Buzzer Fall/ Winter 2010-2011

BUZZER THE BROWNING SCHOOL

FALL-WINTER 2010/2011

MISSION STATEMENT Founded in 1888 as a college preparatory school for boys, The Browning School continues its commitment to the goals of John A. Browning: the pursuit of academic excellence and a lifelong love of learning, the belief in the dignity of the individual, and the development of personal integrity and responsibility to the broader community.

The Browning boy develops amid these values.

The Browning alumnus is a good citizen, sensitive to the needs of others, and respectful of divergent yet informed opinions.

He is, in the best sense of the word, a gentleman.

DIVERSITY STATEMENT The Browning School strives to create a diverse community in which all members are safe, respected, and valued.

We believe that in actively promoting a diverse learning environment, we are fostering intellectual, social, and emotional growth for all.

Recognizing and pursuing diversity, however, are not enough; we seek to transcend mere tolerance of differences and aspire to a celebration of the varied appearances, abilities, perspectives, and values that characterize our community.

BOARD OF TRUSTEES 2010–2011 James S. Chanos, President Samuel J. Weinhoff, Vice President Lois L. Hutzler, Secretary R. Thomas Herman ’64, Assistant Secretary Thomas S. Hexner, Treasurer Richard L. N. Weaver ’75, Assistant Treasurer Juan D. Reyes, III ’86, President, Alumni Association Susan A. Grimbilas, President, Parents Association Alka K. Singh, First Vice President, Parents Association

Contents

FALL-WINTER 2010/11

Stephen M. Clement, III, Headmaster Mildred J. Berendsen, Honorary Trustee Keith F. Barket Stuart J. Ellman Allan L. Gropper Celeste A. Guth William L. Jacob III Susan R. Kessler William S. Kingson Patricia S. Langton Wendy F. Levey Jeffrey S. Olson Michael H. Perskin, M.D. Othon A. Prounis ’79 Michael L. Rankowitz Rodney M. Schiffer Sanjay Swani W. Tucker York, Jr.

BUZZER STAFF Stephen M. Clement, III, Headmaster Martin T. Haase, Director of Development Mary A. Horenkamp, Director of Publications Lois L. Hutzler, Copy Editor Laura E. Neller, Director of Alumni Affairs Contributing photographers: Christine Bramble, Martin Haase, Mary Horenkamp, Jeremy Katz ’04, Olya Makhova, Laura Neller, Sandy Pelz ’71, Soo Mi Thompson, and Marty Hyman Photography.

Cover design: Jeremy Katz ’04 Model: Harrison Messer ’12.

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FEATURES

DEPARTMENTS

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2 3

cover story An Education With Technology

8 12

Browning Reads!

18 22 26

Fall Field Trips

Reading Together: The 2010 Common Book Welcome, New Faculty!

Faculty Articles 27 28 29 30 32 33 34 36

The BUZZER is published three times a year by the Browning School Development Office.

The School may be reached at 212 838 6280.

The Web site is www.browning.edu.

The Browning School does not discriminate on the basis of race, color, sexual orientation, religion, or national and ethnic origin in the administration of its educational policies, admission policies, scholarship and loan programs, athletic and other school directed programs, or employment practices.

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Nikolas Vlahos O. Michael Klein Kaitlin Rorick Kevin L. Dearinger Gerald J. Protheroe Elizabeth Suárez Giurissa A. Felix Meredith A. Carney

Panther Posse!

the buzzer is printed on paper containing 10% total recycled fiber

38 44 50 61 62

Contributors Letter from the Headmaster Athletics Alumni Events Class Notes From the Archives Alumni Article

Contributors Meredith A. Carney Grade Four; Encore Coordinator; Assistant Head of Lower School

Kevin L. Dearinger Middle and Upper School English

Giurissa A. Felix Middle and Upper School Spanish

Aaron R. Grill Director of Technology

Jeremy D. Katz ’04 Digital Communications Designer

Samuel T. Keany Dean of Students; Chair, Science Department; Middle and Upper School Science

O. Michael Klein Middle and Upper School Mathematics

James R. Langworthy Chair, Department of Classics; Middle and Upper School Latin

Susan L. Levine Assistant Librarian

Sarah A. Murphy Head Librarian

Laura E. Neller Director of Alumni Affairs

Gerald J. Protheroe Chair, History Department; Upper School History

Kaitlin Rorick Grade Three

Elizabeth Suárez, Middle School Latin; Middle and Upper School Spanish

Nikolas Vlahos Art Department Chair

Andrew West ’92 Director of Athletics

Christopher Brandt ’09

Alec Ezratty ’11

Jon Rodriguez ’11

From the Headmaster

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t the Holiday Program on December 17, our theme and title was “Sing a New Song.” Literally and figuratively, I described new songs and new voices at Browning. I also spent some time describing how technology is used in a small sample of classes to improve the teacher’s and the boys’ experiences:

Upper School Spanish students have taken the traditional language lab online; they record their voices at home, and the teacher does regular pronunciation checks the next day in school. In the Fourth Form music survey unit, boys compose original soundtracks for current movie trailers. In the AP art history class, boys become docent tourguides, posting their podcasts from the Metropolitan Museum on the class Web site. And who can forget streaming? Last winter’s basketball tournament play was picked up by hundreds of viewers on their home computers; one dad was thrilled to catch the action on his laptop returning on the Acela from Washington, D.C. “I sing a new song.”

The role of technology at Browning has grown dramatically. We now have three full-time staffing positions devoted to technology, and one half-time position as well. These numbers do not include many additional offices that rely on technology to accomplish their tasks: admissions, development, business, registrar, and others.

At Browning, as is often the case, it is the faculty who take the lead in technology. I am comfortable as headmaster with the variety of skills levels and implementation on the part of our teachers. Some are on the cutting edge while others hustle not to be left behind. In the lead article of this issue of the Buzzer, Aaron Grill, Browning’s Director of Technology, describes the weekly Tech Moment at every faculty meeting. Often it is two or more “moments” these days. Individuals are eager to share applications they have learned, sometimes with pride and sometimes with humility.

Frequently, within a week or two, a colleague will make a new presentation on a prior application, now in a different subject area with a different age group.

Many school colleagues of mine struggle with resistant faculty who are not willing to embrace and apply the technological advances provided by expensive innovations and equipment.

Top-down dictates evoke resistance in my experience; at Browning the ethos of faculty sharing rules.

The high point of the weekly faculty meeting is no longer my remarks; it is the Tech Moments that are our new hallmark! I

Stephen M. Clement, III Headmaster

The Local Buzz THE 2010 SCIENCE BOWL n November 13, Browning’s Science Bowl team

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audience during the finals round between Chapin and Brearley.

assembled to take on Interschool competition from

The Browning team of Isaac Barrezueta ’14, Chris Haack ’14,

Brearley, Chapin, Dalton, and the host school, Spence. Our team

Ben Jacobs ’13, Chris Pelz ’12, and Luca Rivelli ’11 clearly

won a solid practice round against Spence, then went on to meet

enjoyed the science and math challenges and friendly competition

each of the four other teams in match play. Defeats to Spence and

with students from the other schools. Day-long support from the

Chapin were followed by a solid win against Dalton, and a near

Pelz and Barrezueta families was very much appreciated. Many

victory against Brearley. Fielding a strong team of all seniors,

thanks to coaches Lien and Martin, who officiated in various roles

Brearley went on to defeat Chapin in the finals. The Science

throughout the day and trained our team during the fall season.

Panthers showed terrific spirit throughout the day, honing their

We certainly look forward to future competitions later in the

buzzer strategies, disciplining themselves not to “blurt” answers

spring and next year. I

too quickly, and keeping their sense of humor when the adult “officials” made mistakes. They continued to challenge

—Samuel T. Keany, Dean of Students; Chair, Science Department; Middle and Upper School Science

themselves to (quietly) answer the questions as members of the

Brwoning Science team members at the Science Bowl at Spence (L to R): Ben Jacobs, Chris Pelz, Luca Rivelli, Chris Haack, and Isaac Barrezueta.

BROWNING COMPETES IN CERTAMEN

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rowningensibus victis . . . With Browning bested, we still took fourth place in the Latin contest. On November 6, we

brought a team to the Spence School to participate in a Latin quiz bowl. Chris Pelz ’12, Jon Pelz ’12, Sandy Pelz ’71, Adele Pelz, Lucy Van Pelt (spiritual counsel), Ben Jacobs ’13, Andrew Amarosa ’12, and Remy Fortin ’12. The awesome Pelz presence notwithstanding, our team as a whole was characterized by a politeness and even reticence at the score buzzer.

The Spence score buzzer is allegedly powered by a

L to R: Remy Fortin, Chris Pelz, Jon Pelz (back), and Andrew Amarosa.

Van der Graaf generator whose capacitor, comb, belt, and rollers combine and max out to the tune of 400,000 volts (4kV) of energy.

I manned it for two rounds at the podium. It is a ferocious contraption and constantly needs to be reset by hand. To make a long story short, we were met by a tenacious Nightingale team who amassed a score of 28 right answers in the first half alone (XXVIII responsa recta), Brearley (XXII), Spence (XIII), Browning (VI) and Chapin: somewhat fewer. In Chapin’s defense, they only had two young women there. The score at lunch was also a rout!

Eight pizzas consumed to zero side salads.

The Latin teachers brought categories such as mythology, vocabulary, grammar, history, and soft rock heroes, Journey. The magistri peppered their delivery of questions with a variety of witty and urbane banter.

Magister Langworthy discipulos interrogat.

(Mr. Langworthy questions the students: Ben Jacobs, Andrew Amarosa, Chris Pelz, and Jon Pelz.)

It is perhaps worth noting at this juncture that girls are better auditory learners than boys (non sine controversia). This morning’s certamen proved that dubious generalization with crushing eloquence. Final score: Nightingale 60, Brearley 37, Spence 30, Browning 9, Chapin 0. Of course nine was a sacred number to the Romans; it was the number of the sister goddesses of the Muses.

It is three times three, an even more sacred number. For example, Aeneas reaches out three times for his lost wife, Creusa.

I thanked the boys for coming out on a Saturday, for doing their best at ALL times, and for showing flawless sportsmanship and good humor. We were bested today, but we will be back (redibimus) and I will make easier questions. I —James R. Langworthy, Chair, Department of Classics; Middle and Upper School Latin

Duo lusores hilariter colloquuntur.

(Two players cheerfully confer: Andrew Amarosa and Ben Jacobs.)

COVER STORY

An Education With Technology

By Aaron R. Grill, Director of Technology

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By the Fourth Grade, the boys are beginning to use

hat does education look like today

computers more in the classroom and have embarked on a

with technology becoming a ubiquitous

virtual journey through ancient Egypt in Mr. Cantwell’s class

presence in our lives? The iPad and Kindle

using a video game called, “A Tale in the Desert”. The entire class

recently sparked a discussion in education

interacts together online as avatars in this virtual world. The

regarding how we consume information. A few years ago the

avatars are given ancient Egyptian names such as “Kufu”, which

discussion was the Smartboard and how it changed the way

helps the boys immerse themselves into the culture. Within this

teachers present information, and before that it was the laptop.

virtual world, the boys learn to grow flax, harvest the flax and

If you go far enough back you’ll get to the Gutenberg press, or

spin the flax into twine. This is one of many skills they need to

the invention of paper. All of these technologies greatly changed

learn to become a virtual member of ancient Egyptian society.

education and the way we interact with information and people.

Boys in the Fifth Grade are given more personal

Today technology changes at such a rapid pace, the classroom

responsibility for their digital lives, and are assigned e-mail

and library look quite a bit different from even a decade ago. This

addresses and Web site accounts upon entering the Middle

is a brief look into the 21st century classroom here at Browning.

School. In computer class, Mr. Sambuca teaches the students how

Let’s begin our tour with our newest members of the

to use these accounts responsibly. The boys now login to check

community. From the first day a boy walks into the Pre-Primary

homework assignments posted in each class, and have the ability

classroom, technology is ever present in his academic life. The

to e-mail the teachers when they have questions.

Pre-Primary teachers, Ms. Kummer and Ms. Burrus, blog in

During a study hall, a boy may go to the library to check out

order to keep parents informed of the boys’ latest events, pictures

a laptop to help with his research on a project or paper. The

and activities. (You can see these Lower School blogs at

library will become a great resource for the boys during their

blogs.browning.edu.) By the Second Grade the boys are coming up

academic life at Browning. With the deluge of information

to the SMART Board to play a math game in Ms. Hilton’s class

available on the Internet today, boys need help finding and

that teaches “greater than” and “less than”signs. Smartboards are

evaluating quality sources of information. The librarians here at

in the majority of the classrooms in all three divisions, and

Browning do an excellent job at helping the boys find and

interacting with them is a daily activity.

evaluate quality sources of information, whether it’s online or in a

printed book. For more on how the students use the library, go to the

Upper School, and boys are using the tools provided by the

videos Ms. Murphy’s class made at blogs.browning.edu/library/fourth-

school more frequently in order to take advantage of their

grade-videos/.

collective knowledge.

Once the boys reach the Upper School in Form III, they are

Students in Ms. Félix’s Spanish classes now have a

often expected to turn in assignments online. Mr. Ingrisani has

language lab on our Web site. They are given tasks, and record

his Form III English class turn in essays online, and he grades the

their voices right on the Web site for Ms. Félix to check for

paper online. The boys are then notified immediately of their

correct pronunciation. This allows more class time for other

grades without any paper exchanged between faculty and

activities and lessons instead of stopping the class to listen to

student. In Ms. Jackson’s biology class, the Form III boys create a

each boy’s accent.

collaborative study guide using a Google Doc; the entire class can

In Forms V and VI, the art history class takes Ms. Amley

edit the same document in order to prepare for exams. Online

on a tour through the MET by creating a podcast. She then

collaboration and communication is a daily occurrence in the

takes this podcast and tours the museum to view the works of art they are discussing for the assignment. Boys enjoy making a product that shows their research being applied practically as an audio tour of selected works of art. (You can view examples at blogs.browning.edu/arthistory/.)

These are just a few examples of technology use here at Browning. While the technology often changes, the method of creating, researching, collaborating, and presenting is the same.

The medium is the only difference. The benefit of technology is that students are often inspired to create a product that has an authentic audience.

These projects are a credit to the faculty and their

Boys may go to the library to checkout a laptop to help with his research on a project or paper.

willingness to look at their curricula and implement projects that incorporate technology creatively. We will continue as a faculty to learn from one another thanks to the weekly “Tech Tip” at our faculty meetings. One faculty member each week shows a fiveminute example of technology use in the classroom. This process of sharing has created an excellent environment for education with technology here at The Browning School. I

Fourth Grader Ollie Pink.

Browning Reads!

THE BROWNING BOOK FAIR • NOVEMBER 12–15, 2010

By Sarah A. Murphy, Head Librarian

signed copies of his book, How to Hit a Curveball; and Karen

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Bergreen, wife of Browning alum Dan Alonso ’83, signed copies

hile browsing the tables full of picture books, chapter books, fiction and nonfiction that filled the Lower Gym at the 2010 Book Fair, a Browning parent asked me

to imagine what the Book Fair of the next decade would be. “Will we all just download the books we want?” he asked, “will there be any actual books here?” I hesitated, and before I could say anything in response, he smiled and said, “I hope it will always be like this.”

As a librarian and a reader I am torn between my passion for access to information—an access that can only increase worldwide with the advent and increased usage of electronic books—and my love of the book in its traditional form. Everything about a book pleases my senses. Beautiful or provocative cover art; the author’s picture and bio on the back flap; endpapers that sometimes decorate, and sometimes enhance the book’s content; the varied feel of different paper; the effect of different typefaces; the scent— and all of it in one small package wherein a story resides. A tiny little universe between the covers.

of her new novel, Following Polly.

Thanks to the tremendous work of the Parents Association, Browning’s Lower Gym and the cafeteria were transformed into a weekend shopping destination. In addition to the tables full of books, the Upper Cafeteria boasted a gift boutique, and the Lower Cafeteria was more like a restaurant than a bake sale, serving everything from bagels to brownies to mac n’ cheese.

Throughout the fair, students had the opportunity to choose books to donate to their classroom or to the library. Donated books received a bookplate signed by the donor and in some cases honoring someone. These bookplates will be reminders of the generosity of the Browning community for as long as the books remain on the shelves. Every student who takes a book home in the future will know that a student before him cared enough to leave behind the gift of reading. The entire Book Fair is really a gift of reading from the Browning community, and that’s the best possible gift to give or receive, at least in this librarian’s opinion. I

“I agree,” I told the parent. “I don’t think a gymnasium full of screens would be nearly as much fun as this. Plus, how we will get authors to autograph our Kindles®?” It is the visiting authors that truly make the Browning Book Fair such a spectacular event.

Without them, our gymnasium full of books would just be a small, transplanted bookstore.

Between Friday and Monday, Browning students and their families and teachers had the opportunity to meet and greet fifteen different authors of everything from picture books to cookbooks.

Included among the visiting authors were members of the Browning community: Scott Singer, father of Austin Singer ’17,

The Metz family peruses selections at the Book Fair.

VISITING AUTHORS 2010 Peter Ackerman

The Lonely Phonebooth

Karen Bergreen

Following Polly

Darren Farrell

Doug-Dennis and the Flyaway Fib

Gilbert Ford

Flying Lessons

Lisa Grunwald

The Irresistable Henry House

Barbara Hannah Gufferman The Best of Everything After 50 Mary Tavener Holmes

A Giraffe Goes to Paris

Daisy Maria Martinez

Daisy’s Holiday Cooking Daisy: Morning, Noon and Night

Scott Mebus

Gods of Manhattan Gods of Manhattan II: Spirits in the Park Gods of Manhattan III: The Sorcerer’s Secret

Chad Millman

The Ones Who Hit the Hardest

Matt Myklusch

Jack Blank and the Imagine Nation

Karen Page and Andrew Dornenburg

The Flavor Bible What to Eat with What You Drink

Scott Singer

How to Hit a Curveball

Mark Alan Stamaty

Shake Rattle Donut

Paul O. Zelinsky

Dust Devil

Max Schiffer '20 and Alexander Liptak '20 with Matt Myklusch, author of Jack Blank and the Imagine Nation.

Director of Development Martin Haase with Mary Tavener Holmes, author of A Giraffe Goes to Paris.

Darren Farrell reads from his book, Doug-Dennis and the Flyaway Fib, at the Lower School Assembly.

Librarian Sarah Murphy gets a signed book from Paul Zelinsky, award-winning illustrator of Dust Devil.

The Book Fair opening night cocktail party.

Lois Hutzler and Katherine Weinhoff.

Director of Special Events Christine Bramble (second from left) with the Browning School cafeteria staff members Jay Pauley, Giordano Morello, and Chef Cecilie Clark.

Parker Lorenz ’22 with Darren Farrell, author of Doug-Dennis and the Flyaway Fib.

Visiting authors Karen Page and Andrew Dornenburg with their books The Flavor Bible and What to Eat with What You Drink.

Daisy Maria Martinez (left), author of Daisy’s Holiday Cooking and Daisy: Morning, Noon and Night with PA members Dianne Batista, Sharon Jacob, past PA President Toni Marie Fleischer, and Unchu Tobia.

Emily G. Boland, Middle and Upper School Learning Coordinator, showcases her fall 2010 jewelry at the Book Fair boutique.

The Starrs with Mark Alan Stamaty, author of Shake Rattle and Donut.

Headmaster Stephen Clement (center) with Isabella Harnoncourt and Marita Altman.

Former Lower School teacher Julie Goldman Fallon with daughter, Charlotte, and husband, James.

Ally, Andrew ’92, and Kelly West.

Reading Together: The 2010 Common Book

By Susan L. Levine, Assistant Librarian

September 2010, the fifth anniversary of Hurricane Katrina.

This storm, with winds over 150 miles an hour, was a category 5

Non-fiction or fiction? Historical? Multicultural? Too much violence?

Too slow? Too long? Wide age appeal? Must be available in paperback.

before it made landfall. A mandatory evacuation ordered by the mayor. Thousands unable to leave. The levees fail. Fear, despair,

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rowning’s common book committee meets every spring. Faculty from varying departments come together, individually armed with a list of books that we want considered for our all-school

read. We are all well aware of the challenge: to select a book that will somehow speak to a wide age range (boys in Form II though Form VI), faculty, and trustees, a book that will not add to the burden of required summer reading and that will provide a shared experience and provide a starting point for community discussion.

A tough job. Campaign speeches are made on behalf of certain choices. More reading.

We narrow it down to three books. We do more reading, have more discussion. And the 2010 choice is . . .

collapse. Images in the media evoke horror and panic. And there is so much for our community to reflect upon as we remember and begin our Common Book discussion.

Zeitoun by Dave Eggers tells the story of Abdulrahman Zeitoun, a Syrian-American father of four, a New Orleanian businessman, and owner of a successful painting and contracting firm. He takes good care of his loved ones in America and in Syria; he is a responsible home owner, a good neighbor, and a dependable businessman. His wife, Kathy, is a woman of Southern Baptist roots who has found what she is looking for in Islam and with her loving husband. She wears the hijab and defends her choice to her unsympathetic family. As the storm approaches Zeitoun insists that his family take refuge with relatives in Baton Rouge and then with friends in Arizona. Zeitoun stays on to protect his home, properties, and business.

The narrative unravels slowly. The reader almost feels the murky waters rising, and the stench begins to fill our nostrils. The strength of the narrative gains force as we go along with Zeitoun on his daily rounds in an aluminum canoe, surveying the chaos, and helping to save whomever he can. Suddenly the story makes an unexpected turn. Six armed officers show up at Zeitoun’s house and he is taken away at gunpoint. Without revealing too much— after all this is the most compelling part of the narrative—he is mistaken for a terrorist and locked up. The reader’s adrenalin ratchets up with every unanswered phone call Kathy makes in her desperate search to find her husband.

September 2, almost five years to the day when Hurricane Katrina hits New Orleans, we gather for our first faculty meeting

Faculty panelists (L to R): Glenn Walker, Marcia Wallace, Kaitlin Rorick, Sarah Murphy, and Jim Reynolds.

Common Book student panelists (L to R): Chris Haack ’14, Dylan Rose ’15, and David Valentin ’15.

of the year and a panel discussion of our Common Book. We open

of such a crisis, and asks how do we instill that in our young

with a clip of the author, Dave Eggers, speaking about giving voice

people on a personal level. Last to speak is Glenn Walker, our

to the Zeitouns, and images from the media of those days of

technical support specialist and faculty advisor to Browning’s

unspeakable horror in New Orleans. Our panelists speak

Multicultural Club. Mr. Walker speaks about the role that color

eloquently and from the heart. Marcia Wallace is first. We all know

plays in the horror of Katrina. He addresses this perfectly, and his

that she comes to us from New Orleans, but actually hearing her

experiences on a daily basis are sobering and powerful.

narrative about how easy it was for the Wallace family to get out

Our student panel takes place after the boys are settled into

(“actually fun driving the wrong way on the highway ramp”), but

their school year. Any doubts the committee might have had about

how painful for them to lose most of their belongings, really offers

this book speaking to our youngest community readers are

a great perspective. And then Sarah Murphy, head librarian, reads

quickly erased as two Form II boys and a Form III boy volunteer to

a powerful excerpt from the book. It describes the overpowering

lead the discussion.

and graphic realization Zeitoun has that shortly after the hurricane

David Valentin ’15 says the book surprised him. He

hit, while some were being rescued, plans were being carried out

is disturbed at how much miscommunication there was, how much

to build a prison for others.

disorganization on the part of the government’s response and how

As the prison awoke, Zeitoun examined the chainlink structure closely. It was about 150 feet long. The razor wire was new, the portable toilets new. The fencing was new and of high quality. He knew that none of this had existed before the storm. New Orleans Union Passenger Terminal had never before been used as a prison. He did some rough calculations in his mind. (Zeitoun, p. 236)

This disconnect and the anger it evokes is palpable as Ms. Murphy speaks. Kaitlin Rorick, one of our Third Grade teachers, chooses Kathy Zeitoun to focus on. Kathy is a convert to Islam, a native-born American, and the glue in her family. Her anxiety when she does not know where her husband is strikes fear in each of us. In a most thoughtful way, Ms. Rorick also mentions the simple and powerful notion of what one person can do in the face

the media sensationalized events, ramping up the panic in many cases. The before and after pictures of New Orleans are shocking to him. He speaks about feeling a connection to the Zeitouns and that for him, the ignorance and stereotyping of Muslim Americans since 9/11 are extremely disturbing. Mr. Valentin tells me he was nervous about speaking to the Upper School, but, to those in the audience, he was very eloquent.

Chris Haack ’14, addresses Zeitoun’s treatment from a legal point of view. He finds the violation to this man’s civil rights horrifying. “We all assume that these things don’t happen in the United States,” he says, and then speaks about a general ignorance about the Muslim religion in our country. He admires Zeitoun for

finding a way out of this horrible predicament.This book, he feels, opens the reader’s eyes and awakens a sense of vigilance.

Dylan Rose ’15 thinks that the book is very revealing about the corruption in the South and how scared and vulnerable we are to attacks. “The fear that is inside of us is generated from knowing that there are terrorists and sleeper cells around us, but that does not mean that we have to arrest any suspected terrorist. From the book I learned that the U.S. is really scared about terrorists and it opens my eyes about how badly we treat the [suspected] terrorists, I think, because we want to set an example for all the other terrorists out there.”

Zeitoun by Dave Eggers was a powerful choice for our 2010/11 Common Book. Our all-school conversation continues throughout the year. I am proud to be part of a community that reads together. I Imagine Charles Dickens, his sentimentality in check but his journalistic eyes wide open, roaming New Orleans after it was buried by Hurricane Katrina. It’s the stuff of great narrative non-fiction. . . . My guess is, 50 years from now, when people want to know what happened to this once-great city during a shameful episode in our history, they will still be talking about a family named Zeitoun. (“After the Deluge” by Timothy Egan. New York Times Book Review, August 16, 2009)

STUDENTS VOLUNTEER IN AFRICA Reprinted with permission from New Wave, Tulane Unviersity, August 3, 2010

gloves, masks, etc.—were in very short supply and dispersed

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critically short on doctors and medication.”

summer from the Kenyan capital of Nairobi to their host family

citizens in a 250-square-mile radius, often requiring patients to

and volunteer assignment in a rural hospital in East Africa.

walk for days to reach the facility. The hospital, staffed by a few

ith a suitcase full of much-needed medical supplies, two Tulane students traveled 10 hours by bus this

within minutes. This situation is not uncommon in a nation

The Malindi District Hospital provides health care for

Alexander Evins [Browning Class of 2007; below right], a rising

doctors, has the capacity for 200 patients but normally houses

senior majoring in neuroscience from New York, and Justin Burrell,

about 350, with another 200 patients waiting outside the gates

a rising junior majoring in psychology from Bellmore, NY, spent

each day, the students report.

their summer volunteering at the Malindi District Hospital in the coastal region of Kenya. Through an arrangement with Touch Africa International, the students were placed at the hospital, where they assisted with patient care and community public health education.

“We arrived to find a situation far beyond what we anticipated,” Evins says. “The basic supplies which we brought—IV fluids,

“Three to four patients sharing a bed is an everyday reality,” Evins says.

With only one operating room and one X-ray machine, patients wait days for routine tests. Power outages happen frequently, requiring surgeons to operate using flashlights. They see a variety of cases uncommon in the United States, including elephantiasis, malaria, typhoid, tuberculosis, enormous hydroceles, severe gangrene and serious infections requiring months of hospitalization.

The students say one of the most memorable cases involved a man and his 6-year-old daughter, who were burned after suspected practice of black magic. The man died shortly after arriving at the hospital and the daughter sustained third-degree burns over most of her body.

Both plan to return to Africa in the future to continue their volunteer work. I

The Titagya Schools Reflections by a Browning Alumnus on an Internship in Northern Ghana

By Christopher G. Brandt ’09 n the summer of 2010, I interned for ten weeks in

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main cause behind Africa’s “failure to develop.” Yet low per capita

Ghana’s Northern Region with Titagya Schools, an

income represents only a small part of a much larger problem.

educational Non-Governmental Organization (NGO)

Many other factors such as poor road infrastructure, a lack of

focused on improving early education throughout the

transportation services, inadequate education, incomplete utility

area. Titagya recently opened a preschool for fifty children in the

distribution, and political inefficiency can impede progress even

village of Dalun, and soon plans to build a computer lab and

for nations such as Ghana, which boasts political stability and

kindergarten before beginning the construction of other schools

steady foreign investment. Though studying Ghana and other

in neighboring communities.

African countries prior to my trip made me aware of stark

Though my responsibilities included helping at the pre-

differences between African societies, it still took living in a remote

school as a teaching assistant for pre-primary-aged students in

rural village for two and a half months for me to understand the

subjects such as mathematics, reading, and English language, my

complexity and multifaceted nature of this diversity.

main task involved creating a series of promotional videos to

Uninformed people often clump the many different

showcase the work of Titagya Schools to potential contributors

countries of the African continent into an undifferentiated

and other interested parties. These videos, which will appear on

agglomeration beset with strife and illness. In reality, the various

major Web sites such as YouTube, will help create greater

nations of West Africa differ not only from one another, but also

awareness about the lack of quality early education in Northern

have many distinct ethnic communities within their own

Ghana and aid Titagya in raising funds for expansion.

borders. For instance, in Ghana, a geographical disparity exists

While collecting my initial footage of daily events within the

between the northern and southern parts of the country in factors

school and around Dalun, I had frequent occasion to converse

such as income, culture, and religion. Before my arrival I

with local residents and learn how they perceive the need for

imagined the small and isolated part of Ghana where I would

effective early education. The interviewees stemmed from many

stay as a homogenous area, but after living in Dalun for two and

diverse backgrounds: preschool students and their parents,

a half months and seeing the society on a granular level, I was

government officials, Dalun residents, teachers, and tribal

surprised to discover a multitude of differences. In the Northern

leaders. I made use of a translator whenever necessary.

Region alone, four major ethnicities (Mole-Dagbon, Gurma,

I believe it would be helpful to provide some background on

Akan, and Guan) co-exist and among these groups three major

common perceptions regarding lack of progress in reducing

tribal languages (Dagbani, Gonja, Kokomba) are spoken within

extreme poverty in Africa. Many people assume that poverty is the

the region’s thirteen political districts.

As Ghana’s official language, English serves as the only

early education and works to design methods for improving

consistent mode of communication among the nation’s ten

the local educational infrastructure. At the Titagya Dalun

regions. From my observations, although people need to know

School, regular PTA meetings allow interested parties to confer

English to function as full participants in society, many

and share input on the school’s progress. My conversations

unfortunately do not speak it. English is also the language used in

with Titagya parents revealed pride in their children, who

most public education. Dalun parents told me that they wanted

frequently compare what they have learned at Titagya against

their children to learn English because it allows people to advance

the progress of their peers who attend Dalun’s public schools.

themselves and opens up opportunities for jobs and higher levels

One boy, a Titagya student named Dokurugu, left a lasting

of education that remain closed to non-English speakers. By

impression on me. Dokurugu is one of the most precocious four-

teaching English this summer at Titagya School, I was helping

year-olds I have ever met. Despite coming from rural Ghana,

those parents achieve goals they have for their children.

having an illiterate father, and suffering economic hardship,

My conversations with the Chief of Dalun, conducted

Dokurugu’s academic performance does not reflect the

with the aid of a translator, helped me to understand the

disadvantages he faces in life. As a first year pre-school student,

nature of community dynamics in this remote area, specifically

Dokurugu performs at the level of a bright eight-year-old student

how communities take ownership of projects, even when

in the U.S. He can read and write sentences, multiply and divide,

resources are not readily available. I learned that high quality

and understand two languages (English and Dagbani). His

early education stands out as one of the most important goals

family pays a small tuition of five Ghana Cedis per month

for the Dalun community. The Chief, who is personally

(roughly $3.60), a small amount by American standards that

invested in the Titagya project, organizes and heads a

represents a substantial sum in Dalun. During my interviews

committee that strives to inform others about the need for

with Dokurugu’s father, he told me about the disadvantages he

Below: Chris Brandt ’09 (back row, far right in blue shirt) with Titagya colleagues and the entire class of students.

Previous page: Typical houses in the village of Dalun.

faces as an illiterate man and how he does not want his son to lead a similar uneducated life. With great pride, he described his son coming home from school saying, “Father, I will write my name, and I will write your name!” I could not help thinking how tragic it would be if Dokurugu never had the opportunity to use his considerable talent.

To my surprise, I found the Dagomba people I met were very friendly towards Westerners. In a partnership that is fairly atypical, there are regular interactions in Dalun with Danish people, who constructed a local community center where I stayed for the duration of my internship. Yet in some ways, interacting

Chris teaching mathematics.

with the community was the most significant obstacle that I faced as a volunteer in Dalun. The norms of Muslim and Dagomba society dictate much of what people do, and a lot centers on the schedule of five prayers per day. Such a difference in our perspectives makes it difficult for outsiders to walk in and expect everything to rapidly change to suit their vision of progress.

Change takes time and requires a deeper understanding of the culture. Fortunately, our group had the support of the community and worked with a strong staff, which made the job easier.

I had a wonderful experience living in Dalun. One of the things that affected me most was the transformation from being referred to as “salaminga” (“White man”) to being called “Chris.”

By the time I left, everyone knew me as Chris. I felt that people

Chris with a student.

welcomed me, and I hope they appreciated what I could do in partnership with them. Villagers warmly invited me into their homes, and were happy to speak with me. Even those who did not understand English appreciated that I had a basic knowledge of Dagbani and enjoyed greeting me in their tribal language. It was a wonderful opportunity to learn about another perspective on life, just from conversing in the little Dagbani I knew, or even from hearing the English translations of my interviews.

When I came to school in the morning, the children would run out in greeting, and were always so happy to see me. It was almost tangible—the kids were really embracing me as one of their own. I initially thought that it would take a long time to see that connection, but fortunately it happened after only two and a half months of an experience I will never forget. I

Chris with Titagya School students.

Fall Field Trips

Above: First Grade trip to Queens County Farm.

Below: Fourth Grade trip to the Metropolitan Museum of Art.

Above: Upper School Exchange Day with the Nightingale-Bamford School.

Above and right: Sixth Grade boys at the Greenkill Environmental Center.

Below: Grade 5 Spanish class at El Museo del Barrio.

Form VI trip to the Sharpe Reservation camps in Fishkill, NY.

Above: Form III trip to Pine Forest Camp, in Greeley, PA.

Above: Ms. Lien’s class trip to Grazin’ Angus Acres.

Below: Fifth Grade trip to Mystic, CT.

Below: Forms V and VI Browning’s annual College Trip.

Grazin’ Angus Acres

By Alec Ezratty ’11 and Jon Rodriguez ’11

pasture and also help control the number of flies on the farm.

G

Once the grass grows back, the cattle are allowed to graze once

razin’ Angus Acres is an organic food-lover’s utopia. We stepped onto the property after a long bus ride and the smell of grass flooded our noses. This was a real farm, not a big industrial

“farm” where animals are kept like supplies in a factory and dealt with in astronomical numbers. Mr. Gibson, the owner of the farm, based his methods on the ones pioneered at the Polyface family farm in Virginia, whose practices were outlined in The Omnivore’s Dilemma. Throughout the morning, he reiterated the chief distinction that set Grazin’ Angus Acres apart from the runof-the-mill American farm several times during the tour of the farm—he saw himself more as a “grass farmer,” rather than a cultivator of beef, chicken, or eggs. All things at his farm revolved around his fields of grass.

Only 2% of farmers in the country still run grass-fed farms.

The other 98% are feeding grain to their livestock. Not only does this jeopardize the integrity of the final meat product, it compromises a healthy lifestyle for the animals involved. Mr. Gibson explained that cattle, with their ruminants, are meant to ingest only grass. After being weaned from their mothers’ milk, the cattle at Grazin’ Angus Acres eat only grass their entire lives.

This way, cattle metabolize the energy captured from sunlight by the grass. When humans consume this meat, we in turn benefit from higher (and more balanced) levels of omega-3 and -6 fatty

acids, vitamin E, and linoleic acid.

The practices at the farm also have environmental repercussions. After the cattle graze through a pasture, they are moved on to the next field. After three days, Gibson moves the chickens through in “egg mobiles”. As the chickens scratch around for fly larvae in manure, they unwittingly fertilize the

more. Cultivated in this manner, the fields at Grazin’ Angus Acres are lush and the topsoil is rich in nutrients. Runoff is diminished and the farm has a small environmental footprint.

Mr. Gibson also does not use preemptive antibiotics on the livestock at the farm to prevent illness. This practice, while not financially prudent, is healthier for both the animal and the consumer.

Another positive aspect of Mr. Gibson’s farming style is that it cultivates a sense of respect for the food we eat. Cattle are born and raised on the property. After three years, steers are sent to a local processing center where only four of them are killed per day. (This is in stark contrast to conventional methods, where almost 400 head of cattle are processed in a single hour. Mr. Gibson explained to us that conventional farmers send their livestock to one of four massive processing plants in the country.

To prevent the spread of diseases, chemicals are used to disinfect both the carcasses and the premises. Since Grazin’ Angus Acres does not conform to this way of slaughtering animals, it is guaranteed that the meat will not have come from cattle left in space by the hundreds and contaminated by the associated waste matter before it reaches you.

Although the geology class enjoyed walking through the fields and hearing about sustainable methods of raising cattle, the indisputable highlight of the trip came with the endless array of grilled burgers and hot dogs from the farm. The meal was topped off with a superb pie made with what we could only assume to have been grass-fed pecans. I

Welcome, New Faculty!

We’re pleased to welcome the new faculty for 2010! Each year, we ask them six questions; here are their answers.

1. Where were you born and where did you grow up?

2. Where did you attend college/graduate school?

WHITNEY D. COLLINS Grade Three

3. Where did you work before coming to Browning?

4. What drew you to Browning?

5. What are your first impressions of Browning?

6. What are your hobbies outside of school?

1. I was born in San Francisco, and I grew up there and in London.

2. I went to Georgetown for undergraduate, and TC at Columbia for grad school.

3. I taught second grade at St. Luke’s School in the West Village.

4. I was attracted to the mission of the school. The ideas of academic excellence and a lifelong love of learning are at the

MATTHEW C. BROWN Physical Education 1. I was born in White Plains, NY, and grew up in a small town called Hopewell Junction, located in Dutchess County.

2. I attended SUNY Cortland for my undergraduate degree and

core of what we do, and the idea of personal integrity and being a steward of the community is also a value I hold to be fundamental.

5. I have experienced friendly smiles and people going out of their way to introduce themselves and ask if I need any help.

just finished my graduate degree this past spring semester at

I have already derived support and suggestions from

Manhattanville College.

colleagues, and I get the sense that everyone is here because

3. Last year I was an elementary physical education and health teacher in Harrison, as well as the 7/8 grade lacrosse coach.

4. A small community inside the big apple.

5. Beautiful facilities, well mannered students, and helpful faculty.

6. Skiing, surfing, rock climbing, traveling (I have been to over 15 foreign countries), and triathlons.

they genuinely feel blessed to be a part of this community.

As far as the boys go, I have experienced polite, conscientious, (and rambunctious, and silly, and funny, and wonderful) young men so far.

6. My favorite thing to do is travel. I got married in London this past summer, and my husband and I took the opportunity to travel to South Africa and Mauritius on our honeymoon. We think Costa Rica is next on our list, or possibly New Zealand.

I like to cook, we enjoy eating out with friends as well, and nothing beats a good book. My Boston terrier, Radley, keeps me constantly busy and entertained.

5. It is a very rigorous yet nurturing environment.

6. Playing music, and the continued pursuit of knowledge in the areas of food and wine.

NICOLE J. CONNELLY Pre-Primary Associate 1. I was born in Ardmore, PA, a town outside of Philadelphia.

2. I did my undergraduate studies at Villanova University in

MARGARET K. EDWARDS Grade One

Philadelphia, where I studied communications and French.

After graduating from Villanova, I moved to New York and began a graduate program at NYU’s Steinhardt School of Education. I graduated in May 2010 with a master’s in early childhood and special education.

4. I was initially drawn to Browning because of its reputation as a prestigious all-boys school.

5. I have quickly grown to love the close, supportive community of all the faculty, students, and parents. This is an environment that supports my personal goals and professional development

1. I was born in NYC and grew up here.

2. I attended Skidmore College and Bank Street College of Education 3. I taught at the Chapin School for two years before coming to Browning.

4. I was drawn to Browning because of the school’s excellent reputation and because it was a change from teaching all girls!

5. My first impression of Browning was that it was a place with a strong sense of community, especially between the younger

as an educator.

6. Outside of school, I enjoy swimming, playing tennis, cooking,

and upper grades.

6. I enjoy tennis, horseback riding and running.

and traveling.

ZACK DAVIS Art

SHALINI PARIKH Pre-Primary Associate

1. Born in Southern California; grew up in San Diego.

1. I was born and raised in Forest Hills, Queens, NY.

2. Attended CSU Chico for undergraduate; Claremont Graduate

2. I went to Hunter College for my bachelor’s degree in English

University for graduate school.

3. I operated as a freelance artist and educator, producing and exhibiting art work, and teaching for the Jamaica Center for Arts and Learning and the Museum of Arts and Design.

4. I had done some consulting with the art faculty last spring.

I quite liked the school, and it was clear to me that it would be a great place to teach. Upon a faculty member’s departure, I jumped at the opportunity to apply.

language arts and childhood education. I went to Teachers College, Columbia University, for graduate school. I received my master of arts as a literacy specialist.

3. I graduated from T.C. this past May. Prior to graduate school I was working as a T.A. in P.S. 158 (77th Street And York Avenue) for a kindergarten classroom. I was also a substitute teacher for a 6th grade class at P.S. 139 in Queens.

4. The positive interaction between the students and the faculty truly creates a school community that I wanted to be a part of.

5. All of the faculty and staff at Browning are extremely

3. I taught 7th and 8th grade English at Buckley Country Day

supportive and helpful, which creates a warm welcome as a

School in Roslyn, NY for four years. I left to attend graduate

first-year teacher! Browning has a strong school community as

school full-time, and then spent several years working in

well as strong school-to-home relationship that encourages the

marketing before returning to education this year.

students to further excel.

6. I love to travel, enjoy reading fiction and nonfiction, visiting museums, a huge fan of the Yankees, and photography.

4. Lots of schools talk about being mission driven, but Browning truly lives up to that claim and its attending values.

5. The Browning faculty is dedicated, close-knit, and collegial.

Browning boys are bright and eager to learn. It’s a compelling combination.

6. I love to be active and to spend time outdoors. I enjoy skiing, hiking, running, playing basketball, and cycling, to name a

SARAH C. PRIBYL Middle and Upper School English

few. I am equally fond of being completely inactive and reading a good book.

1. I was born in Manhattan and grew up in Short Hills, NJ. 2. I attended Trinity College in Hartford, CT and received my M.A. from NYU 3. Before coming to Browning, I taught middle school English at

SOO MI THOMPSON Director of Annual Giving

the Berkeley Carroll School.

4. The unique combination of outstanding academics coupled with its highly supportive, family-like environment is what

1. I was born in Hartford, CT, and grew up in Avon, CT.

drew me to Browning.

2. I went to Franklin & Marshall College in Lancaster, PA and

5. I am amazed at the level of enthusiasm that exists at the

graduated in May 2007.

school. Students, faculty and administration are all genuinely

3. I used to be a valuation analyst at Duff & Phelps, LLC

excited about being at Browning. This is evident both in the

4. I was attracted to the size of Browning—a small environment

classroom and in extracurricular activities. It is a privilege to be a part of this exceptional community.

6. I love to play the piano, read, cook, and practice yoga.

and the opportunity to work in development.

5. Friendly faces and a warm community.

6. I enjoy gardening (off my fire escape for the time being), competing in triathlons, nonfiction reading, eating—both my cooking and others!

DANIEL A. RAGSDALE Grade Five 1. I was born and raised in Skillman, New Jersey.

2. I attended Tufts University where I received a B.A. in history, and the Zicklin School of Business, Baruch College, for an M.B.A. in marketing.

MICHAELA S. TUCKER Grade One Associate

4. I was looking for a school that has a genuine community feel—a place where I could learn a lot and grow as a teacher and educator.

1. I was born and raised in Rye, NY. 2. I attended Cornell University. I am currently at Fordham

5. My experience thus far at Browning has been extremely warm,

University obtaining a master’s in childhood education and

welcoming, and friendly. I feel I can ask anyone in the school

special education to be completed in 2011.

for assistance without hesitation. I’m so happy to be here!

3. I worked at Marymount School of New York in development and admissions. Prior to that I was in advertising for a few years.

6. I enjoy reading, traveling, and running. I completed the NYC marathon in 2009 and the Philadelphia half-marathon in September 2010. I

INTRASCHOOL EXCHANGE DAY On November 24, Browning held its annual Intraschool Exchange Day, during which boys from all three divisions spent time in each other's classrooms. The objective was not academic but communal: It gave the boys an opportunity to hear about another division's experience, and to talk to boys they see on the stairs or in the hallways en route to class but do not know personally.

It was a wonderful way to celebrate the close-knit community that is such an integral part of Browning!

Faculty Articles Each year the Parents Association awards stipends to faculty members who apply for specific projects, such as summer travel, research, or study. For the 2010–2011 school year seventeen stipends were given. Each recipient writes an article for the Buzzer about his or her project.

church mentioned by St. Jerome in 392 a.d. After this it was filled with rubble with a new structure built on top of it. This happened over the same site at least three times. Recent excavations have found an even lower level, which predates the church mentioned by St. Jerome by at least 200 years. It was a Mithraic Temple. Churches in Rome house amazing works of art that continue to be displayed as they were when originally installed. Most of them charge no admission other than the couple of coins you have to insert to activate the light that shines on the work.

The Ecstasy of St. Theresa by Bernini and almost a dozen Caravaggio

ART AND ARCHITECTURE FROM CLASSICAL ROME THROUGH THE RENAISSANCE

paintings are among the works I saw in this manner. But the most

By Nikolas Vlahos, Art Department Chair

the amazing fountains and collection of pillaged obelisks.

W

ith the generous support of the Parents Association I went to Italy for ten days in July. I divided my time

between two cities, Rome and Florence. I chose these two cities because my goal was to focus on art and architecture from Classical Rome through the Renaissance. The cultural achievements made during these periods had a profound impact on shaping the face of western civilization and many of the original works are still preserved in these two cities.

It is amazing to walk through Rome and see two thousand years of architecture piled onto itself. There are contemporary buildings with doorways and columns that date back to antiquity.

In other cases the buildings are literally piled on top of each other.

The Basilica of San Clemente, a few blocks from the Colosseum, is a perfect example. It is believed to be built on top of the

famous church I went to in all of Rome is the Pantheon. (Technically St. Peter’s is in Vatican City). Walking around you cannot miss

Among the most magnificent fountains is the Trevi Fountain, commissioned in 1629 by Pope Urban VIII. The fountain sits at the endpoint of an aqueduct.

Other major sites I visited in Rome included the Colosseum, the Borghese Gallery, Castel Sant’Angelo, Palatine Hill, and Vatican City.

While in Florence I was staying at a B&B near the Duomo, which is almost like staying in Times Square. The Basilica di Santa Maria dei Fiore is its official name, and on top of it sits one of the largest domes in the world. Construction began in 1296; the massive dome was a part of the plan, even though no one knew how it would be built. They had faith that, when the time came, someone would come forth with the answer. That someone was Filippo Brunelleschi. I went up to the top of the bell tower designed

by another great artist, Giotto, where I had a great view of the dome and all of Florence. Where Rome is a thriving metropolis Florence is a truly beautiful city and the façade of this church is a crown jewel.

When it was completed Florence was flaunting its wealth and making a statement to everyone, especially its neighbors Siena and Pisa.

At the Convent of San Marco, Fra Angelico painted frescos in every cell and in the hallways. There was the Uffizi gallery, which houses works like The Birth of Venus and La Primavera by Botticelli.

The most elegant drawing by Bellini is displayed there, but artist’s work is best seen in Venice. My greatest surprise was seeing The Pieta or The Deposition made by Michelangelo late in his life. It is in the Museo dell’Opera located right behind the Duomo. It is a quiet museum with not many visitors and a nice change from the crowds in every other museum. David is a true masterpiece that takes on all of antiquity but The Deposition has something that David and most other great works I saw do not have: gravity as subject matter. Most classical sculptures and works by Renaissance masters like Bernini have idealized bodies that are not yet subject to gravity and thus celebrate life. In The Deposition the Christ figure assumes the type of unnatural pose only a lifeless body can take as the earth is claiming it. The surrounding figures holding him up are not brought to the same level of finish and as their arms wrap around the sculpture they are left crude and unmodeled. In doing so those figures are foreshadowing the time they too will become part of the earth. A very common subject in religious iconography is the placing of a skull at the feet of the crucified Christ. Under the skull an inscription reads, “Where you are, I once was. And where I am, you will be.” Michelangelo takes this and with poetic brilliance reinterprets it in this sculpture.

As with many other works of art that I have seen in person, this trip gave an understanding of everything I saw in a way that a book or an art history class cannot do. Most art, whether it is a painting or a sculpture, is meant to be experienced by the body not just the eyes and, of course, this is true for architecture. There are many other great works I saw that I have not mentioned, and one can spend years in these cities always making new discoveries.

I am already looking forward to the next time I can go. I

Opposite page: Obelisk outside of St. Peters, Vatican City.

Above: The Duomo in Florence.

Below: “The Deposition” by Michelangelo.

THE GORDON CLEM LOWER SCHOOL/MIDDLE SCHOOL MATHEMATICS WORKSHOP

By O. Michael Klein, Middle and Upper School Mathematics

T

his past summer, from June 20 through June 25, I attended the Gordon Clem Lower School/Middle School

Mathematics Workshop, which took place at the Dana Hall School in Wellesley, MA. I had attended the 7th/8th grade sessions more than five years ago, and found the experience so rewarding, I decided to return to do the 5th/6th grade sessions. The schedule consisted of five hours a day of lessons with our session leader, and Mr. Vlahos inside the Pantheon in Rome.

evenings offered a guest speaker.

My session leader was Annette Raphel, who is the head of the New School at Columbia, as well as the chairperson of the mathematics department there. Each session included lessons broken down by general topic (for example, whole number computation, and fractions), and included anecdotes shared by Annette (she insisted we call each other by our first names) from her extensive career as a mathematics teacher and department head. Evening speaker topics ranged from the physiology of the human brain and how that translates to learning differences teachers see in the classroom, to activities that were easily accessible, yet highly enriching, and enjoyable.

Gordon Clem, Annette, and the other session leaders believe in a constructivist approach to learning mathematics, and their lessons and instruction operate within this paradigm. Essentially, in addition to arithmetic, mechanics, and algorithms, other elements of mathematical thinking should be valued, developed and nurtured: reasoning skills, pattern recognition, number sense, and recognizing relationships.

The teachers in the session do most of the lesson activities themselves in groups, and leave with a binder containing the lessons, relevant articles, and research supporting the objectives of the activities.

Ghiberti’s Baptistery, Giotto’s Bell Tower, Brunelleschi’s Dome, and a Florentine crowd watching Argentina win the World Cup.

This year, one of the activities I have used in all my classes (6th grade, Form I, and Form V) is called the Dice Game. The game consists of using three dice, two of which are regular, and

the third has the numbers 4, 5, 6, 7, 8, and 9, written on the sides.

moment of doubt. Would I be able to maintain my attention span

Each student gets a roll, and makes up a three-digit number

and sit from 9:00 am to 4:00 pm each day this late in the summer?

based on the numbers on the faces of the dice. The objective is for

I brushed the thought aside and reached for the comfort of the

everyone as a class to put the rolls in sequential order from least

coffee dispenser. Sad, little drips fell into my cup. I worked my

to greatest, yet the first student rolling has all of the positions

way down the line of silver dispensers and realized that not one

from which to choose where he’d like to put his roll, without

held any coffee.

really knowing what any of the other students will roll. The next

I walked through the doors to the auditorium and came face

roller has one less position to choose from, etc., etc., until the last

to face with the reason for coffee shortage: 1,000 teachers from

roll has to fit in the last position remaining. While the students

around the world sat in folding chairs, a buzz of discussion in

don’t know what one another will roll, there is important

the room. For the following week, Lucy Calkins and her team

thinking in terms of probability taking place. Are all the numbers

fostered this excitement and eliminated the need for caffeinated

from 001 to 999 possible? If not, what is the lowest possible?

beverages.

Highest? Are any numbers more likely to be rolled than others?

Each morning, the keynote speakers discussed the

Students may ask their classmates for advice on which number

importance of writing. Best-selling authors James Howe and

to create from the digits on the dice, and in which position to

Andrew Clement spoke about their personal process as well as

place that number. The dialogue is beautiful and valuable.

remaining relevant as story tellers in a new age of childhood.

The workshop has earned a reputation for providing great

Celebrated writing instructors Tom Romano and Mary

food, by way of the Dana Hall kitchen staff, and I enjoyed the

Ehrenworth made convincing arguments for the importance of

additional company of seven of my former Brearley colleagues

a strong writing curriculum. Mary opened her first talk saying,

who were there attending Lower School sessions. I

“The highest stakes writing a student will do is their college essay.

It will require them to tell their own story with grace and power.

So shouldn’t we start to teach students at an early age that their

AUGUST WRITING INSTITUTE

By Kaitlin Rorick, Grade Three

lives are worth writing about?” Tom Romano spoke about writing as a way to achieve critical thinking, and extended a spirited invitation to attend what he called, “the revision party!” He

F

or years I have been reading and studying the works of Lucy Calkins and her team at the Reading and Writing

Project based out of Teachers College at Columbia University.

I believe in their goal of teaching children to become lifelong independent writers. Their publication, Units of Study for Teaching Writing, Grades 3–5, is a six volume series covering the areas of personal narrative, memoir, fiction, and essay writing. Each unit is taught through a workshop format that strives to provide structure and foster creativity. I was thrilled to be granted the opportunity to spend a week studying with Lucy Calkins and her team at their annual August Writing Institute.

On the first day, I successfully made it to Columbia with all the anticipation of the first day of school. After signing in, I happily made my way over to the coffee station and had a brief

charged teachers with providing and protecting the time needed to not only write, but to revise and, in doing so, guide students past the “one and done” mentality of writing essays.

While experiencing the workshop firsthand, I became keenly aware that, along with a discussion on the philosophy of teaching writing, the presenters were providing well researched teaching tips. Each workshop presenter was passionate about his or her particular area of study within the Reading and Writing Project. I was able to attend seminars such as “The Research Paper: Research not Plagiarism,” where Chris Lehman spoke about techniques to encourage students to synthesize information so that notes become more than copying information. At “Charts Are More Than Just Wallpaper: Making

Tools to Help Writers Become More Independent,” Alison

and a bit grumpy. When I reached the sign that welcomed me

Porcelli led a discussion not just about charts, but also about the

to Amherst, however, the road dramatically narrowed to two

science and art of memory. As children are exposed increasingly

reassuringly-cramped lanes, the trees arched over in a green

to icons and images, our teaching might be improved by adding

canopy, the concrete boxes of CVS and T. J. Maxx gave way to

a strong visual component. As this school year launches, I find

clapboard and gingerbread, I passed by stately Greek Revival

myself referring to my notes often and using these techniques to

and Italianate homes, and I was in the real New England. I found

enhance my teaching in all subject areas.

the village green and the gracious campus of Amherst College.

Part of each day was also spent in a small group experiencing the writing workshop firsthand. In our welcome bag, along with a name tag and curriculum guide, was a blue

Then, in the archives of the special collections of the Robert Frost Library, I settled very happily into a work-intensive week.

Funded by a generous grant from the Parents Association,

notebook. This was to be my personal notebook to use

I was in Amherst for the last week of July, Monday to Friday,

throughout the week, where I would do the same work my

nine to four, to study and read the papers and manuscripts of the

students would be asked to do in the writing workshop. It was a

American playwright Clyde Fitch (1865–1909). Fitch graduated

gift to have the time to practice what I teach. I sincerely thank the

from Amherst College in 1886, and after his early death, his

Parents Association for the opportunity to develop and energize

grieving mother donated his papers, photographs, and personal

my teaching. I am so looking forward to the year ahead! I

library to the college. In his short life, Fitch had met and worked with many of the literary, artistic, and theatrical celebrities of his day, and exhausted himself writing nearly sixty plays in twenty

CLYDE FITCH: A WONDERFUL, CONFIDENT ECCENTRIC

By Kevin L. Dearinger, Middle and Upper School English

G

od bless the stern old Puritans

and the New Age purists who

must serve as the Planning and Zoning Commission of Amherst, Massachusetts!

Driving up from the Hartford airport, I remembered that the scenery on Interstate Clyde Fitch (1865–1909)

91 can be spectacular, although my initial view this past summer, after cancelled

flights, crowded Delta cabins, record-breaking heat, and lost luggage, was the darkness of midnight and a blur of trees through sleepy eyes. Turning off at Hadley, however, even after midnight, was to drive into the usual suburban nightmare of brightly lit strip malls and the garish signage of chain restaurants and chain hotels. My own little generic Howard Johnson’s was curled up like a tired circus pony on the edge of Route 9.

Early the next morning, I continued down the badly designed four-lane stretch of the old state road. I was still tired

years. It was not unusual for Clyde to have four or five plays running at the same time in Manhattan, and his bank account proclaimed him America’s most successful playwright.

Clyde Fitch is the subject of my third book. One of my students has pointed out that I have a habit of writing about people “no one cares about,” and I suppose in the age of American Idol and Survivor that might appear true, but I think I write about people who should not be forgotten. Clyde was a wonderful, confident eccentric. His “differences” were pointed out to him repeatedly and often cruelly, but he surrounded himself with friends and immersed himself in his work. He traveled, lived well, and most importantly, he remained happily himself.

Amherst College has carefully preserved so much that a researcher must love. I held and read Clyde’s personal address book, full of the names of the titled personages with whom he socialized, as well as the names of the poets and writers and artists and actors who populated his professional world. I explored his theatrical scrapbooks, full of his press clippings and penciled commentary (“Absurd! —C.F.”). I poured over albums of production photographs; at this point in my research I have tracked down and read about thirty of his plays, and to see the

or thinking. His lively dialogue is full of wit and human observation. He mastered the epigram, but he kept the hearts of his characters beating in real time.

The first draft of my biography of Clyde Fitch is almost a thousand pages along. I need to edit with a machete and a hungry shredder, but I am so happy to have found this man and his work.

Getting to know Clyde is a joy, and writing about him is an honor.

I am grateful to the wonderful librarians and archivists at Amherst, an enthusiastic crew of well-informed professionals, and to the Parents Association for their always-generous support.

And I am grateful to the people of Amherst who have kept alive the town that Emily Dickinson knew. Over the hill from the visual record he left of his carefully designed productions took

reclusive poet, a bright, determined college student named Clyde

my breath away. Fitch’s dedication to excellence is still an

Fitch came of age and decided to face the challenges of being a

inspiration.

professional writer. “With the blue bow tied about my diploma,”

When he was just out of college, and working unhappily as a tutor to two spectacularly unmotivated New Jersey children,

he wrote, as he left Amherst in 1886, “I stepped into the world itself, alone.” He should not be forgotten. I

Fitch designed and illustrated several little books as gifts for his adoring parents. His big-eared self-caricatures made me laugh out loud, and his drawings and couplets still echo his devotion and gratitude to his mother and father.

With reverence, I read Fitch’s private poetry journal, a record of the drafts and revisions of his early efforts to be a poet.

He was impossibly young when he wrote that journal; he was about to allow himself to fall in love, and it showed.

Amherst College houses an impressive number of Fitch’s scripts, and in hours of reading, accompanied by hours of snapping my fingertips across the keyboard of my laptop computer, I bent my head over stacks of them. Clyde wrote historical dramas, crime dramas, drawing room comedies, samplers of American middle-class life, satires of New York society, at least one “slum” drama, and several gripping tragedies. At times, especially in his early work, the ham of melodrama is thickly sliced (“You devil! You cur!”), but his growth as a writer is clear in the trajectory of his plays. He read Ibsen, whose influence is clear, and yet Clyde remained true to his own perspective. He wrote with an understanding that what men and women say is not always what they are feeling

VISITING THE BATTLEFIELDS OF THE GREAT WAR

By Gerald J. Protheroe, Chair, History Department;

Upper School History

T

he battle of Aubers Ridge in Northern France does not loom large in the great histories of the First World War,

overshadowed as it was by the Dardanelles campaign against the Ottoman Turkish Empire and the second battle of Ypres on the western front, which coincided with it. Yet it was a battle which had a profound impact on my family because it was where my grandfather, Edward James, fighting in the second Battalion of the Welsh Regiment of the British expeditionary force was killed on a beautiful Sunday morning on 9 May 1915.

This summer with the help of the Browning Parents Association, I set off to visit the battlefield and the nearby Le Touret Memorial constructed to honor those who had died with no known grave. No family member had ever made this pilgrimage. On a rather grey Sunday morning in July, I left the

to envisage them in 1914 in the front lines of the war on the western front. These villages unlike Fromelles contained almost no information about these seminal events. There were no museums or displays of public information to alert visitors to the cataclysm, which had engulfed them in 1914. They were almost an exercise in collective amnesia with the exception of the solemn French memorial in the main square addressed Aux Enfants Morts Pour La Patrie, and it was noticeable that the Roman Catholic Churches there were relatively new constructions, built evidently in the decade after the Great War. Above: Le Touret Memorial at Aubers.

Below: the name “James E.� (somewhat faded) as it appears on the wall panel of the memorial for those with no known grave.

We drove slowly down the long Rue du Bois which links these villages together, and whose houses had been commandeered by British officers in 1915. We passed by the astonishing Indian Memorial at Neuve Chapelle, which commemorated the names of 4742 Indians with no known grave who died in the fighting.

At Richebourg we found the Le Touret Memorial and the name E James inscribed on one of its wall panels.

The battle of Aubers Ridge was part of a major Allied offensive in May 1915 to relieve the military pressure on Imperial Russia on the eastern front and to strike a decisive blow in the

great French city of Lille and made my way towards the village

West. In the southern theater at Neuve Chapelle on 9 May the

of Aubers about 15 miles to the west.

second Welsh attacked the German trenches at approximately

My first stop was the village of Fromelles, a mile to the east

5.30 am that morning in conjunction with other British divisions

of Aubers. Fromelles was of particular interest. In 2008, 247

which included the Meerut brigade of the Indian Corps and an

bodies were found in a mass grave in a wood near the village,

Irish regiment, the Royal Munster Fusiliers. I had done a good

and 205 were identified as Australian. This had prompted the

deal of research on the battle before my visit. It had some

Commonwealth War Graves Commission to build a new

interesting, stark and unintended effects: it was witnessed, for

military cemetery there, the first constructed in France for many

example, by Winston Churchill from the top of a ruined church

decades. This new military cemetery had been opened by Prince

tower adjoining the battlefield on his way back from Paris after a

Charles and Camilla, Duchess of Cornwall, the week before I

meeting with French naval chiefs; British commanders called off

arrived. The cemetery was festooned in wreaths and poppies

the offensive the same day after the loss of almost 11,500 men; the

from many Australian families whose relatives had been lost on

commander of the BEF leaked to the Times of London that British

19 July 1916. This battle too does not loom large in any histories

shells did not contain enough high explosive to damage the

of the First World War dwarfed as it was by the Somme

German defenses thereby rendering their trench system

offensive, despite the apparent presence at the battle of an

impregnable. Aubers Ridge was in some ways a disaster for

anonymous Austrian private by the name of Adolf Hitler.

Wales. It is ironic that in its aftermath the Liberal government in

Aubers and its adjoining villages, of Neuve Chapelle and Richebourg are today rather sleepy French hamlets. It was hard

London collapsed to be replaced by a coalition government in which another Welshman, David Lloyd George, became minister

for munitions. By December 1916 he had become prime minister and the principal architect of Allied victory in the First World War. The visit to France for me this summer was a personal as well as a professional odyssey, which was remarkably moving.

I am most grateful to the Parents Association for their support for this endeavor. I

A LESS TRAVELED ROAD IN ARGENTINA

By Elizabeth Suárez, Middle School Latin;

Middle and Upper School Spanish

Ms. Suárez at Iguazú Falls (above) and at the Misiones settlement in the northeastern province of Argentina (below).

I

had several sources of inspiration for my trip to Misiones, this northeastern province of vast, beautiful

Argentina. Having been raised in Uruguay, the great writer Horacio Quiroga (1878–1937) was one of my first literary references, and visiting his house and the surroundings that thoroughly informed his stories, was alluring, indeed. Also noteworthy, was the award-winning movie, The Mission, featuring Robert de Niro, which left me in awe as much about the breathtaking landscape as because of the complex true story of the clash of civilizations it portrays. Thus, I set aside more popular destinations like Buenos Aires, Patagonia or Mendoza and I excitedly headed to Misiones.

The settlements that give this province its name were Jesuit-

San Ignacio’s site is one of the best preserved and for long considered a World Heritage Site by UNESCO. Fearing their

Guaraní missions created at the beginning of the 17th century.

growing power, King Charles III of Spain expelled the Jesuits from

Although the main reason for their existence was the conversion of

the New World at the end of the 18th century and the settlements

the local Guaraní population into Christianity by the Society of

were subsequently plundered and decayed. The descendants of

Jesus, many locals decided freely to live there because of the more

the Guaraní are ubiquitous in this area of Argentina, alongside

humane treatment they were given, especially bearing in mind the

the descendants of 19th- and 20th-century immigrants from

threat of lurking slave hunters. In the missions, some locals were

Germany, Poland, and other parts of Europe.

engaged in rural work, some became skilled artists, all this while

In the outskirts of the small, picturesque town of San Ignacio

their tribal hierarchy was respected, to a certain extent. Their

Miní I also enjoyed my visit to Horacio Quiroga’s rustic, isolated

elaborate work in wood has been given the term Baroque-Guaraní.

house. Uruguayan by birth, he lived in Argentina during most of

The remains of the church’s façade in the mission of San Ignacio

his adult life. He fell in love with nature’s exuberance there and

Miní and others in the adjacent museum feature this style and they

became a master of his trade. Chekhov, Kipling, Maupassant,

were some of the highlights of my trip. There were, all in all, 30

Poe, among others, had a clear influence in his first-rate oeuvre.

settlements spread throughout Argentina, Brazil, and Paraguay.

Beyond literature, he was a multifaceted man, keen on

I enjoyed the display of personal objects in his house, and I

AT THE INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION CONFERENCE

learned more about his life, but it was the austere atmosphere in

By Giurissa A. Felix, Middle and Upper School Spanish

such luscious landscape that brought to my mind several of his

D

photography, rowing, biking, and more; but also a man whose life was marked by several tragedies in his inner family circle.

best stories. I am sure my students will enjoy them this year, as well, and I hope my pictures will further pique their curiosity about Horacio Quiroga and his environment.

Finally, my amazing trip also included a visit to Iguazú Falls,

uring the past seven years, I have embraced technology as an essential tool for keeping students

engaged and interested in learning. Realizing that my technologybased teaching strategies and lesson plans could be easily adapted in any humanities course, a colleague and I came up with the idea

which can be appreciated from both Argentine and Brazilian

of creating a workshop that would train teachers in the application

territory. I recommend you experience both sides, especially

of these strategies in their own classes and teaching environments.

because it can be easily done even the same day and they

In June, I presented these ideas at the International Society for

complement each other. It is hard to describe with words, maybe

Technology in Education (ISTE) conference in Denver. ISTE has

even with pictures or a film, the sense of wonder, the magnitude

been committed to the same goals I myself have been pursuing

of sensations, the metaphysical questions, the spell that these

all these years: to improve and enhance the students’ learning

falls may unravel in the viewer in situ. I certainly hope everybody

abilities and the teacher’s use of technology in the classroom. I was

gets a chance to see them at least once, not only the most famous

excited to participate in a forum that allowed me to survey the

Devil’s Gorge, but all other minor waterfalls immersed in

field of educational technology, and to have the opportunity to

fabulous vegetation, with occasional sights of lovely birds, tapirs,

exchange and discuss ideas on effective teaching strategies.

coatis, and other local animals.

Last but not least, I learned much about Argentina’s ethnic

On June 28, Gina Marcel, Browning’s former director of technology and current primary division educational

diversity; I was exposed to a new Spanish accent with clear

technologist at the School at Columbia University, and I

influences of the Guaraní language (as in the word “guaina,”

presented a hands-on workshop (Podcasting 101: Integrating

which means “girl”); and Guraní culture in general: “mate” (a

Podcasts into Your Lessons), designed to teach participants

sort of tea drunk from a gourd) was even more commonplace

how to use podcasting, assess students’ progress, and create a

than in Uruguay.

podcast. The objective was to develop a simple way of helping

I am extremely grateful to the Parents Association for these

students display mastery of subject goals and provide

enriching opportunities, which have impacted me greatly and

differentiation so they can successfully assimilate and apply the

will surely enrich and enliven my classes. I

learning materials and contents. We also discussed how and why podcasts have become an integral component in our curriculum.

Taking into account the limited exposure that many students have to a foreign language, it has been essential for me to research and employ various approaches to enhance students’ aural and verbal skills, and also expose them to different cultures and ideas. Podcasts supplement more or less traditional listening materials still in use by providing access to real-life, authentic conversations (as opposed to many of the scripted and formulaic dialogues presented in many educational manuals). Access to native speakers also provides students with a much needed

assignment, podcasting requires planning, a willingness to understand your students, and a readiness to experiment. If a teacher chooses to deliver a lecture or run a listening exercise via podcast, he or she may supplement the podcast with a “gapped” handout: a variation of the “fill in the blank” listening activity.

Direct the students’ attention by purposefully omitting key information, which they have to provide using information they acquire as they listen to the material.

A podcast is just one of many technology-based strategies that can increase students’ intrinsic motivation. Yet podcasting and passive instruction do not have to go hand in hand. Teachers can exploit it even further to their students’ benefits and provide them Ms. Felix (left) with an ISTE exhibitor and a workshop participant.

with a microteaching experience. If you wish for students to display a deeper understanding of the material, you may invite them to

alternative method of communication both inside and outside the classroom.

We began by presenting a sample podcast from my Fifth Grade Spanish class. The boys had created autobiographical podcasts—using either GarageBand or iMovie—that incorporated specific grammatical structures and vocabulary learned during the year. They were presented with a sample podcast, including script and rubric. This particular podcast assignment was a perfect example of the use of technology to provide successful differentiation.

Regardless of the type of podcast the participants were about to create, we emphasized that the educator must outline clear and specific objectives. Before beginning the process, he or she should consider the following questions: 1a. What is the theme of the podcast? Is it audio or visual?

Is it teacher- or student-developed?

A teacher-developed podcast may consist of recordings (with or without images) created to improve students’ listening skills, aid in the students’ comprehension of the material, or promote their interest in a particular topic. Considering the limited class time, students can still get the most out of their lessons by accessing and listening to an instructional podcast anywhere and anytime.

1b. How can I ensure and strengthen the students’ cognitive engagement with the material?

Podcasting is a recent technology with great potential for use in instruction. Yet, a legitimate concern is that educators use podcasting to create lecture-based classes rather than utilize it to promote an interactive learning environment. It is the teacher’s obligation to make instructional decisions that are appropriate and pedagogically sound. Just like any other project-based

present information or develop a theme not necessarily discussed in class, but that ties into the curriculum using podcasting. Specific content can then be extracted from the podcasts to foster classroom discussion and teach students to offer constructive feedback on one another’s work. Knowing who their audience is will compel students to produce better quality work and enable them to feel connected to something larger than themselves. When my Fifth Grade Spanish students and I reviewed the guidelines for their autobiographical podcasts, they were aware that their work would be shown to the entire class and they themselves would have to answer questions based on the information presented. The result was that the students were attentive, responsive, proud of their own work, and appreciative of each other’s efforts.

Podcasts not only bring a variety of voices into the classroom, but also provide a voice to those students who normally do not feel comfortable participating in class. They can record and create a podcast in the privacy of their own homes or in any location of their choosing, without feeling the weight of all eyes on them. It will allow them to take risks they would not normally take in class or even in a project that they must present in person. Podcasts can be the perfect stimulus that shy students need in order to feel that they are making a contribution while interacting with their fellow classmates and engaging in collaborative activities.

2. How can a podcast allow for successful differentiation?

As previously stated, a student-developed podcast is an opportunity for self-expression, exploration, and responsibility.

A student-developed podcast assignment can also range in

format and content. You may simply want your students to showcase their speaking skills by reciting (in a foreign language) a poem or a passage. A simple recitation becomes so much more with a podcast. Students become much more engaged in their own learning process, for they now have the possibility of practicing the material, as well as of self-correcting and making tangible improvements in their acquisition of new knowledge and skills. If you assign a series of similar assignments throughout the academic year using podcasting, self-correction should become second nature with your students.

In order to differentiate effectively, you have to plan for it.

This means knowing your students and what they can do. Sharing a rubric with them at the time the assignment is made allows for continued involvement and for a sense of autonomy. Understanding the various levels of performance and the values assigned to them, students accept more readily the challenge of producing the best quality work possible. Students can control their own decisions: even within a set deadline, they each work at their own pace. In a video podcast, students will likely have to produce a script (a draft and final version) before recording. Once they have incorporated any revisions, they still have to “interpret” their scripts. Students must consider the following: Do the graphics synchronize with and enhance the audio? Does the music enhance the quality and comprehension? Are the transitions smooth? Is the delivery well rehearsed and natural sounding?

A seemingly simple final podcast project for the Fifth Grade Spanish class required experimentation, preplanning, and research on my part as a teacher. Although I have integrated podcasts into my curriculum in the past, I had to learn to create one on my own so that I could comprehend the students’ points of view and relay my expectations more effectively. The goal is to determine students’ strengths and weakness, and generate ideas on how to plan for the next lesson and/or assignment.

Many educators have yet to realize the full potential of podcasting. In some cases, they have simply not been able to access the technology. After having discussed the pedagogical value of podcasting, we demonstrated how to create both an audio and visual podcast, and provided our participants with actual podcast examples, a sample rubric for assessment, storyboards, script writing outlines, and most importantly the knowledge needed to instruct their students on how to create one. I

A VISIT TO THE LAND OF MY ANCESTORS

By Meredith A. Carney, Grade Four; Encore Coordinator; Assistant Head of Lower School

I

n Ireland, history is all around. Not dry and distant, but history that you can touch, feel, and experience with all

your senses. Ireland is still connected to its extraordinary past —a vibrant contemporary country whose people have never lost the link to their heritage. It is a history that I discovered in so many ways.

This past summer I was fortunate to visit the land of my ancestors for the very first time. My paternal grandfather came from Dublin and my paternal grandmother from Donegal. The inspiration for my journey was a research project that my current fourth graders will undertake this year. They will be investigating their own heritage and background.

My trip began in the capital city of Dublin where the people are exuberant, enthusiastic, and above all friendly. It did not take long before I received the customary greeting of Cead mile failte, which means one hundred thousand welcomes.

I soon discovered that the best way to experience and savor Dublin, similar to New York, is on foot.

The principal historic sites are south of the River Liffey.

I began my exploration with a visit to Trinity College. It is the oldest university in Ireland founded in 1592. Although there have been many famous graduates of Trinity, including poet Oliver Goldsmith and political philosopher and orator Edmund Burke, both of whose statues grace the entrance to Trinity, the college is best known for the Book of Kells. This magnificent hand-illustrated manuscript of the four Gospels, in Latin, dates from around ad 800.

From here I visited the old library (1732) and its Long Room, measuring 210 feet long, 41 feet wide, and 40 feet high. It houses a vast collection of medieval manuscripts and early printed books— somewhere around 200,000. Also on display is one of the few remaining copies of the 1916 Proclamation of the Irish Republic, which signaled the start of the Easter Rising (an insurrection staged during Easter Week by Irish republicans with the goal of ending British rule in Ireland and establishing the Irish Republic).

A short walk from Trinity is the Heraldic Museum and

Next on my itinerary was a visit to the National Cathedral

Genealogical Office. The primary focus of this museum is the

and Collegiate Church of Saint Patrick. Saint Patrick is said to

use of heraldry with exhibits of shields depicting coats of arms,

have baptized converts to Christianity on this site, and

banners, and paintings. In addition, there is a consulting

consequently a church has stood there since the fifth century.

service located here for those tracing their own roots.

In exploring the cathedral, I learned that Jonathan Swift was

A stop for lunch, and I found myself engaged in conversation with folks that I just met. The old Gaelic saying came to mind, “There are no strangers in Ireland, only friends we have yet to meet.”

dean from 1713 to 1745, and is buried here; and that Handel’s Messiah had its first performance in Dublin in 1742.

I strolled back towards the River Liffey and over the beautiful cast-iron Ha’penny Bridge. According to all, it is the most beloved of all the bridges in Dublin. It came by its name because of the toll that was initially charged to cross it.

I was sad to leave Dublin behind, but my ancestral sojourn took me north to County Donegal. Much of the county is seen as being a bastion of Gaelic culture and the Irish language. During the summer, Gaeltacht courses are offered to young Irish people from other parts of the country. It gives them a chance to learn about traditional Irish culture and language.

A great deal of the history of County Donegal is linked directly to the Great Famine of the late 1840s. The main cause of the famine was a potato disease known as the blight. Large areas of the county were devastated by this catastrophe, many areas becoming permanently depopulated. According to the

Above: Ms. Carney stands next to a famine pot that serves as a testament to those who lost their lives and those who emigrated during the Great Famine.

1841 Census, County Donegal had a population of 296,000

Below: Outside Trinity College en route to the Book of Kells.

people. By 1861, as a result of famine and emigration, the population had been reduced by 60,000. Throughout Ireland there are many memorials and markers that serve as testaments to the one million people who lost their lives and the one million people who emigrated during the Great Famine. A famine pot from a local workhouse is now located on the shores of Lough Eske in County Donegal.

A quote by the Irish statesman Edmund Burke best sums up my experience in the Emerald Isle: “People will not look forward to posterity who never look backward to their ancestors.”

I am extremely grateful to the Parents Association for their summer stipend, and for making this trip possible. Slainte! I

Athletics FALL 2010 WRAP

Another team that should be very proud of their efforts is

By Andrew West ’92, Director of Athletics

the varsity cross country team which, under the guidance of

I

Coach Bernard, had a very successful season, finishing just three

t all started in late August when Browning held its annual preseason soccer training at Camp Mah-Kee-

points behind rival Columbia Prep at the ISAL championship

Nak in Lenox, MA. The boys came out in record

meet. This is their second consecutive second-place finish, and

numbers and we knew from the very first practice

with most of the runners returning next season, the team is very

session that this was going to be a special fall. The varsity team had many returning seniors who were able to keep the team determined and focused from the start. The major question mark for the team was, who was going to be the goalkeeper as all three keepers graduated last year, but Harrison Fields quickly solved that problem by stepping up to the task. After hard-fought seasons by all three soccer teams, this season came to a close on a historic day for Browning. All three teams made the playoffs and

hopeful for 2011!

Varsity Soccer The varsity soccer season really begins in August when the school runs its annual preseason soccer camp near Lenox, MA, in the Berkshires. The boys worked hard at the pre-season camp, before the grueling season began in September.

This year the varsity had ten seniors on the team, and only

played simultaneously, on adjacent fields, on a beautiful day at

one freshman, so we were hoping for a successful season.

Randall’s Island, October 28.

Despite starting with a loss, the team soon found their rhythm

First of all, congratulations to the Middle School soccer team

and reeled off a number of victories including a win against a

for yet another undefeated league and playoff championship.

strong Alumni team. As the season progressed, it seemed that

Bravo to Coaches Brown and Ragsdale for defeating the “pale

we would be on a collision course with our crosstown rival

blue” by a score of 3–1.

Columbia Prep. And so it was that after finishing second in the

In the junior varsity game, the team from UNIS was just too

league, the Panthers played Columbia Prep for the ISAL Playoff

powerful and skilled for our guys to compete with. They played

Championship. With the score at 1–1 at the half, injuries started

their best and showed great poise and character despite a

to take their toll on the boys and despite a gallant fight, they

lopsided loss, which is a credit to Coaches Sheridan and Travers.

couldn't withstand the pressure, and gave up two goals in the

On the varsity front, Coaches Watson and Zeuner were very proud of the efforts put forth by the whole team. Who can forget

second half . . . a courageous effort.

A special mention must be made of the 3–2 win against

the semifinal “come from behind” win over powerhouse Lycée

Lycee Francais in the semi-finals. The boys showed their true

Français? Despite being injured and tired, the Panthers gave it their

“grytte” during the game and won with two late goals in the last

best shot and even led halfway through the game, but in the end

10 minutes of the match, against a school that we had never

the Lions from Columbia prevailed by a score of 3–1.

beaten before—a truly wonderful achievement.

I really do think the boys will live to forget the scores of the games, but not the experience of the day.

The Panthers were led by captains Nick Steig, Nate Monteverde, and Daighn Dunn, who had 19 goals on the

season, and who along with Nate will be returning next year as seniors, but we are equally proud of the whole team for their commitment and hard work throughout the season.

For the record the team was 9-5-1, going 5-2-1 in league play.

—Coaches Watson and Zeuner

Junior Varsity Soccer The junior varsity Panthers entered the 2010 season with one goal-clinching a spot in the ISAL playoffs. Returning several key members of last year's squad that set a team record with three wins, the team was also infused with several skilled Form III players who had enjoyed two successful seasons on the

Sumner Erbe, captain Alexander Makkos, captain Will Abelt Harrison Bishop Doug Belgorod Andrew Bendo Harry Calianese Arthur Elghouayel Zach Frisch Jordan Greco Will Jacob Aris Kalogerakis Julian Kalogerakis Chris Keyko Aadir Khan

—Coaches Ragsdale and Brown

decorated 7/8 grade soccer team. With a squad as talented as it has ever been, the team was competitive in each of its games, including exciting contests versus league powerhouses Lycée

Harrison LaBranch Craig Levinson Andrew Medland Lorenzo Mezzatesta Ryan Parcells Matt Reader Dylan Rose Harris Russell Del Shunk Quinn Sylvester Griffin Tobia Nikita Tsimmer David Valentin Edwin Wallis Brendan Walsh

Varsity Cross Country The 2010 cross country season is over. What to think?

Français, Trevor Day, and Columbia Prep. The team spent much

Disappointment? Naturally! Naturally because, Browning’s

of the season sporting our heavy defensive alignment, “Exodus,”

varsity cross country team placed second for the second year in a

which was appropriately named for the sea of red Browning

row, just behind Columbia Prep. We conceded the defeat to the

jerseys that cluttered our 18-yard box. With the talent to

“pale blue” (Columbia Prep) by only three small points (56–53).

effectively stifle opposing offenses and the discipline to maintain

Regrets? No! No, because the boys did everything in their power

a defensive mentality, the Panthers earned the fourth seed in the

to win this race. Columbia was simply just a little better than our

ISAL playoffs and a first round match-up against league

team. Right at the end of the meet, I saw great disappointment in

champion, UNIS. Despite having their season end on a lopsided

the faces of the boys when I announced that Columbia had

loss, the Panthers walked off the field proud to have had

apparently beaten us by such a small margin. Fortunately, they

accomplished their goal from day one and look forward to

rapidly realized that after having lost Michele Gama Sosa and

returning to the postseason in 2011!

David Baird—two seniors and leaders of last year ’s team—

—Coaches Sheridan and Travers

7th/8th Grade Soccer It was quite a season for the Panthers! The team finished with a record of 12–1 and remained undefeated in conference play. The boys scored 43 goals and gave up only 9 goals to their opponents, a testament to their offensive and defensive prowess.

These write-ups generally feature a few highlights, which tend to focus on the individual. Our success, however, was the result of the collective efforts of all 30 members of the team.

So here’s the full crew—the 2010 7th/8th Grade ISAL champions:

this second place was a superb result and certainly not a sinecure. There is no doubt that this achievement is due to the hard training endured by the boys since July. All of them have dramatically improved their personal record. Kyle Johnson, James Brisotti, Mike Gabrelian, J.R. Chansakul, and Jonathan Pelz were particularly strong and motivated during this Championship. Special mention to Kyle Johnson who, according to my archives, holds the all-time Browning record for a 5K with a time of 18:22. While this time is rather good, Kyle and other runners on the team are eager to improve it.

—Coach Bernard

Varsity Soccer Front row (L to R): Daign Dunn, Wilf Wallis, Luca Libani, Ibrahima Diallo, Nate Monteverde, Philip Connor, Lucas Schwartz, Alex Bendo, and Philip van Scheltinga.

Back row (L to R): Coach David Watson, Nick Stieg, Teddy Altman, Ian Rankowitz, Michael Harley, Harrison Fields, Jesse Rost, Terrel Phelps, Jonathan Rodriguez, and Myles Mills.

Varsity Cross Country Front row (L to R): Kyle Johnson, JR Chansakul, Jon Pelz, Christopher Stephens, and Michael Gabrellian.

Back row (L to R): Coach Dominique Bernard, James Brisotti, Nick Hexner, Jeremy Chen, Chris Pelz, and Max Saint-Preux.

Not Pictured: Matt Geline.

Junior Varsity Soccer Front row (L to R): Chris Haack, Alejandro Morales, Rafe Harvard, Anthony Builder, Brandon Valentin, Caspar Boele, Freddie Edwards, Juan Yanes, and Julien Rodriguez.

Back row (L to R): Coach Alex Sheridan, Clovis Ogilvie-Laing, Zack Magill, John Adam Plenge, Gregory Belgorod, James Adeleye, Brennan Bassman, Alex Wisowaty, Colin Carter, Farouk Oni, Jose Llamas-Perochena, Griffin Bassman, Coach Stafford Travers.

Not Pictured: Jonathan Flinchum and Monty Denton.

2010 ISAL CHAMPS

7th/8th Grade Soccer Front row (L to R): Quinn Sylvester, Nikita Tsimmer, David Valentin, Douglas Belgorod, Sandy Saddler, Craig Levinson, Andrew Bendo, Andrew Medland, and Harry Calianese.

Second row (L to R): Zach Frisch, Will Jacob, Matthew Reader, Aris Kalogerakis, William Abelt, Alexander Makkos, Harrison Labranche, Edwin Wallis, Dylan Rose, and Jordan Greco.

Back row (L to R): Coach Dan Ragsdale, Christopher Keyko, Del Schunk, Sumner Erbe, Arthur Elghouayel, Lorenzo Mezzatesta, Aadir Khan, Julian Kalogerakis, Griffin Tobia, Harrison Bishop, Harris Russell, Ryan Parcells, and Coach Matt Brown.

Not Pictured: Brendan Walsh.

Panther Posse!

Schoolers cheering on the sidelines, appropriately named the “Panther Posse,” displayed tremendous support for the Varsity Panthers and helped spur the team to two league victories. The most important victory, however, did not take place on any field.

The victory started in our classrooms and our cafeteria, and has since permeated throughout the building in the form of new friendships between Lower and Upper School students.

Panther Gamedays resume in the winter trimester, when the Panther Posse will have an opportunity to meet members of the varsity basketball team and watch the squad compete for another ISAL championship and clinch another invitation to the NYSAIS post-season tournament! Go Panthers! I

P

anther Gamedays, a new program designed to enhance school spirit and continuity, made its debut this fall for Browning’s Second, Third, and Fourth graders. The program gives Lower School

students the opportunity to spend valuable time with Upper School student-athletes, who gracefully assumed the responsibilities of mentors and taught their new friends about Browning’s athletic department, the ongoing varsity soccer season, and about life as a student-athlete in Browning’s Upper School. While the Lower School boys cherished the opportunity to hang out with the varsity athletes in homeroom and during a special lunchtime pizza party, the highlight of each game day was the trip to Randall’s Island to watch the Panthers take on league opponents Loyola and Calhoun (although the third grade game day was rained out, the overall purpose of achieving camaraderie and school spirit was fully accomplished, largely to the credit of to our Upper School boys). The section of Lower

Panther gameday was a lot of fun! I loved getting to go out to Randall’s Island to watch the soccer team win.

My favorite part of the day was eating pizza with the players. I’m excited to go watch the basketball team and cheer for them!

—Skyler Bell ’21 It meant so much to have the Lower School students supporting us from the sidelines. The opportunity to meet the boys during homeroom and then have some fun with them during the pizza party really helped us build some new friendships. Now, I always get high-fives from Lower School boys when I see them in the halls. I’m proud to represent Browning as a student-athlete, but it means a little more now that we understand the impact we’ve had on future Browning athletes.

—Nick Stieg ’11 Panther gamedays have become an integral strand of the community here at Browning. It develops friendships across divisions, fosters a passion for Panther athletics, and provides added meaning for Browning brotherhood.

—Coach Patricia Zeuner, Varsity Soccer

Panther Posse Front row (L to R): William Endres, Jordan Naidus, Kenneth Daniel, Liam McAllister, and Sebastian Rodriguez.

Middle row (L to R): Bear Matthews, Nicholas Lionti, William Eun, Blaise Lowen, Justin James, Max Simeone, and Alfonso Laffont.

Back row (L to R): Jonathan Rodriguez, Luca Libani, Myles Mills, Michael Harley, and Wilf Wallis.

Above and right: Form VI varsity soccer players with 3R.

ALUMNI

Alumni Events ALUMNI COUNCIL MEETINGS

T

he first Alumni Council meeting of 2010–2011 was held on September 13 in the Wilson Room at 6:00 pm. Three new alumni

were appointed to the Council: Richard Helgason '82, Andrew Ponzo '98, and Stephan Rothe '87. Thanks go to Soo Mi

Thompson, director of annual giving, for being our special guest. In November, the Council was fortunate to hear from another special guest, Parents Association President Susan Grimbilas (wife of Council Member George Grimbilas ’80), who spoke about the PA’s initiatives. The next Alumni Council meeting will be held Monday, January 24. The 2010–2011 Alumni Association Officers and Council Members are as follows: 2010–2011 Alumni Association Officers Juan D. Reyes, III ’86, President Allanby Singleton-Green ’83, Vice President Joe G. Metzger ’02, Secretary Sharif Tanamli ’87, Treasurer

John B. Alfieri, Jr. ’75 Lawrence W. Bahr ’96 Michael P. Beys ’89 Jonathan A. Cohn ’01 Leon J. Dalva ’58 John C. Dearie ’99 George Grimbilas, Jr. ’80

2010–2011 Alumni Council Richard A. Helgason ’82 John E. Hutzler ’86 Edward D. Kent ’02 Jeffrey M. Landes ’83 Eric M. Lustgarten ’81 T. Andrew Madden ’96 Nader Mobargha ’91

More than twenty alumni attended the first Alumni Council Meeting of 2010-2011 on Monday, September 13.

John P. Moran, III ’97 Andrew M. Ponzo ’98 William T. Reed ’85 Stephan E. Rothe ’87 Andrew B. Sandberg ’01 Steven G. Schott ’72 Peter G. Stavropoulos ’82

Back row (L to R): Coach Watson, Michael Elliot ’04, Albie Bramble ’04, Bryan Boisi ’00, Luis Llosa ’86, Richard Fisher ’72, Samora Legros ’03, Alex Gesswein ’09, Chris Holme ’03, Alex Mykyta ’03, Stephan Rothe ’87, Mr. Ragsdale, Berk Sonmez ’03, and Coach West ’92.

Front row (L to R): Marty Murphy ’02, Nathaniel Ferris ’93, Robin Lewis ’05, Martin Arnabal ’01, Anas Uddin ’08, Nick Meltzer ’87, and Mr. Keany.

20TH ANNUAL ALUMNI SOCCER GAME

and healthy, then the sky is the limit for this group of talented gentlemen. Make our school proud and stay on the prowl. I

By Samora L. Legros ’03

O

n September 17, Browning’s Alumni and Faculty Soccer Team challenged the Varsity Soccer Team on

Randall’s Island. After a definitive victory in last year’s game, the alumni expected to prevail once again, even without the leadership of our long-standing hero, Dr. Gerald Protheroe.

The alumni started the game with wily tricks and a ferocious shot by Chris Holme ’03 to take the lead. Despite going down 2–0 at the start of the game, the varsity boys rallied back to tie the first half 2–2. The varsity players remained poised, balanced, and

The Alumni and Faculty Team at halftime, discussing strategy against Browning's varsity soccer team.

unified, and once their confidence returned and their level of communication increased, the flood gates opened.

At the beginning of the second half, the young Panthers looked like a brand new team. They maintained stellar possession of the ball and attacked in packs. Daighn Dunn ’12 scored twice, while Terrel Phelps ’11, Jesse Rost ’11, Jonathan Rodriguez ’11, and Nate Monteverde ’12 each scored. Monteverde, Phelps, and Dunn created a triumvirate of terror on the offensive end and executed precise passing lanes with “give-and-go’s.” Most importantly, they put goals in the back of the net with composure.

The Varsity Team defeated the Alumni and Faculty Team with a final score of 6–3. As I witnessed the chemistry amongst the varsity gentlemen, I realized Browning’s Varsity Soccer Team is definitely a force to be reckoned with. Look out ISAL. If the team remains unified

L to R: Mr. Ragsdale, Rich Fisher ’72, Than Ferris ’93, and Coach West ’92 on the sidelines of the Alumni Soccer Game on Randall’s Island.

L to R: Juan Reyes '86, Neeraj Rawat '01, Edward Kent '02, David Moss '86, Dr. Protheroe, Steve Schott '72, Stephan Rothe '87, Nader Mobargha '91, Jonathan Moss '84, Mr. Klein, Mr. Langworthy, Jeremy Katz '04, John Moran '97, Chris Jennings '99, Robert Jennings, and Christine Schott.

Past Parent Robert Jennings with his son, Chris Jennings '99, at the Alumni Tennis Tournament at the West Side Tennis Club.

John Moran '97 serves while partner Steve Schott '72 guards the net.

Below: All sixteen alumni tennis players gathered on the front porch of the West Side Tennis Club for a group photo prior to the beginning of match play.

ALUMNI 3RD ANNUAL ALUMNI TENNIS TOURNAMENT

B

rowning’s 3rd Annual Alumni Tennis Tournament was held at the West Side Tennis Club in Forest Hills on

October 2, thanks again to our gracious host Steve Schott ’72.

THIRTYSOMETHING REUNION WITH CHAPIN, ST. BERNARD’S, AND SAINT DAVID’S

O

n October 20, Browning alumni from the classes of 1989–1999 met up with their alumni counterparts

Alumni, faculty, and guests played three hours of tennis on the

from Chapin, St. Bernard’s, and Saint David’s for the annual

Club's beautiful grass courts, followed by an award ceremony

Thirtysomething Party. This year's reunion was held at

and dinner in the Rose Garden. Congratulations to our winners:

BUtterfield 8, a restaurant and lounge located at 5 East 38th

Steve Schott ’72 and Stephan Rothe ’87 (A flight), and John

Street. Alumni and their guests enjoyed complimentary hors

Moran ’97 and Christopher Jennings ’99 (B flight). The runner-

d’oeuvres and cocktails while mingling and watching Game 5 of

ups were: Gerry Protheroe and Jonathan Moss ’84 (A flight),

the American League Championship Series between the Yankees

and Neeraj Rawat ’01 and Nader Mobargha ’91 (B flight). I

and Rangers on the surrounding flat screen TVs. I

L to R: Stephan Rothe ’87, Steve Schott ’72, Jonathan Moss ’84, and Dr. Protheroe during the award ceremony following the Alumni Tennis Tournament.

L to R: Paige Cali, Marc Cali '89, Carolyn Davis '92 (Chapin), and Lara Berkelhammer Glazier '90 (Chapin) at the Thirtysomething Party in October.

L to R: Chris Jennings ’99, John Moran ’97, Nader Mobargha ’91, and Neeraj Rawat ’01 during the award ceremony following the Alumni Tennis Tournament.

L to R: Chapin alumnae Meredith Barth and Jeremy Smith with Sperry Younger '92.

ALUMNI YOUNG ALUMNI REUNION

O

n November 24, Browning hosted the annual Young Alumni Reunion. More than 30 young alumni from the

classes of 2005–2010 returned to school to visit with classmates, faculty, and current students. The day began with the traditional Thanksgiving Assembly held at Christ Church at 11:00 am, where alumni were introduced to the entire school by Mr. Pelz ’71. Following the assembly, alumni headed back to school for a lunch reception in the Lower Gym, compliments of Chef Clark. Special thanks to all the faculty and Form V and Form VI students who attended to make this reunion extra special! I

Mr. Dearinger (right) caught up with three student body presidents before the Thanksgiving Assembly, L to R: Harrison Fields '11, Adrian Muoio '10, and Barry Cregan '09.

During the Thanksgiving Assembly, Headmaster Clement asked each alumnus to speak briefly about the number of years they attended Browning and where they go to school now.

L to R: Rohan Wijegoonaratna '10, James Preiss '10, Stevie Rachmuth '10, James Weinhoff '10, Chris Jordan '09, and Patrick Collins '10 on stage during the Thanksgiving Assembly.

ALUMNI

L to R: Mr. Dunham, Ian Shaw '10, David Baird '10, Harrison Asen '10, James Weinhoff '10, and Mr. Salomon at the Young Alumni Reunion.

L to R: Adrian Muoio '10, Ms. Amley, Chris Brandt '09, and Mr. Keany at the Young Alumni Reunion.

L to R: Teddy Altman '11, Harrison Fields '11, Rohan Wijegoonaratna '10, James Preiss '10, and Mr. Haase during the Young Alumni Reunion lunch.

L to R: Greg Davis '10, Stevie Rachmuth '10, Mr. Pelz '71, Peter Shapiro '10, James Preiss '10, James Weinhoff '10, and David Baird '10 at the Young Alumni Reunion.

ALUMNI

Class Notes To share news with Browning and your classmates, please contact Laura Neller, director of alumni affairs, at 212-838-6280 (x192) or lneller@browning.edu.

1940s John G. Russell ’46 recently sent us the following news with his 2010–2011 Annual Fund donation:

1930s R. Sargent Shriver ’34 celebrated his 95th birthday on November 9.

Still enjoying working part time with the alumni and development office at Choate Rosemary Hall, my 1946 alma mater. Also enjoy six grandchildren, ranging in ages 10 through 25.

His son, Mark Shriver, who accepted the Class of 1938 Alumnus

Dr. Oakleigh Thorne, II ’47 visited Browning in November. He

Achievement Award on his father’s behalf last year at Alumni

was in town for an advisory board meeting of the Yale Institute

Reunion, tells us:

for Biospheric Studies. Dr. Thorne lives in Boulder, CO, and is

My wife, Jeanne, and I hosted a small [birthday] dinner with my brother Timmy and his family, and my sister Maria and her family. Dad looked terrific, laughing and singing and enjoying the evening. He loved his presents, especially the ice cream cake! A few days before his birthday, the kids and I spent time with him reading Psalms from the Old Testament. He read so well—it was amazing! Though he struggles day in and day out to speak, to follow the conversation, and, at times, to move, he is there with us, sharing his presence, always asking how we are doing and telling us he loves and admires us.

Dad is teaching me to enjoy the present moment, to live in it, and to appreciate it. He is an amazing human being.

2007 Alumnus Achievement Award Recipient Oak Thorne ’47 and Director of Alumni Affairs Laura Neller at Browning in November.

founder of the Thorne Ecological Institute. He received Browning’s Class of 1938 Alumnus Achievement Award in 2007.

J. Miles Thompson Jr. ’47 recently sent us the following message with his 2010–2011 Annual Fund donation: “Waiting for Chester Cotter ’47 to say ‘hello.’ My, how time passes!”

Grant McAllister (right) is the son of Ken McAllister ’58. He and his wife, Anna, visited Browning in September.

Miguel Moreno-Paez ’59 visited Browning in November with his two sisters.

ALUMNI

1950s Richard W. Jones ’57 lives in Sandwich, MA. A former member of Browning’s board of trustees, Mr. Jones used to write the annual alumni letter and remembers his Browning years fondly.

He is now a proud grandfather of four grandchildren: Carter, Lisie, Holly, and Trevor. Mr. Jones sends his best to his classmates and everyone at Browning.

Luciano G. Eminente ’58 visited Browning in October while he was in New York on business. Mr. Eminente is chief executive officer of Vincero Inc., and divides his time between Rome and Miami.

Miguel Moreno-Paez ’59 visited Browning in November with his two sisters. He currently lives in Venezuela where he works as an engineer. He was in New York visiting friends and family.

After Browning, Mr. Moreno-Paez attended the Dublin School in New Hampshire.

television placed on the stage in the old gym with Mr. Cook ’38 leading the cheering section for the Yankees. Grant has lived on the Cape since 1987 and has had success as founder of Judd Communications and as a poet. He has also been a long-time supporter of the Kettleers and of the CCBL Hall of Fame in Hyannis.

Grant returned to Browning for the memorial service for Mr. Cook ’38 and it was our conversation at that event that resulted in my son and me pursuing our Cape Cod baseball adventure. After the week on the Cape, Charles and I were joined on Nantucket for a couple of weeks by the entire family, including grandchildren, as well as several friends of Charles’s for a long weekend. Included in the latter group was Andrew Ponzo ’98. He is a senior vice president of the Special Situations Sales and Trading Group at Odeon Capital Group and remains very active in Browning alumni activities. Several times he and I also went down more recent Browning Memory Lane, including remembrances of Mr. Cook ’38. It is always a pleasure to get together with Browning alums of different generations and recollect wonderful memories of a more than 50-year association with the school. Best wishes for another great school year.

Neal Dearling ’63 recently sent us the following news:

1960s Former trustee and 2004 Alumnus Achievement Award recipient Charles J. Plohn ’62 recently sent us the following news: In mid-June my son, Charles, and I spent a week on Cape Cod as volunteers for the Cotuit Kettleers of the Cape Cod Baseball League. Over that week I sat with Grant Judd ’64 in the stands for several games. In addition to cheering on the Kettleers (who went on to win the CCBL Championship), we strolled down Browning Memory Lane, recalling often watching the World Series on a

Mr. and Mrs. Jeffrey Judd ’65 at Browning in September with the Fall/Winter 2009–2010 issue of the Buzzer.

I graduated from Browning in 1963. I went to Columbia College, and then went into the advertising business working at agencies such as Wells Rich Greene and Young & Rubicam. I’m now retired and live in Toronto, Canada, with my wife (who’s a teacher) and 18-year old daughter. My happiest memories are of the years I spent at Browning.

Mr. and Mrs. Jeffrey P. Judd ’65 visited Browning in September.

They were in New York visiting from Los Angeles, where they currently reside. It was Mr. Judd’s first visit back to the school since the 1980s.

Ralph Gardner Jr. ’71 (left) at the U.S. Open in September, as pictured in Mr. Gardner’s Wall Street Journal column, “Urban Gardner.”

Members of the Class of 1971 at the Browning Book Fair (L to R): David Lamb ‘71, Sandy Pelz ’71, and David Ritchie ‘71.

ALUMNI In November, Dr. Howard B. Dean, III ’66 spoke to students at Yale

Sanford M. Pelz ’71, Browning’s director of college guidance,

University about midterm elections, the rise of the Tea Party, and the

led 53 Form V and Form VI students on the annual college trip in

importance of grassroots movements in making a difference in the

September. They visited eight schools in three days: Lafayette

world. He emphasized that individuals, not politicians, will be the

College, Dickinson College, Howard University, George

driving force behind change and reform in the future of the United

Washington University, Georgetown University, American

States. Dr. Dean graduated from Yale after attending Browning.

University, Johns Hopkins University, and Goucher College.

Michael Ellis ’68 owns the Copperfield Inn in North Creek, NY. Browning Math Department Chair Douglas Salomon visited the

At Johns Hopkins, the group had the opportunity to visit with John C. Cook ’71, JHU’s director of major and principal gifts.

Copperfield Inn in August, after winning the trip in the raffle at the

Richard E. Fisher ’72 played in the 20th Annual Alumni Soccer

Browning Spring Benefit. Mr. Salomon and Mr. Ellis enjoyed a nice

Game this September. Following the game, he spent time with

chat discussing Browning faculty and alumni, including Charles

classmates P. Bartlett Wu ’72, Thomas D. Werblin ’72, and

Cook ’38, Bernie Boudreau, Marty Janto, Eric Ordway ’67, Clair L.

Steven G. Schott ’72. The previous weekend, Mr. Fisher and

Smith ’63, Clair J. Smith, Stephen Clement, and Tom Herman ’64.

Jeremy Galton ’72 got together for the University of South

Mr. Salomon found the Copperfield Inn to be a very welcoming

Carolina/University of Georgia football game in Columbia, SC.

and attractive place, where he had the opportunity to enjoy

Mr. Fisher lives in Greensboro, NC.

beautiful day hikes in the Adirondack Mountains.

Over the summer, Steven G. Schott ’72 had the opportunity to meet Zarin Mehta, president and executive director of the New York Philharmonic and one of the world’s leading arts administrators. Mr.

1970s

Mehta visited the West Side Tennis Club in August and Mr. Schott gave him a tour of the club grounds, including the historic stadium,

Roger M.L. Schmitt ’70 sent us the following note with his 2010–2011 Annual Fund donation: “Sorry to have missed the last reunion—hope to be on board next time. Best wishes to all the Browning School family.”

where the U.S. Open was held from 1915 until 1977. In addition to all the great tennis, a number of musical concerts were also held in the Club’s stadium, including the Beatles, Simon & Garfunkel, Diana Ross, and Frank Sinatra. In October, Mr. Schott hosted Browning’s

Scott M. Young ’70 remembers pitching the first no-hitter in

3rd Annual Alumni Tennis Tournament at the West Side Tennis Club.

Browning’s baseball history when he was a student. Mr. Young

Mr. Schott is a former governor and active member of the West Side

now lives in Hana, Hawaii, and is married with three children—

Tennis Club. He also serves on Browning’s Alumni Council.

a son and two daughters.

L to R: Mr. Ingrisani, John Cook ’71, Kyle Johnson ‘12, Brady Dale ‘12, James Adeleye ‘12, Benjamin Altman-DeSole ‘12, Chris Pelz ‘12, and Jon Pelz ‘12 at Johns Hopkins University on the College Trip.

President of Oracle, Mark Hurd ’74, as pictured on the cover of Fortune in 2009.

ALUMNI

published in the Journal of the American Medical Association that

memories are becoming more frequent through social media. Recently, via Facebook, I reconnected with my classmate Ambler Moss ’81 (also an educator; he heads a school in Guatemala). We had not spoken since 1976 but immediately started writing about friends and faculty.

addresses the effectiveness of prophylactic surgery. Dr. Offit is

Kay O. Freeman, mother of Clinton S. Freeman ’81, recently

chief of the Clinical Genetics Service at Memorial Sloan-Kettering

sent us the following sad news:

In August, Kenneth Offit, M.D. ’73 was interviewed by NPR’s Melissa Block, in a segment titled, “Doctor Weighs In On Breast Cancer Study.” Dr. Offit discussed a new study recently

Cancer Center. Earlier in the summer, Dr. Offit was quoted extensively in a TIME magazine article titled, “Researchers Identify Gene Variants for Breast Cancer.”

In October, JPMorgan Chase Chairman and CEO Jamie Dimon ’74 was named to the Vanity Fair annual list of the 100 most influential people.

Mark V. Hurd ’74 is a co-president, director, and board member of Oracle Corporation. Prior to working at Oracle, Mr. Hurd was

Clinton Spencer Freeman, Browning Class of 1981, died suddenly at home on May 30, 2010, of heart failure. He was 47 years old. Death notices, with photograph, were in the New York Times on June 11 and June 13, 2010.

A memorial service for Clinton was held on December 11 at 4:00 pm at Madison Avenue Presbyterian Church, Dana Chapel, on Madison Avenue and 73rd Street.

His ashes will be placed in a niche in the Church’s columbarium with his name inscribed on a stone wall there. Clinton’s brother, Tanner Freeman ‘83, graduated from Browning. An uncle and two cousins also attended Browning.

the past chairman, chief executive officer, and president of Please contact Mrs. Freeman with any further questions:

Hewlett-Packard.

kayofreeman@comcast.net.

Christopher F. Cannon ’79 and business partner Michael White have opened their fourth restaurant together, Osteria Morini, an Italian restaurant located at 218 Lafayette Street in SoHo.

Peter C. Lippman ’81 is the author of a newly released book titled, Evidence Based Design of Primary and Secondary Schools: A Responsive Approach for Creating Learning Environments.

Mr. Lippman is an educational resource and facilities architect at JCJ Architecture, based in Manhattan.

1980s

Daniel R. Alonso ’83’s wife, Karen Bergreen, was a visiting

Douglas S. Brophy ’81, academic dean of the Spence School,

author at the Browning Book Fair’s Opening Night Cocktail

recently sent us the following news:

Party in October. She signed copies of her first novel, Following

I remain grateful for my Browning days (grades 1–7).

And, no surprise, the opportunities to share wonderful

Peter Lippman ’81 (left) holding a copy of his latest book with Richard Helgason ’82 at the Book Fair.

Polly, which was published in June 2010.

Visiting author Karen Bergreen and her husband, Dan Alonso ’83, at the Book Fair.

L to R: Teresa Palmieri, Allanby SingletonGreen ’83, and George Grimbilas ‘80 at the Book Fair in October.

ALUMNI Daniel J. Roberts ’87 is founder of the Audax Theatre Group.

Innovation Awards, and TRE was the first company to win in the

Mr. Roberts is currently working on a novel, Bar Maid, due to

e-commerce category since 2004. Also in September, the

be published in 2011. He also teaches poetry part-time at PS 375

Massachusetts Institute of Technology’s quarterly journal,

in Harlem, works for the Boikarabelo (a model village and

Innovations, profiled TRE in a case study. For more information,

orphanage in South Africa), and has been mentioned as a

please visit www.receivablesXchange.com.

possible candidate for Congress in Pennsylvania’s eighth district, where he resides part-time and advocates on behalf of local businesses and factions. For more information, please visit www.audaxtheatre.org.

Stephan E. Rothe ’87 recently had lunch with classmate Clarence Schwab ’87 in September. Mr. Schwab played an active role in securing legislation that gives small businesses the ability to apply for slightly larger SBA-backed loans up to $5 million, whereas the previous loan maximum for small businesses was

1990s Pierce C. Forsythe ’92 recently sent us the following news: I wanted to show someone where I went to high school and ran into Mr. Ingrisani outside; we had a very nice chat. I was actually walking uptown on Madison Avenue, after doing political commentary and comedy on the Stephanie Miller Radio Show.

$2 million. Mr. Schwab is founder and managing partner of

Sperry R. Younger ’92 visited Browning in October to see

C. Schwab LLC, an investment and advisory firm.

classmate Andrew West ’92, Browning’s director of athletics.

Mr. Younger currently lives in Middletown, NY, with his wife

Jonathan A. Mason ’89 and his wife, Randi, are thrilled to

and four children.

announce the birth of their second son, Jake Ian Mason, born November 21 at 10:19 pm, weighing 7 lbs and 6 oz.

Past parents Maria and Harry Hewett recently sent us the following news about their son, Gregory C. Hewett ’93, and his family:

Peter Orphanos ’89 is a part owner in the production company that recently produced the movie, Scott Pilgrim vs. The World, starring Michael Cera.

In September, The Receivables Exchange (TRE), co-founded by Nicolas R. Perkin ’89, was selected by the Wall Street Journal as the 2010 E-Commerce Technology Innovator of the Year. Fourtynine out of 600 worldwide companies were honored with

Sperry Younger ’92 (left) and Andrew West ’92 at Browning in October.

Greg, Katie, and Maya spent last Christmas and Easter vacations traveling again to Sri Lanka, Singapore, Kuala Lumpur, Melaka, Penang, New Delhi, and Agra, seeing all the sites, temples, and the splendid Taj Mahal. They had a great week at a beach resort on Langkawi off the coast of Malaysia. They and several of their friends visited with us here in Charlottesville for three weeks during the summer before heading to Medford, NJ, and Martha’s Vineyard for three weeks with Katie’s parents.

They are expecting their second child in February, and

Anna Ziegler and Will Miller ’94 were married on October, 30, 2010.

Austin Drill ‘95 and Michelle Marino were married on August 14, 2010.

ALUMNI this time will be in India for the delivery. We will be heading to India for two-and-a-half weeks hopefully to be there for the birth.

mentioned in an October New York Post article relating to commercial real estate. Mr. Moran is a director at Newmark Knight Frank and continues to be an active member of

William H. Miller III ’94 married Anna Ziegler on October 30,

Browning’s Alumni Council.

2010. The ceremony was held at All Souls Unitarian Church in Manhattan. Mr. Miller works as a senior counsel in the affirmative litigation division of the New York City Law Department. After attending Browning for twelve years, he

In October, Andrew M. Ponzo ’98 visited Columbus, OH, to attend a production of The Last Smoker in America, directed and produced by fellow alumnus Andy Sandberg ’01.

graduated from Wesleyan University and received a law degree

The parents of the late Matthew Houlihan ’99 visited Browning

from the University of California, Berkeley. Ms Ziegler is a

in September. Although he passed away in 2001, the Matthew W.

playwright in Manhattan. Her plays include Photograph 51,

Houlihan Foundation preserves his memory. Since its inception

which is running at the Ensemble Studio Theater in Manhattan,

in 2001, the foundation has awarded more than $150,000 in

and Dov and Ali, which ran at the Cherry Lane Theater in

annual scholarships to students at Tabor Academy in Marion,

Manhattan in June 2009, and at Theatre 503 in London from June

MA, and Hamilton College in Clinton, NY. At Tabor, each year a

to July 2008. She graduated cum laude from Yale University and

renewable scholarship is given to a senior who exhibits the same

received a master’s in poetry from the University of East Anglia

characteristics exhibited by Matt—an unfailingly positive

in Norwich, England. She also holds an MFA in dramatic writing

attitude, strong character, and unselfish devotion to Tabor. Matt

from New York University.

attended Tabor Academy after Browning. For more information,

Austin B. Drill ’95 and Michelle Marino were married in New

please visit www.houlihanfoundation.com.

York on August 14, 2010.

Essene P. Wolf ’95 was married over the summer in Steamboat, CO, at his parents’ home. Browning alumni in attendance included his brother Meshakai Wolf ’97, Michael D. Heller ’95, Daniel C. Hay ’11, and Jonathan Hay ’11.

2000s Bryan P. Boisi ’00 recently sent us the following news for the Buzzer: “I am working alongside Edward Kent ’02 as a

John P. Moran III ’97 recently represented the New York City

commercial real estate advisor for Cassidy Turley. As luck would

Police Pension for their 20-year lease renewal of 56,000-square-

have it, our firm has had the opportunity to work with other

feet at the Woolworth Building at 233 Broadway. Mr. Moran was

Browning alumni.”

L to R: Jonathan Hay ’11, Essene Wolf ’95, and Daniel Hay ’11 at Essene’s wedding over the summer.

Headmaster Clement with Matthew Houlihan ‘99’s parents, Liz and Binny (center), and Nurse Maureen Linehan in the Cook Room in September.

ALUMNI Rajiv M. Agashiwala ’01 is completing his residency in family

diligence and integration. He recently represented Ernst & Young

medicine in Long Beach, NY, and currently lives in New York

on November 30, 2010, at the New York Stock Exchange Closing

City on the Upper West Side. He recently wrote us upon the

Bell ceremony.

occasion of his class’s 10th reunion, “It would be great to get together with classmates from Grades K through 4, especially those I haven’t seen in 18 years!”

Desmon W. Lewis ’01 has been living in London for the past three years working for Citigroup. He travels quite extensively and has visited sixteen countries in Europe and one in Africa.

Joseph E. Bornstein ’01 is a second-year general surgery resident

He has not been back to Browning in over eight years and hopes

at the Massachusetts General Hospital in Boston. He looks

to make it back for his class’s 10th reunion on Thursday, May 12.

forward to returning to New York once he has completed his

He looks forward to catching up with everyone then.

training.

Colin R. McGurk ’01 recently sent us the following update:

Rodrigo Carvalho ’01 is finishing up his MBA at Carnegie

Peter H. Choi ’01 recently sent in the following news, “I haven’t

I am nearly finished with my MFA in scenic design at UC San Diego. My thesis show, August Wilson’s Joe Turner’s Come and Gone, opened in November, and was very well received. I am also very excited to show my work at the Prague Quadrennial this summer, which is a tremendous scenogrophy symposium. I am very much looking forward to moving back to NYC in the fall, and looking forward to seeing everyone at the reunion before that!

been back to Browning in years, and I can’t wait to see everyone

Christopher A. Payne ’01 recently sent Class Representative

at the reunion!”

Andy Sandberg ’01 the following update on his request for news:

Mellon and running a startup called Black Locus—an SaaS pricing optimization platform for online retailers. He hopes to make it to Browning for his class’s 10th reunion on Thursday, May 12.

Christopher B. Granger ’01 recently sent us the following update: Hello, Browning Class of 2001! For those who don’t remember/never met me, I left Browning after sixth grade. However, I am currently living in New York City again, working in IT at a large investment bank. I am also spending a great deal of my spare time singing in two local choruses. I hope everyone is doing well.

Hopefully no one has taken this angle in response to your request. My update is: My wife and I just finished painting our master bedroom and bathroom in anticipation of the new bedroom set we bought. We’re excited about the rich dark wood of the set being offset by a calm light blue bedroom. The bathroom is now a shade called ‘pale daffodil,’ to create a bright, island feel.”

He looks forward to attending his class’s 10th reunion on Derrick H. Lewis ’01 is a manager in Ernst & Young’s financial

Thursday, May 12.

services advisory practice. He advises clients on M&A due

Hillary Nammack and Andrew Ponzo ’98 at the Book Fair in October.

Andy Sandberg ’01 and Andrew Ponzo ’98 (both front and center) with two friends at Andy’s production of The Last Smoker in America in Columbus, OH, in October.

Whitney Cary and Louis Lenglet ’02 at the Book Fair in October.

ALUMNI Andy Sandberg ’01 will be presenting two new shows off-

Mr. Metzger’s Browning graduation took place). The following

Broadway in the current theatrical season. A Perfect Future, a new

members of the Class of 2002 were in attendance: Edward D. Kent

play by David Hay and directed by Wilson Milam (The Lieutenant

’02, Louis A. Lenglet ’02, Christopher D. McInerney ’02, Martin

of Inishmore), will open at the Cherry Lane Theater in New York in

P. Murphy ’02, Kieran P. Pickering ’02, and Sean Russell ’02.

February. The Last Smoker in America, a new musical comedy with book and lyrics by Bill Russell (Side Show) and music by Peter Melnick (Adrift in Macao), opened to excellent reviews with its

G. Taylor Watson ’02 is in his second semester at Fordham Business School, with a concentration in accounting. He has earned a 3.9 grade point average.

world premiere in Columbus, OH; additional performances were added by popular demand. The Last Smoker in America (www.LastSmoker.com) will be making its New York premiere in the spring, with Andy serving as both director and producer. For more information about either project, please contact Andy at Andy@AndySandberg.com.

Jonas F. Borra ’03 and three friends started a band called the EMPs. For more information, check out the band’s MySpace page at www.myspace.com/theempsband.

Roberto Henriquez ’04 visited Browning in September.

Laurent S. Manuel ’04 visited Browning in September, while he

Nicholas S. Versandi ’01 recently accepted a position as an analyst within the Bank Debt Management Group at Barclays Capital in New York, an area of investment banking that oversees all of the bank’s institutional lending.

was on a break from playing professional soccer in England.

Ross C. Thompson ’04 is a co-founder and managing director of MayDay 360, a company that specializes in international travel security. In October, Mr. Thompson and security expert Robert

Alexander Zaro ’01 recently sent us the following news:

Strang were interviewed by CBS New York in a segment titled,

“I am currently working as a broker at Tullett Prebon on

“How to Stay Safe Overseas.” For more information, please visit

the emerging markets and corporate debt desk. Gainfully

www.mayday360.com.

employed and happy.”

Alexander B. Berardi ’05 is chief creative officer of fashion line

Paul F. Dano, Jr. ’02 is currently starring in A Free Man of Color,

Alexander Berardi. Browning classmate Christopher M.

a play which runs through January at Lincoln Center. For more

Kulukundis ’05 is chief financial officer of the line. In September,

information, please visit www.lct.org.

the Alexander Berardi fashion show at Lincoln Center was a

Joe G. Meztger ’02 married Suzanne Thayn on October 9, 2010, at Central Presbyterian Church (where, coincidentally,

huge success. The Washington Post style magazine featured the young designer in an article titled, “About a Boy: Alexander Berardi Hits It Big at 24.” For the full article, please visit

Paul Dano ’02 (left) with co-star Kevin Kline at 92Y Tribeca following a screening of The Extra Man (2010), a movie they both star in.

Members of the Class of 2002 at Joe Metzger’s wedding (L to R): Kieran Pickering ‘02, Ed Kent ‘02, Joe Metzger ’02 (groom), Sean Russell ‘02, Chris McInerney ‘02, Marty Murphy ‘02, and Louis Lenglet ’02.

ALUMNI www.browning.edu/alumni. Alexander wrote to us following the fall show: What’s most exciting is that we’re currently forming our advisory/executive board to help us during this time of growth. The board, which is to include the former executive vice president of sales of Prada and Giorgio Armani, will help fine tune our offerings and day-to-day operations in order to guarantee maximum growth potential.

featured in Time Out New York and Punchline magazine.

Most recently, Sam won first place in the Comix March Madness Competition, defeating over 200 competitors.

Asif A. Uddin ’05 attends Ross University School of Medicine in Miami. In November, he was visited by classmate Robin A. Lewis ’05.

Owen B. Canavan ’06 graduated from Vanderbilt University in

In October, the following members of the Browning community

May, with a degree in business and music. He has since moved to

attended the Alexander Berardi trunk show at the Carlyle Hotel:

Los Angeles to pursue his dream of being an agent in the music

Alexander Z. Bank ’05, Samuel E. Morril ’05, Director of Alumni

business. Mr. Canavan currently works as an assistant in the

Affairs Laura E. Neller, and Samuel D. Slovin ’05.

concerts division at International Creative Management (ICM),

Mr. Dearinger ran into Trafton J. Kenney ’05 in October.

Mr. Kenney had just returned from a year in Paris, and is now studying for the LSAT with plans to move to San Francisco.

In October, Samuel E. Morril ’05 was a semi-finalist in “New York’s Funniest Stand-Up” competition. Out of 150 comedians, Mr. Morrill made it to the top 30. In December, Mr. Morril headlined for the first time at Comix, a comedy club located at 353 West 14th Street. The Comix Web site published the following bio on Mr. Morril: Sam Morril was born and bred on the mean streets of Manhattan. Known for his wry delivery and sarcastic smile, Sam has a unique ability to combine the dark and the absurd. In the last few years he has rapidly risen in the New York comedy scene, appearing at almost every comedy club in New York, top national clubs, as well as at the Friars’ Club. For the last three years, he has coproduced SAGE STAND-UP, a weekly comedy review, on Tuesdays at Bar 82 in the East Village. He’s been

Mr. Dearinger and Samora Legros ’03 at the Book Fair in October.

one of the largest talent agencies in the world.

Benjamin P. D’Innocenzo ’06 sent us the following news: After graduating this past May, I have made a big move across the pond to London, where I am pursuing an MBA in International Business at St. Mary’s University College and working as a paid intern at UBS Investment Bank. I will be living and working in London through next fall, after which I will move my studies over to Bangkok, Thailand, to complete my dissertation, and finally, my degree. I plan on returning to New York upon completion.

Haakon Lenzi ’06 was featured in the September issue of Ceramics Monthly, one of the largest national and international online publications relating to ceramics. He was selected as one of six ceramics students in the publication’s annual undergraduate showcase. When asked about his procedure in creating one of his pieces, he told Ceramics Monthly:

Laurent Manuel ’04 and Coach Watson at Browning in September.

L to R: Michael Elliot ’04, Samora Legros ’03, Alex Sheridan ’04, and Ross Thompson ’04 at the Book Fair.

ALUMNI Working within the realm of functional pottery, I feel the need to be attentive to both its history and its role in society. Drawing from antiquity, I employ familiar themes such as latticing and arches, so that my work may open a dialog between all cultures. Rather than making a historical document, I strive to create objects that embrace as well as expand on tradition.

To see more of Mr. Lenzi’s work, please visit his blog at haakonlenzi-ceramics.blogspot.com. When he is not creating works of art, Mr. Lenzi works as manager of his family’s

I should finish boot camp at Parris Island, SC, in midJanuary. I will be done with my secondary training sometime in April or early May. After my training, I will return to my job with the NCIS and serve as a marine reservist. My USMC reserves job will be field radio operator and I will serve with the 4th Combat Engineer Battalion’s Headquarters and Services Battalion in Baltimore.

Mr. Wessel plans to visit Browning in mid-January during his 10 days of leave between boot camp and secondary training.

restaurant, Haakon’s Hall, located at 1187 Amsterdam Avenue,

Alexander I. Evins ’07 recently sent us the following news:

near Columbia University.

“I am currently a senior at Tulane University majoring in

Max A. Levai ’06 works for Marlborough Gallery in New York.

He recently wrote us the following news about his work at

neuroscience. I spent my summer volunteering in a rural hospital in East Africa helping to provide medical care to local and displaced populations.” For more information,

Marlborough: I was hired as a salesperson but have been going through an intensive training program where I spend about three weeks in each department. I have been most active in introducing younger artists to the gallery, as part of our efforts to create a new program for Marlborough’s gallery in Chelsea. I am scheduled to work at the Marlborough gallery on 57th Street until my training is finished in January. I will then be moving to the Chelsea gallery, where I will be in a sales position and will represent a new artist who is beginning to work with us as of January 1. As a representative for this artist, it will be my job to act as a liaison between the artist and the gallery.

please see page 14.

In September, Alexzander M. Vadukul ’07 sent us the following news: I’ve been doing work for the New York Times recently. My second story for them just ran the other week, and I have another coming out soon. I wrote the cover story for the New York Press about a month back, and I had a piece in Men’s Journal magazine in November. In addition to my work for rollingstone.com, I’m now working on getting my first feature into the magazine.

John A. FitzSimons ’08 spent his most recent semester at Daniel C. Wessel ’06 recently sent us the following news: On September 28, I was promoted to the level of GS-9 at the Naval Criminal Investigative Service. On October 11, I took a leave of absence from NCIS and reported for boot camp with the United States Marine Corps.

Northwestern University interning with Goldman Sachs in their Chicago offices.

Christopher G. Brandt ’09 interned for ten weeks this past summer with Titagya Schools in Ghana’s Northern Region.

Michael Elliot ’04 and Ross Thompson ’04 visited a Pre-Primary classroom in October.

Designer Alexander Berardi ’05 walking the runway following the Alexander Berardi Spring 2011 fashion show during Mercedes-Benz Fashion Week at Lincoln Center in September.

Robert Bramble ‘06 (left) and Evan Abrams ‘06 at Browning in November.

ALUMNI His responsibilities included helping at the pre-school as a

Spencer T. Ward ’09 is on the varsity baseball team at

teaching assistant in subjects such as mathematics, reading,

Trinity College.

and English language. His main task involved creating a series of promotional videos to showcase the work of Titagya Schools to potential contributors and other interested parties. Titagya

Robert L. Denton ’10 is on the club baseball team at the University of Denver. He is also treasurer of his fraternity, Zeta Beta Tau, as well as vice chair of the Philanthropy Committee.

Schools is an educational non-governmental organization focused on improving early education throughout the area.

Davidson College.

Please see page 15 for an article by Mr. Brandt.

Michael Fribourg ’09 visited Browning in November. He attended Browning for eleven years, followed by the Dwight School. He currently attends the New School and will be transferring to NYU soon.

Adrian J. Muoio ’10 is on the varsity baseball team at

Benjamin G. Sheridan ’10 visited Browning in September.

He just graduated from Northern Valley Regional High School at Demarest in New Jersey and will be spending the next nine months in Israel. I

Alex Evins ’07 spent the summer volunteering in a rural hospital in East Africa.

Michael Fribourg ’09 with Head of the Middle School Chris Dunham at Browning in November.

James Weinhoff ’10 with Director of Alumni Affairs Laura Neller at Browning in October.

Stevie Rachmuth ’10 and Director of Alumni Affairs Laura Neller at the Book Fair.

L to R: Stephen Fleischer ‘10, Anik Akhund ‘10, and Director of Development Mr. Haase at Browning in October.

Brothers Ben Sheridan ’10 (left) and Alex Sheridan ’04 at Browning in September.

ALUMNI

From the Archives WILLIAM WARREN BARBOUR, CLASS OF 1906

W

He served as a member of the New York National Guard for ten years, being stationed on the Mexican border in 1916,

illiam Warren Barbour (July 31, 1888–

and attaining the rank of captain. In 1921, he married Elysabeth

November 22, 1943) was a Republican

Cochran Carrere, a union that produced three children and ten

politician who represented New Jersey in

grandchildren. Soon after his marriage, Barbour entered the

the United States Senate from 1931 to 1937

political arena, serving as a member of the Rumson Borough

and again from 1938 until his death in office in 1943. He was also a

Council in 1922 and as mayor of Rumson from 1923 to 1928.

business leader and amateur heavyweight boxing

In 1931, New Jersey Governor Morgan F.

champion in both the United States (1910) and

Larson appointed Barbour to the United States

Canada (1911).

Senate to fill the vacancy created by the death of

Barbour was born in 1888 to Colonel William

Dwight W. Morrow.

Barbour and his wife, Julia Adelaide Sprague, in

The appointment was confirmed the

Monmouth County, New Jersey. Colonel Barbour

following year, when he was elected to the U.S.

was founder and president of the Linen Thread

Senate in 1932, in a year when more than half of

Company, Inc.

the Republican incumbents running for the

Barbour attended the public schools, but ultimately graduated from the Browning School

Senate were defeated. He served in the Senate until 1937. After completing Morrow’s

in 1906. He also entered Princeton University but left after one

unfinished term, Barbour was unsuccessful in his 1936 reelection

semester to join the Linen Thread Company, becoming president

bid. For the next two years, he resumed his former pursuits,

of the company in 1917 after his father died.

including service as a member of the New Jersey Unemployment

As a teenager, Barbour suffered from tuberculosis, which he

Compensation Commission. Barbour regained his Senate seat on

overcame by intensive exercise and participation in sports. These

1938, when he was again appointed to fill the vacancy caused by

athletic pursuits included boxing, which eventually led to his

the resignation of A. Harry Moore. Popularly elected to the office

becoming amateur heavyweight boxing champion of the United

in 1940 after completing Moore’s term, he served as U.S. Senator

States in 1910, when he defeated Joseph Burke, and Canada in 1911.

from New Jersey until his death from a heart attack in 1943.

Around this time, both Theodore Roosevelt and “Gentleman

At the time of his death, he was working toward passage

Jim” Corbett wanted him to fight Jack Johnson, the reigning

of a bill that would have permitted as many as 100,000 victims

professional heavyweight champion. His mother adamantly

of the Holocaust to come to America and remain in the United

opposed the idea and firmly quashed the plan. While Barbour

States as visitors for the duration of the war.

never continued with a professional boxing career, he did serve as timekeeper for the Jack Dempsey–Jess Willard fight in 1919.

He is buried with his parents and a brother, Robert Barbour, at Cedar Lawn Cemetery in Paterson, New Jersey. I

ALUMNI

Alumni Article PROFITING FROM BIODIVERSITY

A project initiated by the Group of 8 leading industrialized

By Thomas E. Lovejoy ’59, I.H.T. Op-Ed Contributor Published in the New York Times, October 20, 2010

nations known as The Economics of Ecosystems and

ast year the nations of the world gathered

L

for bringing these factors into the economic calculus as much as

in Copenhagen in hopes of advancing the global

possible.

gathered in Nagoya, Japan, to improve the prospects for the

shrimp aquaculture. However, if economic subsidies are

living planet and its biodiversity.

subtracted, the choice to develop rather than leave untouched

Biodiversity, or TEEB, being released in Nagoya makes the case

agenda for climate change. Similarly—with much

For example, conventional economics would always

less fanfare yet no less importance—they are now

support the removal of mangrove ecosystems to make way for

Many people live under the illusion that the Earth’s biology is largely irrelevant to us. That was manifest in the way the

becomes pretty marginal.

Furthermore, if the service function of mangroves as

Millenium Development Goals were discussed at the recent

nurseries for local fisheries is added to the value of the intact

United Nations General Assembly completely independent from

ecosystems, the numbers very clearly argue for maintenance of

the discussions related to the International Year of Biodiversity.

the mangrove ecosystem.

Ironically, almost everyone present during the General

A classic study in Costa Rica shows that coffee plantations

Assembly talks probably was unaware that the water they were

close to forest areas have 20 percent greater yield because of

drinking was purified by the biodiversity of the nearby Catskill

pollination services from wild pollinators. That translates to an

watershed. Back in the 1990s the quality of New York water—once

additional $60,000 in income for a farmer with an adjacent forest.

rated as some of the best of any city—had declined so badly that

Costa Rica has a pioneering ecosystem services law that, among

the Environmental Protection Agency was about to require the city

other things, rewards landholders financially for maintaining

to build an $8 billion water treatment plant. Instead, for a fraction of

forests and thus reliable water flow for downstream

that cost, the city restored the watershed’s ecosystems and

hydroelectric generation.

biodiversity so that they once again could provide high quality

On a larger scale, the TEEB project reckons the annual value

drinking water. In doing so, one of the wealthiest cities in the world

contributed by global wetlands at $3.4 billion. On land the project

was recognizing explicitly the value of an ecosystem service.

calculates the annual loss of natural capital from natural

A major reason the biology of the planet is largely ignored in human affairs, is that its critical contributions to human

ecosystems like forests at $2 trillion to $4.5 trillion.

All these benefits are in jeopardy. Disturbing trends

wellbeing are not taken into account in the formal economy. The

documented in the Third Biodiversity Outlook tell us this is not a

world’s poor, for example, derive 40 to 89 percent of their annual

normal time on the planet. Despite many laudatory efforts, the

“income” from nature, both directly through the goods it

Earth’s vital signs are very disturbing and its biological

provides (e.g., food and fiber) and indirectly through its services.

infrastructure is degrading rapidly. Almost all indicators are

ALUMNI negative and many are in decline exponentially. Fifteen tipping

landscape, to a vision of humanity and its aspirations embedded

points, like dieback of the southern and southeastern Amazon

in the planet’s natural infrastructure.

forest, loom.

There is much on the agenda in Nagoya. One item is to

We can see plainly in Haiti what happens when the biology

create an intergovernmental science structure for ecosystems and

of a nation is largely destroyed; indeed it is clear that for the

biodiversity. Another is to make progress on access and sharing

country to have any hope in its future Haiti needs substantial

of the benefits we derive from the biology of the living planet.

ecosystem restoration and reforestation.

Above all what is needed is greater recognition of the value

It is simply not acceptable for us to bequeath a world like this to future generations—one riddled with inequity for

of biodiversity and conservation efforts commensurate with the scale of the problem. I

humanity, with the poor buffered least and suffering most.

We need to move from thinking of nature as just something

Thomas E. Lovejoy ’59 is professor of environmental science and policy at George Mason University in Virginia.

set aside in a protected area in the midst of a human dominated

In Memoriam Keith F. Barket P ’16 Michael Batterberry ’49 Allison Stacey Cowles, wife of Arthur O. Sulzberger ’44 Charles T. Coyle ’45 Elizabeth Dwyer P ’20, ’23 John Joseph Fiamengo ’98 Clinton Spencer Freeman ’81 Richard Gardner Hunter ’49 Carl Michael Lindberg ’57 Yianni Papadopoulos ’84 Michael Rudd Simpson ’91 Theodore C. Sorensen, 2010 Alumni Reunion Speaker in honor of R. Sargent Shriver ’34

Links to obituaries may be found at www.browning.edu/alumni

ALUMNI UPCOMING EVENTS: WINTER/SPRING 2011 Alumni Council Meeting

Monday, January 24, 6:00 pm Wilson Room

Alumni Council Note-a-thon

Monday, February 28, 6:00 pm Wilson Room

Winter/Spring Buzzer Class Notes Deadline: March 15 Alumni Council Meeting

Monday, April 11, 6:00 pm Wilson Room

Browning-Hewitt Reunion

Thursday, April 14, 6:30 pm Details TBA Friday, April 29, 7:00 pm

Spring Benefit

The Pierre ALUMNI REUNION

Thursday, May 12 Details TBA

Annual Meeting of the Alumni Association

Monday, May 23, 6:00 pm Wilson Room

4th Annual Young Alumni May Mixer

Thursday, May 26, 6:30 pm Details TBA

Graduation

Wednesday, June 8, 11:00 am Christ Church Summer Buzzer Class Notes Deadline: June 15

PLEASE SAVE THE DATE FOR ALUMNI REUNION! Thursday, May 12, 2011

Honoring the 2011 Recipient of the Class of 1938 Alumnus Achievement Award

Christopher Gifford ’77 Creator, writer, and executive producer of children's television series Dora the Explorer and Go, Diego Go! This year’s major reunion classes are all classes ending in a 1 or 6; we look forward to celebrating these milestone reunions with you. Please contact Director of Alumni Affairs Laura Neller at 212-838-6280 ext. 192 or lneller@browning.edu with any questions.

In the meantime, please save the date and keep an eye out for more information!

THE 2010 HOLIDAY PROGRAM ART Third Grade students made abstract compositions inspired by Brice Marden,Vasily Kandinsky, and the music of Schoenberg. We focused on how music affects color, composition, and mark making. This focus took us through various media, including color pencil, watercolor, and tempera. We discussed the idea of the composer and how a painter composes with color and line as opposed to sound and instruments. The class then listened to contemporary ambient music and painted their own abstract composition using various brushes and tempera paint. —Nikolaos Vlahos, Chair, Art Department Artwork by Akshay Singh 3-c