Buzzer Fall/Winter 2018

Fall/Winter 2018

Browning Welcomes two new division heads

Also in this issue: STRATEGIC PLAN 2018-2023

Fall/Winter 2018

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a rt i n f o c u s

PAINT SHAPES (Inspired by contemporary painter Stanley Whitney) Kindergarten Boys 9” x 12” Cray-pas and watercolor

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contents

Fall/Winter 2018 FEATURES

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Browning Welcomes Two New Division Heads

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New Code of Conduct Fills the Gap

14

From Theory to Practice

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Strategic Plan 2018-2023

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2018 Graduation, Matriculation & Prizes

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Summer Stipends

DEPARTMENTS 3 From the Head of School 30 The Local Buzz 56 Fine and Performing Arts 57 From the Archives 58 Athletics 62 Alumni Events 66 Class Notes

52 2018 Book Fair

Art in Focus (facing page): Art Department Chair Nik Vlahos explains, “Kindergarten boys studied contemporary painter Stanley Whitney with art teacher Kate Bancroft. Through this project,

the boys have learned how to draw bold straight lines with cray-pas and paint shapes using watercolor. The watercolor resist technique taught through this project has led to these beautiful paintings.�

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We are proud to premiere our new Mission Statement and Values, refined in the earliest stages of our recent strategic planning process (see details on page 20).

ON THE COVER

Our community welcomed Division Heads Gene Campbell and Danielle Passno this fall. Turn to page 4 to learn more about these educators and how they have embraced their leadership roles at Browning.

MISSION STATEMENT AND VALUES The Browning School fosters growth of courageous

and compassionate men of intellect and integrity who aspire to contribute meaningfully to our world.

The Browning gentleman develops amid a community that upholds these values…

HONESTY

BUZZER STAFF

John M. Botti, Head of School Melanie S. McMahon, Director of Publications, Buzzer Editor Caroline E. Axelrod, Director of Alumni Affairs FALL/WINTER BUZZER CONTRIBUTORS

Kate Bancroft, Art Teacher Anderson Harp, Computer Science & Engineering Department Chair Gerald Protheroe, History Department Chair Brett Wisniewski, Greek and Latin Teacher Katherine Varughese, Kindergarten Teacher Andrew H. West ’92, Director of Athletics Contributing Photographers: Julien Anavian ’18, Christine Bramble, Coffee Pond Productions, Rossa Cole, Hydar Dewachi, Jeremy Katz ’04, Danielle Passno, Al Pereira, Sanford Pelz ’71

We speak the truth, act with integrity and take responsibility for our actions.

DIGNITY

We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community.

CURIOSITY

We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.

PURPOSE

We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.

Design by Misty Wilt Graphic Design LLC Proofreading by Marie S. Leed BOARD OF TRUSTEES 2018-19

Valda M. Witt, President Stuart J. Ellman, Vice President David E. Glaymon, Vice President David J. Liptak, Vice President Alka K. Singh, Vice President Robert D. Ziff, Treasurer Celeste A. Guth, Secretary Andrew B. Sandberg ’01, President, Alumni Association Nazmi Oztanir, President, Parents Association Maria I. Dell’Oro, Vice President, Parents Association John M. Botti, Head of School

Mimi Basso Michael P. Beys ’89 Wendy W. Brooks Paul A. Burke Mark G. Cunha Elizabeth Granville-Smith Stephanie H. Hessler Philip A. Hofmann Federico Infantino

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Ling S. Kwok Jeffrey M. Landes ’83 Elizabeth G. Miller Raul Pineda Andrew M. Snyder Ellen Stafford-Sigg Deborah C. van Eck Andrew E. Vogel

James S. Chanos, Honorary Trustee Allan L. Gropper, Honorary Trustee T HE

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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 two 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.

from the head of school

New Code of Conduct: A Res Publica During my first year as a teacher,

by administrative fiat but was instead produced by a working

to protest almost every instantiation

and consolidate the various rules and norms that have long

I worked with a boy who was keen of classroom and school rules.

He was an eleventh grader

with a quick mind, and in all

the institution’s efforts toward

cultivating a mission-appropriate

way of being—the dress code, due

dates for classroom work, assigned seats in assemblies—he saw

group of faculty and students who volunteered to make explicit governed Browning life. In giving our boys and colleagues an opportunity to share in articulating and clarifying our

community standards, Browning has attempted (in the spirit of

Roman republicans, Renaissance magistrates and the American

Founders) to make the Code of Conduct not a mere set of school rules, but a res publica – a public affair.

But Browning’s Code goes beyond the republican approach

underhanded coercion. “Why,” he once asked in earnest, “do

to law in a significant way, for ours is actually less a code of laws

fun and thoughtful guy, more a curious than querulous version

the types of principles that we want to encourage; rather, we insist

I have to call you ‘Mr. Botti?’ We all know your first name.” A of Holden Caulfield, this fellow expressed a sentiment that I

think we all feel from time to time, namely, that rules can place frustrating and seemingly arbitrary limits on our choices.

There is another way of reading the purpose of law,

however, which suggests that rules are not capricious restrictions on freedom but the very condition through which freedom is

realized. This idea was hatched in the Roman republic, carried through the city-states of Renaissance Italy, and brought to

than a code of values. As a community, we are not neutral about that qualities like honesty, compassion, courage and dignity are

vital elements of a life well lived. The principles of our Code are far more than a thin set of guidelines for avoiding punishment – they instead offer a moral compass for helping our boys to recognize

what they should expect of themselves and each other, so that all may flourish as the gentlemen that our mission calls them to be.

Virtue, not prohibition, sits at the heart of the Code of Conduct.

We want Browning boys to excel as scholars, artists and

fruition through the American War for Independence, whose

athletes, but the laying of a strong ethical foundation must be prior

Treatise of Government”: “So that, however it may be mistaken,

growth unaccompanied by character development is not

champions drew upon the wisdom of John Locke’s “Second

The Code goes beyond the republican approach to law in a significant way, for ours is actually less a code of laws than a code of values.

the end of law is not to abolish or restrain, but

to preserve and enlarge freedom: for in all the

states of created beings capable of laws, where

there is no law, there is no freedom.”

At Browning, we

have written a Code of Conduct (see page 10) that is rooted in this

second understanding – that is, that our boys are most at

liberty to learn and express themselves when there is mutual agreement about the ways in which we are going to live

and work together. Importantly, the Code did not emerge

to such achievement. We want boys to understand that intellectual befitting a Browning education, and the Code of Conduct offers a helpful frame for such discussion. Drafted by representatives of the community for the whole, the Code is neither arbitrary

nor draconian; instead, it stands as invitation to Browning boys to embrace the principles that will allow them to fulfill their

potential as purposeful, responsible, caring young men. These principles seek not to limit, as my former student may have

playfully suggested, but rather to help boys live with integrity,

both individually and collectively, and to cultivate belief in their own moral agency. Seen this way, the new document is not an

intrusion to be lamented but a crucial expression of the privilege

of living and growing at Browning. And at bottom, we should see the Code as a decidedly hopeful thing, for it asserts that boys can become their best selves, and in so doing both create a life and preserve a community worth admiring.

John M. Botti

Head of School

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Browning Welcomes two new division heads Head of Upper School Gene Campbell and Head of Middle School Danielle Passno were interviewed by Jackson Richter ’18 for a Grytte student newspaper article last year. Now that both are officially “on board at Browning,” we posed a few more questions to them based on Jackson’s article and their newfound places within our school.

WHAT ARE YOUR THOUGHTS ABOUT BROWNING AS A VALUE-DRIVEN SCHOOL? IN WHAT WAY(S) DO YOU BELIEVE OUR VALUES INFORM THE EDUCATION OF A BROWNING BOY? DANIELLE: I believe the defining feature of Browning is

its commitment to its values. From our new Code of Conduct [see page 10] to how boys present their ideas in assemblies

and public gatherings, we are always striving to be the best

versions of ourselves. We are a school that is exploring how to educate boys in a society where the future is uncertain.

In order for our boys to embrace ambiguity, they first must

be strong in their core values – from honoring the dignity of

others to living lives anchored on purpose. It is from this core strength built on character that our boys will emerge from

Browning ready to tackle novel problems, confront high risk situations, and engage in a breakneck-pace society.

GENE: I can’t imagine working in a school that isn’t

“value-driven.” All education is a moral endeavor; we

push ourselves to be better – to expand our points of view, to challenge our empathetic limits, to grow comfortable

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with living in the face of unanswerable questions and their attendant ambiguities – so that we might grow into people

of thoughtful integrity. These thoughts aren’t unique to me, of course. Plato tackled moral education as a prerequisite

for justice in his “Republic.” Dewey wrote on the topic and laid it out pretty clearly: “The business of the educator –

whether parent or teacher – is to see to it that the greatest

possible number of ideas acquired by children and youth are acquired in such a vital way that they become moving ideas,

motive-forces in the guidance of conduct. This demand and this opportunity make the moral purpose universal and dominant in all instruction – whatsoever the topic.”

An education at Browning is meant to foster a

lifelong love of learning, of course, as well as to foster an

understanding of the dignity of all individuals and of our

responsibilities to one another and the broader community; these goals drive our current work around inquiry-

based learning, character education and service learning, respectively and collectively. There is no more important

work to be done than that, and I have been impressed with

the willingness of the Browning community to tackle such a difficult, high-stakes undertaking.

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Head of Upper School Gene Campbell, Head of Lower School/ Assistant Head of School Laurie Gruhn and Head of Middle School Danielle Passno meet regularly to debrief, share information and game plan for the future.

IN WHAT WAY DO YOU BELIEVE YOU COULD PERSONALLY MAKE AN IMPACT UPON OUR BOYS IN TERMS OF INTELLECTUAL AND MORAL GROWTH? DANIELLE: In the Middle School we are designing an

advising program focused on developing life purpose. By

doing so we are helping students see why they make specific decisions, not merely how they make them or what they decide. By developing a core vision for what they value

and that will likely only happen if he feels comfortable in this school. I feel incredibly lucky to be a part of a small

community like this that values and fosters these relationships, and the fact that boys recognize that they are known and

understood makes my job as an educator a far simpler one.

As to what I might bring to the table, you’re probably better off asking the boys. I hope they would see that I continue to

prioritize learning and inquiry in my own life and career and that I am, above all other things, a reader.

in their lives and who they want to be, they will gain an

education that is not only personally meaningful but also of benefit to the world and others. One of the new initiatives

we’ve implemented is having a Form II boy offer a speech at every Middle School Assembly. In these speeches, the

boys articulate what is significant to them and how they are shaping their lives to meet their standard of excellence. A community is strongest when there are high expectations

DIVISION HEADS TO ENSURE THERE IS A TRANSITION FROM MIDDLE TO UPPER SCHOOL IN TERMS OF THE VARIOUS ELEMENTS THAT COMPRISE A BROWNING EDUCATION? PERHAPS YOU MIGHT MENTION HOW YOU COMMUNICATE WITH LOWER SCHOOL HEAD

coupled with a deep level of care. Daily we are articulating

LAURIE GRUHN?

reaching such aspirations.

DANIELLE: Working with such thoughtful leaders as Laurie

GENE: We know that boys’ learning is heavily dependent

that need to be asked in order to make a strong school even

our expectations for boys and also supporting them in

on their relationships with their teachers, no matter the subject, time or place. If I’m to have any impact at all on a boy’s

intellectual and moral growth, it can only come as a result of the trust a boy may invest in me and our relationship –

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and Gene has been a dream. We are asking the hard questions stronger, and then we are building programming to meet the needs of the School. For instance, Gene and I are looking at

how we can create a culture of “boys for others” through our assembly programming and advising curriculum. We are

helping the boys see that developing relationships based on mutual respect and the building up of each other will carry

“It has been advantageous to

them as they pursue their academic goals. The three division

have joined Browning together...

we help faculty grow so that we are constantly pushing the

we are able to bring fresh

heads meet weekly, and together we are also shaping how

boundaries of what can be accomplished in the classroom.

perspectives and borrow ideas

GENE: Danielle and I meet regularly, formally and

from the schools where we have

game plan for the future. We also meet weekly with Laurie

worked prior to Browning.”

informally, to debrief and share information, as well as to Gruhn and John Botti to make sure we’re all on the same page. Laurie has been incredibly helpful in providing

—Danielle Passno

Danielle and me the historical context behind programmatic choices already in place, as well as helping us understand

the Browning culture and community. I don’t believe any of

us see our work as being limited to our respective divisions,

schools is inspiring, as is her complete dedication to putting

from one division to the next. Our values and our direction

Working together often (selfishly) seems like an incredible

just as a boy’s education doesn’t stop as he transitions remain constant throughout a boy’s time here, so it’s

imperative that we maintain a consistency in our messaging

the boys at the center of each and every decision we make. professional development opportunity.

and our expectations. It’s hard to overstate just how much I appreciate the expertise, compassion and support of my

WHAT’S BEEN A HIGHLIGHT SO FAR THIS YEAR?

of why I chose to join this community.

DANIELLE: There are too many to name! The first has been

colleagues in these meetings, and I am constantly reminded

how welcoming everyone in the community has been. From my colleagues to the Browning families, I have had so many

HAS IT BEEN ADVANTAGEOUS TO BOTH BE JOINING BROWNING AT THE SAME TIME; IF SO, HOW? DANIELLE: Yes, it has been advantageous to be joining

Browning together. Not only do Gene and I get the benefit

of learning the school together, but also we are able to bring

wonderful conversations that not only express a deep love for Browning but also their desire for me to do well. I feel very

well supported. I’ve also really enjoyed the class trips where I’ve had the opportunity to interact with the boys closely,

witness their curiosity about the world outside of the school, and admire their maturity in representing our school well.

fresh perspectives and borrow ideas from the schools where

GENE: Getting to know the boys both inside and outside

already, and hopefully he can say the same for me!

in their Advanced Expository Writing class, but I probably

we worked prior to Browning. I’ve learned a lot from Gene

GENE: There is a lot to learn about a place with this much

history and such a well-defined vision of itself. As I’m sure the boys know well, it helps to know that I’m not facing such a

task alone, and I rely on Danielle’s discoveries and knowledge at least as much as I do my own. Her breadth of experience in

of the classroom. I’m lucky to be teaching the Form VI boys learned as much about them from our time together on the

college trip. Similarly, seeing some of the Form III boys open up at the campfire on our retreat last week and then brave

some surprisingly swift and deep rapids the next day gave me

an appreciation for their fearlessness and sense of camaraderie.

It’s been a pleasure so far, and I realize I’m just getting started.

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“I studied the ‘From Theory to Practice’ essays, a series conceived of by John Botti, and found a group of people who were incredibly thoughtful about their teaching, as well as a school that wanted to highlight and support those efforts.”

—Gene Campbell

DANIELLE, YOU MENTIONED IN THE GRYTTE

GENE, IN THAT SAME GRYTTE ARTICLE,

ARTICLE THAT DURING YOUR TIME AT

YOU SAID YOU WISHED TO BE PART OF

SPENCE, WHILE SERVING AS HEAD OF THE

A PLACE THAT CELEBRATES THE LIFE

INTERSCHOOL LEADERSHIP FELLOWS (ILF)

OF THE MIND – A PLACE THAT ALLOWS

PROGRAM FOR SEVERAL YEARS, YOU GOT TO

PEOPLE TO STRETCH THEMSELVES IN

KNOW SOME BROWNING BOYS AND THAT THEY

MULTIPLE WAYS AND PROVIDES A GREAT

DIFFERENTIATED THEMSELVES “BECAUSE OF

COMMUNITY THAT SUPPORTS YOU.

A MORE GENUINE INTEREST IN THE WORLD.”

ARE THERE ELEMENTS OF BROWNING’S

CAN YOU PROVIDE SOME EXAMPLES OF WHY

PROGRAM AND COMMUNITY WHICH

YOU THOUGHT THAT AND HOW YOU MIGHT

SUGGEST THAT BROWNING IS JUST SUCH

EXPAND THIS INTEREST ACROSS THE MIDDLE

A PLACE?

SCHOOL DIVISIONS? DANIELLE: Yes, we had some remarkable Browning boys

in the ILF program. What I saw in the boys was a deep desire to know and understand that was not guided by external

motivators, such as grades, but rather by genuine interest in the world and others. I remember one instance in which we were exploring a leadership case study and I assigned the

primary leadership role to a Browning student. When it came his time to respond in his role, he spoke so eloquently and

passionately that he had captivated the entire room. I knew at that moment he was going to be an amazing leader. As long

as we inspire students to learn for the sake of personal growth

and to use this knowledge as a force of good in the world, then their genuine interest will naturally flourish. If we focus on the right things – and not the external motivators – then there will be no stopping any Browning student. It’s what we’re doing daily in the classroom.

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GENE: The first thing that comes to mind is the “From

Theory to Practice” series on the School’s website. When I was involved in the interview process at Browning, I

studied those essays and found a group of people who

were incredibly thoughtful about their teaching, as well as a school that wanted to highlight and support those efforts. The more I went through the process and the

more I learned about Browning, the more I appreciated

the thoughtfulness and intentionality of the faculty and administrators with whom I was conversing. I learned

about ongoing efforts to re-examine much of the School’s practice on a large scale, and I was excited about being a

part of an institution that itself was going through the same process of learning in which we as educators ask the boys

to engage. A willingness to change, to question and stretch

and try to become something greater – it’s everything I love about learning. How couldn’t I want to be a part of that?

Gene Campbell Head of Upper School

P

rior to joining Browning,

Mr. Campbell served as senior dean of students at St. Albans

School, an independent boys school

in Washington, D.C. There he enjoyed an impressive 12-plus-year career as a

teacher and administrator. In addition

to his duties as senior dean of students, he also served as assistant director of

upper school admission, taught English in the upper school, helped to create

the school’s character education and advisory curriculum, and coached

football and basketball. Prior to his work at St. Albans, Mr. Campbell taught at

Kent School in Connecticut. He earned

a B.A. from Georgetown University and an M.A. from the Bread Loaf School of English at Middlebury College.

Danielle Passno Head of Middle School

F

ormer director of outreach and public purpose at The Spence School, Ms. Passno spent 10

years at Spence as a middle school

teacher and administrator. She founded and co-directed the Teaching Institute and also collaborated with their three

division directors to build a vision for ongoing service learning among all

grade levels. Ms. Passno, who serves on the faculty of Teachers College’s

Klingenstein Summer Institute, also

taught at other independent schools,

including Boston University Academy and The Webb School (Tenn.). She

earned a B.A. from Dartmouth College and an M.A. in Education Leadership from the Klingenstein Center at

Columbia University’s Teachers College.

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T O U N I F Y A N D C L A R I F Y:

B R O WN IN G ’ S N EW

Code of Conduct Fills the Gap In the May 2018 edition of the Grytte student newspaper, an article by Caleb Sussman ’18, one of three editors-in-chief, described the efforts of Browning’s Code of Conduct Committee during the 2017-18 school year. His article offers insight into the student-faculty collaboration tasked with clarifying the values and standards of the School. –M.M.

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ince the 1990s, there has been one document [the School’s

Mission Statement], which has

sign it, along with their parents and advisors,” he said.

Mr. Williams headed the Code of Conduct committees.

dictated the values of the Browning

“When a boy violated a major rule, it was common for his

feel the statement has not always been

and slap it right down on the table,” he said. “That way, the

community; however, some members Caleb Sussman ’18

a contract: students were given a personal copy and asked to

clear enough. To remedy this, a pair of committees was formed in order

to compose a Code of Conduct by the end of the [2017-18] academic year.

Head of School John Botti sees the Code as an

aspirational document. “The Code will help give all of

us guidance as to what we can do with our freedom,” he

said. “I think freedom without boundary is license, and I think community cannot exist with mere license, and so

for me this is about brightening the lines around what our responsibilities are to each other.”

“For me, this is about brightening the

advisor to pull that signed code of conduct from his file

discussion could start with a crystal clear look at where and how the student had fallen short of his commitment to the institution’s values.”

The Code of Conduct [was] announced at the end of the

[2017-18] school year and produced in two separate student committees. The first, the Code of Conduct Committee,

[was] made up of one student from Forms II and III, two students from Forms IV and VI, and three students from

Form V. They, according to Mr. Williams, acted as the heart of the committee, for unlike members of the class of 2018,

they will be fully present in the 2018-19 academic year to see the Code enacted.

“Being on the Code of Conduct Committee as a junior

meant my insight carried weight,” Raymond Diaz ’19 said.

lines around what our responsibilities

“My class will be the first group of seniors that have to abide

are to each other.” –John Botti

for the rest of the School. I, along with my peers, have the

by the Code of Conduct, and thus, we will set the example

responsibility of creating a document that best suits Browning

and what we want ourselves and the community to represent.”

Many of Browning’s peers in the independent school

The second committee was the Senior Council,

community have codes of conduct or documents of a similar

designed to act as an advisory body for the Code of Conduct

Upper School English teacher Zachary Williams felt that the

recommended possible courses of action. “The Code of

middle school that used a code of conduct. It functioned like

Code of Conduct, whereas the Senior Council is the Code

nature. Upon his arrival at the School in 2015, Middle and

Committee. The council reviewed committee activity and

community was missing one. “For five years, I taught in a

Conduct Committee is responsible for actually writing the

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The Browning School Code of Conduct We, the members of the Browning community – students, faculty, staff and administration – are committed to fostering an environment in which young men of intellect and integrity develop and thrive. Together, we share the responsibility to meet that commitment through our individual conduct. A place at Browning is a privilege that requires us to engage with the life of the School in good faith. We strive, therefore, to embody the core values of Browning’s mission: honesty, dignity, curiosity, purpose.

As members of the Browning community, we will:

ACT WITH RESPECT AND KINDNESS

HONOR COMMITMENTS COMPLETELY.

TOWARD ONE ANOTHER. We will treat each other with empathy,

We will take responsibility to finish what we start and to fully meet our commitments to

civility and forethought; thus, we will not tolerate bullying, insults or disrespect. We

classes, clubs and sports. We will be on time to all obligations and remain in compliance

respect divergent yet informed opinions, and when we disagree, we will do so civilly.

with the Browning School Dress Code.

In accordance with our Mission and Diversity

ACT IN THE BEST INTERESTS

Statements, we will not abide discrimination of any kind, including, but not limited to,

OF THE COMMUNITY. As members of a community, we have a

racist, misogynistic or homophobic language or action.

responsibility to something greater than ourselves. We will represent Browning

TAKE PRIDE IN OUR LEARNING.

positively at all times, in and out of school, as well as online. Because everyone makes an

The importance of education and joy of

impact in a school of our size, we recognize

learning are at the center of all we do; accordingly, we will foster a serious academic

our unique responsibility to set an example for all younger students, just as we model

environment in our classes, study halls and shared working spaces. Our behavior will

integrity for our peers.

reflect our deep respect for both our own work and that of others. We will adhere to the

MAINTAIN A SAFE AND HEALTHY ENVIRONMENT.

Responsible Use of Technology Policy in order

Browning must offer a positive and welcoming

to maintain our best academic focus.

environment to everyone; therefore, we will safeguard the physical and mental health

WORK WITH ACADEMIC INTEGRITY. We will not cheat, copy another’s work, plagiarize or otherwise misrepresent ourselves in our academics. We understand

of all community members. We will keep our environment free of alcohol, drugs and tobacco, including vaporizers. Browning is our home; we will treat the School, its property and

that academic dishonesty is a violation of the mission of the School and our own integrity as students.

resources with the utmost respect.

ACT WITH PERSONAL INTEGRITY. We will be honest in our words, actions and intentions, and will uphold the School’s rules even when it is not easy or when others fail to do so. We will not steal or harm others’ property.

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ACKNOWLEDGE AND LEARN FROM MISTAKES. Mistakes are crucial to learning. When we fall short, we will be open and forthcoming about our mistakes, accept the appropriate consequences, and take any learning we can from the experience.

Reaction to the Code Zachary Williams, as mentioned in this feature, led the Code of Conduct committees and reports on the reaction to this new document since its introduction this fall: The Code of Conduct was designed to facilitate communication between all members of our community. The idea was to clearly iterate who we are when we’re at our best, and then to put that language out front, where it’s accessible to everyone.

Though we’ll need to live with the Code and grow into it, I’ve already had many excellent conversations with my students as a result of

it, particularly in advisory. The language of the Code is everywhere – in student planners, posted in classrooms and in the halls. I think this document has the potential to become a deeply-felt part of the spirit of the Browning community.

I’ve heard from a number of students who are happy about the Code; they’ve praised its clarity and aspirational tone. I’m grateful for that feedback and hopeful, too, that

our students find the document helpful. That was one of our initial ideas: the Code of Conduct should act as a guide to making your way through an ordinary day at Browning at your best.

of Conduct Committee’s advisory body,” Robert Nielsen

me the most was the investment each one of the seniors

discusses the same issues as the committee and attempts to

School through their essays.”

’18, one of two seniors serving on both committees, said. “It provide insight as to the student voice at Browning.”

Earlier this past spring, an application was sent out to

students in Forms I through VI to join the Code of Conduct

Committee. “Roughly a fifth of all eligible students wrote in to express their interest in joining the committee,” Mr. Williams

said. “We were impressed and humbled by the range of sincere, thoughtful, smart applications we received. It didn’t make for an easy job of deciding who to enlist, but we couldn’t have

clearly showed in both the identity and the future of the The committee tackled some of the problems expressed

by the community at a town hall meeting held earlier in 2018, as well as various other issues that [came] to pass.

Many students within the community felt as if there was no consistent form of discipline at the School and that teachers

prescribed different punishments to students committing the same offense for seemingly arbitrary reasons.

Nevertheless, the Code of Conduct seeks to fill

asked for a better showing from the student body.”

what many students and faculty viewed as a gap in the

members including Mr. Williams, Melodie Ting, Brett

good behavior was seen as something to aspire to, not

The Code of Conduct subcommittee, a group of faculty

Wisniewski, Meghan McDermott and Lydon Vonnegut, was responsible for evaluating the applications.

The committee was overwhelmed by the quantity

of applications from the senior class. As to not waste the

significant interest shown by the leaders of Browning, the committee decided to create the Senior Council.

“I was really impressed with the number of applications

from the senior class, but I was not surprised,” Ms. Vonnegut

said. “They were of uniformly high quality, and what struck

community – a gap where discipline was subjective and something to be expected.

“It is really powerful to see how the student

body and the faculty all want to achieve the same

thing through the Code of Conduct, and it was really

inspiring to see how much we all already agreed on the basic principles. While it’s a thorny, nuanced process to actually get the principles down on paper, the

foundation is solid and the foundation is shared – which is amazing,” Ms. Vonnegut said.

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F ROM T H EORY TO PR AC T IC E

Faculty Articulate Underpinnings of Academic Programs “FROM THEORY TO PRACTICE” offers Browning faculty the opportunity to articulate both their practical experience as well as their philosophical orientation as it relates to their craft.

An affirmation of their beliefs, this online series – curated by Head of School John Botti and implemented last year – showcases the expertise of our teachers and allows for deeper conversation about the intellectual underpinnings of our academic program at Browning. As Mr. Botti explains, “This series allows those who steward in our classrooms to share the ‘why’ of our purpose behind the ‘what’ of our practice.” The writings of two faculty members are featured in this issue of the Buzzer, while the entire series is available on the Browning website (www.browning.edu).

ANDERSON HARP Chair, Computer Science and Engineering Department; Co-director, Browning Encore Program MY STUDENTS ARE INSPIRED WITH FREEDOM AND COMMUNITY OF CARE.

Today, through the computer science and engineering (CSE) department, I inspire a boy’s love for learning with inquiry-driven, student-centered

activity. I model information and

communication technology (ICT) as imagination machines, rather than

replacements for what exists. These tools offer 21st century learners never-before-

conceived mediums for communicating the individual voice. I use Browning’s

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technology lab as a multi-purpose

On opening day this year,

space for study, debate, construction,

Browning’s newest fourth graders –

Critical thinking, thoughtful research

comes from not seeing friends in a

tinkering, programming and play.

and cooperative investigation foster

creativity, competence and necessary skills to innovate and persevere.

Last year I asked Ms. Kehoe’s third

grade class, “How would you redesign your classroom to improve learning?”

Finding an alternative solution took

most of the year. The work was hard but fun. Small groups researched flexible

infused with the adrenaline rush that few months – met their new teachers

here in their “second home,” found a

new locker and even managed to peek into their old classroom and say hello.

They exclaimed, “Ms. Kehoe! Wow!

Look…all the seating is different like we

suggested, too! I can’t believe they really did like our work!”

What did we learn from this shared

seating and innovative classroom

experience together? That epiphany, an

behavior and routines for learning in

not likely to produce the most successful

designs, as well as studied their own

their classroom. Computer-aided design (CAD) software brought ideas to life,

and innovation grew from the voices of the boys who presented their models.

instantaneous moment of genius, was

product. In fact, it was the long process of iteration and refinement over time that delivered.

MY STUDENTS ENJOY

Through such hands-on, collaborative

Within this shared experience, boys

CREATING AND SHARING.

tasks as building and programming

are drawing on their resources, taking

a learning environment where the

materializes through four indicators,

on the edge of their understanding.

through tinkering, building and publicly

innovation and solidarity.

Boys respond remarkably well in

Lego robotics, evidence of learning

construction of knowledge happens

including engagement, intentionality,

sharing objects with a wide audience.

Computer science provides boys

powerful tools for self-expression with

multiple entry points for students with different backgrounds and interests.

As the teacher I become a facilitator

and matchmaker, which is critical in

identifying potential synergies between projects for people.

CSE classes at Browning look like

fun, but are they learning situations?

I think the tech lab sets the tone and

I define these four indicators with

the boys in every class and hold them to the highest standards for each: • Engagement

Active participation, which might include silent or still observation

an idea or plan.

social “control of individual actions are

emerge through growing

individuals are involved, in which they

and phenomena.

affected by the whole situation in which

understanding of tools, materials

experience” (Dewey, 2007, p. 53).

computer programmers.

POSITIVE CHANGES IN THE BOYS AS A RESULT OF THESE EFFORTS ARE VISIBLE IN THE

than I thought. I did not know I held so

Purposeful and evolving pursuit of

New tinkering strategies that

of participation, of sharing in a common

scientists, artists, makers, engineers and

• Intentionality

exploratory space. John Dewey suggests

competitive game there is a certain kind

investigative practices of designers,

CLASSROOM AND THE SCHOOL.

• Innovation

or interacting parts. For even in a

They are engaging in the different

and reflection.

welcomes visitors into a creative and

share and of which they are co-operative

risks with their ideas, and operating

• Solidarity

Sharing, supporting and pursuing

shared purposes with other learners in the tech lab or with the artifacts

they have left behind (their legacy).

Walt Whitman wrote, “I am larger, better much goodness.”

My second graders start each year

with a unit on pair-programming. Two

boys share one laptop and take turns as

the driver and navigator while working through a series of coding puzzles. The driver controls the laptop and follows directions given by the navigator. The

navigator uses his words and talks the

driver through each step to completing the puzzle. The driver cannot

independently drag or click the mouse,

and the navigator cannot reach over and grab the wheel. This activity sets the

stage for a social, cooperative learning environment.

Why do we share devices?

Interdependence between the pair creates shared responsibility and

dependence on each other to achieve

a shared goal. John Dewey recognized that “the primary source of social

control resides in the very nature of

the work done as a social enterprise in which all individuals have an

opportunity to contribute and to which

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15

all feel a responsibility” (Dewey, 2007,

p. 56). My philosophy is that only with mutual self-respect will we reach our

individual goals and greatest potential.

Why do these practices inform

what we teach in CSE? Children are our most precious natural resource, and technology should serve as a

purposeful learning tool. Students use classroom time for communicating with peers, asking questions and

sharing hands-on experience in a

social, supportive environment. It’s in the lab and classrooms at Browning

where teachers model good choices and design instruction with the freedom

to fail, courage to never give up, and

opportunity to try new things together.

Our time together is best spent building a love for exploring a boy’s natural

curiosity for how the world works.

A faculty member since 2014,

Anderson Harp previously taught for five

everyday early childhood classroom.

Kindergarten Teacher

Teaching, I discovered, was a

WHEN I BEGAN WORKING

and understanding the dynamics/

AT BROWNING WITH KINDERGARTEN BOYS IN 2005,

years in both public and private schools,

I was fresh out of graduate school and

elementary school teacher before evolving

community. Having been trained at

While at Browning, he has served as an

my master’s degree, I came from a

beginning his teaching career as a lead

so excited to be joining the Browning

to the role of educational technologist.

Bank Street College of Education for

advisor, organizer and/or participant in

progressive pedagogy and was eager

a variety of programs, including Blended Learning Cohorts and Collaborative

Learning Cohort, GSA, TEDx Youth and Family Code Night, in addition to Lower School Lego robotics, Rube Goldberg

and Epic Makers after-school programs.

Anderson is an IBSC Action Researcher (2018-19), as well as a board member

and technology consultant at City as a

16

KATHERINE VARUGHESE

to apply all that I had learned to my new classroom. I quickly discovered that the foundations of my training were sound, but that on a daily basis I had to rely more on quick thinking and common sense – coupled with the advice of my colleagues and mentors – than any theory set out in academic

Lab in Boston. He earned an M.A. in

readings. Gradually, I began to meld

College, Columbia University, and a

somewhat idealistic higher education

instructional technology from Teachers

what I had been trained to do in a

B.S.F.C.S. from University of Georgia.

setting with the practicalities of an

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compromise of training/principles nuances of one’s own community comprised of a unique mix of learners and families. Additionally, it quickly became evident that flexibility, a sense of humor, kindness and compassion must underlie all parts of the school day, whether addressing the academic curriculum or the myriad interactions and relationships that comprise the make-up of any active and vibrant classroom community.

As the years progressed, I

discovered that I loved watching our newest writers find their voices as

storytellers in Writer’s Workshop. I felt the excitement of each young reader

realizing they could unlock the power of

meaning conveyed through words. And, I was amazed at how each student could problem solve during a math lesson in

ways that were truly his own. Over the

Would the boys be kind

were fortunate enough to attend

of his Kindergarten year to baking

adults who showed empathy,

by supportive adults to help foster their

Cakes Bakery constructed weekly

Browning and who were surrounded

respect and decency towards

development would almost certainly

all individuals, regardless

and problem solve with an overall level

of how they differed in

become adults who could read, write of competency and skill.

What became less clear to me in

life experiences? While

my teaching is whether each child

the academic development

adult with admirable character and

of each of my students is always in the forefront of my mind, it is the question I posed above that truly weighs on my heart as an educator.

would leave Browning as a young

a steady moral compass? Would the boys be kind adults who showed

empathy, respect and decency towards all individuals, regardless of how they differed in life experiences? While the academic development of each of my students is always in the forefront of my mind, it is the question I posed

above that truly weighs on my heart as an educator. In fact, I would say

this responsibility to teach a child to

imaginary desserts for me at his Fancy in the block area. There was another young man who surprised me with

an impromptu hand-painting exhibit on the play deck windows shortly

before Winter Break began. And, of

course, there was the young man who throughout the years always stopped to say “Hello” and “How are you

today, Ms. Kummer?” My great hope

for all of these graduating young men, as well as for the incoming Browning Kindergarten boys and all those in

between, is that they learn to not just be thinkers in the academic sense

but that they learn to think beyond

themselves and embrace others in a

way that is reflective of the values we hope to instill in them at Browning.

In closing, I began my career as

be empathetic and kind to others has

an educator solely based on theory,

Browning boys might come to Browning

an educator. Our boys and eventually

style based on practice as well. This

sound/symbol correspondence, be

the red doors at Browning have a

or perhaps even struggle with holding

make significant contributions to our

by June these boys had progressed and

citizens who make a positive change

sense of pride and accomplishment.

seems off-kilter.

something consistent that I saw

poignant last year as I watched my

say that there were not boys who

Browning as a graduating class. I

since 2005, Katherine Varughese earned

certainly, when those challenges arose

young man I had either taught or

Education and a B.A. from Sweet Briar

demonstrate perseverance. However,

his Kindergarten year. There was the

course of a school year, our youngest

evolved into my greatest concern as

in September without mastery over

our young men who walk beyond

unfamiliar with number recognition,

tremendous opportunity as adults to

a pencil correctly. And, almost always,

communities and to be upstanding

improved to a place that gave them a

in a world that often, in my view,

This academic progression was

This thought was particularly

throughout the years. This isn’t to

first group of Kindergarten boys leave

struggled or had challenges. And,

had very specific memories of each

so did an opportunity to overcome and

who had attended Browning during

I began to realize that the boys who

young man who devoted the majority

but gradually I developed a teaching practice led me to believe that one of

the greatest lessons I can teach a student is to be kind and to open his mind to the experience of others. From this

foundation of kindness and respect, I

hope our students can thrive as critical

thinkers, curious explorers and lifelong

learners. I hope our Browning boys can touch others throughout life in a way that is decent and good.

A faculty member at Browning

an M.A. from Bank Street College of

College. Ms. Varughese is a recipient of

the School’s Sabet Award for Excellence in Teaching.

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f e at u r e

A Bold Vision for Browning

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ST R AT EGIC PL AN 2018 -2023

In

striving to remain true to the legacy

Head of School John M. Botti expressed his

of its founder, John A. Browning,

excitement over the new plan and said, “Dozens of

the importance of careful planning

experience to the process of developing the plan,

the School’s leadership realized

and foresight, including thoughtful innovation, cultivation of resources and dedication to the

education of Browning boys in a rapidly changing

21st century world. In explaining these priorities for creating a five-year strategic plan, Board of Trustees President Valda M. Witt and Board of Trustees Vice President Alka K. Singh, who chaired the Strategic Plan Steering Committee, said, “Browning is

pleased to celebrate its 130th year as a local, national

community members gave their time, insight and

and I believe the sacrifice has produced a document of which we can be rightly proud. I am particularly pleased with the way in which the plan recognizes Browning’s distinctive culture – with attention given to student life, communications, faculty

support, and fiscal responsibility, the plan names the areas where Browning can continue to evolve and excel as a first-rate school for boys.”

Ms. Singh and Ms. Witt explained that the

and global leader in the education of boys in grades

plan transpired on the heels of an undertaking by

commitment to providing leadership in the broader

with the New York State Association of Independent

K-12. Our expertise in this area requires an ongoing world of boys schools; indeed, the pivotal moment at hand seemed the perfect time to outline a bold plan for Browning’s future.”

Mr. Botti and his team to secure re-accreditation

Schools (NYSAIS) during the 2016-17 school year. In conjunction with consultant Kathy Hanson and her team from Marts & Lundy, their work addressed

“Dozens of community members gave their time, insight and experience to the process of developing the plan, and I believe the sacrifice has produced a document of which we can be rightly proud.”

–Head of School John Botti

Fall/Winter 2018

19

“Browning is pleased to celebrate its 130th year as a local, national and global leader in the education of boys in grades K-12. Our expertise in this area requires an ongoing commitment to providing leadership in the broader world of boys schools…”

–Board of Trustees President Valda M. Witt –Strategic Plan Steering Committee Chair Alka K. Singh

core priorities contained in Browning’s Mission

•• New Mission Statement Retains Much of Past Values and Goals As we noted on page one of the Strategic Plan 2018-2023 – mailed to our constituents in October – Browning’s Mission Statement and Values received apt attention in the earliest stages of the overall strategic planning process.

A number of long-tenured faculty, including several who were at the School when the prior Mission Statement was created, were involved in defining the values and crafting the text for this new guidepost. As evidenced on the masthead of this Buzzer, we continue to emphasize that each of our boys is a “Browning Gentleman” who upholds the values so vital to this school community.

Dean of Faculty and English Department Chair Michael E. Ingrisani, who co-chaired the Values task force, explained the rationale for refining the School’s Mission Statement and incorporating the values that further define our community. He said, “Keeping in mind that 25 years ago, Browning had no Mission Statement at all, the 1994 text incorporated a range of suggestions as coherently as possible.

In revisiting the issue now that the School’s identity is more widely understood, a briefer, more sharply focused statement made sense.”

••

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Statement. The committee and its task forces

examined how Browning boys learn, how the

School communicates all that is unique about our learning environment, and how it insures access to the resources necessary to sustaining these endeavors well into the 22nd century.

Ms. Witt emphasized the critical nature of a

plan such as Browning’s: “Strategic planning is one of the most important responsibilities of the Board

and school leadership. Browning is extraordinarily

fortunate to have such an able and dedicated group of parents, faculty, staff and alumni that were able to contribute to the process. The School is well-

positioned to implement the transformational and exciting initiatives to realize the plan’s objectives over the next five years. The Browning of 2018

is stronger and more vibrant than ever, and the Strategic Plan ensures the School’s continued

upward trajectory in the future.” The goals and strategies for each are outlined on pages 21-22.

Much thanks and recognition is due to the many

members of the extended Browning family (parents, alumni and friends) who completed surveys,

volunteered on committees and worked so diligently on the plan’s goals and strategies. Ms. Singh also expressed her gratitude to the following: Jenna

Montemayor from the Head of School’s Office for her support; Director of Publications Melanie McMahon and graphic designer Misty Wilt for their work in producing the plan, and Kathy Hanson’s team at Marts & Lundy, especially Elise Cooke.

Culture of Learning

G OA L

Attract, support and retain an exceptionally

qualified and diverse faculty who are committed to their students’ intellectual and personal development, their own professional growth and the mission of The Browning School.

S T R AT EG I ES

1

Augment personnel to bring faculty and staff workloads in line with independent school standards.

2

Develop hiring practices to attract a diverse faculty that reflects the world in which we live and the community we serve.

3

Advance a rich professional development program that supports The Browning School mission, draws upon best practices and researching in teaching and learning, and supports a culture of professional inquiry and innovation.

4

Encourage thought leadership on best practices in educating boys by creating an institute for action research, expert partnership and curriculum development.

Financial Strength

G OA L Ensure Browning’s long-term success and mission through investment in personnel, programs and facilities, continued prudent financial management, dynamic student recruitment and dedicated philanthropic initiatives.

S T R AT EG I ES

1

3

2

4

Utilize a multi-year financial model that appropriately aligns operating expenses, tuition and endowment earnings to meet the strategic needs of the Browning community.

Consider institutional facility needs through re-imagination and utilization of existing plant and expansion to new facilities to meet strategic programming opportunities.

Evaluate the efficiency and effectiveness of the financial assistance program in expanding affordability for families from across the socioeconomic spectrum.

Implement enrollment management best practices to maximize the number of missionappropriate students and families in each grade.

5

Maintain a strong advancement program and promote a deeper culture of philanthropy to support annual and long-term capital giving for operations, the endowment and potential plant improvements.

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21

Expansion of Awareness

G OA L Solidify Browning’s identity as an intellectually rigorous K-12 school for boys in New York City by promoting its strengths and unique opportunities, fostering school pride within the community and re-establishing Browning’s reputation as a local and national leader in the education of boys.

S T R AT EG I ES

1

Define a value proposition that distinguishes The Browning

School as an exemplary K-12 school for boys.

2

Form partnerships with educational and cultural institutions in the New York City area to enhance boys’ learning and extend awareness of Browning’s mission.

3

Develop and implement a comprehensive strategic

communication plan that allows the external community to appreciate the distinctive character, experiences and achievements of Browning’s boys.

4

Strengthen the connection between the School and its internal

constituencies through clear articulation of institutional mission and regular opportunities for partnership in the development of boys.

Learning Program

G OA L Provide both a rigorous exploration of the liberal arts and a robust co-curriculum to give Browning boys the foundational knowledge, necessary academic skills, and intellectual and ethical dispositions to lead lives marked by deep relationships, a love of learning and a sense of purpose.

S T R AT EG I ES

1

3

5

2

4

6

Define an institutional philosophy of learning which identifies the qualities a Browning education should develop to produce gentlemen who can contribute meaningfully to the world.

Place student inquiry at the center of curricular, pedagogical and assessment approaches to promote deeper learning, curiosity and student agency.

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Create curricula, programs and relationships that encourage Browning boys to find meaning and identity in lives of ethical and social purpose.

Establish new and expand existing service learning programs to engage boys in service activity that continues through their Browning tenure and supports the academic and ethical curriculum.

Encourage innovation in the academic curriculum to promote independent study, social entrepreneurship, and signature learning experiences.

Develop external institutional partnerships to broaden Browning’s academic, social and ethical horizons, as well as explore internal opportunities to advance the study of boys’ learning and development.

STRATEGIC PLAN STEERING COMMITTEE Alka K. Singh, Chair

Janetta Lien, Director of Enrollment

Wendy W. Brooks, Trustee

Sanford M. Pelz ’71, Director of College Guidance

John M. Botti, Head of School Laurie A. Gruhn, Assistant Head of School/ Head of Lower School

Philip A. Hofmann, Trustee

Michael E. Ingrisani, Dean of Faculty A. Forrest King, Parent

H. Kenneth Metz, Parent Raul Pineda, Trustee

James E. Reynolds, Former Head of Upper School Ellen Stafford-Sigg, Trustee

Deborah C. van Eck, Trustee

Valda M. Witt, President, Board of Trustees

STRATEGIC PLAN TASK FORCES Values

Learning Program

Culture of Learning

Expansion of Awareness

TRUSTEES

TRUSTEES & PARENTS

TRUSTEES

TRUSTEES & PARENTS

Michael P. Beys ’89 Raul Pineda Ellen Stafford-Sigg Deborah C. van Eck, Co-chair

Wendy W. Brooks, Co-chair Chanda Chapin Maria I. Dell’Oro David H. Eun Joyce C. Giuffra Elizabeth Granville-Smith Stephanie H. Hessler Julie S. Kerwin Jeffrey M. Landes ’83 David J. Liptak Elaine F. Stein Albert Tylis

Mark G. Cunha Nazmi Oztanir Andrew M. Snyder, Co-chair

Chanda Chapin Maria I. Dell’Oro Stuart J. Ellman Kathleen Glaymon Stephanie H. Hessler A. Forrest King, Co-chair H. Kenneth Metz, Co-chair Elizabeth G. Miller Andrew E. Vogel Richard L.N. Weaver ’75

FACULT Y & STAFF

TRUSTEES & PARENTS

Aaron R. Grill Susan H. Kehoe Julia Kingsdale Sanford M. Pelz ’71 James E. Reynolds, Co-chair Andrew H. West ’92

Elizabeth Granville-Smith Philip A. Hofmann, Co-chair H. Kenneth Metz Raul Pineda, Co-chair Albert Tylis Paul Yablon Robert D. Ziff

FACULT Y & STAFF

Michael E. Ingrisani, Co-chair Jaqueline G. Pellenberg Sanford M. Pelz ’71

Mission TRUSTEES & PARENTS

Michael P. Beys ’89 David E. Glaymon Andrew B. Sandberg ’01 Ellen Stafford-Sigg, Chair Reagan Wellins FACULT Y & STAFF

Mary E. Bosworth Michael E. Ingrisani Maureen A. Linehan Betty L. Noel Jaqueline G. Pellenberg

FACULT Y & STAFF

Rachel A. Gerber Laurie A. Gruhn, Co-chair Michael O. Klein Gerald J. Protheroe Megan B. Ryan Lucy A. Warner

FACULT Y & STAFF

Financial Strength

Christine B. Bramble Melanie S. McMahon James E. Simon Kelly A. West

FACULT Y & STAFF

John J. Campbell Janetta Lien James E. Simon

Fall/Winter 2018

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f e at u r e

C E L E B R AT I N G T H E

Class of

2018!

T

he Class of 2018 received their diplomas during graduation exercises on June 13 at Christ Church with families and the entire school

community present to celebrate their success. Head of School John M. Botti, President of the Board of Trustees Valda M. Witt, and Head of Upper School James E. Reynolds presided over the awarding of the diplomas.

Ekene M. Duruaku ’18, president of the Upper School Student Council, extended best wishes to his fellow graduates and was pleased to announce that members of the senior class raised more than $3,000 toward the purchase of a new Browning flag and American flag, both of which fly proudly above the School’s red doors.

He added, “I am proud to announce that George Grimbilas, Jackson Richter, George Stavropoulos, Caleb Sussman, Grant Thompson and I will serve as the Class Representatives for the Class of 2018. We will act as liaisons between our class and the School, reporting news and happenings to the Alumni Office and encouraging classmates to attend alumni events and support Browning.”

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Mr. Reynolds introduced the guest speaker, Pulitzer Prize-winning author Gilbert King (pictured at right), whose book, “Devil in the Grove: Thurgood Marshall, the Groveland Boys, and the Dawn of a New America,” was awarded the 2013 Pulitzer Prize for General Nonfiction. Mr. King is also the author of “The Execution of Willie Francis: Race, Murder, and the Search for Justice in the American South” and “Beneath a Ruthless Sun: A True Story of Violence, Race, and Justice Lost and Found.” In his remarks, Mr. Gilbert described his career path – which veered from photographer, to writer, to a combination of both – and emphasized that his innate curiosity and hunger for knowledge informed his achievements.

During the graduation exercises, awards and recognition were also given to faculty members. The Grytte Yearbook was dedicated to Mr. Reynolds, who would depart Browning at the end of June after 12 years of service to the School. Middle and Upper School Learning Specialist Kristen Sheppard was honored by the staff of the Lit, a student publication, and also received the Class of 1979 Faculty Award in Honor of

Clair J. Smith. The Browning Grytte student newspaper was dedicated to Director of College Guidance Sanford Pelz ’71. Fifth grade teacher Dan Ragsdale received the Sabet Award for Excellence in Teaching.

Prior to the awarding of each diploma, Mr. Botti remarked upon the major accomplishments of each graduate, providing a wonderful review of the students’ years at the School. Mr. Botti also introduced a new tradition beginning with this Form VI class – a breakfast with the boys before their graduation exercises.

Fall/Winter 2018

25

2018 matriculation

COLLEGE CHOICES – CLASS OF 2018 Congratulations to the Class of 2018 and the fine institutions that welcomed them this fall.

Julien D. Anavian – Sarah Lawrence College (NY) Norman B. Champ – Princeton University (NJ) Louis A. Cutter – American University (DC) Theodore S. David – Vassar College (NY) Ekene M. Duruaku – Dartmouth College (NH) Benjamin I. Ellman – Brown University (RI) Sean M. Flores – Muhlenberg College (PA) Theodore I. Florescu – University of Southern California (CA) George P. Grimbilas – Bowdoin College (ME) Luke M. Hexner – Georgetown University (DC) Takayuki M. Ishikawa – University of Michigan – Ann Arbor (MI) Daniel S. Kravitz – Boston College (MA) Manuel C. Medina – Amherst College (MA) Connor P. Medland, IV – Duke University (NC) S. Luca Nickola – Tulane University (LA) Robert H. Nielsen – Williams College (MA) Marwan S. Nsouli – Rhode Island School of Design (RI) Philip A. Raftopoulos – Columbia University (NY) Jackson S. Richter – Stanford University (CA) Michael T. Riley – Seton Hall University (NJ) Adrian F. Rodriguez – Columbia University (NY) Rohan A. Singh – University of Chicago (IL) Brogan A. Smith – Georgetown University (DC) Gabriel A. Soluri – Davidson College (NC) George P. Stavropoulos – University of St. Andrews (Scotland) Caleb H. Sussman – University of Chicago (IL) Grant A. Thompson – New York University (NY) Jack R. Twaronite – Wake Forest University (NC) Patrick B. Yee – Rice University (TX)

26

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2018

awards

ACADEMICS H IGH HONOR ROLL

Given to those boys whose grade point average for the year is at least 3.75.

Form VI Norman B. Champ Theodore S. David George P. Grimbilas Takayuki M. Ishikawa Connor P. Medland, IV Robert H. Nielsen Philip A. Raftopoulos Jackson S. Richter Rohan A. Singh Brogan A. Smith Gabriel A. Soluri Form V Lucas A. Coffey Max C. Gregori Nicholas M. Hurley Maxwell F. Kelly Form IV Maxwell A. Beem Hugh T. Chapin Ryan T. Eagan Giordan A. Escalona Logan T. Flynn William J. Hatfield Alexander F. Kwok Reinhardt N. Landsberg Alexander J. Liptak Oliver Obeid Keaton A. Ramey Michael Westman Form III Alexander J. Barr Griffin C. Davis John F. Harrison Fazeel A. Khan Christian E. Kim Kyle T. Liptak Gavin J. Mora David D. Pham Alexander Raftopoulos Eric D. Sigg

Form II Jose E. Garcia Andrew R. Hatfield Nathaniel G. Miller Christian M. Odenius Zachary S. Tan Evan K. Thomas Form I Andrew H. Bates-Zoullas Michael Y. Cai Eli B. Greenberg Henry T. Gussman Tomas Infantino David M. Lilien Rohan T. Mehra

HONOR ROLL

Given to those boys whose grade point average for the year is 3.5-3.74.

Form VI Benjamin I. Ellman Theodore I. Florescu Manuel C. Medina Marwan S. Nsouli Adrian F. Rodriguez Caleb H. Sussman Jack R. Twaronite Form V Shazeb Dayani Joseph S. Delgado William Y. Eun Quentin N. Flattmann Jackson W. Fleming Gabriel A. Flicker Alfonso Laffont Maximilian A. Motz Myles A. Robinson Sebastian P. Rodriguez

Form IV Alec L.C. Candidato Stuart Lockwood Robert A. Michaelson Austin D. Stapleton

F O R M V I AWA R D S

Form III Andrew A. Halajian Dylan C. Steck

Manuel C. Medina George P. Stavropoulos

Form II Christian Cheng Nathaniel Cheng Connor J. Fischetti Kabir J. Kurani Colin A. Mandl-Ciolek William K. Rich Justys S. Soto Jamie M. Sussman Liam Westman Form I Malek S. Assef Winston H. Bates-Zoullas Jonathan Mota Brad Peters Eric D. Sagarna Kevin C. Twomey

SC HOL A R S AWA R D

Form VI Jackson S. Richter Form II Andrew R. Hatfield

EDWA RD G. COR N ET AWA RD

D. AL A N DI LLEN BERG SC HOL A R AT H LET E AWA RD

George P. Grimbilas T H E ELE A NOR A N D H A ROLD P. K U R ZM A N M EMOR I AL AWA RD FOR I M PROV EM EN T

Gabriel A. Soluri SALEH M . AL M ADH A H EK A H AWA RD

Theodore S. David Takayuki M. Ishikawa C H A RLES W. COOK ‘38 H E ADM AST ER’S AWA RD

Brogan A. Smith K EN N ET H KOMI TO AWA RD FOR E XC ELLENC E

Jackson S. Richter

Fall/Winter 2018

27

2018

awards

AT H L E T I C S FA L L AWA R D S VA R SI T Y SOCC ER

Most Valuable Player Gavin J. Mora Most Improved Player Zachary T. Brown Coach’s Award George P. Grimbilas

J U NIOR VA R SI T Y SOCC ER

Most Valuable Player: Defense Tommy Ramirez Most Improved Player Jeffrey Ramos Coach’s Award Raymond Diaz

SEV EN T H -EIGH T H GR ADE SOCC ER

Most Valuable Player: Offense Nicholas B. Dingle Most Valuable Player: Defense Ethan C. Fitzpatrick Most Improved Player Jason U. DaSilva Sportsmanship Federico Schmidt Coach’s Award Joseph R. Fabrizi

VA R SI T Y C ROSS COU N T RY

Most Valuable Player Ryan T. Eagan Most Improved Player Stuart Lockwood Robert A. Michaelson Sportsmanship Michael Westman Sharif S. Nsouli

SEV EN T H -EIGH T H GR ADE C ROSS COU N T RY

Most Improved Player Khai N. Shulman Coach’s Award Jamie M. Sussman

28

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WINTER AWA R D S VA R SI T Y SQUASH

Most Valuable Player Brogan A. Smith Most Improved Player William K. Rich

VA R SI T Y BASK ET BALL

Most Valuable Player Alexander J. Liptak Most Improved Player Justin A. James Coach’s Award Alexander J. Wittenberg

J U NIOR VA R SI T Y BASK ET BALL

Most Valuable Player Shazeb Dayani Defensive Player of the Year Michael Westman Co-Offensive Players of the Year Hugh T. Chapin Hercules P. Sotos Most Improved Player Fernando J. Hierro

SEV EN T H -EIGH T H GR ADE R ED BASK ET BALL

Most Valuable Player Andrew F. Naber Most Valuable Player: Defense Ethan C. Fitzpatrick Sportsmanship Eli B. Greenberg Coach’s Award Joseph R. Fabrizi

SEV EN T H -EIGH T H GR ADE BL AC K BASK ET BALL

Most Valuable Player: Offense Nicholas B. Dingle Most Valuable Player: Defense Henry T. Smith Most Improved Player Jackson C. Hellmann Sportsmanship Tomas Infantino Coach’s Award Federico Schmidt

SI X T H GR ADE BASK ET BALL

Most Valuable Player Michael H. Gabriel Most Improved Player Sebastian G. Brown Sportsmanship Samuel H. Snyder

F I F T H GR ADE BASK ET BALL

Most Valuable Player: Offense Colin D. Minnick Most Valuable Player: Defense Willem J. K. van Eck Most Improved Player Adam J. Berman Coach’s Award Joshua K. Ho

F ENC I NG

Most Valuable Player Caleb H. Sussman

SPRING AWA R D S VA R SI T Y BASEBALL

Most Valuable Player Shazeb Dayani Most Improved Players Wesley H. Baugher Eric R. Pena Austin D. Stapleton Coach’s Award George P. Grimbilas Sportsmanship Diego E. Santamarina Grytte Award Takayuki M. Ishikawa

SEV EN T H -EIGH T H GR ADE BASEBALL

Most Valuable Player Joseph R. Fabrizi Coach’s Award Harrison D. Clyde Grytte Award Jamie M. Sussman

VA R SI T Y T R AC K

Most Valuable Player: Short Distance Philip A. Raftopoulos

VA R SI T Y T EN NIS

Most Valuable Players Oliver Obeid Nicolas P. Laffont Nicholas M. Hurley

VA R SI T Y GOLF

Most Valuable Player William K. Rich Coach’s Award Alexander F. Kwok Most Improved Player Stuart Lockwood

Most Valuable Player: Long Distance Ryan T. Eagan Most Improved Player: Long Distance Fernando J. Hierro Most Improved Player: Short Distance Blaise L. C. Lowen Sportsmanship Raymond Diaz

Most Improved Player Raymond Diaz

Fall/Winter 2018

29

the local buzz

BROWNING BOARD WELCOMES TWO NEW TRUSTEES This past July, Mimi Basso and Elizabeth Miller joined The Browning School Board of Trustees.

Ms. Basso, who is head of school at West

Side Montessori School, previously served as the director of school accreditation at the American

Montessori Society and as associate head of school at West Side Montessori. She earned a master’s degree in early childhood education from New

Mimi Basso

Elizabeth Miller

York University, as well as her Montessori early

childhood credential from NYU-MTEP and infant toddler certification from CMTE/NY. Ms. Basso

is currently a board member of The Independent

College and received her M.B.A. from Vanderbilt

York (ISAAGNY). She and her husband Bob live in

served on Browning’s Strategic Plan Expansion of

Schools Admissions Association of Greater New Ridgewood, N.J.

Ms. Miller, a Browning parent since September

2016, is a graduate of Milton Academy and Vassar

30

T HE

BUZZER

University. A native of Rochester, N.Y., Ms. Miller

Awareness sub-committee. She and her husband

Richard have a son, Nathaniel ’22, and a daughter, Lia, who attends the Nightingale-Bamford School.

HONORING 23 YEARS OF TRUSTEE LEADERSHIP The Browning School salutes and extends sincere thanks to

owners, public corporate executives and

holders of concentrated equity positions.

Mr. Weaver joined AllianceBernstein

Richard Weaver ’75,

in January 2004 after serving at Prudential

the Board of Trustees

Wealth Management effort and managed

who has retired from after serving as a

member since 1995.

He was appointed assistant treasurer in 2000 and treasurer in 2014. Mr. Weaver

was also president of the School’s Alumni

Association from July 1995 to June 2000. He is a national director in AllianceBernstein’s Wealth Strategies Group, where he

specializes in counseling private business

Securities, where he headed the Private

the firm’s Executive Services and Strategies Group. He received a B.S. in economics

from the Wharton School at the University of Pennsylvania and an M.B.A. from New York University. He is currently a trustee

at The Episcopal School. His and his wife

Christine have two daughters; Katherine is a senior at Cornell University, and Emily is a sophomore at Wake Forest University.

INFORMATIONAL EDI EVENT SUPPORTS STUDENTS OF COLOR As part of Browning’s Equity,

The first EDI event of the

Diversity and Inclusion (EDI)

year, this discussion was

event held in October focused on

reception. Special guests

efforts, an informational evening how to best support students of color in independent schools.

followed by a community included Nelson Chan ’96, Graig Springer ’98 and

Nathaniel Garcia ’06, as

well as a panel of current

students who spoke about

their personal experiences as students of color. Thanks

to all for their participation!

Fall/Winter 2018

31

Mario Ă lvarez

Shannon Balaban

Louise Bodt

Jessica Brenner

Gene Campbell

Fiona Chau

Joan Gillman

John Lofaro

BROWNING WELCOMES NEW FACULTY AND STAFF Along with our new Trustees, we are pleased to introduce some new community members to The Browning School.

Modern language teacher Mario

the Bread Loaf School of English at

University of North Texas and

Georgetown University.

Ă lvarez earned an M.A. from both University of Limoges, as well as a

DEUG from University of Limoges.

Second grade associate teacher

Shannon Balaban earned a B.A. from Hofstra University.

Louise Bodt, science teacher, received

an M.A. from New York University and a B.A. from Smith College.

Jessica Brenner, learning specialist,

received an M.A. from Hunter College

32

BUZZER

Fiona Chau, payroll and billings

administrator, received a B.A. from Hunter College.

Joan Gillman, science teacher, earned

an M.A. from New York University and a B.A. from Felician College.

John Lofaro, science teacher, earned a

Ph.D. from Stony Brook University and a B.S. from University of New Haven.

Library Director Murielle Louis

and a B.A. from Vanderbilt University.

earned an M.A. from Manhattan College,

Campbell earned an M.A. from

from City College of New York.

Head of Upper School Gene

T HE

Middlebury College and a B.A. from

an M.I.S. from Queens College and a B.A.

Murielle Louis

Travis McIntosh

Gary Norcross

Osa Oyegun

Danielle Passno

Lauren Pepe

Ruth Smith

Carly Tofel

Travis McIntosh, science teacher,

received an M.Se. from University

of New South Wales and a B.E. from

Queensland University of Technology.

Gary Norcross, fourth grade teacher,

Manhattanville

College and a B.A.

from University of Richmond.

Ruth Smith,

earned an M.A. from National-Louis

second grade teacher,

Sydney College and an A.A. from

Hofstra University

University, a B.A. from Hampden-

Community College of the Air Force.

Osa Oyegun, second grade teacher,

earned an M.Ed. from George Mason

University and a B.A. from University of Maryland.

Head of Middle School Danielle

Passno earned an M.A. from the

Klingenstein Center at Columbia

University’s Teachers College and a B.A. from Dartmouth College.

Lauren Pepe, third grade associate

teacher, earned an M.A. from

received a B.A. from and an M.A. from

Elyse Yoder

Teacher’s College.

Kindergarten

associate teacher Carly Tofel

received an M.A. from Columbia University and a B.S. from Bucknell University.

Elyse Yoder, Kindergarten

associate teacher, earned an M.A. from Hunter College and a B.A. from Elon University.

Fall/Winter 2018

33

CITY’S FIRST RESPONDERS DISCUSS CAREERS WITH LOWER SCHOOL BOYS The September 13 Lower School Assembly was an exciting one for the boys. Three

guests representing the first responders who serve the city – police officers, firefighters

and emergency medical technicians (EMTs) – were on hand to discuss their careers and present a wealth of information on exactly

what each does. With “character” an essential component of a Browning education, these

speakers exemplified the ways in which this trait emerges through the work they do in

the community. Occurring just days after the

anniversary of 9-11, the assembly emphasized

the importance of our first responders and the

daily risks they take to save the lives of others.

The boys enthusiastically raised their

hands to both ask and answer questions. A

visual presentation showcased the equipment, specialties (smokejumper), difference between volunteer and paid firefighter, terminology

used when referencing a firehouse (“number”

and “ladder”), etc. The police officer, firefighter

and EMT all admitted that they have fun riding in their respective vehicles. Most important,

34

T HE

BUZZER

all three said they enjoy helping others, saving lives, being part of a “work family” and

serving as role models so that others might

take up similar careers. At the conclusion of the program, many of the boys came forward to chat with their guests and even try on a hat!

COLLABORATIVE LEARNING COHORT CREATES NEW CROSS-CURRICULAR PLANS Fifth grade teacher Dan Ragsdale

“Over the course of four days,

development goals are ongoing

was among the 23 faculty

the Collaborative Learning Cohort

a collaboration of Browning

in ‘Understanding by Design’

participated with Mr. Ragsdale

‘Inquiry Mindset’ (MacKenzie)

included the following: Elena

members who participated in teachers this past August. The mission of the Collaborative

Learning Cohort is to enhance student learning by fostering curiosity and independence

through inquiry-based practices.

Faculty members collaborate in devising interdisciplinary

curriculum to develop students’ ability to acquire, analyze,

synthesize and apply knowledge.

used the frameworks presented (Wiggins and McTighe) and

to create new cross-curricular

plans and hone tried and true lessons. In addition to the

Inquiry in Practice section, which includes the units we created, we discussed a number of resources that will foster our professional development more broadly.”

Mr. Ragsdale noted that

Mr. Ragsdale provided the

suggestions and contributions

goals and accomplishments:

community-wide professional

following report on the group’s

in support of the faculty’s

throughout the school year.

Browning faculty who

in this summer cohort

Aniel-Quiroga, Lauck Blake,

Mary Bosworth, Aaron Grill,

Anderson Harp, Susan Kehoe,

Noelle Kennedy- White, Murielle Louis, Sandra Martinez, Travis McIntosh, Gary Norcross, Osa Oyegun, Lauren Pepe, Omar Qureshi, Judit Resika, Ruth Smith, Jon Stoler, Richard

Symons, Melodie Ting, Lydon Vonnegut, Marcia Wallace and Lucy Warner.

Fall/Winter 2018

35

FORM VI CLASS GIFT RAISES FUNDS FOR NEW FLAGS Members of the Class of 2018 raised $3,000 to be allocated

toward the purchase of new

American and Browning flags,

which now hang proudly above the red doors of the School.

TRIP TO D.C. DEEPENS KNOWLEDGE OF CITIZENSHIP During their October trip to D.C., Form II boys took an inside look at the various branches of our government

by paying visits to the Supreme Court and the chambers of a district judge. While attending a hearing, the boys

grappled with how our justice system meets the sometimes competing needs of both individuals and society as a

whole. A visit to the Human Rights Campaign and the Cato Institute deepened their understanding of the various ways

36

to make sense of being an active citizen.

T HE

BUZZER

LEARNING ABOUT "FIRSTS" FOR OUR NATION In October, Grade Two boys toured Federal

Hall, where they learned more about George

Washington's inauguration as the first president

of the United States and how the site served as the nation's first capitol building.

HEAD OF SCHOOL JOHN BOTTI APPOINTED TO IBSC BOARD Head of School John Botti

was recently appointed to

the Board of Trustees of the International Boys’ School

Coalition (IBSC). Founded in 1995, the IBSC is a notfor-profit organization of

schools “dedicated to the

education and development of boys worldwide, the

professional growth of those

who work with them, and the

advocacy and advancement of

institutions – primarily schools for boys – that serve them.”

According to the coalition’s

website, their current roster includes several hundred

member schools from more than 20 countries and five

continents. Members include day and boarding schools, primary and secondary

schools, denominational and nondenominational schools,

independent and state schools.

“I’m honored by this

opportunity,” said Mr. Botti.

“The IBSC has done

conversation about how we

participate in IBSC board

advancing the practice and

enthused by the prospect of

as well as on committees

significant work in

understanding of boys’

schooling over the past three decades, and I am excited to

can best serve boys, and I am deepening my involvement in that conversation.”

As a board member,

extend my participation and

Mr. Botti has been charged

There are so many talented,

the mission of the IBSC;

learning in this new capacity. committed boys school

educators involved in the

with working to support

advocate in the best interest of boys and boys schools;

meetings and conferences and task forces; collaborate

with colleagues on behalf of ongoing assessment of the

IBSC in order to deepen and broaden the organization’s effectiveness and reach; and, finally, serve as an

ambassador for the IBSC.

Fall/Winter 2018

37

INTRODUCTION OF DAILY PLANNERS HELPS BOYS REACH THEIR POTENTIAL Scholastic research has shown

monthly calendars that include

help them learn to effectively

subsequent page allows students

that students need tools to

plan and organize their time.

Studies indicate that developing organizational skills leads to less stress and enforces the

concept of time management.

have found the planners to be

the assignment is finished.

“When the boys had

that, rather than engaging

Middle and Upper School

learning specialist, and Lydon Vonnegut, English teacher,

Browning has customized a daily planner for Grades Four through Form VI (Grade 12). The spiralbound planner, with a special

edition for faculty, begins with

38

date and a box to check off when

of learning to plan ahead.

To that end, under the

BUZZER

Ms. Sheppard and

Ms. Vonnegut, who both teach

for each course along with a due

Veracross to fall back on,”

direction of Kristen Sheppard,

their time effectively.”

to record their daily assignments

Productivity and decreased

procrastination are major benefits

T HE

important Browning dates. Each

weren’t learning to manage

said Ms. Vonnegut, “we found with the work being assigned

throughout the day to manage their time, boys were simply

putting off even knowing what was being asked of them until

they got home, sometimes late

in the evening. They had ceded ownership of their work to a

software program that merely listed assignments, so they

Middle and Upper School boys, a positive influence and wish to acknowledge the Parents Association, including its

president, Nazmi Oztanir,

and Ken Metz, also a Browning parent, for their generous help with this initiative.

Ms. Sheppard’s goal is for all

students to reach their greatest potential and meet with

continual success in school.

Staying organized through the

use of a planner is a major step in this direction.

“READY PLAYER ONE” IS 2018 COMMON BOOK Each year, students entering

summer reading); the book is

faculty and Trustees, read one

for students in Forms II through

Forms II through VI, along with book in common over the summer months. Committee members

Sarah Murphy, Hallie Cohn, Janet Lien, Meghan McDermott, Dan Ragsdale, Judit Resika, Richard Symons and Emilie Wolf chose “Ready Player One” by Ernest

Cline as the 2018 Common Book.

Over the past several years,

a volunteer group of faculty and staff – with input from students – comprised the committee and

helped to choose one book from a

number of nominations. The book contenders represented a wide range of readers’ interests and

preferences. Committee members believed each nomination met

developmentally appropriate

VI (if it explores adult themes, it

does so in a manner that students can understand/handle); the

book acts as both a mirror and a window – preferably both – reflecting experiences with

which students can identify, and/or opening their eyes to different experiences, enriching themes, or diverse world events; the book

should be well written,

and in the case of non-fiction,

well researched; and, finally, the

book should be in print and easy for students to obtain.

“Ready Player One,” a 2011

critiques online culture.” A New

Mr. Cline’s first book, has been

bestseller, the work was adapted

the expectations of a Common

science fiction novel and

not be a burden (to a teenager

described as “a smart, funny

Book, as follows: The book will with lots of other assigned

thriller that both celebrates and

York Times and USA Today

by director Steven Spielberg into a motion picture.

AUTHOR OF “THE PATH TO PURPOSE” SPEAKS AT BROWNING William Damon, a leading scholar

director of the Stanford Center

author of “The Path to Purpose,”

concentrates his work on the

of human development and

spoke to Browning’s faculty

and staff on September 12 after addressing both Browning and

Hewitt parents earlier that day at

The Hewitt School. He focused his

remarks on the content of his book about how young people find their calling in life.

As professor of education

at Stanford University and

on Adolescence, Mr. Damon

positive aspects of “growing up.” He speaks regularly to

public and academic audiences about contemporary trends

in child development and has

written widely about personal development and moral

commitment at all ages of life.

Mr. Damon received a bachelor’s degree from Harvard University

and a Ph.D. in developmental

psychology from the University of California, Berkeley.

Fall/Winter 2018

39

BROWNING JOINS GLOBAL READ ALOUD PROGRAM The 2018 Global Read Aloud (GRA) kicked off in

a while due to Hurricane Florence. We shared

proudly participating. Ms. Levine explained the

and swapping so our students could hear other

October, with Susan Levine, Browning librarian, School’s involvement. “To share the experience of reading the same book with teachers/

librarians and students in many different places is a wonderful way to make connections that

hope to continue all year. GRA is a perfect way to make the world smaller for our students.”

According to the organization’s website,

the GRA was created in 2010 with a simple

and connected with about 10 schools in rural and

“From its humble beginnings, the GRA has

urban Canada, the Midwest and western United States. The book we are reading is ‘A Boy Called Bat’ by Elana K. Arnold.”

Ms. Levine added, “Through Google

classroom, each school introduced itself. It was fun brainstorming with my students on ‘fun

facts about Browning’ that we wanted to share.

The book itself is an engaging story about a boy on the autism spectrum. Soon we went

‘old school’ with a postcard exchange, and the

boys shared their thoughts about Bat with other students. I embarked on the GRA with my

Grade Two library classes at the end of October.

We connected to a school in Singapore and

another in North Carolina that was closed for

40

voices. We did a postcard exchange that we

take us outside of East 62nd Street. We did the

Global Read Aloud in Grade Three library classes

T HE

audio recordings of each of us reading a chapter

BUZZER

goal in mind: one book to connect the world. grown to make a truly global connection

with more than 4,000,000 students having

participated. The premise is simple; we pick a book to read aloud to our students during a set six-week period, and during that time

we try to make as many global connections

as possible. Teachers decide how much time

they would like to dedicate and how involved they would like to be. Some people choose to

connect with just one class, while others go for as many as possible. The scope and depth of

the project is up to the teacher…Teachers get

a community of other educators to do a global project with, hopefully inspiring them to

continue these connections through the year.”

BROWNING FIGHTS BREAST CANCER Browning again supported Breast Cancer Awareness Month in October, raising $4,329 through combined efforts. For the fourth consecutive year, the varsity soccer team donned pink jerseys at one of their

games, with a dress down held earlier that morning.

With a $3 donation,

participants received

a pink T-shirt to show

their support in the fight against breast cancer.

Additionally, the

community participated in the Making Strides Breast

Cancer Walk in Central Park. The four-mile walk united communities in support of the American Cancer Society’s efforts to save lives by fighting breast cancer.

A group photo was taken in front of the 72nd Street Playground.

Fall/Winter 2018

41

25TH ANNUAL TOUR EXPANDS KNOWLEDGE OF COLLEGE PREFERENCES Each fall for the last 25 years, Forms V and VI students visit six to eight campuses in order to experience and

breadth and variety of schools available to them and to spark

Director of College Guidance Sanford Pelz ’71 reports

investigate. On each trip, the boys visit big schools and small

learn about different types of colleges and universities. that this year, the boys visited Vassar College, Rensselaer Polytechnic Institute, Boston College, Boston University, Harvard University, Tufts University, Amherst College and University of Massachusetts Amherst.

42

The purpose of the trip is to expose students to the

T HE

BUZZER

discussions about what other schools they might want to

schools, public and private, urban and rural. By the time a

Form VI student applies to college, he will have visited upwards of 15 campuses, helping him form a much clearer sense of the type of environment in which he can see himself thriving.

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43

summer stipends

EACH YEAR THE PARENTS ASSOCIATION AWARDS stipends to faculty members who apply for specific projects, such as summer travel, research or study. Read on to learn how their experiences benefit the Browning boys they teach.

Paris and the Legacy of War The causes, practice and effects of war

house disabled soldiers and veterans of his wars. I entered

school’s history curriculum. The impact

d’Honneur, which leads to the Cathedral of Saint Louis and

are inevitably a central theme of any

of the Second World War, the German occupation and France’s role in the

Holocaust are never far from one’s mind Gerald Protheroe

in any visit to Paris. As I made my way

in the last week of July to the Exhibition

Guernica at the Musée Picasso in the Marais district, a plaque on the wall of a school on the Rue des Quatre Fils caught my

eye. Of the 11,000 children deported during the war, over 500 were from the Marais itself, and many of them – both boys

and girls – had attended that school. This sight was a sobering introduction to the story of Picasso’s painting.

The Exhibition Guernica skillfully assembled how

Picasso’s great painting, “Guernica,” came into existence and how the commission of its first sketches was transformed between April 26 and June 4 after the German Condor

Legion’s attack on the Spanish town of Guernica on April 24,

through the Esplanade des Invalides and crossed the Cour

the Dome Church. This entire museum was dedicated to the

history of France and its role in war! I focused on manageable exhibits, namely, the Two World Wars and the Armistice of 1918. There was a strong military feel to these exhibitions

and perhaps a lack of imagination about the effects of the

armistice, which was a little disappointing. But, of course, no visit to this place was possible without entering the Dome Church, which contained the tomb of the great Napoleon

himself. What a sight this was! Napoleon lay in an enormous sarcophagus, which seemed completely out of place in the

democratic France of the Fifth Republic. It was rather a tomb made for a Pharaoh. That morning the heat in Paris was so overwhelming that I had sought sanctuary in Notre-Dame Cathedral where Napoleon had been crowned Emperor in

1804, having seized the crown from the Pope and placing it

1937. The painting itself remains in Madrid, but the story of its composition was fascinating. The complexity of the painting defied attempts to see it as simply Spanish Republican AntiFascist propaganda. Nevertheless, the fact that Picasso was

clearly influenced by sources such as Goya’s etchings on “The Disasters of War” was unmistakable evidence of his desire

to make the painting a universal condemnation of war. The

Exhibition Guernica ended on July 29, so I was very lucky to

get to see it. The show was also reasonably small in scale, so it did not overwhelm in its detail.

This could not be said of my next port of call, the Musée

de l’Armée at Les Invalides. This great complex on the Left

Bank of the Seine had been founded by Louis XIV in 1670 to

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Of the 11,000 children deported during the war, over 500 were from the Marais itself, and many of them – both boys and girls – had attended that school.

on his own head. Napoleon remains

a controversial figure – a visionary for some, a kind of architect of European Unity; a megalomaniac for others,

especially in Great Britain, skeptical

about the whole project of continental unity. But there lay Napoleon,

surrounded by carefully sculpted extracts

The Exhibition Guernica skillfully assembled how Picasso’s

from his speeches and various memorials

great painting, “Guernica,” came into existence and how the

My final day in Paris was spent

April 26 and June 4 after the German Condor Legion’s attack

to his military prowess.

commission of its first sketches was transformed between

in the Marais and in a somber visit to

on the Spanish town of Guernica on April 24, 1937.

the impressive Mémorial de la Shoah on the Rue Geoffroy l’Asnier. This is

a remarkable research museum focused on the Holocaust

each one. This listing was particularly poignant and brought

Government – in its execution. The security surrounding

complicit in the Shoah.

and especially the complicity of the French State – the Vichy this museum was intense, which was understandable but

home the way in which the French State itself was willingly I must thank the Parents Association for their great

disquieting. This museum was dedicated to genocide and

support in making my visit to Paris possible. The trip

and the Armenian genocide in 1915. Introducing the Memorial

history curriculum throughout the School. This curriculum

included details about the genocide of the Tutsi in Rwanda was a Wall of the Righteous, which paid tribute to the men

and women of France who risked their lives to protect Jews between 1942 and 1944. Within the museum itself was the

memorial of the Wall of Names of the 76,000 men, women

and children deported from France under the Vichy regime.

will undoubtedly enhance the quality and teaching of the

has focused more and more on genocide, especially in the

Advanced European History class, and especially in light of

Anti-Semitism’s reemergence in countries like Great Britain, Poland and elsewhere at the present time.

On a much more frivolous note, I was also able to drink

The collection of resources at this museum on the teaching of

in the atmosphere embracing the Champs-Élysées on Sunday,

France, was simply quite astonishing. For me, an enduring

France and the triumphant arrival in Paris of my countryman,

Shoah or the “catastrophe,” which engulfed Jewish people in memory will be the original convoy lists of French children deported to the death camps in Eastern Europe, including

their full names and addresses and a photographic record of

July 29, a day which marked the final stage of the Tour de Geraint Thomas, wearing the yellow jersey as the worthy winner of this famous event!

By Gerald Protheroe, History Department Chair

Fall/Winter 2018

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From London to Cambridge: Following in the Footsteps of Mathematical Genius I was fortunate to spend a week

in England this summer with two

destinations in mind – London and

Cambridge. During my first time ever

in London, I had plenty of “must sees” on my list, including the London Eye, Judit Resika

the amazing art pieces of the Wallace

collection, Shakespeare’s Globe Theater,

the Tower Bridge’s glass-floor walkway and the changing of the guard ceremony outside Buckingham Palace. One of the

highlights of my London stay was visiting the Winton Gallery designed by the pioneering “starchitect” Zaha Hadid and

her architects in London’s Science Museum. The museum

examines the fundamental role that mathematicians, their tools and ideas, have played in building the world we live in. From war and peace, to life, death, money, trade and fashion, the

gallery reveals how mathematics shapes every aspect of our

lives. This exhibition definitely widened the possible answers to the very common “where are we going to use math in life” question that we teachers get, regardless of the age group or class we teach.

I took a boat to the Maritime Greenwich World Heritage

Site where I saw the Royal Museums Greenwich (which is home to the Royal Observatory Greenwich), the National

Maritime Museum and the Queen’s House art gallery. After jumping over the Prime Meridian, I spent time at the Royal

Observatory’s fascinating exhibition about the history of how

time was measured on the sea centuries ago. I learned that by 1700, skilled seamen could find their position north or south

class and combining the facts with my own personal stories are always very valuable for maintaining a student’s interest.

In the Queen’s House I went up and down on the

(their latitude) but still lacked accurate instruments or methods

beautiful sweeping Tulip Stairs many times. This ornate,

Losing lives and valuable cargo made solving the longitude

spiral stair in Britain.

to calculate their east-west position, known as longitude.

problem urgent for all seagoing nations. By 1714, the British

government offered huge rewards for a practical method for determining longitude at sea.

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Talking about famous people or places in

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wrought iron structure was the first geometric self-supporting After hopping on a morning train to Cambridge, I found

myself in an absolutely fantastic place: in three days I visited more than half of the 31 colleges and was amazed by their

unique history and famous alumni. I walked in Peterhouse College, the oldest and smallest one. This was the alma

mater of Henry Cavendish, who is known for the discovery of hydrogen. Gonville and Caius College stood out with its famous scientists. Stephen Hawking was a Fellow; Crick

and Watson (who came to their ground-breaking conclusion

about the structure of DNA), and Chadwick (discoverer of the neutron), all studied there.

A stained glass window in the dining hall of Gonville and

Caius College commemorates John Venn’s work. Now when I teach the Venn diagram in my algebra classes, I show this beautiful glass window.

There was no street block in the town where I did not

find something uplifting, some scientific fact. I walked by the

unique Corpus Clock on the way to The Eagle, the pub where I ate dinner, where Watson and Crick announced that they had discovered the secret of life. I walked in to Emmanuel

Losing lives and valuable cargo made solving the longitude problem urgent for all seagoing nations.

College, and in its chapel John Harvard’s statue looked down to me. Punting on the River Cam gave us the opportunity

to learn more details about college life in the University of

to UNESCO’s International Memory of the World Register.

with a long stick. A couple of blocks from the hotel is Christ’s

were also displayed under glass in the old library. Newton

Cambridge from our guide, who managed to push our boat

College, where Darwin studied as a kid. There is even a bridge called the Mathematical Bridge that connects the two parts of Queens College. I felt that Nobel Prize winners and scientist intellectuals from my high school and college textbooks

surrounded me everywhere. In Cambridge, there is love of learning in the air.

Newton studied in Trinity College, and I visited the

college’s Wren Library. It’s only open for two hours on

weekdays, and only 15 visitors are allowed in at a time.

So I went there early and was the first one in line when it opened at noon. The library is the home of many notable

rare books and manuscripts. I was lucky to see A. A. Milne’s manuscripts of Winnie-the-Pooh. But for me, the biggest attraction of the collection was Newton’s notebook and

Newton’s walking stick, his watch and a lock of his hair

was the most famous mathematician of his era. He entered

Trinity College in 1661 and became a Fellow in 1667. He was a professor there until 1701. When we talk about Newton

in calculus, these are the facts students love to hear. Talking about famous people or places in class and combining the

facts with my own personal stories are always very valuable for maintaining a student’s interest. I truly love to display my math trip memories on the wall in Room 202. Next to

the first algebra book (from Bologna), the street signs and

famous Pi Hall (in Paris), I have created posters of Newton’s handwriting and his grave in Westminster Abbey. This trip definitely gave me many extras that will make my classes even more colorful, interesting and engaging.

I appreciate the Browning Parents Association’s generous

his own copies of the first edition of the “Principia” (1687),

support. Without their financial help, my trip would not have

additions for the second edition. These have been added

By Judit Resika, Middle and Upper School Mathematics Teacher

covered with his handwritten corrections, revisions and

happened this summer. Thank you!

Fall/Winter 2018

47

A Summer of Research and Artistic Practice in London This summer, thanks to the summer stipend I received from the Parents

Association, I participated in the London Summer Intensive, an artist residency

through the Camden Arts Centre and the Kate Bancroft

Through my work with the curators at Camden Arts Centre, I was also asked to do a performance of my poetry at the exhibition.

Slade School of Fine Art. The residency

Picasso’s documented misogyny and whether or not this

countries and provided me with an

With all of these “zeitgeist-y” thoughts swirling around in

consisted of 16 artists from nine different

intense period of research and artistic practice, the opportunity to discuss my work with many artists and curators and the

chance to exhibit the work I made there at the Camden Arts Centre and the Slade Research Centre in Woburn Square.

The impetus of the work and research I accomplished

during the residency began with some Picasso ceramics I

saw at Phillips Auction House last year, shortly after I started teaching at Browning. I had seen the Picasso ceramics before

and had always thought they were beautiful, but my feelings about them had changed because at the time, I had just

started making ceramics myself. Additionally, there was a

strong shift toward dialogue about identity politics within

should affect how we as viewers experience an artwork.

my mind, I was at Phillips looking at these Picasso ceramics.

While I still experienced them as historically important,

beautiful, seemingly effortlessly created objects, I found

them violent in the way that they distorted the likenesses of these anonymous women to accommodate the form of the

vessel. I found it even more jarring that these women were

painted on domestic household objects such as pitchers, vases and plates. Women have often been referred to as “vessels” throughout art history and culture, but to see women quite

literally objectified as vessels seemed very significant in this contemporary context.

Reacting to this experience, I began creating a series

figurative painting in New York, and I was considering

of self-portrait vessels that played with the tension

movement constantly being discussed. Also during this time,

collaboration and exploitation. I thought of the interior of

my place in the art world as a woman with the #metoo

a petition had been started to remove a controversial painting

by Balthus from the Met, and a lot of people were discussing

between humor and sadness, attraction and repulsion, and the vessels as my interior world of my feelings and thoughts and the self-portrait as my exterior self that I present to

I began creating a series of self-portrait vessels that played with the tension between humor and sadness, attraction and repulsion, and collaboration and exploitation.

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the world. Like in the Picasso ceramics, through painting

work based on William Blake also called to mind the book

and humorous ways. When I applied for the residency this

(who visited the Lower School boys for an assembly last

on the vessel, the image is distorted in often unflattering

summer, I proposed to continue this body of work and area of research in London.

While I was there, I also saw as much art as I possibly

could. One of the most poignant for me was a series of

paintings by William Blake accompanied by poetry. I had

never been particularly interested in poetry before, but I was stunned by the combination of image and text. Throughout

“Dave the Potter” by Laban Carrik Hill and Bryan Collier

year). “Dave the Potter” is a true story about a slave in the

American south who created vessels with his poetry inscribed on them. With this in mind, the fourth grade boys will be

etching original poems onto their vessels for the art show

this year in collaboration with fourth grade teachers Gary Norcross and Noelle Kennedy-White.

Finally, I am grateful for the dedicated time to develop

the residency, I began writing poetry of my own, interested in

my personal artistic practice and research. As an art teacher,

with the heavy, stone-like weight of ceramics. Through my

practice outside of school and that I am constantly learning

the immaterial nature of the poetry I was creating juxtaposed work with the curators at Camden Arts Centre, I was also asked to do a performance of my poetry at the exhibition.

This experience has enriched my curriculum for the

school year by allowing me to develop my ceramics skills to benefit my teaching in all grades, providing inspiration for a new fourth grade project and encouraging my personal artistic practice and research. I saw the huge collection of

vessels from different countries and time periods at the British Museum, which was inspiring for the fourth and sixth grade vessel sculpture unit. The combination of poetry with art

it is important to me that I have an active, dynamic art

and progressing. Maintaining my own research and artistic

pursuits benefits my students at Browning because it ensures that I am well-versed in current art theory and discourse,

that I am developing the skills and concepts I communicate to the students, and that I present the most active, fulfilled version of myself in the classroom. I am so grateful for

the opportunity to have participated in the residency this

summer and to be able to share what I have learned. I thank the Parents Association so much for their support.

By Kate Bancroft, Art Teacher

Fall/Winter 2018

49

Visit to Greece Yields Vibrant Teaching Tools This summer, with the aid of the

Browning Parents Association summer stipend, I fulfilled a lifelong desire of

site of the Acropolis and the National Archaeological Museum.

These experiences were invaluable in terms of bringing

visiting Greece. I spent several days

vibrancy to my curriculum. The teaching of grammar and

Cycladic islands, such as the remains

ideas and artistic expressions that have fundamentally shaped

visiting archaeological sites in the Brett Wisniewski

c. 200 CE.) I further spent several days in Athens studying at the

of a Minoan settlement at Akrotiri and the “sacred” island of Delos (reputed

birthplace of the gods Apollo and Artemis and home to

centuries’ worth of villas and temples from 900 BCE until

vocabulary is a means to an end: the goal is to engage with the the history of the west. The visit to Akrotiri supplied me with

material to teach lessons in Ancient Greek class on the origins of

the language from Minoan sources. Students are fascinated with the antiquity and sophistication of the frescoes, which depict

The Form II boys benefit from making connections between the buildings of our capital and how they were inspired by the innovations and beauty of the birthplace of democracy in Athens.

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The teaching of grammar and vocabulary is a means to an end: the goal is to engage with the ideas and artistic expressions that have fundamentally shaped the history of the west.

daily life for a people who may have been speaking a type of

proto-Greek as long ago as 1800 BCE. The eventual destruction of the settlement with the eruption of Thera c. 1620 BCE was

with our guide who was in charge of the restoration of the famous Dionysus mosaic was a special treat.

In Athens, I focused mostly on Classical architecture,

possibly the inspiration of the account of the legend of Atlantis

about which I teach two units: one for Form II Latin, in which

of our study of the remains on the island.

building techniques, and ornaments as they relate to the Neo-

by Plato in his work the “Timaeus,” which we will read as part Delos, mentioned in Homer’s “Odyssey” as birthplace of

Apollo and Artemis, was also a home to many other cult sites, including a sanctuary of Zeus and major evidence of worship

of Dionysus. Despite being incapable of sustaining agriculture, the island was a frequent stopping point for travelers in the ancient Aegean and maintained a high level of prosperity through trade and banking. It was famously the home of

the treasury of the Delian League, the alliance of city-states

headed by Athens in the fifth century BCE. The movement of the treasury to Athens in 454 BCE was one of the events that

led to the Peloponnesian Wars. My photos of the statuary and mosaics from the island’s museum are vibrant teaching tools,

especially when discussing Thucydides, and my conversation

we examine the connections between ancient monuments,

Classical architecture of Washington, D.C. (which the students visit on their class trip), and the other for Form IV, who have a year-end project in which they build their own virtual

model of an ancient city after careful individual study of their chosen monuments. The Form II boys benefit from making

connections between the buildings of our capital and how they were inspired by the innovations and beauty of the birthplace of democracy in Athens, while the Form IV students will

have more detailed knowledge of the actual use and technical aspects of the buildings that they will be studying.

I owe a debt of gratitude to the Parents Association for

this inspiring and valuable trip.

By Brett Wisniewski, Upper School Greek and Latin Teacher

Fall/Winter 2018

51

f e at u r e

F

or the second consecutive year, Browning’s Family Day-Book Fair (October 28 and 29) featured a Halloween theme, with parents and children

invited to wear their favorite costumes to add to

the fun. A wide range of books, local authors, as well as

games, arts and crafts projects and a buffet lunch were all

part of the festivities in the School’s Kurani Gym on Family

Day. The boys and their teachers had another opportunity to visit the Book Fair the next day; after all, there is never quite enough time to browse so many great books. Thanks again to the Parents Association and Library Director Murielle

Louis for orchestrating this “spooktacular” event! Happily, the fundraising goal of $9,200 was met.

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

CHANNELING SARAH BERNHARDT Form VI members of the modern drama class, taught by Lydon Vonnegut, attended the Roundabout Theater Company’s performance of “Bernhardt/Hamlet” in late October, a play that The New York Times described as uplifting and timely.

Janet McTeer was cast in the role of legendary late-19th-century actress Sarah

Bernhardt whose ambition was to play the infamous Dane. According to the Roundabout’s website, in writing about

Ms. Bernhardt, Mark

Twain once remarked, “There are five kinds of actresses: bad

actresses, fair actresses, good actresses,

great actresses. And then there is Sarah Bernhardt.”

PUMPKINS AND MUSICAL SUPERHEROES: A GREAT COMBINATION! During a late October Lower School Assembly, Browning boys gave festive and colorful

presentations as a salute to Halloween and “musical superheroes!”

Music Department Chair Lucy Warner

reported: “Kindergarten boys wowed the audience as they wore pumpkin hats and

sang ‘Hooray for Halloween’ in their first

performance at The Browning School. Then the boys in Grades One through Four

honored eight ‘Superheroes of Music.’ Each homeroom was represented by one boy

– dressed in a cape and mask – who announced a famous composer’s name and then

56

led his classmates in reciting a short poem about that particular musician.”

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As we headed to

press, Browning boys at all division levels were preparing for

the School’s annual

holiday program on

December 21. Please

log onto the School’s website at www.

browning.edu for

details and photos.

from the archives

The Browning archives are full of marvelous artifacts from days gone by. Among our treasures are a collection of workbooks with construction paper covers crafted by Clark W. Travell ’41. As a young boy, he used pencil and crayon to document what he learned in the classroom about the history of the pilgrims and Thanksgiving, the activities of “Red,” a red squirrel who likes to play in the sugar maples, and the lyrics of such seasonal songs as “The Holly and the Ivy,” first published in a 1710 broadside.

This carol is still often performed at Browning’s Holiday Program, which is preceded by the School’s annual Thanksgiving Assembly.

Fall/Winter 2018

57

at h l e t i c s

2018 Fall Wrap-up The Middle School Panthers, led by

Andrew H. West ’92

Another group of boys that should be very proud of

Coaches Protheroe, Stoler and Duchak,

their efforts is the varsity cross country team. Under the

once again had a very strong season

guidance of Coach Bernard and through the leadership of

with a balanced squad that was strong

co-captains Ryan Eagan ’20 and Robert Michaelson ’20,

at almost every position. The junior

they had a very successful season, which included an

varsity team, under the leadership

eighth place finish by Ryan at the NYSAIS Cross Country

of Coaches Blake and Symons, also

Championships. Even more good news for the Panthers is

established themselves late in the season and came within

that the Middle School cross country team, led by Coach

a few minutes of advancing in the playoffs! The continued

McDermott, also did very well, providing Coach Bernard

serious approach they established last year carried over to

with more talent down the road.

help this year’s team.

On the varsity front, Coach Watson, assisted by Felix

Finally, the inaugural season of our 5-6 grade soccer team got off to a very strong start; the boys finished with a

Balamou, was very proud of the efforts put forth by the

record of 4-1, including some big wins against schools that

entire team. Despite graduating 12 seniors, the Panthers

had easily beaten us just a year ago. Thanks to Coaches

gave it their best shot. They showed some real “grytte”

Cohn, Pischel and Wolf for all their hard work!

and continued to fight throughout the season, but

–Director of Athletics Andrew H. West ’92

unfortunately, they failed to make the postseason.

VARSITY SOCCER While team members started the season with a few ties

Cohate ’21, for their leadership and example on and off the

weeks after. They were a young team with only four

played with a broken wrist for most of the season! We’re

in league contests, they failed to hit their stride in the seniors, and the talented freshmen who started often appeared intimidated by the bigger and stronger

opponents. Special mention must go to the captains on

the team, Blaise Lowen ’19, Nick Hurley ’19 and Fernando

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field, and to George Newberry ’20, our top goal scorer, who very optimistic about the future, as we have some skilled

players coming up the ranks to compete at the varsity level.

–Coaches David Watson and Felix Balamou

JUNIOR VARSITY SOCCER The team finished the season with a 0-6-3 record and just one win away from a fourth seed playoff spot.

The team played an extra play-in game with Loyola and ended it

in a 1-1 tie, but narrowly lost the

game in penalty kicks. Highlighting the Panthers season were suburb

dribbling skills from Captain Luis

Altamirano ’20, controlled and timely slide tackles and clears from defensive backs Henry Smith ’22 and Alex Raftopoulos ’21, and

two late goals to tie games against Loyola and Masters by Jeffrey Ramos ’21 and Evan Taylor ’20.

–Coaches Lauck Blake and Richard Symons

5-6 GRADE SOCCER This was the inaugural season for

reeled off four straight shutout wins,

together for the first time can prove

last. This team has a bright future,

the 5-6 grade soccer team. Playing

challenging, but this group was up to the task. The team was deep, loaded with skill and always played with a purpose. After coming up short

in their first game despite severely

outplaying their opponent, the boys

each one more impressive than the

and we look forward to seeing their continued success as they get older.

The boys finished the season with a record of 4-1.

–Coaches Michael Cohn, Kris Pischel and Andrew Wolf

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59

7-8 GRADE SOCCER The 7-8 grade soccer team had

games of the season were against

throughout the season, which is a

record of 8-3. As the season

We beat Columbia Prep in a close

and goalkeeper. The boys should

a successful season with a final progressed, the boys meshed

and played some of their best

games. They learned a lot from their three losses, which were all extremely close. Our best

Columbia Prep and St. David’s.

game, 3-1. We played St. David’s in our last game of the season,

scoring eight goals and moving

the ball extremely well. We scored

testament to our excellent defense be proud of all they accomplished.

–Coaches Gerald Protheroe, Jonathan Stoler and Stacey Duchak

35 goals and only let up eight

MIDDLE SCHOOL CROSS COUNTRY The Middle School cross country team had a great season, full of improvements. Captain Jack McNeill ’23 set a positive tone

for the team with his hard work and dedication. The boys came to practice each day ready to work hard, alternating between

endurance training, speed workouts and weight training. The team was led by Sasha Maslennikov ’23, who ran consistent

times throughout the season and placed in the top 10 each meet.

He was followed by teammates Sam Snyder ’24, Kevin Twomey ’23 and Jack McNeill ’23, who all improved their times. With hard

work, discipline and consistent training, the Middle School boys have strong running careers in their future.

60

–Coach Meghan McDermott

T HE

BUZZER

VARSITY CROSS COUNTRY Chuck Norris said, “Cross Country: No half

times, no timeouts, no substitutions. It must be the only true sport.” The 2018 NYCAL season

experienced a riveting conclusion and delivered its verdict on October 23 at Van Cortlandt Park.

A strong and experienced Trevor Day team

won the competition, just edging out Columbia Prep. Browning’s co-captain, Ryan Eagan ’20,

won the race (again) with a great time (17:15), close to his personal record (16:58). Ryan has

been consistently training hard, pushing himself during interval and hill work-outs, running

during the summer and being very responsible about his training. He is a talented runner, and

his hard work has paid off in the end. It has been

a true pleasure for me to run with the boys this fall and try to share my running experience with them. All of them improved over the season, thanks to their

efforts during daily sessions. Most of our harriers will be back next year when we will hope to correct our deficiencies and build on our assets.

–Coach Dominique Bernard

Fall/Winter 2018

61

alumni events

Alumni volunteers and consecutive-year donors mingled on the library terrace.

Joe Metzger ’02

Sandy Pelz ’71 and Reja Sabet ’82.

ALUMNI SUMMER COCKTAIL RECEPTION On June 4, the Alumni Council hosted a cocktail reception to recognize

and thank alumni volunteers and

consecutive-year donors. The intimate gathering was a great way to mark

the end of the school year, and alums were treated to rooftop cocktails and hors d’oeuvres on a beautiful warm

evening. Special thanks to the Alumni Council and all the volunteers.

If you are interested in getting

more involved with the alumni

community, please contact Caroline Axelrod at caxelrod@browning.edu or 212.838.6280 ext. 1920.

62

John Hadden ’87

Guests enjoyed cocktails and hors d’oeuvres al fresco.

T HE

BUZZER

Harrison Messer ’12

Back row: Ed Kent ’02, Nick Rango ’08, John Hutzler ’86, Joe Metzger ’02, Chris Brandt ’09, Chris Jennings ’99, Andy Madden ’96, Allanby Singleton-Green ’83 and Jeremy Katz ’04. Front row: Stuart Orenstein ’00, Stevie Rachmuth ’10, V. Marc Cali ’89, Andy Sandberg ’01, Nicholas Versandi ’01 and Bill Reed ’85.

FALL ALUMNI ASSOCIATION MEETINGS The Alumni Association gathered

for the first meeting of the 2018-19 school year on September 17.

Alumni Council Annual Fund participation.

On October 22, the Alumni

Gene Campbell, Browning’s new

Council met in the Wilson Room

special guest and helped kick off

Middle School Head Danielle Passno

Head of Upper School, was the

the meeting. Mr. Campbell discussed his years of teaching,

his belief in boys schools and his hopes for the coming year. The

Alumni Association was thrilled to meet and welcome him to the Browning community. Updates were given by Alumni Council President Andy Sandberg ’01,

for its second meeting of the year. was the special guest. In addition

to sharing a funny anecdote about

meeting her first Browning alumnus, Ms. Passno spoke about recent

school trips to Mystic, Conn., and Washington, D.C., as well as her

plans to create a “culture of care” in the Middle School.

The next Alumni Association

Director of Alumni Affairs Caroline

meeting is the Note-a-thon on Monday,

particular interest was the increase

are welcome! Please reach out to

Axelrod and committee chairs. Of

in alumni contributions to the 2017-

18 Annual Fund, as well as the ninth consecutive year of 100 percent

February 11, at 6 p.m., and all alumni Director of Alumni Affairs Caroline Axelrod if you are interested in

attending or would like to get involved.

Fall/Winter 2018

63

WAYS TO GET INVOLVED Get involved with the community and give back to your alma mater by volunteering with the Alumni Association. Plan alumni events, become a class representative, help with outreach and more!

Contact Director of Alumni Affairs Caroline Axelrod at

caxelrod@browning.edu or 212.838.6280 ext. 1920 for more information.

UPCOMING ALUMNI EVENTS HOLIDAY PARTY

Friday, December 14, 5:30 p.m.

CLASS OF 2000 DISTINGUISHED

BROWNING-MARYMOUNT REUNION Friday, January 11, 6 p.m.

The Metropolitan Museum of Art

SPEAKER SERIES

ALUMNI COUNCIL NOTE-A-THON

Wednesday, December 19, 6:30 p.m.

Monday, February 11, 6 p.m.

ALUMNI BASKETBALL GAME

ALUMNI REUNION

Thursday, December 20, 5:30 p.m.

Friday, April 12, all day

YOUNG ALUMNI AND

milestone reunions.

PARENT RECEPTION

Thursday, January 10, 6 p.m. (by invitation)

Classes ending in “4” and “9” are celebrating

ANNUAL ALUMNI ASSOCIATION MEETING Monday, May 20, 6 p.m.

All events held at Browning except where noted otherwise. RSVP is required.

64

T HE

BUZZER

Friday , April 12, 2019

ALUMNI REUNION

Save the Date!

The Alumni Association invites all alumni and faculty to the annual Alumni Reunion on Friday, April 12, 2019. Classes ending in “4” and “9” are celebrating milestone reunions. All alumni, regardless of class year, are invited and encouraged to attend this special day of events, which includes:

• Evening Reunion Cocktail Reception • True Grytte Society Luncheon (by invitation) • Stephen S. Perry ’76 Memorial Class Representative Awards • Alumni Panel For more information, please contact Director of Alumni Affairs Caroline Axelrod at caxelrod@browning.edu or 212.838.6280 ext. 1920. We look forward to celebrating with you in April!

Fall/Winter 2018

65

class notes

TO SHARE NEWS with the Browning community, please contact Caroline E. Axelrod, director of alumni affairs, at caxelrod@browning.edu or 212.838.6280 ext. 1920.

Caroline E. Axelrod

Director of Alumni Affairs Caroline Axelrod, who was appointed to her position on July 1, is a native New Yorker. She received her B.A. from Barnard College and previously served as both the director of alumni affairs and the director of annual giving for The Dwight School Foundation. She looks forward to meeting and hearing from all of you!

40s

Dr. Michael Mittelmann ’49

and his wife Suzanne visited Le mur des je t’aime (Wall of Love) in Montmartre, Paris, where the phrase “I love

Michael Mittelman ’49 in Paris with his wife Suzanne.

over 250 languages. Michael

begin commemorating [my]

wearing a Browning cap to

Michael plans to attend

you” is written on tiles in

said, “[I] could not pass up

milestone 70th reunion.”

DR. MICHAEL MITTELMANN ’49 In May, Browning alumnus Dr. Michael Mittelmann ’49 shared his recollections of

working on Browning’s student newspaper, the Grytte, after reading a feature in the Spring/Summer 2018 Buzzer celebrating the paper’s 120th anniversary.

IN RETROSPECT The Spring/Summer

the Cook Room. I included several

reminded me of my

current interest. Whoever assisted

2018 Browning Buzzer

drawings with short articles of

activity as an editor

me, in one form or another, is

publishing the Grytte

prior to graduation

unknown. The guiding and friendly hand of Charles W. Cook ’38 must

in 1949. As pointed out by Caleb

have been nearby. He was head of

copies of the Grytte have been

headmaster. Frankly, I don’t recall

Sussman ’18, “Unfortunately, no

the English department and assistant

preserved from the period between

ever seeing any prior Grytte issues.

typed the copy, with difficulty, on

the mimeo copier dates back prior

hand-cranked the mimeograph

and others. There are some excellent

1898 and 1948.” In those days, we stencils, used plenty of ink, and

66

machine (copier) in what is now

T HE

BUZZER

For history buffs, the story of

to 1896, thanks to Thomas Edison

photographs and other historical

references available on the Internet.

My sincere congratulations

to the students and faculty who

make the continuing high quality

publications of both The Browning

School’s Grytte and Buzzer possible.

JOHN H. STRALEY ’71 On July 3, 2018, John H. Straley ’71 released

overhead, screaming

his Cecil Younger series. Of his latest book,

Shamus Award-winning

his 10th novel, “Baby’s First Felony,” part of The New York Times said, “Straley knows

how to wrap deadly violence in a bubble of black humor that suits the novel’s beautiful but harsh setting, where whales open their John H. Straley ’71

maws to dine on oceans of salmon fry

and men kill one another while ravens fly

with laughter.” John is a author of “The Curious

Eat Themselves,” and “The Woman Who Married a

Bear.” Based in Sitka, Alaska,

John was appointed the Writer Laureate of Alaska in 2006.

his 70th Browning reunion

Asset Management to travel

often the French I learned at

and daughter. Michael also

A dedicated alumnus,

For more music, visit:

on April 12 with his wife

reported that he spoke with Weston Vernon, III ’49 in September, and that

he and his family were

out of harm’s way during Hurricane Florence.

50s

Michael R. Linburn ‘50 died on September 2 at the age

of 85. He had retired in 2016 after 25 years with Morse

and spend time with family.

Michael was a regular at

alumni reunion and other school functions.

60s

Webster Young, Jr. ’68

submitted the following in September: “My

Symphony No. 5 was performed in Lviv,

Ukraine, on August 24,

by the Lviv Philharmonic

Orchestra. Excerpts can be watched at vimeo.com/ user3316861.” Webster

traveled to the Ukraine

to watch the performance

and noted: “Lviv is a very beautiful city, second

only to Paris and Rome, although Ukrainian is a Kathy and Michael R. Linburn ’50 at the 2018 Alumni Reunion.

very difficult [language].

I have used much more

Gordon R. Baird, Jr. ’68

Browning from Ms. Rossant.”

was thrilled to return to

WebsterYoungLinks.com.

his 50th reunion and loved

In October, Basil W .

Nikas ’67 reported:

“Nearly three years

into my new home in Chisinau, Moldova,

where I assisted in its

economic development

through entrepreneurial growth and attracting

investors and partners, I have crossed the Nistru

Browning on April 13 for

seeing classmates R. Treat

Rinear, Jr. ’68 and Samuel C. Earnshaw ’68. In his

words, “...Where the heck was everybody else? The School looked great and

well-managed to keep on

keeping on in this perilous

era. We were lucky to all have each other back then. Fun

remembering. Best to all!”

dependence on Russia and

70s

West. A bit of a challenge –

retired from federal

River. [I am] working with Transnistria’s new prime minister in lessening its

opening its doors to the

but that’s what makes life

exciting.” Basil mentioned

that Moldova is the fastestgrowing wine tourism destination, and he

encourages the Browning community to visit.

James M. Cannon IV ’71 government service on July 4, 2017, and retired as a Navy

reserve captain in February of 2013. In May he wrote:

“The Browning School was key to my life and future.

Retirement is great!”

Fall/Winter 2018

67

In September John C.

Cook ’71 reported:

“Following retirement from Johns Hopkins

University last year, I

have joined the start-up company Geothermal

Technologies, Inc. (GTI) to recruit investors. GTI will provide commercial scale clean energy worldwide by generating electricity

Richard Fisher ’72, Howard Rasmussen ’72, Jeremy Galton ’72 and Steven Schott ’72 in Charleston, S.C.

using newly discovered

within a train ride of a couple

me if you are in Baltimore

not run out of things to do

technology. Please contact and have time to catch up.”

Craig J. Sands ’71

of hours from home, so I will

and survived a hurricane.”

his 45th reunion. After getting

for the foreseeable future.”

G. Schott ’72, Howard L.

a half hours trying to get to

In September, Richard E.

submitted the following in

Fisher ’72 submitted the

retire earlier this year and

continues to be remarkable,

September: “I decided to

finally have enough time to pursue other interests.

My primary residence

will remain here in Ghent, Belgium, although I will

make occasional visits to San Diego. Much of Europe is

John Zaccaro ’82, Youssif Kamal ’82, David Callaway ’82 and Ned Hurley ’82 on stage after Youssif’s performance in “The Band’s Visit” on Broadway.

following news: “Life

sometimes challenging, but gratifyingly rewarding. In the course of the last year,

we’ve sold our house, moved

In October, Richard, Steven Rasmussen ’72, and Jeremy Galton ’72 convened in Charleston, S.C., for a

weekend of good food and fun, including a dinner

with their Browning math teacher Donald Smith!

Bad luck, it would seem,

stuck on a train for two and

school, his train broke down (again!) on his way home.

David said, “My fellow

classmates, I tried to get there!

It just wasn’t meant to be. The next time, I will get a hotel room the night before!”

Peter J. Gardner ’76

to the coast, changed our

prevented David G. Holleb ’73

reported in June: “We

previously unknown relatives

Friday the 13th of April for

the end of 2017!”

lifestyle, found and embraced

from arriving at Browning on

became grandparents at

JUSTIN M. BLITZ ’96, P ’30 On May 12, 2018, Browning hosted a

TEDxYouth@BrowningSchool event for nearly 100 members of the community. Browning

alumnus and current parent Justin M. Blitz ’96, P ’30 was chosen by student leaders to speak at the “play”-themed conference. Drawing on his

personal experience, Justin’s presentation was

called “The Power of the Safety of Play.” A partner at the law firm Schulman Blitz, LLP, Justin is a

member of the board of directors of the New York State Trial Lawyers Association (NYSTLA), a Justin Blitz ‘96, P’30 was chosen by student organizers for the TEDxYOUTH@ BrowningSchool event in May.

member of the American Association for Justice,

and several other bar associations. To learn more, visit: browning.edu/tedxyouth2018.

68

T HE

BUZZER

Adam V. Dalva ’04 is a

“Oliver Twist.” Described

been published

professor at Rutgers

futuristic fable,” the book

York Review

writer, a creative writing University, a book critic for

Guernica magazine and now a graphic novelist. Adam co-

authored “Olivia Twist,” part Adam V. Dalva ’04

one of a four-part adaptation

of Charles Dickens’s classic,

80s

Youssif H. Kamal ’82

joined the cast of the Tony Award-winning musical

“The Band’s Visit,” which

won 10 Tonys this year, the third most for any show in the history of the award.

Youssif has been living in

Los Angeles doing film and television. He is thrilled

to return to the city, where

he loves to do the work he is most passionate about.

Please come and see the

show, and let Youssif know

as a “female-centric

was published by Dark

Horse in September. Adam is a graduate of NYU’s

MFA Program where he was a Veterans Writing

Workshop Fellow. He has

old twins, are loving first grade and enjoying the

Southwest. Being from the east coast and living there my entire life, this change has been interesting and

very different...but we love it! If you are ever out here

to visit, or actually live here,

don’t hesitate to reach out at pgordon066@gmail.com.”

V. Marc Cali, III ’89

shared the following:

“Forty-two years later, Vincent III returns to

the same classroom for

Vincent IV’s first day of Kindergarten.”

by The New of Books,

The Paris

Review, The

Millions, Tin House,

The Guardian and other publications.

90s

Geoffrey W. Feder ’92

submitted the following in September: “My company, Feder Knives, had an

incredible year! We were

in an Epicurious YouTube video called ‘Price Points’ that had more than two

Andre Egol-Valverde ’93 with his family.

featured in The New York

Both speak English and are

Editor’s Choice blue ribbons

in Rio de Janeiro. We plan

million views. We were

Times and just won seven

at Maker Faire 2018. Follow @federknives on Instagram

for high-level knifemaking.”

Andre Egol-Valverde ’93

so you can go backstage and celebrate great art!

wrote: “Unfortunately, I

submitted the following in

25th Browning Reunion on

Peter Gordon ’84

September: “Hi, everyone.

Just wanted to let you know

wonderful K-8 school in

Scottsdale. Noah and Olivia, my incredible seven-year-

all my former classmates on what they are up to.”

In July, Philip Blake ’95

at Columbia University,

office of the M&A advisory Marc Cali ’89 with his son Vincent Cali ’31 on the first day of Kindergarten at Browning.

so I would love to hear from

April 13. I have been living

inaugurate the Brazilian

my second headship at a

to return to the U.S. in 2019,

was promoted to director,

I moved to São Paulo to

Ariz., last year to begin

attending a bilingual school

missed the Class of 1993’s

in Brazil since 2001, when

that I moved to Scottsdale,

Dark Hors e

ADAM V. DALVA ’04

firm I was working for

at the time. I am married

and have two wonderful

children (Alessandro is nine and Francesca is seven).

client device engineering, where he oversees the

device engineering for

the school’s information

technology. Philip is focused on continuing the growth of the group’s responsibilities, which have grown four-

fold under his three years of management.

Fall/Winter 2018

69

00s

Benjamin S. Melting ’00 submitted the following

in September: “In August

I traveled to the far east to

Andy Sandberg ’01 poses in front of posters for his two offBroadway shows.

tour Mongolia with National Geographic Expeditions, my fifth such trip. After nearly

20 hours of flying and a brief layover in Seoul, I arrived in

was the Three Camels

equestrian, was incredible. If

Thanks to all of the

Mongolia. Ulaanbaatar is a

Geographic Unique Lodge

about Mongolia or National

and faculty who came

Ulaanbaatar, the capital of

bustling Asian metropolis,

growing in size, while at the same time suffering from

many of the same problems other modern cities suffer

from, like 24-hour gridlock.

Our trip at times took us

to within 240 miles of the

Russia border to the north and within 250 miles of

China to the south. One of

the most memorable places

Lodge, (above) a National

of the World located in the Gobi. A modern take on the nomadic camp, it is

located about 30 miles from the nearest town. We were

interested in knowing more Geographic Expeditions,

please reach out. The trip was eye-opening and

incredibly life-changing.”

Andy Sandberg ’01

treated to some of the most

continues to work in

in the world while in the

director and producer.

majestic landscapes and sites Gobi. We got around in fourwheel-drive vehicles and on camelback and horseback, which, for an experienced

New York as a writer,

He recently completed

two off-Broadway musicals that ran simultaneously –

“Neurosis” and “R.R.R.E.D.”

Browning alumni, parents out to support the shows!

Original cast albums for

both shows will be released in early 2019. (Andy also

made an unexpected return to performing when he had to fill in for one of

the roles in “Neurosis.”)

He continues to serve as

president of the Browning Alumni Association and looks forward to seeing

Comedy Central

SAM E. MORRIL ’05 Sam E. Morril ’05 made his one-hour stand-up debut on September 14 with his Comedy Central special, “Amy Schumer Presents Sam Morril: Positive Influence.”

The show was well-received, and Paste Magazine

said: “Morril proves himself to be a savvy storyteller

and refreshing, minimalist performer, accomplishing a lot with an economic performance style.” Morril

was named one of Comedy Central’s Comics to Watch

Sam Morril ’05

including “The Tonight Show with Jimmy Fallon,”

seasons and received an Emmy nomination.

in 2011. He has performed multiple stand-up sets,

“The Late Show with Stephen Colbert” and “Conan.”

As we head to press, Sam is scheduled to return

In 2015 his debut album, “Class Act,” recorded with

to Browning in December as part of the Class of 2000

and numerous top 10 lists. He also hosted a show on

the next Buzzer.

Comedy Central Records, was number one on iTunes

70

MSG called “People Talking Sports,” which ran for two

T HE

BUZZER

Distinguished Speaker Series. Coverage will follow in

Robert Bramble ’06, Christine Bramble, Albie Bramble ’04, Leigh Ann Plack and Bill Bramble.

many fellow alumni at the

A Fleischer Foundation basketball team proudly wearing their Browning jerseys donated by Coach West.

Samora L. Legros ’03

On August 31, 2018,

Reunion in April!

submitted the following

Albie H. Bramble ’04

made his directorial

past two years, I have

at the Dumbo Loft in

Paul F. Dano, Jr. ’01

debut with his new film, “Wildlife,” starring Jake

in September: “For the

married Leigh Ann Plack

been working as a senior

Brooklyn, N.Y.

David C. Kimball-

business analyst at

JPMorgan Chase & Co.”

Stanley ’05 reported the

at Sundance Film Festival

feature film “Dead List”

December 30 I married

the New York Film Festival

and co-produced by Ivan

Gyllenhaal and Carey

Mulligan, which premiered in January and appeared at in September. Paul returns

to Broadway this season in

the revival of Sam Shepard’s “True West,” which he stars

following news: “Last

co-written, co-directed

Kat Lawlor, whom I met

at Trinity College. In May,

Asen ’04, was released on Amazon, iTunes, Google

Play and VOD. The film was released to DVD on July 3

and SVOD on September 4.

Getty Images

in alongside Ethan Hawke.

In May, the horror

Adrian J. Muoio ’10 reported that he has

returned from the Bay

Area to pursue an M.F.A. in fiction at Columbia University.

In May, Stephen A.

I graduated from Harvard

Fleischer ’10 graduated from

the summer Kat and I

School of Law and moved

Law School, and over

moved back to New York, where I started my new job clerking at the New

York Court of Appeals. We now live in Brooklyn with our new dog, Toby. Hope you’re all well!”

Owen B. Canavan ’06

submitted the following in June: “I have made a

miraculous recovery from last year’s accident, and

even just started exercising again. Thank you to all for

your thoughts and prayers.

Paul Dano ’01 (in cap) with the cast of “Wildlife.”

10s

Professionally, the music

business continues to be alive and well here in Nashville.”

Loyola University Chicago

to Nairobi, Kenya. Stephen is the executive director of The Fleischer Foundation,

an organization he started in 2016 to empower

underprivileged children in Nairobi through education and mentorship. This year,

The Fleischer Foundation is sponsoring three basketball teams in Nairobi, and

Browning’s director of

athletics Andrew H. West ’92 donated 40 basketball

uniforms to help support

them. According to Stephen, all three teams are very

proud to have the uniforms

Fall/Winter 2018

71

IN MEMORIAM C. Mark Barnard, III P ’17 R. Neville Davis ’50

Alfred M. Ehrenclou ’45 Kara Gelb P ’27

Michael Linburn ’50

John D. McGurk P ’01, P ’04

Edward J. Pelz P ’71, GP ’12, ’12 Patricia A. Reese P ’96

Natan Wekselbaum P ’02 Jackson Richter ’18 with “Neurosis” director Andy Sandberg ’01.

and call themselves the Browning Panthers!

This fall, Robert H.

Nielsen ’18 worked with Browning’s robotics club

before heading to India in November to volunteer.

Robert is taking a gap year before starting Williams College in the fall.

S. Luca Nickola ’18

reported in October: “I

decided to take a gap year

before heading to Tulane next fall. Currently I am working for FEMA as part of the

AmeriCorps program. Right

in Iowa, and then shortly

thereafter my team will be

sent on our next assignment.

We are not sure where that

will be, but North Carolina is a strong possibility. I’ll keep you posted.”

On October 12, Philip A.

Raftopoulos ’18 stopped

by Randall’s Island to cheer on Browning’s varsity

soccer team. For the fourth

consecutive year, Browning

athletes sported pink jerseys in support of Breast Cancer Awareness Month.

In August, Jackson S.

now I am down in San Juan,

Richter ’18 and former faculty

the recovery effort. At the

attended a performance of

Puerto Rico, helping with

moment, most of my time is

spent organizing documents related to the disaster for the

Eric Sigg ’21, Christian Kim ’21, Robert Nielsen ’18, Alec Candidato ’20 and Griffin Davis ’21.

member Kevin Dearinger

“Neurosis” directed by Andy Sandberg ’01.

Puerto Rico Electric Power Authority. The work days

are long, but we are making a real difference. My team

Teddy S. David ’18 gave the Forms V and VI boys a tour of Vassar College during Browning’s annual college trip.

is great, and we’re having

a lot of fun both on and off

the job. Later this month we

head back to our home base

72

T HE

BUZZER

Philip Raftopoulos ’18 and faculty member Megan Ryan.

Before a Browning

boy graduates...

HE WILL...  Visit 15 schools on the college trips  Go on 9 overnight trips  Eat 2,145 lunches

 Play on Randall's Island 316 times  Visit the Metropolitan Museum of Art for 9 class trips  Take Mr. Ingrisani’s class 2 different times  Visit Black Rock Forest 6 times  Go to Central Park 118 times  Participate in 13 art shows  Read 39 issues of the Grytte newspaper

Your annual support ensures that Browning boys have these opportunities, experiences and so much more.

Please make your Annual Fund gift today.

How to Give

M ATC H I NG GI F T S

FOR ON LI N E GI F T S V I SI T:

instructions to initiate the match. We will complete the process to multiply

browning.edu/giving

If your employer has a matching gift program, please follow your employer’s your support.

OR M A I L YOU R GI F T TO:

STO C K GI F T S

Office of Institutional Advancement

contact John Campbell at 212.249.6879 or jcampbell@browning.edu

The Browning School 52 East 62nd Street

New York, New York 10065

For instructions on how to donate stock, please visit: browning.edu/stock or CON TAC T I N FOR M AT ION

Soo Mi Thompson, Director of Annual Giving sthompson@browning.edu 212.838.6280 ext. 1600

Thank you in advance for your support!

Fall/Winter 2018

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 x1150.

BROWNING’S 130TH YEAR INTRODUCES A NEW TRADITION Opening Assembly at Christ Church on September 5, 2018, included a

new tradition with Form VI boys

and first graders entering the doors together to take their seats.

D

T HE

BUZZER