Buzzer Spring 2015

Spring 2015

BROWNING’S M USIC T EAC H ER S

Strike a Chord in Boys OF ALL AGES Spring 2015

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a rt i n f o c u s

PICASSO-INSPIRED FAWN David M. Lilien ’23 18” x 12” Cray-pas and Watercolor

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contents

Spring 2015 FEATURES

4 24

Making Beautiful Music Together at Browning The Browning School “Likes” Social Media

26 First Community Day Celebrates Browning and the World

42

DEPARTMENTS

3 From the Headmaster

28 The Local Buzz 40 Fine and Performing Arts 46 Athletics

Summer Stipends

51 Browning in the News 52 Alumni Events 60 Class Notes

Art in Focus (facing page): Art Department Chair Nik Vlahos explains: “Fellow art teacher Zack Davis and I initiated a collaboration across all division levels and curriculum to study the art of Pablo Picasso this year. The prolific results inspired the

theme of decor for the annual Holiday Party. This particular drawing by fourth grader David Lilien was made using craypas and watercolor and is inspired by a series of fawns that Picasso made while in the south of France.”

Spring 2015

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ON THE COVER Music Director David Prestigiacomo and Lower School Music Specialist Lucy Warner discuss Browning’s popular music program and their aspirations for the boys, beginning on page 4.

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

BUZZER STAFF Stephen M. Clement, III, Headmaster Melanie S. McMahon, Director of Publications, Buzzer Editor Laura N. Lanigan, Director of Alumni Affairs

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.

SPRING BUZZER CONTRIBUTORS Bill Cantwell, Fourth Grade Teacher Elizabeth Suárez, Spanish Teacher Andrew H. West ’92, Athletic Director Contributing photographers: Christine Bramble, Rossa Cole Photography, Marty Hyman Photography

by Lifetouch, Jeremy Katz ’04, Melanie McMahon, Laura Lanigan, Sanford Pelz ’71

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.

Design by Misty Wilt Graphic Design LLC BOARD OF TRUSTEES 2014–15 James S. Chanos, President Stuart J. Ellman, Vice President Valda M. Witt, Vice President Richard L.N. Weaver ’75, Treasurer R. Thomas Herman ’64, Secretary Celeste A. Guth, Assistant Secretary H. Kenneth Metz, President, Parents Association Lisa Orange Elson, Vice President, Parents Association Michael P. Beys ’89, President, Alumni Association Stephen M. Clement, III, Headmaster Laura Z. Barket Wendy W. Brooks Paul A. Burke David E. Glaymon Elizabeth Granville-Smith Philip A. Hofmann Federico Infantino Ling S. Kwok Jeffrey M. Landes ’83

David J. Liptak Jeffrey S. Olson Raul Pineda Alka K. Singh Ellen Stafford-Sigg David N. Steck Sanjay Swani Deborah van Eck Robert D. Ziff

Mildred J. Berendsen, Honorary Trustee Allan L. Gropper, Honorary Trustee

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.

The Buzzer is published three times a year by The Browning School. The School may be reached at 212 838 6280. Website: 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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from the headmaster

“From Albany to Buffalo...”

I have had a very busy

graduate school that I

one of the highlights was

York, but that story is for

developed a love of New

The most valuable

another time!

aspect for me of the

to Regis High School on

alternately bored (by the

accreditation visit to

Side. This famed Jesuit

(by the history) driving

Regis is that it prompts

Form I at Nichols, then

me to think about

a year-long course on

Browning’s forthcoming

While it was both justified

accreditation.

winter at Browning, and leading an accreditation team of nine educators

Manhattan’s Upper East high school has the revered and enviable mission of

providing free education

to academically qualified Catholic boys. I was honored and a bit humbled to undertake the challenge, as Regis, never before accredited by the New York State Association of

Independent Schools, asked for an official visit. The task

previously had been assigned to Jesuit accrediting bodies, as well as the Middle States Association of Colleges and Schools. Our findings will be reviewed by the NYSAIS

Commission on Accreditation, and then by the NYSAIS

Board of Trustees, and eventually conveyed back to Regis.

On those car trips I was

distance) and enthralled

across New York State. In an all boys school, I had the history of the state. and demeaned by the

school’s administration as a course required by the state

itself, I found the history of the development of the Empire State, and the cities and towns along the Erie Canal, to be fascinating. “From Albany to Buffalo…”

My experiences of leading evaluations of independent

I believe I was asked to do the job as former chair of the

schools in Buffalo, Rochester, Albany and then south along

thorough self study prepared by Regis over the past year

Manhattan itself reflect the journey. Every 10 years, schools

Commission and past president of the Board. As I read the and led the team through our rigorous four-day school

visit, I reflected on my own experiences with NYSAIS and accreditation over the past 25 years.

“From Albany to Buffalo...” is a refrain from “The Erie

Canal Song” about life along the Erie Canal and describes

the path of the canal itself. As a boy growing up in Buffalo, I frequently followed that route, not in a barge but in a car

the Hudson River Valley to Pawling, Tuxedo Park and into throughout the state spend a year of preparation in self

study and then host a team of teachers from other schools to validate or challenge their findings. This work has been the

most rewarding aspect of my professional development, and I am always proud when Browning’s name is attached to mine on the final report.

The most valuable aspect for me of the accreditation visit

(usually a Ford Country Squire station wagon), on the New

to Regis is that it prompts me to think about Browning’s

of the Eisenhower Interstate Highway System, designed

in self reflection and response to a very through manual

York State Thruway. Opened in 1954, the Thruway was part to create jobs, link the nation, and undergird civil defense.

To our family, everything was always “eight hours from

Buffalo” by car: relatives, schools and colleges; Boston, New Haven, Philadelphia. At that time New York City was not a destination, as I think my parents held a rather distrusting

and suspicious view of Gotham. It wasn’t until college and

forthcoming accreditation. Next year (2015-16) will be spent for preparation, and the following year Browning will host the accreditation team’s visit. Our project next year will

highlight our areas of strength, as well as analyze areas for growth. It will be a lot of work, but also very rewarding.

Fasten your seat belts! Low bridge, everybody down!

Stephen M. Clement, III Headmaster

Spring 2015

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f e at u r e

Beautiful Music MAKING

TOGETHER AT B R O W N I N G

How Our Music Teachers Strike a Chord in Boys of All Ages

IN LAST YEAR’S SPRING ISSUE OF THE BUZZER, “MUSIC MATTERS AT BROWNING” FEATURED THE REACTIONS OF THIRD GRADE BROWNING BOYS TO A MUSIC RECITAL PRESENTED

BY THEIR PEERS. JUDGING BY THEIR EMOTIONAL RESPONSES, Melanie McMahon

WE FELT IT TIME TO TAKE A CLOSER LOOK AT THE SCHOOL’S OVERWHELMINGLY POPULAR MUSIC PROGRAM. Music Director David

and impressive after school

exciting task of educating the

Prestigiacomo and Lower School

music program, combined

Lower School boys. Meanwhile,

Music Specialist Lucy Warner,

with David’s excellent African

David sat down with me to

masterminds and musicians,

drumming, hand chimes and

discuss the boys’ transition to

revealed their aspirations for

choral offerings, nurture a love

music at the more advanced

the boys and the ways in which

of music at all division levels.

levels, as well as the history

they have responded to their

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In the pages that follow,

of musical traditions our

needs through the years. Lucy’s

Lucy describes in detail how

community has come to cherish.

Composer-of the-Month series

she enthusiastically tackles the

–Melanie McMahon

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IN THE WORDS OF A BROWNING THIRD GRADE BOY, “MUSIC IS IMPORTANT IN EVERYONE’S LIFE. IT FILLS YOUR EARS with love. Music can heal your soul to be a better person.” The Browning Lower School music program aims to equip each boy with the tools to listen, Lucy Warner

understand and perform in an informed way. To accomplish this, we introduce elements of music

which include pitch, timbre, rhythm and form. Our mission is to explore, nurture and strengthen each boy’s innate love of music and give him the tools to increase his musical understanding, confidence and appreciation. In Pre-primary through Grade Four, the rewards of emotional and intellectual growth opportunities provided in music class often spill outside the classroom doors and school walls!

Lower School Browning boys experience the sheer joy of singing combined with the importance of healthy vocal technique, the sense of power and confidence gained by practicing and playing an instrument, development of listening skills, increased understanding of math, enhancement of writing skills, appreciation of composers and a diverse range of musical styles. They are also exposed to expression through bodily movement, advancement in literacy, heightened awareness of rhythms, beats, dynamics (loud/soft), pitch (high/low), tempo (fast/ slow), timbre (instrument sounds), and the importance of preparing, working hard and doing their best, whether playing in an ensemble or presenting solo.

On the following pages, you will read about a select sample of activities taught in various Lower School grade levels, including specific projects chosen from our Composer-of the-Month series. The study of famous composers and their music, from Baroque to more contemporary sounds, from Antonio Vivaldi to Bob Marley, is integrated into all classes of the Lower School music curriculum with varied complexity according to grade level. At the start of the 2013-14 school year, Lower School Learning Specialist Pat Flynn asked the boys in her enrichment class to ponder the importance of music after attending an informal music assembly. I’ve included the results of their writing to introduce each activity. After all, no one says it better than our Browning boys when it comes to colorful, heartfelt descriptions!

–Lucy Warner

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“Music is important in everyone’s life. One reason is that we learn new things.

Another reason is your ears can identify a melody.”

–BROWNING LOWER SCHOOL BOY

PRE-PRIMARY

Franz Schubert’s “Die Forelle” (The Trout)

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hat do we hear? A solo pianist. The boys

with giant round notes on the large carpet musical staff,

listen. Low notes or high notes, fast or

and we study the intervals or spaces between each of

slow, depicting happiness or sadness, in

the notes. Then, the boys act out the story as the music

the piano introduction? How? Why? They learn about

plays. After that, as the music, lyrics and pictures are

the art song, or the German “Lied.” Ah, the singer

presented on the SMART Board once again, groups

arrives! We discuss the lyrics: a clear little brook, a

of five boys take turns team by team, with each boy

happy trout, a fisherman, an onlooker in the forest.

holding a long stick with a colorful fish atop it, walking,

We listen to how the rich shades of sounds in the

skipping around the room once, as quietly as possible,

piano and in the vocal melody beautifully match the

as the sounds of Schubert’s song fill the room. Each

progression of moods and action in the story. Schubert

team does its best to be the quietest. The classmates sit,

does all this with just two instruments!

listening, awaiting their team’s turn. The boys leave

We “map out” the first phrase of the vocal melody

music class humming Schubert’s “Trout” melody.

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“If there was no music, you couldn’t express yourself. Also, you’d never feel the great melody, and if you feel sad, what would help you? Music!”

–BROWNING LOWER SCHOOL BOY

FIRST GRADE

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Giuseppe Verdi’s “Aida” Act II: Triumphal March hat is an opera? How is it different from a

The class does rhythmic “echo chants” using the

symphony, an oratorio, a string quartet, a

boys’ choices of familiar Italian words (favorites are

Broadway musical? After this discussion,

spaghetti, pizza and lasagna). We study and sing the

the boys study the notation of the famous “Aida”

old Italian folk song “Vieni sul Mar,” practicing healthy

trumpet melody, with notes jumping fourths, fifths,

vocal technique as well as the meter of “three beats to

repeated notes. We view this melodic line on the music

the measure.” Now, it’s time for Verdi’s piece with the

staff. Then, we transpose it to another key starting on

more common “four beats to the measure.” It’s time for

a different pitch on the music staff and figuring out

the king, soldiers, archers, horses, elephants, farmers

the intervals to build the same melody. The boys learn

and dancers, along with a few choice props, as we act

about the four families of instruments of the orchestra

out the processional march with the video and Verdi’s

(strings, woodwinds, brass, percussion) and note that

music providing the setting. In an all-boy environment,

Verdi chose to use this member of the brass family, the

self expression through singing and movement is not an

trumpet, to sound out the processional march.

issue, and opera is awesome!

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“Music touches your heart and you can’t stop hearing it.

Sometimes when you feel sad, music can make you happy.

Music can make you feel emotional. I love all kinds of music.”

–BROWNING LOWER SCHOOL BOY

SECOND GRADE

Edvard Grieg’s “Peer Gynt: In the Hall of the Mountain King”

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e discuss how Edvard Grieg, Norway’s

Then, the boys see, hear and feel the noticeably different

most famous composer, decided to use

mood created by changing the key from major to minor.

the more somber, somewhat spooky

They discover accidentals (sharps and flats), and we discuss

minor scale for this piece instead of the happier

the two notes that were changed from white to black on

sounding major scale. Why? The story of this part of

the large keyboard which result in the C minor scale. What

the Peer (Peter) Gynt fairy tale always brings boys’

about the rhythm? The boys read and clap the rhythmic

wide-eyed listening skills to the fore. The class sings

phrase of Grieg’s melody, strengthening their understanding

“Do-Re-Mi,” paying attention to sing with relaxed,

of eighth notes, quarter notes and half notes. How would

open mouths and not shout. We also review the eight

it sound if we changed the two-beat half-note to a one-beat

notes of the C major scale. Using the large “step on it”

quarter note followed by a one-beat rest? How would that

keyboard, each boy takes a turn playing this ascending

be written? Then, we dim the lights in the Wilson Room and

scale. Young pianists in the class are eager to show

three second graders are picked to be Peer, each surrounded

their classmates how well they play this progression of

by a small circle of trolls. The boys can’t wait. Hurry, before

notes in the key of C on piano.

the bell rings. Let the music begin!

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“Music adds color in everyone’s life. If you’re sad, music can put a smile on your face. Learning the history of music is important.”

–BROWNING LOWER SCHOOL BOY

THIRD GRADE

George Frideric Handel’s “Hallelujah” Chorus and “Water Music, Suite No. 2”

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e start our study of Handel with a

so popular in Handel’s time, and how it differs from

joyous way to remember facts about the

today’s 88-key piano.

composer’s life. “Ha-ha-ha-ha” signifies

And what about Handel’s wig? Yes, just like Bach,

Handel, born in the German city of Halle. He played

born the same year as Handel (1685) and, later, the

the harpsichord, and he wrote the “Hallellujah”

young Mozart. The boys also expand their knowledge

chorus, part of his revered oratorio “Messiah.” After

of history as they learn about King George I and his

reading the melodic and rhythmic notation of the

support of Handel’s music. Third graders begin their

opening section of the “Hallelujah” chorus, the boys

practice of conducting skills to Suite No. 2 of Handel’s

sing this and play it on xylophones. The third graders

“Water Music.” We study the various types of orchestral

learn the meaning of the word “oratorio,” and they

horns used during Handel’s time. And then, with

work in teams to display the notation, discussing both

“Water Music” playing, all the boys join in to re-enact

pitch names and sol-feg (do-re-mi, etc.) names. They

the festive 1717 performance on barges navigating the

discuss the higher and lower pitched vocal parts.

River Thames using the Wilson Room and a healthy

The third graders are intrigued by the harpsichord,

dose of imagination!

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“Music warms your voice. Music is beautiful, dazzling and remarkable!”

–BROWNING LOWER SCHOOL BOY

FOURTH GRADE

Stevie Wonder’s “Sir Duke”

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ritten as a tribute to Duke Ellington

of Ellington recordings such as “It Don’t Mean a Thing”

(who is also on our Composer-of-the-

and “Take the A-Train” in Stevie Wonder’s music? How

Month list), the song “Sir Duke” by

is their music similar? How is it different? What about

Stevie Wonder provides a great study for rhythmic syncopation, instrumental color, musical form,

the parallels and contrasts of their lives?

Musical dictation exercises, in which the boys hear

interesting vocal and challenging instrumental melodic

a simple rhythm once and then write it either on their

segments, and bass lines, including practice in reading

own or in groups of two, now advance to rhythm

notes in the bass clef. The inspiring story of blind “Little

combined with pitches and sol-feg (do-re-mi, etc.)

Stevie” defying the odds to become one of today’s most

using the first few notes of the “Sir Duke” vocal refrain.

recognized and admired composers and performers

In our Grade Four guitar unit, all boys learn to play a

gives Browning boys a great example of living life with

melody. This year it’s a Stevie Wonder tune, “You Are

courage and perseverance. Can you hear the influence

the Sunshine of My Life.”

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Lucy Warner

lower school music teacher

EARLY YEARS

and rock. For a

military family, I spent my early

I performed at

Born in Savannah, Ga., to a large childhood in Germany, where my USAF father was base commander in Munich and Frankfurt. Our family band sang and played instruments together. We traveled every vacation to experience the cultural sights of Europe, enjoying the museums, cathedrals, opera houses and traditional folk music of Italy, Spain, France, Portugal and Austria. When I was eight years old, our family moved back to the United States to my mother’s hometown of San

many large-scale festivals and venues with my band in the U.S. and Europe while also earning a living singing and playing guitar with the Lester Lanin Orchestra.

Mr. Lanin was the quintessential society

Antonio, Texas.

bandleader

EDUCATION AND TEACHING EXPERIENCE

royal weddings,

I graduated with a bachelor’s degree in music education from The University of Texas/Austin, then taught music for three years at Wilshire Elementary School in San Antonio followed by one year in Richmond, Va., with a traveling schedule of seven inner city schools.

I returned to studies in music history and earned my master’s degree in musicology at the Eastman School of Music in Rochester, N.Y.

PROFESSIONAL WORK I write songs in varied styles,

including country, salsa, blues, pop

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number of years

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who played at including that of Grace Kelly and Prince Rainier, as well as at White House inaugural balls from the Eisenhower to Carter administrations. In the summer of 2014, my original musical, “I WILL” was performed at the Thespis Theater

My motto for the boys and their musical

Festival in New York City.

growth is “Creativity,

CLASSROOM GOALS

Confidence, Knowledge,

musical growth is “Creativity,

Discipline and Joy.”

My motto for the boys and their Confidence, Knowledge, Discipline and Joy.” Each boy benefits from developing an understanding of how

Performance Opportunities Abound at Browning AFTER SCHOOL MUSIC Fourteen years ago, when Lucy Warner arrived at Browning, there were two students who signed up to take piano lessons after school. Today, the after school music program at Browning music is made in order to intelligently experience and appreciate a wide range of musical styles. I want the boys to experience that “other place” which is beyond words, where expressing music and feeling music takes them. Working on their musical skills, from singing, to performing on an instrument, to reading and writing and listening, all lead to the goal of each boy finding his musical home.

MOST PROUD OF

When a boy hands me a sheet of paper with music notes he has written on his own, using the tools that he learned in class, I see creativity inspired by our work together.

It’s a proud moment, too, when a boy gives me a program from a concert

provides private instruction each year for 50-60 students.

The program features 12 instructors, with individual lessons available on piano, violin, viola, cello, guitar, bass, mandolin and saxophone.

PERFORMING ENSEMBLES Three Lower School orchestras take the stage each year at the holiday program, including The Tick Tock Orchestra (beginning violinists and cellists), the Holiday Strings (intermediate violinists, violists and cellists) and the Starbright Strings (guitar ensemble).

At the annual Lower School Closing ceremony, all Lower School string players perform together as the Strings of Spring Orchestra.

Middle and Upper School boys may join the Jazz Band (directed

by Marc Daine), Ovation Orchestra (directed by Jonathan Ragonese and comprised of brass, strings and woodwinds), and Rock Band (directed by Mike Serman ’06.)

RECITALS The Lower School provides performance opportunities throughout the school year for each boy who his studying an instrument.

Informal recitals occur during Lower School assemblies, while formal recitals are presented in the early evening in April and May.

he attended the night before and excitedly says, “Look! They played Vivaldi’s ‘Four Seasons.’ I recognized the music of ‘Spring and Autumn’ that we studied in class. It was beautiful!”

Similar stories also make me proud.

When a boy says, “At home, my mom and I were talking. I told her I saw a commercial on TV that had music we had listened to in class. Do you know what? It was the ‘Ride of the Valkyre’! I asked her if she knew who the Valkyre were. I told her they were women warriors riding horses in the sky, and the music was written

by Richard Wagner.” Finally, when I

Spanish on trips I’ve taken thanks

receive an e-mail from a parent that

to the Parents Association summer

reads, “My son is doing something he

stipend program. These trips allow me

never did before. He’s walking around

to venture deep into various venues,

the apartment singing! It’s a joy,” I

from viewing German inscriptions

take pride in what I’ve helped that

in churches where Bach prevailed as

boy achieve.

organist and choir director, to hearing

OTHER INTERESTS

first-hand musical details and nuances from shop owners in Mexico and

I enjoy traveling and studying the

Peru. One of the fruits of these travel

musical traditions, native instruments

experiences is being able to teach the

and dances of different cultures. I also

Browning boys international songs

love to use my fluency in German and

with authentic pronunciation.

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MM: We’re curious about how and when you arrived to teach the boys at Browning and what has transpired in the years since then.

DP: I FINISHED MY M.A. IN MUSIC HISTORY AND THEORY AT HUNTER COLLEGE IN 1996 David Prestigiacomo

AND HAD BEEN SEARCHING FOR THE RIGHT music teaching position for almost two years.

In the early summer of 1998 (although gainfully employed as a test prep instructor and private tutor), I paid a visit to my former choral conducting professor, Paul Mueller, to ask him for an updated letter of recommendation. I had finally decided to begin sending out resumes to schools outside of New York City (primarily California and Florida) because I couldn’t seem to find a job here. It was frustrating. Paul wrote me a really tremendous recommendation, and about a week later, I began putting my resumes together and planned to print and mail them over the next few days. That evening, I came home from teaching a class at Kaplan Test Prep, where I’d been working for about seven years, and discovered a voice message from Paul saying he’d received a call from a person in the music department at a boys school near Park Avenue and 62nd Street. He said they were looking for someone to teach music history to sophomores, lead the Middle and Upper School choruses, and teach a general music class to seventh graders. “I think you’d be perfect for the position,” he told me.

So the next morning, I made a call to Browning. It turned out that Dr. Stephen Hamilton, who was teaching music to grades four through six at the time, had called Professor Mueller. I interviewed at Browning and started teaching in the fall of ’98. The first part of that school year was a bit of a struggle; there was a tremendously big learning curve. But by spring, I seemed to have proven myself. Since I had been working for Kaplan Test Prep and tutoring students in math and science, I went to the head of the Middle School, Jim Brown, and told him I’d gladly pick up any stray math or science class that might become available in order to be a full-time member of the Browning faculty. I had also worked for On Location Education, an agency that provides tutors for kids working on television sets, Broadway plays, etc., so I had lots of rather unconventional teaching experience in math and science. As it turned

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I believe that beyond some of the other things we’ve attempted to create as lasting traditions, African drumming is something that’s really stuck.

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out, I eventually taught both music and algebra.

before, I said yes, and that I thought I could stay at least a

Dr. Hamilton, who had been teaching fourth, fifth and

couple of weeks ahead of them. I stated clearly, however,

sixth grades, retired, opening up the opportunity for me

that I wouldn’t try to hide my amateur status from the

to teach music to the fifth and sixth grade boys by

guys. Kolia said that to his way of thinking, if I could

swapping it for the math. Lower School music teacher Lucy

model the process of learning for the boys, it would be as

Warner picked up fourth grade, and the rest is history!

advantageous as bringing someone in from the outside

MM: African drumming seems to be such a tradition here at Browning. Can you provide some history on how this became an offering for the boys?

Head, Kolia O’Connor, received a signed petition from

opening up the opportunity for me to teach music to the fifth

a number of Upper School boys requesting an African drumming class, which, as you note, is now a tradition at

and sixth grade boys by

Browning. Let

swapping it for the math.

of background. I

Lower School music

relationship

teacher Lucy Warner

Norchi, the

picked up fourth grade, and the rest is history!

was very honest with the boys and said I was learning the rhythms along with them and that we would work our way through our mistakes. So that’s how this tradition

DP: It was actually first offered after the Upper School

Dr. Hamilton retired,

to teach the class. So that first year teaching drumming, I

me give you a bit have a wonderful with Patricia choir director at

began. We were self-taught! I had asked my colleague from Chapin to recommend a book for this class, and she directed me to some excellent materials. I’ve been using the charts from a particular book for at least a dozen years now. I believe that beyond some of the other things we’ve attempted to create as lasting traditions, African drumming is something that’s really stuck.

We sometimes struggle to keep such electives as part of the continuing schedule, though. And so I’m hoping that next year we’ll find a way to get the drumming course back as an offering for the Form V and VI boys. To compensate, however, I’ve been bringing my Form I and II boys into the drumming tradition. I discovered by trial and error that by the spring semester, the Form I boys have the coordination and discipline to handle the drumming technique. We continue refining the technique in Form II, and you saw them perform in the Thanksgiving Assembly most recently.

They rocked it! The responsibility has shifted to them, and

Chapin, who also

they actually manage quite well.

teaches African

MM: Hand chimes are such a beautiful component of the annual

drumming at her school. She

holiday program. Can you provide some details on that offering?

brought her girls over for one of our assemblies, and a

DP: In addition to African drumming, hand chimes have

number of our Upper School boys were totally stoked

also become a tradition at Browning. In fact, the seventh

by the idea of these girls playing African drums and

grade boys often come to me in September and tell me that

wondered why we didn’t offer such a class. And being

they have been looking forward to playing the hand chimes

guys, they reasoned, they’d be even better than the girls

since Lower School! They’ve been waiting and waiting for

at playing the djembe! I suggested they ask Mr. O’Connor

this time to arrive! When I first came to Browning (without

about adding this class. He later told me that 17 boys had

knowing quite what to do with that first group of seventh

signed the petition to add the African drumming class and

graders), I discovered a set of hand chimes, taught them some

wondered if I was up to the challenge. This all occurred

simple arrangements, and realized how much they liked

during my third or fourth year at Browning when I was

playing them. We decided to feature them in my first Holiday

still teaching math. Although I’d never played the djembe

Program, and the tradition has grown to what you see today.

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MM: What accounts for the popularity of the choral program here

activities into their high school years, ignoring the gender

at Browning? It seems to be such a “hit” with the boys, and you

issues. So for me as a singer, I really love that aspect. I can

appear to really love teaching it!

relate to boys’ voices (particularly as the younger voices

DP: I’ve had boys come back years after graduating to tell me how much their choral experience here at Browning meant to them. They found themselves excited to participate, something they had not originally expected. One of my

begin to mature), and I can help shepherd them through this change. I really feel like I’m in the right place. My expertise is teaching young men how to sing, so it’s been very rewarding for me.

present singers, Diego Lopez ’15, came to Browning in 2009

MM: How do you integrate your Middle School curriculum with

and was immediately impressed by the number of Upper

music instruction in the Lower School? What is the transition like

School boys singing in the Chorus. And after hearing them

for the boys?

sing in harmony, he was eager to be part of the group.

Also, as a Middle School boy, he was particularly impressed by that distinctive and powerful choral sound of an all men’s chorus. The tradition of singing is something that

DP: When I recently spoke at an Upper School Parents Night, I noted that this is my 17th year here, so the Preprimary boys who entered Browning in 1998 (the year I began) are now seniors in college!

these boys carry with them once they leave Browning. Many return and tell me they are singing in a men’s a cappella group or a community chorus as adults because they had such a great experience at Browning. Chorus instilled that lifelong love of music for a number of boys. As a single-sex school, Browning offers the opportunity to be part of a chorus in which boys really want to participate. We have great numbers and a really talented group this year; about 40 of the 100 Upper School

I’ve loved being able to see an entire

As a single-sex school,

they receive from their Lower School

opportunity to be

boys are “lifers” and will graduate from

part of a chorus in

School boys is that by the time they

which boys really want to participate.

at Trinity has trouble getting the boys there to join chorus. That school is coed, and she has to really “market” to the boys to get them to join up.

There is also that “team” aspect of participating in a chorus here at Browning. At coed schools, most boys think chorus is something that only girls do, like playing the violin. Here at Browning, we get past that whole gender association business. Look at Lucy Warner’s Lower School instrumental program! Look at all the boys who play strings!

As those boys get older, they continue to play. We have seven Upper School boys playing in the orchestra. One plays flute, we have a cello and a viola, we have several violin players, and a baritone horn. This is the exciting part of building something that starts in Lower School. As the boys get older, they hold on to it! They carry their musical

18

BUZZER

Browning. Building on the training

Browning offers the

boys are singing this year. My colleague

THE

generation of boys come through

experience is crucial since so many of our all three divisions. My goal for Middle finish their studies with me, they are able to read and write treble clef notation and make music on several instruments, including the recorder and djembes.

To achieve that end, Lower School music teacher Lucy Warner and I work closely together to create a “transition”

year for the Grade Four boys. Since we share the Wilson Room as our workspace, Lucy is able to watch what I’m working on with my fifth graders and focuses her lesson plans to teach some of the skills I’ll be requiring of my older boys. Lucy has done an excellent job of getting the fourth graders to feel comfortable with my Middle School curriculum. She’s been introducing them to some of the same notation writing and melodic vocabulary that I use with my fifth graders; very similar to the way I teach them.

She is wonderfully accommodating to my program, making her fourth grade a true transition year. She provides the boys with the foundation skills that my own program will eventually build upon.

We don’t have a big music department. Lucy teaches the entire Lower School. But because of this, we’re able to coordinate our programs with ease, and I have benefited a lot from what she’s done.

She arranged for members of the Metropolitan Opera Orchestra to play for the Lower School boys in recent years.

Spring 2015

19

We don’t have a big music department. Lucy teaches the entire Lower School. But because of this, we’re able to

living dangerously.

coordinate our programs with ease, and I have benefited

I should note that

a lot from what she’s done. Lucy has a brilliant tradition,

Browning math

her Composer-of-the-Month series, with her boys, and they

teacher Marcia

study the greats from Bach to Jimi Hendrix. In Form II, I

Wallace, who plays

begin to focus on academic history with the boys. We work

a mean trombone,

with a set of BBC produced programs on the lives of the

also performed

great composers. Even in Form II, the guys still remember

with us at times.

what Lucy taught them with her series. It serves them so

It’s been fun

well. Her monthly series is a hook to get them interested,

to reflect on all

and it provides a historical perspective to understanding

that’s happened

music. My own degree is in music history, not education,

and been

and so I’m particularly grateful to Lucy for sharing that

accomplished over

“academic” knowledge with her own students. In fact, it was

these 17 years!

my scholarly credentials that the Headmaster particularly

There was a need for so much, mainly because the

liked about my training when I was a candidate for this job.

boys were interested in so much. So I did my best to

He wanted someone who had explored the academic side of

serve the needs of the community. Boys who wanted

music, which was the focus of my master’s work.

to play instruments needed to be accommodated. I got

MM: What are some of the highlights of your 17 years of teaching music at Browning?

DP: Well, about 10 years ago, Lucy was working on the afterschool instrumental program in the Lower School, bringing in outside teachers to teach strings, etc. but we had no such opportunity for the older boys. At the time, however, we had an Upper School boy, Tennyson Singer ’08, who was not only a brilliant rock guitarist but also a tremendous violinist. One day, he came to ask me why there wasn’t an instrumental music elective that corresponded to the vocal music elective of Chorus. So in response, I pitched the idea of creating a chamber music elective that I would lead. We had an interesting first year, and I ended up leading two sections:

The boys taught me bravado, I provided the “grytte,” and we had a string quartet!

the chance as an adult to learn new things. I can play a pretty good trumpet and quite a good drum as a result.

Unexpected benefits to the position!

All of what I’ve just mentioned speaks to the benefits of Browning being a small school, one in which our Headmaster seeks to hire people who are self-actualizing. It’s exciting to be part of this community because it is small, and I’m not just pigeonholed as the “choral guy.” Through the years I’ve tried to discover what the community needed and then make it happen. That’s probably the most wonderful thing about being at Browning. I’ve been able to create things with the blessing of the administration; they have faith in the faculty because of our track record. There is great confidence on their part that we will provide the boys with what they need to

one for string players, the other for brass. In the string

help them realize their dreams.

section, I had two boys on violin (one of them Tennyson)

MM: Do any boys in particular stand out in terms of their musical

and another learning to play cello. I knew we needed a viola to make a string quartet, so I decided I would learn how to

20

It was the year of

ability; perhaps some may have gone on to pursue their talent?

play. Tennyson took the role of teacher and I modeled the

DP: I have had a few boys who were so talented that I

learning as I had done before with the djembe. They taught

really can’t take credit! One is a brilliant organist, John

me bravado, I provided the “grytte,” and we had a string

Walthausen ’09. He was accepted to the conservatory at

quartet! That same year, we had an excellent trombonist

Oberlin after his Form V year. Browning decided to accept

and a good trumpeter. So to round out that class, I learned

his freshman year English class at Oberlin to complete

to play the trumpet so that we could play brass trio music.

his Upper School requirements, and he then returned for

THE

BUZZER

graduation and played the organ for us at the ceremony!

He became fiercely interested in music. I watched him all

John is currently completing a master’s degree in historical

through his following years at Browning. He became more

keyboards at the Schola Cantorum Basiliensis and giving

and more brilliant each year. He definitely is someone

recitals throughout Europe.

who surprised me. In fact, I joke with him about it. He is

Another formidable talent is Mike Serman ’06, who is now teaching private music lessons for Browning’s afterschool program (see sidebar, page 23). He also runs the

so much more accomplished than I could ever be! And he really discovered himself here at Browning.

It has also been thrilling for me to see that Mike is a

rock club and recently led the boys who provided music for

natural born teacher. He is so great with the Middle School

the Middle School play, “Romeo and Juliet.” Mike received

boys. They adore him! As an educator, it’s really wonderful

his degree in music and is a tremendous guitarist. I have to

to see one of your own students come back and embody

admit that I had my doubts about his musical talent when

those qualities that you are trying to manifest for your boys

he was in Middle School, but something began to change at

in the classroom. Mike has a real gift for teaching those

the end of his Form I year. We were working with a music

young minds and getting the guys inspired. It’s like passing

software program on laptops, and Mike was so focused

on the torch to another generation. I can now see that my

on building these huge chords with the software. It was

own leg of the race has been well run, and it pleases me to

the most engaged I’d ever seen him. At the start of the

think that I’ve helped others to pick up the torch and keep

next school year in September, he showed me what he’d

the race going. Viva la Musica!

learned over the summer: three octave modal scales on the acoustic guitar, played with speed and confidence. I was

MM: Bravo, David! Thank you so much.

looking at him like he was from outer space at that point.

Spring 2015

21

David Prestigiacomo music director

AM radio.) At age six, I started taking

have always been surrounded by and

piano lessons. By the time I got to junior

interested in music. Teaching is an

high school, I started playing the piccolo

extension of all that and has been the

in the band and orchestra. I continued

best of all possible gigs. It helps me

my singing with the madrigal group

to “keep my chops in shape,” and it’s

and concert choir in high school and

exciting not to be sitting in an office

then chamber choir in college.

doing something repetitive and boring.

EDUCATION AND TEACHING EXPERIENCE

PROFESSIONAL WORK

I attended Yale University, where I sang with the a cappella groups and was a member of the Whiffenpoofs my senior year. My undergraduate degree was in religious studies. By the fall of 1988, I decided to go back to school to get my music degree. Music was the central core of my life, so at age 30, I decided to become a music teacher. I went off to Hunter College with the idea that I’d transfer, but I ended up staying there. It turned out to be a fantastic program. My music history

EARLY YEARS

I grew up in Kansas City and was first introduced to music by my older brother and his guitar playing. He was my hero. He was a Boy Scout, so I became a Boy Scout. He took music lessons, so I took music lessons. As it turned out, the Methodist church that sponsored our troop had a youth choir, so I joined up. That was really the start of my singing with others as part of a

22

choir. (I was always singing alone to the

THE

BUZZER

class was taught by a professor with a Harvard Ph.D.; in fact, the textbook we used back then is the same one I now use with my sophomores. So I received my master’s degree at Hunter, was a tutor for Kaplan Test Prep, and then had the amazing opportunity to teach at Browning. To think I was ready to move away from New York!

It was kismet, and I am still here 17 years later. The chance to teach here at this school changed my path in life, and it has been really wonderful! I

I’m in my 10th year of singing with the Manhattan Choral Ensemble (MCE); a former Browning Pre-primary teacher, Laura O’Reilly, convinced me to audition for the group back in the summer of 2005. I had needed a performing outlet in addition to my teaching, and this proved to be the perfect fit. I sing first tenor with the MCE, and so I have to rely on the strength of my upper register to manage the part. Because I sing with the fifth and sixth grade Browning boys in Chorus, teaching helped me develop that part of my voice I depend on in my own performance career. I wouldn’t be as good a singer if I didn’t have the challenge of working with the boys’ unchanged voices. By doing, doing, doing, I managed to strengthen a part of my voice that has served me well.

MOST PROUD OF

Because MCE supports new composers, I have been part of world premiere performances for about 30 new choral works. A concert in

A MUSICAL TALENT RETURNS TO TEACH AT BROWNING “My passion for music actually made me eager to excel in all my subjects at Browning,” said Mike Serman ’06, a professional guitarist who has returned to his alma mater to teach a Monday morning flex class “rock band” (pictured, right) and lessons to third, fourth and fifth grade boys after school. “Somehow music just whipped me into shape, helped me get better grades and made me hunger for knowledge,” said Mike, who attributes much of his success to Music Director David Prestigiacomo. “I was in his first African drumming class, something that meshed with my overall interest in music. He was so encouraging and did all he could to help me.” Mike also performed professionally with Lower School music teacher Lucy Warner; the two played one of his original compositions.

He credits teachers Kevin Dearinger, Mike Ingrisani and Sam Keany for “helping him shine” academically, and thanks former faculty member Marty Haase, a fellow guitarist, for his encouragement and friendship.

A graduate of The New School for Jazz and Contemporary Music here in New York City, Mike said his college years “flipped my whole world around.” He auditioned for admission with Reggie Workman, bass player for Miles Davis, and was accepted. Mike studied pedagogy as it applies to music and began giving lessons

to people twice his age. Through the years he has played in several bands, including one of his own, Haakon’s Fault, and now has a recording studio in Brooklyn. While a Form VI boy at Browning, he gave lessons to high school students. Now, back at Browning, he feels he’s reached a pinnacle. Besides enjoying the after-school lessons he gives, Mike was pleased to work with the boys who performed in the “pit band” for the Middle School production of “Romeo and Juliet” this past winter. “We took a risk and performed such a diversity of music, from The Beatles, to Led Zeppelin, to The White Stripes. We worked incredibly hard, performing 14 different songs and putting in five-hour rehearsals at times. I was so proud of the boys. I could see in their eyes how much they loved the music, just like I did.”

March 2011 commemorated the 100th

Martha Sullivan, to set selections

anniversary of the Triangle Shirtwaist

from Jonathan Fink’s sequence of

Factory fire, which was the catalyst for

poems, “Conflagration and Wage: The

improved factory safety standards and

Triangle Shirtwaist Factory Fire, 1911.”

workers’ compensation laws in New

These pieces were interspersed with

York City. As the MCE website notes,

the movements of the “Requiem.” I

in remembrance of the 146 garment

had the solo in the Llorca work that

workers who lost their lives in that

premiered right here in New York

disaster, MCE performed Maurice

City that night, so that was certainly

Duruflé’s “Requiem” for organ and

a personal achievement “moment.”

strings and a set of new works created

A wonderful feather in my cap!

especially for the occasion. The MCE

Singing in a chorus under the baton of

commissioned four New York City-

maestro Alan Gilbert at Avery Fisher

based composers, George Andoniadis,

for four performances of Charles Ives

Victoria Bond, Ricardo Llorca and

Symphony No. 4 was another.

OTHER INTERESTS

In my free time, it has been exciting to travel to Cuba with my husband, Mario Perez, who was born there. I particularly enjoy the music in Havana! Post-Browning, I think we will spend a lot of time in Cuba. I want the last chapters of my life to be written bilingually, so I want to improve my Spanish and take some courses at the University of Havana. Cuba also has wonderful classical music, and I would love to get involved with some musical ensembles down there. If all goes well, perhaps you’ll be able to attend one of my future concerts at the Centro Hispanoamericano de Cultura!

Spring 2015

23

f e at u r e

BROWNING EMBRACES DIGITAL PLATFORMS The Browning School’s website sports a fresh new look, and fans of social media are pleased to see that Browning has embraced that communications tool as well. Philip van Scheltinga ’14, who is spending a gap year traveling before attending Harvard in the fall, reported on both topics in an issue of the Grytte, Browning’s student newspaper, last year.

An excerpt appears below.

T H E BROW NI NG SC HO OL

“LIKES”

Social Media I

t is an ordinary spring morning

unthinkable. Facebook was very popular but still not

at The Browning School.

taken seriously. Browning did not use social media to

Students are in their respective

interact with its community and the world. Few schools

classrooms, where Mr. Dearinger

and companies did at that time. That social media could be

analyzes “Great Expectations” with his Form IV students and where

Philip van Scheltinga ’14

Presently, Mr. Katz posts approximately twice a day

Mr. Cantwell explains the process of

on three different social media websites. Almost all posts

mummification to his fourth graders…

are now pictures, particularly ones that attract attention.

Meanwhile, in an office tucked away behind the

More detailed stories are published every couple days on

Wilson Room, where Ms. Warner is singing a song with

Browning’s website and in every issue of the Buzzer which

the Pre-primary boys behind a set of soundproof double

is sent to the school community three times a year.

doors, Mr. [Jeremy] Katz ’04 is behind a computer, posting on Facebook.

Four years ago, when Mr. Katz, a graphic designer,

24

resourceful was often dismissed…

The current second grade parents have been the most active on Facebook. Mr. Katz notes, “They are big fans whenever we post a photo from a school field trip their

arrived at Browning to help revamp and enhance

boys went on!” At the same time on Instagram, a newer

Browning’s website, this situation would have been

form of social media, Browning has a large following

THE

BUZZER

WHAT’S UP WITH THE WEBSITE: HOW IT ALL “HAPPENS” Like most successful endeavors, The Browning School’s website is geared to a number of different audiences, therefore requiring

manpower and regular monitoring. One of

its important features is the alumni directory, launched in January of 2014 and overseen by Director of Alumni Affairs Laura Lanigan.

Ms. Lanigan also provides the summaries and photos for the Alumni section of the website,

keeping the community “in the know” about alumni events during the calendar year. The

Office of Advancement oversees the “Giving”

section of the website, offering alumni and the entire community an online means to gather

information and support the School with “the push of a button.”

Many website news stories are written by

Buzzer Editor/Director of Publications Melanie

On Instagram, a newer form of social media, Browning has a large following of Middle School students. of Middle School students. Regarding the Upper School student body, Mr. Katz encourages students to be more active, so as to promote events in the community and school spirit.

In addition to making advances in social media, Mr. Katz, director of communications design, and Aaron Grill, director of technology, transformed the website, www.browning.edu.

Browning’s subscription with Joomla, a webhost responsible for the layout of websites, was set to expire, which meant that the technology department had to upgrade its software and run a complicated operation to maintain the structure of the website. Additionally, the existing layout, which had been introduced in 2008, was beginning to feel antiquated.

Therefore, the team decided to take the website in a new direction by changing its webhost from Joomla to Squarespace,

McMahon. She also edits submissions by faculty and students who generously report on and take photos of activities inside and outside

the classroom. Like so many aspects of life at

Browning, the website is a collaboration. The

majority of photos are available thanks to the

combined efforts of Mr. Katz and Ms. McMahon, as well as the talents of Christine Bramble and Sandy Pelz ’71, both of whom photograph the Panthers’ action-packed athletic contests!

An important reason for offering an

attractive, informative website relates in part to the School’s enrollment and marketing efforts.

Admission Directors Kelly West (Lower School) and Janet Lien (Middle and Upper Schools) are able to take advantage of the website in

numerous ways, analyzing the number of page views of the Admission section, for instance.

Additionally, they can determine the number of prospective applicants and parents who view

the website and see what pages they are drawn to and clicking on. All of this vigilance helps Browning keep its website relevant.

which allows images to be displayed in high-resolution.

Spring 2015

25

f e at u r e

&

F I R S T CO M M U N I T Y DAY C E L E B R AT E S

Browning

the World

Browning boys and faculty members participated in Community Day in December, the first ever for Browning. Assistant Head of School Laurie Gruhn explained, “Today, a new tradition was started at Browning! Building on the intraschool morning prior to Thanksgiving Break, boys and faculty members now have a full Community Day. It was a day to celebrate community, both in our school and beyond our walls. Starting with recognizing where we all come from, to coming together as a community and then reaching out as a community, it was aptly called Community Day!”

E

vent coordinator and science teacher Dr. Betty Noel elaborated on the details, explaining that

the first activity involved the boys adding a pin to a shared Google Map indicating where their family is from.

Then during second period, the boys played traditional intraschool games, including board games, Pictionary,

“Flyaway Home,” Middle School boys

as well as the boys’ reactions to this

School boys saw “Fruitvale Station,”

the best in the boys, inspiring them to

enjoyed “Time for School” and Upper a powerful and emotional film dis-

cussed by two special guest speakers.

“A lot of planning went into

creating this day,” noted Dr. Noel.

event. Community Day brought out

consider aiding the food pantry and interacting with their younger and

older counterparts on a regular basis.

Ms. Gruhn added, “We recognize

“Special thanks to our division heads

the enormous efforts of Melinda

Jim Reynolds.” Ms. Gruhn added,

Marshall and the maintenance staff, as

Laurie Gruhn, Chris Dunham and

Aponte and her Cater to You crew, Ken

charades, etc. A scavenger hunt took place during third period (the iPad app, Klikaklu, was used by the boys to identify and photograph Browning items based on riddles), followed by a community lunch in the Cafeteria and Lower Gym. After lunch, the boys separated by division. The Lower and Middle School boys returned to their homerooms, while the Upper School boys helped set up for an assembly in the Lower Gym. The Lower School boys also made sandwiches for the local New York Common Pantry.

26

Videos were shown at all division

levels. Lower School boys watched THE

BUZZER

Community Day brought out the best in the boys, inspiring them to consider aiding the food pantry and interacting with their younger and older counterparts on a regular basis.

“As a community, we are incredibly

well as the entire technology depart-

(faculty members Giurissa Grace, Janet

ger hunt possible. Most of all, applause

grateful to the Diversity Committee

Lien, Sarah Murphy, Megan Ryan and Brett Wisniewski), as well as faculty

members Rachel Gerber, Susan Kehoe, Susan Levine and Dan Ragsdale.”

Various faculty members

commented on the creativity of the Google Map and scavenger hunt,

ment who made the map and scavengoes to Dr. Noel, the overall event

coordinator of this day, who oversaw

every detail and logistic, from groups, to rooms, to the hunt, to the map, etc.

It was simply fantastic, a special day, indeed. Well done, one and all!”

–M.M.

Spring 2015

27

the local buzz

A CLOSER LOOK AT THE CADDO INDIAN CULTURE A Browning

grandparent graciously shared his collection of Caddo Indian

artifacts with third grade boys at an

assembly last fall.

Included were art works, archival

photographs, beautiful beaded moccasins

and a miniature tent

and baby carrier most likely used by young girls who enjoyed

playing with dolls.

Joe Cross, a member of the Caddo tribe who

now lives in the New York area, also entertained

the boys, imparting a wealth of knowledge about his relatives who all lived on a reservation in

Oklahoma, including their customs and habits.

He welcomed the boys with a chant, accompanied by a rattle fashioned from a gourd decorated

28

THE

BUZZER

with parrot feathers and containing stones he

had collected from around the United States. He explained that the words of the chant describe

the movements, directions (north, south, east and west) and traveling we do during our lives. The

words emphasized that we should attempt to live

peacefully and eventually “all arrive home safely.�

MULTICULTURAL CLUB ATTENDS PEOPLE OF COLOR CONFERENCE Four Upper School boys, along

the country who focus on

public intellectual and best-

Glenn Walker, attended the

community building. The

comedian, actress and activist;

with Multicultural Club advisor People of Color Conference (PoCC)/Student Diversity

Leadership Conference (SDLC) held in Indianapolis, Ind. The

theme of the conference was “Pit Stops and Victory Laps – Going the Distance, Driving Change,

Leading the Race Toward Equity and Excellence.”

SDLC is an inclusive,

multiracial, multicultural

gathering of upper school

student leaders from around

self-reflection, allyship and mission of PoCC is to equip educators at every level

with knowledge, skills and experiences to improve

and enhance the interracial,

interethnic and intercultural

climate in their schools, as well as the attending academic,

social-emotional and workplace performance outcomes for students and adults alike.

This year’s noted speakers

were Michael Eric Dyson,

selling author; Maysoon Zayid, Derald Wing Sue, psychologist

and multicultural scholar; Cheryl Brown Henderson, daughter

of Oliver Brown, the Brown v.

Board of Education originator and civil rights activist; Jose

Antonio Vargas, Pulitzer Prizewinning journalist, filmmaker

and undocumented immigrant; and Sonia Nazario, Pulitzer

Prize-winning journalist and

author of “Enrique’s Journey.”

Spring 2015

29

SECOND GRADE BOYS “ON BOARD” WITH TRANSIT SYSTEM HISTORY Second grade Browning boys were “transported” to the

“time travelers,” then explained that the Great War was

housed in an historic 1936 IND subway station in downtown

“subway families,” to work for the transit system since

year 1917 when they visited the New York Transit Museum Brooklyn. Accompanied by their teachers Rachel Gerber

and Jackie Pellenberg, associate teacher Hallie Fischberg,

and parent chaperones, they traveled on a school bus to this

fascinating museum, the largest in the United States devoted to urban public transportation history.

Buzzer Editor Melanie McMahon accompanied the

group and offers this report:

A costumed tour guide playing the character of a

so many men were serving their country. She pointed out

the fans overhead and the straps for passengers to hold on to, prompting a comparison by the boys of what today’s

cars are like, with air conditioning, etc. Another apparent difference is that the seats are no longer made of rattan,

which, when worn, splintered and made for quite an uncomfortable seat!

The boys listened intently but also had the chance to

woman conductor from 1917 entertained the Brown-

work off some energy when their guide asked that they

with her questions about the year 2014 in terms of the

tor, she explained, must be somewhat of a “tough cookie;”

ing boys, who sat in Car 4902 (a low-voltage trailer car), New York subways and all that has happened since she was “alive.” The boys replied enthusiastically. She also

asked that the boys briefly close their eyes and become

30

the impetus for women like her, especially those from

THE

BUZZER

take on the character of a conductor themselves. A conducshe asked if the boys were familiar with that phrase. “Unbreakable, steadfast, brave and strong” were her criteria

for candidates wishing to be conductors. (Perhaps the job

The boys and teachers also boarded an R-11 stainless

steel prototype car manufactured in 1949. By then, the fans were covered for safety, the seats could hold more passengers, and there was no wood or rattan in sight. The tour

guide explained the bell system used at that time to signal when the train could start moving after each stop; bells in each car tolled in succession, taking a minute and 15 seconds to travel down the line.

The tour guide explained that the museum is an actual

working subway station and that the third rail is live,

carrying 600 volts of electricity to provide lights for the

historic subway and elevated cars. Before heading to the

lunchroom with its transportation decor, the boys viewed and learned more about a motor truck, the basic mo-

tive power for all subway cars; this one weighed 24,000 requirements amount to having that famous Browning “grytte!”) “One must be a bit of a loud mouth, a chat-

pounds! The shoe breaks, they learned, account for the screech often heard by subway riders.

After thanking their tour guides and posing for a group

terbox and a motor mouth when announcing stops along

photo, the boys had fun “driving” the buses on display and

to the boys’ amusement. With that, she asked the boys to

portation-related artifacts. One of the displays featured the

the way, but also be strong and sweet,” she said, much

flex their muscles, and then practice “smiling sweetly.” Of course, they were more than happy to oblige!

The boys were also fascinated by the advertisements

that appeared in the cars back then, just as they do today, for everything from soap, to pudding, to candy. Particularly interesting was the fact that the Blizzard of 1888,

checking out the parking meters, maps and other trans-

bridges of the metro area, something the boys also learned about this year. In fact, they were able to easily name at

least three of the bridges they saw during their bus ride

to the museum. Earlier in the school year, they visited the Brooklyn Bridge as reported in the most recent Buzzer.

The Browning boys impressed their tour guides as they

which dropped 60 inches of snow on the city and froze

spoke about the Great War and the fact it was first referred

tion system underground. (Even so, Hurricane Sandy, the

at the time there would be a second World War. They also

the tracks, served as the impetus to take the transportaguide noted, still affected mass transit.) The Browning

boys enthusiastically announced to her that their school was founded in 1888!

to as that, rather than World War I, because no one knew asked questions about the old-fashioned turnstiles and

mosaics, displaying an overall inquisitiveness and knowledge to be proud of!

Spring 2015

31

YALE IMPROV GROUP PRESENTS WORKSHOP TO MIDDLE SCHOOL BOYS During the first assembly of

2015, the Middle School boys

were treated to a visit from Yale

University’s oldest improv comedy group, the Yale Ex!t Players. Head of Middle School Chris Dunham reports: “A few of the boys were called on stage alongside the

players to participate in unscripted scenes and stories that were all created in the moment. After

the assembly, the fifth and sixth

grade boys were fortunate to have private time with the players to

workshop their own fast-paced, wit-based improv

will turn out with improv, and this was no exception.

experience tremendously. You never know how things

pulled the audience into the skits brilliantly.”

skills. The boys and teachers in attendance enjoyed the

The Ex!t Players were so quick on their feet, funny and

THIRD CONSECUTIVE YEAR FOR “ENGINEERS TEACHING ALGEBRA” WORKSHOP In January, all of the Form II Algebra I

Klein reports that the boys, using a

this?” by experiencing the Engineers

their algebraic problem-solving

classic question, “Why do we learn

Teaching Algebra workshop. Former engineer and educator Mark Love

returned for his third consecutive year to conduct two 90-minute sessions with the Browning boys.

Mr. Love offered, “The boys really

got involved in the project as a group, and they seemed to thoroughly enjoy

32

Math Department Chair Michael

students learned the answer to the

the process.”

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pencil, paper and a calculator, applied skills to the installation of traffic

lights at an intersection between the

entrance to a shopping mall and the main thoroughfare. Variables were

skills learned in the classroom can

constructed to design a system to

and augment their engagement in

defined and simultaneous equations optimize traffic flow.

Mr. Klein explained, “Experiencing

real-world applications of topics and

be powerful motivation for students a subject. This workshop provides

high enrichment for the boys, and the feedback is always very positive.”

MARTIN LUTHER KING, JR. DAY OBSERVANCES Browning boys of all ages com-

pain.” She added that the audience

members playing a major role. Head

Day in January with separate assem-

boys’ rousing, spirited renditions of

“The Upper School assembly involved

memorated Martin Luther King, Jr.

blies for each division. In each case,

the importance of human rights was emphasized. After all, noted Glenn

Walker, faculty advisor to the Multicultural Club, “people” are at the core of this nationwide observance.

Lower School boys heard from

Upper School boys who are members of the Multicultural Club. They

learned the importance of treating

each other fairly and joined together to sing three African-American

spirituals, accompanied by Lower

School music teacher Lucy Warner.

Ms. Warner noted, “Two very

important ways in which African-

American slaves were able to endure

their suffering and to persevere were

through musical expression (singing, playing instruments, emoting

responded enthusiastically to the

the following: “When the Saints Go

Marching In” (Pre-primary and Grade One), “Peace Like a River” (Grades

Three and Four), and “Oh, Won’t You Sit Down!” (Grade Two).

Middle School boys also heard

from members of the Multicultural

Club who read and commented on the School’s Diversity Statement,

spoke about Dr. King’s life and impact on the world, and reported on their experience at the People of Color

Conference (PoCC)/Student Diversity Leadership Conference (SDLC) this

past December (read related story on

page 29). Head of Music Department David Prestigiacomo led the Form I

handchime musicians in “The Battle Hymn of the Republic.”

The Upper School assembly was

suffering and happiness through

similar in content to the Middle

in heaven with no more hardship nor

before it, with the Multicultural Club

songs) and their belief in an afterlife

School’s program immediately

of Upper School Jim Reynolds reports:

the melding of issues of American civil rights within the context of human

rights. After a moment of silence for ‘all who have died violently,’ presenters

from the Multicultural Club spoke of the work of Cesar Chavez, the immigrant and migrant worker activist who

modeled his pursuit of unionization

of migrant workers within the United Farm Workers Union on the non-

violent, boycott-driven approach of Dr. King. That presentation was followed by an assembly-wide discussion of

current issues such as the efficacy of

stop-and-frisk policies, the persistence of racism as a fact of cultural life, and the pervasive use of racist language

in contemporary youth culture. This

conversation extended to one that began during discussions on Community Day (read related story in this issue), and,

as Mr. Walker noted, continues into the second semester.”

Spring 2015

33

FORM IV BOYS ATTEND INTERSCHOOL RETREAT Every January, the Form IV boys and Form VI Peer Leaders make the trek to

the Frost Valley YMCA camp in Catskill National Park to engage in three days

of programming with the Interschool community to discuss issues surrounding their shared identity as high schoolers and New Yorkers.

Dean of Students Sam Keany reports: The Form IV boys and peer leaders

engaged in a variety of activities, ranging from Broom Ball in a slick, snowy field, to tubing, to square dancing. Discussion sessions run by facilitators

introduced conversations regarding school life, adolescence and important

choices each student makes as they move through high school. The students

also engaged in thought-provoking discussions led by senior peer leaders from each of the six schools.

2015 MIDDLE SCHOOL MATH-SCIENCE NIGHT The Middle School Math-Science Night in February

allowed Browning boys to share their knowledge of these two subjects with the Browning community, including

faculty and parents. Chair of the Math Department Michael Klein remarked, “The boys had been working long and

hard on their projects and were very excited to show and

present their work. This event, an annual highlight of the school year, provides an opportunity for the boys to see

how the math they learn in the classroom has real-world applications. Thanks to all the faculty for their time and participation.” Science Department Chair Sam Keany

concurred, “The boys continue to explore interesting new

questions and solidify their understanding of the process of scientific investigation.”

Boys in Grades Five and Six, as well as those in

34

Form I, showcased their work in the Lower Gym and

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Cafeteria, while Form II boys split into groups and

presented on SMARTBoards in the two new science labs and in the art rooms.

DEBATE TEAM RECEIVES NEAR-PERFECT SCORE The Browning School’s debate team attended the

Country School, Bronx Science High School, Ethical

which a total of 117 teams and 19 different schools

Academy and Sunset Park High School. At one point,

Horace Mann Invitational Debate Tournament in competed. The boys won against the Riverdale

Culture Fieldston School, Benjamin Banneker

the Browning boys received a near-perfect score!

CZECH REPUBLIC’S CULTURAL HERITAGE: UNCLE OF BROWNING BOYS DISCUSSES RESTORATION Boys in Forms II to VI enjoyed a visit with and presentation

by William Lobkowicz, uncle of two Browning boys,

Peter ’15 and Teddy Florescu ’18, and a descendant of one of the oldest aristocratic families in the Czech Republic.

Mr. Lobkowicz has spent the past 25 years working to

recover his family’s properties (land, castles, art, furniture, artillery and original music manuscripts, including

Beethoven’s “Fifth Symphony,” which was dedicated to an

ancestor) first confiscated by the Nazis in World War II and then nationalized by the Communists after the war.

He talked about his success in regaining and restoring the

lost properties for the benefit of his country’s cultural heritage. Through Mr. Lobkowicz’s efforts, the Czech Republic

has, for the first time since the late 1930s, great tangible and accessible artifacts from its own long, rich cultural history.

Spring 2015

35

FRENCH STUDENTS CONTINUE TRADITION OF CREATING MONUMENT MODELS French teacher Dominique Bernard explained,

founded on this year’s theme of Monster! The

French students create scale models of famous

and perhaps even finer than in recent festivals. In

“Old tradition demands that the sixth grade

French monuments and write essays recounting

the history of their chosen edifices. As is the case

every year, the boys creatively built and presented their excellent projects to their classmates!

Chapeau les garçons!” The boys chose to write

about and create scale models of landmarks such

as Tour Eiffel, Arc de Triomphe, Pont du Gard and Chateaux de la Loire.

Mr. Bernard shared other news as well. Once

again this year, the Form II French students gave

clear evidence of their “French touch” in January at the traditional middle school theater festival

at Lycee Francais. He explained, “The impressive amphitheater was crowded; the tension was perceptible for the 150 accomplished young

contestants whose mission it was to present a brief but concise presentation of five to seven minutes

36

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high standard of all the plays was outstanding

addition to the usual distinctions and certificates, the four members of the jury elected to present

five major prizes. The jury recognized the excellent acting of our young actors in two ways. Eric Pena ’19, Kenneth Daniel ’19 and Amedeo Lorenzotti ’19 received jointly the ‘best non-French native

speaking actor’ trophy for their interpretation of three boys lost in a forest peopled by weird creatures and monsters admirably played by

their talented peers. The boys also received for

the second time in many years the very coveted ‘Prix special du Jury.’ This was a superb exploit

indeed! It was, as it is every year, a demanding but pleasurable, convivial and engaging activity. The Browning parents who were present at the event had every reason to be thrilled by the excellent performance of their sons.”

IMPRESSIVE SHOWING AT MODEL UN Browning’s Model United Nations

delegation representing the Central African Republic spent three

days in January at the Ivy League

Model United Nations Conference

(ILMUNC) hosted at the University

of Pennsylvania. History Department Chair Gerry Protheroe provides the following report: “This was a very

competitive ILMUNC conference with schools from China, Canada, Brazil,

Honduras and other countries, as well as schools from all over the USA. Our students were better prepared than

ever for this conference and worked very hard in the committees to gain

Dr. Protheroe added, “Allan

the attention of their chairs. They gave

Goodman, the president of

against the severest competition.”

Education who served in the Carter

a very good account of themselves

the Institute of International

administration, gave the keynote

address urging the delegates to ‘make international part of your education.’ ”

Spring 2015

37

BOYS COMPETE IN NYC REGIONAL SCIENCE BOWL Science Department Chair Sam

Keany reports on the New York City Regional Science Bowl at Hunter College High School in March:

Three teams of Browning Science

Bowl competitors faced off against strong competition. A total of 22

teams participated, representing, in

addition to Browning, hosts Hunter High School, Regis, Midwood H.S., Brooklyn Tech, Stuyvesant, Baruch H.S., Trinity School, Horace Mann

School, Queens H.S. for Science and The Dalton School.

All three of Browning’s teams

goes on to the National Science Bowl

moved on to the Elite 8, where they

competition is high, with Regis taking

scored wins, and two of our teams went down to the A-teams from

Hunter and Regis. On the way to the

8, Browning needed to defeat Trinity,

which had beaten us in the final of the Interschool Science Bowl in Novem-

ber. Down by 32 points at half-time (a

large deficit when game totals typically range from 30 to 100 points), Browning showed grytte in stringing together a

rush of correct answers and defeating

Trinity 66-62, by just four points, repre-

38

The New York City Regional winner

senting just one correct answer.

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Competition. The standard of New York third place in last year’s Nationals.

The boys’ fine showing is the re-

sult of consistent weekly practice and

strong overall representation from

boys in all Upper School forms. Sci-

ence teacher and coach Melodie Ting is also to be thanked for her tireless before-school training sessions and boundless enthusiasm. The team members appear below.

TEAM 1

TEAM 2

TEAM 3

Philippe Laffont ’16

Julian Orillac ’16

Karsten Monteverde ’16

Armaan Rawat ’15

Brendan Walsh ’15

Adrian Rodriguez ’18 Jerry Liu ’16 David Eisman ’18 Alex Kattan ’17

Jackson Richter ’18

Terrell Edwards ’17

Andrew Medland ’16 Patrick Yee ’18

Luke Barba ’17

STRONG SHOWING BY MOCK TRIAL PARTICIPANTS In February, the Browning mock trial team presented

10 years by Katherine Weinhoff, a former Browning

The faculty sponsor of the team, Browning math

Fordham University.”

an assembly for the Upper School and Form II boys. teacher Marcia Wallace, commented:

“The Lower Gym was transformed into a

spectacular court room, and 14 young men displayed their knowledge and skills as orators, lawyers and witnesses. This year’s case involves the suspicion

of ‘skimming’ a portion of the proceeds from games

parent (James ʼ10) and current law professor at Ms. Weinhoff said, “I feel that this was our

strongest showing in an assembly to date. This team

shows tremendous promise, and the leadership of our seniors is invaluable. This really could be our year to go far in the tournament.”

Ms. Wallace also added, “It was an honor to have

of chance at a school booster club fundraiser. The

Scott Wise return to Browning for a second time to serve

recently received an inheritance from a deceased

(Harry ’10) who attended Browning, and he currently

accused has a history of gambling addiction and also aunt. That fact is used to ‘explain away’ the sudden acquisition of a sports car and a swimming pool in the back yard. Each side was represented by three

lawyers, and each called three witnesses to the stand.

The team has been masterfully coached for the past

as judge for the proceedings. Mr. Wise also had a son

is a litigator at the prestigious law firm of Davis Polk & Wardell. Mr. Wise offered the boys many compliments for their performance and added an excellent list of

suggestions to help make the team even stronger as they approached their subsequent rounds of competition.”

Spring 2015

39

fine and p e r f o r m i n g a rt s

SPANISH STUDENTS VISIT EL GRECO EXHIBIT AT THE MET In January, the Spanish II and IV

classes followed up their Spanish

cultural lesson on El Greco with a

visit to The Metropolitan Museum of Art to view the museum’s

mini-retrospective on El Greco commemorating the 400th

anniversary of this Renaissance artist’s death.

Spanish teacher Giurissa Grace

reports: “In class, our lesson centered on El Greco’s life, the major themes that emerged from his artwork and why he was misunderstood in his

time. I invited Art Department Chair Nik Vlahos to accompany us on

the field trip to focus on El Greco’s artistic techniques.”

Mr. Vlahos explained: “We looked

at El Greco’s art and spoke about

how his contemporaries depicted

space as well as how he was trained

to depict space having studied as an

iconographer. We looked at how

‘unrealistic’ space that reinforces the

ways of painting space and arrived

also paid close attention to his use of

El Greco fused these two very different at his own technique. Especially with the ‘Vision of St. John’ there is a flat

concept of an otherworldly vision. We color and how it stays consistent from painting to painting.”

WEST SIDE STORY STAGED AT BREARLEY Michael Cleary ’15, Jack Morris ’15, Michael O’Connor ’16, Yvan

Maslennikov ’16, and Brendan

Walsh ’15 performed in the January production of “West Side Story”

(music by Leonard Bernstein; lyrics

by Stephen Sondheim) at The

Brearley School. Thirty student

actors from Brearley, Browning and

Collegiate took to the main stage for an evening of drama, suspense and incredible music.

40

THE

BUZZER

PARENTS BRING MUSICAL TALENT TO BROWNING Once again, Vincent Lionti, father of Nicholas ’19 and violist with

the Metropolitan Opera Orchestra, returned in February to brighten spirits as he presented a concert

with an ensemble of fellow orchestra

of Rimskey-

a classical guitarist and father of

of the Bumblebee,”

members and Michael Cedric Smith, Brogan ’18, during a Lower School

assembly. From a lively tarantella to

slower, more soothing melodies, and

featuring works from Bach and Vivaldi to Rimsky-Korsakov and Villa-Lobos, the musical selections kept the Lower School boys focused and, at times,

quietly conducting from their seats.

Mr. Lionti chatted with the

audience, remarking on high points

and a bit of history surrounding each

Korakov’s “Flight introduced the

piece “Vienna Will

Always be Vienna.”

He and Mr. Lionti noted that this

music was often played in coffee

houses in that city, the cultural and

artistic hub for so

Michael Cedric Smith, a classical guitarist, with son Brogan ’17; Vincent Lionti, violist with the Metropolitan Opera Orchestra, with son Nicholas ’19. The two fathers performed at Browning in February.

many accomplished musicians.

is an amazing musical opportunity

of this annual performance is the

ence how the Vivaldi piece he per-

provides an enriching, festive way to

member talk a bit about himself, his

lute, ancestor of the guitar.

of the musical selections. A highlight

chance to hear a Met Opera Orchestra instrument and why he chose to play a particular one. The flautist, who

gave a spellbinding solo performance

Mr. Smith shared with the audi-

formed was originally written for the Lucy Warner, Lower School music

teacher, arranged for the performance

again this year. She commented, “This

which always inspires the boys and

start the day!” Following the concert, Browning boys who play the viola,

violin, cello and guitar proudly posed for a photo (see page 19) with the guest performers.

INFORMAL LOWER SCHOOL RECITAL WARMS A WINTER MORNING Lucy Warner, Lower School music teacher,

reports that in January, Lower School recital

assemblies featured boys playing piano pieces ranging from “Star Wars” by John Williams to “Arabesque” by Burgmuller. A Lower School guitarist played Beethoven’s “Ode to Joy.”

All of these brave and talented young mu-

sicians were met with hearty applause from

their audience of teachers as well as all boys in Pre-primary through Grade Four. (Read more

about Ms. Warner and the Lower School music program beginning on page 6.)

Spring 2015

41

summer stipends

EACH YEAR, THE PARENTS ASSOCIATION AWARDS stipends to faculty members who apply for specific projects, such as summer travel, research or study. Recipients may choose to produce a video (visit Browning’s website to view online) or write an article for the Buzzer about his or her project. Two faculty are featured in this issue.

The Vikings in Ireland: The Battle of Clontarf In Ireland, history is all around. Not dry and distant, but history that

culmination of over 200 years of attempted and failed

with all your senses. Ireland is still

themselves and their relationships with the Norsemen who

you can touch, feel and experience

connected to its extraordinary past, a

vibrant contemporary country whose Bill Cantwell

people have never lost the link to their

heritage. The Irish statesman, Edmund

Burke, summed it up best: “People will not look forward to posterity who never look backward to their ancestors.”

This year marked the millennium anniversary of

the Battle of Clontarf near Dublin, Ireland, in which the

alliances and treaties between the Irish Celtic chieftains

had taken a foothold in Ireland starting around 800 A.D.

There was significant opposition to the Viking presence

in Ireland led by King Brian Boru. He had successfully

defeated Viking armies on several occasions near Munster.

Brian’s goal was to unite all of the warring Celtic kingdoms under one banner and one High King and to rid Ireland of the Vikings.

At sunrise on the morning of the battle, some 2,000

Vikings were defeated and the Irish king, Brian Boru, was

Vikings landed in longboats at Clontarf. There they joined

the National Museum of Ireland assembled a special

the forces of the Irish king of Leinster who sided with the

killed. To commemorate this historic event in Irish history, exhibit documenting the Viking Age in the Emerald Isle.

On display were various artifacts from the museum’s

Dublin excavations, including swords and spears, along

with jewelry and personal items found in Viking graves at

some other 7,000 warriors. Included in this group were

Vikings after an alliance with Brian had broken down. The forces under Brian’s leadership numbered close to 9,800 and occupied the high ground.

The result was the bloodiest day in Irish history with

Kilmainham and Islandbridge on the banks of the River

the battle raging from sunrise to sundown. In the end,

on Viking Ireland.

A high ligh t of Clon ta r f 2014 was a

Liffey. In addition, the museum developed eight videos

A highlight of Clontarf 2014 was a reenactment of the

battle in which more than 500 people in costume re-created

42

The actual Battle of Clontarf in 1014 was the

r eenactmen t of th e battle in w hich

the historic clash between the Viking and Irish armies,

mor e th a n 500 people in costume

also included a medieval village, a Viking longboat and

bet w een th e Vik ing a nd Ir ish a r mies,

attracting over 40,000 spectators. The Clontarf Festival

r e-cr eated th e histor ic clash

demonstrations in falconry and archery.

attr acting ov er 40,000 spectators.

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some 4,000 of Brian’s troops died, but over 6,000 Vikings

were either killed in the battle or drowned while retreating to their ships, including almost every Viking leader.

Although Brian had won the greatest victory in his career, he did not live long to enjoy it. As he knelt in prayer

outside his tent, a Viking who was hiding in the nearby

woods attacked the 73-year-old king and killed him. The Viking was later captured and put to death.

The battle was an important

event in Irish history and is

recorded in both Irish and Norse

chronicles. A translation from the

Gaelic manuscript, “The Wars of the Gaedhil with the Gaill,” describes

Th e National Museum of Ir ela nd assembled a

the encounter: “It was at the full

special exh ibit

the battle in the morning, and the

th e Vik ing Age

tide the foreigners came out to fight

documen ting

tide had come to the same place

in th e Emer ald

again at the end of the day when the foreigners were defeated; and the tide had carried away their ships

from them, so they had not at last

Isle. On display w er e va r ious a rtifacts from

any place to fly but into the sea; after

th e museum’s

been killed by the Dal Cais and the

excavations.

the mail-coated foreigners had all

Dublin

foreigners were drowned in great

numbers by the sea, and they lay in heaps and in hundreds.”

Today the Brian Boru harp is the symbol of Ireland.

My heartfelt thanks to the Parents Association for their

continued support and encouragement in awarding these study stipends. Slainte!

–By Bill Cantwell, Fourth Grade Teacher

Spring 2015

43

Galicia and Its Many Treasures My trip to the autonomous

Argentina and Uruguay becoming favorite destinations.

Spain was a colorful and deeply

adoptive countries and, specifically in Ribadeo, a quiet

community of Galicia in northwestern enriching experience, and I am

grateful to the Parents Association for their support.

Elizabeth Suárez

The intense admiration and

gratitude of the Galician people

toward one of their most famous citizens, Rosalía de

Castro, was clear everywhere. This 19th-century poetess is not only known as an avant-garde female writer but

also as a leading figure in the renaissance of the Galician

In Galicia, some street names pay tribute to those

coastal town, several impressive houses were built by some of those migrants who returned to Spain after

making substantial fortunes. The contrast with other

local architectural pieces was considerable and, looking

at them, I was transported across the Atlantic to the land where I grew up. Ribadeo’s jaw-dropping Playa de las

Catedrales (Cathedrals Beach) is a natural wonder that balances out all the other man-made ones.

Galicia’s identity is closely linked to the traditional

language among highly educated local people, and

pilgrimage ending in Santiago de Compostela, in whose

in a bust in her honor in Lugo’s main square, a local

are allegedly buried. Pilgrims (canes in hand, broad

especially in the realm of literature. As I took interest teacher kindly informed me about various poems

Ms. de Castro wrote that have been set to music and

several lesser known facts of her biography, which I very

much appreciated. In Santiago de Compostela’s medieval church of Santo Domingo, I visited her beautiful tomb

located in a sort of pantheon where other local luminaries

were also laid to rest. I went to the nearby town of Padrón, where she lived for many years and which was also the

home of Nobel Literature Prize laureate Camilo José Cela.

Her house is now a museum and features exhibits of

cathedral the remains of the Apostle Santiago (St. James) hats, sturdy shoes) and pilgrims’ inns were a common

sight. The heartwarming American movie, “The Way,”

did a terrific job at tackling this event. July 25, St. James Day, is Galicia’s Day, a major holiday. In the city of A

Coruña, a huge and lively medieval-themed street fair

took place that day, with plenty of local dishes and crafts to be enjoyed. Back in Santiago, I was in awe of the

celebrations, including a mesmerizing light show and

fireworks in Santiago’s Plaza do Obradoiro. These are

photographs, publications, original furniture and more. It

was a warm surprise to discover a plaque in this museum and a monument in the main square of Padrón, both

dedicated to her and donated by the Galician community in my hometown, Montevideo.

In fact, decimated by hardship and persecuted

during rough political times, a great number of Galicians left their homeland for South American shores, with

44

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Galicia’s iden tit y is closely link ed to th e tr aditional pilgr image ending in Sa n tiago de Compostela, in w hose cath edr al th e r emains of th e Apostle Sa n tiago (St. James) a r e allegedly bu r ied.

I h ad th e pleasu r e to stroll a round Lugo’s in tact thirdcen tu ry Roma n walls, a UNESCO World Her itage Site (it is th e on ly cit y in th e world to be su r rounded completely by Roma n walls). As if this was not enough, it also boasts a pictu r esqu e Roma n br idge. a must-see, but go well in advance or you will not find

UNECSCO notes that the tower has served as a lighthouse

time, on any date the city’s many charms are bound to

northwestern Spain since the late first century A.D. when

a spot! Even if the reader is not in Santiago around this captivate visitors. It is no wonder that the Old Town is an UNESCO World Heritage Site.

Going even further back in history, the Roman presence

in Galicia left much tangible evidence. I had the pleasure

and landmark at the entrance of La Coruña harbor in the Romans built the Farum Brigantium. It is said to

occupy the site of an ancient Celtic tower. So many layers of history!

As a Spanish language teacher, I found particularly

to stroll around Lugo’s intact third-century Roman walls,

interesting the immersion into Galician language that this

world to be surrounded completely by Roman walls).

between Galician and other Romance languages, the

an UNESCO World Heritage Site (it is the only city in the As if this was not enough, it also boasts a picturesque

Roman bridge. The Provincial Museum, housed in San

Francisco’s convent, also displays many Roman statues

found in the area, as well as mosaics and even the remains of a Roman street uncovered when renovation took place

in the museum. In A Coruña, the Tower of Hercules, built by the Romans, is also an UNESCO World Heritage Site.

trip afforded me, the many commonalities I discovered ubiquitous presence of bilingual newspapers and TV

programs (Galician/Castilian-Spanish) and also the chance of becoming more adept at spotting Galician accents in local people speaking Castilian-Spanish.

Informative, enjoyable, a truly memorable experience

on so many levels.

–By Elizabeth Suárez, Spanish Teacher

Spring 2015

45

at h l e t i c s

Winter Wrap Up

Andrew H. West ’92

Winter athletics at Browning has been

team gained throughout the season was a source of

filled with highs and lows. The season

pride to their coaches. The Form I/II Red team finished

tipped off with a new tournament that

in third place with a 7-3 league record, but were 11-3

Browning entered at LREI. The varsity

overall, while the black team was an impressive 8-2. Sixth

team won the opener by 30 points,

grade was a remarkable 9-0, while fifth grade was 4-3.

but fell in the finals to a very talented

Good things are coming down the road for Browning

Brooklyn Friends team. Later in the

Basketball! All and all, it was a successful season with

season, the boys came back to beat Brooklyn Friends. This

tremendous participation from Grade 5 through Form V.

young team had only one senior and shows great promise

As I write this it is snowing outside, but we are exactly

as a more experienced team next winter.

three weeks from boarding a plane to Florida where the

Junior varsity started the season with a win, and despite finding wins difficult to come by as the season

baseball, tennis and track teams will get a head start on the spring season. As always, “Go Browning!”

progressed, the improved togetherness and effort this

FIFTH GRADE BASKETBALL The fifth grade basketball team had a competitive season,

finishing with an overall record of 4-3. The main emphasis of fifth grade athletics is to develop players’ fundamental skills and learn to play as a team. In this sense, the boys were very successful. The team improved drastically

throughout the season both individually and as a group.

The boys practiced hard and gave their best effort every

time they took the court. I am confident in handing over

this team to Coach Watson and the sixth grade program.

This is an enthusiastic group, and I look forward to their many successful seasons to come.

46

–Coach Matthew Brown

THE

BUZZER

SIXTH GRADE BASKETBALL MAKES SCHOOL HISTORY The mini Panthers of the sixth grade

William Bousquette ’21 for his drive

by going undefeated this season. From

was top scorer with a total of 49

basketball team made school history

the first game in January against The School at Columbia to the last game against St. Luke’s in February, the

boys played some very impressive

and basketball intelligence. William points; however, during the season there were at least 10 players per

game who got on the scoreboard.

The future for Middle School

basketball, outscoring their opponents

basketball is in good hands with

a team effort throughout, but there

excellent team to form a formidable

323-175 in just nine games. It was

must be mention of Skyler Bell ’21 for his leadership and composure, and

these boys, who will join last year’s seventh and eighth grade squad.

–Coach David Watson

Spring 2015

47

FORM I/II BASKETBALL (BLACK) The seventh and eighth grade Black team can be described perfectly in one word: Hustle. They were

never the biggest team, but often

were the fastest, ending the season with a 9-2 record. The players

came together and played team basketball to win games. They

displayed true “grytte” all season

long, especially evident in two lastsecond wins that really brought

the unit together. This team never

gave up and supported each other all season, creating what may be the best Middle School squad

Browning has ever assembled.

–Coaches Andrew Wolf and Taylor McKenna

FORM I/II BASKETBALL (RED) The seventh and eighth grade Red team enjoyed an

outstanding season. From our opening meeting in early

November through the final game of our season in February,

the Panthers displayed excellent sportsmanship, a consistent work ethic, and the desire

to learn and grow as a unit.

The team finished the year with an 11-3 record (7-3 in league play) and tied for

second place in the NYCAL. The Panthers closed out

the season on a six-game

winning streak, highlighted by two second-half comebacks in which the team outscored its opponents

by a total of 65-20. Those

wins, in particular, showed the boys how far they had come over the course of the season.

–Coach Dan Ragsdale

48

THE

BUZZER

JUNIOR VARSITY BASKETBALL

VARSITY BASKETBALL

The building blocks for this year’s JV team were:

When only one senior was at

Although young and new to the competitive high

varsity) basketball, we knew it

Browning in an impressive way. The boys showed

That being said, we set our

were adaptive (took something away from every

player on the team knew they

As a building year, it was very “successful.” Co-

team’s success. We started the

development, competitiveness and having fun.

tryouts for varsity (and junior

school basketball environment, the boys represented

was going to be a difficult year.

“grytte” (always playing hard and never giving up),

team goals and made sure each

game) and were always good sportsmen.

would be an integral part of the

captains Luke Spellman ’17 and Teddy Florescu ’18 and

season with a win, but found

the team in the right direction. Luke (“shortest distance

season progressed. Success was

led the team in scoring, helped with many skillful drives

each and every day, rather than on wins. There were

I did not break my hand – just a finger”) Florescu was

really starting to gel, and our players were buying in

my house”) Raftopoulos ’18, in one game, set a record

started, we often strayed from the plan. The season

entire gym. Finally, Coach (“yes, I have my stress ball”)

a very athletic and fast Calhoun team, but as coaches,

His knowledge of the game and hands-on experience

end. Each boy on the team has an off-season checklist

the season could be summed up as: grytte, education,

a talented crop of Form II boys coming up, we are

–Coaches Glenn Walker and JJ Lindenthal ’06

–Coaches Andrew West ’92 and Michael Cohn

Coach JJ (John Lindenthal) helped to motivate and move

wins tough to come by as the

between two points is a straight line”) Spellman, who

measured on whether we were getting better as a team

to the loop which excited the entire team. Teddy (“no,

times throughout the season when we felt things were

a real inspiration to the whole team. Philip (“not in

to the team concept in practices, but once the games

for blocked shots. A few of his rejections silenced the

ended with a first-round playoff loss at the hands of

JJ brought a refined basketball skill set to the boys.

we were proud that the whole team battled to the very

helped increase the overall team performance. All in all,

of things they must work on for next season. With

sportsmanship and finally: “Let’s go Panthers.”

confident that we are on the right path.

Spring 2015

49

WINTER RUNNING CLUB

SQUASH

The popular Browning Winter Running

The winter

long distance running. Every day a group

allowed students

Club offers a combination of short and

of dedicated boys meets in the lobby before

braving the cold weather for an invigorating run in Central Park, and once a week the

group goes to the Armory indoor track on the Upper West Side. Grading is based on attendance and cooperation.

The boys also use the weight room when

the weather is inclement. While it can be

tough to find the motivation to run outside,

there are big benefits to exercising outdoors during the winter. After our daily outings,

the boys always feel happier, more energized and stronger, having built a better tolerance for the freezing elements! And of course, all the participants will enter the spring

competition season with increased fitness from their winter efforts.

–Coach Dominique Bernard

squash season to continue

honing their skills and getting court time. For the

older boys, SCLA Coach Eddie

Kapur continued to provide

guidance, while this season

saw the younger boys begin a

learning opportunity from the

resident coach at the Harmonie Club. Coach Kapur was able to schedule one match with

City Squash, which proved to be tough competition for our squash players.

–Coach Stephen Jasikoff

HOCKEY In the Lasker Cup Tournament, the Mini-Mites (five- and six-

year-olds) came in third place, the Mites Select (seven- and

eight-year-olds) came in second place and Mites Development

came in first! Our Squirt select

team (nine- and 10-year olds) did not place but took great pleasure in beating our rival Buckley.

Congratulations to all of our Browning hockey players!

–Coach Jose Garcia P ’22, ’24

50

THE

BUZZER

browning in the news

“Schmitty The Weather Dog” graced

along. Head of Lower School Laurie

to him by first grade teacher

assembly late last year with her tiny

“You have created several budding

prompted more questions for

a Lower School STEM enrichment but powerful persona, appearing with her owners, meteorologist-

Ragtime piano player Ron Trotta

and author Elly McGuire. In January, Schmitty’s visit to Browning made

online news at goodreads.com and in various social media.

This energetic trio enthralled

the boys with their program.

Ms. McGuire authored the book,

Gruhn thanked the guests and said,

meteorologists, as the boys now have a much greater appreciation and

understanding of weather! What an

ideal program; literature, science and humanities all rolled into one!”

Schmitty enjoyed his visit so

much that he later entertained

questions from the boys emailed

Julianne Rowland. His responses the boys based on the formula

for figuring how old a dog is in “human” years, as well as how many steps he needs to take to keep up with Mr. Trotta, who

takes 80 steps a minute (one of Mr. Trotta’s steps equals four “Schmitty steps.”)

“Schmitty The Weather Dog,” which

What an ideal program; literature, science and

the assembly, while Mr. Trotta later

humanities all rolled into one!

she read aloud at the beginning of

led the boys and teachers in a sing-

Meteorologist Ron Trotta and Schmitty, the Weather Dog; author Elly McGuire (left), Schmitty and Assistant Head of School Laurie Gruhn “paw-to-graph” Ms. McGuire’s book for the school library.

Spring 2015

51

alumni events

T

NOVEMBER COUNCIL MEETING he Alumni Council held its second meeting of 2014-15 on November 10. Director of Athletics Andrew West ’92 was the special guest, and the group also heard reports

from Alumni Association President Michael Beys ’89 and Director of Alumni Affairs Laura Lanigan. One important focus of the November meeting was the appointment of committee chairs and the election of the Nominating Committee. The four subcommittees of the Alumni Council are the Alumnus Achievement Award Committee, Young Alumni Committee, Nominating Committee and Advancement/Reunion Committee. All alumni are encouraged to attend the final meeting of the year, the Annual Meeting of the Alumni Association, on Monday, May 18, at 6 p.m. in the Wilson Room.

L to R: Justin Kingson ’98, Andrew Ponzo ’98, Juan Reyes ’86 and John Hutzler ’86.

Alumni Council meetings are held in the Wilson Room and all alumni are invited to attend!

Nader Mobargha ’91.

Anik Akhund ’10.

RECORD YEAR FOR THE NOTE-A-THON! Browning’s Alumni Council hosted

letters were personalized, the largest

meeting was also held that evening

in the Wilson Room on Tuesday,

thon event! Letters and notes focused

director of annual giving. We are

the 7th Annual Alumni Note-a-thon February 24. Thirty volunteers signed letters to classmates and fellow

alumni. This year, more than 650

52

amount ever produced from a Note-aon promoting the annual Alumni

Reunion as well as support of the

Annual Fund. An Alumni Council

with special guest Soo Mi Thompson, grateful to all of the alumni who

volunteered their time and energy to this important effort!

This year’s Note-a-thon was a record-setting event, and we are grateful that so many dedicated alumni volunteers participated!

THE

BUZZER

Young Alumni from the Classes of 2010-2014 returned to Christ Church for the all-school Thanksgiving Assembly.

L to R: Christopher Pelz ’12, James Brisotti ’12, Benjamin Jacobs ’13, Michael Florentino ’14 and Alexander Wisowaty ’14.

L to R: Mr. Pelz ’71, Ty York ’14, Janak Advani ’14, Peter Maguire ’14 and Lamberto De Boni ’14.

L to R: Director of Admission for Middle and Upper School Janet Lien, Farouk Oni ’13, Evan Blumenthal ’13 and Director of Athletics Andrew West ’92.

L to R: Janak Advani ’14, Lamberto De Boni ’14, Caspar Boele ’14 and Head of Upper School Jim Reynolds.

YOUNG ALUMNI REUNION On Tuesday, November 25, Browning hosted the annual Young Alumni

Reunion, a Thanksgiving tradition. Young alumni from the Classes of 2010 through 2014 returned to attend the 27th Annual Thanksgiving Assembly

held at Christ Church, where they were brought on stage and recognized by Headmaster Clement and Director of College Guidance Mr. Pelz ’71. Each

alumnus announced his name and graduation year, as well as which college or university he went on to attend after

Ben Jacobs ’13 (left) and David Valentin ’15.

Browning. Following the assembly, a reception for the young alumni,

faculty and Form VI students was

held in the cafeteria, compliments

of Chef Aponte and her team. The

Alumni Association is grateful to all

who helped make this event possible!

L to R: Alexander Wisowaty ’14, Headmaster Clement and Greek and Latin Teacher Brett Wisniewski.

Christopher Stephens ’14 (right) and Anthony Carrasco ’16.

Spring 2015

53

L to R: Christopher Jordan ’09, Joe Metzger ’02, Andrew Ponzo ’98, Stuart Orenstein ’00, Coach David Watson and Bill Reed ’85.

HOLIDAY PARTY On Friday, December 12, Browning’s annual Holiday Party was hosted by the Parents Association at the

School. Hundreds of alumni, parents, trustees, faculty and friends attended for a festive evening of drinks and hors d’oeuvres. The School was transformed with outstanding

Picasso-inspired artwork by Browning students across all grades. This event is always an Alumni Association

favorite, and this year, the cafeteria

was the designated alumni room. The L to R: Michael Beys ’89, Lex Haris ’88, Director of Institutional Advancement Jim Simon, Bill Reed ’85 and Jonathan Mason ’89.

Alumni Association thanks the Parents Association for a great evening!

L to R: Erik van Os ’10, Nurse Maureen Linehan, Harrison Asen ’10, Rohan Wijegoonaratna ’10, Anik Akhund ’10 and James Preiss ’10.

54

Michael Serman ’06 and Hanna Gibbs.

THE

BUZZER

Win Brown ’98 and Ivana Nikolic.

L to R: Director of Alumni Affairs Laura Lanigan, Rohan Wijegoonaratna ’10, James Preiss ’10 and Stevie Rachmuth ’10.

Benjamin Sheridan ’10, Director of Communications Theresa Rodriguez, Director of Special Events and PA Liaison Christine Bramble and Alexander Sheridan ’04.

L to R: Director of College Guidance Sandy Pelz ’71, Stuart Orenstein ’00 and Louis Lenglet ’02.

L to R: Hillary Ponzo, Andrew Ponzo ’98, Dean of Faculty and Head of English Department Michael Ingrisani and Karen Ingrisani.

L to R: Benjamin Sheridan ’10, Spanish Teacher Elizabeth Suárez and Greg Davis ’10.

L to R: Michael Glasser ’08, Taylor King and Nicholas Rango ’08.

L to R: Sally Clement, Headmaster Clement and Joe Metzger ’02.

Spring 2015

55

BROWNING AND MARYMOUNT HOST “NIGHT AT THE MUSEUM” EVENT On Friday, January 23, Browning and

Marymount hosted an alumni function

together for the third year in a row at the Metropolitan Museum of Art, followed

by a lively reception across the street at Marymount School. At the Met, guests had the opportunity to enjoy student-

guided tours of “Cubism: The Leonard A. Lauder Collection” and Thomas

Hart Benton’s “America Today” Mural Rediscovered. At Marymount, guests

enjoyed wine and cheese compliments of the two host schools. More than 100 guests from both schools attended.

Special thanks to Marymount for being such gracious co-hosts!

56

THE

BUZZER

Spring 2015

57

The annual Alumni Basketball Game was held in the Upper Gym. L to R: Jonas Borra ’03, George Dafnos ’99, Sam Morril ’05, Andrew West ’92, Terrel Phelps ’11, Michael Dorra ’92, Harrison Fields ’11, Victor Catano ’94, JJ Lindenthal ’06, Philip Blake ’95, Harry Tucker ’08, Samora Legros ’03 and Christopher Stephens ’14.

ALUMNI BASKETBALL GAME: TIDES TURNING WITH ODD YEARS TOO MUCH FOR EVEN YEARS

By Andrew H. West ’92

Philip Blake ’95 Victor Catano ’94 Michael Dorra ’92 JJ Lindenthal ’06 Christopher Stephens ’14 Harry Tucker ’08 Andrew West ’92

34 11 8 22 6 9 6

TOTAL:

96 32 37

TEAM ODD

1 1 7 3 7 6 12

Points Rebounds Assists 4 1 14 17 13 4

Jonas Borra ’03 George Dafnos ’99 Harrison Fields ’11 Samora Legros ’03 Samuel Morril ’05 Terrell Phelps ’11

5 14 27 11 33 23

TOTAL:

113 53 20

Sam Morril ’05 (left) and Jonas Borra ’03.

58

THE

BUZZER

format of playing even class year alums

to go around had Terrel Phelps ’11 and

against odd class year alums (with the

Points Rebounds Assists 7 2 3 7 1 4 8

year team, both coaches said the same

Game returned to the traditional

L to R: Christopher Stephens ’14, Harrison Fields ’11 and Terrel Phelps ’11.

TEAM EVEN

This year, the annual Alumni Basketball

4 4 7 1 2 2

exception of Phil Blake ’95 who played

thing: there just weren’t enough shots Phil been teammates. Terrell happens

to wear the Browning crown as all-time

for Team Even). Team Odd took an

leading scorer in school history with

early lead with hot shooting and lots of

2,052 points, and this was a record

energy, not to mention having the four

breaking game as well, with “The

biggest guys on the court. With a better

King” shattering his single game assist

game plan and smarter shot selection,

record by dishing out two assists.

Team Even was able to close the gap

When asked why he thought Team

and trailed by only a few points at the

Odd won this year, Harrison Fields ’11

half. Unfortunately, the bad shots and

said, “Wait – we won? I just know I

turnovers came back in the second half

scored more points than Terrell!”

for Team Even, and the law of averages

All and all, it was a fun evening

allowed Sam Morril ’05 to hit 95% of his

and we are looking forward to next

shooting percentage which had been 4%.

the news of Team Even’s loss, Mike

shots to even out his career alumni game When asked why Phil was traded

from the odd year team to the even

Philip Blake ’95.

year already. Rumor has it, after hearing Anselmo ’92 and Alex Sheridan ’04 have already set the date aside for next year!

L to R: Sam Morril ’05, Michael Dorra ’92, Victor Catano ’94, Harry Tucker ’08, George Dafnos ‘99 and Andrew West ’92.

2015 LEGACY PHOTO On Friday, March 6, Browning “legacies” (students whose fathers also went to Browning) gathered in the Cook Room for the annual Legacy Photo. Back row, L to R: Amedeo Lorenzotti ’19, Michael Beys ’89, Ben Berman ’93, George Grimbilas ’18, George Grimbilas ’80, Nicholas Zoullas ’55, John Hadden ’87, Ali Theodore ’88, John Hutzler ’86, Jay Hutzler ’16, Peter Stavropoulos ’82, George Stavropoulos ’18, Armaan Rawat ’15. Middle row, L to R: Adam Berman ’25, Peter Beys ’25, Winston Bates-Zoullas ’23, Andrew Bates-Zoullas ’23.

Front row, L to R: Alexander Beys ’27, Jack Gelb ’27, Cole Hadden ’26, Johnny Hadden ’24, Lee Theodore ’24, Jude Theodore ’27.

Not pictured: Andrew Gelb ’88, Lorenzo Lorenzotti ’82, Sandeep Rawat ’87.

NEW & IMPROVED ALUMNI

ALUMNI D I R E C T O R Y

PERSONALIZED

PROFILE

Website!

CAREER NETWORKING

BROWNING’S ALUMNI WEBSITE In January 2014, a vastly improved online alumni community was launched to all members of the Alumni Association. Visit www.browning.edu/alumni to check

out the latest updates and to be sure your profile is up to date. One of the biggest highlights of the site is its career networking capabilities, allowing you to post or search for a job, connect with Browning’s internship board, or comment in the job discussion forum. The site also boasts a more user-

friendly alumni directory in which users can search by

class, industry, company name, city, state and more. We hope you will take of advantage of these great features!

If you are unsure of your user name or password, please contact Director of Alumni Affairs Laura Lanigan at llanigan@browning.edu.

Spring 2015

59

class notes

TO SHARE NEWS WITH THE Browning community, please contact Laura N. Lanigan, director of alumni affairs, at 212-838-6280 Ext. 192 or Laura N. Lanigan

llanigan@browning.edu.

40s Edward Longstreth ’48

sent in the following news this fall, “Life goes on.

I left Browning in 1942

and moved to California.

I’ve enjoyed staying in

touch, if only through the school magazine and gift

solicitations. My best to any

of the class of 1948 that may remember Mr. Neal, Mr. Waterbury and Mr. Tobin.”

60s Charles J. Plohn, Jr. ’62 recently submitted the following news: “Last

October my wife, Dorothy,

and I visited family in Little Rock (yes, Arkansas!), as

well as the Crystal Bridges Museum of American

Art in Bentonville. While driving between the two cities, I had a wonderful going-down-Browningmemory-lane phone

conversation with [former

Browning faculty member] Joseph B. Agnelli, who

lives in Little Rock with

60

THE

BUZZER

Browning Alumni in Academia: Tom Herman ’64 has taught an undergraduate seminar at Yale for seven semesters since 2006. He is pictured here (third from left) with his Yale students and their guest speaker on October 9, 2014: Governor Howard Dean ’66 (center, in green tie). Howard, a senior fellow at Yale’s Jackson Institute for Global Affairs, taught a seminar there last fall on the politics of foreign policy.

(Photo by Ken Yanagisawa.)

his wife of 20 years, Sue.

of 1962 dedicated our

of Browning’s Board of

realized our interests have

sends his regards to all his

Dean, III ’66, a former

It was fascinating as we paralleled from reading

Greek and Roman literature

senior Grytte yearbook. He students from that era.”

R. Thomas Herman ’64

(for me in translation)

wrote for The Wall Street

British murder mysteries

years after graduating from

back then to watching

on television today. In the

1960s, Mr. Agnelli was head of the Latin and Classical Literature Department at Browning, Upper School

homeroom teacher, faculty advisor to the newspaper

and Dance Committee, and a respected and admired

teacher to whom the Class

Journal for more than 40

Yale University in 1968. In

2006, he discovered the joys of teaching and has since

taught an undergraduate seminar at Yale called

“Behind the Headlines:

The Press, Business and

the Economy.” His guest speakers have included Jim Chanos, President

Trustees, and Dr. Howard B. Vermont governor. During the fall, Tom also teaches a seminar on business

journalism at Columbia University’s Graduate School of Journalism.

During the winter, Tom and Marilyn move to

southern California, where

Tom teaches media writing to undergraduates at the

University of San Diego. In May 2014, Tom flew back

from San Diego for his 50th reunion at Browning.

Jonathan Gerolmo ’80 (right) and Mike Ingrisani at Browning in December.

He tells us, “I greatly

enjoyed seeing many

Browning classmates and other friends, including Tom Oliphant ’63, John

Members of the Class of 1989 had their sixth annual holiday dinner together at Bobby Van’s in New York in December. L to R: Bryan Rhee ’89, Peter Orphanos ’89, James Chow ’89, Andrew Monachelli ’89, Michael Beys ’89 and Campbell McCrary ’89.

80s

Straus ’64, Dan Dunning ’64, Grant Judd ’64, Peter

Marcovicci ’64 and Chester Mayer ’64.” Tom can be

reached at rthomasherman@ gmail.com.

Dr. Lindsey R. Baden ’83.

wrote his final “Streetscapes”

Lindsey R. Baden ’83 is

Times in December. The

in the Division of Infectious

Block, Deep in the Stacks”

and Women’s Hospital as

years of documenting the

diseases at the Dana-

New York.

addition, he is an associate

Christopher S. Gray ’68

column for The New York

director of clinical research

article, titled, “Down the

Diseases at the Brigham

details his nearly 30

well as director of infectious

architectural history of

Farber Cancer Institute. In

70s

Jeremy Stovin ’87 visited Browning in January. He is pictured here (center) with his two children, Evelyn and James, and Mr. Pelz ’71.

professor at Harvard

Medical School. He received his medical school training at the Albert Einstein

Alexander C. McCormick ’76

College of Medicine,

“Still on the faculty

in internal medicine at

Bloomington, in higher

Boston. He is board certified

affairs. Mom, now 92,

internal medicine.

Judy Ouimet.”

based digital agency in

wrote to us in December,

followed by a residency

Juan Reyes ’86 and his family enjoyed attending the annual BrowningMarymount Skating Party in Central Park in February.

at Indiana University

the Beth Israel Hospital in

New York City owned

China Grill, Asia De Cuba,

education and student

in infectious diseases and

has recently opened an

White’s Alta Marea Group.

lives with me and my wife,

Orphmedia, a hospitality-

by Peter Orphanos ’89, international division in London. Current clients include Scott Conant,

Starwood and Michael

Additionally, the agency

launched the new website for NYY Steakhouse (the

Spring 2015

61

Katie and Greg Hewett ’93 are pictured here in the Sahara Desert in Tunisia, with their children Maya and Asher in December 2014.

official steakhouse of the New York Yankees).

90s

Patrick M. Hillman ’94 and his wife, Kylie Edmond,

hosted the second annual

Black, White & Red Gala for the charity they founded,

Gregory C. Hewett ’93

Rock & Rawhide, at the

second year living in

TriBeCa. This organization

Roman ruins and beautiful

increase adoption levels of

French and Arabic. Greg is

across the country. After

department chair. He

singer Ingrid Michaelson,

representative to Seville,

announced that Rock &

the MAIS conference. They

delivered its

and will again return for

dollar to shelters

the travels and experiences

less than three

and Asher, are quite the

an additional

ages five and three.

Blessing Offor

and his wife, Andrea,

The Voice, as

Alicia, into the world on

appearances by

Gus Kenworthy, Cat

Calif., on October 4,

fame, Comedian Joe Gatto,

outdoor ceremony despite

Greenleaf of Talk Stoop Coco and Z100’s Elvis

Duran, the charity raised

enough money that night to begin its expansion to Los

and his family are in their

iHeartRadio Theater in

Tunisia with many historic

was founded to help

mosaics. They speak some

dogs and cats in shelters

recently submitted the

a middle school humanities

a performance by Top 40

married this past fall.

was sent for a week as

Sean-Patrick and Kylie

Spain, in November for

Rawhide had

came home for Christmas

one-millionth

the summer. They enjoy all

and rescues in

and their children, Maya

years. With

international travelers at

performance by

Joshua M. Cohen ’94

welcomed their baby girl, September 27, 2014.

62

On October 28, Sean-

THE

BUZZER

Angeles in 2015. To learn more, please visit www. rockandrawhide.org.

Eric W . Frayer ’97

following news: “I got My wife, Sarah (nee

Fitzgibbons), and I were married in Pasadena,

2014. It was an amazing

the temperature reaching almost 100 degrees. My

fellow Browning classmate Will Dearie ’97 and his

wife, Rebecca, were there

to help us celebrate. After

the wedding we went on a two-week honeymoon to

Sydney, Australia and Bali.

It was the trip of a lifetime.

Sarah and I will continue

to live in West Hollywood.

I’m still working for The Walt Disney Company

where I’ve been for the past eight years. I’m rarely back

in NYC now that my father has retired and moved out of the city, but I did enjoy an opportunity to bring

Sarah to Browning when we visited home almost

two years ago. Please send my best to Headmaster

from NBC’s

Clement. If I remember

correctly, I was in fourth

well as special

U.S. Olympian

L to R: Will Dearie ’97, Sarah Frayer and Eric Frayer ’97 at the Frayers’ wedding in October.

grade when he arrived at Joshua Cohen ’94 and his daughter, Alicia, who was born in September 2014.

Browning. I can’t believe that it’s been that long!

Peter Cohen ’99 (center) is pictured here holding his daughter, Alexandra, who was born in September 2014. On his left is his brother, Nicholas Cohen ’02, and on his right is his brotherin-law, James Byrne.

Cohen siblings at Blenheim Palace, England. L to R: Peter Cohen ’99, Georgia Cohen, Emily Cohen and Nicholas Cohen ’02.

landscapes

their latest buy-side

for its fiery

launch their debut hedge

and famous

Browning has undergone

hot cuisine. The resort is

on all fronts under his

of China’s most holy Taoist

an incredible transition

tenure. I’m always thrilled to see new improvements to the School when I’m able to stop by or read the Buzzer and hear about the academic,

athletic and charitable

accomplishments of the

students, faculty and staff.”

Brett C. Model ’98

submitted the following

news in January, “Greetings from the land of the giant panda! I spent the last

three years working on the pristine southern coast of Vietnam where I helped to successfully open the

largest casino resort in the

perched at the base of one mountains and a stone’s throw away from the

giant panda preservation reserves. This marks

my 13th year living and

working in Asia, which has included China, Macau,

The Kingdom of Bhutan

and Vietnam. The mystique

venture. The two plan to fund Anato Investment

Group, LLC in July 2015 with $100 million under

management. Anato will be based in California, which will not deter

Andrew from his active

roles and involvement with

Browning’s Alumni Council and the Advancement and Nominating Committees.

Mr. and Mrs. Peter R.

and aura of Asia remains as

Cohen ’99 recently

arrived here over a decade

news, “Alexandra Daisy

ever present as when I first ago. I am incredibly happy with the opportunity that I

have had to work in such a

truly fascinating part of the world. I can be reached at:

brettcmodel@hotmail.com.”

Andrew M. Ponzo ’98

L to R: Director of Institutional Advancement Jim Simon, Director of Annual Giving Soo Mi Thompson, Andy Sandberg ’01 and Director of Alumni Affairs Laura Lanigan at a February showing of Andy’s latest Off-Broadway production, “Application Pending.”

submitted the following

Cohen was born Monday,

29 September 2014. We are so thrilled by her arrival.”

00s

Provides Durable Protection from Multiple SHIV

Challenges.” Michael’s start-up biotechnology

company, Immunathon,

works on HIV and targeting anti-viral immune clearance mechanisms to cancer. For more information, contact

michael@immunathon.com.

“Application Pending,”

country. I have recently

and his partner and

Michael D. Alpert ’01

a new comedy about

in China as part of the

mortgage-backed securities

research published in the

that Andy Sandberg

moved to Sichuan Province pre-opening team with Six Senses Resorts. Sichuan is

a lovely place full of serene

longtime residential

trader, Bret Ackerman,

were featured in recent

hedge fund news about

is involved in HIV vaccine March 5 issue of the journal “Nature,” in a paper titled “AAV-Expressed eCD4-Ig

kindergarten admissions ’01 co-wrote, directed

and produced, opened on February 10 to rave

Spring 2015

63

reviews from The New

following news: “I have

The Daily News and more!

Washington, D.C., field

York Times, TimeOut NY, The scenic design was by

fellow Browning classmate Colin McGurk ’01.

Browning faculty members Kevin Dearinger, Laura Lanigan, James Simon,

Soo Mi Thompson, Jeremy Katz ’04, Elizabeth Suárez, Anderson Harp, John

Young, Andrew West ’92

and Kelly West all attended to show their support.

In January, Peter N.

Darrow ’05 opened a

restaurant in New York

called Darrow’s, on 18th

been transferred to the

office of the Naval Criminal Investigative Service,

where I will serve as an

asymmetric threat analyst starting in May 2015. I was also published in

the September 2014 and

February 2015 editions of

the Marine Corps Gazette, the official professional

journal of the United States Marine Corps.”

10s

Street between Park Avenue

In March, Joshua M.

Darrow’s features farm

Dizzy’s Club Coca-Cola at

South and Irving Place.

fresh takeout using local

and organic ingredients. In

addition to serving breakfast, lunch and dinner, Darrow’s also has a full bar.

Daniel C. Wessel ’06

recently submitted the

Burgess ’10 performed at

Jazz at Lincoln Center with

New York Youth Symphony Jazz, featuring Luis Bonilla.

On May 18, he will perform at The Appel Room at Jazz

at Lincoln Center, featuring Jane Monheit. He is also

JJ Lindenthal ’06 (left) and Andrew West ’92 at Browning in October. JJ is assistant coaching Browning’s JV basketball team this winter.

64

L to R: Upper School Head Jim Reynolds with brothers Logan Flynn ’20 and Ryan Flynn ’12 at Browning in December.

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performing with The City

Myles A. Mills ’11

College of New York Jazz

recently submitted the

CCNY Jazz Festival from

miss shaking Mr. Clement’s

Combo and Big Band at the May 7-8.

Peter O. Shapiro ’10

graduated from Dickinson College in May 2014,

and is now working in

Copenhagen for the Danish Institute for Study Abroad.

following news: “How I hand every morning. I

miss basketball practices with Coach West. I miss Field Days. I graduated in 2011 in a small class

with a lot of boys (who

have become men) that I

Stephen Fleischer ’10 (center) is currently volunteering in Kenya, teaching English and math at Our Lady of Nazareth Primary School in Nairobi.

Michael Gabrellian ’13 (left) visited Browning in January, while on break from his sophomore year at Cornell University. He is pictured here with Mr. Dearinger.

Jonathan Pelz ’12 (center) performed a method of Japanese drumming called Taiko at Bates College in January.

still consider brothers to

a rap artist. My parents

somewhere from (my

in my year is about to

least. Now we’re in 2015,

Mr. Dearinger’s declaration

this very day. Everyone

graduate from college, but I chose a different route.

After attending Union

College briefly, I took time off to pursue a career as

were skeptical to say the and I’m embarking on

my first national 34-city tour. I’m anxious and

excited. Skizzy Mars is

my rap name; it evolved

favorite teacher of all-time)

visited Browning in

that my nickname be

boys in Forms V and VI

‘Skills Mills.’ I just stuck

with it once a friend called me ‘Skizzy Mars.’ It’s

November to speak with about his experience in the U.S. Naval Academy.

Jonathan E. Pelz ’12

been a fun, unexpected

recently submitted the

to reuniting with my

abroad in Japan last

journey. Looking forward Browning family.”

Michael Florentino ’14 (left) and Philip van Scheltinga ’14 visited Browning in December and enjoyed reading the latest edition of the Grytte, Browning’s student newspaper. Both Michael and Philip served on the Grytte staff when they were students.

James R. Brisotti ’12

following news: “I studied semester, which was a

In February, Philip van Scheltinga ’14 visited Browning to speak to Mr. Pelz’s Form VI College Prep class. Philip is spending a gap year traveling before attending Harvard in the fall.

Spring 2015

65

fantastic experience.

Akpan Media, which he

my host family was very

while in his Form V year

I met many friends, and kind and sincere. It was a great opportunity to improve my Japanese and learn more about

Japanese culture. I took a Taiko (Japanese

drumming) course while

started in February 2013

at Browning. Last summer, his company received a $2.5 million grant from

Asia, which is a big event that includes dances and

pieces from all over Asia.

I have now comfortably re-adjusted back to the

fast-paced lifestyle at Bates and look forward to the rest of the year.”

Robert B.A. Naumann ’47

Philip N.A. van

to speak to Mr. Pelz’s

performed at Sangai

Helen B. Jacob GP ’16

his filmmaking.

teach the students at Bates I learned, and we all

Patrick Fanelli P ’05

division to support

Scheltinga ’14 visited

College some of the songs

James R. Durham, former faculty

Warner Bros. UK’s talent

I was there, which was great fun. I was able to

IN MEMORIAM

John J. Osborn ’35 Alan J. Polikoff P ’96, ’01

Browning in February

Philip W. Shambaugh ’50

Form VI College Prep class about taking a

gap year between high

school and college. Philip is spending a gap year

REM EMBER ING

traveling abroad and will attend Harvard

University in the fall.

Former Faculty News

J

James R. Durham

im Durham died December 17, following a brief illness. He was 72. With a passion and great talent for teaching, Jim was

a beloved English teacher at The Browning School for many years. He also taught adult and continuing education and was a special assignment teacher in Connecticut.

He founded Durham Educational Enterprises, providing tutoring and SAT preparation for countless private students.

Jim also worked for several years in real estate under the leadership of his mentor and friend, John Ashkar. While a graduate

Ani Akpan ’14 is a freshman at Franklin & Marshall College.

student at Indiana University, Jim and Elliott Oring founded and edited a publication titled

Aniekeme I. Akpan ’14

Folklore Forum.

was featured on the home

Jim will be remembered for his keen

page of the Franklin &

sense of humor and his infectious laugh, his

Marshall College website

intelligence, his compassion and his love for

in an article titled,

“Entrepreneurs Share

Tales of Success, Lessons Learned.” The article

describes the success of

66

his film company, Ani THE

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Johnny Cook (left), who taught Middle and Upper School Science from 1998-2003, visited Browning in October and spent time with Science Department Chair and Dean of Students Sam Keany (right).

animals. A memorial service will be held in mid-July at the Jowdy-Kane Funeral Home, 9-11 Granville Ave., Danbury, Conn.

BROWNING BOYS AR E…

Passionate. Committed. Engaged.

Every year on Olympian Day, Browning’s sixth grade boys bring their study of Greek mythology to life.

Support from the Annual Fund ensures our boys continue to bring their studies to life – at Browning and beyond. Your gift defines our excellence.

Please join your fellow Browning parents, alumni, grandparents, faculty and friends with a gift to the 2014-15 Annual Fund and proudly say:

We are…Browning supporters!

Three easy ways to make your Annual Fund Gift online www.browning.edu/giving mail The Browning School Office of Institutional Advancement 52 East 62nd Street New York, NY 10065

call Soo Mi Thompson Director of Annual Giving 212.838.6280 ext. 160

Soo Mi Thompson

Spring 2015

67

Grades Three and Four Enjoy

Grandparents/Special Friends Day 2015

G

randparents/Special Friends Day always puts a smile on the faces of Browning community members. On March 9, boys in Grades Three and Four, along with their

guests (grandparents, aunts, uncles and/or close friends) enjoyed classes together. The morning began with welcome remarks from Headmaster Stephen M. Clement, III and Lower School Head Laurie Gruhn in the Lower Gym, where guests and the boys took in the Annual Art Show.

68

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WE DID IT! YOU H E L PE D BROW N I NG M A K E H ISTORY !

Thanks to the generosity of nearly 300 parents, alumni, faculty and friends, STRONG & TRUE: The Campaign for Browning has reached its goal! We will send out a special campaign giving report later this spring detailing our historic achievement. We could not have accomplished this without the help of the Browning community.

T H A N K YOU!

Spring 2015

C

T H E BROW N I NG SC HO OL 52 East 62nd Street New York, New York 10065

NON-PROFIT U.S. POSTAGE

PAID AUGUSTA, ME PERMIT NO. 121

TO UPDATE YOUR ADDRESS Please call the Advancement Office at 212 838 6280 x115.

Collaborative A RT PROJ EC T STA N DS OU T A S “Boys School Story”

Browning art teachers Nik Vlahos and Zack Davis initiated a collaboration across all division levels and curriculum to study the art of Pablo Picasso this year. Some of the boys’ works are displayed in the cafeteria, ready to be auctioned

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off at the Spring Benefit on May 15. As the works were unveiled, Headmaster Clement noted, “I think this is a perfect boys school story. We have older boys helping younger boys, we have boys comfortable working in new ways, and we have

boys very proud of a finished artistic project.

If this were a coed school, the whole-hearted participation of boys would not be as great.”

(See inside front cover of this Buzzer for a Picasso-inspired work by a fourth grade boy.)