academic year. David Trower, the Division Heads, John Pariseau, Anne Meyer and the Foreign Language Department (Glenn Rodriguez, Nicole Baldassini and I) carefully examined the rationale as well as the philosophical and practical benefits that strongly support commencing a second language in the early grades. We considered the foreign language academic needs of our Allen-Stevenson graduates, as well as the present programs offered by the independent schools in the City and around the country. Once we arrived at a decision to offer Spanish commencing in the Second Grade, I developed four models aimed at articulating a Spanish program from grades two through nine, which would provide an uninterrupted sequence of instruction resulting in higher levels of fluency in the language after the boys’ years at Allen-Stevenson. After the present model was chosen, I was given the assignment to write the Spanish program curriculum as well as to articulate the methodologies that will achieve the overall goals. With the support and guidance of Anne Meyer and Susan Etess as well as the invaluable collaboration of the Second Grade teachers - Kathy Allen, Ginny Rowe, and Melissa Trepeta - the Second Grade program was put into place this past September. In addition, preliminary conversations also ensued with Kim Kyte, as well as with other school departments, that enthusiastically have embraced future collaborative efforts in support of teaching and learning Spanish. The primary goal of our new program is to develop functional communicative proficiency in Spanish through various methodologies while acquiring formal insights into how language works. The overall program will develop listening, speaking, reading, and writing proficiency to a high degree of fluency. After going through a grade two through nine sequence, our boys will be able to place comfortably in the higher levels of language programs when they leave Allen-Stevenson. Most importantly, the boys will also be able to participate comfortably in classes con-

ducted only in Spanish in our Middle and Upper Schools, as well as to be able to communicate successfully in a variety of everyday contexts with native speakers. Additionally, after experiencing the cultural component of our new program, our boys will gain appreciation and understanding for the cultural richness and diversity of the Spanishspeaking world abroad as well as our own pluralistic American society. Most importantly, as stated in much research, by beginning foreign languages in the Lower School, the linguistic facility of our boys to acquire other languages in the future will be greatly enhanced along with their curiosity for and understanding of the broader world. It is our hope that the Second Grade Spanish classes this year will introduce the boys to Spanish in a lively, fun, warm atmosphere that will foster their enthusiasm for learning a new language, and in some cases will reinforce the Spanish to which they might already have been exposed at home. Listening and speaking are the focus of the class. There will be no formal introduction of writing or reading this year. These skills will be introduced and developed in the Third Grade. The Second Grade class is conducted entirely, or almost entirely, in Spanish. This inductive approach of using only the target language in the classroom, with avoidance when possible of direct translation, is mostly based on language theories that posit that second language acquisition in young children parallels their first language acquisition. In order to create a language-rich, lively atmosphere conducive to language learning, puppets and animated pantomime are used everyday in class to convey meaning directly. In addition, colorful flashcards, Smart Board activities, photographs, videos, and actual objects help in the presentations. It is our hope that the Second Graders will acquire language through singing and dancing to songs that expand the thematic content that is covered or that introduce typical children tunes from Spanish-speaking cultures. The boys will also listen to short conversations of the dazzling puppet Ramona, along with other characters. They will also acquire language through participating in short skits, pair and small group activities, games, quick language drills for

enhancement of pronunciation and fluency, and iPod and computer-driven activities. Some of the themes the boys will be focusing on this year will be greetings, numbers, classroom objects, colors, family members, city and farm animals, and feelings. The Second Grade Spanish classes meet three times per week for twenty minutes each. In addition, the Second Grade homeroom teachers are always present in class and often participate enthusiastically in our activities. They continue to reinforce throughout the week the vocabulary, expressions, songs and commands we covered in the formal class. When the need to expedite a situation arises, and pantomiming, acting with the puppets, etc. are not enough to convey meaning, the classroom teachers translate a phrase or the gist of a situation. This technique allows the Spanish teacher to remain speaking only in Spanish. The cultural component of the Second Grade curriculum will be developed and implemented during the year in a collaborative effort between the Second Grade team, Susan Etess and myself. Also, Bonnie Tucker, the Lower School librarian, and I are now working together to develop a joint project that will support the Library and the Spanish programs. Presently, I am beginning to write the Third, Fourth, and Fifth Grades curricula, which will be in place in the fall of 2009. In order to complement and enhance the program, the School recently purchased an elementary school Spanish program. It includes workbooks, ancillary materials, CDs and puppets which I have already incorporated into and adapted to our curricular needs this year. It will introduce reading and writing to the boys in the subsequent years. Lastly, in the near future the School will be looking into purchasing a new language series for the Six Grade and the Upper School that will seamlessly fit the new program designed for the younger students. In addition, the Technology Department has just purchased Rosetta Stone, the computer language-driven program. This program will be available to enrich and reinforce the Spanish program not only for students, but also for the many teachers, administrators and staff who have expressed their enthusiasm for learning or improving their Spanish. It is an exciting time for our boys to learn Spanish at Allen-Stevenson. The implementation of an elementary school foreign language program is critical to the development of the foreign language proficiency skills our nation's students will need in the global environment.

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Four Allen-Stevenson Alumni Making a Difference... Marcel Deans ’91

Christopher J. Hallows ’87

“We need to use the power that we were given to create change for the greater good.”

“You need to involve yourself to make some positive change."

Marcel D. Deans attended AllenStevenson from 1987 to 1991 where he was first exposed to community service with UNICEF, Save the Children and “You Gotta Have Park.” He graduated from The Hotchkiss School where he was President of Self Government and the recipient of the Hotchkiss Alumni Association's Community Service Award which recognizes alumni who “demonstrate through their volunteer and/or vocational endeavors an exemplary sense of caring, initiative, and ingenuity.” Marcel earned a Bachelor's in History from Columbia University and a Master's in Educational Administration from Bank Street College of Education. He says, “As I matured, I realized that many families desire the type of education I was blessed to receive at Allen-Stevenson, yet lack the financial means.” This led him to begin his career in education as a team leader for the AmeriCorps National Service Center and as a member of Teach for America's 1998 New York Corps at The Raphael Hernandez/Langston Hughes Elementary School in Harlem. Marcel then joined the faculty as Dean of Students at The Institute for Collaborative Education, a progressive public high school on the Lower East Side. Soon after, he became Assistant Principal of Administration for The High School of Arts and Technology, a small high school located in Manhattan on the campus of the Martin Luther King, Jr., High School. In September 2007, Marcel was appointed Principal of the new Victory Collegiate High School in Brooklyn. The school believes that “education is the most powerful instrument for sparking the revitalization essential to urban communities and to ensure a productive, diverse community of learners. We examine social problems, peak social awareness, develop social conscience and work toward community and personal growth.” Coming from a background of private education, Marcel feels his work in the public sector has allowed him to, “…see the human condition on a whole other level that I was unable to before. I think that because of this, I am a better husband, a better father, a better man - more aware and appreciative of every opportunity that comes my way. There is no greater joy in life than to have a positive impact on a child's life - in particular, altering the course of a youngster who is traveling down the wrong road because they have yet to realize their true potential and inherent worth.” As the speaker for Allen-Stevenson's Founders Day in October of 2007, Marcel spoke of a book that has had a significant impact on his life, Good to Great by Jim Collins which focuses on greatness. He spoke to the boys about the importance of giving back to one's community and urged them to think about the many ways they can be of help to others. Marcel had several role models at Allen-Stevenson - he learned the value of being a thinker from Mr. Harlan, and to take advantage of other people's knowledge from Mr. Pariseau. Now, as a role model himself, he has the opportunity to affect the lives of many students on a day to day basis. Marcel Deans and his wife, Sherrie Stewart Deans, and their 4 year-old son, Jackson, live in Manhattan.

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Capt. Christopher J. Hallows graduated from Allen-Stevenson in 1987 where, as he said, “The teachers at Allen-Stevenson had a significant impact on shaping my beliefs and values.” After graduating from AllenStevenson, Chris went on to The Harvey School and Fordham University and, in 1995, he enlisted in the United States Army planning to make a career of service to his country. For his actions during Operation Iraqi Freedom, he was awarded the Bronze Star with "V" device (for valor). He feels that the army is an organization that is similar to AllenStevenson in that it values many of the same attributes he continues to believe strongly in: loyalty, both to our nation and to our fellow soldiers; honesty, even when that is not easy; and strength, not just of body, but of spirit. From the beginning of his career as an enlisted man, Chris knew that he wanted to become a U.S. Army Ranger, a member of the specialized, elite American light infantry and special operations troop of 2,500 men. After serving for seven years, he was commissioned as an officer in 2002. Today, as a Captain, he commands a 171-man Stryker Company based at Ft. Lewis, Washington, and expects to deploy again in 2009. His role as a Captain gives him the opportunity of not only leading but teaching - which he finds an important and rewarding part of his job. As he said to the Upper and Middle School boys in 2004 when he spoke at a Monday Morning Meeting:

“I want to talk to you about the culture of service. It will not be long before you gentlemen, by your actions, will have the ability to impact society. All too often I hear people criticize our government or the military for one thing or another but never want to get involved themselves. I challenge you to start thinking right now about how you could make our society better, and when you finish your schooling, you put those thoughts into actions. When you do your community service, it is an opportunity to consider different ways to identify problems and work to fix them. However you choose to serve - whether through your career or through part-time volunteering - you need to involve yourself to make some positive change." Chris continues to give his time to Allen-Stevenson. He has spoken to the Ninth Grade boys for several years on leadership, is a member of the Allen-Stevenson Alumni Council, and was Chair of his 20th reunion in 2007. He is married to the former Heather Sarg, and they have a five-year old son, Michael Thomas Hallows.

Andy Mercy ’85

Luis A. Ubiñas ’78

“Angel Points gives corporations the opportunity to give back through community service.”

“All of us need to understand that graduating from AllenStevenson brings responsibility.”

Andrew S. Mercy graduated from Allen-Stevenson in 1985. His family was engaged in many philanthropic endeavors and giving back to the community was very much a part of his early years. Andy learned the same lesson about giving back at school, feeling that there was always a real sense of caring at Allen-Stevenson which has followed him through his life. He graduated from Phillips Andover Academy and Macalester College, holds an M.A. from the University of Colorado, and received a doctoral fellowship from the University of California, Berkeley. After a number of years in the investment banking and business development worlds, he founded Angel Points in 2001, thus combining his commitment to helping others with his expertise in the business and software markets. Angel Points is a volunteer management software product that gives companies the ability to increase and track employee volunteerism and community engagement. It enables employees, as well as employers, to learn new skills, work with a collaborative model, and provide significant corporate exposure in the community. It also allows corporate managers, employees and executives to improve their volunteer impact and increase corporate responsibility - thus having an enormous positive effect on society. By serving the community, Angel Points gives a corporation the opportunity to create value for the business and its stakeholders. With web-based CSR (Corporate Social Responsibility) solutions, companies can expand their capacity to make social investments. Angel Points has helped companies improve their CSR initiatives in a way that makes business sense. Beginning in his living room, Andy's vision is now a thirty person business serving 3,000,000 employees at over 100 companies around the world. Last year, Angel Points clients tracked over $85 million in services. Andy has clearly created a unique model that helps volunteers address major issues that are best served by the private sector. Andy's varied experiences include living in Senegal, Africa, studying rural farming practices, teaching skiing in Colorado, and spending 40 nights on an Alaskan glacier. His dedication to community service includes leading adventure-based wilderness trips for high-risk youth and sponsoring a student at University of California, San Francisco. Andy, his wife Molly, and their three children live in Mill Valley, California.

These words from Luis Antonio Ubinas '78, the 2008 graduation speaker, mirror the path that he has chosen in life. After graduating from Allen-Stevenson, Luis went on to study at the Collegiate School. He earned an AB (magna cum laude) at Harvard College where he was named a Harry S. Truman Scholar and a John Winthrop Scholar. As an undergraduate, he also studied at the Institute of Latin American Studies at the University of Texas at Austin and earned a certificate in Latin American Studies from Harvard. He holds an M.B.A. from Harvard Business School where he graduated as a Baker Scholar. Early on in his career, he also interned as a reporter at the Wall Street Journal and Los Angeles Times. Luis spent 18 years at the global management consulting firm of McKinsey and Company, both in Boston and San Francisco where he advised Fortune 500 media, telecommunications and technology companies on major strategic and operating challenges. He also founded McKinsey's Latino group to recruit, mentor, and enhance diverse talent at the firm. In California, he was active with the United Way of the Bay Area in San Francisco. His other pro-bono efforts included work with the After-School for All Partnership in Boston and Family Services of Greater Boston. Luis, the son of a Puerto Rican family that had immigrated to New York before he was born, came to Allen-Stevenson from the South Bronx. He was able to gain many scholarships and loans that made his extraordinary education possible. As he said to The New York Times, “Access to educational opportunities changed my life.” And, in talking to our graduates, he stated, “…this School invested in me, invested time, money and patience in helping me get up to speed.” Clearly, this investment has had a far-reaching effect. In January of 2008, Luis Ubinas became the President of the Ford Foundation, overseeing $13 billion in assets. He says of his new career, “Moving my family back here to New York and leaving my 20-year career in business was a hard decision. Yet, in the end, I decided to come here and to the job at Ford because I felt I had a responsibility to use the power that Allen-Stevenson built in me and to fight injustices.” Luis and his wife, the former Deborah L. Tolman, live in New York City with their sons, Max and Ben. His speech to the Allen-Stevenson graduating class of 2008 can be found on page 30.

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INSPIRING THE FUTURE by Jackie Brown Associate Director of Development; Alumni Director

test score, but by character. I have been a Head of School for twenty-one years at three schools and will be forever grateful for my two years at AllenStevenson where character counts and the students come first.” The mission of Allen-Stevenson has also had an impact on John Finch, Head of The Chandler

In the final celebration of the School's 125th Anniversary at Founder's Day,

School in Pasadena, who feels that, “Of all the

John E. Pariseau h'98, who will retire as Associate Headmaster of Allen-

school communities I have attended as a stu-

Stevenson at the end of this year, said, “To all you students, please remember

dent, teacher, and administrator, Allen-

that the faculty and staff of this School love you. They want to help you become

Stevenson shaped me more than any other edu-

in the future men who will make a difference in this world . . . For many of us in

cational institution. There was, and obviously

education, this is the nature of what a career in teaching can mean.”

still is, a pervasive generosity of spirit about the School captured by the mission, quite literally

In keeping with the Anniversary theme, “Celebrating 125 Years of Educating

amplified by the School's commitment to music

Boys and Inspiring the Future,” we asked former faculty who have become

and represented by the exemplary figure of

Heads of School to give us a few comments about how Allen-Stevenson

David Trower. Of course, the boys were the best.

inspired them as they went forward in their careers.

Reading their short biographies in the A-S alumni publications reminds me how fortunate I was

Jean Lamont, now a consultant for Educators Collaborative and former Head

to be a member of a school community that con-

of The Foote School in New Haven, says of her headship, “Unlike many

tinues to raise good men. Much is given to all of

Heads of School who plan their careers to culminate in this position, I had no

us associated with Allen-Stevenson and much is

intention of assuming this responsibility. Had it not been for Desmond Cole's

expected from us.”

mentorship, I would not have experienced the challenge and fulfillment of leading a school. Desmond not only had the courage to appoint me co-head

These thoughts resonate with David O'Halloran,

of an all-boys Upper School, but he also delegated a tremendous amount of

the current Head of St. David's School in New

responsibility to me: hiring, supervising, and, yes, firing faculty; handling

York, who comments on the A-S mission: “During

parent issues-happy and contentious; making difficult disciplinary decisions;

my time at Allen-Stevenson, Fortiter et Recte res-

chairing an ISAAGNY committee that led to the founding of Early Steps. The

onated throughout the School. The School's mis-

upshot of all this was that I discovered I had developed strongly held views

sion, advanced by the inspirational leadership of

about education and leadership - and I wanted the opportunity to help shape

David Trower and Desmond Cole, cultivated by an

a school and its future direction. It would never have happened had I not had

incredible faculty, and embodied in a decade of

Desmond Cole as my mentor.”

gentlemen - scholar alumni, Allen-Stevenson helped to shape this educator's sense of profes-

Jesse-Lea Hayes Abbott, the former Head of St. Luke's School in New York

sionalism, the importance of giving back, and the

and Katherine Delmar Burke School in San Francisco, writes, “The most pro-

true value of boys' schools. Even though I was

found and lasting lessons that I learned during my thirteen years at Allen-

there to teach, it was the boys, teachers, and

Stevenson were that through the wide spectrum of experiences in schools,

leaders of Allen-Stevenson that gave me more

we really can change a child's life, and that with effective mentoring and

than I was ever able to give.”

determination virtually anything is possible. I went on from Allen-Stevenson with self-confidence and absolute certainty that the impact and rewards of

There are also a number of other former Allen-

educational leadership are profound, valuable, require boundless skill and

Stevenson faculty members who went on to be

determination, and above all else, are well worth pursuing.” She too speaks

Heads of other Schools: Marianna Leighton at the

of the value of Desmond Cole as her chief critic and mentor.

Calhoun School in New York, William Meeneghen at Brooklyn Friends School, Thomas Waters at

Jay St. John who is the current head of The Episcopal Day School in

Derby Academy in Hingham, Massachusetts, and

Southern Pines, South Carolina, echoes the same sentiments about

Henry Valentine, who founded The Churchill

Desmond Cole. As he says, “Desmond was the best Headmaster for whom I

School in New York. Allen-Stevenson is proud of

ever worked. He thought outside the box, was eccentric in a good way and

its former faculty who have gone on to give so

always child-centered. A student's worth was not measured by a grade or

much to the field of education.

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2008

A Special Founders Day with John Pariseau h’98 Associate Headmaster John Pariseau h’98 was the 2008 Founders Day Speaker. This Founders Day had a special significance because it culminated the celebration of Allen-Stevenson’s 125th Year. Through his speech, Mr. Pariseau took the boys as well as the faculty and staff on a journey through the history of Allen-Stevenson. David Trower introduced him as someone who has, “given a large part of his life to the School and its community,” making it ever so appropriate for him to be the speaker on this special day. Please enjoy Mr. Pariseau’s speech reprinted below. Good morning gentlemen, faculty, staff, and guests.

And everything was so peaceful; no wars, no tanks, no airplanes. Such, Mr. Allen said, are some of my memories of New York in the old days. Those days should have special interest for us, he continued, because it was then the seed was planted that afterwards developed into the Allen-Stevenson School.”

This morning marks the 125th birthday of the School that Mr. Allen started in 1883. Founders Day first took place when the School had its 100th birthday in 1983. I want to correct one impression that some of you may have, not all of you, just some of you. Last year a student in the Middle School found me in the main hall one day and asked a question. He wanted to know why I was the person at the School who was working in our archives and gathering the information we were using during the celebration of our 125th year.

When I came to work at Allen-Stevenson it was 26 years after Mr. Allen wrote those words. In 1970, some things were the same. There was a war, there were tanks, there were airplanes -just as in 1944. And in 2008, we are still at war. But a number of things in New York City in 1970 were different. There were no air-conditioned busses or subways; no EZ passes at the bridges and tunnels; Central Park was considered dangerous and was not closed to traffic; the Chelsea Piers complex did not exist. When you walked down the street, you often found soot on your clothing from the dirty incinerators that were burning the garbage of apartment buildings. And you had to look carefully where you stepped to avoid getting stuff on your shoes.

In reply, I said to him that he had a very good question. Looking at him with a serious expression on my face, I said, “Well, when Mr. Allen and I were working together at the School …” In less than a second, that boy looked back at me and knew I was joking. He said, “no, that couldn't have been!” Obviously, an intelligent young man with a good sense of humor. So if any of you think I was telling the truth, please know that the Middle School student was quite right. I might look old - but I'm not quite that old. Today I want to tell you a bit about the past, including some things I experienced from my time here at Allen-Stevenson. I want to tell you about how some things now are the same - and also about how some things are different. In 1944, in the school newspaper, there is an article that Mr. Allen wrote. 1944 was 64 years ago, and in 1944, Mr. Allen's school was 61 years old. Here are some things Mr. Allen said. “I well remember as a boy I used to plan how I would run a school. I would make the road to knowledge so pleasant there would be no loafers - at least I hoped so. In 1881, when I

came to New York City after graduating from college, New York was not the huge cosmopolitan city that it is today. No bridges over the East and Hudson rivers, no skyscrapers, no automobiles, no telephones, no radios. Telegraph poles stood in some streets, and horse cars were everywhere. Where the public library now stands on Fifth Avenue, there was an immense reservoir. Many a time have I walked around its top. At night no electric lights and blazing advertisements made the sky glow. The streets after dark were like a blackout today. There was no Grand Central Station. Instead, you could take a train from a grimy station at Fourth Avenue between 26th and 27th Streets, where a boy would pass through your car yelling, “Sponge cake! Jelly cake!” Four horses were attached to the train, and you would ride in stately splendor through the tunnel to 42nd Street.

Allen-Stevenson today has many things that were the same as they were in 1970. We used Randall's Island for sports, there was an annual Gilbert & Sullivan production, and an outstanding orchestra that performed in December and in May; we had football, soccer, track, basketball, baseball, a book fair, the speech contest, and the very first Academic Bowl. But some things at A-S today are very different. In 1970 we had no Kindergarten, no computers in the curriculum, no Assembly Hall. How many of you adults remember when this gym did not exist? There was no Middle School, no HWT, no Sixth, Seventh Grade plays, and no annual Shakespeare production. Spanish was not taught, nor was science taught to Eighth and Ninth Graders. We used chalk on blackboards instead of whiteboards and Smart Boards. There was no Alligator Soup. There was no lacrosse, no wrestling, no Middle School or Upper School chorus. The Lower School would continued on next page

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go to Randall's Island for exercise - in the middle of the winter. If there were a snowstorm, the School did not close. If you did not earn a passing grade in your Upper School classes, you were required to attend summer school in June. The roles of men and women were very different: no administrators were women, nor did women teach in the Upper School. Similarly, no men taught in grades one, two, and three. All of the Upper School faculty ran clubs for the elective program, and most were required to coach sports. Faculty meetings took place late on a Friday afternoon, often ending at 5:30. How many of you gentlemen were here when the recent school construction happened? Raise your hands. How many of you remember the room where Mrs. Matthew served you lunch, where you may have had P.E., and where the plays were performed? All in the same space! Some of us used to call that room the cafetoriasium. Perhaps later today you old boys can explain the construction and the changes in the building to the younger ones here in this room. So that is some information about what has changed and what has stayed the same. Mr. Trower often talks about Allen-Stevenson and tells us that the School is more than the building, its classrooms, and its program. The School is about people - about those who are young and those who are older. I have a request of all of the adults in the room. I would like all of the adults in this room who are now in their 15th year or more of working at the School to please stand and raise their hand. Wow! You should know that a large number of people are missing from this group. Many of the instrumental instructors, maintenance, kitchen, and office staff have also been here for that long. Indeed, there are nearly 50 people working at the School who have been here for 15 of more years. That's a lot of people who have been here for a long time. Now, if you've been here 20 or more years, please stay standing. 25, 30, 35, 40? Mr. Kersey is the only person at A-S for 40 years. Mr. Kersey is a very special fellow.

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All of those of you who stood, as well as those who have not yet served 15 years, all of you are part of the hundreds of A-S faculty who have taught thousands of A-S boys during our first 125 years. I hope you all understand that A-S is very lucky to have so many people who have been here so long.

Yes, these words are about the School, but only because these words are about the people who are here.

In this room, are four different people who share one thing in common. Please, if you have ever been the Mikado in an A-S Gilbert & Sullivan production, please stand up. Jaison Correa-Spain '97, Diana Tully, David Trower, David Kersey stood up.

To those dads of today, to Jim, Dean, Andrew, Shuui, Jeffrey, Tim, Robert, Neil, Kolja, John, Maurice, and Alex - to them I give thanks for sending their sons to A-S and by doing so helping me remember the times we had together when we were young.

Now I would like to ask the Eighth Grader who was Katisha last year to please stand up. Mr. Linen, you have something to look forward to in your future. I know you - and I know you will visit the School many times after you graduate next year. You will return many times to attend alumni reunions. You will experience what I have seen happen over and over again. You will meet Katisha from 2003, from 1998, from 1972, from 2018. You will be part of a larger story - one that spans decades of time and dozens of people. You are part of the story of AS, one with both a grand past - and a promising future. Thank you, Mr. Linen, for helping me make a point.

I fully expect that some of you will send your sons to Allen-Stevenson when you become fathers. You and they will be the future of this School.

Gentlemen, whether you are Katisha, or play the flute in the orchestra, or participate in the Geo Bowl, or play soccer, all of you are part of the story of A-S, and you should be proud of it. I, too, am proud to have been part of the journey of A-S. While here I have known many fine people: Headmaster Mr. Tiffany who helped save the School in the early 1960s; his successor Mr. Cole who transformed the School; Mr. Trower who has brought us to where we are today, and Assistant Headmasters, John Suter, and Paul Kellogg, both of whom embodied the very essence of being a gentleman. And how clearly I recall running windsprints at Randall's Island in the early 1970's with Mr. Kersey. There are some words that capture the special character of the people I have known during my 39 years. In the 1970s, one word was “gentlemen.” By the early '80s, people commonly said that the School was “happy” and “hardworking.” Those who worked at the School came to see it as a “caring” place. By the 1990s, the word “thoughtful” was often used. Most recently, I have frequently heard the School described as a place that is “respectful.”

Today, I also have the joy of seeing in this audience the sons of men who once were boys I taught at Allen-Stevenson.

125 years. Educating boys. Inspiring the future. To all of you students, please remember that the faculty and staff of this School love you. They wish to inspire you. They want to help you become in the future men who will make a difference in this world, a difference that will benefit all of humankind. Through your ideas, your inventions, your imagination, and your ingenuity, you will use the School's lamp of learning to light the path for future generations. This is our hope. And it is your challenge. Now, gentlemen, my final words to you. Within the next 10 years, all of you will leave the School, but all of you as alumni will remain forever part of it. All of you will face a future no one knows. Twenty-five years, 50, 75 years from now will you look back with pride about what you have done with your lives? Will you recognize how A-S inspired you to grow up and make the world a better place? If you ask me what I predict, I predict you will indeed do that. Someday one of you will stand here where I stand today in front of hundreds of people, telling your story and speaking about The AllenStevenson School in the distant past that the year 2008 will have by then become. Fortiter et Recte! Thank you.

Middle School

COMMUNITY SERVICE by Kimberly Kyte Middle School Head

for our boys to take on this effort because each guest, following the Friday lunch, leaves the Soup Kitchen with a PB and J sandwich in case there is no dinner that evening. Our boys with peanut allergies also participate. They have an ongoing drive to collect small plastic containers so the guests at the Soup Kitchen leave each Friday with some of the leftover food from lunch. Our boys collect containers with lids and then deliver the containers to the soup kitchen.

The expression, “think globally but act locally,” is appropriate for Allen-Stevenson. While we teach our boys, in age appropriate ways, about the world beyond New York City, we believe that when it comes to instructing our boys on how to serve others, we should primarily focus on our neighborhood. To that end we foster qualities that lead a boy to innately have empathy for others. Children are hard wired to help others. It is my experience that the vast majority of our boys can recognize a child in distress and reach out, learn of an opportunity to help others and ask how, and step up when asked to be leaders without question. What do we do to encourage this type of, often innate, thoughtful behavior? To answer that question within the Middle School we should look at the service opportunities. The All Souls Soup Kitchen is one of two main foci of the Middle School community service program. On Fridays, for over six years, each Sixth Grade boy has set tables and served lunch four to five times a year to guests at the Soup Kitchen. On any given Friday as the boys return they are ebullient: their feet skip, their smiles are broad, and they are eager to talk about their experience as they grab a quick sandwich before heading off to class. Our boys wanted to make sure that they offered the guests peanut butter and jelly sandwiches to take with them. On cold winter days they wondered if the guests would be warm enough. The boys talked about wishing they could go to the Soup Kitchen more often. Simply put, they are energized by their experience. Creating the PB and J sandwiches for the Soup Kitchen is another way we are involved. Middle School boys, on a rotation, prepare approximately 110 peanut butter and jelly sandwiches each Friday of the school year. We have a list of six to seven boys who are expected to serve each Friday. On most Fridays, we have another seven to nine boys who willingly arrive at 7:45 am to help. The boys wash their hands, gather all the materials from the kitchen and then set up the table to begin. Though organized, chaos is the routine, and the boys run the entire effort. A smaller group of boys carries the sandwiches to the Soup Kitchen. It is so important

PS 83 is a developing service project. This is a remarkable public school located at 109th between Second and Third Avenues. Our involvement began four years ago when, following Thanksgiving, the Sixth Grade boys set out to collect over 1,000 books, but in the end they collected close to 2,000 books. The Sixth Grade boys run the project with little adult help. The project has leaders, advertisers, representatives for each homeroom within our school, book retrievers and organizers that categorize the books into various genres and then turn them over to the book packers. To complete the second part of the project, our boys go to our library to select their favorite picture book. With books in hand and the collected books in a car, the boys travel, by subway to PS 83 where they pair with a First Grader to read. The relationship doesn’t end there. In February, the First Graders come to A-S where our boys perform an instrumental concert. We always hope to meet in Central Park in late May for a picnic. So far that continues to be our goal. Another way that we connect with PS 83 is through the annual fall book drive. The collected books go on a table at PS 83 and each parent, when arriving for their parent-teacher conference, selects a couple of books to take home for their personal library. Additionally, we are working on organizing an ongoing clothing drive for PS 83 students through the age of eight. Our Sixth Grade boys have begun to organize this project, which will involve the Fourth and Fifth Grade boys as well. Our plans are still developing. In conclusion, our objectives are quite simple. We believe that if we offer our boys experiences where they can actively participate in a way that is meaningful, they have a chance of developing a life long commitment to helping others. One way we foster this commitment is by regularly asking the boys to reflect on their experiences. This offers the boys a chance to make personal meaning of what they did and accomplished, both for themselves and others. Our boys have tremendous hearts and they want to be helpful – a robust beginning. We also endeavor to foster in our boys, each and every day, the meanings of the words: thoughtful, responsible, generous, respectful, studious, enthusiastic, determined, creative, and good.

If you would like to help with our community service efforts, we welcome you to: • collect books that your children are no longer reading • recycle your plastic containers (with lids) by bringing them to the Middle School floor • bring clothing that your infant - 8 year-old has outgrown (girls and boys) to the Middle School office • sign up to help the Monday night All Souls Soup Kitchen

A M P L I G H T E R

A-S Parents Make a Difference

by Emily Barnes, Communications Manager

The mission of Prep for Prep is to identi-

these students have on the world and

fy and nurture a generation of leaders

the many opportunities that they have

from minority group backgrounds who

to become leaders in society. Mr.

have the education, the skills, and the

Bok stated, “[Graduates] not only get

commitment to help guide society towards a significant

into great schools, they thrive at them, and go on to

narrowing of the gap between the rhetoric of the American

become leaders in education, law, business, medicine and

Dream and its blemished reality. Since Prep for Prep was

many other fields, adding importantly to the diversity of

founded in 1978, Allen-Stevenson, one of its first school

people in each of those fields.” Additionally, Mr.

partners, has had a flourishing relationship with this orga-

Vogelstein believes that giving educated, talented minority

nization, admitting several students into the Seventh

students the chance to attend college will make a differ-

Grade each year.

ence in the world, and he strongly believes that these leaders can serve as role models to younger students.

Helping to solidify the connection between AllenStevenson and Prep for Prep are Allen-Stevenson current

“Prep for Prep has facilitated diversity in Allen-Stevenson

parent, Scott Bok, past parents, Anne Gilchrist Hall and

and created a ‘real world’ culture that benefits all the stu-

Martin Lipton, and past parent and grandparent, John

dents,” Mr. Lipton stated. Adding to this, Mr. Bok believes

Vogelstein, who have all served as Chair or President of

that bringing new talent from diverse backgrounds to the

the Board of Trustees of Prep for Prep. Many New

Seventh Grade helps to reenergize both the faculty, stu-

Yorkers volunteer their time at various organizations, but

dents and their families.

it struck these four as unique that besides Prep for Prep, the one community that tied them together was AllenStevenson. Their leadership of Prep for Prep embodies what we teach our students. To help the community understand the significance of the relationship between Prep for Prep and Allen-Stevenson, Mr. Bok, Mr. Lipton, and Mr. Vogelstein spoke with us about their commitment to this organization and its impact on Allen-Stevenson. Mr. Lipton and Mr. Vogelstein have been involved with Prep for Prep for over twenty years and Mr. Bok for more than ten, and each of them attribute their initial involvement to a belief in providing better-quality education to minority and less-advantaged students.

Our alumni also recognize the value of Prep for Prep within the Allen-Stevenson community. Recently, an alumnus who learned about Prep for Prep while he was a student at Allen-Stevenson asked how he could help to ensure that boys like the ones he met from Prep for Prep at school could always attend Allen-Stevenson. He has since chosen to fund the education of a boy during his three-year tenure at the School, beginning with his arrival here in Seventh Grade until his graduation. Today, Prep for Prep has a community of over 3,000 alumni and students. Allen-Stevenson has played an important role in contributing to its success as well as the success of the many students who have benefited from

When asked in what ways Prep for Prep makes a difference in the world, the answers focused on the impact that

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their programs.

Critical Friends Groups by Susan G. Lukas, Upper School English Teacher

“The CFG is fun, intellectually stimulating, and I find myself Some years ago educational researchers began to study teacher burnout when it became clear that too many good teachers were struggling to stay in the trenches. What they learned gave birth to a new way of thinking about teachers and the work of teaching. And at the heart of what they learned was one simple but significant finding: teachers who work together with other

thinking more deeply about my work than I ever have before. It helps to evaluate and

ing about an issue, and provide fresh insights, information, or expertise. The practice is a reflective one. After each protocol, we look at how the process worked, if it worked, and why.

improve lessons.” ~ Jeffrey Herschenhous, Upper School Science Teacher

At Allen-Stevenson, we presently have three faculty CFGs comprised of ten teachers each, including a peer coach. The

teachers on their practice tend to have much better success in the

groups meet every week for an hour during school time and once

classroom; so do their students. From this scientific data grew the

a month after school for a three-hour session plus dinner. This is

concept of the Critical Friends Group (CFG).

on-going professional development at a very high and effective level, primarily because members of an Allen-Stevenson CFG

Over time, teachers who participate in a CFG tend to become

become conversant with each other's work. We keep track of,

more enthusiastic about their work, more energized, maybe even

have conversations about, and develop interest in what is going

happier. They develop confidence, gain knowledge, have more

on in our colleagues' classes. As a consequence, not only does the

ways to approach dilemmas, and often become more imaginative

group serve to develop strategies for solving teacher practice

in their lessons. There's good reason for this: teachers don't oper-

problems, it also brings the community together. When teachers

ate in a vacuum. Indeed, they have eight or nine trusted col-

learn what other teachers are doing in their classes, they seize

leagues with whom to discuss and plan. In an atmosphere of pro-

opportunities to build on that work in their own classes. Barriers

fessionalism, they can bring frustrations and concerns and devel-

fade and connections are made for teachers and, more important-

op strategies for dealing with them. They can also bring their best

ly, for students. It's a win-win situation.

work to share and analyze so that the good of it can be built upon for other disciplines.

Recently I ran my Seventh Grade English class using a CFG Consultancy Protocol to help the boys get at one character's essen-

Trust is essential for a group to work effectively. It takes time for

tial dilemma. It ran for 50 minutes - exactly the time determined

that trust to be built. This is why the groups stay together for at

by that protocol. When we were done, I asked the boys to debrief

least two years and work under group-created norms. Each session

the process. The first comment was, “I liked this. There were

is facilitated and a protocol, or structure, is used specific to the par-

things about the book that I hadn't thought about until my group

ticular work of that session. When we act as a critical friend for a

got together and figured them out. It really helps to have other kids

colleague, we support a project but are independent of that project.

to think things through with.” I smiled and said, “Yes.” That's the

Our job is to ask provocative questions, offer new ways of think-

simple truth of it.

A M P L I G H T E R

A L U M N I

Classes of 2008 and 2009

B R E A K F A S T

Class of 2008

New Alumni Breakfast On Wednesday, June 11th, the boys moving on to secondary schools in the classes of 2008 and 2009 gathered for breakfast before their graduation. They were welcomed into the Alumni Association by Eric Rothstein ’81, President of the Alumni Council. Mr. David Kersey followed up about the importance of their role as alumni and their responsibility to support the School. Alumni Council members, Randy Schrade ’76, John Carr ’76, Eric Rothstein ’81, Simon Wasserberger ’85, and Louis Rose ’86 marked the morning by presenting each boy with an Allen-Stevenson Alumni Pin.

Eric Rothstein ’81 presenting Alumni Pins

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G R A D U A T I O N

2 0 0 8

Eliezer N. Ayala ’08

I can’t believe that this is the end of my Allen-Stevenson student

This was my first of four plays I have made this year, even though

career, and I’m sure that everyone who is graduating with me

some people in the Ninth, Eighth, and even the Seventh Grade

agrees. This is the end as well as the beginning of yet another

make these many plays in one game, I made them in three years.

chapter of our lives. Many of my classmates have been here since

We will all miss the roof and the pleasure it has given us.

Kindergarten; some since Seventh and one has just been here since Ninth Grade. I’ve been here since Seventh Grade, but if I had

This Allen-Stevenson experience means a lot to me and to many

the chance since I was little I might have wanted to come to this

of my classmates. The academic experience was superb, and we

school. I say ‘might’ because I believe that being in co-ed public

couldn’t be more prepared, but what I believe was the best part of

school gives a great view of both worlds, that being the girls.

the experience was the social part. I entered A-S at Seventh Grade as the strange minority kid to everyone. Even though I didn’t know

Coming into A-S from a public school is probably the best thing

anyone, within the first week I made friends. As the Eighth Grade

I could have done. Even though I had no idea what a private

year ended, my friends started to leave. Most of my friends left me

school, or even what A-S was, I don’t regret anything. I will miss

for, what I thought would be, a lonely Ninth Grade year. But boy

many things about this school. To name one thing, I would have

was I wrong. I came in to Ninth Grade and almost immediately, we

to choose between playing kickball on the roof, doing varsity

all connected. It didn’t stop there, the new Seventh and Eighth

intramurals for 9 semesters in a row, or doing the all-important

Grade classes also extended their hands, and really made you feel

Facing History Project. With these three choices, I would say

like a part of something. I am sure that even as we depart, we will

that everyone graduating today would choose the same thing:

find some way to keep in touch with each other.

kickball. It isn’t only the students that make you feel at home, but also the Who wouldn’t miss playing kickball? I know we will. There’s noth-

wonderful faculty and staff. When I walk into the school building

ing better than being able to go to our sacred roof to kick a ball

at 7:30, I am greeted by the smiling faces of the security guards,

around, and if we’re lucky enough, to hit someone with it. But the

the people at the front desk, and the faculty members I meet

most important thing that anyone would want to do is to make a

throughout the day. To end, I have to say thank you to the teach-

play for his team. I remember my first play. I was in Ninth Grade

ers, the people working in the lunchroom, maintenance, security,

playing the most important position, catcher. No one expected me

all you parents, and everyone else whom I may have forgotten to

to do anything until that faithful day where a kid kicked the ball

mention. As a final word from my classmates and me, goodbye

into foul territory, and who was there to catch it? Yours truly.

and have a great summer. Thank you.

A M P L I G H T E R

G R A D U A T I O N

miserable place. Whole neighborhoods were burning down. The subway was graffiti-covered and hot. Central Park was a murky jungle, filled with danger.

Let me start by saying that all of you have the disadvantage of hearing my very first commencement address. All sorts of schools have asked me to do this, and I’ve always had the good judgment to just say no, as Nancy Reagan used to say.

I came here from one of the worst parts of that dark city: The South Bronx. I could only come on full scholarship. In my first years here I did terribly. I wasn’t prepared for the demands of a great school like this. It took me much of Fifth and Sixth Grades just to catch up. But this school invested in me; invested time, money and patience in helping me get up to speed.

But this is a special graduation for me. Allen-Stevenson has a special place in my heart. I graduated from here 29 years ago. I was one of you. Sitting there, wondering, when will this guy stop speaking? When will I get my diploma? How soon can I get to summer? So, I promise to be short, but not too short, because this graduation is not just special to me. It’s historic to this school. You are the 125th graduating class. You represent a milestone in AllenStevenson’s history; a benchmark in its accomplishments.

When I graduated from Harvard Business School 16 years later, I knew it was because Allen-Stevenson had been there to bridge my life from the South Bronx to the world that this school epitomizes: a world of the highest integrity and intellectual rigor.

Luis Ubiñas ’78

125 years ago there were three boys in this school, led by a young Headmaster just out of Harvard. Classes were held in a house down on 57th Street. The boys would arrive in horse drawn carriages. On short winter days, those classes were held by gas light. This neighborhood, filled with all of these glamorous buildings, was just beginning to be built. In the 125 years since, Allen-Stevenson has become one of the finest schools in America. A place that creates young men like you out of small boys. Leaders in business, government and the social sector have sat where you are sitting, their capabilities shaped by this school. You follow in a great tradition. But it’s important to remember that the history of this school isn’t just about the past, it’s about the present. Sitting here, 29 years after I graduated, are two of my favorite teachers. Teachers whose support meant so much to me and who together have helped build this school. Mr. Kersey and Mr. Pariseau were young men when I was here; though they seemed ancient through my then 14 year-old eyes. I’ll spare Mr. Pariseau because I hear he’s injured, but I will tell you that Mr. Kersey was quite the firebrand in those days. If you made a peep in his class he’d fire a hard chalk at you. I don’t know if he still throws that chalk. And, of course, there is the legendary day when he got into a fist fight with one of the other coaches. Between the chalk-throwing and the fighting, he was a hero around here. You should pause today and think about the teachers here in this room today who will be the Mr. Pariseaus and Mr. Kerseys of your future memories. Consider stopping and thanking them today for what they will mean to you in 30 years. All of you are part of this amazing history as well. I’m not sure how you all did it, but you have lived through an incredible time at this school. Allen-Stevenson has been transformed. When I was last here a few years ago it was a quiet, shabby place. It’s now gleaming and new. The dedication of the new building in 2005 is as much your accomplishment as anyone’s. So why does it matter that places like Allen-Stevenson exist? Why does this history make a difference? Well, let me use myself to illustrate the importance of this school you helped build. I came here in 1974; back then New York was a

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So, here is the part of the convocation I want all of you to remember: All of us need to understand that graduating from Allen-Stevenson brings responsibility. You have all been given great power. You may not realize it right now, but much of your education is complete. Allen-Stevenson has given you the core academic fundamentals you will need to be as successful as you want to be in any environment from here on out. A depth of education few other young men your age have. That’s a great power and a great responsibility. After two decades in business, I recently moved back here to New York to serve as President of the Ford Foundation. Since your parents made you all watch Channel 13 for years, you probably know better than they do that Ford’s mission is to help build and support not for profit organizations like PBS. Every day I lead a team of people working hard to think about the hard challenges facing our society: • Children whose schools just don’t work. • Girls forced to get married and have children when they should be in seventh grade. • Men who have lost the right to vote because of a crime they committed and paid for when they were teenagers Moving my family back here to New York and leaving my 20-year career in business was a hard decision. Yet, in the end, I decided to come here and do the job at Ford because I felt I had a responsibility to use the power that Allen-Stevenson built in me and to fight injustices like those every day. So as you leave here, I want you to remember just this one thing. Regardless of how you got here this morning, by subway or on foot, you have received a gift from Allen- Stevenson. A gift of great power that few have access to. It’s your responsibility every day to make the most of it.

Mr. Luis Antonio Ubiñas ’78 attended Allen-Stevenson from Fifth through Ninth Grades. He continued his studies at The Collegiate School and then at Harvard College, where he received an AB and an MBA from Harvard Business School. After a distinguished 18-year career as a Director of McKinsey & Company, the global management consulting firm, he became President of the Ford Foundation in January 2008.

Remarks by Sally Cole

In honor of the first Desmond Cole Fortiter et Recte prize Allen-Stevenson School Graduation, June 11, 2008 It is a great honor for my family to have this award named after my father, Desmond Cole, an honor I can honestly say would have taken his breath away. He loved this School from stem to stern, as they say, and he believed in it. Thank you to AllenStevenson, and in particular to David Trower and John Pariseau, for this recognition. Fortiter and recte: strongly and rightly. Let me recount a bit about how my dad embodied those qualities.

Sally Cole

So many of his students remember how my father wouldn’t close the school during the blizzard of 1978 and how he stood at the front door whooping and hollering every time he saw one of the boys successfully making his way through the snow drifts along 78th Street to attend school that day. But in my family, as we watched the news on TV that night, we were amazed that my dad’s not closing the School had made the news! It was just a very basic principle that my father lived by: if you commit yourself to something important, as important as your education, you commit to it with all your heart, 100%, every day. That is how he did everything. I’ll never forget the pride I felt when he ran the NY Marathon as part of a fundraiser for Allen-Stevenson (one week before his 60th birthday), or how much time he devoted to writing recommendations for the students in the graduating class. I can still picture him hunched over his typewriter – yes, typewriter – wordsmithing each sentence, making sure that he captured each student’s unique qualities exactly right. When it came to people, my father never took any shortcuts. But for all this talk about my dad’s adherence to the principle, I don’t want to give you the wrong impression. In spite of the white hair and the tweed jackets, my dad was not a stodgy guy. He had an irreverent sense of humor. He was not a “tradition for the sake of tradition” person. He was a free spirit. And above all, he was an independent thinker. If there was one lesson that my dad tried to impart to me, loud and clear, it was to think for myself. Whenever I had to make a big life decision, my dad always thought that I consulted far too many people for their opinions. He would say, “Sal, don’t look to others to tell you what to do. Take the time to learn what is important to you and THINK FOR YOURSELF!”

Upper School Chorus

He led his life that way. He wasn’t afraid to stand up for something he believed in, and he wasn’t afraid to stand alone in his opinions – in fact, he probably enjoyed that a little. I think he believed that you have to actively not care too much about what others think of you to do something truly original in this world. Whenever I hear that quote from Hamlet – “What a piece of work is a man, how noble in reason, how infinite in faculties” – I see the world through my father’s eyes. He believed that each one of us possesses more strength inside of us than we even know - infinite capacities for reason, self-knowledge and courage – and that life presents us a great opportunity to do something beautiful with that. If my father were standing here in my place today, he would ask you to “break the mold.” There’s no roadmap for life and that can be scary; but more often, it’s actually pretty awesome. Decide for yourself what is important to you and put your own, unique footprint on this planet. You’ll take enormous pride and joy in the fact that it is completely your own.

Christopher Wayland ‘09

To the graduating class: congratulations to each of you. And as my dad would say, “Go get ‘em!”

A M P L I G H T E R

mined, creative and good. We do not teach them these qualities by having them follow a set of rules or prescribed behaviors that are acceptable, or by giving them a test on the definitions of the words. Rather, we provide them with a series of experiences and challenges, in the classroom, on the athletic field, on the stage or in the shop in which they learn what it means to work together, treat others with respect and stand up for what they believe. They learn to Upper School Head, Neal Kamsler

Today is a rite of passage, a time to reflect on the past, revel in the present and anticipate a future of boundless possibility. It is also a day for good-byes and thank-yous. As all of you know my thank-yous always begin with the faculty. They are a tireless, passionate, and devoted group of teachers with an incredible commitment to the education of the boys in this School as scholars and gentlemen. I believe we cannot thank them enough for what they do, so I ask them to please stand and receive one more round of applause. My personal goodbye today is a particularly difficult one. One of our most passionate, caring and committed teachers is retiring from Allen-Stevenson and moving on to the next phase of her life. Nicole Baldassini has been the French program ever since I came to Allen-Stevenson and it is hard to imagine it continuing without her. She has taught many A-S boys four years in a row, always sharing her great love of the language and for the boys. Nicole we will miss you and wish you bonne chance dans l'avenir. I was recently reminded of the quote I chose for my high school yearbook by Oscar Wilde: “Education is a wonderful thing but it is well to remember from time to time that nothing worth knowing can be taught.” Interestingly? Ironically? I picked that quotation knowing that I wanted to be a teacher, and having spent the last 29 years of my life in education there are many ways in which I still believe the message. One of the aspects of Allen-Stevenson that I love are the code words engraved in the floor and the statement that at A-S we inspire boys to become thoughtful, responsible, generous, respectful, studious, enthusiastic, deter-

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live these ideals and incorporate them into their daily lives. I love to hear these lessons play themselves out while listening to a Ninth Grader at the beginning of every Monday Morning Meeting talk about how the word of the month relates to his own personal experience. There is no better way for the other students in the School to understand the power of those concepts. As we live in an ever-changing and more complicated world, these are the qualities that will determine future success. I have used the word love a number of different times in this talk. My love of the School, the faculties love for the boys and I want to relate a story that Mr. Cohen told me about a discussion in his Ninth Grade class. One boy was describing his sense of protectiveness of his younger brother but was struggling with the right words to describe it. As he said, “I'm not sure what to call it,” two boys simultaneously replied, “It's love.” The comfort in expressing these emotions is not an easy thing for Ninth Grade boys and I doubt it would happen in many schools, but it is commonplace here at Allen-Stevenson. Graduation days are filled with love. Love that crosses generations as grandparents, parents, siblings and graduates celebrate a milestone together. My final words to you graduates are, bask in the love that surrounds you and never take it for granted. Thank all of the people here who have loved you and helped you reach this point in your lives and never stop gathering the experiences that will inspire you to attain the lofty ideals you walk upon every day that you enter this School. And of course, come back often and visit the School that loves you.

A W A R D S

H O N O R S

2008 PRIZE DAY AWARDS AND HONOR ROLL Daughters of the American Revolution Noah H. Koeppel ’10

Mathematics Prize William Evangelakos ’08

Mayflower Compact Award William B. Sperry ’10

Science Award William Evangelakos ’08

Society of Colonial Wars William B. Sperry ’10 Bradford A. Warner Shop Award Henry Gonzalez ’08 Jonathan M. Lamb ’09 Francis Keally Art Award Clarke A. Rudick ’09 Computer Art Award William Evangelakos ’08 Photography Award Louis P. Lecole ’09 Francis Keally Gilbert & Sullivan Award Eliezer N. Ayala ’08 Francisco Chomnalez ’09 Nicholas Meitster Armington ’77 Theater Prize Adam D. Kotin ’09 Matthew D. Schwimmer ’09 Alexander H. Tomashoff ’09 Chorus Prize Khalid A. Taylor ’10

Greatest Improvement Award 7th Grade: Robert M. Lubin, Vikram Nayyar, Mac G. Schumer 8th Grade: Skyler M. Wasser 9th Grade: Benjamin P. Rifkin Honor Roll Class of 2008 Theophilus O. Agbi, Eliezer N. Ayala, Wiliam Evangelakos, Benjamin P. Rifkin Class of 2009 Francisco Chomnalez, Max A. Elgart, Samuel O. Javit, Jonathan M. Lamb, Louis P. Lecole, Nicholas J. O’Mara, R. Henry Plagemann, Ravi Popat, Clarke A. Rudick, Matthew D. Schwimmer, Alexander G. Selz, Christopher J. Wayland, Harry P. Whitney, Tyler J. Wojak Class of 2010 Alexander J. Bartner, Oliver R. Beers, Caleb Berwin Stein, Elliot P. Bok, Nicholas C. Curcio, Ben S. Dickstein, Johann M. Fitzpatrick, J. Carr Gamble, IV, Noah H. Koeppel, J. Christian Lange, Jonathan C. Linen, Robert M. Lubin, Gil B. Lubkin, Robert B. Marston, Nicholas J. McCombe, Jeremy C. Mittleman, Nathaniel C. Pettit, Matthew D. Russo, Mac G. Schumer, William B. Sperry, Khalid A. Taylor, Cameron W.J.S. Toh, Lucas C. Zelnick Honor Student Eliezer N. Ayala '08 Alumni Medal Theophilus O. Agbi '08

William L. Landis Drama Prize Dylan G. Fowler ’09

Alumni Secretary Basil L. Anderson '08

Stanley D. Gauger Music Prize Francisco Chomnalez ’09 Christopher J. Wayland ’09

Student Council President Elliot S. Frank '08

Public Speaking Prize Andrew S. Leone ’10 William A. Hanway Memorial Prize Jonathan M. Lamb ’09 Tunney Creative Writing Award Eliezer N. Ayala ’08 Francisco Chomnalez ’09 Mary B. Helm Award French: Eliezer N. Ayala ’08 Alexander G. Selz ’09 Spanish: Ravi Popat ’09 Matthew D. Schwimmer ’09

Desmond Cole Fortiter et Recte Award Ravi Popat '09 Charles E. Horman Award Eliezer N. Ayala '08 Athletic Award Dylan G. Fowler '09 PRIZES FOR MIDDLE SCHOOL Bradford A. Warner Award George L. Frank '12 Anthony G. Couloucoundis II Memorial Award Theodore C. Wallach '11 Adam and Elan Benjamin Memorial Award Jorge E. Colmenares '12

A M P L I G H T E R

A F T E R A - S : S E C O N D A R Y

2 0 0 7 - 0 9 S C H O O L S

CLASS OF 2007

CLASS OF 2008

CLASS OF 2009

Justin Livingston Beers - Poly Prep

Joseph Allen Abadi - Horace Mann

Taylor Charles Bennett - Poly Prep

Christopher Matthew Blauner - Poly Prep

Theophilus O. Agbi - Exeter

Samuel Weaver Bernstein - Loomis Chaffee

Conor Myles Coleman - Dwight-Englewood

Basil Lloyd Anderson - Kent

Richard Donovan Bryan, Jr. - Trinity

Jonathan Davis - Hackley

Michael Derrick Asser - Columbia Prep

Francisco Chomnalez - Dalton

Lee Cameron Eames - Riverdale

Rhys Jude Athayde - St. Markâ€™s

Christopher G. Echevarria - Westminster

Robert William Feder - Riverdale

Eliezer Nel Ayala - Rye Country Day School

Max Aaron Elgart - Fieldston

Leigh Alexander Fischbein - Suffield Academy

Michael Spencer Bass - Columbia Prep

Jesse Daniel Fastenberg - Birch Wathen

Eric-Anthony A. Galagarza - Stony Brook

Zachary Raab Berger - Miami Country Day

Dylan Gaston Fowler - Choate

Austin Lucas Goldstein - Dwight

G. Alexander Bergsma - Proctor Academy

Alessandro Sandro Arturo Giacometti - Westminster

Max Joshua Hannan - Dalton

Mark Richard Boltres - Friends Seminary

Derrick Corey Holman - Columbia Prep

Anthony Andre Joga - Poly Prep

Peter George Bozian - Dalton

Samuel Owen Javit - Fieldston

Eric Matthew Kotin - Fieldston

Jacob Lee Caplan - Columbia Prep

Adam Daniel Kotin - Columbia Prep

Matthew Taylor Langan - Columbia Prep

William Samuel Chouraqui - Riverdale

Jonathan Mason Lamb - Deerfield

Charles Frederick Lehman - Packer Collegiate

Alexander D'Arc Corwin - Riverdale

Louis Pierre Lecole - Trinity

Andrew Reed Loeshelle - Dwight-Englewood

Carter Haskell Davis - Friends Seminary

Stephen Joseph Lipton - Horace Mann

Andrew Vincent Lopez-Balboa - St. Paul's

Daniel Evangelakos - Horace Mann

Daniel Eric Locker - Fieldston

Jason Daniel Mack - Columbia Prep

William Evangelakos - Suffield Academy

Nicholas James O'Mara - Poly Prep

Malcolm Wesley Storrie McCain - Berkshire School

Jeremy Matthew Exstein - Hotchkiss

Robert Henry Plagemann - Poly Prep

Jonathan Andrew McMyers - Lawrenceville

Samuel N. H. M. Fischer - Riverdale

Ravi Popat - Trinity

Adam Louis Mitchell - Dwight

Jared Damien Francis - Dwight-Englewood

Owen Kolb Rosenberg - Lawrenceville

Brian Thomas Ostrander - Calhoun

Elliot Stoddard Frank - Suffield Academy

Clarke Albert Ash Rudick - Trinity

Spencer Samuel Penn - Horace Mann

Harry Talbott Frank - Riverdale

Matthew David Schwimmer - Fieldston

Adiel J. Perez - Gunnery

Carter Philip Glatt - Horace Mann

Alexander Georges Selz - Millbrook

Tyler Brennen Reiss - Dwight

Henry James Gonzalez - Stony Brook

Antony Benjamin Strauss - Proctor Academy

Zachary Jude Ross - Choate

Maxson Drew Jarecki - Dalton

Christopher von Turk- Columbia Prep

James Morris Rucinski - LaGuardia

Brian Alexander Knott - Horace Mann

Tyler Ross Waldman - Blair Academy

Jason Reed Saltiel - Columbia Prep

Taylor O'Neill Lane - Trinity

Christopher James Wayland - Trinity

Alessandro Meyer Santoro - Friends Seminary

Peter Andrew Lawson - Columbia Prep

Tyler Jacob Wojak - Dalton

Eric Harrison Schwartz - Horace Mann

Matthew Vincent Leone - Dalton

Matthew Harrison Sprayregen - Poly Prep

Henry Stanley Neely - Trinity

Nicholas C. M. Strelov - Dwight-Englewood

Malcolm Peter Phelan - Riverdale

Ryan Hapgood Tongue - Friends Seminary

Michael Anthony Regester - Rudolf Steiner

Brady Otto Williams - Poly Prep

Benjamin Paul Rifkin - Taft Michael Clement Salik - Dalton Adriaan Mitchell Schiltkamp - Kimball Union Evan Reed Solomon - Fieldston Jeancarlo Sotomayor - Peddie Robert Edward Sternberg - Riverdale Alexander Joseph Weiss - Heschel Cooper Belzberg Zelnick - Packer Collegiate

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A F T E R A - S : S E C O N D A R Y CLASS OF 2004

Ralph Julien Acevedo Luis Alfonso Almonte Alexander Nathaniel Barrett Jared Peter Bergman Nathaniel Ben Botwinick Jeremy Cohen Ross Alexander Cohen John Ramon Cortez James Thomas Della Femina Morgan Lawrence Fleischman Nicholas Dana Flickinger Andrew M. Goldfarb William Nathaniel Hershey Alberto Jimenez Steven Michael Knott Michael Stowe Koeneke II Benjamin Michael Kraus Edward Crary Lord Timothy Patrick Maloney Michael G. Marcusa Vishnu Carlino Martinez Zachary Nicholas Medina Maxwell Lee Meren Niall Patrick Murphy Philip Mojsov Nussenzweig Curtis Olavi Roby Henry Jay Rosenwach Oliver Myers Schrage John Phillip Seabrook Alex Logan Steinhardt David Maxwell Steinhardt David Jon Thomashower Bradley M. Umane David Stephen Weiss Jason C. Zigelbaum Sean S. Zigelbaum

CLASS OF 2005

2 0 0 4 - 0 5 A N D C O L L E G E

Rye Country Day Berkeley Carroll Dalton Poly Prep Trinity Columbia Prep Collegiate Poly Prep Horace Mann Columbia Prep Trinity Poly Prep Fieldston Berkeley Carroll Trinity Pingry Loomis Chaffee Poly Prep Fieldston Horace Mann Hotchkiss Eleanor Roosevelt HS Rye Country Day Stuyvesant HS Dalton Trinity Poly Prep Columbia Prep Pomfret Dalton Trinity Churchill Poly Prep Poly Prep Horace Mann Horace Mann

Middlebury College Boston College Harvard University University of Colorado Yale University Colgate University George Washington University Syracuse University Tulane University Cornell University Emory University Tufts University Vanderbilt University Vanderbilt University Marquette University University of Michigan Claremont McKenna College Wesleyan University Vanderbilt University Dartmouth College SUNY-Binghamton SUNY-Albany New York University Reed College University of Chicago Dartmouth College Skidmore College Ithaca College Rochester Institute of Technology University of Pennsylvania University of Pennsylvania Full Sail Media Education University of Wisconsin University of Delaware University of Michigan Johns Hopkins University

Craig Ross Applegate Christopher Stuart Michael Barnes William Spencer Carlson Jacob Maxwell Cohen Soami Adhar Cohly Alexandre Carvalho Perieria DaSilva Adam James Phillips Donaldson Peter Laurence Eames Justin Nathaniel Effron Jacob Aaron Epstein John Harrison Garfinkel William Richardson Gleacher Benjamin Farmer Goldman Jules Patrick Hamilton Ian Brett Konsker Jonathan Steven Kostakopoulos Ronald Vaughn McKnight David Ospina Malcolm Elbridge Ring Andrew Quinn Rolfe Jamal Michael-Ashanti Salmon Christopher Kingdon Schrade-James Geraldo Alfonso Sevilla Harrison Isaac Sitomer Leo David Sloan Julian Alec Tempelsman Gregory Matthew Tongue Peter Maurice Troubh Harry Gabriel Tucker

Brooklyn Tech Riverdale Hill Dwight Poly Prep Friends Seminary Taft Riverdale Columbia Prep Horace Mann Trinity Columbia Prep Masters School Riverdale Horace Mann Salisbury Peddie Kent Riverdale Riverdale Trinity Riverdale Stuyvesant Riverdale Dwight Trinity Friends Seminary Taft Browning

University of Connecticut Bucknell University Kenyon College University of Miami-Florida Georgia Tech CUNY - Hunter College University of Louisville Hamilton College University of Pennsylvania University of Michigan Wake Forest New York University University of Wisconsin New York University Vanderbilt University Susquehanna University Villanova University Emory University Carnegie Mellon Skidmore Syracuse University Boston University CUNY - Macaulay Honors College University of Pennsylvania University of Vermont Hamilton College Case Western Bowdoin College Franklin College - Switzerland

ALUMNI

BULLETIN

BOARD

For information about any alumni activities, please contact Jackie Brown, Director of Alumni Relations, at jbrown@allen-stevenson.org or at 212-933-5240.

FOR

MARK

THE

YOUR

CALE NDAR OWIN S G 20 08 A ALUM ND 2 NI EV 009 ENTS

FOLL

A lu m n i Hock ey Ga We d n e me at s d a y, C h e ls Decem e a P ie ber 17 rs , 2008 at 7:00 A lu m n pm i Bask e t b a ll Game Saturd and P a y, M a iz z a L rch 7, unch 2009 a t 11 : 0 0 A-S G a m o lf C la s s ic a t Quak e r R id ge Go Scars lf C lu b d a le , NY Tu e s d a y, M a y 12, 2 009 A lu m n i Dodg Thurs e b a ll d a y, M Game ay 21, 2009 a t 6:30 pm Off to C o ll e g e Part y for t Monda h e C la y, J u n ss of e 8, 20 2006 09 at 6 :00 pm

THE ALLEN-STEVENSON ALUMNI COUNCIL MEETING TUESDAY, SEPTEMBER 23, 2008 Eric Rothstein ’81, President of the Alumni Council

Report by Eric E. Rothstein ’81

On September 23, 2008, approximately 20 members of the Allen-Stevenson Alumni Council met at the School to review the past year’s events and discuss plans for the future. Headmaster David Trower described the opening of School as very upbeat. The School is continuing “to go green,” and a Monday Morning Meeting last year dovetailed with this focus as it featured three alumni engaged in environmental efforts. The first school event of the year, the All-School picnic in Central Park, was a huge success with a handful of alumni attending. Plans are well underway for the Alumni Reunion Weekend on November 14th and 15th, a panel of experts on independent admissions (all current or past parents at AllenStevenson) on November 20th, and Young Alumni Day on November 26th. The School will now introduce Spanish beginning in Second Grade.

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After Mr. Trower’s remarks, ASAC Committee functions were described and members were urged to sign up for the committee of their choice. Committee Chairs for Diversity, Annual Fund and Special Events gave reports on last year’s achievements and outlined future plans. We hope to expand alumni programming substantially so that our alumni are consistently reminded of the value of their Allen-Stevenson education, and so that the rest of the community is reminded of the valuable alumni that have attended Allen-Stevenson. This Lamplighter profiles alumni who not only have made a difference in our world but also credit their success to the education they received at A-S. If you know of an alumnus we should profile or would like to get involved with the Alumni Council, please contact Jackie Brown at JBrown@Allen-Stevenson.org.

2009 ALLEN-STEVENSON GOLF CLASSIC Benefiting the Athletic Fund Tuesday, May 12, 2009 Quaker Ridge Golf Club, Scarsdale, New York All members of the Allen-Stevenson community are invited to join us on the course. For more information, please contact Emily Barnes, Special Events Manager, at 212-933-5203 or ebarnes@allen-stevenson.org

ALUMNI

NEWS

Please send Alumni news for the Lamplighter to alumni@allen-stevenson.org or call the Development Office at 212-606-0890.

1930s

1930 - 2000

Peter Quinn ’38 died September 9, 2008, after a period of failing health. After AllenStevenson, he graduated from The Portsmouth Abbey School in Portsmouth, R.I. After three months at Brown University, he joined the U.S. Marine Corps, serving for three years, including time in the South Pacific. Upon his discharge, he completed his education at Brown, and married Sophie Dallas Bigelow in 1950. After working for 10 years for Honeywell Corp, he joined the J. & W. Seligman Co. until his retirement in 1983.

1950s Jeffrey Furlough Thomas ’53 died June 7, 2007, of cancer in his San Francisco home. He was born in New York and received a bachelor's degree from Yale University and a doctorate in English from UC Berkeley. In the 1960s, he was an Army intelligence officer, stationed in Italy. He was the longtime proprietor of a Geary Street rare book store, Jeffrey Thomas Fine and Rare Books and a passionate and knowledgeable bibliophile who delighted in finding just the right buyer for a centuries-old first edition or a leather-bound illustrated world atlas. Mr. Thomas was a generalist who filled his shop with a variety of treasures. He enjoyed attending the San Francisco Opera and the San Francisco Symphony. He was an environmentalist, a

of Mount Vesuvius. He is survived by his wife of 38 years, Evelyne, of San Francisco, and children Patrick and Fiona Thomas, both of New York.

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Andrew R. Marks ’58

He was active in his community by serving on several town, corporate and community boards, and he was a communicant of Our Lady Queen of Peace Catholic Church in Boothbay Harbor. He enjoyed studying history and genealogy. Survivors include his wife of 57 years, two sons, four daughters and two grandchildren.

world traveler, and a dog lover. He also collected art, particularly the photographs of Ansel Adams and centuries-old oil paintings

Philip G. Proctor ’55 (phil.proctor@mac.com) was in New York in October for his 50th Reunion at Riverdale. He stopped by A-S and had lunch with Jackie Brown and David Kersey. His daughter, Kristin is married to the eldest son of the Premier of British Columbia is expecting a male child in November. Phil writes, “In spite of all the other great things that are happening in my life, this is the most exciting!”

2008

(maker@shoreham.net) sent the School a wonderful picture of a bygone dance at A-S. He lives in Vermont where he creates extraordinary handmade briar pipes and is a member of the Pipe Maker’s Hall of Fame. Check out his website at www.p-i-p-e.com.

1970s Caleb H. Smilgin ’78 (csmilgin@yahoo.com) has recently moved back to New York from Cape Cod. He and his wife, Lacey, attended the All-School picnic and spent time with Mr. Kersey.

Edwin Lee Solot Jr. ’78

(ned.s@thefaxcompany.com) and his wife, Corrin Yep, are the proud parents of a son, Edwin Lee Solot III, born April 26, 2008. He weighed 7 lbs. 8 oz. and was 21.5 inches long at birth. He joins his sister Bennett, age 3. Jesse Isaac Cohen ’79 (jcohen@metguild.com) writes, “I am now the Director of Development and Communications at the Metropolitan Opera Guild. When people ask me how I became interested in opera, I'm proud to tell them of how A-S nurtured my love of music, through the orchestra and through our box at the Met.” Warren Etheredge ’79 (warren@thewarrenreport.com) writes, “I just hosted an event in April for the film arts organization in Seattle that I run called The Warren Report and I screened THE GOLDEN COMPASS, written and directed by my special guest and my fellow A-S grad, Chris Weitz ’84.”

Kevin Koplin ’84

A mini reunion was held at the home of Hans Wydler ’81 (wydlerhl@aol.com) with Daniel F. Ritter ’81, and Evan Goldfischer ’81 (JBGERG@att.net). Pictured are Dan with son Gabriel, Hans with Hans Jr. and Isabelle, and Evan with Sabrina and Gigi.

(kskoplin@gmail.com) and his wife, Danielle, are parents of James Morgan Koplin, born on January 31, 2008.

Seth Nesbitt ’82 (snesbitt@amdocs.com) writes, “After six wonderful years in the UK, the family and I will be moving back to the US in September as part of a work relocation with Amdocs. We will be living in Seattle, and I will be splitting my time between our offices there and Amdocs’ US headquarters in New York. It has been a great six years, and I know I haven’t always been the best at staying in touch, but I look forward to touching base with you all in the fall. Of course, if you are in Seattle or New York, please drop me a line.”

Edward Walter Joseph Lipman ’84 died in July 2008 after an extended illness. He graduated from the Dalton School and Columbia University and then entered Peterhouse College, Cambridge University, where he held a research fellowship from 1996 to 1999. After returning to New York, he did some consulting work for Commentary magazine and then for Governor George W. Bush. During his last years, he concentrated on photography. His obituary says, “His radiant intellect, his sweetness, his sense of humor, and his flowing kindness will long live in the hearts of all who knew and loved him.”

John Campbell Henry Jr. ’84

Christopher John Weitz ’84 (Brenda@depthoffield.biz) and wife, Mercedes, welcomed their first son, Sebastian, into the family on June 8, 2007.

1980s Thomas Mills ’81 (tmillslpc@bellsouth.net) writes,“I am a caterer with my own business with a private and exclusive dining establishment which is not open to the public. I am married with 3 children: Avery, 13; August, 8; and Delilah, 5; with my wife of 17 years, Karin, and a dog, Mullett. I still write music and perform but not as much since the children are around, but I work on contemporary arrangements of classic Hymns with my church group which is fun.”

(jhenry21@gmail.com) and wife, Amy Iselin, are the parents of a new baby boy, William Jasper, born May 5, 2008.

A M P L I G H T E R

ALUMNI

NEWS

Patrick Horan ’85

Blake T. Davis ’85

Jeffrey S. Timon ’85 (jefftimon@yahoo.com) writes, “I am living in Los Angeles with my wife, Jennifer Johnson, and daughter Ingrid, 2 1/2 yrs. old. I am a writer.” Louis Rose ’86

(blake.davis@morganstanley.com) and his wife, Mariah, welcomed their first child, Blake T. Davis Jr. on October 28, 2007. Blake also played classmate Sebastian Benjamin Tiger ’85 in the Squash finals at the Union Club at the end of April. Jeffrey M. Haber ’85

(patrick@waldingfieldfarm.com) and Margaret Suzanne Paxton were married on June 8, 2008, in Washington, CT. Patrick again welcomed the A-S Sixth Graders to the farm in September to harvest eggplant, peppers, and the tomatoes they had planted last spring. This is the fourth year the Middle School has participated in this trip. Andrew S. Mercy ’85

(louisrose@earthlink.net) and wife, Alexandra Lind Rose, welcomed baby daughter, Kingsley Anne Rose, into their family on August 11, 2008. Frank Anthony Williams ’88 (frank_williams72@yahoo.com) and his mother stopped by the School in the spring and toured the facilities with Mr. Kersey.

1990s Colin McCabe ’90 (colin@choptsalad.com)

(jeffrey.haber@gmail.com) sent along pictures of his two children: Eva Lucia and Alexander Michael who are now 5 and 3 respectively. He is

(andy@angelpoints.com) visited the School in October with his 8 year old son, Baxter. He had the opportunity to see Mr. Kersey and reminisce with Robleyn Schrade-James about the songs her mother had taught his class.

still in the City and stays in touch with many of his classmates. and wife, Rebekah, are the parents of a 7 lb. son, Miles Hulton McCabe born June 5, 2008.

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Drew Gutstein ’91

Sunil Pahwa ’92 (Sunil.Pahwa@Bain.com) and his wife, Nicole, stopped by on the first day of school. Sunil graduated from New York University and got his M.B.A. at the Kellogg School of Management at Northwestern University. He is now a management consultant in Dallas, TX, at Bain & Co. Matthew Riva ’92 continues to pursue a career in art. Check out his website at www.MatthewRiva.com. Charles William Socarides ’92 (csocarides@yahoo.com) was acting in “The Marriage of Bette and Boo” by Charles Durang at the Roundabout Theater until September.

(drew.gutstein@gs.com) and wife, Allison Goldstein, welcomed a son, Max, into their family on December 12, 2007.

Douglas B. Stowe ’92 and Carrie H. Fowler

Michael H. Grady ’91 (grady9@gmail.com) ) is studying for an executive M.B.A. degree between Columbia University and the London Business School while he continues to work. Edward W. Wartels ’91 (ewartels@cresapartners.com) and wife, Kate, welcomed Katherine Windecker Wartels (aka Winnie) into their family on June 10th. She was a healthy 7 pounds, 10 oz., at birth. Alexander Yarosh ’91 (ayarosh@gershla.com) writes, “It is really exciting to see so many A-S folks in LA. I am getting married in November, and other than that, I have been doing well, traveling all over the world this year for work (Australia, New Zealand, Germany, Spain etc.), but all worth it.” Cannon Lyell Hersey ’92 (blackagemedia@yahoo.com) has had two art shows over the summer, under the auspices of Gallery 384 in Catskill, NY. The first, at the Affordable Art Fair in NYC, ran from June 11th to 15th and the second was a show at Gallery 384 entitled “Remove the Landmark” that ran from June 21st to August 9th. He has also had a show in October at The Scene Gallery in Brooklyn and one is scheduled at the MoCADA in Brooklyn titled, “Johannesburg to New York” which will run from January 27 to May 17, 2009.

Dubai and CDW’s possible entrance into health record management. I am about to move to Washington, DC.” David Koch ’95 (David-Koch@me.com) is currently working as a producer at Indelible Media – a media/communication branding firm. Projects include RHITV.com, Playboy.com, MACCosmetics.com, and Aveda.com. He sends his best to his classmates. Robert Livingston Farren ’97 (rob@aphonic.com) had one of his works played at the Tribeca Film Festival in May 2007. Billed as Concert #4 it featured New Kids on the Block – Generation Y. Nicholas Roberts ’97 (robertsnd@gmail.com) graduated from the Harrow School and Brown University (in 2005) where he roomed with Nick Hoge '98. He is currently Project Manager on the Willets Point Redevelopment, reporting to Claire Shulman, former Queens Borough President, and he resides in New York City. Berton Rose ’97 (brose@583parkavenue.com) is the proud father of a baby boy, Emmet, born on March 17, 2008.

were married on May 10th in Albany, GA. Doug is an Associate at Oppenheimer & Company in New York, and Carrie is an interior designer. Nicholas Underhill Schutt ’94 (nicholas.schutt@worldnet.att.net) lives in Los Angeles and has a small part in the movie, The Wackness by Jonathan Levine. Darryl Karin Dove ’95 (ddove2008@kellogg.northwestern.edu) writes, “In June, I graduated from the Kellogg School of Management and received an M.B.A. focused on Strategy, Technology Management and Organizational Behavior. I have also been snowmobiling in Telluride, CO, attended the annual Caribbean M.B.A. Conference in Trinidad & Tobago, ran the Kellogg School’s 21st annual Black Management Association Conference, and spent two weeks in Egypt visiting the pyramids and ancient temples. I have also given presentations analyzing Facebook’s response to Google’s OpenSocial, Shell’s strategy for Jiffy Lube, ProLogis’ port strategy in

John Donaldson Flinn ’98 (john.d.flinn@gmail.com) is living in St. Petersburg, FL, where he is working for a startup firm, Revolution Money. Jason Andrew Kraus ’98 (jasibkraus@mac.com) graduated from CalArts with a B.F.A. in Art. He will have his first one person show at the Redling Gallery in Los Angeles this fall. Christopher Rees Levinson ’98 (Chris.Levinson@gmail.com) is working in the Consulting Group at C.B. Richard Ellis in NewYork City. Douglas William Rose ’98 (drose@davidson.edu) was married to Kaitlin Emily Hancock on June 27th in Mount Pleasant, SC. Kaitlin will begin working in August as the women’s coordinator for the Campus Outreach ministries, a nonprofit Christian organization, on the Virginia Tech campus in Blacksburg. Doug is the campus director for the ministry.

A M P L I G H T E R

ALUMNI Keith Williams Jr. ’98 (kwilliams7383@yahoo.com) has graduated from Poly Prep and Colgate University and works at Pitney Bowes. He has moved to Westchester with his fiancée, Kristen Monnot, who graduated from Iona College. They are expecting their first child at the end of the year. He recently visited Allen-Stevenson and has been in touch with Christopher Persley ’88, Brandon Ramcheran ’99, and Nigel Rawlings ’98. He also competes in the Corporate Basketball league with Alexander and Michael Faherty ’98.

NEWS

Daniel Andrew Okin ’00 (daniel.okin@yale.edu) writes, “I just finished my first year in the MD-PhD program at Yale University and am spending the summer in research investigating phenomena in Immunology."

He recently accepted a similar position with Comedy Central's "The Daily Show with Jon Stewart." Andrew James Dedrich ’03 (AJD401@yahoo.com) is busy making films at Emerson College in Boston.

Frederick Gonzalez Jr. ’01 Andrew Currin Katz ’03 (katzac@sas.upenn.edu) spent the summer working as an intern for the Seattle Seahawks football team.

Graham W. Winfrey ’98 (gwinfrey22@gmail.com) is back in New York pursuing a master’s degree in Journalism at Columbia University.

Steven Michael Knott ’04 (knottsm@jmu.edu) stopped by the School in May. He is attending James Madison University and majoring in business.

Joshua Robert Brodie ’99 (jbrodie@gmail.com) is working at AlpaDyne Asset Management in New York City.

Benjamin Michael Kraus ’04 (bkraus11@cmc.edu) is a sophomore at Claremont McKenna College.

Robert E. Katz ’99 (robertekatz@gmail.com) is working on the reelection staff of U.S. Congressman Jim McNerney (D-CA-11th District) in Stockton, CA. Joseph Aron Mann ’99 (josephmann22@gmail.com) and Micah Steven Weiss ’99 (msweiss@princeton.edu) stopped by the School in May. Joe is now living in Santa Monica, CA, working as a screenwriter, and Micah is about to graduate from Princeton with a degree in Political Science.

2000s Jonathan Hirschhorn Klebanoff ’00 (jon.klebanoff@gmail.com) writes, “I'm working for IBM Consulting in the public sector side, within the Financial Management area. I've been on a project for the US Postal Service since August. I'm enjoying DC but will probably make my way back to New York sometime in the next year. I look forward to my next visit to A-S. Hope everyone's doing well and making themselves at home in the new building.”

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(fgonzalez@berklee.net) was in a show with Honey Larochelle at the Blue Note in April playing trombone in the band. In May, he was awarded the Performance Division Chair Award at

Justin Patrick Pettress ’04 (dreemzdenim@citlink.net) stopped by the School in May and saw Mr. Trower. He is the

Berklee College of Music’s Spring Awards. He

founder, owner, and designer of a clothing line

was recognized for outstanding musical and academic achievement. He will be spending the fall semester in Greece. Pictured from left to right: Freddy Gonzalez and Academic Assistant to the Dean of Performance, James Odgren.

know as Dreemz Denim.

William Edward Milne ’01 (willm@stanleylaman.com) has graduated from the University of Pennsylvania and is working at The Stanley-Laman Group, financial planning consultants, in Berwyn, PA. Matthew B. Levinson ’02 (fugazi61@aol.com) was at the All-School picnic in September and saw Mr. Kersey. He spent the summer touring in Europe with his band, Reckless Sons, which you can check out at www.recklesssons.com. Max L. Brockman ’03 (maxbrockman@gmail.com) spent a year as an intern with NBC's "Late Night with Conan O'Brien" following his 2007 transfer from the University of Michigan to New York University.

Craig Ross Applegate ’05 (craig.applegate@gmail.com) graduated from Brooklyn Technical High School for Mathematics and Engineering with a double major in Mechanical and Electrical Engineering. He received an award for his community service with the homeless and the survivors of Hurricane Katrina. He attends the University of Connecticut, majoring in Mechanical Engineering. Adam James Phillips Donaldson ’05 (a0dona01@louisville.edu) is in his first year at the University of Louisville where he was recruited to play Division I tennis. Andrew Charles Yeager ’05 (ayeager08@choate.edu) was selected as a Senior Prefect at Choate Rosemary Hall. He was also a member of the Economics Challenge Team, participated in Interscholastic Crew, and was recognized by the National Merit Scholarship Program as a Commended Student.

Jacob Abraham Lang ’06 (jacoblang91@gmail.com) stopped by the School in October. Now at the Beacon School, he hopes to see his classmates at Young Alumni Day. Pictured left to right at the May 10, 2008, Choate - Hotchkiss lacrosse game are: Benjamin Douglas Loveman ’06 (bloveman09@choate.edu), Grant Edward Tomashoff ’06 (gtomasho@hotchkiss.edu), Jonathan Ian Tomashoff ’06 (jtomasho@hotchkiss.edu) and Alec Barclay Barnett ’06 (abarnett09@choate.edu). They are all Seniors and members of their respective varsity lacrosse teams.

In Memoriam

Talman Bigelow ’37 William Draper Blair Jr. ’38 Joseph Mortimer Boyd ’30 Palmer Dixon ’43 Irving R. Fisher, III ’35 George A. Goolde ’51 Dr. Shepard Krech ’33 Edward W.J. Lipman ’84 Cary Martin ’73 Donald L. Mygatt ’32 Peter Quinn ’38 Donald R. Simboli ’32 Jeffrey Furlough Thomas ’53 Thomas F. Vietor, Jr. ’30

A M P L I G H T E R

A-S NEWS FROM OUR ART DEPARTMENT Alessandra Exposito is having a solo show at Mixed Greens Gallery in New York City which runs from November 13th to December 22nd. Her work can also be seen at the Pulse Contemporary Art fair, Pier 40, from March 5-8, 2009. Julia Kunin received a fellowship at Art Omi, an international artist residency, in Ghent, NY, for July 2008. She was also awarded a “Kiln God” residency at the Watershed Center for Ceramic Arts, in Newcastle, Maine, in August 2008. She currently has a work at Greenberg Van Doren Gallery through December 23rd. Rob McCallum has created the Cultural Academy of South Africa (www.casahome.org), a non-profit organization committed to fostering meaningful dialogue within the arts and art education communities of South Africa and the U.S. The first project will be the publication of South African visual artists who spent their time in exile during the apartheid years. He also participated in a group art show at the Riverfront Renaissance Center for the Arts in Millville, NJ. Tara Parsons presented several public art projects this year, including "Not Without A Trace," at the DUMBO Art Under the Bridge Festival, and "Fork It Over," in the Emergence and Figment Festival on Governor’s Island. Look for more public art by Ms. Parsons as part of Decompression 2008, Earth Fair 2009, and The Fashion District's 2009 Art Festival. Susanna Harwood Rubin collaborated with Anjali Clothing to produce an edition top featuring one of her drawings this September. She will be in a group exhibition in January at the Esteban Vicente Museum in Segovia, Spain. Ms. Rubin has contributed essays for the exhibition’s catalogue on Robert Morris, Mark di Suvero, and Robert Mangold. Her work was also recently included on the website aboutdrawing.org, a site focused on modern and contemporary American works on paper.

For more information, please visit the Art Gallery on the Allen-Stevenson website.

NEWS Our evening receptionist, Catherine Fitzgerald, was married to Mark Iaconis on June 22, 2008 at Our Lady of Perpetual Help R.C. Church in Pelham Manor, New York.

Nutrition Director, Monica Matthew’s book Journey Cakes: Memories with My Antiguan Mama was reviewed in the Daily Observer. Commenting that, “The book is a loving tribute that does not sugarcoat the challenges involved in rearing children under trying circumstances and the unique role that Antiguan women played in shaping society,” the article covers Ms. Matthew’s reasons for writing this book and its importance to her.

Assistant Director of Development and Annual Fund Director, Sari Nadler Perrino, and her husband Michael, welcomed their first son, Eli Benjamin, on May 20, 2008.

Music instructor, Thomas Verchot, was principal trumpet for the fall European tour of the Ostravska Banda, a contemporary music group from the Czech Republic. He played concerts in Cieszyn, Poland; Ostrava and Prague, Czech Republic; Berlin, Germany; and Utrecht, Holland. Works performed were Dialogues by Elliot Carter, Symphony #5 by Galina Utvolskaya, La Passione by Louis Andriessen, and John Mary by Petr Kotik, who is also the music director of the Ostravska Banda.

“Every boy truly gets a chance to show what he does best.” Michelle Demko Head of the Music Department

With a thoughtful mix of academics, athletics and the arts, Allen-Stevenson educates the whole boy and prepares him for the future. Please include the Allen-Stevenson Annual Fund in your giving this year.

We hope that you will be as generous as possible. Your gift helps Allen-Stevenson: • Provide strong academics and an outstanding learning environment • Support teacher salaries allowing the best and most talented faculty to teach our boys • Give financial aid ensuring that the School remain accessible to all students • Enrich the boys’ educational experience outside the classroom

There are many ways to give to the Annual Fund: • By credit card online at www.allen-stevenson.org • By check or credit card using the enclosed envelope • By appreciated securities. If you wish to make a stock gift, please contact Sari Nadler, Director of Annual Giving, at 212-933-5238 or snadler@allen-stevenson.org • Please check to see if your employer will match your gift since matching gifts can double or triple your gift

Founders Day 2008

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