Lamplighter Spring 2010

LAMPLIGHTER

THE ALLEN-STEVENSON SCHOOL MAGAZINE

SPRING 2010

Scholars and Gentlemen The David Trower Song

by Alexander H. Butler ’11

He is Gold, Blue and Allen-Stevenson His handshake begins the day He has taught us the words to live by Fortiter et Recte Headmasters always lead the way Through tempest and calm sea Living by example he did say Knowledge son, will set you free You will be Scholars and Gentlemen, by your last day Fortiter et Recte, it’s what he would say We will make it together we’ll see that new day Scholars and Gentlemen, by your last day Under his hand we grew with pride Wiser and stronger each year That first handshake, it never died So, listen close and you will hear You will be Scholars and Gentlemen, by your last day Fortiter et Recte, it’s what he would say We will make it together we’ll see that new day Scholars and Gentlemen, by your last day You will be Scholars and Gentlemen, by your last day Fortiter et Recte, it’s what he would say We will make it together we’ll see that new day Scholars and Gentlemen, by your last day Scholars and Gentlemen, by your last day, by your last day

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THE ALLEN-STEVENSON SCHOOL MAGAZINE SPRING 2010

Director of Communications Casper Caldarola

!"#$% &' (&)!%)!*

Communications Manager Sarah Woods

Contributing Writers Joe Foresta Heidi Garson Jeffrey Herschenhous Kristina King Julia Kunin Monique Lowitt Susan Lukas Robert McCallum Benjamin Neulander Alix O’Mara David Sutton Stephen Warner

Editors Jean McCauley Sari Nadler Mary Richter

IN THIS ISSUE Headmaster’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Cover Story: David Trower Celebrates 20 Years at Allen-Stevenson . . . . . . . . . . . . . .6 Around A-S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Fathers Dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Of Interest... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Making a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Spring Benefit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 A-S News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Where are They Now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 As I See It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Alumni Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Alumni News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Did You Know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Photographers Teri Bloom Nancy Mitchell Al Pereira

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

The Allen-Stevenson School admits students of any race, color, religion, nationality, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, religion, nationality, ethnic origin, or sexual orientation in the administration of its educational policies, admissions policies, employment policies, financial aid program, or any other programs administered by the School.

The Lamplighter is published biannually by The Allen-Stevenson School and is sent free-of-charge to alumni, parents, and other friends of the School.

THE ALLEN-STEVENSON SCHOOL

$%"+%,*-./ 011230141 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 Peggy Brim Bewkes Susan de Menil Molly O’Neil Frank Alexander G. Gellert ’79 Michael Gould John J. Hannan Peter B. Kellner ’84 David H. Koch Paul A. Leff Thomas H. Lister Beatrice H. Mitchell Ashok Nayyar Duane A. Nicholson Alix O’Mara* Amy L. Robbins Suellyn Preston Scull Lisa Pagliaro Selz Simon D. Wasserberger ’85* 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

Simon D. Wasserberger ’85, President David W. Herzberg ’89, Vice-President James A. Magid ’91, Vice-President Marc N. Rice ’84, Vice-President 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 Alexander G. Gellert ’79 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 John Baird Hersey ’09 David Riklis Hirschfeld ’99 Patrick D. R. Horan ’85 Tristan Howard ’96 C. Andrew Hughes ’98 Clinton V.P. Johnson ’79 Stephen H. Judson ’76 William H. Judson ’78 A. Reed Katz '03 Kenneth LaFreniere ’90 Dean I. Landis ’78* Paul J. Mancuso ’03 Timothy C. McCabe ’94 Kenneth J. McCauley ’93 Liam R. Millhiser ’96 Ross R. Millhiser IV ’94 Richard C. Perry ’70* Christopher Persley ’88 Vincent Peterson ’74 Philip N. Pilmar ’01

Roger Raines ’80 Harlan Reinhardt ’83 Ronald S. Rolfe ’60* Eric Rosas ’06 Berton Rose ’97 John Rose ’90 Louis Rose ’86* Henry Jay Rosenwach ’04 Eric E. Rothstein ’81* 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 Dewey S. Wigod ’77 Hans L. Wydler ’81 Clifton G. York ’78 Andrew Etess Zimmerman ’00 *president emeritus

PARENTS ASSOCIATION Alix O’Mara, President Marie Bitetti, Vice President Anne Schnitzer, Treasurer Cristina Morris, Recording Secretary Amy Bader, Corresponding Secretary Linda Barnett, Advisory Constance Cornish, Advisory Kim Dickstein, Advisory Suzanne Freind, Advisory Susan Morgenstein, Advisory Lisa Selz, Advisory Lucia Smith, Advisory Pat Verrilli, Advisory

ADMINISTRATIVE TEAM

David R. Trower h’95, 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

David and I have been partners for 18 of his 20 years as Headmaster, and I can attest that the leadership of the School could not be in better hands. David's intelligence, integrity and calm stewardship of the School serve as a model for all of us.

Ronald Rolfe ’60, President of the Board of Trustees

Photograph of David Trower taken by Eighth Grader, Christopher Henderson, as part of a team effort with fellow Eighth Graders, Jake Brody and Jason Kim.

A key quality that makes Allen-Stevenson such a special place is the stability amongst the faculty and administration.

We are celebrating David Trower’s 20th year at the School and we, as the senior administrators, would like to tell you why we cherish his years at Allen-Stevenson. We have been together as the administrative team at the School for 15 years, some of us having been here for over 30 years. Even after all of that time we still look forward to coming to work every day, in no small part due to the leadership that David provides. He has set a tone of respect, independence, trust, and fun, under which we thrive. We hope to help impart that same tone to the community as a whole, and most importantly to the boys.

Allen-Stevenson is a happy place, an observation made by many visitors to the School. We have a leader who often refers to himself as the head learner here, one who models scholarship, and is the consummate gentleman. We have grown together as a community always striving to serve the needs of the boys in the School, and have been graced by a leader who inspires us to never settle for anything less than our best…and never loses his vision for what an Allen-Stevenson boy can become.

Susan Etess, Lower School Head, Kimberly Kyte, Middle School Head, Neal Kamsler, Upper School Head, and Anne Meyer, Director of the Learning Resource Center

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Over the years many of my students in history class have learned that there is nothing more powerful than a new revelation anchored to an established truth.

David Trower's service to AllenStevenson is a prime example of that maxim. Building on the solid foundation of his predecessors, through his intellect, his wisdom, and his passion, David has led his faculty and staff in a remarkable transformation of the School, enabling it to become an even more successful place for the education of boys. Mr. Allen and Mr. Stevenson would surely be proud of Mr. Trower's contributions.

John E. Pariseau h’98 Associate Headmaster, retired

David Trower, our Headmaster, stands "heads above the rest." Whether he's greeting prospective families at one of our many "boy visit" sessions, or talking about the importance of a boy’s education; he’s an inspiration to all who hear him. His "Many Ways to be a Boy” resonates with those of us charged with shepherding the next class of boys and families into the Allen-Stevenson community.

David Trower has always been a huge supporter of the arts at Allen-Stevenson and recognizes the importance of an art education in a child’s development.

In addition, he understands the benefits of having professional artists teach art to children.

Alex Exposito, Julia Kunin, Robert McCallum, Tara Parsons, and Susanna Harwood Rubin Art

Ronnie Jankoff, Jean McCauley, and Audrey Vazquez Admissions

HEADMASTER’S

5%**"6%

The title head master derives from 19th

For me, being Headmaster is not simply a job: it is

century British schools, where instructors

always a vocation. This concept is hard to describe,

were known as “masters.” In such schools the headmaster was

but it is fundamental. A great American writer named

the leader of the faculty, and the relation between teaching and

Frederick Buechner, one of my earliest teaching influ-

administration was nearly seamless. As I look back over a

ences, defines vocation as “the place where your deep-

career of nearly 40 years in schools, half of them as Headmaster

est gladness meets the world’s deep need.” I feel lucky

of Allen-Stevenson, I know that I am the most recent in a line of

to have been able to work in situations where I could

7 heads over 127 years. Astonishingly, I have now served Allen-

grow. Indeed, colleagues and supervisors have often

Stevenson longer than all but two: Mr. Allen and Mr. Stevenson.

helped me to develop new skills, meet new challenges, and learn new responsibilities.

Of course, there is no single formula to being Headmaster. In my 20 years, as society has changed, this job has changed a great

Teaching and learning go hand in hand, and the best

deal, too. I actually started as a full-time teacher, and I often

teachers are often excellent learners as well. As

think of classroom experiences in the three schools where I

Headmaster, I have simply had to be a learner. A school

have taught: Exeter, Collegiate and Allen-Stevenson. Such expe-

head these days needs to be nimble, to pay attention,

riences are personal reminders of the teacher-student bond, the

and to adjust with change, which may have societal,

basic building block in any school.

legal, economic, and educational implications. That is often the nature of leadership: it’s more like a puzzle

Through the generations of students whom I have known, many

than a blueprint. Perhaps for this reason, I have some-

faces and stories come to mind. For example, I can’t imagine

times mused that the best preparation for being

this work without knowing that it is personal, or without remem-

Headmaster has come from my experience driving a

bering individuals whom I have taught and supervised. Whether

yellow cab, because it taught me to be flexible, patient

as a division or department head, or as a classroom teacher,

and resourceful, especially with people.

each job has challenged me in ways, as though I were called to

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something greater. I am grateful that my role as Headmaster

It is no secret that I love the great variety and diversity

often calls forth skills and insights I didn’t know were in me,

of humanity—not only in New York or the world, but

thus teaching me about myself.

also at Allen-Stevenson itself. I continue to be delighted

S P R I N G

2 0 1 0

I have fully enjoyed working with David for the past nineteen years. He has inspired this community and led us toward a bright future.

Rich Alifano Athletics Director

David has been a wonderful colleague, friend, teacher and mentor. What makes him extra special is that he is a terrific listener as well. He values what people have to say without injecting his own agenda.

Harris Stein Business Manager

David Trower has been and continues to be the driving force behind communications at Allen-Stevenson. He is always receptive to new ideas and welcoming of the discussion and process.

Whether it was the important addition of our website or “going green” with the use of electronic messages, David embraces new technologies.

He also happens to be very creative and has been an extraordinarily supportive leader in the communications department.

Casper Caldarola, Nancy Mitchell, and Sarah Woods Communications

Although David is celebrating his twentieth year at AllenStevenson and has been working in schools for forty years, he has not lost any of the zest for education for which he is so well-known. We believe that for David, it feels like he’s just beginning the work, as evidenced by the fact that he never shies away from considering new and innovative ideas and never loses energy for thinking about something differently.

David believes wholeheartedly that there are many ways to be a boy. He also truly believes that there are many ways to be a teacher and David has always allowed me to perform my role using my own style. Beyond that, he supports the music department both financially and philosophically, in a way that no other school does.

Michelle Demko Music Department Chair

Mary Richter, Ryann Galloway, David Kersey h’98, Monique Lowitt, and Sari Nadler Perrino Development and Alumni Relations

to see boys as they grow—many ways to be a boy—and I am

As the community of Allen-Stevenson, we can be very proud

often pleasantly surprised, even thrilled, by the adults they

of all that we have accomplished together over the last two

become. That’s why it is important that I know each of their

decades. We got through the dark days of 9/11, the ups and

names. In effect, it’s my way to name this mysterious process of

downs of so many years, and the construction that rendered

growing up and to recognize each person as a unique individual.

a whole new school facility to serve the 21st century. For this Headmaster these feats have always represented

In addition, a deep-seated intellectual curiosity, not just the cere-

opportunities to learn gladly and to teach gladly. For every

bral sort, sustains my work as Headmaster. I like to figure out

one of these, I am most grateful to all who have helped

how things work, why they happen, and what makes people tick.

Allen-Stevenson so generously: trustees, faculty, parents,

Educators like me love books, because the printed word is one

students, administrators, staff, alumni, donors, and friends.

means by which to come to grips with ideas, learning, civilization, culture and scholarship. I get excited by opportunities to

Thanks to all of you for your good wishes on reaching this

learn, by new perspectives and discoveries, and by chances to

20th year milestone at Allen-Stevenson. As we look to the

share what I know with others. This dynamic is at the heart of

future, let’s do everything we can to make this the best

excellence in teaching.

School possible, so that future generations of New Yorkers will be able to depend on Allen-Stevenson to work its magic

So, as I reflect on what it means to lead Allen-Stevenson, I am

for families and their sons. May there be many happy

reminded of Geoffrey Chaucer’s 14th century description of the

returns for the School and for all of us. Of course, we still

Oxford cleric in The Canterbury Tales. I do not claim to be that

have vital work to do, but let us always do so gladly.

clerk, but I have always admired Chaucer’s description of him.

Chaucer writes:

Fortiter et recte!

By his bed,

He preferred having twenty books in red And black, of Aristotle’s philosophy, To having fine clothes, fiddle, or psaltery…

Whatever money from his friends he took

David R. Trower

He spent on learning or another book…

His only care was study, and indeed He never spoke a word more than was need…

The thought of moral virtue filled his speech And he would gladly learn, and gladly teach.

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The Lower School

Celebrates Mr. Trower All of the Lower School boys wrote about Mr. Trower or drew a portrait of him to celebrate his 20 years as Headmaster. Each grade chose a different way to honor him.

K-B + K-G + K-H Mr. Trower’s job is to: - work on his computer.

- pay the bills.

- make sure everyone is good.

- fill out reports.

- do paperwork.

- help Mr. Acerbo keep us safe.

- know all the kids.

- make sure we have warm bagels.

- help all the teachers.

- be in charge of my brother’s class.

- be the boss of the school.

- have the master key that opens all the doors.

- make sure everyone is fine in school and that they learn.

1-D + 1-R + 1-S I like Mr. Trower because he: - is very responsible and a good role model.

- looks in my eyes when I am talking to him.

- cares about all the students and teachers.

- brings peace to the school.

- greets me when I say hi.

- joins us for lunch and that makes me happy.

- gives us good balls to kick.

- skates at the ice skating party.

- makes me feel special.

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S P R I N G

2 0 1 0

2-A + 2-R + 2-T

3-BM

Mr. Trower has been the headmaster for 20 years. I wonder if his 20 years have been good. Mr. Trower has been my favorite headmaster I ever had. You are also funny, nice and a true gentleman.

Mr. Trower helps the school in many ways. He makes sure that we recycle and save energy by turning off lights and smartboards. He also provides a great education for the students.

Mr. Trower's job is hard because he has many responsibilities. We appreciate him because he is nice and greets the boys in the morning. He doesn't get angry and is a true gentleman. One of the best things about Mr. Trower is that he remembers all the names of everyone in the school, and he is always walking around with a smile saying "Hi" to all the students. It is great to have a very happy and humble headmaster.

Mr. Trower is very nice to all the teachers. That is why the teahers are happy teaching us. Mr. Trower is a nice boss.

Mr. Trower helps run the school, calls all the snow days, schedules our parentteacher conferences and dresses up as Santa Claus for the Holiday Concert.

Mr. Trower helps the school by giving instruments to schools that don’t have instruments. Mr. Trower teaches us how to be gentlemen. He plans picnics. He gives us technology. Mr. Trower is firm and keeps our school safe. He’s kind because he holds the door and shakes our hand when we walk in the door.

Mr. Trower helps the school by helping people feel better when they are sad.

He teaches us how to be gentlemen.

Mr. Trower helps us be better students.

He also teaches us how to be generous.

Thank you for all the Smart boards we have.

Mr. Trower is the best headmaster because he helps to make better teachers. He is always in a good mood. He loves his job. He has good taste. He is a gentleman. He is the best person I have ever met.

Mr. Trower helps the school by turning us into gentlemen. But the best thing you do is that you get very great teachers for us.

Mr. Trower never gives up, helps us a lot and is a good principal.

Mr. Trower helps us by encouraging us to do our homework.

3-LD We like Mr. Trower because he is: - generous and lets us have free time.

- keeps school organized.

- an awesome principal.

- makes sure we have all the supplies we need.

- he greets us at the door.

Mr. Trower helps the school by: - helping people when they have troubles.

- hiring the best teachers.

- making the school green.

- being generous.

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Q & A

with

David Trower

As a way to recognize and cast light on the 20th anniversary of Mr. Trower’s tenure as Headmaster of Allen-Stevenson, a group of Fourth, Fifth, and Sixth Grade boys, under the guidance of Mr. Peter Haarmann, recently conducted an interview asking him questions about both his personal and professional life. The interview session had two main components: The first of these parts was a chance to either review or introduce to the boys the basic elements needed to conduct a successful interview. There were brainstorming sessions to discuss the types of questions that would allow Mr. Trower to best reveal his theories on education and his experiences both in and out of school. When the questions were complete, there was a series of “mock” interviews that allowed the boys to simulate a real-life interview session. Since the boys were required to record Mr. Trower’s exact words, there was note-taking practice ensuring that the students captured not only the speaker’s words, but also the meaning of those words.

Early on, the group decided to film the interview, so this called for a rehearsal in front of the camera with training on proper eye contact, body language and sustained interest in the subject of the interview, in this case Mr. Trower.

The second component was to give Mr. Trower a chance to illuminate the Allen-Stevenson community in regard to his views on the educating of young boys and to provide insights into his life outside Allen-Stevenson. When preparations were complete the interview took place in Mr. Trower’s office on a late winter afternoon.

Our interviewers were Teddy Friedman ’15, Anders Jensen ’15, Alex Korman ’15, Luke Landis ’14, Alex La Poche ’14, Max Morris ’13, Nathan Shankman ’13, and cameramen were Teddy Landis ’13 and Benno Kass ’14, and the event emcee was Arthur Belfer ’13.

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Anders Jensen

In your twenty years as headmaster at A-S, you have accomplished so much and we are thankful for your efforts. For one thing you spearheaded the design and reconstruction of the building we are in today. But there is life outside these walls that does not have an immediate impact on Allen-Stevenson. Is there any thing, or are there any things, you have accomplished in your life, again outside of A-S, that has/have made you most proud? Please be specific.

David Trower

I use my talents for the good of others. I teach boys. Boys come back and say, “Do you remember this or do you remember that?” Once I got an email from a boy I hadn’t seen in a long time. He said he needed to see me. I said, “yes.” When he came in he clearly wanted me to accept his apology. He was in my Seventh Grade homeroom. He said, “You tried to help me and I did not let you help me.” I have always remembered that. Boys, you always have to remember that your teachers care about you.

Luke Landis

I realize you began your teaching career at Philips Exeter Academy in 1970 and spent almost twenty years as a teacher and administrator at the Collegiate School here in New York City, but how exactly did you come to be headmaster at Allen-Stevenson? When the search began to replace Headmaster Cole, did the board approach you or did you approach the board?

And when you were offered the position, what made you say YES?

David Trower

Being head of the Middle then Upper School at Collegiate, people always said, "David, you will be a headmaster someday." I always denied it. I never gave being headmaster much thought. I liked my jobs at Collegiate, and at the time I didn’t want to be headmaster.

In August 1989, I got seven letters from different schools (one was Allen-Stevenson) asking for my resumé. I did not have one because I never really thought that it was time for an administrative career. I wrote a resumé and sent it out to the seven schools.

I quickly withdrew from four of them. The three remaining ones were Allen-Stevenson, a school in Brooklyn, and a school in Maryland. I interviewed at the three schools.

I eventually said, “yes,” to Allen-Stevenson, partly because they didn’t expect me to be perfect. For example, I didn’t know a lot about budgeting or raising money. I also didn’t even know how to run a Lower School (I had only worked with Middle School and Upper School before Allen-Stevenson). I also chose Allen-Stevenson because they knew boys and because I loved being surrounded by boys.

Alex La Poche

Mr. Trower, our world is an ever-changing place filled with the outrageous, the unexpected, the sensible, the good and the not so

good. What people, events, accidents, surprises, controversies, etc., on either a global scale, or of a more intimate, personal nature, have had an effect on you as a person, and, as an educator?

David Trower

As you may not know, I was once a taxi driver in NYC. I worked the day shift one day a week and all the rest were nights. I think of everything I’ve done, that job was the best preparation for being a headmaster. The reason I think that is because I had the opportunity to meet all different kinds of people: some famous and some not - some just regular working class. Either way, I treated them all as individuals.

My favorite part of being a New York taxi driver was that I was introduced to the Belmore Café and that is where I almost always went when I finished my shift. Belmore is where all of the cab drivers went for a snack or meal and I enjoyed that because I could just sit there and talk to other taxi drivers.

I think it is most important not to get stuck in life. That is what makes the world go around. Most of you will have 6 to 8 jobs and maybe have to make many different changes along the way.

Nathan Shankman

Mr. Trower, you have been here at A-S for twenty years now and have seen over 800 boys graduate, move on, and begin their adult lives after leaving Allen-Stevenson.

Though you are undoubtedly proud of all of them, have there ever been any alumni that stand out in your mind that fully show the ideals inculcated here at A-S. If so, could you share a bit of their stories and why you believe they have brought such glory to their alma mater.

David Trower

I arrived in 1990 and the first graduates who were fourteen are now thirty-four; most of their adult lives they’ve yet to live. The alumni are using past opportunities for the good of others now. One of the alumni is Pip Decker. He installed wind turbines in New Hampshire. I’m happy to see people engaged in life. Some people worked in political campaigns and in presidential candidates. I went to a concert at Temple Emanuel and saw a former High School boy play the organ. I want to see what we, AllenStevenson students, become when we are older and all grown up. I have seen many alumni grow up to be good fathers. All of the

alumni are contributing to the quality of life for themselves and their community.

Max Morris

Mr. Trower, each Founders Day, as the entire school gathers in the upper gym, you remind us of the history our school. We are reminded annually of our humble beginnings… one teacher, three students. And yet, here we are in 2010, 127 years hence, and we are a school of just over 400 students and a staff that nears 125. To what do you ascribe this growth?

What is it about Allen- Stevenson in 2010 that makes us so unique and separates us from the many other private and public schools in New York City?

David Trower

Each member of the school community feels they have a role to play in the school. The faculty is tremendous. The entire faculty really understands boys and goes the extra mile for them, whether it’s coming in early to help a student individually or putting in a large amount of work time to try to help a student.

Also, the faculty tries to have fun with the boys with things like Gilbert & Sullivan, chorus, athletics and in the classroom.

Our school has a 3-part curriculum: athletics, arts and academics. With athletics, not many schools have the opportunity to play all the sports we play. With art, we have an excellent art department within which they really teach students to be creative. In our music program, each student in the Middle and Upper School has an opportunity to play an instrument, be in chorus and in orchestra. Each class has its own play to perform, and grades Fifth to Ninth have the opportunity to be in Gilbert & Sullivan. In the Lower School, students learn the history of a few of the great composers of all-time. They learn how to read notes. In academics, we have great teachers that go the extra mile for students and all the teachers are experienced.

Academics are also very good at AllenStevenson because we have many resources.

On mornings when I greet the boys I am very happy to see them carrying a musical instrument and an athletic bag and books. That is very special to me. When I see boys carrying an instrument to go to a lesson or orchestra I ask them what instrument they are playing and when they answer I like to hear the excitement in their voices.

Alex Korman

Mr. Trower, we are all aware that a headmaster often has to make many decisions that will have an impact on the school in so many ways. Could you please relay to us some of the decisions you have made in your twenty years here that best reflect your vision for A-S?

David Trower

Decision comes from the root word scissors.

There are many types of decisions. For example when we made the gym I knew we would have to raise more money than we ever had before but I still did it because I knew it was going to have a good impact on the school. Another decision that I made was to put the library on the second floor so it would be more accessible for everybody.

When you are making a decision you’re cutting away at all the possibilities until you get to your final decision and you have that one last one that you know is good. Having a wide variety of people making a decision is even better than one person because you have multiple people agreeing on that one answer so you know that it is likely to be the best choice.

Teddy Friedman

Mr. Trower, we will all agree that not all of our decisions are golden and they don’t always work out the way we had wished or planned.

Can you relay to us any decisions that have been made during your tenure here that may not have ended up the way you and the board had planned?

David Trower

I feel lucky because I have made some good decisions during my time as headmaster.

However, I am not completely happy with all my decisions. At times I am a softie on discipline. It is difficult for me to ask a student to leave Allen-Stevenson for disciplinary reasons, but at times it is necessary, particularly if a student is negatively affecting the community. I believe in giving people a second chance and am more often than not willing to forgive a boy’s actions in the hope that he will learn and amend his ways. Happily, I can say that most boys do change and become more responsible members of the Allen-Stevenson community, but there have been a few instances where a boy has not taken the second chance given him. I find this upsetting.

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thoughtful respectful. generous Trower’s responsibleMr. studious.determined 20th Anniversary enthusiastic. creative good thoughtful respectful. generous responsible studious.determined enthusiastic. creative good thoughtful respectful. generous responsible studious. determined enthusiastic. creative goodthoughtful respectful. generous responsible studious.determined enthusiastic. creative good thoughtful Trower Hour respectful. generous responsible studious.determined enthusiastic. creative good thoughtful respectful. generous responsible studious. determined enthusiastic. creative good thoughtful respectful. generous responsible studious.determined enthusiastic. creative goodthoughtful respectful. generous responsible Seventh Grade boys were given

I realized that one of the key parts of the

the challenge in Susan Lukas's

bit of investigation I found that one of the

English class to create a poem or other piece of writing in

experiment had gone missing. After a little

Charlie Morgenstein ’12

My first memory of Mr. Trower comes on

celebration of David Trower's

my first day of Kindergarten. He was at the

20th year at Allen-Stevenson.

boys’ hands. At first I did not understand

door to Allen-Stevenson shaking all the

Although the assignment was

the handshaking. I thought it was peculiar

voluntary, many of her students

door and shake every single boy’s hand one

submitted poems in various

that one man would have to stand at the

by one. I now realize that Mr. Trower did

this due to a tremendous devotion to Allen-

forms as a way to express their

Stevenson and its students. Mr. Trower is

gratitude to our Headmaster.

Gentlemen and Scholars and he is a large

dedicated to molding young boys into

part of what makes Allen-Stevenson so special.

The moment when I first knew how lucky I was to have a man like Mr. Trower watch-

ing over me was at the Fifth Grade Science Fair. I had been perfecting my science pro-

ject for weeks and I was determined that it would go off without a hitch. I had begun

to prepare my project for the big day when

other boys had taken the part and had already used and discarded it. When I

found out that all my hard work would go to waste I found my eyes swelling with

tears. Mr. Trower spotted me crying and

came over to help lift my mood. He helped

me to rationalize the situation so that it did

not seem so bad anymore. Pretty soon I was back to work thanks to Mr. Trower.

Another fond memory I have of Mr.

Trower was on the day we went to pick

apples at the farm in Sixth Grade. All of

the boys were playing catch with the apples and having fun when I decided it would be a good idea to get into a fight with one of

my classmates. Our teacher told us to go sit by the porch and think about the stupidity of what we had done. Mr. Trower saw us

sitting on the porch and came to talk to us about what we had done. Mr. Trower

worked a miracle because the other boy and I were soon apologizing to each other and going back down to the fields to continue playing. Once again Mr. Trower showed that he was always looking out for us.

Mr. Trower putting on his Santa Claus cos-

Jasper Jarecki ’12

To be a Gentleman and a Scholar, To be Kind and Studious: these traits that he holds must somehow rub off on us.

He teaches us how to grow smarter and stronger, to be Generous and keep a good code of honor.

Our headmaster knows that he models and shows how to act and behave. And those words on our floor were carved years before: he is here to implant and engrave.

That man is the one to help us be Good to each other whenever, wherever we should, to be Creative those times when a project comes along, or for music class when we sing or write a new song. To live strongly and rightly, daily and nightly.

In our lives and our minds to have great power, and take after our headmaster, the dear Mr. Trower.

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tume every winter helped shape some of my earliest memories of Allen-Stevenson. Mr.

Trower was always ready to make us laugh

and cheer up our days. From the beginning Mr. Trower made Allen-Stevenson an easy

and fun place to learn and he turned school into something that was loved not hated.

Mr. Trower has helped shape my journey at Allen-Stevenson into a wonderful experience that will stick with me for life.

Mr. Trower has always been there for me to guide me through my journey at Allen-

Stevenson. My life has been defined by my time at Allen-Stevenson and I am grateful

that it has been a positive time. Mr. Trower has done so many things for me so I would like to thank him for his dedication to the school and its students.

thoughtful respectful. generous responsible studious.determined enthusiastic. creative good thoughtful Mr. Trower respectful. generous responsible studious.determined enthusiastic. creative good thoughtful respectful. generous responsible studious. determined enthusiastic. creative goodthoughtful respectful. generous responsible studious.determined enthusiastic. creative good thoughtful respectful. generous responsible studious.determined enthusiastic. creative good thoughtful respectful. generous responsible studious. determined enthusiastic. creative good thoughtful respectful. generous responsible studious.determined enthusiastic. creative goodthoughtful respectful. generous responsible Jorge Colmenares ’12

The first day of school the first face I see is of a man I have known for eight years.

He looks into my eyes and shakes my hand saying silently, “Welcome back my friend, let us go inside and learn.”

When he talks with us in Monday Morning Meeting, I always see him with a book or two.

Always reading and studying so he can become a better person and headmaster.

He is very studious.

Secretly he knows almost everything about me, understanding all the troubles that I have faced.

He has never judged me harshly for my mistakes, but has taught me to laugh at them instead.

He is very thoughtful.

He puts all his heart and mind into making our school a healthy place in which we can learn and have fun.

He does his best in making sure that no boy is left unhappy.

He is very determined.

He has never tried to sound smarter than me, and has never put me down.

He honors my ideas and insights and has only lifted me up.

He always says hello to me and is always polite.

He is very respectful.

He listens to all our problems always with a smile.

He is eager to take on new challenges so he can create an even better school.

He is very enthusiastic.

He says he is not just a citizen of the U.S. but of the world as well.

He wants to help everybody and also cares for all of God’s creatures.

And he also cares for my well being.

He is very generous.

Every summer he plans out our school days, making sure that we will enjoy the next school year.

He talks with everyone in the school trying to make this a better school for us, our parents, and the faculty and staff.

He is very responsible.

He holds the capability to listen to the opinions of many different people and combine them with his own ideas.

By doing so he is able to come up with a solution that makes us a better community.

He is very creative.

He always does his best and he always wants to help.

He doesn’t just understand my problems, but he helps me create a solution.

He is very thoughtful, respectful, generous, responsible, studious, determined, enthusiastic, and creative.

In short he is a good person.

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around A-S LOWER SCHOOL

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An exciting new form of computer learning has been introduced to AllenStevenson’s Lower School. It is called Microworlds. The term literally means a tiny world inside which a student can test, explore and discover things about this programmable world.

LOGO was created in 1967 at Bolt, Beranek and Newman (BBN), a Cambridge, Massachusetts research firm,

by Wally Feurzeig and Seymour Papert, and further developed at MIT. The aim behind the design was to provide young learners an entry point into understanding programming. Since the 1970s many children have been exposed to LOGO, which has been embedded into Microworlds.

Microworlds allows young students to learn computer programming and constructing for themselves, while acquiring broader skills, such as sequencing, logic, and problem solving. Using a programming language designed specifically for children, kids learn to create their own content in a computer program. The program is only ever as smart as you are. A misspelled word, or incorrect programming syntax will prompt messages that students must decipher to make their programs function properly. Microworlds

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can be used to create mathematical explorations, science simulations, interactive multimedia stories, and anything you might imagine.

Microworlds’ main "engine" is the turtle, an icon that can be programmed to respond to colors, command chains written by students, and other turtles. As work develops, students can change the shape of the turtle so that it "wears" their own drawings and designs. For example, a turtle moving around the page could later develop into an interactive game of a stagecoach trying to cross a river.

While there are hundreds of prefabricated drawings, backgrounds, and animations that can be used towards these ends, the most exciting work comes when students manage both the programming and design of their own creations.

Allen-Stevenson has incorporated Microworlds into its Social Studies curriculum for Third and Fourth Grades. The boys will be designing their own quest games as inspired by the early computer game, “Oregon Trail.” They can create scenes depicting what it would have been like travelling during the westward expansion. What would happen if pioneers went the wrong way and came across mountains? What would happen if they ran out of water?

Younger students work with Microworlds Jr., a developmentally appropriate introduction to these complex ideas. It is a fully functional drawing program and has the ability to record voice and play music.

This junior version is completely visual.

It provides a chance to introduce the turtle, but uses buttons to command and create limited interactivity.

Adam Shecter, Technology Resource Teacher, said, "In an age where more and more digital content is available to kids to simply plug into, it is really wonderful for kids to realize their own projects.

They learn to build ideas and concepts from the ground up through programming. Nothing can be assumed in Microworlds. Children quickly learn to adapt their programs through a challenging (but not frustrating) process of trial and error. "

MIDDLE SCHOOL

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When the Middle School Chorus goes off to rehearse, the remaining boys participate in an elective program. A team of Middle School teachers spent the fall planning and designing the program, which focuses on green topics, and ties in with the many initiatives the School is undertaking as a leader in this field. The goal is to raise awareness of a range of green issues such as recycling, reusing, climate change, sustainability, and alternative energ y.

Since the program’s implementation this past winter, the boys have had the opportunity to study astronomy, geo-caching, mixed media sculpture, playground design, yoga, chess, and a myriad of other choices.

The boys have heard different speakers discuss some of these topics at Monday Morning Meetings. Sarah Pidgeon from the Solar One Project came to talk about alternative energy sources and the carbon-neutral building Solar One is constructing on the East River. Allen-Stevenson parent, Rob Watson, spoke about energy and climate change, and Fifth Grade Teacher, David Sutton, explained the Plastiki expedition, which is just getting under way.

Seven different green projects were proposed, and each boy chose to be a part of one of the following groups: 1. Roof-top gardening: they are studying, building and planting a garden on the roof.

The plan is that what the boys grow will be used by the A-S kitchen.

2. Green doghouse: they are building a doghouse with eco-friendly material and then adding extras like a green roof and solar powered water pump.

3. Plastiki: they are studying, following, and communicating with the Plastiki expedition, which is studying the huge mass of floating plastic in the mid-Pacific Ocean.

4. Water purification science: they are studying items like the Life Straw and Sort of Coal. They are investigating the technology these items use to provide clean, potable water to developing parts of the world.

5. Vertical farming: they are studying the concept, which is beginning to be put into practice, of vertical farming. To test the idea, they are building a model using a 55-gallon fish tank.

6. Reuse: they are exploring the difference between recycling and reusing objects. They are making things like vases out of light bulbs, chandeliers out of plastic utensils, and a bird feeder out of other found objects.

7. Creative water pumps: they are investigating the supply and demand for water in different parts of the world and exploring ideas, like the Play Pump, that help bring clean water to areas that need it.

The hope is that these topics, the questions they raise, and the work done by the boys will spark their interest in sustainability issues – all while having fun too!

Ben Neulander, Assistant Head, Middle School

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around A-S UPPER SCHOOL

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Jeffrey Herschenhous, Upper School Science Teacher, wanted to teach genetics through problem solving this year. Traditionally, this topic was taught by introducing the students to the work of Gregor Mendel and his understandings about the basic laws of dominant and recessive inheritance in pea plants. Mr. Herschenhous read about a group of plants called Wisconsin Fast Plants, whose life cycle was only forty days, rather than seasonal.

Mr. Herschenhous began the year by spending a week teaching the boys in Seventh Grade Life Science about the structure of flowers and how they reproduce. At that point, the boys planted seeds for plants with green leaves and seeds for plants with yellow leaves. They were grown in a system that delivered continuous water and light twenty-four hours a day. Mr. Herschenhous taught his planned curriculum about microscopes, animals, evolution, cells, etc. while the plants were growing. The boys took a period occasionally to care for their plants during the next four months. Three generations of plants were grown, pollinated, replanted, and grown again from September to January.

The first generation of plants developed with some having green leaves and some with yellow, as expected. The boys pollinated the plants with green leaves with the plants with yellow leaves, and the next generation produced only green leafed plants, and no plants with yellow leaves. The boys then selfpollinated these green leafed plants with each other, and the next generation produced both plants with green leaves and plants with yellow leaves. There was a system developed for the careful collection of data throughout the experiment, but no discussion of the results took place until January of 2010 when the experiment was completed.

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At that point in the year, the boys had not received any instruction about genetics. Mr. Herschenhous had the boys sit at their lab tables with their data and asked them to put themselves in Gregor Mendel’s shoes in the late 1800s. He reminded them that the concepts of genes, chromosomes, and dominant and recessive inheritance, were not in use at that time.

The boys were asked to try to explain their results and were instructed to discuss things in their groups. At the end of the period, each group presented its ideas. All groups had some understanding of what had happened, but nothing thorough enough to explain what they had observed. At one point in the discussion a young man stepped to the Smart Board and drew some symbols that he had developed at his lab table. He had explained the Law of Dominance and the Law of Segregation in his own words and diagrams. At that point, all the other groups had an “aha” moment, and everything fell into place.

In the following lessons, Mr. Herschenhous formalized the work with accepted vocabulary, notation, and diagrams. The boys understood it because they “owned” it.

ENVIRONMENT

"3* "8",+%+ *%(&)+ (&)*%(:!.;% %)%,6< *!", Did you know that a building can earn the ENERGY STAR label just like your refrigerator? An ENERGY STAR qualified facility meets strict energy performance standards set by the EPA and uses less energ y, is less expensive to operate, and causes fewer greenhouse gas emissions than its peers. Energy use in buildings accounts for nearly half of all energy consumption in the U.S., at a cost of over $200 billion per year, more than any other sector of the economy.

System. To determine the performance of a facility, the EPA compares energy use among other, similar types of facilities on a scale of 1-100; buildings that achieve a score of 75 or higher may be eligible for the ENERGY STAR. The EPA rating system accounts for differences in operating conditions, regional weather data, and other important considerations. Allen-Stevenson first benchmarked its facility in 2006. Its rating back then was 48.

For over a decade, the EPA has worked with businesses and organizations to reduce greenhouse gas emissions through strategic energy management practices.

To qualify for the ENERGY STAR, a building or manufacturing plant must score in the top 25 percent based on the EPA's National Energy Performance Rating

As you can see in the chart below we increased our score to 75 in 2008 for which we were awarded our first ENERGY STAR. In 2009, we achieved a rating of 86 and were rewarded with the ENERGY STAR for the second consecutive year.

Joe Foresta, Facilities Manager

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around A-S MUSIC

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Heidi Garson, one of our 14 instrumental teachers, has been teaching French horn at AllenStevenson for 19 years. This season's recent studio recital featured a record 12 French horn performers, including alumni Christopher Wayland ’09 and Alessandro Santoro ’07. Heidi remembers, "I received a call from Randy Schrade in September of 1991, asking if I would be interested in teaching horn at A-S. At that time, I was not teaching and was focused exclusively on freelance performing, but I decided to accept his offer. I did not then realize how much I would end up caring about teaching, and I am enormously grateful to Randy for the opportunity. My first three students were then Eighth Grader, Chiqui Matthew ’93, Seventh Grader, Lucian Deaton ’94, and Fourth Grader, Ashley Springer ’97. I taught Chiqui for five years, through his senior year at Dalton, where he won the concerto competition."

Some instruments are more accessible than others to the young student. The French horn is notoriously difficult to tame, and even professionals in the New York Philharmonic cannot guarantee a clean tone and accurate pitch on an entrance note. "I am always impressed when a young person decides to study the French horn. I hold a quiet admiration for my students. It is not an instrument we see much of in our culture; it is generally absent from the images we see on T.V. , film and our pop culture, nor is it an easy instrument to learn. It is fantastic to witness and guide a young person who takes on this challenge, finding his own rewards and successes in the process."

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It is a double gift that Allen-Stevenson offers its students the opportunity to study an orchestral instrument of their choice, and then to join that phenomenally diverse club known as Orchestra, all within the daily life and cozy walls of the School. A-S boys do not have to turn to an outside organization for an orchestral experience.

It is a triple gift when a student forms a relationship with his instrument that lasts beyond his A-S years, and a tribute to our instrumental teachers when graduates return to continue lessons. Among those, recently, are Max Kalikow ’10 (trombone), Jamie Elish ’06 (viola), Christopher Callegari ’07 and Evan Griffith ’07 (violin), Nick Curcio ’10, Gregory Tongue ’05 and Chris Carlson ’01 (flute), Christopher Wayland ’09, Christopher SchradeJames ’05, Andrew Loeshelle ’07, Joshua Rothstein ’12 and Daniel Locker ’09 (cello), Alessandro Santoro ’07, Christopher Wayland ’09, Ryan Tongue ’07, Matthew Vance ’11 and Thomas Reynolds ’14 (French horn).

DANCE

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Over Alumni Weekend I had the opportunity to speak with many past Allen-Stevenson students about the new dance program. Most alumni did not believe me when I told them that in just two years the dance program had grown substantially and now incorporates a full First through Ninth Grade curriculum.

They were even more shocked when I explained that the dedication of the Middle School has been a large contributing factor to the success of this program.

The Middle School boys have embraced all that I have taught them, completed every challenge, and exceeded all expectations.

They have acknowledged that dance is a useful tool for every young athlete, and many boys have also found the value in dance as a form of expression. In January, a handful of talented Fifth and Sixth Grade dancers formed Allen-Stevenson's first "dance crew." The crew was comprised of 14 boys that shared a passion for dance and a willingness to work.

They rehearsed two days a week after Field and in a few short weeks, they perfected three different dance pieces. With determination

and focus, these exceptional boys were able to create the first dance performance in Allen-Stevenson history.

Due to the great success of the winter dance crew, a spring dance crew has been formed to perform at the last Monday Morning Meeting of the year. Returning dancers Nicholas Silberman, Alex Mercurio, Alex La Poche, Vince Cone, Matthew Demmler, Logan Horowitz, Dylan Horowitz, Bryan Nicholson, and Henry Liu will combine with new members to study everything from Michael Jackson to Bob Fosse. In our end of the year show, we will try to incorporate live music, break dancing, and other elements to kick off a great summer.

My hope is that the Middle School dance crew will continue to grow and to inspire more students in the Lower School to dance. Dance is a wonderful form of expression that many young boys do not get to experience.

Choreographer Melissa Hayden said it perfectly when she stated, "Learning to walk sets you free, but learning to dance gives you the greatest freedom of all: to express your whole self, the person you are."

Kristina King, Dance Teacher

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around A-S The A-S Electronic Reference Library Did you know that the Tisch Library Media Center provides information via our online collection of reference databases? Through these high-quality sources you have access to encyclopedia articles, newspapers, periodicals, scholarly journals, primary source material and digital video. The A-S librarians teach the boys

With sections for children from PreSchool to High School, Britannica is always a great place to start a project.

Notable for its world atlas and countr y comparison feature, Britannica Elementary now also has an Animal Kingdom section.

More than just encyclopedia articles, World Book offers topic-related videos, web links and fun activites at two reading levels and any article can be read in Spanish!

Video Sources Perfect for K-5 students, Brain Pop offers animated video clips that enable easy understanding of sometimes complex ideas. Test what you’ve learned in a follow-up quiz.

Between these two sources you have access to over 63,000 video clips, in addition to podcasts, photographs and clip art.

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how to navigate these sources in the context of research projects but they are also very useful for regular homework assignments. Why not visit the library’s webpage and check out these resources?

Simply click on the link that says E-Reference.

Questions? Contact wbarnes@allen-stevenson.org

All your history needs are met by this pair of Gale databases. Both World and U.S. offer primary and secondary sources, full-text articles from academic journals and periodicals, scholarly analysis and "day-inhistory" reviews.

World includes periodical sources from around the world.

Science Reference Center™ can help you answer a wide range of science questions or just satisfy your scientific curiosity.

It provides access to science encyclopedias, reference books, periodicals, and other science sources.

Enchanted Learning offers information for Lower School students on geography, science, history, language arts and more.

You can also access games and puzzles, all via a childfriendly interface.

NoodleTools allows you to generate, edit and publish a bibliography with ease. Add sources to your list from any location and write and organize your notes using their electronic note card feature.

Atomic Lear ning provides video tutorials for more than 110 a p p l i c a t i o n s i n c l u d i n g E xc e l , PowerPoint, Photoshop, File Maker Pro, Pages, iPhoto, GarageBand, and iMovie.

Database Trials Sometimes you will find a database trial at the bottom of our E-Reference page. We time the trials to coincide with relevant research projects as it enables us to see how useful a database is to our boys before we commit to subscribing to it. Recently we tested Greenr and AP Images.

If you missed these and other stories, please go to our website: www.allen-stevenson.org and click on News Stories to read the full story and see photos.

LOWER SCHOOL LOWER SCHOOL HOLIDAY CONCERTS The Lower School boys celebrated the holidays with song and cheer at their Holiday Concerts. Both the K/1 and 2/3 concerts were held on Friday, December 11.

2T PERFORMS NATIVE AMERICAN LEGEND Throughout the year, 2T studies folk tales, as well as myths and legends. On February 12, the class incorporated its studies into the performance of a play called, “The Great Ball Game,” which is a Native American Legend.

MIDDLE SCHOOL BAKE SALE FOR HAITI & CHILE RAISES $940 On Thursday, March 4, the Fourth Grade held a bake sale to raise money for the earthquake victims in both Haiti and Chile. The boys were responsible for advertising and baking the cookies, brownies, rice crispy treats, and other goodies. Every treat was one dollar.

SCIENCE FESTIVAL The 2010 Sixth Grade Science Festival was held on Wednesday, March 3. The boys researched an environmental topic, developed an experiment or project, and explained it to a full crowd.

UPPER SCHOOL ACADEMIC BOWL The 40th Annual Academic Bowl was held on January 11. The Allen and Stevenson teams competed to answer various questions on a wide range of subjects, including history, math, English, French, Spanish, music, sports, and many more.

SHAKESPEARE Mr. MacDougall’s Eigth Grade English class was divided into four groups of five students each. The assignment was for each group to present the essence of two acts of Romeo and Juliet using performance skills and only 30 lines.

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FATHERS DINNER: JANUARY 2010

-%"+5"*!%, 5.(-"%$ 5"-%, !-% #%,=*-.,% *(-&&$ At Berkshire we too have many distinguished alums and so many promising students. I think of extraordinary public servants like Jim Harmon ’53 who went to Brown University after Berkshire, became a huge success in the business world, and then served in the Clinton administration as the President of the Export-Import Bank of the United States. World renowned doctors like Steve Malawista ’50, Professor of Medicine at Yale University who discovered Lyme Disease. People like Rhonda Bentley Lewis ‘86, who went to Harvard and then to The University of Pennsylvania Medical School: she was recently recognized by the American Medical Association for her ground breaking research on the hormonal causes of vascular dysfunction among women. World renowned conservationists like Ned Sullivan ’72, who took on the General Electric Company for polluting the Hudson River with carcinogenic wastes. His efforts resulted in court decisions that forced the company into one of the most costly and historic clean-up efforts in U.S. history. And people like John Thompson ’68, former investment banker turned author, who was recently awarded a major literary prize for outstanding fiction.

When we hear these success stories-whether they are graduates of AllenStevenson or Berkshire- we forget WHAT these people were like as kids...we forget that they sat in your seats at one time. That they had the same fears and aspirations that you have; that they wondered where they would make their mark or if they would make friends; that they were cut from varsity teams; that they weren’t always slotted for a part in the play; that they stressed about getting good grades and getting into secondary school and college. That they were kids once just like you.

I took the liberty this week of reviewing a list of distinguished AllenStevenson alums: wow was I impressed. I saw world renowned doctors like Russel Patterson from the class of ’43, a former President of the American Association of Neurological Surgeons; I saw famous statesmen like John Negroponte ’53, former Deputy Secretary of State and Director of National Intelligence; I saw Academy Award winning actors like Michael Douglas ’59 and giants from the entertainment industry like Michael Eisner ’57, former head of Walt Disney. I saw distinguished journalists like Dan Abrams ’81, from NBC News. I saw gifted producers and writers, dynamic business leaders and philanthropists. In short people from all walks of life that went on to do great things.

I mention this because it is important to recognize that you are a part of a great tradition and legacy at Allen-Stevenson….that there is nothing ordinary about you. Whether you are from the West Side or the East Side, from Harlem or from Brooklyn, you have talent, some of it discovered, much of it yet to be unturned. And each of you has a responsibility to use your gifts to make the world a better place. That is the purpose of an education here and at Berkshire. And this is the subject of my talk this evening.

The good news is that all of you have a chance to achieve great things. The latest research indicates that there is very little difference among us in terms of our innate ability. Biologically, we are all made of the same basic stuff.

What finally separates the good from the great is our attitude—how we choose to approach our work and the determination and the discipline we exhibit. That should inspire all of you because it suggests that each of you CAN achieve excellence if you set your mind to it, if you are determined, if you invest in your education.

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And we don't realize that almost all of these people failed as much as they succeeded…that falling short and rebounding is often the first and most important step toward finding your unique strength. John Thompson spent his entire adult life writing, but it took him twenty-two years to get published.

It took seventeen years of fighting and endless setbacks in the court system-with many opportunities to let the issue die-before Ned Sullivan succeeded in his quest to force the General Electric Company to purge the Hudson River of its dangerous wastes. Rhonda Bentley-Lewis had few advantages in life. She was born to a sixteen year old single mother and raised in the housing projects of Harlem, but she refused to let her unfortunate circumstances stand in the way of her education, of her dream to attend Harvard and to become a doctor.

In the end, each of these people persevered, dusted themselves off when they faltered, redirected their energies, and didn't give up. Never quitting, being resilient in the face of adversity, finishing the job despite the setbacks....these are the qualities that define our graduates....and they should be the qualities that you strive to develop during your time here and in the future.

It’s a myth that these people knew exactly what they wanted to do in life when they were at Berkshire. But if you speak to them today they’ll tell you that Berkshire is the place where they received the foundation for their success. It's where they learned to take risks and to live and work with others; where they found adults who believed in them; where they learned how to cope without their parents there to pick up the pieces; where they discovered new interests and passions.

So while John Thompson didn't know when he was fifteen that he would be writing prize-winning novels one day, he'll tell you that this never would have happened if he hadn't been inspired to write by his fourth form English Teacher, Tom Chaffee. Rhonda Bentley-Lewis had no idea that she would be a world renowned leader for vascular research when she was a kid living in Harlem, but she will tell you today that her life would be different had she not been inspired by Ms. Morgan and Mr. Kinne's science courses. Ned Sullivan could not have predicted when he was an adolescent that he would defeat the most powerful corporation in the world one day, but if he were

here today he’d tell you that this never would have happened if Twiggs Meyers hadn't introduced him to the Mountain and taught him the importance of environmental stewardship and of fighting for the causes that you believe in.

And discovering your true talents requires you to be open to the possibility that you have strengths that have not been identified yet. I’m reminded of a former advisee that came to school as a ninth grader thinking he was a soccer star.

Despite his lofty ambitions, he was cut from all the top level teams in the first three days of tryouts and found himself on the Thirds team. He was devastated but refused to dwindle in self-pity. He decided to try new things; he auditioned for the play and signed up for Mandarin Chinese so that he could learn something about a culture and part of the world he knew nothing about. He ended up winning graduation prizes for his accomplishments in Chinese language and theater. After graduating from prep school he attended Georgetown where he doubled majored in Chinese-American relations and Theater. I ran into him in New York the other day and learned that after a short stint in professional theater, he spent four years in The Foreign Service before going to law school. He’s now serving as a partner in the largest American law firm in mainland China. Not bad for a self-professed soccer star.

And when I look at our students, I see scores of students who are discovering their talents as a result of the inspiring teachers that they have at Berkshire and the unique curriculum that we have at the School. At Berkshire we accompany a rock solid traditional college prep curriculum with a set of dynamic learning experiences that are designed to prepare students for today’s unique challenges and, most importantly, that help them explore their passions.

I think of students like Jack Kruger, a tenth grader who came to Berkshire with a dream of learning how to fly and attending the United States Air Force Academy. He took an important step toward that goal by enrolling in our Aviation Science Program, a unique integrated science course where students learn about chemistry, physics, meteorology, and biodegradable fuels, all within the context of a unique aviation curriculum. One semester in, Jack has already earned his basic ground school qualifications and learned the art of flying in our computerized flight simulator. The highlight came last week when he embarked on his first flight from Great Barrington to Hartford airport under the guidance of his flight instructor.

I think of Xiao Rui Guo, a member of the Advanced Math/Science Research Program at Berkshire.

Xiao has been honored as one of only 300 Semifinalists in the INTEL Science Talent Search Competition for his project on stem-cell platforms. Since early August, Xiao Rui has met weekly with his mentor, a professional research scientist, from the College of Nanoscale Science and Engineering in Albany. As a result of his distinct contributions to the project, he was recognized as one of the co-authors. When I asked him about his experience he said, “My experience in Math and Science Research was like a condensed blast of everything I was expecting to do in math and science in my college years.”

I think of Clay Cohen who came to Berkshire as a ninth grader without any interest in environmental science and without even the foggiest idea of what the term “sustainability” meant. His transformation came in his tenth grade year because of a chance encounter with our Director of Sustainability, Frank Barros. Clay enrolled in an energy conservation course and got involved in the Green Cup Challenge, an energy saving competition among forty schools, designed to decrease carbon emissions. We took this challenge to the kids and asked them to develop a plan to win the competition. Clay and a friend ran with the project and developed an energy credits trading system among dorms based on the concept of the European Union. As a result of their efforts, Berkshire won the Green Cup challenge.

More importantly, Clay and his friend were two of a dozen students from across the nation to be recognized in Washington, DC by the National Wildlife Federation for their innovative approach to reducing carbon emissions.

We were so inspired by the kids’ success that we set a goal to be the first American school to be carbon neutral by 2015. Clay and his classmates from the advanced Energy Investigations course were charged to develop an Energy Campus Master Plan to show us the way. He and his classmates spent the year interviewing executives from various alternative energy companies from across the land to identify how much of our energy source should be geothermal, wind, or solar powered. They presented the results last spring to the board of trustees, who adopted the plan by a unanimous vote.

The highlight was when Clay showed up at my office one day after interviewing the CEO of a solar technology company from California. With his eyes sparkling with excitement, Clay said, “Mr. Maher…I just interviewed someone from Infinia and I really think that this solar technology is the answer for Berkshire…I just want you to know, Mr. Maher, that we are not going to let the school down.” This is the kind of passion that I want to see in every one of our students and it is what happens when you create learning experiences that are relevant and that benefit someone other than just the students and their teacher.

I saw the same thing when I spoke to Lilly Meade who participates in our exciting Global initiatives program. If we have learned anything in the last year it is how fundamentally interdependent the world is, and so we feel a responsibility to prepare students for global leadership by developing in them an appreciation for, and understanding of, people from different cultures. Toward that end we are developing a global leadership curriculum and establishing a partnership with a school in every continent. Our students will participate in cultural travel exchanges and work with students from other parts of the world to solve real global problems. In three weeks, Lilly and a dozen classmates depart for the Jubilee School in Amman, Jordan, where they will work cooperatively with their students to develop a model for a Middle East Peace Plan. We have students working with our sister school in Malawi, Africa, where they are working with students and a task force of doctors from Tufts University to develop an AIDS Curriculum for elementary school children in this war ravaged and AIDS ridden country. And next year Berkshire students depart for Shenzen,

China, to discuss ways to strengthen Chinese/ American relations.

I see these transformations happening all the time. Whether or not our students find their passion in Creative Writing, in sustainability, or through participating in community service or cultural exchanges with students from other lands, or whether they discover their passions through participating in the fascinating opportunities that exist in independent study or the math and science research program, the opportunity to do something special…something transformational.

So, what do I want you to know?

That you have a responsibility to discover your unique talents by taking full advantage of your education, both here at Allen-Stevenson and at the next stage of your education.

That there will surely be bumps, obstacles along the way, but you can't allow unfortunate circumstances to hold you back from reaching your potential...you still have to forge on and make the most of it.

That you may not discover exactly what you want to do in your life at Allen-Stevenson or at places like Berkshire, but you will find a foundation for future success, and so you owe it to yourself to relish every moment and drink every drop of wisdom from the teachers and mentors with whom you work.

And finally, that your education isn’t just important for your own life and your own future. We need you to take advantage of all that is offered in school if we as a country are to meet the challenges of the future: challenges like global climate change, world-wide pandemics, poverty, and senseless wars.

I can't say for certain that we have in our midst this evening the scientist who will cure cancer or AIDS, the engineer that will develop a gamechanging energy technology, the social worker who will lessen homelessness and poverty, the economist that will help us build new companies and create new jobs, or the leader that will help us create a fairer and safer world. I can promise you, however, that in this room is the talent to do such things; that at your school and Berkshire are teachers who care and who can give you the tools to do such great things; and that at AllenStevenson and Berkshire you will have every opportunity to do great things.

And so I hope in the coming days you will establish goals and aim high. That in a quiet moment of reflection you will consider not only the opportunity that you have here and in your next school, but also the tremendous responsibility you have to use your education to make the world a better place. If you do that...if you truly invest yourself and dig deep, you'll feel an enduring sense of satisfaction, AND help scores of people along the way. Thank you and good luck.

Mr. Maher has been the Headmaster at The Berkshire School since 2004. He is married to Jean, who is the Associate Director of Admissions at Berkshire, and they have three children: Sam, Madeleine, and Isabelle.

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of interest.... !"#$$%&'(!)*+%,-("%).(/.%01+,&(%&(!*2).(34+%5#

The Third Grade boys at AllenStevenson are involved in an incredible writing project with a group of boys and girls in South Africa. Over Spring Break, Mr. Stephen Warner, Assistant Head of the Lower School, taught writing and math at a school in the township of Joe Slovo in Port Elizabeth, South Africa, through an organization called artworksforyouth.org. The boys of 3BM and 3LD decided to create books to send with him on his journey.

The hope is that these books will help start a much needed and deserved library for these amazing students.

Before they began this writing project, Mr. Warner talked about the program and showed them some photos from his trip there last year. Ms. Sue Moon, Third Grade Associate, and Mr. Warner 24

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explained the many differences between Allen-Stevenson and Joe Slovo, as well as some of the similarities in the life of a student anywhere.

They then talked about how students in both schools have stories to tell.

The books created by the A-S boys, with Ms. Moon and Mr. Warner, are compilations of memoirs by each of them. The boys worked very hard on numerous rough drafts and experienced the process of editing and proofreading a piece of writing. A beautiful picture, depicting the moment in time they decided to highlight, was incorporated into their final drafts. The project was completed with a short autobiography in which the boys wrote about their family, friends, favorite things, and any other

interesting facts that make each of them so unique and fascinating.

So that the A-S boys could learn more about the lives and experiences of children in South Africa, the Joe Slovo children also wrote their stories and made books for Mr. Warner to share at Allen-Stevenson upon his return.

The Third Grade boys are thrilled to be a part of this project, and are looking forward to reading the memoirs that Mr. Warner has brought back from South Africa. It is also wonderful that each boy will have a published piece of writing, enjoyed by so many, clear across the world.

Have you ever considered just how complicated the

Students are therefore allowed to fly to Kuwait,

job of the old school full-service travel agent was in

and drive overland. Here the challenge is not

the days before online travel booking? With this job

only to research exactly where these Wonders

in mind, David Sutton, Fifth Grade Teacher, developed

are, or once were, but also how one might be

a series of multidisciplinary lessons around travel,

able to get there today. A further restriction is

including budgeting, mathematics, geography, plan-

that this needs to be accomplished in the short-

ning, and technological skills. Working independently,

est amount of time, staying at least one night at

or in pairs, each student is given a budget for a two-

each location, and for the lowest monetary out-

week vacation. The next step is to go to the Internet,

lay.

and plan a vacation including flight schedules, hotel bookings, scenic attractions in the location, and costs

In these lessons, students learn to navigate the

of meals. An entire budget has to be prepared, includ-

Internet, including airline and hotel sites, and

ing the cost of transportation to and from the airport.

investigate places of historical interest.

Embedded are lessons in planning, budgeting,

After this exercise has been successfully planned and

and logistics. This is a productive exercise

completed, a further challenge awaits the student.

where students become highly engaged in the

Project two is to plan and budget a visit to the Seven

learning process.

Wonders of the Ancient World, or at least the sites of the Wonders. A little poetic or political license is allowed here. For example, flying on a commercial airline into Baghdad poses somewhat of a challenge.

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of interest....

Setting Goals One important habit of our everyday work as teachers and learners – maybe one of the most important – is the act of reflection. Looking back on what we’ve done and learned and seeing how that impacts where we need and want to go is essential to self-awareness and effective ownership of the material. We need time to reflect and converse with ourselves about what we think and why. Too often in our frenetic world, that very essential habit is pushed aside: the urgent takes precedent over the important. We find ourselves at the end of the day with a blurry sense of what happened, with disparate notes we feel unconnected to, and with breathless anxiety borne of the knowledge that we have to do the same thing the next day and the next.

I have goals for my classes. Administrators have goals for the School. Except for “getting A’s,” I wondered what specific goals my students had. And what did they have in place that would help them accomplish their goals? This year I decided to take a step in a different direction by embedding a very specific kind of reflection into my Seventh Grade curriculum every week for the whole year. Every Friday, the boys in my classes fill out a goal sheet, an exercise that insists on thoughtful reflection, assessment, and planning based on that reflection and assessment.

The first part of the process asks students to write down the three goals they had for the week before: an interpersonal or personal goal, a community goal, and an academic goal. That’s the simple part. They then answer a series of questions designed to help them think about what they accomplished and didn’t, why, and how they can help themselves do better. They identify obstacles and solutions and create strategies for success the following week. They also describe what they did that was helpful in accomplishing the completed goals. If they struggled with one, then that goal gets put back on the list for the next week’s goals. This process takes about 20 minutes of class time every Friday – time I feel is well worth expending. I take the sheets home with me and respond to them over the weekend. When the boys get them back the next Monday, they look at my comments and adjust or add to their reflections if they need to. Then those goals go into their planner for the week. We do a similar exercise at the end of every term, looking over the past semester’s goals and making three long-range goals, which we then revisit at the end of the following term.

The wonderful aspect of this exercise is seeing the effect it has had on the boys’ behavior and self-awareness. They pay attention to their plans. They think about what they need to do differently. They take time to own what is theirs to own, to breathe, to think, to stop for some time to develop a weekly habit that could benefit them for the rest of their lives. As for me – I develop my own goals right along with them. It’s a great way to end one week and begin the next.

Susan Lukas, Seventh Grade English Teacher

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Seventh Grader, Jorge Colmenares, said, “It [the goal setting exercise] is less about one’s own goals and more about how one interacts with others.

Goal setting has

made me more aware of being part of a community and a larger network of people.” Jorge likes the reflection and the truthfulness that goal setting has encouraged within him. One of Jorge’s community goals is to help organize his lunch table to follow through on the tasks they have been assigned in the Dining Room. For example, Jorge double-checks who is in charge of the water for that day and whose turn it is to clean up, and ensures that these jobs get done.

“To achieve a difficult goal gives you the feeling of pride in your accomplishment, while accomplishing an easy goal gives you the feeling of achieving very little,” said George Frank, Seventh Grade student.

George said that setting goals during English class has also helped him with his other subjects. One of his long-range academic goals is to get extra help with math.

George has made time this year to meet with someone in the mornings to get that extra help.

Mohammed Islam, Seventh Grade student, said, “I have set myself personal goals in Athletics, which has not always been my strength. One of my goals is to make 3 out of 4 shots in basketball.

I am excited

about a goal I think I can achieve. Now I really look forward to PE, and I am one of the first to get there.” He went on to say, “Goal setting has not only established in me good habits for school, but has also helped me in my home life.”

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of interest....

In Fifth Grade Art, students work on a long-term project called “Invented Civilizations.” Students invent a civilization, past, present or future, and create a document, a map and a ceramic artifact.

This is an especially exciting curriculum, as the Fifth Grade students draw from their classroom study of ancient Greece and Rome. In addition, I feel that Fifth Grade is the age when students are fully engaged in imaginary narratives at a complex level, and are reading novels with fantastical content, such as the Harry Potter series, and Fablehaven, by Brandon Mull. The Invented Civilizations project brings together several disciplines and skill sets: that of geography, history, creative writing and visual art. Each discipline informs the student’s imagination, enabling him to bring his civilization to life.

We begin the class by making a list of all of the attributes and institutions that can exist within a civilization. Some of the categories the students have come up with are: Government, Religion, Culture (art, music, drama), The Economy, Technology and Language. A discussion of these categories helps the students visualize their civilization, and they begin to consider its origin and the inhabitants that live there. In addition, they can invent wars, conflicts and natural disasters as well as inventions and innovations within the societies they are creating. Each student creates notes or a narrative often accompanied by drawings, about his own civilization, creating a 28

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resource that he will use for the entire semester. The next step is to make several sketches for possible artifacts, keeping in mind the purpose that the artifact served or serves. Some students will also create rough drafts of maps at this time. We then share the results as a class, at which point students can ask questions and offer suggestions, before we all begin to create the artifacts.

I then show students examples of both contemporary and historic ceramic sculptures and vessels. I follow this with a demonstration of a wide variety of ceramic techniques. Each student project is different, and I spend the classes circulating and assisting students so that they can be as ambitious as possible. Many students begin the assignment anticipating that they will make something small. I challenge the group to imagine something that can be built over time, and as a result not only make something large-scale, but have time to make changes to the piece along the way.

When the students finish building with clay, they can either begin working on their document or their map. I present examples of student documents and elicit suggestions from the group. The documents range from national anthems to poems and diary entries. The maps usually have keys and provide the students with an opportunity to show how the geography and climate of their civilization has influenced its outcome. In addition, the mapping gives them an opportunity to use language in a playful way, as they invent names for areas such as cities, lakes and so on. We share the documents and maps as a group and often end the course with class presentations. This year we concluded the class with an exhibition on the fifth floor and will exhibit the spring term’s work in the Arts Festival in May. Julia Kunin, Art Department Chair

In Third Grade, the boys focus on researching, designing and building cranes in woodshop.

They learn to work with greater precision in order to complete projects whose size, form and function are more specific, and whose building processes are more complex than their experiences in Second Grade. Consequently, detail, measuring and finish become more important. Putty and different painting techniques are introduced as well. More sophisticated hardware such as hinges and clasps are also integrated into the crane project.

One of the main goals is to get the boys to work collaboratively in problem solving. They are required to create a pulley system as well as ensure that the craneâ&#x20AC;&#x2122;s structure is strong enough to pick up a 5 pound weight. This is a challenge they embrace with enthusiasm. On completion of the project, much fun is derived in testing one anotherâ&#x20AC;&#x2122;s structures.

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Making A Difference highlights some of the many ways in which people give to The Allen-Stevenson School.

main connection we all share is, of course, our children and the joys and challenges of parenting. Thus the C.A.F.E. chats were re-directed to become Parent Chats, each with a specific parenting topic and led by at least two moderators.

The first Chat in November was entitled “The Social Lives of our Children K-9.” As background reading, C.A.F.E. chose a chapter (chapter 12) from Michael Thompson’s book Best Friends, Worst Enemies (see PA page on the website under Meeting Minutes/Podcasts, 11-14-09). Questions and discussions range from how do we, as parents, deal with and accept the social differences between our own children/siblings on to how to manage play dates or lack thereof for those families who live outside the immediate school neighborhood. Dr. Michael Schwartzman, our school psychologist, and Neal Kamsler were very helpful in guiding and providing tools on this topic.

The second Chat in January was entitled “Social Cruelty.” Parents received some great advice from the moderator, Dr. Michael Schwartzman, who was present with David Trower, Neal Kamsler, Steve Cohen, Kim Kyte and Susan Etess. As was explained, social cruelty can range from subtle teasing to outright physical contact. Parents shared their own and their children’s experiences with this, and discussed tools helpful in working through these difficult situations. The handout “How to Protect your Child from Peer Cruelty” (see PA page on the website under Meeting Minutes/Podcasts, 122-10 – source www.parenthood.com) is a wonderful checklist.

C.A.F.E.’s New Parent Chats

The third Chat in April was entitled “What It Means To Be A Child From An Alternative Family” and was moderated by Dr. Michael Schwartzman, Sarah Kresberg and Ahn Lee. An alternative family was defined for purposes of this chat as a divorced, interracial, adopted, same-sex or single-parent family. Once again, our parent body showed itself to be open to discussing difficult topics in a supportive and productive way.

This year has brought about some fundamental changes in the direction of our C.A.F.E. (Cultural Awareness for Everyone) committee. C.A.F.E. was formed as an affinity group approximately ten years ago. Over the years, C.A.F.E. has organized many wonderful events ranging from morning coffees to panels of alumni and students. Last year the School demonstrated its support by creating a Community Life + Diversity committee comprised of Casper Caldarola, Ahn Lee and Steve Warner who work closely with C.A.F.E.’s co-chairs, Monica Machado, Carol Mercurio, Paula Simmons and Lana Woods, and with the Parents Association.

These Parent Chats stand apart from grade-specific Parent Connection Meetings since they are an opportunity for parents of children of all different ages to come together to discuss these issues and thus the Chats provide a broad means of contact and support. All three chats have been well attended, each with over 60 parents present from across all grades. It was wonderful that so many parents felt comfortable in sharing very sensitive issues. That is what C.A.F.E. is hoping to achieve: to open up discussions which will help us, as parents and individuals, to realize that we have much more in common than we have differences. Dialogues like these help us all to know and understand each other better. And the more we can understand each other, the stronger we can be as a community for our children.

At the beginning of this school year, C.A.F.E. expressed a desire to see more parents join its activities and decided the place to start was to focus on the similarities that all parents at the School share, rather than on our differences. The

The next school year promises to bring many more timely Parent Chats and we look forward to seeing you then!

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A Fond Farewell

This month, six Trustees will retire from the Board of Trustees. We thank them wholeheartedly for their service to the School and would like to take this opportunity to reflect on their tenure as ambassadors and stewards of the School.

Colin Knudsen has served as a Trustee since 2003, and has served as Chair of the Finance Committee and Treasurer of the Board for four years.

In this position, he has diligently overseen the School’s finances, and we are most grateful to Colin for providing unflappable leadership in a tumultuous economy. Harris Stein, Business Manager, says “Colin was instrumental in bringing about a true awareness of our financial picture in a form that could be easily understood by all of us.”

Beatrice Mitchell has served as a Trustee since 2003, during which time she has served as Chair of the Development Committee, Annual Fund Chair and has also been an integral member of the Finance Committee.

Bea’s diligence and persistence as a fundraiser have been crucial to Allen-Stevenson.

Ashok Nayyar has served as a Trustee since 2001, and he has served as Chair of the Audit Committee since 2004. Ashok’s guidance during this detailed, lengthy annual process has been most appreciated by all of us at Allen-Stevenson. During his tenure, the School changed auditors and the federal government changed the rules and regulations for non-profit organizations to provide more transparency, and Ashok navigated the changes seamlessly.

Joseph Wayland has served as a Trustee since 2001, and he has served as Chair of the Financial Aid Committee for eight years. Ronnie Jankoff said recently, “I could always depend on Joe to be most thoughtful in his approach to financial aid.” Additionally, Joe has played pivotal roles in many other important Board decisions.

We salute all of these Trustees for their many years of service to Allen-Stevenson. We would also like to recognize two members of the community who served one year terms on the Board, for which we are grateful. Peggy Bewkes, whose son Thomas attends school in Connecticut now, brought her perspective to the Board as a leader in the worlds of media and education.

Alix O’Mara served this year as the President of the Parents Association, a difficult role because of the time commitment that it requires. Alix’s efficiency and attention to detail were very much appreciated by all of us, and her efforts benefited the entire community.

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Spring Benefit Honors Headmaster David Trower This year’s Spring Benefit was a family carnival held on April 16, 2010, at Pier Sixty, Chelsea Piers. Just over 900 boys, parents, faculty, and staff attended this wonderful evening to honor David Trower’s 20th

Benefit Co-cha irs Sue-An n Kasdin Samantha Bro us, and Ca rolyn B elfer

year as Headmaster of Allen-Stevenson (see Jeffrey Beers’ speech on the following page).

Co-chairs Carolyn Belfer, Samantha Brous and Sue-Ann Kasdin orchestrated an evening of games, food and fun for all. Entertainment included various carnival games, ping-pong and air hockey, as well as video games in the Upper School Boys Lounge.

The evening also featured a Teacher Treasure Raffle drawing, organized by Margarita

h long wit rower a Sutton T l ro a vid nd C David a de Teacher, Da ughters ra da is h d n Fifth G a

Benacerraf and Ashu Singh, and Deborah Waldman Gatsos, our Under writing Chair, who helped to raise over $200,000 in under writing.

Gift bags full of treats were given to guests, thanks to the efforts of Tara Lipton and Daryl Simon. None of this would have been possible without our volunteers, who were coordinated

by Beth Klein and Judy Poss.

Tremendous thanks to the Allen-Stevenson community for having contributed approximately $250,000 for the Scholarship Fund.

Raffle C o-c

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hairs M arg

arita Be nacerra f

and Ash u

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s had a ll the kid

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JEFFREY BEERS ’71 HONORS DAVID TROWER My name is Jeffrey Beers and I am an Allen-Stevenson alumnus, parent of two former students, and a current trustee of our school. I have the distinct honor and super personal pleasure of presenting David Trower with this commemorative plaque, celebrating his 20 years of leadership as Headmaster of The Allen-Stevenson School.

I have known David for most of my life and in thinking of a few words I might say tonight, I thought I would share with you a little personal story of how David and I met, some thirty-five years ago.

You see, back in the mid-seventies, after I graduated from A-S, I was a junior at Collegiate and David was one of my teachers. He taught a course in Theology that I was very interested in, although I’m not quite sure why. What I didn’t know was how profoundly David and that course would affect the rest of my life.

David taught me to open my mind, and he encouraged me to think deeply and curiously. He inspired me to ask questions and to have the confidence to not fear that which we do not understand, but to consider what an idea could be or what might be possible. David opened my mind to the essence of creative thinking and for that I will be eternally grateful. David inspired me to be curious, to be passionate, and to be kind.

Well, I think that David encourages us all to open our minds and to always strive to better ourselves. He instills a tremendous sense of confidence and meaning in each of our boys, and he inspires them all to think boldly and to be mindful. I know he had that effect on my own two sons who attended A-S. As this plaque says, I believe David has not only inspired our boys to be scholars and gentlemen, but he continues to open their minds to be curious, passionate, and to be kind. I believe that he instills in us all, the strength and enthusiasm to be more than we think we are.

I cherish and hold dearly David’s skills as a leader and an educator, he has navigated our school through the frenetic 90s, the dark days of September 11, and all the way to the building of a new school. I think what I most admire about David is that he does not merely seek out the road less-traveled but he paves new ones and he invents the future boldly and fearlessly.

I could go on and on, but all I really want to say is that I think we are all very lucky to have David!

I know that everyone in this room and in the Allen-Stevenson community will join me in thanking you David, deeply, and congratulating you on 20 magnificent years as Headmaster of Allen-Stevenson.

Congratulations, David!!!

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DANYA HABER, Drama Teacher and Production Manager, and her husband, Michael, added a son, Milo Shalom Haber, to their family on November 5, 2009. Big brother, Oliver, is very excited!

Milo Shalom Haber

Admissions Associate, JEAN McCAULEY, became the grandmother of twins!

Her son, Ken McCauley ’93, and his wife, Genevieve, are living in Albany and having a great time with Annabelle Lee and Jack Robinson, born August 18, 2009.

Annabelle likes to help out Jack whenever she can.

Annabelle and Jack McCauley

Spanish teacher, ELSA WILKIS, welcomed her first grandchild, Conrad Thomas Wilson. Born to parents, Alexandra Wilkis Wilson and Kevin Wilson, on March 11, 2010 at New York Presbyterian Hospital in New York City, Conrad weighed 8 pounds 4 ounces and was 22 inches long. Congratulations Abuela!

Elsa Wilkis with Conrad

Trumpet Teacher, THOMAS VERCHOT, performed in January at the Auditorio Nacional in Madrid, Spain, with the Ostravska Banda. In March, he was presented in a solo recital of trumpet and organ compositions for the Glen Ridge Community Concert series in Glen Ridge, NJ. He also performed in Carnegie Hall with the orchestra of the Oratorio Society of New York.

Thomas Verchot

Lower School Music Teacher, ROBELYN SCHRADE-JAMES, is excited to finally be able to answer, “Yes! There will be another Carnegie-Weill piano recital this year. The reserved date is Sunday, November 21!” Robelyn looks forward to sharing music and the spirit of Thanksgiving with you.

Robelyn Schrade-James

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where are they now?

Have you wondered about some of your teachers and how they are spending their time now?

We’re in contact with many past faculty members and will be highlighting them in the Lamplighter.

NORA ELISH After many happy years at Allen-Stevenson, I taught Fifth and Seventh Grade English at Nightingale-Bamford. I am currently Dean of Students and Assistant Director of the Middle School at Dalton. While I miss some aspects of the day-to-day life in the classroom, I am delighted to be working with students, parents and teachers in many different capacities. From helping students and their families navigate the tangles of Middle School life, admissions and diversity work, mentoring and evaluating new teachers, and occasional substitute teaching, I am enjoying my administrative role.

My sons, Andy ’03 and Jamie Elish ’06, are in college, and my husband Harry and I are adjusting to our empty nest.

SCOTT HARLAN I retired 20 years ago in 1990, though I continued to help out with G&S for another 10 years because it was so much fun working with Michelle Demko, John Doyle and a bunch of wonderful kids.

Since retirement, we've spent half the year from May through October - living near the small town of Indian Lake in the Adirondack Mountains. Besides paddling my canoe, I enjoy reading, listening to and making music, gardening, swimming, hiking and cooking. On a more socially responsible note- I've volunteered at the library, helped High School kids with their term papers and sold tickets and such at the wonderful, reconditioned Art Deco Indian Lake Theater.

The only theater showing regular movies in Hamilton County!

From November to May we live in Manhattan attending plays and concerts, catching up on TCM movies and jousting with the landlord who is constantly looking for new ways to raise our rent! Mostly, we try to rest up for the strenuous summer activities ahead.

BETTY MAROLLA The most exciting thing I have done since retiring was a trip to Africa. In the fall of 2007 friends from Canada and I went to Tanzania and climbed Mt. Kilimanjaro. We spent about a week ascending the mountain and had a beautiful clear day when we reached the summit. After the climb, we spent another week on safari in the Serengeti and the Ngorongoro Crater. We were lucky enough to see all the major wildlife. It was a dream come true for me.

Retirement is wonderful! During the summer months I live with my partner, Robert, in Bella Coola, British Columbia. The Coast Range of mountains make for challenging climbing. We grow a big garden and have apple and cherry trees to tend. Bald eagles are as common there as pigeons in Manhattan. I'll never get used to seeing them every day, nor the occasional bear walking through the yard. There is so much to learn and do. I'm never bored, that's for sure.

We live upstate in the Hudson Valley from October through March. My little town is called Rosendale and is between New Paltz and Kingston. While there, we do a lot of hiking, snowshoeing, and cross-country skiing at the Mohonk Preserve and in the Catskills. Bird watching, nature study, and reading fill many hours, and I visit New York City regularly to go to museums, see plays, and visit friends and family.

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!" # $%% #&

Veteran teacher David Kersey h '98 writes an electronic column called "As I See It." This column was reprinted from the February 2010 issue.

“Academically Able Athletes Authenticate their Acumen by Analyzing Analogies and All Aspects of Accurate Answers against Sagacious Sensible Students who Seriously Solve and Synthesize Superlative and Scientific Speculations.”

Do you remember this string of A-words and Swords? Do you? Can you hear the voice?

Remember the scene? Yes, of course, you can.

Yes, it’s John Pariseau’s voice. And yes, it’s the opening to the School’s annual Academic Bowl.

You will also remember that it starts with a seatlifting blast of Richard Strauss’ “Also Sprach Zarathustra” (Okay, the theme from Kubrick’s 2001, A Space Odyssey), and a light show that rivals the home-court introduction of the New York Knickerbockers. And later on you would certainly recognize the ancient blue and yellow police lights of the “buzzer round.” And yes, there’s tinsel, lots and lots of silver tinsel. As you know, Mr. Pariseau stepped down as Associate Head of the School last June, and yet there he was two Mondays ago playing to a standing-room-only crowd in the new Assembly Hall very much in charge of things and firing questions – he has hundreds – at teams of “Allens” and “Stevensons” who flanked him left and right. It was Academic Bowl XL, which means that he’s been running this show since 1971, his first year at the School. John tells me he will be back on the podium next January, but after that he’s not sure.

I hope he keeps doing it. What fun it is for all the rest of us, for the boys, for faculty (Jim Holt comes back every year to keep score) and staff, for parents, for alumni, how it brightens our long, dark January days. And how the irrepressible Mr. Pariseau relishes the whole affair! After the show, Roger Raines ’80, who never misses an Academic Bowl, was greeted by Mr. Pariseau with a big smile and an arm raised high to show Roger that he had not forgotten Roger's favorite question: “With which arm does Lady Liberty lift her lamp?”

(Everyone knows that.)

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There were several other alumni in attendance – faculty members Randy Schrade ’76 and Jaison Correa-Spain ’97, in charge of generating the new high-tech audio and visual questions, Alex Klebanoff ’98, who is interning in the art department, and Jim Seligman ’73 and Shuui Hosoi ’87, whose sons Jad Seligman ’12 and Sota Hosoi ’11 were on the winning Allens team. Jimmy Seligman remembered that he was in the Academic Bowl back in 1973 - Academic Bowl II that would have been. Perhaps you were up there in the lights once yourself, with the whole school watching, as Mr. Pariseau tested your mettle - maybe you were an Academically Able Allen or perhaps a Sagacious and Sensible Stevenson. Or maybe you were like me, trying to keep up with the breakneck pace of things: “How many numbers from the hour hand of a clock are not perfect squares?” And the final question this year: “Name the A-S Headmaster who kept the School open after the blizzard of ’78 crippled NYC.” The boys got them both.

Alex Klebanoff is not alone in returning to the School this winter. Laurence Smith ’00 (Yes, the last of the Smith Brothers) is also interested in teaching and has been following me around. He’s in his last year at Baruch College and hopes to be teaching history in one of the junior boarding schools next year. Daniel Demarse ’05 is helping out in the theater, with “Twelfth Night” last fall and now with “Pirates of Penzance”. They seem excited to be back at the School and I think the faculty delights in working with them. I certainly do. At lunch today I asked Klebbie how things were going in the art room and though he was amused by the irony of his situation, he seemed entirely undone by his encounter with the Sixth Grade that morning. “They’re a rowdy bunch,” he said.

“They call me Special K.” I told him that Laurence was going to take up the Treaty of Versailles with the Seventh Grade next week; then I went back to the salad bar in search of more Israeli couscous.

Last Tuesday evening I was at the Father and Son Dinner. You’ll remember those occasions were once held in the old gym under the basketball nets. They are now in the Assembly Hall, transformed by lighting and decorative touches into an elegant dining space. Gone are the brandy and cigars, but it is still largely an all-male affair that is unfailingly sentimentally affecting: fathers and

sons easy in their talk and at home in the company of other fathers and sons. The Lower School Father and Son Breakfast is another such event. I went looking for father-son strife the other morning, a little drama to intensify the day, only to find sunshine and delight. When I asked five former students, now upright fathers, if they expected worse to come, they all five looked at me uncomprehendingly as if their future was now – is now – and the possibility of struggling with their sons had not occurred to them. “My son is very happy at school and I am happy with him, for him!” The father-son events at every level bring out the best in every man; maybe that is one of the charms, the gifts of attending an all-male school—that and the satisfying continuity experienced by the institution’s creaking teachers, by Mr. Pariseau, for instance, by me, to see the boy you taught in 1970 now the father of a boy in the class of 2017, a boy you might teach.

The first week back from school was befitting an old-fashioned January - cold, frigid, snowless.

Such days with or without snow are my favorite for the parade of boys, miniature Michelin men, packed in snowsuits as for an Everest expedition, on their way—their laborious way—up the west stairs, four flights up, eighty steps to be exact, to the roof. I like to ask them, “Where are you going?” “To the roof,” one of the boys said, “are we there yet?” Seven years from now some of these inflated boys will be a part of the Academic Bowl, by which time they should know, as every New York boy knows: it’s with the right arm Lady Liberty lifts the torch.

Before I close I want to remind you about the year’s alumni event on March 13. In addition to recognizing milestones reached by reunion classes, including several class parties, the alumni are also celebrating the role music has in the School over the years. We have invited all of the School’s music teachers, past and present, including Stanley Gauger and Rolande Schrade.

There will also be some performances by the current boys, and a rollicking sing-along with a guest Pirate King, Tristan Howard ’96. I hope to see you there.

If you are an alumnus and would like to receive Mr. Kersey’s column, please send your email address to Monique Lowitt, mlowitt@allen-stevenson.org and write "Subscribe to 'As I See It'" in the subject line.

!"#$%&' ()(%*+' 1/#%2'!"#$%&'3!1 Young alumni returned to school for donuts and good cheer the day before Thanksgiving.

4567 Alumni, parents and faculty watched David Mamet’s newest play, RACE, on Broadway starring Richard Thomas ’66 and produced by Jeffrey Richards ’62. Guests enjoyed a private discussion with Thomas and Richards after the show.

,-('./-0(1 Hockey players with coach Phil Amplo, and under the watchful eye of honorary coach David Kersey h’98, played ice hockey at Chelsea Piers.

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8(#%&/% 9((0(%3 Over two hundred alumni reconnected with classmates, friends, and former faculty during reunion weekend March 12 and 13. Over 10 classes held class parties at homes, bars and restaurants. They also gathered at Allen-Stevenson for a spirited basketball game versus the faculty, watched a rehearsal of “Pirates of Penzance,” and took tours of the School during the day. In the evening, they returned for an all-class cocktail reception and a concert celebrating the tradition of music at Allen-Stevenson, past and present. Former and current music teachers were honored, including Stanley Gauger and Rolande Schrade.

Class of 1999: Edward Stautberg, Matthew Keller, David Benzaquen, David Trager, Thomas Zipser, Micah Weiss, Alexander Appel, Maximilian Warncke, Jedd Sereysky

Class of 1990: Craig Magee, Colin McCabe, Craig Kirsner, Nicolas Abadjian, Townsend Crum

Robert Trainer ’31

Susan and Roger Lipsey ’55, Mara Landis (parent) and Lewis Bernard ’55

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Class of 1984: Andrew Minkow, John Henry, Philip Utsch, Marc Rice, Edward Bicks, Hagen Scutt, Tsvi Landau, Timothy Packard

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Maurice Edelson ’78 and David Kersey h’98

Class of 1964: Back row: Kim Takal, George Freeman, Peter Rea, Andrew Sereysky, Anthony Hayden (former faculty), Carlos Davis. Front row: Sean Konecky, Lanny Paykin, Michael Cook

!"#$%&' ()(%*+'

Robelyn Schrade-James, Christopher Schrade-James ’05, Randolph Schrade ’76, Robert Schrade and Rolande Schrade

Philip Utsch ’84, Peter Kellner ’84 and Jeffrey Jenoure ’79

Class of 1979: Frederick Ziegler, Christopher Miller, Andrew Speyer, Steven Drechsler, Jonathan Levy, Jesse Cohen, Peter Papazoglou, Clinton Johnson, Jeffrey Jenoure, Michael Schiff, Neil Bader Class of 1985: Patrick Horan, Jeffrey Haber, Andrew Mercy, Simon Wasserberger, Stanley Shashoua, Richard Leonard

Stanley Gauger could not make the celebration of music, but greeted all from his home in Florida via a recorded telephone message.

Alumni/Faculty Basketball Game

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P R E S E R V I N G T H E PA S T : F U R T H E R I N G T H E F U T U R E If you have a yearbook and want to donate it, please contact John Pariseau hโ 98 (jpariseau@allen-stevenson.org).

The School has been publishing yearbooks since 1947 and needs additional copies of the following years (bolded years are the most urgently needed).

1947, 1948, 1949 1950, 1951, 1957, 1958, 1959 1963, 1964, 1966, 1967 1971, 1973, 1974, 1975, 1976, 1979 1980, 1985, 1986, 1987 Sarah Kresberg, the Library Director, reports that the boys love to read the books from the past, not just the recent ones, and that they learn much about the history of the School by doing so. โ Your love of the School is matched by theirs, and future generations surely will also be inspired by what they learn from the yearbooks,โ said Mr. Pariseau.

We would like to thank Craig Kallman โ 80, who transferred VHS and cassette tapes of past Gilbert & Sullivan shows and concerts to DVDs and CDs so we can view them and use them. As Mr. Pariseau continues to organize the archive collection, you will hear about our needs and learn more about our collective history.

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

1930s

1960s

Robert B. Trainer ’31 and his wife, Shirin, came to the Reunion Weekend festivities to hear the reunion concert and celebrate his 79th AllenStevenson reunion.

Edward Finch Cox '61 was elected chair of the New York State Republican Party and is reported to be on a mission to revitalize the party. He has worked as a corporate attorney with Manhattan law firm Patterson Belknap.

1940s William Maclay ’45 of Maryland came back to watch “Pirates of Penzance,” the show he had been in 50 years ago at Allen-Stevenson.

Philip Du Bois ’46 writes that he is “setting up an environmental education center on 1,800 acres of land in Peterborough and Greenfield, New Hampshire.”

1950s Philip G. Proctor ’55 (phil.proctor@mac.com) performed at the 92nd Street Y in November. “Proctor’s prodigious musical and linguistic talents (including fluency in seven languages) have made him one of today’s most sought-after voice artists. Among his many credits, he has been the voice of "Big Brother" for three seasons and was heard as Howard in "Rugrats," the seahorse Bob in "Finding Nemo," Charlie in "Monsters, Inc.," and the drunken French monkey in Eddie Murphy’s "Dr. Doolittle" series; he can be heard as a Cajun Firefly in Disney’s "Princess and the Frog," as noted in the catalogue. Phil performed in a comic play called THE PSYCHIC at Garry Marshall's Falcon Theatre in Burbank, CA, in March and April.

should probably switch accountants).” He lives outside Boston in Newton and runs a consulting business working with health insurance providers to reduce the need for hospitalization for patients.

Robert Burge '76 got together with classmate William S.

Ralph Parker ’64 passed away in May 2009. Ralph had worked at Eastman Kodak for twenty years before leaving to establish his own business called Emfotec Information Systems. He was president of the company which provided a variety of software programs for emergency medical services and ambulance personnel.

Christopher Fawcett ’66 (cbfhome@aol.com) sent an email noting that he “just moved to Brooklyn after having a Manhattan address my whole life.

It's strange to live in another borough.”

1970s Alfred B. Lewis ’71 (diseasemgmt@aol.com) wrote a book

OOBonomics. Al states, “You will like OOBonomics, if you enjoy new ideas, can ‘think outside the box’ and have a sense of humor. In other words, my accountant hated it (if your accountant likes it, you

Hanway '76 (bill.hanway@aecom.com) in London over the Thanksgiving break. Bill is an architect in London and is playing a pivotal role in master planning the 2012 Olympics in London. Robert (antiques@yaleburge.com) continues in the antiques business in New York and has a Second Grader at Allen-Stevenson. See profile on page 43.

John Carr ’76 (jtc11@columbia.edu) performed both in the chorus and as the Innkeeper in Die drei Pintos with the Bronx Opera Company in January. He will perform again with them in Don Pasquale in May at Lehman College. He also sings with St. Andrew's Chorale which performs three times a year.

Alan Dean Benjamin ’78 (alanamy@optonline.net) has been working on the technical side of the telecommunications/networking industry for over 25 years, starting with a 14-year tenure at AT&T and eventually becoming a Systems Engineer at Cisco Systems. Alan has also remained a very serious musician and, in addition to forming a very successful progressive rock band called Advent (whose last CD received a rave review in Guitar

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A L U M N I Player magazine) and performing with a reformed incarnation of the legendary 1970s "prog" band Mirthrandir, has also worked as an advocate for creative music in many capacities--including writing for several publications, authoring liner notes, and copyediting text for CDs, DVDs, and English subtitles on foreign DVDs. He currently lives in north-central New Jersey with his wife, Amy, and 16year-old son, Jesse, and has a 25-year-old son, Alex, as well.

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Roger Raines '80 is working at Maialino, the new restaurant run by Danny Meyer in the Gramercy Park Hotel.

Mitchell Spiegel ’82 (BMS16969@aol.com) and his wife,

Peter Ivan Margolis ’78 of Corte Madera, California passed away unexpectedly in his sleep on September 20th, 2009, according to the Marin Independent Journal.

Michael Schiff ’79 (schiffym@aol.com) visited the school with Bonita, had a baby girl, Mia Belle, born August 28, 2009. She joins brother, Nelson, who is in Kindergarten at AllenStevenson and brother, James.

his wife, Jennifer, and three children the day before Thanksgiving. He is a television writer and producer living in LA. He wrote for television program “Third Rock from the Sun.” He and Jennifer also returned to New York for Reunion Weekend.

1980s Paul Aston ’80 (paul_aston@earthlink.net) and his wife, Mary Eliza, had a baby boy, Blake Hunter, last July. Paul is a mathematical economist who trades quantitative currency strategies at Morgan Stanley. He writes: “I am still composing (when I have the time) and playing the guitar, bass and keyboards.” Paul played in the alumni hockey game last December.

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Ian Ratner ’83 (ian.ratner@barclayswealth.com) is an Investment Advisor to individuals, foundations and professional investors at Barclays Wealth. Previously, he spent twelve years as a Managing Director at Lehman Brothers. “My wealth management practice at Barclays includes private business owners, private investors and corporate executives. I earned a B.A. from the University of Michigan and a J.D. from the Fordham University School of Law. I am married with four children and live in Ho-Ho-Kus, NJ.” Chris Weitz ’84 was a producer of Tom Ford’s film “A Single Man,” based on a novel by Christopher Isherwood, and starring Colin Firth and Julianne Moore. Firth was nominated for an Academy Award for Best Actor and the movie was an Official Selection at the Toronto, Tokyo and London film festivals.

Kris Tate Haber ’85 joined (stealthkth@graffiti.net) Threadneedle Investments (a UK based

investment manager) in November 2009 as President of North America and Global Head of Alternative Investments. He previously worked at Lazard for 14 years where he was Managing Director, Head of Alternative Investments. Between jobs, he took six months off during which he practiced his kite surfing skills in the Dominican Republic, Outer Banks and in the Hamptons.

Polo Dobkin ’87 (polodobkin@gmail.com) Grub Street reported in February: “Forget the Oscars, folks. The semifinalists for the chef and restaurant categories of the James Beard Foundation Awards (the Oscars of the restaurant industry, natch) have been announced. Here’s who the Beard’s mystery panel of 400 judges have selected as the crème de la crème among the 21,000 entries submitted online starting late last year…. A surprise in the Best Chef: New York City category: Polo Dobkin of Dressler, one of many who’ll get a big recognition boost from the nom.”

Lewis Liebert ’88 (liebert@performanceflightny.com) and his wife, Emily, welcomed son Jaxsyn Alvin Liebert on October 14, 2009 at 8 pounds, 11 ounces, and 21 inches long.

They live in New Rochelle, and Lewis runs a flying school called Performance Flight.

1990s Nick Abadjian '90 (nick_abadjian@yahoo.com) is living in Queens with his wife and young daughter.

Townsend Crum '90 (townsendc@gmail.com) is living in Portland, Maine, working at DeLorme Publishing, a map company.

Stefan Friedman ’90 (friedman@knickskd.com) and his wife, Amy Glickman, stopped by the School on the way to a doctor’s appointment a few

Tristan Howard ’96 (tristis10@hotmail.com) performed with

David Hirschfeld ’99 (david.hirschfeld@gmail.com) is living in Las Vegas and running a real estate business there. He is in New York often.

weeks before his wife gave birth to their daughter, Lucy.

Lucy Sam Friedman arrived on November 7th, measuring 6 pounds, 11 ounces.

Joshua Graver ’91 (josh.graver@gmail.com) moved back to New York in the fall after finishing an MBA at MIT. He is working as an equities trader at Barclays Capital – particularly working on electronic trading. He also has a PhD in Aerospace Engineering from Princeton.

Nicholas Hoagland ’99 (nicholashoagland@gmail.com) is serving in the Peace Corps in South Africa. his comedy troupe for Allen-Stevenson parents in February and led a singalong as “The Pirate King” on Reunion Weekend.

Jaison Correa-Spain ’97 (jspain@allen-stevenson.org), Clarence Fruster ’97 (jah13c13@gmail.com) and

David Lonstein '93 and his wife Jenna had a baby girl, Gracie Maya, in January.

Ross Millhiser ’94 (RMillhiser@gmail.com) and his wife, Aaron, had a baby girl, Jasset Wolfe Millhiser, born August 16th, 2009, and weighing 5 pounds, 14 ounces.

Alexander Moscato ’95 (tfp.scenario@yahoo.com) writes: “I have been living in Japan for over four years. I am teaching English in Tokyo. As well as teaching, I have been producing a full-feature mockumentary. Upon its completion I would like to find a means of distribution.

I am looking forward to hearing how things have been going for my fellow alumni. I hope all is well for everybody in the States considering the economic situation.”

Bali Kumar ’99 (bali.kumar@gmail.com) has been living in London and working as an executive pay consultant. After graduating from Brown, he pursued a Master's Degree at the London School of Economics. He is heading out on a world backpacking trip.

Matthew Roseman ’99 (matthew.a.roseman@gmail.com) lives in LA and works at a private equity/film production company. Twin brother, Eric Roseman ’99 (emroseman@gmail.com) is in a post doctorate program at Columbia.

Ken McCauley ’93

and his wife, Genevieve, are having fun with twins Annabelle Lee and Jack Robinson, who were born August 2009.

David Benzaquen ’99 (dbenzaquen@farmsanctuary.org) is based in Watkins Glen, New York, working as a campaign coordinator for organization farmsanctuary which does “rescue, education and advocacy work to end cruelty to farm animals.”

their band, Jah-C & The Antidote “opened for the infamous rapper KRS-One at another sold out show in Park Slope, Brooklyn, at the club SouthPaw” earlier this year.

T. Sean Durkin ’97 is producing films.

Wyndham Boylan-Garnett ’98 (djscribblative@hotmail.com) is assistant director of “Our Town” under the direction of David Kersey at Allen-Stevenson.

Alexander Klebanoff ’98 (ahklebanoff@gmail.com) is also back at A-S working in the Art Department with Julia Kunin.

James Tate ’99 (jtannertate@gmail.com) says, "I took two years off after graduating from high school (Fieldston), and worked for a National Geographic Photographer in Asia. I graduated from N.Y.U.'s Gallatin School of Individualized Study in May of ’08 and have since been working as a Bartender at Dorrian's (Saturday nights) and at a small private equity firm, Capital Royalty. I am still living on the Upper West Side and currently have a Golden Retriever, Jack."

Thomas Zipser ’99 (tomzippy@gmail.com), is an associate at G. C. Andersen Partners, a merchant bank doing traditional investment banking services and private equity. Tom said, “I have the pleasure of working on both sides of the business. Recently we have been focusing on large renewable energy projects and game-changing technology in the clean-tech space (these include solar PV and concentrated, wind, hydro

A L U M N I electric, geothermal, coal to liquids, sugar cane ethanol, ag waste and environmentally friendly chrome). We also do a lot of industry roll-ups (lately we have done them in education, veterinary hospitals, aggregates and beer brands).” Tom was out for drinks with Micah Weiss ’99 and ran into Jamie Tate ’99.

2000s Laurence Smith ’00 (laubsmith@gmail.com) is shadowing David Kersey and student teaching 7th

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photographs in the Lana Santorelli Gallery as part of the group show titled “Reawakening.”

Andrew Etess Zimmerman ’00 (andrewzimmerman@gmail.com) earned a Master's Degree in Architecture from Washington University in St. Louis last December (following an undergraduate architecture degree from Wash U as well) and moved back to New York City to join Howard L. Zimmerman Architects.

Matthew B. Levinson ’02 (fugazi61@aol.com) is in a rock and roll

Evan Griffith ’07 (evan_griffith@horacemann.org) was honored as the national winner of the 2010 Charlotte Hoyt Bagnall Organ Scholarship competition.

James Rucinski ’07 won the Courtney Adams Music Scholarship at Franklin & Marshall where he will begin college in the fall.

In Memoriam Joseph C. Roper ’30 Peter Von Berlo Heide ’53 Paul Jean LaGrange ’59 Ralph Parker ’64 Peter I. Margolis ’78 Robert Perry Zuckert ’84

Grade at Allen-Stevenson as he explores a career in teaching.

Damian VanCamp ’00 (DamianVanCamp@gmail.com) curated

style band, Reckless Sons. They recently won a contest at CBGBs and are scheduled to tour in the United Kingdom this summer.

David Perry ’02 (dperry1@att.blackberry.net) started his own record label, Boo Dot Records, and he has signed a group called Jonny Rooms and Dutch Master Spence.

Rudolph Pica ’02 (rvp917@aol.com) joined the New York based firm of Emerald Creek Capital, a commercial real estate lender that provides capital for commercial real estate properties, in October 2009 as an underwriter.

Peter Quinn ’06 (pquinn91@ucla.edu) graduated from St. Ignatius College Prep in San Francisco.

He is now a freshman at UCLA.

an exhibit on alumni in music at Alumni Reunion weekend. Damian also has three

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Tucker Lowe Davis ’97 TUCKER LOWE DAVIS ’97 died in February after braving a battle against fibrolamellar hepatocellular carcinoma since 2008. He graduated from the University of Colorado. He was a member of the CU Freestyle Ski Team and met the love of his life, Alisha, in Boulder.

Following graduation, Tucker worked for three years as an investment banker in New York City with Bank of America's Financial Institutions Group. Standing 6' 5", this "gentle giant" had an extraordinary gift for mathematics, logic and puzzles. He and Alisha, their friends, and family started the Fibrolamellar Cancer Foundation (www.fibrofoundation.org) to help fund research for a cure and raise awareness of this rare liver cancer.

Alumni Profile: A Conversation with William Hanway ’76, Executive Director of Operations - Europe for AECOM, in London, by Robert Burge '76

Memories of

Robert Perry Zuckert ’84 After graduating from Allen-Stevenson in 9th Grade, Robert attended Phillips Andover Academy, Alliance Francaise in Paris and the University of CaliforniaIrvine. He was injured in 1994 while playing rugby for the University of California-Irvine, and at the young age of 24 became quadriplegic and lived with that disability for the rest of his life.

He died in April and is remembered fondly by friends.

“His classmates may have known him better. For my own part, I basically idolized the guy, who was the best example of a renaissance-man-in-the-making I've ever known.

He was larger than life, the best athlete I've ever known, literally able to take on the entire defense single-handedly in football, lacrosse and hockey, weaving his way to a score whenever needed; he was fast, powerful and incredibly graceful all at once. He was also kind and inclusive, always letting us younger classmen play along, though he often hid his kindness behind a rough exterior that could be intimidating.

When I consider, sitting here today, some of the key passions and experiences of my life, Zuckert's influence is unmistakable. His sports became my sports and he was perhaps the #1 reason for my desire to go to Andover -- if Zuckert went there, it had to be the best.”

Andrew Mercy ’85 “I have rarely known anyone, much less any boy, whose personal magnetism was as strong as his. Such was the force of Robbie’s personality and powerful presence in the School that, as an eighth grader, he actually brought his girlfriend to class for an entire day and not one teacher or administrator commented on this unique visitor’s presence! I remember his love for David Kersey – expressed in a talent show by dancing his impression of that great teacher’s zeitgeist to the song, “Owner of a Lonely Heart” by Yes. I certainly remember vividly his take on the role of Count Orsino in Mr. Kersey’s Twelfth Night: his Orsino was no dreamer, but a haunted, angry lover who spat out the line, “If music be the food of love, play on…” as if it broke his heart.

I remember his deep, almost ferocious love for his brothers and for his mother and father. He said he once dreamed that Sandy had bought him a leopard as a pet, and that she had brought it to a football game and let it run across the field to him in victory. That leopard is iconic of Robbie Zuckert: alert, intelligent, graceful, powerful, and agile – a symbol of the natural world he loved inside the noisy hive of our urban existence. He last wrote to me from a mountaintop in Montana before he made the decision to pursue acting in Paris – he was excited by the new adventure in front of him, not at all worried about the challenges of the theater or life in a foreign country that would have daunted me.”

Caroline Berry, former faculty

Hanway’s firm is master planning the London 2012 Olympic and Paralympic Games as well as the post games legacy framework.

Bill has been involved since 2003, helping to secure the original winning bid for London in 2005. Classmate Robert Burge ’76 spoke with him about this high profile project: “The Olympics represent a unified moment of celebration for the world, of people coming together from all corners of the globe,” described Hanway.

“The delivering of an Olympic Games is a huge undertaking, with the creation of an Olympic Park which includes the Olympic village to house some 17,000 athletes and coaches as well as the sporting venues and the supporting infrastructure. This requires a dedicated team of professionals working together under severe time pressures, with a fixed deadline (Summer 2012). Delays are clearly unacceptable,” stated Hanway. He is pleased to report that all of the work is on schedule.

Hanway particularly enjoys that he is working with celebrated architects, from around the world to build new edifices for the Olympics.

They include Michael Hopkins on the Velodrome, Zaha Hadid on the Aquatics Centre, Ken Shuttleworth on the Handball Arena, and HOK Sport on the Main Stadium.

“Most importantly, the Olympics are a catalyst for investment and regeneration of the ‘East End’ of London – long regarded as the poor cousin of the tourist destination we all know,” said Hanway. “The infrastructure of this area of London is being completely rebuilt. There will be new schools, health facilities, transportation hubs, housing and a new 200 acre public park."

Hanway and Burge were not only classmates at Allen-Stevenson, but at Hotchkiss as well. Hanway has two sons, Will (15) and Colm (13). Will attends Eton and Colm is at The Hall, an all boys primary school not dissimilar to Allen-Stevenson. Hanway’s wife, Christine Chang, is also an accomplished architect. She was responsible for the Holocaust Exhibit at the Imperial War Museum and the masterplan for the V & A Museum in London.

Legacy Admissions: We are delighted to note an increase of interest in Allen-Stevenson among alumni who have sons of school age. Because of this situation, the School has developed a policy to handle Legacy Status: alumni may request an early admissions decision although Legacy Status does not mean an automatic or guaranteed acceptance. Alumni who are interested in applying their sons should call the Admissions Office at 212-606-0884.

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THE LAMPLIGHTER WILL NOW HIGHLIGHT FACULTY AND STAFF INTERESTS OUTSIDE OF ALLEN-STEVENSON.

MERRILL HUGHES

Allen-Stevenson’s Lower School Physical Education teacher, was recently elected as the "Northeast Region Director" of the United States Billiard Association (USBA). He will be running tournaments, recruiting new members, voting on new issues and traveling to many rooms on the East Coast to train owners on USBA topics. Merrill directs and plays in 3 Cushion Billiard tournaments. He can often be seen live on the Internet on Saturday mornings playing in a tournament in Flushing, Queens. See the website: CaromTV.com and click on the camera on the top of the page. If you are interested in finding out more about the USBA or billiards, visit: USBA.net.

ERIK RESURRECCION

First Grade Teacher, Erik Resurreccion, has run the New York City marathon every year since he started working at Allen-Stevenson. That would make 14 and counting... His running partners have included Sally Allen, Tony D’Itri, Stephen Warner, and John Zufall.

SUSANNA HARWOOD RUBIN

In addition to her work as an artist, Susanna is a certified Anusara yoga teacher who teaches publicly at Virayoga and privately as well.

During the month of April, she was a featured blogger at SocialWorkout.com, writing about her hybrid art and yoga life!

HARRIS STEIN

Harris Stein, Business Manager, (pictured third from the left) has just completed the USAF Auxiliary-Civil Air Patrol’s officer Leadership and Advancement Course. He is currently Second Lieutenant with the USAF Auxiliary. His primary function with the USAF Auxiliary-Civil Air Patrol is communications, where he is the assistant communications officer. For each mission, he is one of the planners establishing the communications plan for missions and events. He is also responsible for briefing senior members and cadets prior to the action phase of all activities.

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S P R I N G

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HELP TO MAKE THE ANNUAL FUND A SUCCESS

Please support the Allen-Stevenson Annual Fund as generously as you can.

It is with your kindness that Allen-Stevenson is able to provide boys with the finest education possible. The Annual Fund helps to bridge the difference between what is charged for tuition and what it truly costs to educate each boy. The largest budgetary items are scholarships and faculty compensation.

We cannot reach our $2.1 million goal without your support. Please give as generously as you can. The Annual Fund closes on June 30, 2010.

Every gift makes a difference!

To support the Annual Fund, you can use the enclosed envelope or go to www.allen-stevenson.org to give online.

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. 8048

SAVE THE DATE March 11-12, 2011

REUNION

WEEKEND

ALL ALUMNI ARE INVITED TO THE 2011 ALUMNI REUNION WEEKEND. CLASSES CELEBRATING MILESTONE REUNIONS ARE: 1931 1941 1951 1961 1971 1981 1991 2001 2011 1936 1946 1956 1966 1976 1986 1996 2006 Mark your calendars now for a weekend full of events, including: ------

Class Parties Cocktail Reception Annual Alumni/Faculty Basketball Game Gilbert & Sullivan Rehearsal Student-led Tours of the School

If you are interested in serving as a Reunion Chair, contact Monique Lowitt, Director of Alumni Relations, at mlowitt@allen-stevenson.org. or 212 933 5420.