Lamplighter Spring 2022 by Allen-Stevenson

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THE ALLEN-STEVENSON SCHOOL

Spring 2022

T H A N K YO U, M R . T ROW E R ! This issue of the Lamplighter is dedicated to you in recognition of your 32 years of extraordinary service as Allen-Stevenson’s Head of School.

thank you!

THE ALLEN-STEVENSON SCHOOL

Spring 2022

Communications Team

Sarah Woods, Director of Communications Jenny Bruce, Associate Director of Communications Candace Silva, Communications Manager Contributing Writers

Lane Bodian ’03 Steve Cohen Jack Cooley Michael Schwartzman David R. Trower h’95 Seagram Villagomez ’92 Jen Ziplow Photographers

Jenny Bruce Nahuel Fanjul-Arguijo Isabel Meltzer Lily Miller Nancy Mitchell Al Pereira Ariana Sarwari Candace Silva Louisa Wells Sarah Woods Designer

Mase Kerdel-DeMarco Front cover photo: Head of School David R. Trower h’95 shaking hands at the main entrance of the schoolhouse during the 2021-22 school year. Back cover photo: Head of School David R. Trower h’95 greeting boys at the School’s front door in 1991.

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.

contents Head of School’s Message

Around A-S

An Interview with a Faculty Member

Features

Introduction Lane Bodian ’03 Encouraging Boys to Initiate Service Learning Time to Collaborate Gives Rise to Intersession and Deeper Learning Seagram Villagomez ’92 Next Generation Science Today at Allen-Stevenson Allen-Stevenson’s Emphasis on Supporting the Whole Boy

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From the Archives

An Interview with the Yearbook Staff

Parents Association

Celebrating David Trower

Out and About

Alumni News

In Memoriam

The Lamplighter is published biannually by The Allen-Stevenson School and is sent to alumni, parents, and other friends of the School. QR codes: We have added some QR codes in the issue so you can watch this year’s performance of Gilbert & Sullivan’s H.M.S. Pinafore and delve deeper into the Upper Division’s Intersession.

Printed on paper containing 20% post-consumer recycled content.

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H E A D

O F

S C H O O L ’ S

M E S S A G E

“The way to learn is by leading. The way to lead is by learning.” —Anonymous, quoted by Roland S. Barth Learning by Heart

Upper Division bake sale for Ukraine

Over the last 2+ pandemic years, many parents, teachers, and mental health professionals have expressed reasonable concerns about COVID’s detrimental impacts on children and teenagers. There is no denying that these worries point to existential questions of anxiety, uncertainty, and risk. Real doubts about how to get back to “normal” (and whether we ever will) are just under the surface of so many people’s daily lives. But perhaps what is actually “normal” is the challenge of learning to live productively in our changeable world without excessive fear. Like learning to cross the street, this lesson is oblique. Over time every child should learn that there are good practices to make crossing the street safer. Paying attention, staying in the crosswalk, and waiting for the light to change can lessen the risks. Still, there is the possibility of a surprise when stepping off the curb: expecting the unexpected is essential. Just so, over the last two years, we may have learned how to protect ourselves from COVID, but the chances of getting sick have not entirely disappeared. Because the truth is that the future itself cannot be known until it is lived, the challenge of learning to live without feeling paralyzed could be life’s real normal. Our educational program is designed to give boys many opportunities to develop the skills and habits to navigate life’s anxieties, uncertainties, and risks—we just don’t name courses that way. As Allen-Stevenson’s Mission Statement states, “Ultimately, we encourage boys to move through life strongly and rightly—with confidence, knowledge, enthusiasm, resilience, and respect for all.” Over time important skills and strategies can be acquired through meaningful participation in Academics, Athletics, and the Arts (what we call “the 3 A’s”). For every student, the exact combination of interests and passions will be unique; however, each boy’s task should be to develop his own “portfolio of robust experiences.” Over time these “robust experiences” build his self-confidence, resilience, and creativity in such a way that he is willing to try new or unfamiliar challenges, face unaccustomed risks, make good choices, and strategize how best to approach them.

With this idea in mind, I once wrote, “At Allen-Stevenson we believe that life is intrinsically interesting and that a good education unlocks its mysteries.” This stance doesn’t necessarily solve life’s dilemmas and challenges; it simply builds the willingness to face them. Even where there is uncertainty or risk, we try to avoid killing a boy’s natural curiosity so that the adventure of learning becomes a lifelong and compelling quest. Then both the questions and the answers become his own. This issue of the Lamplighter illustrates how the School is doing what our Vision Statement suggests: “As teachers and educators, our role is to empower each boy’s natural curiosity to develop his capabilities, values and skills, not only to learn about the world around us but also to value the diverse fabric of humanity.” The features in this issue capture some of the special mix within our educational program—the secret sauce, if you will—to understand oneself, serve other people, and engage in real-world needs, building boys who make the world a better place. Thank you to everyone who has contributed to this issue.

Lower Division boys tour Mr. Trower’s Office As I reflect on my 32 years as Allen-Stevenson’s Head of School, and my 52 years in education, I am having many profound thoughts about my vocation in schools. Specifically, I would say that one of my greatest satisfactions has been the opportunity to see how boys grow up, to observe how they take hold of their lives, and to appreciate how many of them contribute productively to their families and to the communities in which they live. This issue showcases at least two of them, but there are so many other alumni who could also be featured. How fortunate I believe I have been to lead a community that values the education of boys “to become scholars and gentlemen.” A saying attributed to the Buddha goes, “Your work is to discover your work—and to give your heart to it.” That devotion is what I suppose Allen-Stevenson has afforded me, and I am deeply grateful to all of you for helping me. Thank you. Fortiter et Recte!

David Trower h’95 Head of School

Mr. Trower welcomes Mr. Lyon, our next Head of School, at a basketball game in February

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At the heart of this developmental process is curiosity, the spark for all good learning, even well into adulthood. Curiosity reflects that innate drive to want to know more about something so precious and mysterious that there will always be more to learn and understand. Particularly for boys in our culture that so favors sports, profound experiences with the arts—in music, art, theater, public speaking, woodshop, and dance, for example—open such insights. In fact, lifelong curiosity from a range of sources fosters lifelong learning and the other way around.

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At the beginning of the school year, Ms. Crowley’s fourth-grade class was introduced to Muffles and his delicious (fictitious) truffle business, Muffles Truffles—part of a grade-wide Context for Learning Math curriculum. There is a surprising amount of math needed to make truffles, and this unit was a chocolatey investigation into multiplication and division. Muffles’ friendly assistant, Patricio, gave the boys some important work to consider, diving into US Customary units and conversions—important for math and cooking! Math can be hands-on fun and downright delicious!

#AllenStevensonFourthGrade #AllenStevensonMath #AllenStevensonPassionate #DeeperLearning

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Seventh-grade science students are growing—so is their in-depth knowledge about hydroponics and plant growth! The boys planted lettuce seeds after Winter Break and, three weeks later, planted their seedlings. After measuring the biomass of their plants for six weeks, the boys evaluated the various hydroponic systems in our Greenhouse. Which greenhouse hydroponics system created the most biomass—the Tower Garden, Nutrient Film Technique (NFT) with grow lights, or the NFT without grow lights? The Tower won! Finally, students designed and created their own amazing hydroponics systems!

#AllenStevensonScience #AllenStevensonSeventhGrade #AllenStevensonPassionate #AllenStevensonResearch

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TO P P O S T S O N FAC E B O O K

Allen-Stevenson’s Winter Concerts are warming our hearts and lighting up the week with the beautiful sound of music!

Imaginations run bright and colorful in the Art Studio! Throughout the school year, Ms. Exposito’s sixth-grade art class has enjoyed learning about a variety of art movements, styles, and artists to inspire and inform their own work and creativity.

Last night we enjoyed our 7th/8th Grade Orchestra and Chorus playing and singing their beautiful, passionate hearts out in our stunning Assembly Hall and Performing Arts Space under the inspired leadership of Director of Instrumental Music, Ms. Schlegel, and Ms. Demko, Music Department Head, respectively.

Having begun the semester exploring the surrealists, most recently, students examined the works of contemporary landscape artists including Wucius Wong, Richard Diebenkorn, David Hockney, and Ben Grasso.

The performances were live-streamed so that family and friends were able to join from home and anywhere in the world. It was a spectacular moment to have the boys all together -- something we will never take for granted!

After learning about Op-Artist (Optical Art) Bridget Riley, the boys discussed other artists such as Julie Mehretu, Fred Tomaselli, Beatriz Milhazes, Matthew Wong, and Billy Childish who use elaborate patterns and designs.

We can’t wait for the upcoming third, fourth, fifth, and sixthgrade performances this week – more delightful music and photos to come.

The results are striking!

#AllenStevensonMusic #AllenStevensonChorus #AllenStevensonOrchestra

#AllenStevensonArt #AllenStevensonSixthGrade #AllenStevensonPassionate

Following the fourth meet of the season, our Track and Field team is set to enter the qualifiers for the annual Track and Field Championship Meet, The Gotham Games! Our athletes have competed in 80 and 200-meter hurdles, distances from 100 to 800 meters, and the mile, long jump and shot put. Coach D’Itri shared that Allen-Stevenson has an outstanding group of skilled athletes this season with a roster of both short and long-distance runners. A-S boys will enter the qualifying rounds in the coming weeks that decide the top 16 runners to enter the Gotham Games. Wishing our boys all the very best!

#AllenStevensonAthletics #AllenStevensonTrackAndField

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T O P P O S T S O N I N S TA G R A M

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It’s still the Winter Olympics, and to cap off their Forces & Motion unit, the Eighth Grade hosted their own Olympic games today!

In science, the boys delved into their understanding of forces (gravity, friction, centripetal, etc.), Newton’s Laws of Motion, and momentum to design entries for 3 events: lab table-top mini curling, figure skating, and bobsled. In addition, each group represented a Spanish-speaking country which they researched in Spanish class, learning about places to see, things to do, and—most importantly— things to eat! The boys recorded, en español, a video about their country of choice, which was presented in the "closing ceremonies" before the winners ate their gold (chocolate) medals. Enjoy the last weekend of the Winter Olympics!

#AllenStevensonScience #AllenStevensonSpanish #AllenStevensonDeeperLearning We are so proud of Allen-Stevenson’s librarian, Ms. Alegre, for being elected to the Caldecott Award Committee! In addition to being A-S’s dedicated Lower Division Teaching Librarian, Ms. Alegre has been very much in demand at various conferences to share her fabulous work, including the Book-A-Day initiative. She is committed to ensuring that our library includes books that engage and inspire our boys as well as titles that “reflect the diverse faces both in and outside of the classroom.” We congratulate Ms. Alegre on this prestigious honor!

#AllenStevensonLibrary #AllenStevensonPassionate #AllenStevensonCompassionate

Allen-Stevenson holds public speaking in high regard, and all our students are given opportunities to present, debate, and speak with and before their peers. Today the Third Grade held a compelling debate about whether uniforms are beneficial; one team for uniforms, with the other against. Each team was given the opportunity for rebuttal! The boys certainly looked sharp - one big boost for the pro-uniform team!

#AllenStevensonThirdGrade #AllenStevensonPassionate #AllenStevensonDeeperLearning

TO P P O S T S O N FAC E B O O K

Allen-Stevenson’s tradition of performing the works of Gilbert & Sullivan lives on! Just before Spring Break, our A-S community enjoyed a truly outstanding performance of H.M.S. Pinafore! For the final matinee, a full audience of Upper Division boys, faculty, and staff joyfully filled the Assembly Hall. A brilliant way to end the semester. Congratulations to all who made this a memorable performance -- Upper Division A-S students on and behind the scenes, the exceptionally talented Michelle Demko, Head of the Music Department, and our ebullient and gifted Julie Robles, Director of Theatre!

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T O P P O S T S O N I N S TA G R A M

#AllenStevensonMusic #AllenStevensonArts #AllenStevensonTradition Watch H.M.S. Pinafore here Kindergarten students began a multi-faceted writing unit called ’How-To’ writing, where the boys wrote about a topic/skill/activity that they could teach others. The boys couldn’t wait to share their writing and their savoir-faire—proving the exercise a huge success! This project engages students in their own learning, accessing ownership and agency over their writing process and work. In a perfect example of student-led learning, Mr. Montero’s students became very intrigued by one boy’s "How-To" that discussed "making a globe." Mr. Montero shared, "I wasn’t sure where to begin, so we did a little research together and found that we could create a globe using a balloon covered with papier mâché. First, we had to learn how to make papier mâché which we learned as a class (watching a video)." The whole class has been having a blast writing and sharing their many How-To topics and making globes together (the last bit will be painting the globes next week!). Who knows what their creativity and fertile imaginations will inspire next!

#AllenStevensonKindergarten #AllenStevensonPassionate #AllenStevensonDeeperLearning #DeeperLearning #ChildCenteredLearning #StudentLed

Interview

COMMUNITY LIFE+DIVERSITY CHAIR AND SCIENCE TEACHER J E N N I F E R V E R M O N T- D A V I S I N T E R V I E W E D H E A D O F S C H O O L D A V I D T R O W E R A B O U T H I S T I M E AT A L L E N - S T E V E N S O N A N D HIS PLANS FOR THE FUTURE Jennifer Vermont-Davis: What’s the first thing you will do when you finish at Allen-Stevenson? David Trower: I usually say that I’m going to take a nap…but

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not literally. The reason I say this is that I don’t want to plan out this new chapter in my life while being so busy in this current one. I want to see how it feels before making definitive plans. I look forward to having time to pull together some of the interests I’ve had throughout my life and work.

Early in September, my wife Carol and I will travel to Maui to be with her brother and his wife in Hawaii. Then we will go on to Japan and Korea. I also wanted to be doing something completely different at the start of the school year...and it’s a new adventure. When I was a young boy, my Dad was stationed in Korea during the Korean War. Afterward, he went to Japan and brought me back some Japanese books for children. I found them fascinating. I’ve always been interested in Japanese culture.

My first summer out of college, I had 13 weeks free before graduate school started, but I had only $800 and was determined to make it work. I started out with a week in Paris but realized that I had already spent a quarter of my money in those first few days. So, I economized my way through Europe–from Carol and David Trower Amsterdam through Germany and on to Greece. Then I hitchhiked all over England and Scotland. I came back with $35!

Jennifer: Do you journal? David: No, but I am looking forward to constructing a timeline of my life. I want to take one of my notebooks and develop a double-page for every year. I would start by recording things that have happened each of the years I have lived. Last

summer, I spent much of July and August going through 46 boxes of things. Much of it has gone to the recycle bin, but I’ve kept some materials to prompt myself for what to include. Before I was married, I used to travel without reservations and often by myself so that I’d meet new people and pursue the possibilities. Because I’ve always wanted to live within my means, I quickly learned about budgeting and economizing. This was also a problem-solving exercise. Recently one of my cousins came to visit, and we had a great New York time going to a few museums and a Broadway show (The Music Man). It reminded me of some vivid experiences I had forgotten, like playing the alto saxophone in my high school marching band or singing lead tenor in a barbershop quartet for a Collegiate Parents Association benefit. So much fun that was! So, I see retirement as an opportunity to connect a lot of things that are important to me. My life has been filled with many wonderful experiences and time-consuming obligations. In this new chapter called retirement, I hope to get a keener sense of who I am. I have always hoped to comprehend the meaning of my life better. One project I want to undertake is to write, probably just for myself, a racial autobiography–for example, how I came to be so troubled by injustice and inequity... Race and identity have long been a compelling interest, and I have read a lot about this theme.

Jennifer: Where do you find the time in your busy schedule to read? David: I just make the time, but I do know that it’s harder when one has a family, a busy job, etc. I like to keep myself informed. For better or worse, I am both blessed and cursed by having so many different interests.

Jennifer: What do you see as your legacy at Allen-Stevenson? David: When I arrived, classroom doors were almost always closed, and there wasn’t much collaboration among teachers or across subjects. I wanted to change that. I always wanted to create a culture of collaboration and gentleness. Also, I have wanted to make sure we are doing what is best for the boys, for each different learner. I am passionate about the personal transformation that can happen when we believe in a boy’s best potential.

David and Jennifer

For years, I kept a quotation from a major Hollywood director on my desk. It said simply, “I like to let the actors do the acting.” In some ways, being the Head of School is like being a stagehand: I get to give people the props so that they can be in the limelight. I want to encourage them. Now I also keep a quotation from Michelangelo close. When he was 87 years old, he remarked, “I am still learning.” I hope that’s true of me as well.

Jennifer: I remember when you came up with the words of the Allen-Stevenson Code. You explained clearly what the word Good was and why it was important. You stood your ground when others challenged it. David: The old Code began by stating, “An Allen-Stevenson boy is expected to be….” That seemed to represent too much of a fixed set of concepts, a product. The most important change I made in revising the introduction was to have it begin by stating, “At Allen-Stevenson we inspire boys to become … Thoughtful, Responsible,

Generous, Respectful, Studious, Enthusiastic, Determined, Creative, Good.” That change suggests an aspirational process that, for most of us, takes a lifetime. It was the collaborative discussion that renewed the value of the Code for the Allen-Stevenson community. We had to omit two of my favorite words–thrifty and reverent–from the old version because some deemed them old-fashioned. However, the revision turned out to be much better.

Jennifer: Who and what had the most impact on your leadership style? David: As the oldest of four children, my parents had pretty high standards for me. My Dad was a U.S. Navy Chaplain. We lived in 20 different places, and I went to 13 different schools. As a result, there were many different voices and contexts in my experience growing up. By moving around so much, I got to experience families living differently with different values, beliefs, and aspirations. My parents encouraged me to talk about it. Perhaps most important, I saw differences in educational opportunities, sometimes with obvious disparities. We lived in Boston when I was in the 2nd Grade. My teacher, Miss Mary Margaret McHugh, recognized some of my early passions–space, music and birds, for example–and encouraged all of those interests well beyond her classroom responsibilities. She knew that my friend Freddy and I had plans to be the first men on the moon, and she arranged for us to lecture to 6th-grade science classes about rocketship travel through outer space. I corresponded with Miss McHugh until her death when I was 28.

L to R: The Trower Family Paul, Ross (Dad), David, John, Margaret (Mom) and Martha

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I would like to think of my legacy as one of holding up larger ideas about things that are important and making their service into something bigger. For example, I’ve written or revised a number of key school documents–the Mission Statement, the Community Statement, the Vision Statement, and the AllenStevenson Code. Obviously, there was a lot of input from others, but I am a “word nerd,” and that has been helpful. I prefer to know where words have come from and also what they can mean.

David tests a hover craft at a Science Fair

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That year I walked on my own almost every weekday after school to the old Boston Children’s Museum, which was then in a large house on Pond Street in Jamaica Plain. They put me to work, helping with the dioramas, ushering their movies and so on. People there knew I was eager to help wherever needed. On Massachusetts Commonwealth Day that year, we stood in line to meet then-Governor Christian Herter. When I shook his hand, I gave him a Valentine and was absolutely elated to get a formal letter of thanks from him a few days later. My parents also regularly took me to the Boston Symphony rehearsal series, which was a big influence.

Another important factor in my upbringing was that I did regular chores (washing the dishes and “Saturday jobs”) and did them pretty dutifully, except for one time that I recall vividly. My job was to set the table for dinner before we were called at 6 PM, but that time I just forgot. We sat down, and my Dad just looked at me and said, “David.” I knew exactly what I needed to do. Some of this probably explains my expectations of others, but I also have high standards about how people treat each other. What I’m really saying is that these early exposures had a huge impact on me. Today I still love music and science and politics and nature. As I approach my retirement, I’ve been thinking a lot about people who saw something in me and who were willing to take risks on me and help me. Almost always, I liked my teachers, and I am very grateful to have had so many over the years who have served as mentors.

Jennifer: As you turn over the reins, what is one piece of advice you have for Duncan? David: When I spoke with Duncan Lyon during his first visit to Allen-Stevenson, he said, “You have created a remarkable culture.” In fact, I am exhilarated about the transition for AllenStevenson, not because I don’t love this place and the work I have done here. It’s just someone else’s turn. I guess my advice would be to remember how fragile a school culture can be. At a Board of Trustees meeting last winter, I pointed this out. Some things we inherit and can take for granted, but most we have to work to preserve. However, being aware of this doesn’t mean you have to replicate it. It just means you have to be alert.

Jennifer: What would you like to see stay the same over the next 10 years? David: I think that culture is a pretty important factor in whether things in a community change or stay the same over time. I do believe that evolution, not revolution, is preferable when contemplating the future and change. Because I am a preacher’s kid, I have a rich inner life. Usually, I couldn’t say everything I was thinking, or I’d get in trouble. But I was a happy kid engaged in purposeful activities. I like to see our boys engaged in purposeful work, which could be strengthened if there were fewer grades and more formative comments about what they are up to. I am always interested in how minds develop and where ideas come from. Sometimes, regarding today’s generation, I worry about their ability to stay with a problem, persist and figure it out. In 9th Grade, I had an English teacher, Mrs. Palozzi, who knew I was interested in writing and made me rewrite the same paragraph over and over and over again. She believed I could do better and held me to it.

One thought is that I would like to see our beautiful new facilities used even more effectively, even on weekends and in the summer. There’s a lot of time that rooms sit empty. I’d like this to be done in a purposeful way that reflects what is being learned about neuroscience, social and emotional well-being, and human motivation. Because my family moved so often, I learned not to postpone doing stuff I was interested in because otherwise, we were likely to move. Even with all our moves, I never really bemoaned having to uproot, and change and adjust. I just assumed that other families moved as often as we did. My Mom announced each move like this: “Your father has orders. The movers are coming in two (could be months, weeks, or even days). You’d better be ready.” End of story.

But there are also important changes over my 32 years that we now take for granted–the triumphs of building the School’s first real gym in the early 1990’s and more recently the Middle School regulation-size gym on top of the schoolhouse, the Assembly Hall and the Performing Arts Space, two elevators when at first there were none, our commercial-grade kitchen and larger Dining Room, even the grand Main Hallway. None of that was here when I arrived in 1990. But I have told my successor Duncan Lyon and the Board of Trustees that I wouldn’t come back to teach a class or give a talk unless I’m invited. I simply don’t want to be in the way, and I don’t want people to assume I’ll intervene in the School’s next chapter either. It would not be fair for Allen-Stevenson or Duncan Lyon if I just dropped in casually or without notice.

Jennifer: What is your proudest moment at A-S?

For instance, I am thinking of Lower Division Community Time and Upper Division Assemblies where boys or teachers are talking about something they care about, performing a play or a musical piece they have learned, reading something they have written, the Invention Conventions, the Academic Bowl, Gilbert & Sullivan.

Jennifer: Would you ever consider coming back to A-S to teach a class or hold a lecture? David: As I think you can guess, I love AllenStevenson, and I am very grateful for all the opportunities and challenges we have faced together during my time here. I think of the growth of the Learning Resource Center, the development of the Library Tech Commons, 9/11 and everything that followed, the years of the COVID pandemic, and long periods of displacement for the School due to construction as the biggest, most obvious ones.

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David: I have always liked it when we are entertaining each other, rather than depending on something external like watching a movie or using devices. There are so many good examples where the spirit and creativity of this community are prominent, and I am certainly proud of all of those kinds of occasions.

Kindergarten boys proudly show David their creation of his office.

curious compassionate gentleman scholar kind wordsmith passionate about learning forward thinking

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learn in many ways. Earlier this year, during an Upper Division Assembly, Mr. Trower reflected on his life and what led him to where

He explained that as a young man, he didn’t know what he wanted to do specifically, but he knew he wanted to do work that made a difference or would make the world a better place.

he is today.

The features in this issue speak to Mr. Trower’s vision for his life and how this vision has impacted the lives of Allen-Stevenson boys. In order to design learning experiences that allow boys to learn deeply, teachers need opportunities to collaborate. This year’s 7-day schedule incorporated such a time on Day 4 mornings allowing teachers to meet across grades, divisions and subject areas to plan. The Upper Division Intersession, which is described on pages 18 and 19, was an outcome of this exciting addition to the schedule.

The newly completed science classrooms and Greenhouse, partnered with a comprehensive K-8 science program that Jack Cooley and his team have developed, speak to the vision and the real-life experiences needed to make learning stick. In order for boys to take thoughtful risks as they learn, they need social-emotional support, as Dr. Schwartzman describes on pages 24 and 25. Allen-Stevenson recognizes that if a boy feels emotionally safe, he will take ownership of his learning. Boy-driven service-learning arises because boys are not afraid to bring their ideas to fruition, as described on pages 15 to 17. The ultimate confirmation of the impact of Allen-Stevenson’s vision is the career or life choices made by our alumni, who are out in the world making the world a better place.

“I was always taught to make the best use of my talents and not waste my life,” says Head of School David Trower.

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encouraged to be curious and to

Collaborative learning also relies on technology. Allen-Stevenson’s library has evolved to become the Library Tech Commons—a space that brings literature, research and technology into the classroom. To read about Mr. Trower’s and Library Tech Commons Director Sarah Kresberg’s early visions for the library, read the archival piece from the Spring 2006 Lamplighter on pages 26 and 27.

Features

Here at Allen-Stevenson, boys are

Lane Bodian ’03 F O R E I G N P O L I C Y L E G I S L AT I V E A S S I S TA N T T O S E N AT E D E M O C R AT I C L E A D E R , S E N AT O R C H A R L E S E . S C H U M E R By Sarah Woods, Director of Communications with contributions from Lane Bodian ’03 Interview with Jen Ziplow, Assistant Director of Development and Alumni Relations

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FEATURES

“Be willing to pitch in, say yes, and be a team player. And pay attention in English class! Mr. Haarmann was the best, and I should have listened to him more! Being able to write well is essential and a skill you will put to use nearly every day,” is Lane Bodian’s ’03 advice for Allen-Stevenson boys.

Lane certainly gets to put his writing to good use in his role as Foreign Policy Legislative Assistant to Majority Leader Chuck Schumer (D-NY).

Lane’s job has taken him to many interesting places–Taiwan, the Democratic Republic of the Congo, Israel, Jordan, and most recently, Uzbekistan, to name a few.

After graduating from A-S in 2002, Lane went on to Westminster School and then to Franklin and Marshall College, where he received his undergraduate degree in American Studies and Government. Shortly after interning for Mayor Bloomberg, Lane served as Special Assistant to Senator Chuck Schumer. In that role, Lane accompanied Senator Schumer to all 62 counties in New York–multiple times–as well as street fairs, graduations, and meetings.

Lane says traveling to Cox’s Bazar in Bangladesh, the world’s largest refugee camp, to meet with Rohingya refugees who had fled the genocide in Burma left a lasting impact.

“I learned very quickly how tirelessly Senator Schumer works on behalf of the people he serves,” said Lane. “In the aftermath of Superstorm Sandy, I stood by the Senator’s side as he visited communities that had been destroyed by the storm; promised them he would fight to make sure they got what they needed to rebuild; and delivered on that promise.” Today, after over eleven years of working on Senator Schumer’s staff in a variety of roles, Lane advises the Majority Leader on foreign policy matters. “I’ve been incredibly fortunate to work for a hardworking and dedicated leader alongside smart, dedicated public servants,” said Lane.

But no matter where he goes, Lane has still found that his Allen-Stevenson connections remain strong. “During my graduate work at the U.S. Army War College, I discovered I was in the same seminar as another Allen-Stevenson grad, Colonel Marco Bongioanni ’94, who has since become a valued friend.” Lane says, “My time at Allen-Stevenson gave me invaluable gifts: some of my closest friendships to this day, the confidence to push myself outside of my comfort zone, and the understanding that being a part of a community means being responsible for contributing to that community.” Lane also added that he was grateful to have had teachers and coaches who encouraged him to have a wide range of interests and created an environment where he always felt supported. “I have fond memories of Orchestra with Mr. Schrade and Ms. Garson, music with Ms. Schrade-James and Ms. Demko, Gilbert & Sullivan productions with Mr. Kersey, and soccer, baseball and hockey, with coaches Mr. Wiseman, Mr. Amplo, and Mr. Alifano,” Lane said. Lane’s last piece of advice for Allen-Stevenson boys? “Enjoy every minute of the 15-minute recess on the roof; it goes by quickly!”

Lane Bodian meeting with Senator Schumer

Encouraging Boys to Initiate Service Learning By Jenny Bruce, Associate Director of Communications Allen-Stevenson boys learn early on the value of doing for others. That goal is integral to the School’s Vision Statement: “We help boys learn that they can make a difference, that is, to make the world a better place.” Yet, the following words from the vision are equally, if not more important; that the School expects each boy—“to be active and engaged in his own learning, so that he becomes intellectually, socially and emotionally strong.”

This winter, when our families, faculty, and staff donated coats, hats, and mittens for P.S. 83, our first-grade students got involved. The first-grade faculty not only took this learning opportunity to build the boys’ math skills but also explained how some fellow New Yorkers did not have the warm clothes they needed for winter. In their own classrooms, the boys eagerly sorted bag upon bag of puffy coats and soft, warm accessories, excited to be helpers, making a difference. For nearly twenty years, Allen-Stevenson boys have also led a book drive for the children at P.S. 83. While that effort continued this year, in previous years, our students were able to bring the books to the school where they would read to first-grade students. This undertaking was always a meaningful way of connecting their efforts directly to those who would benefit, further humanizing the imperative to help those who may be less fortunate.

Boxing up books for PS 83 Upper Division boys explaining the Book Drive to Lower Division boys

Spring 2022

Counting coats, hats and mittens

In this same way, performing community service helps to improve the world beyond our schoolhouse walls; however, service learning moves the dial just that much further. The first essentially begins and ends with the act of volunteering, while the latter’s focus on “learning” provides an essential jumping-off point for students to become better young men. Developing an awareness of the needs of others often takes maturity and reflection. Our faculty do not shy away from engaging in conversations with their students about the different needs of our communities near and far, and it is never too early to begin those conversations in age-appropriate ways.

(cont. from p. 15)

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Selling hearts for hearts

Prioritizing and understanding the needs of others are seed concepts that A-S faculty plant and nourish. Service-learning that the boys initiate is our hope, and when suggestions and ideas arise, they are fully supported. As the boys mature and grow, they often find ways of giving to the community independently. Hearts for Hearts was a project first introduced to our Allen-Stevenson community in 2017 by a compassionate group of boys seeking to support victims of Hurricane Maria in Puerto Rico and the Carolinas. Enterprising students from different age groups have since embraced the initiative for different causes. As cancer had personally affected several families in their grade, this year’s fourth-grade students took it upon themselves to raise money to support the vital efforts of Memorial Sloan Kettering Hospital’s cancer research. The colorful origami hearts the boys folded with care reflected only a fraction of the beauty demonstrated by their own hearts as they passionately pursued their cause. Most recently, a group of first-grade boys expressed their sadness about the situation in Ukraine. With the help of their teacher, they composed heartfelt letters to President Biden, asking him to help. These boys have taken their concern further with a collection of cash donations, which they carefully counted for Save the Children (of Ukraine) and a sponsored (per block) walkathon in the neighborhood. It is astounding and inspiring to witness this level of compassion and engagement in such a young group of boys.

A successful Walkathon to support Ukraine

Helping students understand why we volunteer is instrumental in sustaining the boys’ engagement. By the time A-S boys reach Eighth Grade, they have cultivated an acute awareness that there are people in need, and they have also been encouraged to think about how they can help. This year’s Upper Division intersession provoked a flurry of creative ideas to support our community, including providing musical performances outside the food pantry on Fridays and the Soap for Hope collection. The latter was the idea of two eighth-grade boys who recognized a need and found a creative, thoughtful solution. Homeless people need personal care items, and many people travel to hotels that offer complimentary toiletries. Partnering with Midnight Run and JASA (Jewish Association Serving the Aging), these boys managed to Supplies collected for Soap for Hope collect bags and boxes of hotel toiletries and personal care goods which were distributed to the homeless. It is heartening to reflect back upon another successful school year as we prepare to move forward into an exciting new chapter at the School. While some things may change, Allen-Stevenson’s vision remains steadfast…one that is realized each day by dedicated faculty and by our compassionate boys, who are educated “to appreciate community and engaged citizenship, and to develop the drive to share responsibility for promoting a sustainable and equitable world.”

Emile L-S. performs outside the food pantry

Spring 2022

Sandwiches being made for All Souls Food Kitchen

As the boys continue to grow, community service becomes an integral part of Upper Division life. Since early in the school year, Upper Division boys have continued what has now become the traditional Friday morning sandwich-making for the food pantry at All Souls Church. There is never a lack of volunteers, and the feeling in the Dining Room when the boys are making sandwiches is always one of joyful camaraderie and cooperation as they eagerly fill tray after tray of sandwiches demonstrating that this activity is anything but a chore. Students look forward to, once again, being able to do more than make and deliver sandwiches. They are hopeful that in the coming year, students will once again be able to join the volunteers at All Souls in serving food to the community.

T I M E T O C O L L A B O R AT E G I V E S R I S E T O I N T E R S E S S I O N AND DEEPER LEARNING

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By Steve Cohen, Head of Upper Division

What an unprecedented and amazing year this has been. Putting aside the pandemic, we had a new schedule, a new divisional structure, and a much longed-for and valuable common planning time in the Late Start. In addition, we re-embraced our commitment as a school to deeper learning through summer reading in 2021 and professional conversations this year. Given these opportunities, we had many ideas of which we could now take advantage. One was an Upper Division Intersession, an idea we had bandied about for years and now had the infrastructure we needed to implement in the way we wanted. So, in the short week following the Presidents Weekend holiday, the entire Upper Division, Grades 5-8, a community of nearly 200 younger and older learners, put aside their regular coursework, schedule, and grade-level boundaries and instead looked deeply into food insecurity.

make the world a better place. As a faculty, that is our North Star, and we consider it among our most important work. The topic also had to be compelling. It had to be accessible to ten-year-olds and fourteen-year-olds. It had to be important and rich enough to warrant and sustain several full days of intensive study and work that could be approached from multiple angles. And, it had to reinforce our identity as a 5-8 division, mixing and bringing together boys who typically do not interact all that often. We tossed around several ideas during these first Late Start days. Ultimately, we landed on food insecurity, a local and specific problem for us to develop motivating, handson activities that provided opportunities for the boys to make a meaningful difference about a critical problem.

The entire Upper Division faculty began brainstorming ideas during the Late Start days in the fall. This alone, was truly exciting. We have not had a space until this year when every teacher in the School who worked with Upper Division boys was available. Previously, our meetings were predicated on some of us being with the boys to allow others of us to meet. Now, every teacher from all subject lenses in the School could plan for the boys simultaneously.

When students engage in deep learning they see the world differently. One can know many facts à la Jeopardy, but that doesn’t mean one understands much about what those facts mean or why they are significant. For example, one can know that 10.5 percent of U.S. households were food insecure at some time during 2020, but knowing that tells us nothing about what that meant for those 13.8 million people, why the situation exists, or what can be done about it. Truly knowing requires extended, in-depth exploration and deep thinking. Facts and figures bob on the surface of knowledge.

We were not sure what subject we would tackle, but several principles guided us. Whatever our focus, it had to speak to our central vision of building boys who

Our Opening Presentation

Alex D. performs for guests in line at All Souls

Understanding is the ocean. We wanted the boys to plumb the depths of the ocean of concepts that made those facts and figures make sense. We devised a plan where each grade would focus on a developmentallyappropriate aspect of food insecurity. For most of the day, the boys met by grade level, but each day ended with a recap in mixed grade level groups. The Fifth Grade studied where our food comes from, the Sixth Grade nutrition, the Seventh Grade why food insecurity exists, and the Eighth Grade action plans for positive change. On the first of the three days, all the boys were introduced to the topic. The stage was set for action by discussing our obligations to others. Following this, by grade, the boys participated in a “basketball” activity which had them throwing balls of paper from their seats at a recycle bin placed at the front of the classroom to visually reinforce the message that everyone does not have equal access to sufficient, nutritional food. Each day ended with mixed groups of boys gathering to answer one question about the day and share their experiences. This part was one of the truly powerful aspects of the Intersession. The boys enjoyed meeting boys they may not have crossed paths with previously, and they were genuinely interested in what each other had to say. Because each grade studied the topic from a unique angle, each boy had something interesting and special to add to the conversation.

Gallery Walk We surveyed the boys and the teachers, and the response was better than we could have expected. While there are clearly things we can tweak the next time around, the Intersession was a resounding success. Here is a typical Jamboard from the final mixed group session:

We have boys currently exploring ways to participate in the Midnight Run to deliver toiletries to unhoused individuals, to support the various community organizations that are working to feed our fellow New Yorkers who need help. We have even had boys perform while the guests at the All Souls Food Pantry waited in line to be served on 80th Street.

A Place at the Table

Sample 8th Grade Community Presentation Video

We have already begun thinking about next year’s Intersession and how we can find ways to collaborate more, learn deeply, and make the world a better place.

A fifth grader responded to our postIntersession survey with “I learned to always eat your food with a grain of salt.” He expressed a theme that ran

A chef at work

Presenting their plans

Food Packaging Design

Spring 2022

The boys shared their efforts and learning on the final day. All the boys participated in a gallery walk where fifth graders displayed food packaging they had designed that revealed the often hidden origins of the food we eat and the circumstances by which foods reach us. Our sixth-grade “master chefs” plated the nutritious meals they designed and “made” in clay and other media. The Seventh Grade held a “conference” in the Performing Arts Space where groups presented their action plans for ways to tackle the problem of food insecurity. Head of School David Trower selected a winning plan for future development by the School. The Eighth Grade, who had been meeting with local community organizations, such as Immigrant Kitchen and All Souls Church, presented to all the boys several community service ideas to garner interest and participants.

through many of the responses. Upon being asked what the most important thing they learned was, boy after boy mentioned that they didn’t know just how significant a problem food insecurity is, that food insecurity was a problem right here in our community, that food insecurity could look very different from person to person, and that the problem was complex and intertwined with other social issues. One eighth grader summed up that what he learned was “To always understand things to the fullest.”

Seagram Villagómez ’92 A C T I N G C H I E F O F S TA F F, V A N E W Y O R K H A R B O R H E A LT H C A R E S Y S T E M

Value of Experiences, Hard Work and A Desire to Give Back By Sarah Woods, Director of Communications Interview with Jen Ziplow, Assistant Director of Development and Alumni Relations “I didn’t know that I wanted to be a doctor when I was young, but I did know that I wanted to give back to my community,” explained Seagram Villagomez ’92.

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“The Veterans Affairs (VA) New York Harbor Healthcare System, New York Campus, where I am currently Acting Chief of Staff, is close to home. Giving back to this community feels right.”

Seagram says he particularly likes working at the VA, a hospital system that provides medical care for veterans who have served in the armed forces. “Here at the VA, when we see our Veteran patients, we take into account their whole life experience. Our patients come from many combat eras: the Korean War, the Vietnam War, the Gulf War, and most recently Operation Enduring Freedom. These are amazing individuals who have risked their own lives for us. It is great that we have the opportunity to give back to those who have given us so much. I like that I can assist these heroes in some way.” “Primary care is a longitudinal relationship. When working with the patients, I ask them to tell me about their experiences. Some are more comfortable speaking about them than others. For some, it takes time.” So, how did he get to where he is today? Seagram graduated from Allen-Stevenson in 1992. He came to Allen-Stevenson from Prep for Prep, a leadership development and gifted education program for promising students of color. He said, “the hard work at Allen-Stevenson paid off as I went on to Amherst and NYU Grossman School of Medicine. I did my residency at NYU and loved it!

Seagram then became a chief resident at NYU where he worked on both the administrative and educational sides. In 2007, he took a position as a primary care physician at the VA. He continued to take on faculty roles, which he has found very rewarding and enjoyable. “I don’t have any formal teacher training, but I’ve done just fine.” In 2014, he became Chief of Hospitalist Medicine; and most recently accepted the role as Acting Chief of Staff. “My role is more administrative now, but I like that when I make a decision, I consider how to put the veterans’ needs above all else.” Seagram says he wouldn’t be where he is today if it weren’t for hard work and the many individuals who have helped him along the way. “I remember some great people on both the student and faculty side at Allen-Stevenson who helped me with the transition from Prep to Prep. I brought my strong work ethic with me, but all of this was solidified and organized during my time at Allen-Stevenson. Both the curriculum and the teachers did a great job preparing me for the future. The time I spent in the sciences established a love for these subjects. I enjoyed them so much that I considered going into pharmaceuticals because of my science classes with Mr. Ripple. “Then, in college, I decided that I would go the pre-med route. I clearly remember my first pre-med meeting. The speaker said, ’look to your left and right. Only one of you will apply to med school.’ I got a little nervous at that moment and thought to myself, should I do chemistry and pharma after all?” Seagram shared how grateful he was for the upper-class students who provided a great deal of mentorship during the challenging times. He described how they pushed each other. “I am also truly fortunate that I have had so many different experiences. My advice to Allen-Stevenson boys today—value every experience, even the areas where you feel it’s the hardest and even if it isn’t your favorite. Take every opportunity as a learning opportunity because you don’t know if you will have that experience again.”

Seagram Villagómez with his wife, Dr. Kelly Crotty, son, Seagram (10) and daughter, Alice (10)

N E X T G E N E R AT I O N S C I E N C E T O D AY AT A L L E N - S T E V E N S O N .

By Jenny Bruce, Associate Director of Communications The boys love coming into this space to learn and explore,” Science Department Head, Jack Cooley says with a smile, “You can see why!” With resplendent sunlight streaming through the greenhouse roof, the lush, earthy fragrance of ripe tomatoes, zucchini flowers, eggplant, and budding cucumbers, and the tilapia water tank burbling in the background, the “why” is very apparent. All age groups have enjoyed this new, fertile addition to Allen-Stevenson’s beautiful learning spaces as science continues to evolve as a living study and practice for both the School’s faculty and students.

Eighth Grade To understand which chemical compounds affect the air we breathe (carbon monoxide, lead, nitrogen oxides, ground-level ozone, particle pollution, and sulfur oxides) Ms. Donahue and her eighth-grade students took to the city streets to test air quality with Flow Monitors. Using the NGSS crosscutting framework (patterns, cause and effect, and stability and change), Ms. Donahue introduced an element of social justice, asking students to compare Air Quality Index data against demographic information to identify patterns. Analyzing the relationship between geographical location, socio-economics, and Testing physics with Olympic air pollution, the boys were passionate in their pursuit of data competition and in their discussions about the implications of their findings in their city and in the world at large. Testing air quality

7th Grade scientific research presentations

A significant principle of NGSS is that scientific studies are not merely “a series of isolated facts” for students to memorize. When learning Newton’s Laws of physics, formulas, and theories, with the Winter Olympics in full swing, Ms. Donahue asked eighth-grade boys which of Newton’s principles and forces of motion apply to Olympic sports and how? Connecting learning to the students’ interests boosts both student engagement and understanding, hence, the “Winter Olympics” science games; lab-tabletop curling and figure skating, and bobsledding. It was thrilling to observe the boys joyfully applying their understanding of Newton’s Laws of Motion and Momentum by literally putting them into motion!

Seventh Grade

This concept of “3D learning” is strongly endorsed by NGSS, underscoring the importance of evidence-based, model/theory building and science as an iterative process. With this in mind, Mr. Cooley’s seventhgrade science class set out to evaluate which of the Greenhouse’s multiple hydroponic systems created the greatest biomass growth in lettuce from seed to plant. After planting seeds and monitoring their growth over seven weeks, students drafted a "Claim-Evidence-Reasoning" statement later presented to

Spring 2022

Next Generation Science Standards

Allen-Stevenson’s science department has developed a rich, inquiry, and project-based curriculum for all age groups with an emphasis on real-world connections supported by Allen-Stevenson’s engaging research environments – newly appointed Science and Engineering Labs and the Greenhouse. Thoughtfully informed by Next Generation Science Standards (NGSS), Allen-Stevenson’s science curriculum integrates important concepts like cause and effect while exploring connections between theoretical knowledge and hands-on applications. Not coincidentally, NGSS standards are very much in keeping with the School’s Vision Statement, supporting a joyful, stimulating learning environment where students develop collaborative, interpersonal skills, including empathy-building and critical thinking. Needless to say, enforcing these standards demands an above-and-beyond passion for teaching with a hearty dose of creativity which, based on this year’s scientific adventures alone, is abundant in AllenStevenson’s faculty.

Designing hydroponics systems

their classmates in a simulation of a “scientific research meeting.” Building upon their findings, the boys tackled an additional engineering challenge; to design their own functioning hydroponics systems. Accessing this tiered understanding supports a vital sense of competence and confidence in our young boys preparing to head off to high school.

Sixth Grade Allen-Stevenson faculty embrace that learning and cognition are not brain-only processes and that boys (and girls) often learn best when interacting with their physical environment. Harnessing these concepts, Mr. Divan’s sixth-grade students applied newly acquired geological knowledge to identify and categorize rock formations in Central Park. Standing beside the massive “Balanced Boulder’’ added another tangible Constructing wind turbines dimension to contemplating how a glacier, approximately 12,000 years ago, had the force to move and leave behind such a large, curious, and majestic souvenir for boys to behold today. Central Park geology study

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Back in the science lab, donning their engineering hats, sixth-grade students tackled wind energy using a classroom turbine model to observe how different blade pitches affect voltage readings. In small teams the boys were steeped in designing and testing their own prototypes of wind turbines, developing, with total creative freedom, a unique blade design that optimized power output. This hands-on scientific modeling experience is yet another fundamental component of the NGSS 3D learning framework.

Fifth Grade “Tapping into the boys’ interests is key to building a successful science curriculum,” said Mr. Cooley, “As is giving them the time to explore multiple facets of a given topic.” Following this principle in addition to the iterative Engineering Design Process, Ms. Rodriguez’s and Ms. Donahue’s fifth-grade science students plunged into a study of the Hudson River. After learning about the river’s watershed and estuary covering 13,400 miles (mostly in the state of New York) the boys analyzed digital topographical maps before creating their own 3D clay models of the Hudson riverbed. Students investigated the complexities of water pollution and the human impact on climate change and finally designed and presented innovative and imaginative models of tools to improve water quality.

Measuring oysters

Applying their newfound understanding of the Hudson River and the Hudson Raritan Estuary, fifth-grade boys became researchers with the non-profit Billion Oyster Project (BOP). After visiting BOP headquarters on Governors Island, students have a greater appreciation of the oyster as a keystone species in New York City’s waterways. The boys measured oysters, evaluated water quality, identified the ecosystem’s fauna and flora, and are now tasked with overseeing data collection for A-S’s oyster cage housed alongside the East 90th Street Ferry Landing. Students will continue to collect and share data with BOP to assess how oysters fare at different locations throughout the estuary. In this meaningful way, the A-S science curriculum is literally embedded in the local community, and students apply their efforts to solving real-world challenges.

Fourth Grade As each student’s knowledge is constructed over time, the foundations of hands-on, three-dimensional scientific learning and the NGSS standards (doing science as opposed to memorizing science) are integrated to support deeper learning beginning in the Lower Division. Mr. Warren’s fourth-grade students learned about the importance of healthy water to our local

ecosystem through “Trout in the Classroom,” a program allowing students to discover the natural habitat and life cycle of Brook Trout. In early November, Cold Spring Harbor Fish Hatchery visited and demonstrated trout “stripping,” the process of harvesting eggs and fertilizing them —right outside the School on 78th Street! In a temperature-controlled tank, the boys raised the trout from eggs to fingerlings, methodically monitoring water quality and temperature, solemnly removing fish that did not thrive, and measuring the fingerlings to ensure they were ready for release. In late April students released the young trout into Pelton Pond on a sunny spring field trip to the Hudson Valley.

Third Grade

Second Grade Second-grade students, meanwhile, were grounded in landforms and plate tectonics as Ms. Rodriquez challenged the boys to construct models of volcanoes that they “erupted” to the joyful cheers of their classmates. Kicking a classic science room activity up many notches, and in keeping with the Science Department’s commitment Models of volcanoes to integrating environmental justice, students also designed well-thought-out evacuation plans for a community in Central America located near an active volcano; a subject of personal interest to Ms. Rodriquez who was born and raised in Costa Rica, a verdant paradise boasting five active volcanoes. First Grade

Back in our own green space, Ms. Vermont Davis invited first-grade students to the Greenhouse to explore the life cycle of plants and get their hands dirty! Establishing a preliminary understanding of hydroponics, students learned about “substrates’’ that replace soil. After planting seeds for lettuce, kale, arugula, and basil in both soil and in the hydroponic and aquaponic systems (a tank filled with growing tilapia!), the boys charted and monitored the “germination” of their seeds/embryo to seedlings, and from seedlings into young plants. Learning to visually identify different plant growth stages, students tracked their plants’ progress in weekly Crop Calendars. The Greenhouse also provides an organic opportunity to learn some of life’s more difficult lessons. Not all seeds germinate, and sometimes plants do not survive. Yet, Ms. Vermont-Davis reassures the boys that a careful scientist learns as much from an experiment that fails as from one that succeeds.

First graders plant seeds

Kindergarten For Allen-Stevenson’s youngest learners, play is still an important vehicle for real learning. In order to understand various forces such as friction and its inherent properties, the boys were each given a matchbox car and asked to make predictions; on what surface will the car travel fastest—a tile floor, a rug, or sandpaper? Students pushed their cars in different directions and at different speeds alternating surfaces. When the kindergartners returned to their seats and journals, excited to share their observations, they circled yes or no as to whether their predictions were accurate. Ms. Vermont-Davis reminded them that in science we learn by experimenting, and making mistakes is a part of that exciting process! To acknowledge the importance of the full range of NGSS skill development, the Allen-Stevenson Science Department will be updating its name to the Science and Engineering Department for the 2022-23 school year. With new technology and understanding, a great deal has changed in the field of science since the School was founded in 1883, including how the sciences are taught. In the competent and nurturing hands of Allen-Stevenson’s Science Department faculty, the study of science continues to evolve and grow to support students in becoming Passionate Learners and Compassionate Achievers.

Spring 2022

Field trip to Pelton Pond

Bringing science to life is essential to creating a love of learning in our young boys. In the study of magnetism, forces, and motion, third-grade students were urgently implored by the (pretend) mayor of (fictional) Faraday to reassure concerned citizens that their new “floating train” was safe! The boys held a “town meeting” to share the science behind maglev trains leaning upon their understanding of three types of maglev cars they designed and raced in the classroom.

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ALLEN-STEVENSON’S EMPHASIS ON S U P P O RT I N G T H E W H O L E B OY A Talk from the Wellness Series Panel on April 5, 2022 By Dr. Michael Schwartzman, Consulting School Psychologist and Co-Author, with Elena Lister MD, Giving Hope: Conversations with Children About Illness, Death, and Loss (Publication date August 2022. Penguin Random House)

It has always been apparent to me that Allen-Stevenson is an extremely caring community. Throughout my 29 years here, the heart of the School has always been the partnership that the faculty, staff, and administration, and now CL+D, too, have with our parents, in support of our boys and their families. The communal interest, which always focused on academic achievement, importantly, also has stressed the whole boy, the individual boy, the caring boy. Together, we always placed this focus within the context of what is happening in the larger environment around the boys. As Mr. Trower has always reminded us, during the hard times that inevitably befall, our tradition and practice of supporting and caring for the student and his family require great consideration of what he goes through, personally and communally. And in my tenure here at A-S, we have lived through many hard times. I remember many, many years ago, as I waited to begin a 4th-grade Parent Connection meeting, I wondered about how to counsel a group of parents, one of whom had lost her husband to a heart attack just the night before. My childhood

Dr. Michael Schwartzman

friend, who was a 4th-grade parent and, at the time, was the current head of the Parents Association, came over to me and said, “Michael, we don’t want to talk about how to talk with a child about death. We need to use this time to plan for what this family is going to need.” And they did. We sat together and talked through 9/11, personal catastrophes, natural disasters, and the pandemic as we do now. During such times in the past, we have talked as a community about our children’s needs and especially about the emotional well-being of the community. The guiding principle has always been that if our boys can’t feel well socially and emotionally, it is much harder for them to focus and learn academically. And so too with this pandemic. What is exciting to me is how, once again, parent and school actively partner to support each other’s efforts. Today, we have the privilege of having two parents, both mental health practitioners, who will talk with us about what to look out for in our children, children they know personally, that might indicate underlying stress and anxiety, and what you as parents might do in response. We have an

When we talk about mental health and endeavor to assess challenges that may impact it, we look for changes in behavior, motivation, emotional regulation and capacity for getting along with others. We look for signs of irritability, aggression, heightened vigilance, or withdrawal. We look for behavior that seems to be regressing to earlier stages, clinginess, and loss of interest in previously pleasurable activities. I want to assure you that these same questions are entertained daily by the teachers who observe your boys in their classes and in advisory. With great sensitivity. There is an ongoing back and forth between the teachers and their students, so they become well-known to each other. They are able to talk freely together, and the teachers are able to pick up issues that seem relevant, given their

understanding of each child. There is an ongoing dialogue with Learning Resources on learning and emotional matters, as there is with me as the Consulting Psychologist. All of this information and thoughtful assessment, whether through routine reports or if something in particular is noticed, is conveyed to you. Your concerns are easily registered with any of the people working with your child, and your input is welcomed. I remain very positive about our ability, with you in partnership, to recognize and respond to stress in our boys as we emerge from the pandemic. Throughout this time, I have emphasized at the beginning of Parent Connection meetings how A-S has served as a mothership bringing everyone together in whatever is the safest way in an effort to encourage a social and emotional togetherness that would support each boy as he maintains his efforts academically. As we acknowledged the priority of safety first, we also have recognized the fact that academics might slip in favor of emotional adjustment during such a scary time. We have worked together to bring everyone through as well as we could hope. In this way, and now with the help of our community’s helpers, we can assess and identify what requires some extra effort. We have lots of time now to address needs—social, emotional and academic— that we see call for further attention.

Spring 2022

A-S educator who knows your boys personally and where they are coming from socially and emotionally. And we are led by our “chief” parent in meaningful conversation and, hopefully, challenging questions. Each of these participants, in the same open, supportive and practical style used in Parent Connection meetings years ago, is bringing their personal and professional skills into this conversation to address your questions and concerns about what is going on right now with your children.

..from the archives Lamplighter

Spring 2006 issue of the Lamplighter

then... [caption to come]

“The Egg” in 2021

Discovery Lab Spring 2022

and now!...

Comfortable reading spaces

The Incupod

10 questions for Mr.Trower Asked by the 2022 Yearbook Staff

How has your own education influenced your leadership at Allen-Stevenson?

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My father was in the Navy, so we moved to lots of different places. This meant my education took place in lots of different contexts. I was also a scholarship student in college and attended public high school. I think my liberal arts college education led me to have the capacity to take in lots of different subjects and to pursue lots of different passions. I think my experience led me to appreciate diversity, how important it is for people to feel they belong in a community and for a school to feel like a family.

Is there any person, past or present, you would like to meet?

Mr. Trower with the Yearbook Staff

Well, there would probably be a lot of people on that list, but if you look in the corner, do you know who that is? (a bust of Abraham Lincoln). When I was a high school head at The Collegiate School, there was a bust like that of Lincoln. When I left that job to come to AllenStevenson, I gave that bust to the man who became head. I said, “This is Abraham Lincoln; take good care of him.

I care about him a lot.” And a few weeks later, that bust arrived in the mail. I’ve always admired Lincoln because he had to deal with many conflicts in society and people. I admire his writing; The Gettysburg Address and his inaugural address. There are lots of people on the list, but he would be one.

What is your favorite thing to do in your free time? I have lots of favorites. I like to be outdoors. I like to hike. I used to run 6 miles a day and would swim pretty regularly. I don’t do that anymore, but I love to walk and listen to music. I love to read. I putter at being a golfer – although I’m not a very good golfer! And I really enjoy talking to people.

What type of music do you like to listen to? I like all kinds; classical music, rock and roll, contemporary music, and crossover music. It might surprise you to learn that when I exercise I listen to House and Techno. I like discovering new music. I’m still discovering new music all the time.

Do you have a favorite TV show? There was a program about a teacher many years ago on Channel 13 called To Serve Them All My Days about a young teacher named David. I really liked that program until he protested something the head of school did and almost got fired. So I thought I can’t identify too much with that. But I don’t watch that much TV. I mostly watch the news. I like news that presents a variety of perspectives.

What are you looking forward to about retiring?

What was your favorite subject in school? I was a history major in college and studied philosophy, religion, and theology. I was good at math and science too. But as I think about it, perhaps my favorite subject is human nature. When I taught, I’d tell my students, "This is the question I want you to think about for the whole course. According to the readings we have done this semester, what is the nature of human nature?” There’s no right answer. What makes humans tick? Do good things, help others, or conversely, what makes them do awful things. Human psychology, I guess you could call that.

Which book would you say is your favorite or which has inspired you the most? Great question; there are lots of favorites here! I think, for me, teaching the Bible was a wonderful experience. There are so many stories in that book of books. There is also a book (points to the bookshelf) from when I went to Brown University. It’s a companion to the book

Ryder R. interviews Mr. Trower to its left, “Gospel Parallels.” It puts the gospels of Mathew, Mark, and Luke, in columns so you see what’s the same and what is different. I found that fascinating.

What is the biggest change you’ve noticed since you joined Allen-Stevenson? There was an alumnus (Class of ’80) walking around school recently who said he barely recognized anything! The School was much smaller when he went here, as it was in 1990 when I joined. So, there are lots of things that have changed in terms of the building. You’ve seen some of those changes. I think more important than the building are the changes in the faculty. It used to be that everybody taught with their doors closed. Don’t bother me, don’t interrupt. Faculty are more collaborative and there are more hands-on projects for you boys. There’s much more work that engages you in conversations, and I think it’s something that’s changed a lot.

What is one thing you would like to be remembered for at Allen-Stevenson? Well, that’s a tough one! One of the things I’ve cared about most is that you boys develop not just as intellectuals but as really good people. That you develop a moral sense of right and wrong—not just manners, although I think very often you are well mannered. I hope I have shared the importance of helping others and being kind. This is what’s important to me and important in the education of boys.

Spring 2022

I’ve worked in schools for 52 years. That’s probably older than your parents! I’m most looking forward to doing some of the other things I really love. Walks in the city. Visiting museums. Those kinds of things. And I don’t want to plan it all. People ask, “What will you do when you retire?” and I say, “Take a nap.” I don’t mean that literally. I’m just not going to plan everything because for 52 years I’ve had to be very well organized. Retirement will be a different chapter. I’m looking forward to seeing what it feels like.

Philip N. identifying a book

community & belonging Parents Association >

I M P O R TA N C E O F S P A C E , S I G N I F I E S I M P O R TA N C E O F P L A C E

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By Kerry-Ann Evans-Thompson, Parents Association President

Kerry-Ann Evans-Thompson enjoys a laugh with Mr. Trower

As Parents Association President, I’ve had the pleasure of getting to know David through our countless interactions and candid conversations. We’ve spoken about his early days as a teacher at the Collegiate School, his love of hiking, his time as a New York taxi driver and his vast love for music.You’d be surprised to know that he loves the Opera and equally admires disco and 90’s Hip-Hop music— yes, you heard that right, Hip Hop! There is more to David than his life experiences. He also has a strong philosophy about how one should direct their life according to morality, empathy, fairness, and truth. Deep conversations about religion and philosophy, demonstrate his balanced, thoughtful, and fair view of the world—all of which have benefited us as a community.

And when it comes to community, David has placed great importance on creating a close-knit one at Allen-Stevenson. To this end, the Parents Association holds a special place in David’s heart. In fact, it was at David’s insistence that the Parents Association should have its own dedicated space within the schoolhouse. Not only did he feel there should be a space, but he also emphasized that this place be located in the most central part of the School. To this day, the Parents Association Office is situated not only metaphorically but also physically in the heart of the School, easily accessible to parents as they venture into the building. As we have come to know well, the PA Office is more than just a physical space… it is a place where parents can stop by for an impromptu chat and gather to catch up on all things A-S, and of course it has the added convenience, for both parents and students, to be able to fulfill those lastminute uniform needs.

Thanks to David, parents at A-S have this very visible reminder of the importance of the parents at the School. This sense of connection deeply enriches the experience of each individual at the School. It communicates to our children that we value their education and allows us to express our appreciation for the wonderful experiences that A-S bestows on our children every day. This becomes ever more valuable as the world grows and evolves beyond our imagination. As studies show, more parental

involvement results in better outcomes for a student’s academic performance. Generally, the more engaged a parent is in their child’s school life, the more likely it is that the child has a strong sense of well-being and strong social skills. Tell me, what more could parents want for their children?

We thank you David for your foresight and for your incredible contributions and dedication to this community. After 32 years of serving as the Head of School at Allen-Stevenson, we say: not goodbye, but bon voyage, David! To 32 more years as The Head of The School of Life… Thank you, David, for being a living personification of the Allen-Stevenson motto—fortiter et recte, strongly and rightly. We wish you all the best for your future.

Andrea Voorhis, Kerry-Ann Evans-Thompson and Lauren Erbst

Spring 2022

PA Executive Board Front Row: Lindsay Sklar and Stacy Westreich Second Row: Lauren Erbst, Kerry-Ann Evans-Thompson, and Andrea Voorhis Back Row: Blair Klaff and Jennifer Sossen

Celebrating David Lamplighter

As a community, we had several memorable occasions in May and June to celebrate Mr. Trower’s 32 years of service to Allen-Stevenson, as can be seen on the following six pages.

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P A R E N T S A S S O C I AT I O N : A C E L E B R AT I O N O F D A V I D R . T R O W E R H ’ 9 5 THE TIMES SQUARE EDITION M AY 1 9 , 2 0 2 2

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Spring 2022

A D I N N E R TO H O N O R DAV I D. R . T RO W E R H ’ 9 5 A M E R I C A N M U S E U M O F N AT U R A L H I S T O RY M AY 2 5 , 2 0 2 2

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A D I N N E R TO H O N O R DAV I D. R . T RO W E R H ’ 9 5 A M E R I C A N M U S E U M O F N AT U R A L H I S T O RY M AY 2 5 , 2 0 2 2 ( C O N T. )

REUNION 2022 5 8 3 PA R K AV E N U E JUNE 3, 2022

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out & about

YO U N G A L U M N I H O M E C O M I N G On November 23, we hosted our annual Young Alumni Homecoming event for our high school-aged alumni. We had nearly 100 alums join us to catch up with one another and beloved faculty members.

YO U N G A L U M N I S T U D E N T PA N E L

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On November 16, six high school-aged alumni participated in a panel for current 8th-grade students led by Neal Kamsler, Director of Secondary School Counseling. The alumni spoke about the secondary school process and answered questions from current students.

Pictured: Coach Rich Alifano, Julian Sandoval ’20 Blue, Basti Williams ’20 Blue, Justin Sandoval ’20 Blue and Baylin Goldstein ’20 Blue

Panelists include: Ajai Singh ’21, Andrew van Dyke ’21, Jack McGovern ’20 Gold, Jordan Wasserberger ’19, Richie Heller ’20 Gold and Max West ’20 Gold

Pictured: Ajai Singh ’21, Baylin Goldstein ’20 Blue, Nathan Neulander ’20 Blue, Alec Jackson ’20 Blue, Theatre Director Julie Robles, Ellis Resnick ’20 Blue, and Alexander Fratepietro ’20 Blue

Elliot Rosa ’21, Upper Division Head Steven Cohen, English Teacher Aidan Fennelly and Josh Harris ’21

Lincoln Payne ’74

Graham Winfrey ’98

John Garfinkel ’05

alumni NEWS 1962

1998

In September, The University of Delaware’s John L. Weinberg Center for Corporate Governance named Justin P. Klein ’62 as its new director.

In September 2021, Graham Winfrey ’98 directed his second feature film, “Cape Carl,” starring Emmy-winning actor John Shea. The movie is a comedy-drama that is expected to have its film festival premiere in the summer of 2022.

Over the summer, Mr. Kersey saw Lincoln Paine ’74 while he was in Maine. The two spoke about what’s going on today at Allen-Stevenson, as well as reminisced.

1981 In March, Hiram Ratliff ’81 passed his dissertation defense on the role of the Church in preventing gun violence and will be graduating with his Doctorate in May.

2004 Bradley Umane ’04 married Erica Hochberg in December, with faculty member, Anne Meyer, in attendance. It was a beautiful night and a wonderful wedding weekend. Former faculty member, Phil Amplo, also spent time in San Francisco with Tim Maloney ’04 and Mike Maloney ’06. Spring 2022

1974

1982 David Paler ’82 and Michael Paler ’85 stopped by Allen-Stevenson in December to take a look at the schoolhouse and visit with Mr. Kersey.

1989 Caleb Santana ’89 recently visited his classmate, Jon Block ’89, in his new hometown of Rincón, Puerto Rico.

2005 John Garfinkel ’05 and Valeria Dueñas were married at the National Cathedral in Washington, DC, on August 28, 2021 with a celebration afterwards at the Hay-Adams Hotel.

2011 Jake Brody ’11 released a new photo-book titled, FieldNotes, which explores photography as not only a poetic medium but a scientific process.

1991 On a recent trip to California, former faculty member, Phil Amplo, enjoyed time in Los Angeles with Kadyn Michaels ’91.

Legacy Admissions Alumni who are interested in applying their sons for Kindergarten 2023 can find out more about the process, by calling Darlene Mays on 212-606-0844 or by emailing at dmays@allen-stevenson.org.

alumni NEWS 2012 Cameron Koffman ’12 joined Upper Division students in February as a panelist for an “Intersession,” focused on food insecurity. They explored the topic through a variety of thought-provoking, interactive activities.

In Memoriam

Lamplighter: ALUMNI NEWS

2018

Team USA scholar and Walter Hayes Trophy winner Max Esterson ’18 will progress to GB3 next year with Douglas Motorsport. He also recently joined the Red Bull family!

2020 Gold In March, Lawson Wright ’20 Gold won first place at NYC History Day for his individual documentary on the failed diplomacy of detente and the Apollo-Soyuz Test Program. This marks the third year in a row he has won this category and he now moves on to the state competition this spring.

2021 This winter, James Herzberg ’21, Oliver Willis ’21 and Nicholas Hutfilz ’21 enjoyed skating together at Wollman Rink. While they’re all happy and busy in their new schools, old friends are always the most fun to reconnect with.

Max Esterson ’18

Dean Schroth ’02 We are deeply saddened to announce that Dean Schroth ’02 recently passed away. He was born December 26, 1986, in Manhattan, and was the son of Virginia Cowles and N. Michael Schroth.

Herzberg ’21, Willis ’21 & Hutfilz ’21

If you would like to acknowledge a community member, whether a parent, grandparent, or past faculty or staff member in the In Memoriam section of our next issue of the Lamplighter, please email the Alumni Office at alumni@allen-stevenson.org.

THE ALLEN-STEVENSON SCHOOL 132 East 78th Street, New York, NY 10075-0381

Non-Profit Organization U.S.Postage Paid New York, NY Permit No. 757

Lamplighter Spring 2022

Articles inside

In Memoriam

Alumni News

Out and About

Encouraging Boys to Initiate Service Learning Time to Collaborate Gives Rise to Intersession and

contents Head of School’s Message 2 Around A-S

Next Generation Science Today at Allen-Stevenson

An Interview with the Yearbook Staff

Deeper Learning

Lane Bodian ’03

Allen-Stevenson’s Emphasis on Supporting the Whole Boy

Introduction