the allen-stevenson school magazine winter 2014
Educating Citizens of the World Understanding Difference
THE ALLEN-STEVENSON SCHOOL
LEADERSHIP 2014-2015 BoarD oF trUstees
Mark I. Greene, President Ronald S. Rolfe ’60, President Emeritus Joshua Harris, Vice President & Treasurer Lisa Pagliaro Selz, Secretary David R. Trower h’95, Headmaster Dana B. Cowin Alexandra Wallace Creed Paquita Y. Davis-Friday Kenneth M. Garschina Alexander G. Gellert ’79 Fredda Goldberg* Stephanie Drescher Gorman
Executive Committee James A. Magid ’91, President Colin McCabe ’90, Vice-President Christopher Persley ’88, Vice-President Thomas Zipser ’99, Vice-President Alumni Annual Fund Andrew R. Arias ’92, Chair Thomas Zipser ’99, Vice-Chair Kerim Eken ’00, Young Alumni Chair Ian Adler ’87 Theodore D. Agbi ’10 Charles W. Allen ’91 Paul E. Alshooler ’03 Basil L. Anderson ’08 Zach T. Axelrod ’95 Neil E. Bader ’79 Jackson Baker ’13 Anthony P. Bonan ’93 Pierre A. Bonan ’89 Robert B. Buehler ’78
George Hall Peter B. Kellner ’84 Michael S. Klein Daniel Lascano Paul A. Leff Pablo G. Legorreta James A. Magid ’91* Metin Negrin Lara Oboler Dang T. Phan Alexander Roepers Suellyn Preston Scull * member ex officio
Robert D. Burge ’76* Alfred P. Burger ’87 Andrew A. Burger ’59 John T. Carr III ’76 Erik A. Cliette ’81 Brooke B. Connell ’86 Adam J. P. Donaldson ’05 Maurice F. Edelson ’78 Hugh Esterson ’15 Alexander C. Faherty ’98 Jason M. Farkas ’97 Michael Feinberg ’84 R. Vanneman Furniss ’91 Andrew Galant ’14 Alexander G. Gellert ’79 David Goldberg ’14 Harlan E. Goldberg ’90 Evan R. Goldfischer ’81 Christopher S. Goodman ’86 Michael H. Grady ’91 Christopher J. Hallows ’87 Christopher W. Hamilton ’96 Schuyler Havens ’88 Michael W. Hedges Jr. ’77
David R. Trower h’95, Headmaster Susan Etess, Lower School Head Kimberly Kyte, Middle School Head Neal Kamsler, Upper School Head Richard Alifano, Director, P.E. and Athletics Winnie Barnes, Director of Strategic & Learning Initiatives Hydee Bressler, Director of Finance & Operations Casper Caldarola, Director of Communications; Co-Director of Community Life + Diversity Michelle Demko, Music Department Head Ronnie R. Jankoff, Director of Admissions Glenn Lieberman, Director of Technology Anne Russo Meyer, Director of Learning Resources David Smith, Director of Development
trUstees emeriti Mildred J. Berendsen Marian R. Bicks Jane Phillips Donaldson Richard N. Foster D. Ross Hamilton John J. Hannan Susan B. Hirschhorn Karen T. Hughes John R. Hupper ’40 E. William Judson Robert J. Katz George A. Kellner David H. Koch
John C. Henry Jr. ’84 Cannon Lyell Hersey ’92 John B. Hersey ’09 David W. Herzberg ’89 David R. Hirschfeld ’99 Patrick D. R. Horan ’85 Tristan Howard ’96 C. Andrew Hughes ’98 Alex A. Ingram ’03 Andrew A. Janko ’95 Jasper H. Jarecki ’12 Clinton V. P. Johnson ’79 Timothy Johnson ’04 Stephen H. Judson ’76 William H. Judson ’78 Devon Kalsi ’15 A. Reed Katz ’03 Cameron A. Koffman ’12 Kenneth LaFreniere ’90 Dean I. Landis ’78* Teddy Landis ’13 Ethan A. Leff ’11 Davis Lister ’15 Hale Macdonald ’13
Robert Liberman ’58 Thomas H. Lister Peter deF. Millard Richard C. Perry ’70 Joe L. Roby Andrew P. Steffan
Paul J. Mancuso ’03 Brian A. Margolis ’75 Timothy C. McCabe ’94 Kenneth J. McCauley ’93 Elijah McNally ’14 Alex Melnitzky ’02 Liam R. Millhiser ’96 Ross R. Millhiser IV ’94 Max Morris ’13 Richard C. Perry ’70* Vincent Peterson ’74 Philip N. Pilmar ’01 Roger Raines ’80 Harlan Reinhardt ’83 Marc N. Rice ’84 Ronald S. Rolfe ’60* Eric Rosas ’06 Berton Rose ’97 John Rose ’90 Louis Rose ’86* Henry J. Rosenwach ’04 Eric E. Rothstein ’81* Dean E. Sanborn ’61
Fredda Goldberg, President Kate Kreiger, Vice President Elizabeth Mathus and Kim Many, Co-Treasurers Alison Bird, Committee Chair Coordinator Kelly Hensley, Class Representative Coordinator
Advisory Linda Barnett, Suzanne Freind, Heather Khazaneh, Cristina Roig Morris, Alix O’Mara, Vivian Queen, Paula Simmons
Alessandro M. Santoro ’07 Matthew Schnitzer ’13 Yoshiki Shimada ’75 Alexander B. Shipper ’02 Denton A. Smith ’94 Wesley Stanton ’92 Sebastian Stern ’14 Jake Taub’12 Khalid A. Taylor ’10 Michael Tiedemann ’86 Andrew W. Vogelstein ’81 Noel E. Volpe ’85 Alexander von Furstenberg ’85 Mark Wasserberger ’82 Simon D. Wasserberger ’85* Matthew Wayland ’13 Michael Weiss ’02 Dewey S. Wigod ’77 Hans L. Wydler ’81 Clifton G. York ’78 Andrew E. Zimmerman ’00 * President Emeritus
THE ALLEN-STEVENSON SCHOOL MAGAZINE WINTER 2014
Table of Contents Director of Communications CASPER CALDAROLA
Associate Director of Communications SARAH WOODS
LORENZO BELLARD GENEVIEVRE BROCHE STEVEN COHEN SHERRIE DEANS P’19 SUSAN ETESS JENNIFER FIORE LINDSEY FURNARY NEAL KAMSLER ANTHONY KAPP TARA PARSONS ADAM SHECTER KIM SKLOW DAVID R. TROWER H’95 JENNIFER VERMONT-DAVIS STEPHEN WARNER
JEAN MCCAULEY ERICA PETTIS
In this issue Headmaster’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Educating Citizens of the World and Understanding Difference . . . . . . . . . . . . . . .4 Community Life + Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Welcome New Members of our Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Closing Exercises 2014 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Ongoing Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
In every issue Making a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Around A-S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 A-S News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Alumni Events and News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Did You Know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
NANCY MITCHELL AL PEREIRA LISA MELONI RAGUSA
Cover photograph of Adam Moriarty’24 at KG’s celebration of Diwali. Photo by Nancy Mitchell. 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 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.
Our apologies to the following donors, who were inaccurately recognized in the 2013-2014 Annual Report of Gifts. We would like to take this opportunity to extend our most sincere appreciation for their support of Allen-Stevenson. Mr. and Mrs. Michael H. Elkin Mr. and Mrs. Kevin Koplin ’84 Mr. Roger O. Goldman and Ms. Fern Portnoy
Printed on paper containing 20% post-consumer recycled content.
The Allen-Stevenson School community mourns the loss of Ms. Robelyn Schrade-James, our beloved Magical Music Lady for over 25 years. Through her unique ability to make each person feel special, Ms. Schrade-James inspired generations of boys to love music. She enriched the lives of countless students, parents and colleagues, and she will remain in our thoughts and hearts forever. In gratitude, we send our sincerest condolences to her family. The spring 2015 Lamplighter will contain a retrospective.
The Class of 2024, this year’s Kindergarten, will grow up in a world that does not resemble the world of my childhood. Most likely it doesn’t resemble the world you grew up in either. Technology is changing perceptions of our world with such speed that, as quickly as a new idea or invention can be developed, it is replaced with a new one. To meet the challenges and opportunities such dizzying change affords, boys require traits and skills that are markedly different. At the least, they need to be resilient.
Several years ago, journalist - author Tom Friedman spoke at AllenStevenson. In “The World is Flat: A Brief History of the Twenty-first Century,” which had just published, he explained what the new world looks like. His analysis allows the reader to begin to understand how the world has become so much more connected, or “flat.” He writes,
“When you study history and look at every civilization that has grown up and died off, they all leave one remnant: a major sports coliseum at the heart of their capital. Our fate can be different; but only if we start doing things differently.” ~ Tom Friedman
In this Lamplighter, we explore areas we believe will begin to set the stage for today’s boys. For example, classes in current events, history and world religions allow them to appreciate the spectrum of difference and points of view, as well as to begin to learn from mistakes that have been made in the past. In addition to curricular changes, boys need to approach the world ready to understand and appreciate difference. In addition, we are committed to raising their level of empathy. Thus, they can build relationships with each other based on mutual respect, regardless of any differences.
Here I am with Kindergartner Peter Casey’24 on the first day of school as he begins his education at Allen-Stevenson.
As quickly and diligently as we are moving, there are also times that we must slow down the pace in order to truly acknowledge an event. We did so this fall with the death of Ms. Robelyn Schrade-James. It has been a time to reflect on what she meant to each of us, a time to show the boys that it was okay to be sad and quiet, and also a time to celebrate all the love she brought into this world. We miss Robelyn very much, and her absence is an example of unwelcome change, but something we must accept, too.
With that, I wish you all a 2015 filled with special moments, whether they are slow or fast paced. Fortiter et Recte!
A M P L I G H T E R
Educating Citizens of the World cUrrent events DiscUssions in KB
the year. She tries diversifying the topics,
because the variation can sometimes generate
Second Grade is a time when boys begin the
For example there was a story about banning
to build on that natural curiosity, the Second
interest where there might not have been any.
plastic bags. The class discussed it at length and later that day the boys raised their
concerns about plastic bags being used at a
party. This discussion also led to the opportunity
to do a unit on recycling. “If the opportunity
presents itself to go one step further, then I will
Learning about the world around them is
important to the boys in KB. To encourage this, KB teachers, Blaise Bulfair and Jesse Montero,
have been discussing current events through
the use of News-O-Matic, an interactive online newspaper for kids, that helps provide young readers a window into the world.
Prior to News-O-Matic, Ms. Bulfair used a
printed weekly reader. She explained that it didn’t offer what she wanted any longer,
because “it was a little dated, not current, too general and the content a little immature for
what my students were capable of discussing.” “The first step to incorporating the online
paper into the classroom curriculum was to
decide which topics would be of interest to the boys,” said Ms. Bulfair. Ms Bulfair had the class
make a list of what they would like to learn about
during the year. They chose topics such as: pre-
historic animals, trains, cars, inventions, feelings,
wild animals, rules of sports, and reptiles.
Each week, Ms. Bulfair reads through the daily online editions of News-O-Matic and chooses
3 or 4 stories to share with the class, based on their interests as well as subjects to which she thinks the boys will be drawn and ones that
they will be covering in the curriculum during
WIN TE R
2 0 1 4
learning aBoUt oUr varieD roots
take it,” said Ms. Bulfair.
Trying to encourage a discussion amongst the
boys is another important aspect to highlighting current events. Learning that there are
different opinions about a particular topic and
understanding that there is “no right answer” is an important life skill.
For the moment, Ms. Bulfair shows the boys
the News-O-Matic issues on an iPad, which the boys are familiar with because of their use of
this technology in class. Ms. Bulfair is also hoping
process of figuring out who they are. In order Grade teachers created a new Social Studies
curriculum last year focusing on Immigration.
Through a yearlong study of immigration, the
boys learn about their family’s history and its
connections to a wider world. At the heart of
this project the boys do their own research
and write the story of their particular family’s
beginnings in America. As we live in an
increasingly diverse world and become a
more diverse school, it is important that we
appreciate our uniqueness, similarities and
differences, and how this enriches our lives
After learning about the concept of
Immigration, the boys interview their own
families as part of a fact-finding mission.
Working with their parents the boys answer
questions to learn about the countries from
to be able to use a large monitor later in the
which their families came from before they
to demonstrate the use of the app to the boys.
questions such as: “What was it like for rela-
“I am really pleased with the way we have been
try?” and “What would it have been like to
year, allowing for better visuals and the ability
able to incorporate News-O-Matic into the
classroom. I love overhearing the boys talk
about some of the topics the following week. It
is exciting to know that what we have discussed has sparked an interest,” said Ms. Bulfair.
immigrated to America. The boys ask probing
tives who lived back then in that home counleave your home country with only a few
After the interview process, each boy works
with his parents and teachers to select one country from his family background for his
research. He looks at family stories and tradi-
tions that have been passed down from gen-
eration to generation. Bonnie Tucker, Lower
School Librarian, works with the boys on
completing a graphic organizer to manage
the research, learning how to use the many
library resource tools available, whether
online or print. Following completion of his
Und e rstand ing D iffe re nc e
research, each boy designs and writes a postcard from his country that he can address to anyone he wants.
“Two weeks ago I came upon a group of second graders leaving the
synthesize them into something different.
I later learned that this sampling of green-tea cream puffs (a French and
From this he learns to use the facts he’s gathered and to Working with Technology Resource Teacher Adam
Shecter, the boys learn how to use the program, Scratch, to create a self-playing story. The first step is to think of
three images based on their extensive research to depict
what they consider best represents their country and the
characters involved. Next, the boys draw these scenes on the computer. Scratch is also used to record each boy
telling the story in his own words making the sharing of the tales of his ancestors’ all the more personal.
Ultimately, these Scratch projects are loaded on to the website to be shared with parents and classmates.
School on their way to the Lower East Side for a ‘Taste of the Tenement.’ Japanese fusion), various European cheeses, latkes and pickles was part of a year-long study of American immigration, its relation to New York City, and the immigrant stories of the boys’ own families. In this work
teachers Kathleen Allen, Sophie Dwyer and Ginny Rowe have made the
city their classroom. In the fall they took the boys to The Lower East Side Tenement Museum to experience life as it was one hundred years ago
for the ten members of the Confino family as they squeezed into three small rooms at 97 Orchard Street. Later they made a walking tour of
Yorkville to uncover in its buildings the influence European immigrants had on this neighborhood. Several boys were quick to tell me that
Ruppert Towers was once the location of Jacob Ruppert’s brewery and that Ruppert once owned the Yankees.”
The study is enhanced by a number of field trips which
“One boy told me about a forebear (five ‘greats’ he said) who, as an
a tour at the Museum of the City of New York, a perfor-
in the latter half of the 17th century. ‘His name was William Watson and
include a visit to the Lower East Side Tenement Museum, mance at Allen-Stevenson from the Apollo Theater, a walking tour of Yorkville lead by educators from the Friends of the Upper East Side and a visit to the
Panorama of New York City at the Queens Museum. David Kersey, Seventh Grade History Teacher, was fortunate to spend some time with the second grade boys
during their immigration study. He listened to their stories and heard about their exploration of parts of New
York City where they observed the different immigrant influences.
indentured servant, had emigrated from Bedford, England to Maryland
after two years he was given 100 acres of land.’ The boys also came up against the harsher realities of history—‘I learned that it was not safe
for my mother to stay in Cape Town’ or ‘My great-grandmother, Jenny, wanted a better life, one with more choices” or ‘In Russia people were not nice to Jewish people.’ They ended their study with a trip to the Queens Museum of Art to see the Panorama of NYC, a giant, highly
detailed diorama of all five boroughs. Here in one glance they could see all of the great metropolis, even walk around it—their city and home now to their families, and for this year, the richest of classrooms.”
A M P L I G H T E R
Educating Citizens of the World FoUrth graDers contemPlate PersPective throUgh maP stUDy
each given an orange on which they marked
It all began with a fourth grade boy holding
placed, was an interesting exercise. Next, the
up the classroom globe in a different
fashion. “Mr. Bellard, the world is upside down!” he said. Mr. Bellard realized this
roughly where they thought they should be
boys peeled their oranges lying them flat to
create their own map of the world. This
really brought home the idea that maps are
was the perfect teaching moment and
difficult to make and that they are
you look at things. People who live at
particular person perceives things and what
replied, “Actually, it all depends on how
interpretations, based largely on how a
what we think of as the bottom half of
they want others to see.
began a geography curriculum on looking
A discussion about what cartographers decide
the globe don’t see it that way.” So
at the world from different perspectives. Fourth Grade Teachers Lorenzo Bellard
and Jennifer Fiore began by tracking down various world maps that were
presented from different perspectives
such as Asia-centered, Pacific-centered
and North America-centered. They found
a “South Up” Van Der Grinten map, which quickly became a fourth grade favorite.
They also found maps with other projections and different content including a
prehistoric world map and a Dymaxion
projection photo of Earth from outer
to show on their map followed. For example,
a physical map might only show land masses. By studying a map like this, the boys could
observe where the separation or collision of
tectonic plates might have taken place. The
prehistoric map, in particular, also provided a way for students to begin to understand land
bridges and how paleontologists are able to
make connections by comparing where
animals once lived to where they live now. Looking at the Gall-Peters projection map,
considered to be the most accurately
proportioned map of the world, was
space. These maps were displayed on
important to really understand reality vs.
for the boys to observe and consider on a
map, “Some of the continents look
the hallway wall to resemble a “gallery”
daily basis, like one would in a museum. Questions began to arise during their
perspective. The boys observed that on this
stretched.” They also observed that many of
the countries, traditionally portrayed as being
larger, were in fact smaller and that some of
observations about how these maps were
the larger countries were even bigger in size.
challenges faced by mapmakers opened
This expansive unit concluded with the boys
about how difficult it is to take a 3D
showing any perspective they chose. The
created. Having the boys contemplate the up new discussions. The classes talked
object and display it in 2D form. To help the boys with this concept, they were
the equator and the prime meridian. Adding
their own continents in the correct quadrants,
2 0 1 4
making their own world map projection
maps were presented at the First Annual
Allen-Stevenson Fourth Grade Cartography
Und e rstand ing D iffe re nc e
happening on U.S. soil it is unwise to think that it won’t affect Americans. “It was fascinating to observe the fifth graders develop an awareness of the
interconnectedness of the global community, that a social and economic issue that develops in one part of the world ultimately can have a profound ripple
effect,” says Ms. Furnary. “The boys were deeply engaged in this conversation and it was so inspiring to see their dialog extend to the lunch tables and in
5F UnDertaKes cUrrent events sUmmit Fifth Grade Teacher, Lindsey Furnary, noticed that the
boys in her class were often buzzing about current events
the hallways as well.”
Topics for the first Summit included everything from: the Ukraine conflict and
what divides the people of Ukraine; the Edward Snowdon case, and whether he should be considered a hero or a traitor; World War I (2014 marked the
100th anniversary of the start of the war) and how the alliances between the
countries led to the Great War; The Ivory War and the ethical questions
that shape the world that we live in today. It was apparent
surrounding our consumption of this commodity; and the urbanization of
issues in a thoughtful and meaningful way, so she developed
countries are intertwined.
news that might not be happening in the United States,
During the exercise, the boys learned to discuss and listen, as well as to
on the country and its relationship with the rest of the
consensus on the correct course of action that world leaders should pursue,
that the boys had a thirst to examine these sophisticated a forum that would encourage the boys in 5F to focus on
but that was either affecting or going to have some impact world. Hearing the passionate but civilized conversations,
Ms. Furnary recognized there was an even greater learning
opportunity here and designed a Current Events Summit to
provide the framework for more formal discussions around such topics.
For the first Summit, the class was divided into groups,
China and the displacement of residents to achieve this and how our
respect each other’s viewpoints. The objective of the summit was not to build
but rather to exchange thoughtful and well-informed dialog about the complexities of the situations that were on the table. A guiding idea behind our study of history in fifth grade is to examine the commonalities between
conflicts that have arisen over time across the globe and to make connections
to the issues that present in today’s world. The Summit served as a way for
the boys to practice gathering and synthesizing sophisticated information and to articulate their findings to others in a manner that promotes a fruitful
each focusing on one article or situation in the world to
exchange. The class talked about why the study of history gives us a better
involved, the details of the conflict, what the motive was
also an important lesson, as was considering what the future will look like
examine carefully. The boys became experts on the parties behind each scenario, what could be lost and how it would affect the United States and communicated their expertise on the topic to the class. All the while, the emphasis was on understanding that just because something isn’t
sense of now. Looking at situations from another country’s perspective was
when contemplating these different issues.
After the success of last year’s Summit, Ms. Furnary plans to organize several
of these events during the current school year. L
A M P L I G H T E R
Educating Citizens of the World
worlD religions exPloreD in eighth graDe history A study of early civilizations, which examines the history of the world around
us, has been incorporated into Eighth Grade History taught by Kim Sklow. The course emphasizes the importance of geography, the movements of people
and ideas, and cultures, especially religions and belief systems. Historical texts, maps, law codes, literature, and art are used to study the ancient societies of
China, Sub-Saharan Africa and the Middle East. In particular, this class places a special emphasis on how these early civilizations were created, and how they changed. Time is also spent trying to understand how and why civilizations
flourished and then declined or disappeared. As the boys study these ancient
cultures and civilizations Ms. Sklow incorporates novels that highlight many of the important ideas that the class learns about from the textbook.
The boys study the three major Western religions, considering what beliefs
they have in common and how they differ. Included is a discussion on the
importance of Israel historically to all three religions. Ms. Skow then moves on to having the boys understand the Middle East region and the importance of religion in that part of the world. Looking at Islam, as well as Sunni vs. Shiite
Muslims becomes another topic for consideration. Later in the study they talk about the ancient civilizations of China and Africa and how advanced they
were, recognizing that many things in our society originated from one of these
â€œIt is my hope that the boys will learn more about parts of the world they are less familiar with and that they realize that ancient history is a collection of
good stories, art, and literature,â€? said Ms. Sklow.
2 0 1 4
Und e rstand ing D iffe re nc e emPathy as Part oF the wellness cUrricUlUm We live in a world that is forever shrinking, becoming more diverse, and
more complicated to navigate. As such, it is our responsibility as a school to
educate our boys to become sensitive to and knowledgeable about the many types of diversity that they encounter and will have the opportunity to work
with as they move through life. We want to develop and nurture in our boys the empathy to understand the experiences of others and develop the skills to work cooperatively and productively. In 2008, the Allen-Stevenson Board
of Trustees adopted a Statement of Inclusion to articulate the beliefs of the School. It begins with the following paragraph:
Allen-Stevenson promotes diverse perspectives, honest dialogue and mutual respect. This educational process requires constant engagement and
considerate thinking. As participants in a vigorous learning environment, all of us are obliged to accept the experiences, dignity and rights of others. One of the culminating experiences in the Upper School is the Facing
History and Ourselves curriculum in Ninth Grade. In it, students learn
We research the concept of white privilege, reading the
seminal work of Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack.” Other resources include a Frontline
episode, “True Colors,” that chronicles the experience of two
the importance of participating as citizens in a global world, while taking a
young men, one white one black, as they are followed by a
upstander are an integral part of this course and of the Upper School
shop in stores, and buy a car. The stark difference in the way
stand against injustice. The concepts of victim, perpetrator, bystander and experience.
While these ideas are talked about throughout the Upper School, I have
begun to make them more explicit in a course I am teaching to the Eighth
Grade as part of the Wellness curriculum. This class asks the boys to look at bias of all kinds, and discuss ways in which we can combat it, reduce it, or
hidden camera and try to rent apartments, apply for jobs,
they are treated for no other reason than the color of their
skin is quite potent. Current events provide an additional
wealth of material, whether it is Trayvon Martin and Michael
Brown, racial profiling and the NYPD, affirmative action legislation, or equal pay for equal work.
even eliminate it from our world. We begin by examining different “isms”
As much as possible I try to bring the discussions back to the
discuss where these biases come from, the conversation becomes one about
sibility. The most difficult question is always what can we do
such as racism, anti-Semitism, ageism, ableism, and homophobia. As we stereotypes. We cite many different stereotypes, both ones that stress
negative qualities and ones that are perceived as positive. Ultimately, we
come to the conclusion that even a stereotype that is “good” does harm by robbing people of their individuality.
lives of the boys without creating a burden of guilt or responto change things? The answer often comes back to education and a commitment to not perpetuating the biases that exist,
and actively seeking to change them on both a personal and societal level. Ultimately we strive to have the boys
understand the Platinum Rule: Treat others as they would like
We discuss questions such as, “Is America a meritocracy?” Does it only take
to be treated. It is a very simple concept, but one that cannot
people in our country operating from a disadvantage? Is this fair? These are
deliberate in how we behave.
hard work and determination to succeed? If not, why not? Why are some
very difficult questions to answer, particularly for fourteen year old boys to whom justice and fairness are of paramount importance, and who believe that their own hard work will get them where they want to go in life.
be enacted without taking the time to be thoughtful and
Upper School Head L
A M P L I G H T E R
CL+D at A-S At Allen-Stevenson we have a Community Life + DIverisity (CL+D) Parents Association committee that sponsors parent events, such as Parent Chats, Family Game Night and affinity group meetings for Asian parents and Families of Color. The CL+D administrator group is the liaison for the PA committee, coordinates the boys’ affinity groups BOCAS and ERGO, plans several Monday Morning Meetings, and professional development and admissions events. We have highlighted some of the initiatives on the following pages.
I can't remember what the topic was of the first Chat I ever went to. I just remember being a new kindergarten mom with tons of ques-
tions and concerns looking for advice and camaraderie. I found that at the Parent Chats. I began to look forward to the 5 or 6 times a
year when I could sit down with a group of moms and dads from all grades to get their perspectives on parenting. From bullying to friendships to resilience, these meetings have covered it all.
The Parent Chats, sponsored by the PA's Community Life + Diversity
Committee, are campfire-style discussions opened to all the parents in the school. Depending on the topic, the committee will invite an expert, someone from the administration, or a panel of parents to
share their thoughts and then we open the conversation up to the
entire group. Whether it is a group of 20 or 50 there is always a rich
discussion that spills over to the Butterfield benches after our allotted
Parent panelists Kenny Creed, Mary Casey, George Lucas and Kelly Hensley spoke at “The Village is Changing” Parent Chat
time is done.
aFFinity groUPs For the Boys
Our first Chat this year was called “The Village is Changing: Raising
groups. Boys can create new connections between grades and
Children in the Modern World / Building Networks” and like most of
the topics the idea for this discussion came from our parents. It was
Allen-Stevenson believes true change can happen within affinity have discussions that may not occur on a day-to-day basis. They
become allies to each other, and see commonalities in standing up
a rich discussion about how you build a broader sense of community
for each other and fighting bias. Our goal is to make sure that boys
constantly worried about our children’s safety. Some parents talked
agree and respectfully disagree with each other. To that end,
for your kids in a time when we all feel over scheduled and we are
about how sad they were that their sons did not get to play freely in
their neighborhood by themselves without them hovering. Other
parents talked about how they worked hard to make sure they were not just scheduling playdates for their sons, but building relationships directly with parents too so that they could feel more connected and anchored.
These Chats have become a great resource for the parent body and the ideas and thoughts that surface here often inform the practices and the policies of the School. It is a wonderful way to meet other
parents too, so we hope you join us at the next Chat. See you there! Sherrie Deans P’19
Co-Chair of the PA’s CL+D Committee
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feel that they are heard, we help them to listen to each other, to
Allen-Stevenson offers two affinity groups for boys: BOCAS (Boys of
Color at Allen-Stevenson) and ERGO (Exploring Race, Gender and Origins).
For ERGO, our goal is to provoke thought among the boys. We
want them to acknowledge that everyone has a mix of privilege in
their lives. We can use our power and influence to help others
who may be less able to be heard. We also aim to question that
which seems invisible and natural. An interesting conversation
arose when discussing the controversy over the LEGO movie, and the under-representation of women and minorities in popular
entertainment. Why, if there is a woman in a lead role, is she
often the only one? What roles do women and people of color
often occupy on TV shows? We discussed actual census figures vs.
the percentage of leading women and people of color on network
Affinity Groups for the Boys continued from previous page television and films. While many of the boys in ERGO had not
considered this "lack," they quickly began to explore ideas with this lens as more and more examples came to their minds.
UnDoing racism worKshoP
Like most people I know, I was raised in a home where I was taught the golden rule and had that modeled for me by my teachers and parents. I lived in a predominantly white
neighborhood and did not have a classmate of color in the
early elementary grades and so had very few opportunities to
practice the golden rule with people who were different from
We feel this type of thinking is essential to young boys. Bias is best
me racially. In fact, it was not until the age of eight when my
and "natural" that the act of questioning feels like an attack. The
regime of Idi Amin that I had the chance to significantly interact
approached at a young age, before ideas become so entrenched goal of ERGO is not to make kids feel guilty for the state of the
world, or what they see. We want them to know that they have the power to create change.
BOCAS is a student driven affinity group for boys of color in Middle and Upper School. MS BOCAS is in its 7th year, and US BOCAS is in
its 4th year. Both groups have had success discussing topics around race, socio-economic diversity, inclusiveness, and equity. The weekly Monday meetings allow students of color to feel more visible and
more included in the community, and in doing so, they enhance our ongoing commitment to respect.
In this safe place where boys build connections and process their
â€œouchâ€? moments, they are encouraged to develop their voice, selfadvocate, and develop strong leadership skills. Boys are honest,
vulnerable, and authentic and share with mutual support for one another and with care.
One of the highlights of last year was attending the leadership
conference for Young Men of Color at the Riverdale Country School.
The boys honed valuable leadership skills at this symposium, led by
Dr. Howard Stevenson. They returned to Allen-Stevenson with voices strengthened and visions more clear. The group then shared their
experiences in a presentation to the School community at a Monday Morning Meeting with powerful renditions of the 6 Word Essay.
We are delighted to have an After School BOCAS, which is an
extension of the weekly lunch meeting and includes both Middle and Upper School students. The goal of this group is to provide
parents opened our home to two Ugandan refugees fleeing the
with people who were culturally and racially different from me.
I was intrigued by the newest members of our family and grew
to love them, but the topic of race was never one that we talked about openly in any form or shape.
It was not until college that I had my first opportunity to talk
more deeply about race and to develop friendships with people
of color. The values of respect for everyone that my parents
instilled in me took a shocking hit the first time one of my classmates of color challenged my assumptions and
understandings of race. How could someone like me, instilled
with the core values of respect, be considered racist just
because I was white? It really shook me. I spent a considerable amount of time in college trying to unpack the complexities of
race, racism, power and privilege and how it impacts our
families, places of work and institutions. It was hard for me to understand why so many of my friends of color felt so deeply
about race and I often felt uncomfortable in these moments. I
would engage, listen and ask questions but it was hard for me
not to judge and I often felt as if these friends were overly focused on race. I wanted to move beyond race and just live a life guided by respect for others and adherence to the golden rule.
I eventually realized that in the racialized society we live in, that
I had some work to do on understanding how this came to be and why it was so hard to change it. I attended many work-
shops and conferences addressing issues of diversity, but by far one of the most powerful experiences I have ever had in my
attempt to understand racism occurred last November when
Allen-Stevenson opened up its doors for the weekend to host
more time and opportunity for boys to continue building community
an anti-racist training sponsored by the Peopleâ€™s Institute for
friendships cross-divisionally. Boys are encouraged to attend the
members of the faculty (Alice Heminway, Neal Kamsler, Carol
through various activities and group outings and to foster new four outings we arrange each year.
BOCAS and ERGO are important opportunities for boys to learn about difference and how to support each other.
Adam Shecter, Technology Resource Specialist and Co-Director CL+D Jennifer Vermont-Davis, LS Science Teacher and Co-Director CL+D
Survival and Beyond. This workshop was attended by eight
Mahida, Kim Sklow, Liz Storch, David Trower, Jennifer Vermont-
Davis and me) who were joined by a group of more than 50
people that included social workers, teachers, City employees,
college students and even a group of parents from another NYC
independent school. We were led by three facilitators who guided us on a journey to help us understand the structures of power, race and privilege that lead to social inequity. L
continued on the next page
A M P L I G H T E R
CL+D at A-S From Diversity to commUnity
I learned the true meaning of equity and privilege when I became involved in the Parents Association at my child’s school. His school is one that made an early commitment to diversifying its student body and therefore the Parents Association reflected the racial and socioeconomic diversity yet still functioned as if it was a homogenous group. The more involved I got, the more committed I became to building a more inclusive community. When I was asked to become president of the PA I knew it was a huge opportunity to move the PA beyond just numbers to an organization that truly engaged in bringing all voices and perspectives to the table. What I didn’t anticipate was what direction that commitment to community would take. The turning point came when I heard a high school senior speak on a panel about her challenges as a student of color, and she explained that her parents rarely came to school from their Brooklyn home because they hadn’t found a place for themselves in the community. Everything changed for me that day. As a parent, I couldn’t imagine my child being at a school where I didn’t feel comfortable and part of the community, and I knew there were changes that could be made. Over the next three years, I read many books on equity and surrounded myself with people who had more experience in diversity work and those who knew more about race, LGBT issues and privilege. Many changes were made during that time and each was welcomed by some and was a cause of concern for others. There is no question that change is fraught with challenge, but in my mind it has been well worth it as the school is a much more inclusive place than it was. During this period of change, the school created a strategic plan and one of the initiatives was to develop a diversity conference. By this time, I was part of a trustees group charged with creating this conference. Launched in 2011, The Dalton Conference, From Diversity to Community, was a day-long dynamic and interactive program to help educate and train school leadership (administrators, alumni, diversity coordinators, faculty, parents, students, trustees) to broaden diversity initiatives in their schools. Allen-Stevenson was one of 16 schools in 2011 that attended the first Dalton Conference. We sent a group of 14 people, 2 from each constituent group called a POD, and found it to be a time when we are able to productively focus on conversations about issues of diversity and inclusion. Representatives from all school constituent groups had an opportunity to share both challenges and effective practices with peer schools. It was a very productive day. Some examples of changes we have implemented here at Allen-Stevenson include helping the PA with parent education, the addition of the affinity group ERGO, and our participation in Ally Week. We have attended all four of the conferences and have tackled topics such as race, LGBT and socio-economics. The upcoming 2015 conference will focus on race and privilege and how it impacts the experience of all students and families in our schools. Through this conference, we continue to share our effective practices and learn from other schools about how best to build community. This continues to strengthen our community.
continued from previous page They began the workshop by stating
that if we could “do” racism then we
could certainly “undo” it. We learned that individuals alone cannot undo
racism and instead we have to look at our institutions (schools, workplaces,
government organizations, neighbor-
hoods, etc.) that perpetuate racism
on an institutional level. We defined racism as being power+privilege.
Individuals who do not have the
power can certainly be prejudiced,
but only the racial group in power (white people in the US) can be
racist. The leaders went on to break
down the different forms that racism
could take: individual, institutional,
linguistic and cultural. It really helped
me to see how these systems interact
and challenged me to think about
how a well-intentioned white person raised in a household of respect for others needs to think about ways I
can work to “undo” racism that impacts us all.
If you are interested in exploring how
to move “beyond a focus on the
symptoms of racism to an under-
standing of what it is, where it comes
from, how it functions and how it can be undone,” I hope that some of you will join me when Allen-Stevenson hosts another Undoing Racism
workshop in the spring.
(http://www.naswnyc.org). I feel such
pride in being part of an institution that is striving to make the world a more welcoming place for all.
Director of Communications
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Making a Difference...
Making A Difference highlights some of the many ways in which people give to The Allen-Stevenson School.
everyone has a story Fredda Goldberg, PA President
Being the President of the Parents Association made me realize that I was given an opportunity to share with the School my belief that when we join AllenStevenson we are automatically a part of the community, and in order to strengthen our community what we need to do more of is to get to know each other better.
This year there are many events and activities where we can take the time to become more closely acquainted. I’m only going to describe a couple of them in this article, but please remember that whenever you are speaking with an Allen-Stevenson parent, teacher, student, staff member, or alum you should think of ways to connect.
To encourage this effort, the Parents Association held, for the first time ever, an Orientation/Leadership Workshop for PA volunteers. Working with a SEED (Seeking Educational Equity and Diversity) facilitator, the workshop encouraged our volunteers to learn to share, listen and respond. I wanted this group of leaders to set the tone of inclusion, since they are ambassadors of the school culture and environment. By breaking into small groups of 5 to 7 people who didn’t
The PA Executive Committee 2014-15 top: Elizabeth Mathus, Fredda Goldberg, Kelly Hensley bottom: Kim Many, Kate Krieger, Alison Bird
necessarily know each other well provided a wonderful opportunity to learn some things about ourselves, but more importantly about the others around us. Laughter and tears arose from these deep and honest discussions. I believe we all came away with a greater awareness of how important it is to be considerate of our differences as we mix within our community.
In February, the ever-popular International Festival will take place at School. I remember the first time I went to this event how much I appreciated to an even greater extent the variety of cultures that comprise the Allen-Stevenson community. This phenomenal Festival provides families a chance to share their cultures through food, music, dance and visual displays. I hope many of you will want to participate. I am happy to talk with you about ways to do this if you aren’t sure yourself. Whether you simply attend or get more involved, it’s a wonderful way to learn something more about our families.
The Allen-Stevenson Recipe Book is another idea that I felt would encourage families to share a fun fact about themselves with the community. Looking to the past, my favorite memory is of me sitting on the kitchen counter watching my grandma cook and helping out where possible. I developed a love of cooking because of the time spent with her, but more importantly I came to appreciate the significance of passing on something that is meaningful. I also learned that people like to gather in kitchens, no matter how big or small the space may be, because food always brings people together. If you haven’t done so already, please share your favorite dish by sending in a recipe to the Parents Association, whether it is a special cuisine unique to your culture or a dish that you enjoy making as a family. I hope to see you at one or all of our many great events, and please stop by the PA Office to just say “Hi.”
A M P L I G H T E R
WELCOME New Trustees
Ken co-founded Mason Capital Management, LLC, an event-driven hedge fund, in 2000. Mason currently has 35 employees and offices in New York and London.
Prior to co-founding Mason, Ken began his career at KS Capital in 1994 as a research analyst specializing in risk arbitrage, distressed securities, restructurings and other event driven investment disciplines.
Fredda is the consummate volunteer. She has held virtually every volunteer position Allen-Stevenson has to offer: Class Representative, Benefit co-chair, Raffle co-chair, Community Life + Diversity chair, International Festival Décor Committee, Wine Grab and Vice President of the PA’s Executive Committee. Fredda has volunteered on many PA committees and at numerous PA events. She has even taught cooking classes for Alligator Soup.
Ken and his wife, Sara Story, have three children Duke ’19, Edward ’23 and Dagny.
As President of the Parents Association, Fredda will bring her strong sense of community building to the role and will help create an even more robust community at Allen-Stevenson.
Ken is a Trustee of The Manhattan Institute and a member of various organizations and clubs. He also established the Story Garschina Foundation in 2012 and the Story Garschina Endowed Chair in Colorectal Surgery at The Cleveland Clinic in 2012. Ken graduated from The College of the Holy Cross in 1993 with a degree in Economics. He is also a published author in the field of Austrian Economic Theory.
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Growing up on Long Island, Fredda was involved in her family’s ladies sportswear business and developed a strong sense of esthetics. She started her own business of creating gift baskets for all occasions. Once her sons David ’14 and Haz ’18 were born, nothing was more important than the job of stay-at-home mom.
Stephanie Drescher Gorman
Stephanie is the Global Head of Marketing, Business Development and Communications at Apollo Global Management. She is a Senior Partner at Apollo, having joined in 2004, and is a member of the Senior Management Committee. Stephanie leads a team of 45 professionals at Apollo focused on the firm’s product development and fundraising efforts, public and private investor relationship management and communications.
Prior to joining Apollo Stephanie was employed by JP Morgan, for approximately ten years, primarily in its Alternative Investment group. She has served on the board of directors of the JP Morgan Venture Capital Funds I and II, JP Morgan Corporate Finance Funds I and II, JP Morgan Private Investments Inc. and Allied Waste. Stephanie is currently on the board of directors of The Young Woman’s Leadership Network and was an honoree at their annual event in 2011. Stephanie graduated summa cum laude, Phi Beta Kappa from Barnard College of Columbia University and as an alumna has served on the President's Advisory Council and received the College's Young Leadership award. Stephanie earned her MBA from Columbia Business School. Stephanie and her husband, Les Gorman, have two sons Bennett ’22 and Davis ’24.
Metin is the founder and president of Lexin Capital, a private real estate investment, development and management company that manages its own capital and makes direct investments in real estate. The firm started in 2002 and currently has a portfolio of properties in New York, Maryland, Florida, Arizona, Mexico and France. Metin is also the Chairman of Savoy Bank, a NYC based community bank that serves small business clientele.
Prior to founding Lexin Capital, Metin was a founding partner and chief operating officer of The Athena Group, where he solicited, evaluated, structured and managed Athena's domestic and international investments. Prior to joining Athena in 1993, Metin worked for three years with LaSalle Partners (New York) in the Corporate Finance and Land groups. In addition, he worked at Citibank as a credit analyst from 1988 to 1990. Metin has an MBA in finance and a BS in economics from the Stern School of Business at New York University. Metin went to German High School in Istanbul, Turkey, where he was born. He is on the Board and Executive Committee of The American Turkish Society. Metin and his wife, Valia, have three boys Jeremy ’21, Philip ’23 and David.
A M P L I G H T E R
WELCOME New Siblings & Legacies
Matthew '22 and Peter '24 Casey
Rex '22 and Blake '24 Cohen
Alvaro '22 and Placido '24 Domingo
Davis '24 and Bennett '22 Gorman
Reeve '24 and Finnegan '24 Grossman
Graham '24 and Andrew '22 Klabin
Micah '22 and Chyle '24 Lilley
Oscar '24 and Harry '20 Mackay
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Andrew '59, Milo '24 and Alfie '87 Burger
Kris '95 and Benjamin '24 Harris
Colin '90 and Miles '24 McCabe
Marc '89 and Ryan '24 Sholinsky
A M P L I G H T E R
WELCOME New Faculty & Staff SHOGUFA ALPAR joins Allen-Stevenson as Database Manager for the Development team. Prior to coming to Allen-Stevenson, Shogufa was Senior Program Assistant for the 10,000 Small Businesses program at LaGuardia Community College. She has held administrative and data-related positions at Open Society Foundation, New York University and the Women's Refugee Commission. Outside of school she enjoys reading about foreign affairs, walking and occasionally running in Central Park.
LISA ANDERSON joins Allen-Stevenson as a Fifth Grade Teacher. Lisa was most recently at Herman L. Horn Elementary School in Roanoke, Virginia, where she taught Third and Fourth Grade Science and Social Studies. Prior to that, she taught reading and First Grade for five years at the same school. Lisa has been recognized as a “Teacher of Promise” by the Virginia Department of Education, and has developed innovative STEM methods for teaching math, science and social studies that became the standard for the school district. She received a B.S. from Florida State University, an M.A. from Hollins University and an Ed.S., Educational Leadership and Administrative Policy Studies from Virginia Tech. Outside of school she enjoys running, traveling, and spending time with her two daughters. HYDEE BRESSLER joins Allen-Stevenson as the Director of Finance and Operations. Hydee is a financial and management executive with nearly 20 years of experience in overseeing business and operations functions in a variety of industries, and has been in the business of independent schools for the last eight years at Lawrence Woodmere Academy and Solomon Schechter School of Westchester. Hydee holds a Masters of Business Administration from Baruch College, Zicklin School of Business and received a B.A. in Communications from State University of New York at Albany. Outside of school, Hydee enjoys spending time with her husband and two boys, the theater, live music, crocheting, and Bikram yoga.
CHRIS CACCAMISE, new to Allen-Stevenson last year, is now Digital Media Specialist and Technology Integrator at the School. Chris is also an artist who has exhibited his sculptures drawings and videos in exhibitions all over the world. In New York, he has presented shows of his work at the Eleven Rivington Gallery, Sixty Seven Gallery and the Sculpture Center in Long Island City. In addition, he has presented work in Los Angeles, Chicago, Portland OR, Boston, Turin, Berlin, and Seoul. Chris’s work has been featured in numerous publications including Art Forum, The New York Times, Art News, Art and Auction Magazine. He has also served as a guest lecturer for a number of universities and foundations. He received a B.A. from Rutgers University and an M.F.A. from the School of Visual Arts in New York City.
DEVIN CORREA-SPAIN comes to Allen-Stevenson as a Third Grade Associate Teacher. Most recently she was an assistant teacher in the Third Grade at Trinity School in New York City for three years, as well as a substitute teacher at Allen-Stevenson for the last three years. Devin has also served as the Development Manager of the Dream Workshop in New York City, aiding in the research and development of STEM-based curricula per the Common Core Standards. Devin has also served in the Office of Safety and Youth Development as the Students in Temporary Housing intern, researching national trends in services for homeless students. She has a B.A. in Political Science and Ancient Greek from Wellesley College, and an M.A. in Educational Leadership, Politics and Advocacy from New York University, Steinhardt School of Culture, Education and Human Development. In her free time, Devin enjoys traveling, attending Broadway shows, and doing crossword puzzles.
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JENNIFER FIORE joins Allen-Stevenson as a Fourth Grade Teacher. Over the last nine years, Ms. Fiore taught Third and Fourth Grades, both in Naperville, Illinois, and at the Léman Manhattan Preparatory School, where she was a Fourth Grade Head Teacher. She is the recipient of many awards, grants and recognitions, among them the Naperville Education Foundation Grant and the Jeanine Nicarico Memorial Fund for Literacy Grant by the Naperville Education Foundation. Jennifer graduated from Indiana University with a B.S. in Elementary Education and received a M.Ed. Differentiated Curriculum & Instruction from National Louis University. Outside of school, Jennifer enjoys spending time with her family and exploring New York City.
WILLIAM GOSS is new to Allen-Stevenson this year and is a Middle School Mathematics Teacher. Will was most recently at the The Henry Street School for International Studies located on the Lower East Side, New York, where he designed and implemented lesson plans aligned to Common Core Standards for Sixth Grade math courses, as well as lesson plans for a project-based engineering elective called The Art of Building. Prior to that, he served as a math teacher in the Hercules Middle High School in Hercules, California. Will graduated from the University of Arizona with a B.A. in Civil Engineering. In his free time Will enjoys playing golf and video games, and taking care of his baby daughter. He moved to NYC two years ago, after his wife accepted a professor position at Fordham University. LAUREN LASORDA has stepped in as Dance Teacher this year. Lauren has a wide array of experience in teaching and facilitating movement. At the Westside Experiment IRT Theater in New York City, she offered middle school and high school students the skills to create original devised movement theater in collaboration with a working theater company. She has worked at several schools creating lesson plans for jazz and musical theater technique and co-facilitating creative movement and curriculum-based movements classes. Lauren has a B.A. in Performing Arts and Social Justice Dance Emphasis and a B.S. in Exercise and Sports Science from the University of San Francisco. She plans to receive her Doctorate of Physical Therapy and combine medicine and the arts to educate dancers/athletes to use their bodies to their optimal potential. When she is not teaching, Lauren works as a trainer at Physiofitness Physical Therapy in Soho. Lauren has also performed with numerous dance groups and has created new choreography for the New York City production of BOX, Listen… and Shewd. Most recently, Lauren has taken a step back from performing and has been choreographing as well as working on creating modern dance pieces. SARAH LUPOSELLO joins Allen-Stevenson as a Middle School Learning Resource Specialist. Sarah holds a B.S. in Inclusive Elementary and Special Education from Syracuse University. Sarah did her student teaching in the Fifth Grade at the Stonehedge Elementary School in Camillus, New York, and at the LeMoyne Elementary School in Syracuse, New York. She also had various Interactive Practicum experiences working with children of varying ages and abilities throughout her entire undergraduate education. After having the opportunity to see a wide variety of schools and communities, Sarah could not be more thrilled to be teaching at AllenStevenson. Outside of school, Sarah is an avid runner. To date, she has run two marathons (most recently being the 2014 NYC Marathon) and six half marathons. While born and raised in Westchester, she is just moving into Manhattan for the first time and truly exploring every corner of the City and all it has to offer. Perhaps the most important thing in Sarah’s life right now, however, is getting to know the boys as both scholars and as gentlemen. IAN TAGGART joins Allen-Stevenson as our Lower School Music Teacher. Ian has performed with the Orchestra of Northern New York as well as Chelsea Symphony. Although Ian values every performance as a musician, his deepest passion lies in the teaching of it. With a degree in Music Education from SUNY the College at Potsdam’s Crane School of Music, he as set out to bring his insatiable curiosity into each classroom he enters; a curiosity that thus far has brought him to Helderberg Workshop, Chennai, Queens, and Manhattan.
MEGHAN WALL joins Allen-Stevenson as a Learning Resource Specialist. Meghan has been a Special Education Teacher for the last several years at the Glen Cove Robert M. Finley Middle School in Glen Cove, New York. In addition, while at Glen Cove she was the Head Junior Varsity coach for the Glen Cove Girls’ lacrosse team. She completed her student teaching in Special and General Education at Battle Grove and Oliver Beach Elementary Schools in Baltimore, Maryland. Meghan received her B.S. in Integrated Elementary Education and Special Education at Towson University and her M.S. in Literacy Education at Queens College. Outside of school, Meghan plays on the post collegiate Central Lacrosse team, and enjoys working out and spending time with family on Long Island and friends in Manhattan. L
A M P L I G H T E R
Utilizing the Many Woodshop Tools to Make Stringed Instruments
The sixth graders are busy in the woodshop designing and creating stringed instruments with Art Teacher Tara Parsons. Beginning
with inspiration from a video depicting a group of South American musicians making instruments out of various recycled materials,
the boys then come up with ideas for their own projects. They can choose to make anything from a guitar to a stringed drum. A
sketch is completed first, and then a life-size template. This is
followed by the selection of appropriate sizes of wood for their
particular design. Learning to use the many woodshop tools
Third Grade Researches Central American Countries New to the Third Grade curriculum is the Central America research project.
Each class was divided into small groups, each group being responsible for researching one of the seven countries, Belize, Guatemala, Honduras,
Panama, Nicaragua, or El Salvador. The boys were charged with learning about everything from the flag and the food, to important cultural
traditions, the language, the climate and even the geography of the land, as well as making sure they include some fun facts, too.
Working with the Lower School Librarian, Bonnie Tucker, the third graders have been provided age-appropriate non-fiction text from both print and online sources about each country to help them with their research
process. Through this project, the boys are learning the beginning steps of writing a research piece. The facts gathered are written as notes on a
graphic organizer. In Language Arts they learned how to give their research notes a voice, and hone their sentences into finely tuned paragraphs. Spanish teacher Samara Spielberg previewed the Central American
countries through video and song, and taught the boys related vocabulary so that they may include Spanish language in their final product.
The last step of this project will be for the third graders to collaborate with
their teams to create an eye catching travel guide that includes paragraphs on each important aspect of their research, Spanish language, and intriguing images that are relevant to their Central American country.
The many different skills learned during this interdisciplinary project serve as excellent preparation for how the boys will conduct their study of the fifty states and write their lines for Mr. America later in the year.
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available to them, the boys carefully cut, shape and sand the
wood. Seeing them comfortably maneuver between the coping
saws and rasps to the spoke shaves and power saws is impressive.
From past experience, the boys know there are a number of safety
rules to follow and do so with great care. The finished instruments will be painted and displayed on the fifth floor as well as at the Arts Festival in the spring.
In the classroom
Learning to Write Through Sculpting Under Steven Cohen, the Assistant Upper School Head and Ninth Grade English teacher, the ninth grade boys spend much time writing. Their first essay is a
personal narrative about their trip to Indian Mountain that takes place at the beginning of the ninth grade year. They use the 6+1 Traits, a well-respected
instructional tool that helps students achieve high-quality writing, as a vehicle for talking about, and improving, their written work. One of Mr. Cohen’s goals is to
have the boys understand that revising their writing is a crucial part of the process. The key qualities that 6+1 Trait uses to define excellent writing are: Ideas—the main message
Organization—the internal structure of the piece
Voice—the personal tone and flavor of the author's message
Word Choice—the vocabulary a writer chooses to convey meaning Sentence Fluency—the rhythm and flow of the language Conventions—the mechanical correctness
Presentation—how the writing actually looks on the page
When introducing each trait, Mr. Cohen gives the boys a few strategies which they practice, and then they go back into their Indian Mountain pieces to revise them for that specific trait. The clay activity, pictured here, is used as a metaphor for how to approach writing an essay. The boys learn that, just as in sculpting, one
starts writing a piece by playing around with a rough approximation of the final
product, and then through experimenting, tweaking, and even restarting, one discovers and develops the final piece.
A M P L I G H T E R
horns, angry pedestrians and shrieking sirens as the police rushed to investigate the commotion. After the formal picture was done, the Headmaster persuaded the policemen to join us inside for a special snack of delicious blue and gold cupcakes! In fact, Founder’s Day is the main reason that I was hired to teach at Allen-Stevenson in the first place, way back in the summer of 1982 – when dinosaurs roamed the Upper East Side, and I was a twenty-four year old girl with a lot more confidence than experience. It was also Miss Kyte’s first year! As I have noted, this was Allen-Stevenson’s hundredth, and the Headmaster at that time, an extraordinary gent named Desmond Cole, was looking for someone to create and direct a spectacular centennial pageant to cover every decade that A-S had been open – and to help teach English and history in Classes VIII and IX as well with Mr. John Pariseau, who was fiendishly busy setting up A-S’s first ever computer program and lab that year.
Caroline Franklin Berry taught English and history at Allen-Stevenson, was the Ninth Grade Homeroom Teacher and enjoyed assisting David Kersey h’98 in directing everything from Shakespeare to melodrama for the A-S stage. She is now the Associate Headmaster at The Buckley School in New York.
caroline Berry sPeaKs at FoUnDers Day It is my honor and true delight to be back at Allen-Stevenson, my first and much-loved school, and the place where I learned not only that I wanted to be a teacher and mentor, but that I dearly loved teaching and working in boys schools. I will never forget my first Founders Day here at A-S: it was the centennial year of the School’s opening and the schedule was packed with activities to celebrate the completion of the first hundred years in 1983. We had a wonderful school-wide picnic at the oval in Central Park and released a hundred balloons in blue and gold after all the boys had completed a lap around the track in their centennial tee shirts to celebrate Mr. Allen’s and Mr. Stevenson’s deeply held belief in Mens Sane in Corpore Sano, “a healthy mind in a healthy body”. I have a photo of the day we closed down 78th Street to traffic, herded the boys outside to form the number “one hundred” in numerals in the street, made a wobbly “1” and two wavy zeros composed of madly gesticulating arms, legs and heads, and took a picture of all the boys looking up as the photographer snapped it from the sixth floor window. The scene was unforgettable and the neighborhood was a blur of confetti tossed from the windows by Lower and Middle Schoolers, the shrill of flutes and clarinets from members of the orchestra playing on the sidewalk, honking taxi 22
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I was fresh from Harvard, where I had been the author of two of their famous all-male musicals, The Hasty Pudding shows, and I am sure that it was this line on my resume, and the fact that I was obviously well-versed in working with boys, albeit boys pretending to be girls, and my facility with the written word as an English major, that decided him on giving me the job. When I showed up that first day for school, I sensed the joy and excitement in the air as boys of all classes saw their friends and teachers again after the long summer apart, and I heard them calling, “How was your summer, sir?” “Sir, Sir! I brought you back a fossil from my trip to Arizona!” “Sir, did you get the postcard of Pompeii I sent you?” and I knew I was going to love being at Allen-Stevenson. For me, it felt like coming home. You see, although I am not now, nor ever have I been, an actual boy like any of you, I am nonetheless a proud and happy graduate of two boys schools. In 1971, when I was graduating from The Town School over on 76th and The East River, the great and iconic New York City boys school, Trinity, had just made the momentous and much debated choice to open its doors to what it called “girl scholars” after over 250 years of all male education. I was one of twenty girls to join its first coed freshman class and as soon as I walked through the doors of that ancient boys school, I knew I had found the kind of place where I would thrive. I loved the sense of honor, the loyalty and the courage that boys schools foster – and I responded immediately to the strong culture of warmth and respect between the boys and their teachers and coaches, all summed up in that single affectionate word, “Sir.” I loved the emphasis on team sports, on competition not against one another, but with your
Founders Day own sense of a “personal best to be bested.” I loved the support for academic excellence, but also, the support for curiosity, for investigations into how the world worked, for making things with your own two hands – and a lot of mess that no one seemed to mind. When I graduated from Trinity, I went on to Harvard, another great and ancient all-male institution that had just that year made the leap to co-educate its dorms and classes. At Harvard, the ratio of men to women was 2.7 to 1 in my freshman class, and it was still very much a boys’ school when I arrived in the Yard in the fall of 1979. I soon found my way to the Hasty Pudding, whose all-male drag shows had been presented for over one hundred and thirty-five years, and in which my own grandfather and his brothers had appeared as hairy-legged chorus girls in the early years of the 20th Century. I ended up spending most of my time at the Pudding and it was this experience that led to my being hired here by Desmond Cole to produce the pageant, and perhaps somewhat incidentally, to teach in the Upper School. The Centennial pageant had boys from every class presenting a skit created for every decade of the school’s existence. We had A-S boys in beanies, plaid vests and knickerbocker trousers singing “Over There” for the nineteen-teens and America’s entry into World War One; we had A-S boys offering to sell their toys to help their mothers buy food, in the Great Depression – a true story told to me by one elderly alum; we had boys in tie-dyed tee shirts, long shaggy wigs and love beads representing the swinging ‘sixties’ – we even had a futuristic skit about what A-S might be like in a thousand years. In this one, a lone AllenStevenson lad called “Ralph Van Winkle” wakes up from a catnap during his science class and finds he has been somehow transported to the year 2983. To his amazement, his old school is still there, but it is no longer called Allen-Stevenson, but ELLEN Stevenson – because it is now all girls! And these E-S girls are not your ladylike Chapin or Spence types, but scary Amazons who want to hunt poor Ralph down with dart guns and preserve him in their science lab! The grand finale of the pageant we put on was a giant cardboard and glitter birthday cake being wheeled in from the back of the old auditorium, where the tiniest boy in the school, a chatty five year old with a very big personality, was supposed to pop out of the top of the cake and shout, “Happy Birthday, Allen-Stevenson!” as the famous A-S orchestra launched into “The Stars and Stripes Forever,” with piccolos blazing! Instead, when the poor kid finally managed to struggle out of the top of the collapsing cake structure, he was so flustered by the sea of faces staring at him through the dazzling lights that he only managed to squeak out, “Well…Here I am…?” No matter: the audience loved it! Everyone clapped and he was rescued from his pastry prison by a few of the older boys, still dressed in their “Ellen-Stevenson” wigs
and kilts, which terrified him even further. We then all stood as the chorus led us in the new school song, written just that year for the centennial by Mrs. Rolande Schrade, “We Hail Thee Allen-Stevenson – Fortiter et Recte!” It was the first time this now classic anthem was ever heard at the School, and a thunderous round of applause from the alumni and parents followed its debut. When I taught here at Allen-Stevenson, all Upper School teachers were expected to coach a sport for one season, or at least, to help do so. This was a huge challenge for me, as I had never been talented in team sports of any kind! After watching me struggling with a soccer ball for a few unhappy weeks, the coaches decided my talents might be better used in helping Mr. Kersey with his many dramatic productions instead of out at Randall’s Island, basically running away every time a ball came anywhere near me. Thus it was that I began one of the most exciting and demanding partnerships of my life, helping the famous “DK,” as I hope he is still lovingly known to you as he was to my students, to mount productions of Shakespeare, melodrama and even farce. “A Midsummer Night’s Dream,” “Twelfth Night,” “As You Like It” (set on Mars in the year 2025, but I don’t recall why!), and crowd-pleasing comedies like “Charley’s Aunt” and “Egad! What A Cad!” were some of the shows we did in the six years I was here. Our rehearsals were on Saturday mornings then, so invited girls from Nightingale-Bamford to join us in our plays, hoping this would be an inducement for the sleepy Upper School boys to get up and make the a.m trek into school on a weekend. It worked all too well! Girls, however, were most definitely not invited for the brilliantly testosteronefueled Gilbert and Sullivan operettas we presented - and you still present – (in our case, with the legendary music teacher, Stanley Gauger) every year. I loved watching the boys grow from delicate fairies or errant school girls, piping in their sweet sopranos as fifth graders, to enormous yeomen of the guard or strapping pirates and policemen in eighth and ninth, like the big guys here today on the back benches, bellowing the famous choruses in newly minted bass and baritone voices while tromping around the stage in size 12 shoes. After the centennial year ended, to my excitement, Mr. Cole decided to offer me a fulltime job as Ninth Grade Homeroom Teacher; but not, he told me, until he had decided whether it was a better investment for the school to hire me back, or to buy a new IBM Selectric typewriter. I modestly say now that I think he got the better bargain in me, for the fact was that, by the next year, the IBM Selectric typewriter had become as dead as the dodo, replaced throughout the world by the cheerful blue plastic cubes that were the first Apple Computers. I, on the other hand, would continue to work for five more happy years at A-S.
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A M P L I G H T E R
Founders Day continued from previous page I wanted to leave you today with some thoughts on your own journeys
through this wonderful and venerable boys school we all justly love with
such devotion and loyalty. When I was here, I naturally had some extraor-
dinary students – some were so brilliant that I had a hard time staying far enough out in front of them intellectually to make it worth their while to
come for the ride – but they always did. Others were exceptionally talent-
ed artists, musicians, singers and actors, so much so that one of our productions, “A Midsummer Night’s Dream,” was actually the subject of the introduction of a book about Shakespeare by a Columbia professor, who
said until he saw our boys acting Shakespeare’s words boldly, purely and without jaded nuance, he had not been able to understand this play as
Shakespeare wrote it. And of course, this being Allen-Stevenson, I taught some amazing athletes, including the boy who was probably the finest
athlete I ever saw in my life, Robby Zuckert, who was tragically crippled in a rugby game a few years later, but whose life was one of courage, wis-
dom and love despite his pain. It was with tremendous pride that I attended as Mr. Trower inaugurated the first Zuckert award, recognizing loyalty,
authenticity, kindness, empathy, courage, determination and thoughtfulness a few years back.
But much as I learned from those most gifted, successful and ambitious boys, I must tell you that the greatest life lessons I learned were from the guys who did not find Allen-Stevenson particularly easy, who sometimes struggled to do better each day than they had the day before, and who often asked me if they’d ever be able to “get” a problem or a subject that seemed daunting to them, and yet seemed so easy for other guys. These were the guys who inspired me, who taught me what real love of learning can do when it is hard won, not easily come by. These were the boys who dug in and got the job done; who had the courage to ask questions when they could see the other boys getting it all so quickly; who had the resilience to rebound from a poor test or a disappointing grade on a paper; who would meet with their teachers to learn ways to grow and get stronger in each area of challenge; who used and appreciated the great resource of Mrs. Anne Russo Meyer and her colleagues in the Learning Resources Department; who learned how to advocate for themselves; who trained hard and who fought to get a spot on JV, or to move off the benches or the sidelines; who worked tirelessly on the lights and sound, or carted props and sets around in the hazardous. These guys developed the three things that I would wish for every boy in this room: perseverance, resilience, and the ability to work hard to overcome obstacles.
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Today, I am not surprised to find that many of the most successful and prosperous alumni I meet were among the ranks of these often quiet, always diligent and determinedly “gritty” boys when they were at Allen-Stevenson. The lessons they learned here all serve them well in their adult lives. These guys have pursued their passions – business, finance, cooking, organic farming, hospitality, restauranteering, politics, entrepreneurship, design, acting and art – and the lessons they applied to their challenges at A-S have made them successful, hard-working and happy men. Of course, many of those naturally brilliant students also went on to great successes of their own, but some did not: there is not a “one-size fits all” way to make your journey through a great school like Allen-Stevenson, nor through your life. Each year is a fresh start; each grade is a chance to reinvent yourself: to find new friends among the boys and new mentors among the teachers, to succeed where you once failed, to try a different sport or a new club or activity. As I conclude my time with you today, my advice to each of you, from one year to the next, is to set yourself three personal goals every September - one academic, one athletic, and one extracurricular or personal - and to go after them as hard as you can, even if there are guys in your class who seem much better at these challenges than you do. Set your goals high, but don’t make them impossible. You may not achieve them easily; you may not achieve them the first time you try; but at the end of the day, you’ll be steadily creating a growth mindset for yourself that allows you to work hard and yet, rebound from disappointment, to learn from mistakes with your self-esteem intact, and to take the intellectual and athletic risks that will ultimately help you grow and mature as a boy - and as a man. On this Founders Day 2014, this is the happy thought I want to leave with you: 132 years ago, Mr. Allen, with just three students in a couple of rooms, created the extraordinary boys school that was to become Allen-Stevenson: a place where every boy is known, where he is loved, where he is celebrated; a place where he can, as the Scots would say, dare to “dream large,” where he can try and fail, and try again, and succeed; but most of all, a place where he can be a boy. Thank you.
On July 13, 2014, at 3:06AM, SOPHIE DWYER, Second Grade Teacher, welcomed Ailey Morganne into her family. She weighed 7 lbs, 5oz and measured 19 inches. Mom, Dad, and big brother Frank are all adjusting happily to being a family of four.
JesĂşs Parra and Sarah Luposello
JESSE MONTERO, Kindergarten Teacher, ran and completed the Chicago Marathon in October 2014. He ran the race in a time of 4 hours and 28 minutes, a personal best.
SARAH LUPOSELLO, LRC Specialist, and JESĂšS PARRA, Spanish Teacher, ran the half marathon at the Liberty Park-Jersey City and Newport. We did the unicorn sign before the race.
CHRISTALINE WILKINS in Food Services walked in the Making Strides Against Breast Cancer Walk on October 19, in Central Park. She wanted to raise money for a cause that has affected friends and loved ones who have passed on and others who are still fighting this disease. Christaline raised over $700 for this worthy cause and truly appreciates all the support she received from the A-S Community.
KG Kindergarten teacher, BROOKE PARKER (formally Brooke Cohen) married Jason Parker on June 21, 2014, at the St. Regis, in Manhattan. Ms. Parker's younger brothers, Rex Cohen (2R) and Blake Cohen (KB), proudly served as ring bearers. It was a beautiful and magical day. Jason and Brooke Parker
Former Third Grade teacher, BETTY BOUNDS, died June 11, 2014, at the age of 96. Betty worked at Allen-Stevenson from 1952-1982. She was born in Canada and lived in New York and Decatur, GA. Betty was married to Harrison Bounds and is survived by her daugher Elizabeth and son-in-law Michael Bradley, Jr. (Elizabeth) Betty Bounds
A M P L I G H T E R
Closing Exercises Address by Major Christopher Hallows ’87
I would also like to recognize a couple old classmates of mine who are also in attendance here today – Ian Adler ‘87 and Alfred Burger ‘87, great to see you and thanks for your support. As I look around the room I see the faces of so many proud parents, grandparents, siblings and teachers who make up this very special community we call Allen-Stevenson. When Mr. Kersey called me a few months ago and asked if I would like to speak at graduation, I jumped at the chance because Allen-Stevenson has always had a special place in my heart. The support and encouragement that I received from this school gave me not only a great educational foundation, but more importantly the life skills that have made me successful today both personally and professionally. I know my experience is not unique – all you have to do is to read the alumni section of the Allen-Stevenson Lamplighter to know that many Allen-Stevenson boys go on to achieve great success! So I am very humbled to be here today.
Major Hallows is the Bravo Company Commander of the 1st Ranger Battalion in the U.S. Army, and has recently returned from his third deployment to Afghanistan. He has received numerous awards and decorations throughout his career, including seven Bronze Star Medals, one of which was for Valor, as well as two Meritorious Service Medals. Major Hallows attended Allen-Stevenson from First through Ninth Grade. In Ninth Grade he was cocaptain of the football, hockey and lacrosse teams, President of the Student Council, and winner of the Alumni Medal. He participated in three plays, including playing the role of Silvius in William Shakespeare’s As You Like It. He is a graduate of the Harvey School in Katonah NY, as well as Fordham University, with a B.S. in history. Major Hallows is married to Heather Elizabeth Sarg from New York City. They have one son, Michael Thomas Hallows, who is 11 years old.
It is a real pleasure and honor to be here today and participate in this graduation. I have to admit I was feeling a little old this morning when I was having breakfast with the graduating class before this ceremony, realizing that it has been over 27 years since I graduated from the School. However, I reminded myself that there are still three teachers here from when I was a young student and I started to feel much better! I would be remiss if I did not recognize those teachers; Ms. Kyte, Mrs. Meyers, and of course Mr. Kersey. Thank you for your incredible dedication to countless generations of boys but also for making me still feel young today. 26
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In a lot of graduation speeches the commencement speaker feels the need to impart what I call a golden nugget, or catch phrase, such as “all you need to do is just follow your heart” or “if you do this ‘fill in the blank’ you will successful in life.” I am not going to do that for two reasons today, first, I could not come up with any original golden nuggets but secondly, and more importantly, I do not feel I need to because between your family and this school, you have been given the tools and the foundation to be successful!! Now that I said that, I am going to retract my first statement! My golden nugget is don’t forget what you have learned from your parents, teachers, and classmates while you have been at Allen-Stevenson! Seriously, my goal today is to share with you some of what I learned and experienced while I was at Allen-Stevenson, and how it has served me well both personally and professionally. I encourage all of you who are graduating today to take some time to reflect on what you have learned while you were here at A-S. This is a really special place. You started as young boys and now you are young men and have become scholars and gentlemen, and that is something to be proud of. My scholarly start as a young boy was a little less than auspicious! I was certainly not a gifted student by any means; I had to work really hard just to get B’s. Once again, there are three teachers and some of my old classmates here who could call my bluff, if I told you otherwise! But thanks to all the incredible teachers at A-S, I developed a passion for learning. I think back to all the things that I learned and was exposed to here at the school; history, Latin, art, music, drama, computers, and of course all the sports. It really is amazing. History was always my favorite subject and it was because of teachers like Mr. Harlen, Mr. Pariseau, and of course Mr. Kersey here at Allen-Stevenson that I developed a love for history which I went on to major in while in college. I am sure that all of you have a favorite subject and you could also list off the names of all those incredible teachers who have inspired you along the way. My musical career was rather short on the other hand. I played the French horn in Fourth Grade for about 5 months. I am not sure who was happier that I stopped playing, my parents or music teacher!! But what I gained at Allen-Stevenson was an appreciation for classical music which has lasted to this day, and I am thankful for that exposure. I would say the same thing for drama. It was in Mr. Kersey’s Shakespeare productions that I not only got to be a love-sick shepherd but I also learned to speak in front of a large group, which is critical to my job today as an Army Officer. I think what I cherish most about Allen-Stevenson was not just what we learned at the school but how we learned! We learned to think critically. We learned that it is essential to examine
issues from all sides. We learned the importance of diversity, to listen and respect other people’s perspectives and opinions and not to rush to the simplest of conclusions. Thinking critically is such an important skill in life. In Iraq and Afghanistan, military leaders are regularly faced with “wicked problems.” A gentleman by the name of Horst Rittel, who was a systems analyst, came up with the concept of a wicked problem. In a nutshell, it is a problem where there is no definitive solution. You are faced with either bad or less than good options and there is no opportunity to learn by trial and error. Therefore, it is absolutely imperative that as a military leader that you can think critically, to examine these types of problems from all angles, listen to those people who have different opinions, analyze the facts and data, and most importantly think about the 2nd and 3rd order effects of those different possible outcomes. All of you have learned to think critically while you have been at Allen-Stevenson. I was thrilled to read In the most recent issue of the Allen-Stevenson Lamplighter, Jorge Colmenares, who was in the Class of 2012 writes about the Facing History project that he completed his ninth grade year. He wrote, “While working on the project, I needed to apply all the tools I had developed at the school and combined my academic, public speaking, and acting skills. And above all else, the thoughtfulness, introspection, empathy, and passion that I cultivated at the school were essential.” Those are all attributes of a critical thinker and I have no doubt that you have those skills as well.
Kevin Prempeh ’14 with David Trower
Once again, take some time to reflect on what you have learned and experienced at Allen-Stevenson. Thinking critically and learning new stuff is not always easy because it takes time and requires extra thought but I can tell you it is worth it! Sometimes it is simply the journey or during the process of thinking critically when you learn the most. If you develop a lifelong commitment to learning and continue to think critically, you will be a better person for it and better prepared to deal with life’s challenges. The last thing that I am going to talk about is the Allen-Stevenson tradition of emphasizing the importance on being a gentleman. Webster’s dictionary defines a gentleman as “a man who treats other people in a proper and polite way” or “a man whose conduct conforms to a high standard of propriety or correct behavior.” It is in the Allen-Stevenson code to be thoughtful, responsible, generous, respectful, studious, enthusiastic, creative, and good. It is how you start your day, when Mr. Trower or another teacher welcomes you into the school with a firm handshake and exchange of greetings. I remember from my time at the school that being honest and respectful were two qualities that were highly emphasized and re-enforced every day by the teachers. Personal responsibility went hand in hand with honesty. When you made a mistake or did something wrong because we all know, boys will be boys - if you showed courage and owned up to it the consequences were always a lot less severe. I recall getting thrown out of French class on one occasion in Eighth Grade for shooting a rubber band at one of my classmates who was sitting a couple of rows over. I was caught and told to go and see Mr. Kersey who was cohead of the Upper School at the time. I was certainly a little scared and worried about the consequences as I walked towards his office. Excuses were running through my head like … I shot the rubber band at my classmate in an attempt to stop him from falling asleep so he did not miss any more of the interesting lecture that we were receiving. However, when I entered the office and looked at Mr. Kersey, I knew in my heart what was the right thing to do. So I took a deep breath, I told him that I had been goofing off and had been shooting rubber bands in class and had got caught doing it. Now, I did not get off scotfree, but he did make it clear that because I showed courage and honesty, the punishment for my transgression was going to be a lot less severe! Gentlemen always take responsibility for their actions. If you never acknowledge your mistakes, you never learn from them, and then life becomes a lot harder! Take pride in being a scholar and a gentleman, reflect on what you have learned during your time at Allen-Stevenson, build upon it, work hard, and you will be successful! I look forward to reading about all your incredible exploits in future Lamplighter editions. Congratulations and good luck! L
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Luis Gruson ’15
David Trower with Jonathan Katz ’15
want to forget that kid that helped you with that problem of the week, or science lab, pumped you up when you were having a bad game. You don’t want to just forget about that kid you felt you could tell anything. It’s a fact that makes this school rather unique. I am confident that everyone that graduates will spend more time outside of school with their Allen-Stevenson friends than their new school friends.
Matthew Kaufman ’14 Closing Exercises Speaker
Good morning everyone.
I feel privileged, honored, and proud to be standing here today representing the graduating members of the Classes of 2014 and 2015.
Wow, and I thought a lot of people came to see me at Facing History. I thought a basketball court was only allowed to hold just ten players, two refs, and the occasional Coach Alifano, whenever one of us started to play selfishly. Along with his famous “get over here!” I made sure to pack extra underwear for game days.
Today is a day that celebrates all that I, my classmates, members of the class of 2015, and even some of the seventh grade, have accomplished in their entire lives leading up to this moment. Even if someone has attended this school for just one school year it seems like longer than that, and no, not because of all the time we spend studying history. It’s because we make a bond with the school. A bond that says I am committed to everything I become a part of, that I will throw myself into every activity I need to do/want to do. Every boy sitting in the chairs next to me put in the time and effort necessary in their homework in order to get them to this point. Not to mention that each boy did the extra activities like sports, chorus, orchestra, the extra art class; that they did for themselves, but mainly to help the school achieve something great.
When I walk through the halls of the Upper School you can see and hear some pretty odd things. I usually hear a student asking a teacher for help, or discussions about homework with a friend, or friends motivating each other; oh yeah, and the fourth and fifth graders trying to break into everyone’s lockers; might want to look into that next year Mr. Trower. But I also see stuff like kids selling candy bars to support their community, or kids filming videos showing that you are free to express yourself in this building, or fifty science projects teaching everyone something new, or a skateboard that looks like an iPhone. You also can see Mr. Kersey attempting to brag about his Red Sox; I have one thing to say to you Mr. Kersey, the Yankees theoretically will win the World Series this year while the Red Sox won’t win it until 2029. Wait; maybe I did learn something in math this year. But don’t worry Mr. Kersey, I’ll be sure to visit you on the day after it happens at your home on the Upper East Side, or what you call “the hood.” Throughout all of my time at Allen-Stevenson, there has only been one thing that I have valued the most; the friendships I make here. Each day at school everyone at A-S experiences a different kind of friendship than most kids’ experience. The friendships made here are different because truly they’re ones that last a lifetime. You just never
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Don’t worry teachers, I haven’t forgotten about you. Believe me, we all know how many inhuman hours you put in to help us become scholars and gentlemen. Ms. Colebank, I was kidding about my joke earlier, I learned more about geometry than I could have ever dreamed of this year. I remember it was two weeks ago and you were teaching us about the nervous system, Mr. Herschenhous; and you acted like you were going to punch me (not because I was in trouble) and your fist got just an inch away from my face. I didn’t move a muscle except for closing my eyes. You were a little surprised but of course you knew why that happened. You said it was because by now I have learned to be comfortable around you and that I know you would never hurt me. I think that sums you up pretty well Mr. H. Mr. Rodriguez, Pingu, Dominican Republic baseball, Nota Falsa, and the Little Red Riding hood; we covered some interesting things and learned a lot. And I am sorry for hitting you in the head with a Ping-Pong paddle. Ms. Barnes, your endless urge to help guided me to a new level of note taking and overall knowledge when it comes to world history. Mr. Cohen, I never thought I would ever read the New Testament; and who knew J O B could be pronounced Job. I also remember all of the eighth grade science classes with Mr. Zufall, learning all of that stuff about physics and how to make a classroom smell like a bathroom the artificial way. And history class with Ms. Sklow, where we learned in such depth about the history of China, India, and Sub-Saharan Africa; I wished I packed extra underwear for some days in your class. Thank you to all of the teachers that helped us throughout our time at Allen-Stevenson. The skills and knowledge we learned here will never be forgotten, but I can promise that none of us will be coming back in five years to say “darn I wish I paid more attention when we learned about noodle tools.”
Just four years ago I came to this school expecting absolutely nothing. I never thought that almost every weekend I would be seeing friends that graduated last year. I never thought that I would call the gym coaches “cus,” and every once in a while be told that I was around Wiseman too much. I never thought I would be able to talk to my teachers about anything. I never thought that I would get so sad when I had to walk in a line saying good game for the final time as an A-S student. I never thought that I could actually make something in art or shop that when people looked at it, they knew what it was. I especially never thought that I would be able to stand up in front of so many people and give a speech to them. But every one of my teachers, coaches, and classmates guided me to do what I can today, and for that I say thank you to everyone who has helped me throughout my time at A-S.
I’m going to miss the pen game, I’m going to miss running up and down the halls only to be greeted with a sturdy “HALT” from Mr. Cohen, Believe it or not I am going to miss being asked if I like rolls, even though I still have not figured out what that means. Everyone sitting next to me has invested a large portion of his life in this school only hoping for great results. And I am pretty sure that each and every one of them received it.
Congratulations to all of the guys to my left, and best of luck next year.
Upper School Honors 2013-14 Honor Student Matthew Kaufman ’14
Rookie Award Kai Cedeno ’16
Desmond Cole Fortiter et Recte Award Jonathan Katz ’15
Dance Award Fallou Babou ’15
Charles E. Horman Award Matthew Kaufman ’14
Wellness Award Davis Lister ’15
Robby Zuckert Honor Aaron Clarke ’14 Matthew Kaufman ’14
Public Speaking Prize Jack Posner ’15
Athletic Award Jeremy Kasdin ’15
William A. Hanway Memorial Prize Davis Lister ’15
Alumni Medal Aaron Clarke ’14
Tunney Creative Writing Award Alexander Korman ’15
Daughters of the American Revolution Andrew Gellert ’16
Society of Colonial Wars Simon Sankey ’16
Mary B. Helm Award Spanish: Hugh Esterson ’15 and Davis Lister ’15
Robert McCallum with Ryan Claffey ’15
Mayflower Compact Award Isaac Parlin ’16
Greatest Improvement Award 7th Grade: Tigran M. Mirzayantz, Harrison A. Ringel, Charles L. Villalba 8th Grade: Michael Gesse 9th Grade: Kevin C. Cox
Bradford A. Warner Shop Award Harry Roepers ’16 Andre Selz ’14
Computer Art Award Ryan Claffey ’15
Francis Keally Art Award Luca Matts ’16
Francis Keally Gilbert & Sullivan Award Austin Metzger ’15
Major Chris Hallows ’87 with Aaron Clarke ’14
Nicholas Meister Armington ’77 Theater Prize Taeang Moon ’15 Alexander Peterson ’15
Honor Roll Class of ’16: Charles K. Barnett, Kai A. Cedeno, Matteo C. de Donato, Benjamin A. F. Edelson, Joshua C. Friedman, James C. Gallea, Andrew P. Gellert, Alexander R. Grier, Richard A. Hausman, Trevor K. Jensen, Robert H. Macdonald, Dylan J. Mack, Luca Matts, Tigran M. Mirzayantz, Luke A. Morris, Benjamin L. Palin, Isaac C. Parlin, Dylan R. Porges, Harrison A. Ringel, Daniel J. Rosen, Simon D. Sankey, Felix G. Schloendorff, Declan M. Slonim, Benjamin R. Turner, Kristian Vesanen, Charles L. Villalba, Jose A. Villamil, Kevin J. Won, Jared E. Zelman
Class of ’15: Fallou Babou, Daniel G. Belfer, Connor J. Bird, Ryan H. Claffey, Hugh H. Esterson, Luis M. Gruson, Devon J. Kalsi, Jeremy N. Kasdin, Jonathan A. Katz, Alexander J. Korman, Davis M. Lister, Ignacio M. Lopez Gaffney, Austin P. Metzger, Alec M. Mitchell, Taeang Moon, Gabriel G. Roldan, William C. Swett
Chorus Prize Ryan Claffey ’15 Davis Lister ’15 Taeang Moon ’15
Class of ’14: Kevin C. Cox, Matthew R. Kaufman, Morgan S. Wolfe
William L. Landis Drama Prize William Swett ’15
Stanley D. Gauger Music Prize Hugh Esterson ’15 Luis Gruson ’15 Davis Lister ’15 Taeang Moon ’15 William Swett ’15 & ASP Class of ’15
Mathematics Prize Hugh Esterson ’15 Davis Lister ’15 Paul Jensen ’14
Science Award Kevin Cox ’14
History Award Hugh Esterson ’15
Photography Award Connor Bird ’15
Coaches Award Hugh Esterson ’15
MIDDLE SCHOOL PRIZES – 2013-14 Bradford A. Warner Award Nicholas Simonian ’18
Jeffrey Herschenhous with Kevin Cox ’14
Anthony G. Couloucoundis II Memorial Award James Burge ’17
Adam and Elan Benjamin Memorial Award Antonio Fontana ’18 L
A M P L I G H T E R
Allen-Stevenson students are always well served in the secondary school placement process. The goal of the process is to find the right match for every boy. Each boy should be looking for the school that will best serve his needs as he moves through high school, inspiring him to grow and develop into the best possible student and person.
we extend our heartfelt congratulations to the classes of 2014 and 2015 as they take this next step in their academic career. they are attending the following high schools, among others.
after celebrating with the class at the Back to 78th street Party in June, weâ€™ve learned that the graduates of the class of 2011 are attending the following colleges, among others.
Avenues: The World School Berkeley Carroll School Brooklyn Latin School The Browning School Collegiate School Columbia Preparatory School Dalton School Dwight-Englewood Grace Church School The Gunnery Hackley School Horace Mann School Hotchkiss School Loomis Chaffee School Loyola School Millbrook School The Packer Collegiate Institute Peddie School Poly Prep Country Day School Regis High School Riverdale Country School Trinity School
Bard College Berklee College of Music Brandeis University Bucknell University Colgate University College of Charleston Columbia University Cornell University Dartmouth College Emory University Lafayette College Lindenwood University New York University Nichols College Northwestern University Princeton University Texas Christian University Tulane University University of Chicago University of Michigan University of New Hampshire University of Virginia University of Wisconsin Vassar College Wake Forest University Yale University
If you are a member of these classes and have not updated the Alumni Office about where you are attending high school or college, please send us an email at email@example.com.
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Faculty Grants The Kellner Great Teacher Award was initiated by a gift from George and Bicky Kellner, parents of Peter ’84. It recognizes outstanding achievement by an Allen-Stevenson teacher. The 2014 recipient is Spanish Teacher, Samara Spielberg.
“From the moment I first began learning Spanish in the Sixth Grade, this beautiful lyrical language spoke to me. As a young learner, Spanish class allowed me to take on a new identity. I would speak it and magically transform into a more confident and more worldly version of myself. Mispronounced words that I strung together read like songs in my mind and took me to a foreign land, all between the four walls of my Spanish classroom. What a tremendous joy it is to be able to share my love for this living and breathing language with the curious and delightful young boys of Allen-Stevenson. I am deeply honored to have received The Kellner Great Teacher Award and am tremendously grateful to this unbelievable community that allows teachers to take risks and grow. Special thanks to my wonderful Spanish team and my great mentor and cheerleader, Anne Meyer.” ~Samara Spielberg Samara Spielberg with David Trower
The Riklis Grant, a professional opportunity from the Betty and Pinhas Riklis Faculty Fund, was established to provide faculty with a chance for pleasure, renewal or refreshment. Additional Faculty Professional Development Grants have been generously contributed by members of the Board of Trustees. The 2014 recipients are:
Genevievre Broche Chris Caccamise Gabrielle DeMatteis Antonio D’Itri Kristin Filling Meghan Gelling Carol Mahida Jesse Montero Ben Neulander Jesús Parra Lori Popkowski Ray Seeback Liz Storch Rich Waldmann Chaplin Warren Elsa Wilkis
A M P L I G H T E R
message From the alUmni coUncil PresiDent Jamie magid ’91
Dear Fellow Alumni,
As another year begins at Allen-Stevenson and I get one year closer to my twenty-five year reunion, I am amazed every time I am at Allen-Stevenson. There are not many places, especially educational institutions, that can grow with a changing curriculum without changing the core values the school was founded on. Allen-Stevenson has become such a modern and interesting place for the students to learn, grow and explore their individualism, but the core of what makes an Allen-Stevenson boy is alive and well; honesty, integrity, and the overall truth that an A-S boy is a Scholar and a Gentleman. As alumni, we all remember different things – classes, teachers, lessons, classmates – but one thing we share is that we all learned how to learn at Allen-Stevenson. We learned to explore, question and solve problems.
The Allen-Stevenson alumni community is greater than ever thanks to the tireless work of the Alumni Council. We are continuing our efforts to create meaningful networking experiences for alumni, a mentoring program for young alumni, and many other great experiences and events that bring us together as a community. Please help us support Allen-Stevenson and its wonderful teachers. Help the young Scholars and Gentlemen the way prior alumni supported the school while you were students. If you have any ideas or would like to be more involved in the A-S alumni community, please don’t hesitate to reach out to me. Thank you. Sincerely,
Jamie Magid ’91 President Allen-Stevenson Alumni Council firstname.lastname@example.org
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lost alUmni in reUnion years
ALUMNI EVENTS CALENDAR
we are looking for the following alumni who are celebrating reunions this year, to ensure they receive the invitation to reunion weekend and their class party. Please contact anthony Kapp, alumni Director, with information at email@example.com or 212-933-5240.
Class of 1950
Thornton W. Marshall Nicholas N. Martianoff Alexander Kirkland Weeks Hugh Stuart Williamson Williams Wood, 3rd
Class of 1955
Edward McP. Armstrong, Jr. Christopher Beveridge Sumner Forbes Hayes Martin, Jr. John Bevan Olyphant Thomas P.F. Palmer Henry G. Walter, 3rd
Class of 1960
Lewis Anthony Bonell Shu-Ren Cheng Morton J. Davis, III John Ogden Fabian George Jay Gould, IV John A. Heller, Jr. Peter John Heurtley Ames Robert K. Sutton Michael Lindsay Wagner John Waller Charles Kent Woodman
Class of 1965
Timothy Amussen Christopher Brennan Mark C. Christine Wade Cole Richard C. Cowan Philip Gillespie Walter Hampton Mallory, II Daniel Reich Joseph William Renfield Thomas Revson Richard David Ross John Malcolm Wells Anthony Wilder Jeffery G. Woods
Class of 1975
Christopher T. Anderson Todd Antin John P.A. Colaclides Jon Parker Erickson Harry V. Frank Brian E. Gormley Bradford Thomas Harriman Anthony Philip Harrison James Clifford Hicks John Robert Martinson David Charles Mason James Maynadier McComas George Geoffrey Meluso Robert Nadler Schwartz John F.R. Smilgin, IV Michael R. Woolworth Tat Y. Yuen
Class of 1980
Michael Bernstein Christopher F. Childres Paul-Phillipe D'Auriac Conrad de Kwiatkowski Gregory David Gersten Marcus G. Henderson Stacey A. Jackson John L. Kneeland, Jr. Jonathan Lord Long William West McLain James A. O'Connell Omer Riza Philip Alan Selton Stuart Douglas Thompson John Winston Whitmore
Class of 1985
John Clough Abbott Robert Winston Beasley Keith Blackshear-Ashe Aries Brooker Henry David Brown John Cowell Jason Francis French Stephen Bigelow Garrett Class of 1970 Neil Hendin Luis Bello Jonathan Bradley Isacoff David Parker Bowman Bret B. Livingston Michael Kenneth Burns Alexander Craig Penley Joel Carl Erickson Francesco Mario Ruiz David J.E. Gordon Matthew Harry Schloss Jonathan Van Lennep Higgins Patrick Casey Spears Thomas Q. Killie Michael Stone Thomas Patterson Jesse Taylor Pedro Rivera, Jr. Jonathan Wish Dieter Hans William Strum, III
Friday, January 30, 2015 ALUMNI GAThERING IN ChICAGo Email firstname.lastname@example.org for details and to RSVP.
Class of 1990
Wednesday, February 11, 2015 ALUMNI CoUNCIL MEETING 6:30PM, Library
Amr Banaja Andre Egol Kiyoshi Hashigami Thien Thanh Huynh John Jaxheimer Michael Lareche Michael Jermaine Moore John Robinson Victor
Class of 1995
Timothy McFarland Hunter Christopher Kolenaty Stephen B. Luethi Cody Edward Martinson Alexander Moscato Joshua I. Penchina Cacien Phoenix Bennett Jon Romanick Samuel Jacob Spiegel David Campbell Tennant
Friday, February 27, 2015 ALUMNI GAThERING IN BoSToN WITh hEADMASTER DAVID TRoWER h'95 Email email@example.com for details and to RSVP.
Friday, March 6, 2015 REUNIoN PARTy FoR ALL ALUMNI FEATURING THE PIRATES OF PENZANCE 7:00PM, 583 Park Saturday, March 7, 2015 REUNIoN oPEN hoUSE 11:00AM – 2:00PM
Thursday, May 21, 2015 ALUMNI DoDGEBALL GAME 6:00 PM – 8:00PM, Gym
Class of 2000
Jarrett Brock Justan Caesar Kenneth W. Corbin Jonathan Levi Freeman Gregory Thomas Gorman Robert Abney Krauss Nicholas S.C. Lacher Sam A. Russo Dillon K. Springer
Tuesday, May 26, 2015 ALUMNI CoUNCIL MEETING 6:30PM, Library
Monday, June 8, 2015 BACk To 78Th STREET: A PARTy FoR ThE CLASS oF 2012 6:00PM – 8:00PM, Landis Assembly hall Tuesday, June 9, 2015 CLASS oF 2015 GRADUATIoN DINNER 6:00PM – 9:00PM, Landis Assembly hall
Class of 2005
Abdulla Al-Khamees Faysal Salem Al-Sabah Xavier Arpad Bene Leo Kanamura Christopher Smith Lamb Alexander Dudley Merchant
Class of 2010
Alexander J. deVleeschauwer-Mir Liam Dubson
Wednesday, June 10, 2015 NEW ALUMNI BREAkFAST 9:45AM – 11:00AM, Dining Room
For more information about these events, please contact Anthony kapp, Alumni Director, at 212-933-5240 or firstname.lastname@example.org.
A M P L I G H T E R
ALUMNI DODGEBALL GAME 2014
ALUMNI ARCHITECTS WORK WITH FIFTH GRADE BOYS ON STEAM PROJECT Four architects came to Allen-Stevenson and offered their professional skills to the Fifth Grade STEAM (Science, Technology, Engineering, Art and Math) project on June 4. The architects who came to collaborate with the boys included three alumni: Andrew Zimmerman '00, Kerim Eken '00 and Nikolas Dando-Haenisch '82, who is also the father of current students Nolan '20 and Caleb '17. Andrew Zimmerman’s father, Howard Zimmerman was also one of the expert voices who offered the boys some insight on their designs. Viewing the work the boys had done on their STEAM waterside homes, the architects asked the boys to explain the entirety of the project, pushing them to think about the design process and why they had incorporated certain features in their buildings. The projects were on display with all three steps of the process available: the paper sketch, the 3D sketch using the computer design program, SketchUp, and the actual finished house. It was clear that a great deal of measurement went in to each phase to ensure that everything was created to scale.
The boys explained that they were required to work within a budget. The school set a price for purchasing building items such as cardboard, solar panels, grass, etc. Each team of two had $100 to spend. They were not allowed to go over budget. “Learning from an actual architect gave us the opportunity to discuss our project in a way that we hadn’t been able to before. It was useful to hear what things we should have considered as we designed and where we could have made changes to make our project better,” said some of the boys.
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On May 22, alumni returned to Allen-Stevenson to dive, dodge, dip, dive and… dodge in what turned out to be a wild and rowdy game of dodgeball officiated and DJed by Coach Jaison Spain '97. A great start to the Memorial Day weekend, the game was a fun return to East 78th Street for all involved.
CLASS OF 2011 CELEBRATED AT THE BACK TO 78TH STREET PARTY
On June 9, the A-S Class of 2011 returned to the School for an evening of fun with friends, family and former teachers. The class enjoyed reconnecting over Ms. Matthew's A-S fare, and parents of the class enjoyed reconnecting with each other and the School.
Back to 78th Street is an annual celebration hosted by the Alumni Council in honor of the alumni class who is graduating from high school. It is an opportunity for the boys to come together on their old stomping grounds to catch up before beginning their last summer before college. It serves as an unofficial first reunion, and is always a fun opportunity to be reminded of the strong bonds the boys formed during their time at Allen-Stevenson.
CLASS OF 2014 IS HONORED AT THE NINTH GRADE GRADUATION DINNER
The Ninth Grade Class of 2014 celebrated their graduation at a special dinner on June 10, in the School's Assembly Hall. After a lovely dinner courtesy of Ms. Matthew and her kitchen team, parents, extended family, and faculty spent time reflecting on the monumental year that had passed. The boys have all gone off to boarding schools or day schools to continue their high school education, but will always be Unicorns first.
A M P L I G H T E R
alumni news 1960s
Jack salomon '62 (email@example.com) visited AllenStevenson in the spring and presented his Hands-on-Books Project, where he showed a small group of Upper School boys several rare books, and taught the boys how printing was done in the 17th century, particularly the printing of Shakespeare's plays.
mario m. muller '77 (firstname.lastname@example.org) recently released a new Pigment Print for 2014. Nowruz, he says, "is the first print project to focus on my most iconic series, the silhouettes and shadows in the urban streets, most commonly known as the Titans. More variations are in the pipeline but this example sums up my love of form over feature and the dynamic rhythms these pedestrians embody." For more information, visit www.mariomuller.com.
tim Potter '83 (email@example.com) recently wrote to the alumni office with an update. Over the summer, Tim participated in the Massachusetts Commission for the Blind's internship program, working in the finance department for the Brien Center in Pittsfield. As part of the program, he completed an essay on the topic of "how does your diversity prepare you for employment" for the MCB Reach for the Stars Leadership Award. Tim sends his greetings to his Allen-Stevenson classmates.
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tsvi landau '84 (firstname.lastname@example.org) flew to New York with his daughter, Miri, for a July 25 celebration at Temple Israel of Miri's recent bat mitzvah. In attendance were Tsvi's classmates Kevin Koplin '84, Marc Rice '84, as well as Eric Gross' parents. Miri gave a wonderful speech and talked about sacrifice, something that every Allen-Stevenson boy should understand.
chris weitz '84 (email@example.com) recently published his first novel, entitled The Young World. The heart-stopping debut of an action-packed trilogy, the novel tells the story of New York City, ruled by teens, after a mysterious sickness wipes out the rest of the population
Christopher Persley '88 (firstname.lastname@example.org) has launched a new series called "Advice for My Daughter" on his website, TheBrownGothamite.com. The series will feature interviews with successful, inspirational women in a variety of fields and interests. They will discuss their lives and careers, while offering words of wisdom. Christopher has been actively blogging about his experience as an at-home dad for a while now, which has led to a number of interviews and appearances related to the “At Home Dad Movement,” including an appearance on Good Morning America, and interviews with The Root Live, Modern Dad’s Podcast, and Real Simple Magazine.
Polo Dobkin '87 (email@example.com) the chef who earned a Michelin star for Dressler, the pioneering restaurant in Williamsburg, Brooklyn, that closed last year, is back in the same space with this new restaurant, Meadowsweet, now as an owner. “It feels really great to be back, like carrying the torch,” he said. Polo hosted a group of 20 Allen-Stevenson Alumni and spouses for a dinner on September 30.
harlan goldberg '90 (firstname.lastname@example.org) has relocated to Miami, where he is representing the sale of the historic Surf Club in Miami Beach, which is transforming into the first beachfront Four Seasons Private Residences in North America.
Pang Lee '90 (email@example.com) and his wife recently had their third child, Ian Lee, on March 30. Owen, 5 and Miya, 2, are still adjusting to the new situation but both are generally happy with their new sibling. Pang says, "Kity and I are absolutely thrilled to have three." After living in Hong Kong for seven years, Pang and his family are packing their bags and moving to San Francisco, where he will be joining Cooley, a law firm, as partner in their Venture Capital practice group. "This new job is particularly interesting since it covers the law, technology and the special trade relationship between the US and China." larry welch '90 (firstname.lastname@example.org) has joined the firm of Golenbock, Eiseman, Assor, Bell & Peskoe LLP as an Associate in the real estate group. His practice will continue to focus on commercial and residential real estate transactions, office and retail leasing, acquisitions and dispositions, financings, and the formation of joint ventures.
INTERESTED IN CONNECTING WITH YOUR CLASSMATES?
Michigan in Korea, saying "How serendipitous to find that my captain James Walker is a fellow A-S alum; I would wager we are the only two sailing as merchant marines in the world and some how ended up on the same vessel." The first photo above is Max with Captain James Walker '72 and the second is of the tanker.
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charles socarides '92 (email@example.com) was part of a twoman show opposite Tom Daly at the Dorset Theater Festival in Maine over the summer summer. The play, "RED" chronicles artist Mark Rothko as he struggles to complete a lucrative set of murals for Manhattan's exclusive Four Seasons restaurant.
stuart Jakub '94 (firstname.lastname@example.org) and his wife, Rhonda, welcomed Noah David Jakub on April 1, 2014. We send our well wishes to the happy family.
rob Farren '97 (email@example.com) musician and songwriter, is working on his next album after receiving 10,000 YouTube hits for his video, "Tic Toc."
Brandon Franz '03 (firstname.lastname@example.org) and Emily Orenstein were married on 10/13/13 in Stroudsburg, PA. Brandon is now working as a Marketing Associate at The Economist. Emily teaches strings in Wilton Public Schools in Connecticut and plays violin in the Waterbury Symphony. The couple resides in Ridgefield, CT.
SUBMIT YOUR CLASS NOTE
Share your personal and professional
news with your classmates by sending
a note to the Alumni Office for inclusion
in the next Blue & Gold and Lamplighter editions. Email
Stephen okin '03 (email@example.com) is moving to D.C. to start a Masters program in Security Studies at Georgetown University. He says, "I would love to reconnect with any old classmates that are living in the district."
firstname.lastname@example.org. ed stautberg '99 (email@example.com) was married to Alison Devenny on Saturday, May 21 at Landmark on the Park at the Fourth Universalist Society in New York. Alison is a project assistant focusing on investment research at Soros Fund Management, and Ed works in Stamford as an analyst in the payments department at UBS, the Swiss Bank. Read their full wedding announcement in The New York Times.
maximilian warncke '99 (firstname.lastname@example.org) wrote over the summer that he took a contract for Maersk Lines LTD on board the Taker Maersk
thomas goldhagen '13 (email@example.com) recently won the Sophomore Public Speaking Competition at Blair Academy. When asked how this yearâ€™s contest differed from past events, English teacher Charles Danhof pointed to the strength of Thomasâ€™s speech content and delivery. A M P L I G H T E R
Joseph vanBeuren wittmann, Jr. '47 of Somers, NY died April 13, 2014. He was 80. Joseph is survived by his wife of 50 years: Barbara S. Wittmann and two children, a son: Joseph vanBeuren Wittmann III of Carmel, NY and his wife Jennifer and granddaughter Elizabeth Margaret Schuyler Wittmann; a daughter: Rachel DeWitt Wittmann-Maher of Somers and her husband, Charles Maher and grandson Connor Kiliaen Maher.
Joseph vanBeuren Wittmann, Jr. ‘47
Mr. Wittmann was a long time member of the Bedford Golf and Tennis Club and of the University Club in NYC. Keenly interested in genealogy, he was also a long time member of the NY State Society of the Cincinnati, the Saint Nicholas Society, the Society of Colonial Wars in the State of NY, the Colonial Lords of Manors, and a Trustee of Ivandell Cemetery in Somers. He held many positions of leadership in all of these. A passion for the outdoors brought Joseph and Barbara all over the world. During his retirement, he enjoyed applying his engineering skills to make or repair anything.
Mr. Wittmann held a BEE from New York University and took many graduate Engineering courses. He also attended many Adult Education classes in diversified Fields, from Arabic to Opera to Art History. He attended The Allen-Stevenson School and was a graduate of Deerfield Academy. He was a First Lieutenant in the US Army Signal Corps on three separate occasions, each one more interesting than the last. After his military service he spent 34 years as a Manager in the Long Distance Branch of AT&T. william compton stierwald ’63 passed away on February 28, 2014, at Regions Hospital in St. Paul, MN, surrounded by friends and family. After Attending Allen-Stevenson from 1955-1959, Bill moved with his parents, Rev. George C. and Agnes (Compton) Stierwald, to St. Paul in 1959, where he went on to graduate from Breck School. He then served four years in the US Coast Guard on various ships including the Ice Breaker East Wind. His final duty was at Loran Station Nantucket Island, MA. He attended the University of Minnesota, was a local 132 Union construction worker and retired from the USPS after 15 years. Bill is remembered best as a loyal and helpful friend, often going the extra mile for others in need. Former A-S faculty member Thomas J. Waters, Jr. passed away on September 11, 2014. A son of Ansonia, Conn., an industrial suburb of New Haven,
WIN TE R
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Mr. Waters began studies at Yale in 1941 on a scholarship for graduates of Ansonia High School. After freshman year, he enlisted in the Army and served as a military policeman in Europe, then returned to Yale on the GI Bill, where he became part of a cohort of students from non-elite backgrounds who transformed that institution. He began teaching at private schools after graduating in 1948, including 10 years at Allen-Stevenson, teaching English from 1950-1956 and serving as Assistant Headmaster from 1957-1960.
After leaving A-S, Mr. Waters went on to teach at the Chicago Latin School from 1960-1962. In Chicago he met art teacher Ronny Sturges. They married in 1962 and moved to St Thomas, U.S. Virgin Islands, where he was headmaster of Antilles School for one year, followed by headmasterships at the Lawrence School on Long Island from 1962 to 1968 and Derby Academy in Hingham, Mass., from 1968 to 1987. He then retired to Princeton, Mass., on the slopes of Mount Wachusett where he and his family had spent summers since 1973, and then to Charlottesville, VA, in 2004.
As a teacher and headmaster he was known for his patient wisdom and leadership and his ability to give to others while respecting the recipient’s freedom to use the gift as he or she chose. His concern for teachers, students, parents, friends, and family will be his legacy.
During his retirement, he enjoyed life fully and unselfishly, particularly walking, reading, baseball, and puns. He adopted the Boston Red Sox as his team when the baseball Giants left New York in 1958. He also served as president of the trustees and as chair of the building committee of Goodnow Memorial Library in Princeton.
He is survived by his wife of 52 years, Ronny Waters, by Tom Waters, Hilary Callahan, and Daniel Watahan of the Bronx, NY, and by Nick Waters, Jane Cornelius, and Leo Waters of Charlottesville. A memorial service was held September 26 at the First Congregational Church of Princeton, MA.
A-SAlumniMentoring sUccess BreeDing sUccess a new program from the allen-stevenson alumni council
At their first meeting of the 2014-2015 school year, the Alumni Council heard a proposal from Dane
Atkinson ’89 for a new Alumni Mentoring Program. Dane, who started his first company at the age of 18
and has since had an extremely successful career as a technology executive, recognized an opportunity to create a program that will strengthen Allen-Stevenson’s alumni community by harnessing the broad
experience of our alumni and supporting young alumni as they navigate their educational and career goals.
The goal of the program, which the Council aims to launch in the coming months, is simple: to facilitate
mutually beneficial relationships between alumni with an initial eye to improved career starts for recent
The Alumni Council hopes to begin by matching a small group of young alumni who are currently in their
third or fourth year of college with alumni who have similar professional interests, are well established in
their careers, and are interested in providing real-world advice, knowledge, and support to students
interested in their particular industry or occupation.
The format of the program is designed to be flexible in order to meet the varied needs and schedules of
each participant. Therefore, mentors and mentees, after being matched, are expected to work together
to define the scope of the relationship and expectations. The relationship should be mutually beneficial without becoming too demanding. The following are some minimum requirements of mentors and
Mentors are asked to make time to meet with their mentee in person once per quarter through the first
year, and to be reasonably available via email and phone. Periodic progress reports to the Alumni Council will be requested.
Mentees are expected to be open and direct with their needs as they relate to the program, their
interests, and intended industry. They should be respectful of their mentor’s time, while taking advantage of the opportunity to benefit from Allen-Stevenson’s strong network of alumni.
if you are interested in participating in this program, please email firstname.lastname@example.org or
contact anthony Kapp in the alumni office for more information. Further details about the program will be distributed via email and are available on the alumni website, www.allen-stevenson.org/community/alumni.
A M P L I G H T E R
DiD yoU Know? the lamPlighter highlights FacUlty anD staFF interests oUtsiDe oF allen-stevenson.
michelle DemKo anD rie schmiDt
Michelle Demko, Music Department Head, and Rie Schmidt, A-S Flute Instructor, had the opportunity to travel to Tennessee this summer to study with Toshio Takahashi, a renowned Suzuki Instructor and creator of the Suzuki method for Flute. Rie Schmidt, Toshio Takahashi, Michelle Demko
Kristina King, Dance Teacher, is currently on a short leave to perform with the first national tour of the Broadway musical Nice Work If You Can Get It. For more information about the musical, go to www.niceworkontour.com. Kristina King (last on the right)
BarBara laKota anD DaviD thomashower â€™04
Early in September, Barbara Lakota, Flute Teacher, traveled through Taiwan and Japan on tour with the World Civic Orchestra. Barbara played principal flute in the familiar Symphony No. 6 by Tchaikovsky (PathĂŠtique); however, the best part of the trip was watching her son, 26-year-old son, David Thomashower '04, bond with his 25-year-old step-sister, Kate, both of whom accompanied Barbara on the tour and explored countless temples, mineral springs, and dumpling stands together during the stretches of time that Barbara was in rehearsals. Barbara Lakota
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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
YOUR GIFT MAKES A DIFFERENCE TO EVERY BOY WHO WALKS THROUGH OUR HALLWAYS EVERY DAY OF THE YEAR
PLEASE SUPPORT THE 2014-15 ALLEN-STEVENSON ANNUAL FUND. EVERY GIFT COUNTS. www.allen-stevenson.org/give_online Questions? Contact Erica Pettis, Director of Annual Giving, at 212-933-5238 or email@example.com