Buzzer Spring/Summer 2019

Spring/Summer 2019

EMBRACING THE SERVICE LEARNING PROGRAM:

A Transformative Time for Our Boys

Spring/Summer 2019

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a rt i n f o c u s

TRAY Sebastian Rodriguez ’19 8” x 13” Ceramics

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contents

Spring/Summer 2019 FEATURES

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Service Learning Program Promotes Commitment to Greater Good

DEPARTMENTS

Andrew Lack ‘64 Reflects on Browning at Alumni Reunion

29 The Local Buzz

56 Athletics

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From Theory to Practice

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Reading Raises Consciousness, Respect and Funds

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Parents Association Benefit 2019

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Selection of Colleges Offering Admission to Class of 2019

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Summer Stipends

Art in Focus (facing page): Art Department Chair Nik Vlahos explains, “The ceramic tray is a new project that was introduced this year. To start, students rolled out a slab of clay and draped it over a mold.

Once the slab had taken the form of the mold and was leather hard, it was

removed from the mold. Handles were then sculpted and added. Students were encouraged to glaze the inside of their trays with something that was meaningful to them. This particular tray was glazed by using underglaze, with clear glaze later applied for the final firing.”

3 From The Headmaster

50 Fine And Performing Arts

62 Alumni Events 80 Class Notes

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ON THE COVER

Browning’s Service Learning Program has been enthusiastically embraced by our boys as they develop a sense of purpose and commitment on a daily basis. Read more beginning on page 4.

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

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

BUZZER STAFF

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

Dominique Bernard, Lower, Middle and Upper School French Teacher Sandra Martinez, Modern Languages Department Chair; Lower, Middle and Upper School Spanish Nikolaos Vlahos, Art Department Chair John Young, Classics Department Chair Contributing Photographers: Rami Abouemira, Caroline Axelrod, Christine Bramble, Coffee Pond Productions, Rossa Cole, Jeremy Katz ’04, Meghan McDermott, Sanford Pelz ’71, Al Pereira

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

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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

Turning Our Attention To Our Humanity For me, one of the signature joys

significantly subordinated deep focus to its

when my sons discover something

generations? There are surely benefits to

of fatherhood is the delight I feel

that I had taken pleasure in when I

was their age. Lately, my boys have

been working their way through old “Calvin and Hobbes” comic strips, old favorites of mine, and I have

been reminded anew how funny and

smart the series was. In one strip that I particularly like, Calvin

clambers up a tree with Hobbes in a plot to drop a water balloon on Susie Derkins, a young but preternaturally wise girl and

Calvin’s foil throughout the series. When Hobbes wonders what they would do if Susie didn’t walk by, Calvin asserts that the

pair will simply sit in the tree all day. “I love summer,” smiles Hobbes. “The days are just packed,” Calvin adds.

Those who know the series will recognize that Calvin

is seldom this patient; indeed, he often expresses a welter of

fragmented projects and thin motivations and barely-controlled chaos. This time, however, in declaring the fullness of his day,

Calvin demonstrates his ability to negotiate boredom and give

significant attention, even in the absence of obvious stimulus. In

this demonstration resides an important reminder, I think, as we move into our own summer.

We are well past the point where it is fashionable to note that

modern life challenges our capacity to give sustained attention;

hyper relative, particularly for our younger

At least part of our

be had through increased familiarity and

happiness – and, I

facility with hyper attention, but I wonder

would argue, our

a life that we would find meaningful.

humanity – hinges

Csikszentmihalyi has articulated a

on our capacity to

if these gains can serve as foundations for The psychologist Mihaly

concept known as “flow” – the experience

recognize that hyper

enjoyable that it is pursued for its own

attention alone will

itself. Losing ourselves in a book or a film,

not satisfy.

of finding something so engrossing and

sake, rather than consequences outside of feeling spontaneity and effortlessness in

the music or sport or role that we are playing, writing or painting or conversing in a way that time either stands still or flies by: these are

flow experiences, and Csikszentmihalyi asserts that enduring human happiness and meaning inhere in such activities. Flow experiences

are, by their nature, very difficult (if not impossible) to attain without

the skill and concentration demanded by the deep attention described

by Hayles. Seen this way, at least part of our happiness – and, I would

argue, our humanity – hinges on our capacity to recognize that hyper attention alone will not satisfy, and thus to practice giving serious,

focused consideration to the matters which concern and delight us.

While I will not contend that Calvin’s summertime plan was

indeed, it is almost clichéd to comment on our media- and

an expression of “flow” – finding profound meaning in tormenting

“attention economy,” where the scarce resource of human focus

slowing time, focusing and finding richness in the solitary purpose he

technology-authored distractibility, and thought leaders herald an stands as the most valuable and elusive of commodities. But if we simply lament our lost focus with a “What can you do?” shrug of the shoulders, or if we think of attention as merely another good

in the marketplace, I fear that we are missing and perhaps losing something important about our humanity.

As far back as 2007, UCLA English professor Katherine

Hayles divided our cognitive modes between “hyper attention,” which helps humans to handle waves of electronic interaction

and offer efficient response to rapidly changing environments,

and “deep attention,” which allows us to concentrate on a single object for a long period of time. Hayles was adamant that both

types of attention are useful, but can we doubt that our culture

Susie Derkins is a bridge too far – there is something admirable in his has set for himself. I certainly recognize that not everyone can spend a summer day in a tree with his stuffed tiger, literally or otherwise;

indeed, many of us face real pressures and deadlines brought about

by economic, vocational and familial necessity. But such realities can

enliven us all the more to our very human need for deep connection to something intrinsically rewarding, a connection that is best brought

about not only through skill, but also patient concentration and focus.

Deep attention is not a luxury good; rather, it is an essential element for finding, expressing, and enjoying human meaning.

Have a wonderful summer – and may your days be packed in the

best kind of way.

– which so often conflates busyness with importance, sensory fulfillment with happiness, and speed with competence – has

John M. Botti

Head of School

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Service Learning Commitment PROGRAM PROMOTES

TO GREATER GOOD

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Browning’s Service Learning program provides a transformative experience for the boys, allowing them to connect with meaningful work that explores who they are and what they can be. Through such efforts, our students develop a sense of commitment to each other and the broader community.

During this past school year, Middle School boys began to volunteer with Sweet Readers. By participating in this endeavor, they help to vitalize adults living with Alzheimer’s disease and ultimately serve as catalysts for eldercare.

The School’s service learning program emerged from past Browning events such as Community Day (an all-school day of service); it strives to offer ongoing opportunities and to align with curriculum, further developing the boys’ sense of purpose on a daily basis. Coordinator of Service Learning and Student Engagement Meghan McDermott, pictured (facing page) teaching a civics class, explains as follows, providing her personal thoughts on the effects of this work as it transpired over the course of the past months.

H

ere at Browning we

Form III boys, who recently

local schools and participating in

our students with

Bahamas, we have aligned their

This experience allowed them to

hope to provide

multiple opportunities for service learning work and for them to

feel connected to it. Our students acquire a deep understanding of

the communities they are serving and learn why their actions are meaningful. In our efforts with

traveled to the Island School in the work with their biology curriculum and various other projects. Since

September they have examined and

beach cleanups in Eleuthera.

realize the impact of their work at each level.

The fifth grade class members

improved recycling initiatives in

continue to volunteer with the

limiting single-use plastics in New

mission is to spread happiness

the school community, worked on

York, ultimately collaborating with

Celebrate U Foundation, whose by throwing birthday parties for

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children who reside or temporarily live in shelters. By partnering with

this organization, our students help those youngsters build self-esteem and give them hope. The boys’

service work reverberates in their civics class, where they discuss

what it means to be a good citizen – the importance of civic action and acts of service – all of which come to life when they engage with Celebrate U.

Connecting over birthday

celebrations provides students with common ground. They identify

with the fact that everyone wants

to feel special on their birthday, and they empathize with students their

In March student and faculty volunteers took the time to help prepare and serve hot meals at the New York Common Pantry, an organization our boys have long supported through their fall food drive. On this occasion, faculty members volunteered to support this effort by boys to feed those in the city who might otherwise go hungry.

own age. In class the boys discuss the importance of this civic action and begin to address systemic

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Similarly, our work with

issues by identifying root causes of

Back on My Feet, which

gives them a greater understanding

the power of running and

impact it has on all involved.

commonality around running.

homelessness. This conversation

combats homelessness through

of the work they are doing and the

community support, creates

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The organization’s message that a mile is a mile to everyone is

really unifying. Their involvement also allows our students to see that the skills and lessons they

learn, whether from running or

In our efforts with Form III boys, who recently traveled to the Island School in the Bahamas, we have aligned

their service work with their biology

curriculum and various other projects.

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The boys’ service

work reverberates

in civics class where they discuss the

importance of civic action and acts of

service, which come to life when they engage with Celebrate U

and connect through

birthday celebrations.

in the classroom, can be used to

help others in a meaningful way.

graders made signs in support of

breaks down barriers and stigmas

in art class, along with members

Finding these commonalities

by forcing the boys to question assumptions they may have

previously made about others.

They realize that no matter our circumstances, we all

share commonalities and should have a vested interest in helping one another.

Students learn that when

we partner with others or

organizations, we create shared values; in other words, there

is something that we can learn

from others and something they

Breast Cancer Awareness Week of the varsity soccer team. We

have also sought to develop past

initiatives, such as the varsity pink game, and prompted students to

think about why wearing pink is

important (the color identifies the wearer as someone who provides moral support to individuals

fighting breast cancer), as well as

why we fundraise and take further

students view service from a deficit perspective.

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the larger community. We have

had opportunities to strengthen

these bonds through community service work, the interdivisional

buddy program created by Justin

James ’19 (with the help of teacher Megan Ryan), basketball clinics, coffee houses and a pep rally,

all of which show we care and celebrate each other.

I’m inspired by the way

service projects. They began to

Additionally, these

our students. Our service work

away from the notion of having

think about how that extends into

of service.

about all of these things as forms

We can share our experiences by homelessness. We are moving

community. Then we can begin to

the boys have stepped up and

community events serve to

running together and combating

who we want to be within our

action to walk together and think

can learn from us. Together we can combat various problems.

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This past fall, our fourth

strengthen relationships between starts in the building with the way we treat and value each other. We have to begin by thinking about

our mission and values and how they articulate who we are and

taken initiative with these

explore who they are and who

they want to be – and to see the results at all levels. It doesn’t

get much better than that. They have a lot to be proud of, and

I’m confident that our service

learning program will continue to be an important element of

every boy’s Browning education.

INTERDIVISIONAL BUDDY PROGRAM CREATES MEANINGFUL CONNECTIONS Justin James ’19

Additionally, my mother told me that

thought process

Lower School; it was hard for her to let

details his

in the creation of a new Browning Buddy Program to facilitate friendships

that will last a lifetime. His independent study aims to cultivate interdivisional

relationships that bring boys of different grades closer together through a variety

she sometimes worried when I was in

go because she couldn’t be there with me, as she had been since birth. I had an idea that would offer another level of care to Browning students: care from teachers

and from older boys. That idea led me to

create a program that might help parents have even more confidence in the care

extended by the Browning community.

I was fortunate to have had many

of activities that support the values of the

allies, starting with the Kindergarten

off the program during Community Day

inspired me in Middle School to get

School’s mission statement. Justin kicked

with an interdivisional activity on how to welcome new members of the community and what it is to be an ally.

I believe that the Browning

community should take advantage of the size of our institution and be deliberate about creating meaningful friendships

or connections that can last for a lifetime.

Older boys have the ability to influence the younger boys in a way the teachers

can’t. The younger boys often listen more closely and look up more to the older

boys than they do to adults, since they

don’t see them as often. I also believe that the older boys can learn something new

about themselves and acquire useful life skills by participating in this program.

and Grade Four buddy system, which to know the kids I see everyday at

Browning. I started the program because I wanted the younger students to have the opportunity to gain a similar experience to what I had when I was their age. I

believe the program has been a success; being able to spend time together has made the younger boys less hesitant to say hello in the hallways and ask

questions about anything. The feedback

from the students and teachers has been both positive and supportive from the

beginning to the end of this year. In terms

of refining the program, Jacob Lassner ’21 will take up the reins and continue to develop it next year.

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Andrew Lack ’64 Reflects on Browning at Alumni Reunion Chairman of NBC News and MSNBC Credits Browning with Encouraging Inquisitiveness and Instilling Confidence

A

ndrew Lack ’64, chairman of NBC News and MSNBC, received the 2019 Charles

all of his Browning teachers, including Ms. LaMont,

Award on April 12 at a ceremony

Smith, Mr. William Smith and Mr. Agnelli, emphasizing

W. Cook ’38 Alumnus Achievement

attended by Browning alumni, faculty,

Trustees and other friends of the School. Established in 1991 in honor of Browning’s fourth Headmaster, this

annual award is the School’s highest alumnus honor and

is presented to an alumnus or alumni displaying the finest qualities of citizenship and distinguished achievement,

either in the private or public sector. Notable past recipients have included James Dimon ’74, Arthur O. Sulzberger ’44,

Howard Dean ’66, Claiborne Pell ’36 and Jeffrey Moss ’59 (a full list of recipients can be found at browning.edu/

Mr. DeVries, Ms. Macmillen, Mr. Kenny, Mr. Root, Mr. Clair that “...as an education experience, Browning was the most meaningful. And it’s because of that lineup, those teachers.

I lost my father when I was seven years old…I would

show up at this school as a pretty confused kid, with a lot

of mystery in my head about who I was, what was I really going to do here and insecurity about failing, which often

brought me to the Headmaster’s office... I was kind of badly behaved, but something clicked with me with that lineup of teachers. They held me. They put a discipline around me.”

Browning classmates fondly remember Mr. Lack’s

alumnus-achievement-award).

warmth, leadership instincts, public speaking talent,

following report on Mr. Lack’s acceptance remarks and

friend at Browning and also during several summers at

Director of Alumni Affairs Caroline Axelrod offers the

reminiscences of his days at Browning.

As Alumni Council President Andy Sandberg ’01

presented him with the award in April, Mr. Lack ‘64 noted: “I stand before you now pretty much the way I did when I

walked into this school every day – completely unprepared (which my colleagues know at NBC is an occupational hazard with me).”

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In his acceptance remarks, Mr. Lack recalled nearly

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spontaneity and athletic prowess. “Andy was my best

Camp Monomoy on Cape Cod,” recalls Tom Herman ’64, a journalist for The Wall Street Journal’s wealth management section as well as a professor at Yale and the University of

San Diego. (Tom, a former co-editor-in-chief of the Grytte, flew overnight from San Diego to attend the event.) “His

unwavering friendship and loyalty, his delightful sense of

humor, and his basic understanding of right and wrong were

Athena Torri/ NBC

Bren dan Smia Ge t t lows y Im ki/Ag ages enc

e Fra nc e -

Pres s

e—

/ As ailey Ed B ated s o ci s Pres

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“I got paid to be a journalist, and that started with me at Browning.”

inspiring. I spent many memorable afternoons and evenings

put out a newspaper – one edition only, typed by moms on

on rock music and dance moves of the ’60s. Despite Andy’s

Andy contributed an essay on the joys of shoe-shining.

at the Lack family home... Andy was my most important tutor patience and persistence, I could never, never keep up with

his impressive dancing skill, which once won him first prize at an Interschool dance contest at Brearley.”

One of the most respected media executives in the

world, Mr. Lack currently serves as the chairman of NBC

onionskin: ‘All the News That Fits, We Print.’ As I recall, Without getting a look at the present condition of his

Gucci’s, I can’t say whether this was at all predictive of his future. But for our newspaper, he was the James Reston of KIWI and soft rags.”

According to Mr. Lack, “I got paid to be a journalist,

News and MSNBC, where he oversees editorial and

and that started with me at Browning. I didn’t know any

digital news properties at both networks. He spent much of

questions...and that turned out to be a career in journalism.

business operations for the award-winning television and

his early television career at CBS News, earning numerous

honors for his broadcasts, including 16 Emmy Awards and

four Alfred I. DuPont-Columbia Journalism Awards. He was appointed president of NBC News in 1993 and, under his

leadership, the network transformed into America’s mostwatched news organization, with “NBC Nightly News,”

“Meet the Press,” “TODAY” and “Dateline NBC” all leading their respective categories. Mr. Lack was subsequently

promoted to president and chief operating officer of NBC

before leaving the network to become chairman and CEO

of Sony Music Entertainment. In 2008, he became the CEO of Bloomberg’s Global Media Group and was promoted to chairman in 2013. Before returning to NBC in 2015,

Mr. Lack became the first-ever chief executive officer of the Broadcasting Board of Governors.

Browning classmate Tim Crouse ’64 recalls Mr. Lack’s

contribution to their Grade Three newspaper: “...Our class

of the answers, I couldn’t take tests, but I did have the

I brought something along that I hope will, as a journalist at least, confirm what I said to you. [Mr. Lack displayed

a small, slightly damaged award to the room.] This is the

Cook-Brown Public Speaking Award, which I received in 1960. I’ve had this on my desk for the last 30-40 years...

This gave me the confidence, really, to start having some

answers to the questions I was asking, and it allowed me to have a very lucky life, asking other people questions and

reporting their answers. It started with this little cup, and I looked at it like it really was true – I was the best public speaker in that moment, on that day, in this place. So, I

thank you, for helping me bring all of that together again on this day. I never would have imagined the genuine

gratitude that I feel standing in this room with all of you,

who know this school so well and share like experiences, I think, of those times and what they mean in our lives. So, thank you very much for this.”

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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 three faculty members are featured in this issue of the Buzzer, while the entire series is available on the Browning website (www.browning.edu).

ZACHARY WILLIAMS English Teacher MY STUDENTS ARE ACCUSTOMED TO HEARING ME TALK ABOUT “THE MAGIC OF ENGLISH CLASS.” It’s an idea I invoke when our coursework naturally illustrates its ability to contain multitudes: when two students, for instance, present separate readings of a text that, while equally sound, well-evidenced and convincing, are wholly incompatible with one another; or when someone offers a perspective that turns an entire discussion on its head, reversing our sense of shadow and light in our consideration of a novel.

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“Wait a minute – see that? That’s

That’s the big discovery

For me, that magic – the magic

waiting at the heart of all our

the magic of English class.”

of reading, writing and thinking – is

work: reading literature and

the openness to new ideas and ways

reading life go hand in hand.

in the pliability of abstract thought, of seeing that a good English class encourages, and the freedom in

knowing that any given question is

not yoked to one single right answer.

As a student, English was, for me, the

“The Dead,” for instance – burst into

a text that seemed, on first reading,

revealing structure, logic and meaning

only subject that dealt in revelations: unremarkable, boring or even

incoherent to the point of insult could, under the guidance of the teacher and with the collective effort of the group, become utterly transformed. Works

bloom once the class set upon them,

where before I had seen only something formless, like clay. In English class, I

gathered, you learn to pull rabbits out of hats. Magic.

Today, I teach Updike and Joyce

that had merely shambled towards a

in my classes. But, as I also tell my

– John Updike’s “A&P,” or James Joyce’s

world if I suddenly had to throw out

dissatisfying close, in my own appraisal

students, it wouldn’t be the end of the

visual art, of history and culture. I want

In English class we learn to focus, to

with whiz-kid vocabularies and crack

collaboratively, to listen. To stop

them to come out of my classroom

essay writing chops, certainly, but I also want them to learn, through literature, less quantifiable things: the power of the wandering, undistracted mind;

awareness of their own interiority; a

well-considered sense of their personal beliefs and attitudes; the importance

of being still and listening. Above all, I

want my students to develop the ability to take joy from art, and by extension, from life. That’s the big discovery

waiting at the heart of all our work:

reading literature and reading life go hand in hand.

And these days, that sort of

my syllabus and start from scratch. And

sentiment sounds less and less lofty,

to my mind, and more like an urgent

that’s because we’re not just teaching

response to the state of things. We’re

students how to read, in the widest

turn to our phones and the toxicity

books and authors; we’re teaching

sense of that word. It’s a transferable skill. Once a student learns to read

deeply and thoughtfully – to pull the rabbit out of the hat – he can do it

on his own, and in fact he’ll surprise himself by doing it without trying,

when he least expects it, far from the English classroom. You learn to read

Shakespeare and Conrad and Woolf and

Ellison (just for example), and as you get better at it, slowly but surely, things start to look different – all sorts of things. You can’t put that rabbit back.

So while I very much hope that my

students build an appreciation for the

literary canon as their shared intellectual heritage, I hope too for them to become readers in their own lives: readers of

books and stories, yes, and of films, of

make eye contact, to develop ideas

multitasking, for 46 precious minutes a day. We don’t need tablets or apps or the internet. Why would we?

We’re reading books and working

through them together, the way it’s been done since time immemorial.

Recent research demonstrates that

deep reading actually changes our brains, promoting higher neural

connectivity in a variety of regions.

That’s interesting to me, but mainly as corroboration for what should

otherwise be common sense: books are good for us. They’re worth

something. They’re connected to a

way of life and mind that we should actively work to preserve.

I tell my students that they’re

harried, underslept, overworked; we

under no obligation to personally

of social media in what should

that they must be able to articulate any

otherwise be our quiet, reflective

moments, flooding our minds with a noxious torrent of “content” that inhibits expansive thought. That’s

how it feels to me, at least, and I’d

imagine many of you would agree.

What may have once appeared a

luxury – English class’s stubborn

insistence that the deep reading of

fiction is worth our sustained focus

and attention – now looks more like an antidote. Of course, like any of the really good things in life, it’s not a quick fix; it requires time,

patience and hard work. But deep

reading promotes a capaciousness

of mind, a generosity of intellect, a willingness to see and hear others.

enjoy anything we read together, but

displeasure thoughtfully. Unacceptable reasons for disliking a work, in my

classroom, include: “I don’t know,” “It’s boring,” or – the least tolerable – “It’s

weird,” which has always seemed to me a less self-aware way of saying, “I don’t understand it, and I disdain what I

don’t understand.” The basic premise of English class is that reading dismantles and renders impossible that approach

to the world. Through reading, students learn to understand ambiguity and

complexity; in books they see, again and again, that a black and white

view is frequently an incomplete one.

Teachers of literature ask their students to be curious, open-minded and full of questions; we encourage them to

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view class as a starting point for their

own explorations. In that way, we hope to light their way towards a richer, more replete intellectual existence.

That’s what always interested me

about English, even if I couldn’t have

explained it as a kid: it implies a project that’s much bigger than any classroom, one that can fill a lifetime.

Grandiose? Perhaps. But that’s the

magic of English class.

Middle and Upper School English

teacher Zachary Williams began teaching at Browning in 2014. Prior to joining us, he

taught English for five years in Greenwich, Conn. at Brunswick, another boys’ school.

Mr. Williams earned an M.A. in English from Middlebury College’s Bread Loaf

School of English and a B.A. in writing

seminars from Johns Hopkins University.

He is currently an M.F.A. candidate in

fiction at New York University. In 2018,

Mr. Williams led the committee responsible for producing The Browning School’s new Code of Conduct.

GARY NORCROSS Fourth Grade Teacher WHEN NOELLE KENNEDYWHITE AND I HAD THE OPPORTUNITY TO RESTRUCTURE AND AUGMENT the fourth grade curriculum this past summer, we looked to the work of our colleagues and to various Browning initiatives to inspire us. Our goals were many: seamlessly integrate ELA and Social Studies into thematic units; create meaningful opportunities to

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collaborate with each other and with colleagues; link core content learning with character education and socialemotional learning; identity Enduring Understandings and Essential Questions, and differentiate instruction that allows for inquiry and exploration.

As we developed the units

(“Human Dignity and the American Dream,” “Conflict & Change

(Revolutions),” and “Courage & Perseverance (Movements)”), I

realized that one of my fundamental beliefs about personal growth was woven into the curriculum: As a student is exposed to the world

beyond him, he begins to develop a

clearer version of himself, his identity.

Through the course of the first unit,

students were “exposed” to big ideas

(“Otherness,” Immigration and Slavery) that linked back to two Enduring

Understandings: Ideal societies honor

the dignity of every human being, and how we treat other people reflects our

own character. Initially, the overarching – and very intentional – connections

between two novels, a research paper, the character tree in Browning’s

lobby, and several field trips were not apparent to students.

With time and without prompting,

students began having “aha moments” when they linked a novel character

Through these lessons

they made. During these discussions,

of every human being and to reflect

and activities, the

wanting to honor the dignity of their

ordinary people can do extraordinary

it is clear each Browning student is

students grew to have a

MCC Buddy by being sensitive to their

respect for the dignity of

of the boys recognize that building

challenges and circumstances, and all

on how they personally value that

things – not only in the past but in the present as well.

As we concluded this first unit,

relationships by playing games and

we developed a Google Form survey

to reflect on how they

for all kids. In the first few months of

privately reflect on the identity of the

personally value that

graders have already expressed how

every human being and

ordinary people can do

having fun is part of a natural desire

this school year, our Browning fourth these Buddy interactions have made them think about their own feelings

extraordinary things –

and character. They have talked (and

not only in the past but

felt “Otherness” themselves.

in the present.

written) about times when they have

Thanks to the collaborative effort

of our library director Ms. Louis and learning specialist Ms. Brenner, the fourth graders were able to apply

who has a brother with autism to

the big idea of “Otherness.” They realized that the compassion and

sensitivity exhibited by the character were shaping their own lives when they partnered with a student with

autism on our bi-weekly trips to the

Manhattan Childrens Center (MCC).

They learned that “Otherness” was helping them to understand that

different people learn, face challenges and find meaning and purpose in

different ways. These experiences also provide an ongoing safe space for our students to reflect on how different

students process information, express emotion, and socially interact with

peers. MCC educators always allow for a period at the end of each game play

session for Browning students to reflect and ask questions about observations

their understanding of immigrants and slaves as they researched and presented a biographical profile

of individuals who have and who

that allowed all fourth graders to

characters and people we studied:

what motivated them; what priorities changed when their environment, circumstances or economic status

changed; what shaped their identity and sense of self. In the survey,

students were also asked to reflect on their own identity traits and to

select traits that reflected what they value in their own lives, which led to both an analysis of the overall

data as well as a self-reflection about what’s individually important about themselves at this moment in time.

Luckily, there is more time in

continue to impact our nation. They

the year to continue this work of self-

Muñoz Ryan and made the connection

in the two remaining units. I am always

read “Esperanza Rising” by Pam

between migrant farm workers in

the early 20th century with our field trip to the Tenement Museum and

the plight of European immigrants

who lived and worked in undignified settings. At the same time, our art teacher Ms. Bancroft taught the

students about a slave in the book,

“Dave the Potter,” by Labban Carrick

reflection and identity, as we continue grateful that my sense of self and

identity continues to evolve as I am exposed to and explore more of the

world and people around and beyond

me, and I wish the same for any student I am lucky to encounter. I am blessed to

be here at Browning and to share in this important and rewarding work.

Gary Norcross, a veteran of the United

Hill, and they created original art

States Air Force, earned a master’s degree

These works were proudly displayed

Louis University. Mr. Norcross also earned

pieces with inspirational sayings.

at this year’s Art Show! Through these lessons and activities, the students

grew to have a respect for the dignity

in educational leadership from National

a bachelor’s degree from Hampden-Sydney College and an associate’s degree from the Community College of the Air Force.

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EMILIE WOLF Chair, Science Department THE BEST PART ABOUT BEING A STUDENT IS ALL THAT YOU GET TO DISCOVER FOR THE FIRST TIME: CREEPING caterpillars that turn into fluttering butterflies, plants that eat insects, and robots that reach Mars! We live in a really amazing world and the natural state of children is to appreciate all this wonderment. Wonder is found

The most important

increases energy level, and improves

aspect of my teaching

recovery from surgery or illness,

sleep. If we’re on the same wavelength

practice has been to create

reading to go explore the outdoors, you

opportunities for students

good, but how do we get Browning kids

to develop a genuine

and you haven’t already stopped

might be thinking, this is all well and

into nature during the school day, and what do we have them do outdoors?

connection to nature.

For daily and weekly exposure,

the most obvious answer comes in the

form of our proximity to Central Park, an outdoor space minutes from the

what they can’t even see. I have had

curated, experience of nature. There are

various audiences for over 15 years;

Park, along with thousands of plants

words have never resonated as strongly

the zoo, which can transport us to

years ago. I was busy running around

Park allows students to connect their

groups exploring Central Park when a

world; one might say that Central Park

and said: “Ms. Wolf, did you know

classroom that offers a diverse, although

the pleasure of teaching science to

over 200 species of birds inhabiting the

however, the significance of Huxley’s

and invertebrates, not to mention

than on Biodiversity Day two or three

completely different ecosystems. The

and checking up on the many different

science lab experiments to the real

Lower School student came up to me

is our own “Magic School Bus.”

there were different types of grass?” The

easily blend into the background. One of

of our guest naturalists, Dr. Daniel Atha,

days of natural historians when scholars

and his world had gotten richer. I could

on the importance of connecting with

describing the world around them. In

I live and work for: when students

and slowly permeating the zeitgeist. (I

wrote: “[to] a person uninstructed in

interconnected our world is and are just

the most recent rebranding of a walk in

stroll is a walk through a gallery filled

the New York State Department of

of which have their faces turned to the

Team was looking for a way to engage

following benefits of interacting with

decade ago and have since dedicated

The idea hatched after meeting a

pressure, improves mood, increases

of art, since no one will want to protect

scientists credited with coining the

through exposure to a multitude of things, from works of art to technology.

The challenge for teachers is to find the balance between fostering wonderment while covering all the content we expect students to learn in a year. This balance can be achieved by supplementing the curriculum with extracurricular activities.

The most important aspect of my teaching practice has been to create opportunities for students to develop a

All this diversity, however, can

student had just spent an hour with one

genuine connection to nature.

my favorite quotes hails from the glory

from the New York Botanical Garden,

the outdoors, the empirical evidence

dedicated their lives to observing and

see it in his eyes. These are the moments

the natural world is well supported

1854 English biologist Thomas Huxley

realize just how big, amazing and

suggest you look up “forest bathing,”

natural history, his country or seaside

happy to be a part of it.

the woods.) Sparing a literature review,

with wonderful works of art, nine-tenths

Day five years ago when the Green

Environmental Conservation lists the

wall.” I first heard this quote over a

our community and make a difference.

nature: reduces stress, lowers blood

myself to revealing these unseen works

Browning alumnus who is one of the

Besides my personal proclivity for

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We started celebrating Biodiversity

are investigating

mammal trapping and telemetry,

deer and newt demographic

studies, installing

dendrometers in the forest to monitor tree growth, and camera traps to

capture the most

elusive inhabitants of the forest. Some of these projects

will even allow us to bring the forest

into the classroom.

Whether it

be through the organisms in

the science labs, term, “biodiversity.” While Dr. Thomas

Consortium. Our lasting partnership

he is a superstar in the field of biology,

institutional commitment to connecting

Lovejoy may not be a household name, and we have been fortunate to have

Dr. Lovejoy’s support. His association with this event has attracted amazing

scientists who are excited to participate as guest naturalists and share their

knowledge with our community. As

a school, we have identified over 180

different species in Central Park. This day couldn’t happen without the

engagement of the entire Browning

faculty and staff; I recognize and am grateful for the incredibly dedicated people I work with.

Since 1989 Browning has also

enjoyed a direct connection to the

wilderness through Black Rock Forest

with the forest is a testament to our students to nature. Opportunities

for exploration and interdisciplinary connections are only limited by the

imagination of the field trip organizers.

Central Park is a marvelous, manicured experience, while Black Rock Forest allows students to really dive into

nature – sometimes literally! I am so

excited to be working with the forest to develop new field trips, catered to

a student’s level and focused on longterm monitoring in the forest. The

students’ activities in the forest will build upon themselves throughout

the years, giving each Browning boy a better understanding of our forest. We

impromptu visits

to the Park, hikes in our forest or

adventures abroad, I will always be looking for new and different ways

for students to develop a genuine and long-lasting relationship with nature.

I’ll see you out there!

A faculty member at Browning since

2012, Emilie Wolf has taught science in all three divisions. She earned a DCS

(associate degree) in scientific research, a bachelor’s degree in wildlife biology,

and recently completed her master’s in

biology in May 2019. Ms. Wolf is a proud Green Team advisor, an independent

school representative for Black Rock Forest Consortium, and a curriculum developer

and educator for the American Museum of Natural History.

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Naturally, reading is an essential component of any Browning boy’s experience, whether he is in the classroom or at home. Head of Lower School/Assistant Head of School Laurie Gruhn is often heard

asking students at Lower School Assemblies, “What good books have you read lately?” Hands raise high as these young readers offer to share updates with their peers. The annual Book Fair never

ceases to draw boys of all ages, their families, teachers and staff with its array of offerings on every subject imaginable, as well as visits with some of the authors themselves. From graphic novels to cookbooks, this event exposes students to the written word in a tangible form.

This school year has offered the Browning community a number of opportunities to use

their reading skills to help others access books of their own. Additionally, reading related events brought together parents in search of perfecting their skills as parents, as well as boys who just love sharing a great book with their dad or a “guy friend.” No matter the situation, Browning boys use books to hone their listening abilities, conversational skills and appreciation of reading as a lifelong pleasure.

–Melanie McMahon

This year Head of Middle School Danielle Passno

She added, “Given the universality of these

initiated a monthly Middle School Parents Read

values that we live and ever hope to live into while

works about pedagogy, parenting and adolescence,

some interested Middle and Upper School students,

forum that invited parents to join in reading selected followed by discussion.

Ms. Passno explained, “Our first Parents

Read was a chapter on parenting for purpose

from William Damon’s ‘The Path to Purpose.’ Our

second Read was on four articles about the Fortnite

at Browning, our parent community, along with

enjoyed watching this film in the Kurani Gym. Along with snacking on pizza, popcorn and beverages, we

connected to learn more about how to see – and raise kids who see – others as their neighbors.”

In February the Lower School boys participated

craze, with approximately 35 parents attending. We

in Browning’s third annual Read-a-thon. This

grade reps and faculty to gather suggestions on how

each Friday in school during that month and also

followed up with a discussion between our parent best to approach parenting [on these issues].”

Ms. Passno believes that the biggest success of

these events has been the opportunity for parents to get together to discuss the big questions of

parenting. “I’ve loved partnering with them on this endeavor!” she said.

At the time of this writing, a recent Read included

a screening of Morgan Neville’s documentary on

Fred Rogers, “Won’t You Be My Neighbor?” about

reading-based fundraiser occurred for one period included an optional reading log at home during

the same time period. Each boy in the Lower School participated in the reading event at school, with

fundraising at home an option. All proceeds raised benefited Room to Read, a nonprofit that works in collaboration with local governments across Asia and Africa to develop literacy skills and provide needed supplies to fill libraries in these areas.

A pledge sheet and special Read-a-thon reading

spreading kindness, love and respect for children.

log were used, with teachers logging and recording

this installment; together we watched the excellent

helped encourage and log the boys’ home reading

Ms. Passno noted, “We used a different medium for documentary film about the life and legacy of

Mr. Rogers. The power of this man was in his deep respect for children, as well as his commitment to expressing love for others at every turn.”

the minutes read by each boy in class. Parents

time and also collected pledge donations from

friends and family. The overall goal was that by the

end of the event, each boy would have read between 180 and 300 minutes. Classes were tasked with

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reading a varying number of minutes, but overall, the Read-a-thon raised $6,252.15!

As part of this Read-a-thon, the Lower School

boys hosted visiting author Jarrett Krosoczka,

described by NPR as “a kids’ book writer [who]

loves to make his readers laugh.” NPR notes that the author’s “Lunch Lady” graphic novel series features “a crime-fighting, apron-wearing lunch lady who is

schools in rural and urban Canada, the midwest and western United States.” Later in the school

year, Grade Two boys also participated in GRA, connecting to schools in Singapore and North

Carolina. Ms. Levine said, “GRA is a perfect way to make the world smaller for our students.”

Project Cicero, described as the book drive

always ready to do battle to protect her students.”

for public schools in New York City, has long been

2018 National Book Award Finalist. His 38th work in

was no exception. This annual collection in the month

Mr. Krosoczka’s newest book, “Hey, Kiddo,” was a

17 years, it is a graphic memoir recounting the story of his unconventional childhood.

The boys also enjoyed a cozy hot chocolate day,

and on another day were read to by Middle and

Upper School boys. Finally, to celebrate their reading achievements, they enjoyed a much-anticipated Pajama Day!

The Grade Four Guys Read club continues

to be a popular happening during the course of

the school year. Up for discussion during a recent

supported by The Browning School, and this year of March helps under-resourced New York City

public schools create and enhance classroom and

school libraries. Project Cicero is named in honor of

the Roman writer, statesman, orator and philosopher

Marcus Tullius Cicero, who created extensive libraries in the first century B.C. He once declared, “A room without books is like a body without a soul,” and shared his love of literature and learning. Project Cicero seeks to emulate its namesake’s ways.

The organization’s website notes, “Project

session was Katherine Applegate’s “The One and

Cicero would not be possible without the 100-plus

Susan Levine – allows boys and their fathers (or

annual book distribution teacher event in March…

Only Ivan.” The book club – conceived by Librarian other “guy” friends or relatives) to enjoy thoughtful conversation, respectful listening, and a good oldfashioned night out!

In the Fall/Winter Buzzer (page 40), Ms. Levine

also reported on the 2018 Global Read Aloud (GRA) program. She explained the 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 take us outside of East 62nd Street. We did Global Read Aloud (GRA) in Grade

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participating schools who run book drives for the Gently-used books are donated by generous publishing companies as well as families of

independent, parochial and better-resourced public schools. The centerpiece of Project Cicero is its

annual event where 1,200 New York City teachers at schools entitled to Title 1 benefits personally select

as many books as they can transport to their schools and libraries. Since its inception in 2001, Project

Cicero has distributed 4,000,000-plus books to more than 20,000 New York City classrooms, reaching over 1,000,000 students.”

The was overa of th that bll goal each e Rea y the read boy wd-a-th end and betw ould on, 300 een hav min 180 e utes .

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parents association benefit 2019

O

n April 26, the Browning Parents Association held its annual Spring Benefit at 583 Park Avenue, with 360 guests in atten-

dance. Funds raised from this event benefit so many aspects of the offerings at Browning, including the

chess program and Lower School hockey, as well as

year-round professional development opportunities for faculty and staff, particularly attendance at both

the Stanley King Institute and the annual conference of the International Boys’ School Coalition.

Moreover, this evening exemplifies the

camaraderie and philanthropy that make our school such a special place!

BENEFIT CHAIRS Christine Callahan

Wendy Mocco

Maria Dell’Oro

Nazmi Oztanir

Jennifer Hagfors

Monica Storch

Kathleen Glaymon

Maria Rappa

BENEFIT COMMIT TEE Chanda Chapin Shivani Dugar Myra Ferreri

Atoussa Hamzavi Agnes Kelly

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Saira Malhotra Tania Pereyra Eve Schenk

Elisa Strohfeldt Carmen Taton

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selection of colleges offering admission to class of 2019

As this issue of the Buzzer headed to press, Director of College Guidance Sanford Pelz ‘71 provided this selection of colleges offering admission to members of Browning’s Class of 2019.

We congratulate the Form VI boys in advance, as they will receive their diplomas on June 12 during exercises at Christ Church. Please visit our website at www.browning.edu for full coverage.

American University (4)

University of Miami (6)

Boston College (5)

Middlebury College

Boston University (5)

New York University (2)

University of California, San Diego (2)

University of Notre Dame

Carnegie Mellon University (2)

University of Richmond

Case Western Reserve University (2)

University of Rochester

Dartmouth College

University of St. Andrews

Elon University

Sarah Lawrence College

Emory University (2)

University of Southern California

Franklin & Marshall College

Southern Methodist University

The George Washington University

State University of New York at Albany

College of the Holy Cross

State University of New York at Buffalo (5)

Howard University

Syracuse University (2)

University of Illinois at Urbana-Champaign

University of Texas at Austin (2)

Johns Hopkins University

University of Toronto

Lafayette College

Tulane University (3)

Lehigh University

University of Virginia

Lincoln University

Washington and Lee University

University of Maryland, College Park

Wesleyan University

University of Massachusetts Amherst (6)

The College of William and Mary

University of Michigan

University of Wisconsin – Madison

Miami University (3)

Xavier University

As of May, 2019

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the local buzz

CHESS PANTHERS WIN STATES! Thirty Browning boys from Kindergarten through Form V competed with over 1,200 players in the New York State Scholastic Chess

Championship this winter. Browning’s K-6 Team took first place, and several other Browning boys led in individual placements.

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HEAD OF SCHOOL ATTENDS IBSC TRUSTEES MEETING Head of School John Botti

traveled to England in February to attend the biannual meeting of the Board of Trustees of the International Boys’ School

Coalition (IBSC). Held at Eton

College, the meeting provided an opportunity to discuss Coalition programming, research and conferences for the 2019-20 academic year.

BROWNING DELEGATES PARTICIPATE IN MODEL UN The Browning delegation met with success

at the annual Model United Nations event in

Philadelphia, where they participated in both the massive General Assembly Committees and in the smaller, more elite Crisis

Committees. History Department Chair

Gerald Protheroe said, “This was a great

experience for the boys and will stand them in good stead for the future. We also caught up with alumnus Awen Abaatu ’16, who

attended Model UN in 2012 as a delegate

and now presides over the proceedings as the Director-General of ILMUNC!”

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FORM I BOYS INVESTIGATE FAMILY TREES Form I students are working with Daughters of the American Revolution (DAR)

genealogy researchers to investigate their

own personal family trees, utilizing the DAR databases of genealogy that span the globe.

EXPLORING BLACK HISTORY MONTH AT THE UN To learn more about Black History Month, the

fourth graders explored the United Nations through an African “lens.” The boys learned about the

contributions of people of African descent who

contributed to the work of the UN in fields such as peace and security, as well as human rights, with a special emphasis on decolonization.

FORM II BOYS WIN FIRST PLACE FRENCH THEATER PRIZE! Browning congratulates the Form II

French class, winners of the coveted “Grand Prix” first prize at Lycee

Francais de New York’s annual theater festival! Well supported by their

talented peers, Sasha Maslennikov ’23

also won the best non-French speaking award, while David Lilien ’23 received an individual recognition. Bravo!

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CELEBRATING TOGETHER ON INTERNATIONAL NIGHT The School’s inaugural International Night celebrated the diversity of cultures represented throughout Browning, with boys, teachers and parents sharing aspects of their cultural backgrounds, including table games, food and traditional attire.

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APPLYING ALGEBRA TO TRAFFIC DILEMMA As a way to build relevance for classroom content

over the last decade, challenges them to become civil

algebra and problem-solving skills to a real work

plan for a signalized traffic intersection, while

outside of Browning, Form II boys had to apply their task. This annual session, taught by a former engineer

engineers as they develop a safe and efficient phasing optimizing efficiency.

KINDERGARTEN BOYS ENJOY SPECIAL VISIT FROM SCHOOL’S HEAD CHEF The kindergarten boys welcomed

a special visitor from the cafeteria

into their library class, Head Chef

Dana-Marie Moore. She spoke with

the boys about what it’s like to feed nearly 500 boys, faculty and staff

each day. The Q&A revealed that

her favorite part of her job is getting

boys to eat their veggies and that her favorite food is pasta, which had the boys cheering in agreement!

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MATH-SCIENCE NIGHT: A WINNING COMBINATION Form I and II boys spent months of hard work on projects that eventually culminated in an

impressive Math-Science Night

attended by faculty and families.

The event requires that students design and execute original

projects intertwining the two disciplines in a meaningful

way. The boys must incorporate mathematical analysis of their

data as a central component that

LOWER SCHOOL BOYS DEMONSTRATE KINDNESS AND CHARACTER The Lower School Character Tree has “grown” into a visual

celebration of four character values emphasized by the division over the course of this school year, including empathy, self-

control, honesty and exploration. Each value is represented

by a leaf of a given color and is introduced and discussed at

assemblies. Lower School boys earned a leaf by demonstrating one of these values.

HEAD OF SCHOOL TEACHES NEW COURSE ON FINDING PURPOSE Head of School John Botti

now teaches “On Purpose” to the seniors at Browning.

The semester-long discussion encourages Form VI boys to reflect upon how they

understand their own personal narratives and what confers meaning, purpose and

significance in one’s life, work and relationships.

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drives their conclusions.

FIFTH GRADERS STUDY U.S. SPACE PROGRAM IN PERSON The fifth grade boys expanded their astronomy curriculum with a trip to the Buehler

Challenger & Science Center to learn more about the history of the U.S. space program.

HEAD OF SCHOOL INTRODUCES BLOG SERIES This spring Head of School John Botti

introduced his blog, “Margin Notes.” In the preface to his first entry, he wrote,

“Christopher Hitchens, the late English essayist and critic, was said to have

quipped, ‘Everybody does have a book in them, but in most cases that’s where it should stay.’ Here’s hoping that this trenchant observation does not apply

equally to blogs, for I write to introduce

‘Margin Notes,’ a series which will share some of my written reflections with our community. As the title suggests, this

blog will not necessarily attempt to capture all the

published in this year’s ‘Parents League Review’

to offer thoughts on what I am reading, seeing and

suggesting ways in which schools can empower

latest news from Browning; rather, it simply means discussing in my capacity as Head of School.”

He added, “The first entry consists of an essay

that I co-authored with Dr. Tara Christie Kinsey

of The Hewitt School, as part of a partnership that

and draws on the work of Professor Damon in students to reframe stress in the context of

pursuing endeavors that are meaningful to them and to society.”

In another installment in May, Mr. Botti

brought Stanford Professor William Damon to speak

discussed how the cultivation of curiosity,

what educators and families can do to cultivate a

revolution in our students that serves them well

with Hewitt and Browning faculty and parents about sense of purpose in young people today, entitled Reframing and Reclaiming Stress. The piece was

matched with critical thinking, can drive a learning in school and beyond. You may follow the blog at www.browning.edu/head-of-school.

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ROBOTICS BUFFS HOSTED BY CITI’S TECH INNOVATION DEPARTMENT AT CORNELL TECH CAMPUS This fall the computer science and engineering department

other two-thirds are devoted to external companies, including

Encore (after school) program. The inaugural Lower and

Manfredi and developed in partnership with Forest City New

added after-school robotics for Middle School through the

Middle School Robotics team took the tram to Roosevelt Island to visit the Cornell Tech campus where they were hosted by Citi’s Tech Innovation Department located within the Tata

York, the center was envisioned as a flexible space poised to adapt to the evolving needs of tech research and education.

Our visit was a special treat with exclusive access to

Innovation Center.

secure sections of the campus. The boys were inspired by

of the Encore program, reports: New York City’s newest urban

a tour of the state-of-the-art graduate school classrooms for

Department Chair Anderson Harp, who is also co-director

campus opened in the fall of 2017 and was designed as a place for discovery, both intellectually and physically. The campus architecture isn’t just a backdrop for what is going on inside the buildings. It is itself a model for innovation that inspires and keeps our high aspirations on track.

Cornell Tech joins faculty, business leaders, tech

entrepreneurs and students in a catalytic environment.

Together they produce visionary results grounded in

significant needs that will reinvent the way we live in the

digital age. Start-up culture is the lifeblood of Cornell Tech

as evidenced by the Tata Innovation Center, where academia and industry collide. One-third of the building is devoted to academic use, including the Masters Studio Maker Lab. The

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our host, Citigroup. Designed by award-winning Weiss/

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graduate work in the Masters Studio Maker Lab and given

Cornell’s computer science program. Next, they visited the NYC FIRST STEM Center with its full-scale fabrication lab,

robotics field and machine shop. Finally, ascending to one of the top floors, they entered Citi’s Tech Innovation Hub. One of our parent chaperones remarked on the

experience, “The Citi hosts and I were impressed by our boys during the brainstorming session.” The CSE department

will offer additional programs for Middle and Lower School students who are passionate about more computer science

and engineering experiences. Our partnerships with teachers, students, parents and community members will further such

innovative learning experiences, thereby inspiring our boys to succeed.

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ULTRO ROBOTICS TEAM REACHES NEW HEIGHTS! The Browning Ultro robotics team qualified for the NYC Supers by winning the FIRST “Rover Ruckus” qualifier tournament against 29 teams! Robotics faculty

advisor Aaron Grill noted that this was the greatest achievement for the robotics

team to date. The name “Ultro” means “of one’s own mind” in Latin, a play on the boys’ mission toward autonomous programming.

Mr. Grill reported, “This was a big win for the program. Another significant

achievement that day includes being awarded third place in the Inspire Award.

Inspire Award placement is considered more valuable than winning the

competition, as it represents the values of FIRST such as gracious professionalism, motivating students to learn robotics, connecting with the STEM community, a

positive and inclusive team and engineering design documentation. The boys also

won the Control Award, which celebrates a team that uses sensors and software to increase the robot’s functionality on the field.”

BIODIVERSITY DAY EXPANDS ITS REACH! This year’s Biodiversity Day focused on deforestation and its

impact on biodiversity, particularly in Kenya, with the efforts of Kenyan environmentalist and Nobel Peace Prize laureate

Wangari Maathai highlighted. The day also featured a Hoops for Hope basketball showdown to support The Fleischer

Foundation's continued support of Kenyan students in Nairobi.

The dress-down portion of the day raised money to support

Wild Bird Fund, an organization that rescues fledgling birds and offers year-round care for injured animals in New York.

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HISTORY FACULTY LEAD CONVERSATION WITH AWARD-WINNING REPORTER AND BROWNING PARENT In January The Browning School hosted “On the Front

Line: War and Conflict in Iraq and Syria,” a conversation with Browning parent Janine di Giovanni, who is a

celebrated award-winning war reporter, and History Department Chair Dr. Gerald Protheroe and fellow Browning history teacher Omar Qureshi.

Dr. Protheroe, in introducing Ms. di Giovanni,

remarked that the Browning boys of 2019 live in a very

different world from that of the Browning generation of 1989-90, and what was truly a challenge was to explain

how the era of optimism, which was such a feature of the

’90s, had degenerated into the international anarchy of the current era. Ms. di Giovanni had not only lived through

this, she had worked in some of the most dangerous war zones of the previous 25 years in Rwanda, Sierra Leone,

Chechnya, Bosnia, Iraq and most recently in Syria in the aftermath of the Arab Spring.

Ms. di Giovanni gave a gripping and harrowing

account of her work during these years, in particular her reporting from Syria and the great dilemma which has

stages of the conflict. Ms. di Giovanni sometimes provided

and how the Western desire to overthrow the Syrian

Syria and how little we in the West have done to mitigate

by the desire to combat the rise of the Islamic State. In

award-winning work, “The Morning They Came for Us:

humanitarian military intervention, mentioning the British

human rights books in 2016.

She was also fiercely critical of President Obama’s failure

University’s Jackson Institute of Global Affairs and is a

faced the West in that country over the last eight years,

a heartbreaking account of how war impacts children in

dictatorship of Bashar al-Assad has become sidetracked

this. She drew extensively on the evidence provided in her

response to Mr. Qureshi, she reaffirmed her support for

Dispatches from Syria,” which was named one of the best

government’s intervention in Sierra Leone as a model. to curb Assad’s attacks on his own people in the early

Ms. di Giovanni is currently a Senior Fellow at Yale

former editor of Middle Eastern Affairs at Newsweek.

Spring/Summer 2019

39

BROWNING APPOINTS BOBBI MARK AS CHIEF ADVANCEMENT OFFICER In May, Head

certificate in public management. In addition,

Botti announced

in-the-Schools and chair of the development

of School John

the appointment of Bobbi Mark as Browning’s

incoming chief advancement

at Yale Advisory Council, and is currently a trustee of Project Kesher. She lives in Manhattan and Litchfield, Conn.

Ms. Mark looks forward to beginning her

tenure with Browning in July. “I am thrilled

the Woodrow Wilson National Fellowship

as part of Browning’s senior leadership and

Foundation in Princeton, N.J., where

she serves as chief development officer.

Mr. Botti remarked, “I am delighted

to welcome someone of Bobbi Mark’s

experience, skill and enthusiasm into our

community. She has distinguished herself as both an advancement professional and a leader at a number of institutions, and I know that she and our talented

advancement team will work well together.”

For two decades, Ms. Mark has served in

leadership roles as an educational fundraiser in record-breaking capital and annual

campaigns at Barnard College, Mount Sinai Medical Center, Riverdale Country School,

and Yale University, her undergraduate alma

mater, where she was also the first woman to

chair the Yale Alumni Fund. For her long-time volunteer service to Yale, she was awarded the Yale Medal in 2010. Prior to becoming a professional fundraiser, she worked for

several major New York book publishers in

prominent editorial and marketing positions, both before and after receiving her M.B.A.

from Stanford University’s Graduate School of Business, from which she also received a

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committee of the Women’s Health Research

officer, effective

July 1. Ms. Mark comes to Browning from

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she has served as chair of the board of Chess-

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to return to the independent school world

to have the opportunity to work with Head

of School John Botti to advance his strategic agenda. I have already had the privilege of meeting several members of his team and

the Board of Trustees, and I very much look forward to getting to know the rest of the

Browning community in the years ahead.”

Ms. Mark assumes this role from

outgoing Director of Institutional

Advancement Jim Simon, who is leaving

Browning to become assistant head of school for external affairs at the Indian Springs

School in Birmingham, Ala., after five years with us. “Mr. Simon was a remarkably

versatile associate who brought expertise to

the School’s development, communications and alumni functions, and Browning will miss him on all fronts,” said Mr. Botti.

He added, “The Indian Springs School is

extremely fortunate to have such a talented administrator, skilled professional, and

thoughtful colleague as its new assistant head of school for external affairs.”

Browning also extends its thanks to Doug

Cooney from Deerfield Associates who led the successful search for Ms. Mark.

A FINAL NOTE FROM THE EDITOR The past seven years have been busy and rewarding, to say the least, and I’m

hard-pressed to find the words – though that’s

been my job – to express how much I will

miss my role as director of publications at

Browning. To anyone who has not experienced

the culture of camaraderie at this school, let me

say that despite what could often be a two-hour

commute each way from my home in rural New Jersey, I wouldn’t trade my time, friendships

and the “vibe” of NYC for anything. Retiring to be with my family is bittersweet, indeed.

As editor of this magazine, I’ve been able

to write about the fine people (students, faculty, staff, parents), activities and accomplishments that comprise The Browning School. I’ve

MIDDLE SCHOOL LEADERS FORGE NEW TRADITION January 11 of this year marked the start of a new

tradition, the Middle School Welcome Ritual, where each member from Grade Five to Form I received a

handshake and welcome statement from a Form II boy,

as well as a lapel pin. The ceremony not only allows the

Form II boys to take a leadership role in the division but also clearly articulates to them that Browning’s shared

community standard means we are responsible for each other’s well-being.

overseen our other publications – the award-

winning admission viewbook, report of giving, campaign pieces and myriad materials that

come your way – but none of those would be as polished without our talented designer, Misty

Wilt, and exacting proofreader, Marie Leed, who

made them shine. Photographer Rossa Cole took such wonderful pictures for our publications, saving me 1,000 words so many times over.

I am ever grateful to former Director

of Advancement Marty Haase and former

Headmaster Stephen M. Clement, III, for their

faith that I was the right person for this position in 2011, and to Head of School John Botti

and Director of Advancement Jim Simon for

continuing to believe in me. Our collaborations have been exciting and memorable, in the best

of ways. I thank the members of this community for sharing themselves and their stories with me so that I might share the essence of Browning with you.

Please visit the Browning website to read additional school news.

www.browning.edu Spring/Summer 2019

41

summer stipends

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

Finding Purpose and Meaning in Picasso’s “Guernica” This summer I had the privilege of

are lamenting the rise of perils in Europe. In my opinion,

Musée Picasso (Paris), an experience

maximum expressiveness in the sad faces of these mothers.

attending the Exhibition Guernica at the that opened up different aspects of

that inspired Picasso with its precious relics from medieval

of this exhibition were to explain the

Afterward I stopped at Notre-Dame Cathedral. The beauty

iconographic sources in the painting and

to recognize the dual status that “Guernica” has presently acquired as an art history icon and a symbol of peace.

Therefore, this trip offered me the possibility of enhancing

my Elementary Spanish unit on “Guernica” and helped me reinforce the narrative of the book, “Agentes Secretos y el Mural de Picasso.”

In Paris I immediately noticed the coexistence of two

significant periods in the city’s architecture: the Gothic and modern eras. On the first day, I visited the Musée Picasso,

where I was impressed not only with Picasso’s artwork but

also with the art that “Guernica” had inspired in other great

artists. One of my favorite paintings was “La visita” by Equipo Crónica from 1969. In this painting, there is a group of officials entering the room where “Guernica” is being displayed. You

times and sparked the motif of the spear in “Guernica.”

and splendor of these Gothic cathedrals were enough to

boggle my imagination. On the third day, I visited the Palais

Garnier, where I was struck by the grandiosity of the Baroque art and its glorious and thoroughly crafted details. I could

not leave Paris without visiting the Musée du Louvre, where I had the great privilege to see the “Mona Lisa.” To top the

momentum, I visited Musée du Louvre’s ongoing exhibition of the French Romantic artist Eugène Delacroix. On my fifth day in Paris, I had time to visit the Musée d’Orsay where

I had the privilege to see Rodin’s amazing sculptures and

many pieces of Impressionist art. The beauty of these great

paintings, specifically van Gogh’s “Starry Night,” made an unforgettable impression.

can see the dismembered figures in the mural coming to life

This trip offered me the possibility of

arriving to view the atrocities of the war. The composition of

“Guernica” and helped me reinforce the

in a three-dimensional space to welcome the visitors who are

enhancing my Elementary Spanish unit on

the mural is surreal, as the observer becomes the observed.

narrative of the book, “Agentes Secretos y

Another interesting fact to note from this exhibition is the

iconographic symbol of the weeping woman whose tears

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The next morning I visited Sainte-Chapelle, a church

understanding this masterpiece of

20th century art. The central purposes Sandra Martinez

Picasso produced these motifs repeatedly in his art to show

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el Mural de Picasso.”

After spending five days in Paris, I headed to the south

of France. My first stop was at Avignon, a city loaded with historical monuments, especially the marvelous Palace of

Picasso in Antibes preserves an extensive and valuable collection of Picasso’s ceramics.

Picasso then moved to Vallauris to experience the beautiful

the Popes. The little back streets are part of the city’s charm

work of ceramics. The Musée National Picasso, La Guerre et la

and cafes. In Provence, I saw some spectacular monuments

which represents the last 20 years of his life. Although

and, like in any great European town, are lined with shops

dated from the Roman Empire. The well-preserved Roman Theater in the city of Orange and the Roman aqueducts in Nîmes greatly impressed me. These historical sites served as a source of inspiration in Picasso’s art as he traveled around France to find fresh ideas.

Next I spent a few days exploring the French

Riviera. Despite the unbearable summer heat, I

continued with my plans to follow Picasso’s footsteps

through the Côte d’Azur. In the mid-1940s, Picasso lived in the Château Grimaldi in Antibes. In this house, he

produced his most joyful works. The museum faces the blue Mediterranean, so it’s easy to understand where

his enthusiasm and inspiration came from. The Musée

Paix, holds Picasso’s magnificent Madoura Ceramic Collection, “Guernica” was finished in 1937, Picasso continued the lineage of repeated motifs in later works. In 1952 he painted the

monumental fresco, “La Guerre et la Paix,” in a small medieval chapel in the village of Vallauris. Both masterpieces continue to be essential artwork in the 21st century, and I had the

opportunity to contemplate and reflect on these classics, thanks

to the generosity of the Parents Association. I now have a wealth of information, along with many wonderful memories, stories

and pictures, from the fascinating culture and geography of the

French-speaking world that captivated and inspired Picasso and many other artists.

By Sandra Martinez, Modern Languages Department Chair; Lower, Middle and Upper School Spanish

Spring/Summer 2019

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Trip to Greece Proves Illuminating in Myriad Ways My past journeys to Rome and

both clarified and intensified my understanding of the things

me by making them much more

in books was like running into old friends – most often

Roman history and literature for

present and comprehensible. My

Latin language proficiency benefited John Young

I toured much of the country, and every place I visited

across Italy over the years enlivened

immensely, too. As a consequence,

my understanding of things Roman

is handed over to my students more confidently, more

I had studied. Seeing monuments that I had only encountered unexpectedly, for I never quite knew where I was or where they were lurking, or even what was awaiting behind the

next corner. Visiting Greece’s different regions organized and illuminated my mental map of the land.

Mount Pelion used to be to me just a mountain where

accurately and more enthusiastically.

the centaurs were said to have been born and where the

make similar pilgrimages, so to speak, to Greece. I have spent

water flows, rather gushes, forth from the slopes of Pelion, in

I had always known that I, as a Classicist, needed to

decades studying Greece and have long considered its art,

history and peoples. I have stared at images of its architecture and landscapes and labored over its ancient language. Its

literature has, in turns, given me goose flesh, moved me to tears, and caused to me laugh out loud. Nevertheless, as

familiar as I thought I was with its antiquity, going there this summer was altogether eye-opening.

gods liked to throw parties. Now I know why. The sweetest such quantities that the mountain towns must dig channels alongside their every pathway to direct its flow even

midsummer. Rosemary and other herbs grow so abundantly that the very air has a taste of mint in it. Grapes and

pomegranates are everywhere to be plucked. It is no wonder that the ancients located the gods here. It is similar at Delphi

on Mount Parnassus. That geological miracle, abounding not with terrestrial fertility but spiritual, was destined to house a temple. The Muses bathed in its mountain streams; I drank from them for inspiration.

The patrimony of Rome, the adoption (volens nolens)

and transformation of its institutions and mores, was never as obscured for me by the centuries as was that of Greece.

What I learned about the colonisations of the Greek islands

and mainland by Venetians and by Ottomans, as well as these peoples’ reception of Greek antiquity and their conflicts with each other in such monumental settings, I count among the most valuable, unexpected lessons of my trip, which filled many gaps in my knowledge. That information, museum explorations, guided city tours, and monument gawking

brought me closer to the ancient Greeks. Marvelling at the

Minoans, however, while walking the ruins of their palace at

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Knossos on Crete, and at the Myceneans in their strongholds of cyclopean

stonework in the Peloponnese, I began to see these diverse, ancient peoples, whose

well-known myths had made them seem so accessible, less as cultural progenitors and more as utterly strange and alien,

especially as I looked more closely at their ancient scripts, Linear A and B.

With this feeling building, the

otherness of the mask of Agamemnon,

as it is known, startled me, as did a close inspection of his people’s script, Linear B. However, a view of the progression

of literacy, fascinatingly documented at these ancient sites, mingled in me with

the waters from the Castalian Spring, and

I understood that there is no greater bond than a common language. My weeks in

Greece opened my mind to the feasibility and desirability of acquiring the ancient

Greek language like I have Latin, which

Seeing monuments that I had only encountered in books was like running into old friends – most often unexpectedly, for I never quite knew where I was or where they were lurking, or

will certainly benefit all of my future Greek and Latin language students.

By John Young, Classics Department Chair

even what was awaiting behind the next corner.

Spring/Summer 2019

45

Cyprus Art Scene Enriches Knowledge of Printmaking and Pottery The stipend I received from the Parents Association helped fund my trip to

Cyprus this past summer, where my

goals were to see as much art as I could, become familiar with artists and the art scene, and work on printmaking.

Nikolaos Vlahos

I participated in a residency at

an art school in Larnaca, Cyprus,

called Three Dots Art Lab. There I was given studio space in which to work. The artists running the school are also K-12 educators, and we often discussed our respective

curriculum, which led to many inspiring conversations.

The rest of the time I used a copper plate and oil paint to

make monoprints. Over the course of creating about 50 or so prints, I investigated various ways of applying the paint to

achieve a print. I did not have access to an etching press, so

I was using a printing baren, a hand-held tool, instead. This method actually offered many new avenues for creativity, as I could vary the applied pressure; an etching press, on

the other hand, applies even pressure throughout the entire print. I am excited to show my students my results and see what they do with these techniques.

Although very little remains in terms of 2D painting from

discussed their respective techniques. Each one had a very

figures, to ceremonial objects, the creativity was exciting to

to see how each of their studios was set up accordingly.

– that survives is overwhelming. From functional wares, to see. I took many pictures of these objects from the Cyprus Museum in Nicosia and will show them to my classes.

Both the physical forms and beautiful glazing techniques will provide my students with ideas for their own work.

In addition to the Cyprus Museum, I visited the Leventis

Gallery, a museum that houses modern and contemporary art from Europe, including contemporary Cypriot art.

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I had the chance to meet with a few ceramicists, and we

ancient times, the amount of pottery – glazed and unglazed

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different approach to the medium, and it was interesting These artists ranged from a high-volume production

potter, to a fine art sculptor, to a replicator of Byzantine

and ancient works. I worked extensively with the potter Vassos Demetriou. During the time I spent with him, I

learned the ancient technique of terra sigillata. Through

this process, clay is separated only into its finest particles to

create a highly refined slip. This almost water-thin substance

is brushed onto greenware (unfired clay), and when

burnished, creates a high-polished gloss surface. Depending on the clay body used to create the mixture, this finish can take on different colors. The ancient Greeks and Romans

Both the physical forms and beautiful glazing techniques will provide my students with ideas for their own work.

used the terra sigillata technique instead of glaze.

I also met with renowned painter Kikos Lanitis, who has

enjoyed a 50-year career with 90 solo shows spanning Europe,

During my time in Cyprus, I gained experience and

Cyprus and the Middle East. I spent an afternoon with him

information that has made me both a better artist and teacher.

He was a very generous host and, along with discussing his

that will have lasting effects for years to come. I look forward

and his wife at one of his studios in the Troodos Mountains. work, we talked for hours about what it was like for him to make art and survive as an artist for 50 years.

I can use all this to enrich the program at Browning in ways to seeing this happen.

By Nikolaos Vlahos, Art Department Chair

Spring/Summer 2019

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Discovering Normandy: Land of Liberty This past summer, thanks to the Parents Association, I was able to spend two weeks in Normandy, a well-known

joy and torment,� said Mr. Monet.

Despite the crowd, the implacable heat wave, and the

region of northern France. I traveled

palpable tension before the World Cup Uruguay-France

I visited Claude Monet’s house and

roses, daisies, peonies and trees, and to try to connect with the

from Paris to sleepy little Giverny, where Dominique Bernard

to store and polish his canvas. “Color is my daylong obsession,

garden, both of which are well kept and pristine. The long house is so beautiful,

especially the blue sitting room and the studio sitting room. I

especially enjoyed visiting the small barn where the artist used

match, it was a true delight to stroll the lane among the irises, spirit of the Impressionist master. I certainly could not leave this picturesque village without also visiting the Giverny

Museum of Impressionism. I shall have several opportunities to promote with my students the characteristics of this

Discovering all those places and French landmarks has helped me to consolidate my knowledge of the history of France and discover interesting facts, anecdotes and characters that have shaped the past.

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movement of painting that I discovered during my too brief stay in the heart of Impressionism.

My next stay was in Rouen, the capital of the region of

Normandy and famous for its magnificent cathedral whose gothic façade was painted at different times of the day by

Claude Monet. It is also in Rouen that Joan of Arc, the savior of France during the Hundred Years’ War, was burned as a witch at the stake after a long and controversial trial. I was

particularly impressed with the Joan of Arc History Museum

along the D-day Coast and passing Juno Beach, Omaha Beach and Utah Beach. Close to 3,000 American soldiers died on the first day of the landing along the shore of Normandy. Omaha

Beach remains the depths of horror. It is with good reason that the site that overlooks this beach was chosen to accommodate

the moving American cemetery, where the bodies of more than 9,000 soldiers are buried. France has conceded to the United States the eternal possession of this land as a monument.

Laurence Binyon’s 1914 poem “For the Fallen” speaks

that traces the myth of the virgin, from her condemnation to

volumes: “They shall grow not old, as we that are left grow

universally recognized as one of the greatest figures in French

At the going down of the sun and in the morning / We will

her rehabilitation. Maiden, warrior and myth, Joan of Arc is

history: “Oh Joan, without a sepulcher and without a portrait, you who knew that the tomb of heroes is the hearts of living.”

André Malraux – Rouen le 31 may 1964.

About 100 miles to the west, I arrived in Bayeux, home of

the Bayeux Tapestry, which recounts the events leading up to

old: / Age shall not weary them, nor the years condemn. / remember them. // They mingle not with their laughing

comrades again; / They sit no more at familiar tables of home; / They have no lot in our labour of the day-time; / They sleep beyond England’s foam.”

On a lighter note, I also enjoyed following the cheese

the Norman conquest of England. It was a moving experience

route in Normandy, seeing how Livarot’s cheese is made and

cloth and analyze all the details of the images scrolling before

all the anecdotes, legends, recipes and fun facts that I learned

to view the 70 meters long and 50 centimeters tall embroidered my eyes. There are “626 humans, 190 horses, 35 dogs, 37 trees,

32 ships, 33 buildings, etc., in the tapestry.” Impressive indeed!

Charles de Gaulle delivered two famous speeches in Bayeux, the first major city to be liberated by the allies.

I also spent a moment in Cabourg. There I saw the

waterfront Grand-Hôtel where Marcel Proust used to

spend his vacation. Largely inspired by Cabourg and its

inhabitants, the author created the fictional city of Balbec.

Many passages of Proust’s famous masterpiece, “In Search of Lost Time,” were set in this coastal commune. The long

esplanade along the seashore has been named “Promenade Marcel Proust” in his honor.

Lastly, I tremendously enjoyed exploring the moving

Memorial of Caen, a rite of passage in Normandy, and driving

exploring the Musée du Camembert. I will not fail to share during this interesting culinary day with all my students.

In my French classes, we studied the Impressionist

movement and the important events of French history.

Discovering all those places and French landmarks has helped me to consolidate my knowledge of the history of France and discover interesting facts, anecdotes and characters

that have shaped the past. This sojourn in Normandy was very rewarding, with a good mix of history and cultural

discoveries. Once again, I would like to thank the Parents

Association for their substantial support, which gave me a chance to consolidate my knowledge of Normandy.

By Dominique Bernard, Lower, Middle and Upper School French Teacher

Spring/Summer 2019

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

ANNUAL ART SHOW: A VENUE FOR TALENT AND HARD WORK Once again the artists at Browning outdid themselves, as

evidenced by the display of work exhibited at the Annual Art

Show. Under the direction of Department Chair Nik Vlahos and

fellow art teacher Kate Bancroft, the boys produced self portraits,

ceramic pieces and all manner of impressive art to be admired by fellow students, family and the entire Browning community.

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SPANISH CLASS STUDENTS VISIT ARTIST FRIDA KAHLO EXHIBIT AT BROOKLYN MUSEUM The Form VI Spanish class ventured to the Brooklyn Museum to visit the

exhibition, Frida Kahlo: Appearances Can Be Deceiving. The boys explored

how Kahlo’s personal artifacts shaped her identity and reflected her cultural

heritage and political beliefs. The museum’s website explains: “Mexican artist

Frida Kahlo’s unique and immediately recognizable style was an integral part of her identity. Kahlo came to define herself through her ethnicity, disability, and politics, all of which were at the heart of her work. [This exhibit] is the

largest U.S. exhibition in 10 years devoted to the iconic painter and the first

in the United States to display a collection of her clothing and other personal possessions, which were rediscovered and inventoried in 2004 after being

locked away since Kahlo’s death, in 1954...To highlight the collecting interests

of Kahlo and her husband, muralist Diego Rivera, works from [the museum’s] extensive holdings of Mesoamerican art are also included.”

MUSIC EDUCATOR HONORED BY THE ACADEMY FOR TEACHERS Middle and

Upper School

music teacher

Richard Symons has been

honored by Richard Symons

The Academy for Teachers

to attend a master class on choral

conducting led by Francisco Núñez, founder and artistic director of

Young People’s Chorus of New York City.

Mr. Symons joins a growing

number of the city’s strongest

educators as fellows, including Browning’s own faculty

members, Mary Bosworth (history/

philosophy) and Emilie Wolf (science).

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MIDDLE SCHOOL BOYS PRESENT "JULIUS CAESAR" The annual Middle School Shakespeare production is a much anticipated tradition at Browning. This

year's "Julius Caesar," directed by Adam Giordano, took place as we headed to press. Word has it that the audience enjoyed every moment!

A CAPANTHERS RAISE THE BAR BY RAISING VOICES In February the A CaPanthers performed at the 13th Annual Interschool

A Cappellooza concert alongside groups from The Brearley School, The Chapin

School, Collegiate School, The Dalton School, The Nightingale-Bamford School, The Spence School and Trinity School. Music teacher Richard Symons provided the following report:

A cappella groups from our eight Interschool members performed on stage at

Spence in this beloved and very exciting event! Students, friends and families were

all invited. Performing in front of two sold-out crowds, our boys brought the house

down! It was lifting for them to have so much Browning student, parent, family and faculty support.

The boys drew praise from other chorus directors and audience members.

I am incredibly proud of them! They have raised the bar for music-making at

Browning, and I’ve already been contacted by other Interschool directors asking if they are available to collaborate. Congratulations to Eric Pena ’19, Nick Hurley ’19, Gabriel Flicker ’19, Max Motz ’19, Christian Kim ’21, Griffin Davis ’21 and John Harrison ’21 on a wonderful achievement!

Spring/Summer 2019

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SUPERHERO EVENT CELEBRATES FRENCH COMPOSER An exciting “superhero” musical event for Browning

COTS is a vibrant, well-respected musical

boys in Grades Three and Four took place in February

organization started in Brooklyn (on the Slope) and

on the Slope (COTS) at a public concert in Brooklyn.

Mr. Larsen taught cello in our Browning after school

as they participated in a collaboration with Concerts

Lower School Music Director Lucy Warner provided the following report:

The boys introduced the first musical piece

featuring cellist Ben Larsen as its artistic director.

music program for several years before leaving to lend his expertise to this organization.

performed at the concert, namely, “Musical

Superhero” Camille Saint-Saëns’s composition, “The Swan” (from “Carnival of the Animals”) featured in my book, “Zap! Bam! Now! Superheroes of Music.”

Each boy who participated read either one sentence

or a portion of the poem on page 20 of the book about this French composer.

"SHUBERT NIGHT" USHERS IN SPRING! Bravo to the Ovation Orchestra and the Middle and Upper School Chorus, under the direction of music teacher Richard Symons, for strong performances

at this spring's “Schubert Night!” The evening also

featured Lachlan Glen, Australian performer, producer and entrepreneur, who presented the life and works of German composer Franz Schubert.

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BROWNING BOYS JOIN CASTS OF BREARLEY AND NIGHTINGALE PRODUCTIONS

David Pham ‘21 (pictured top right) appeared in The Brearley School’s winter production of “Les Misérables.”

Brendan Lopez ‘21, Brian Granville-Smith ‘21 (not pictured) and Sam Liftin ‘21 performed in the spring production of The Nightingale-Bamford School's production of "Chicago."

Spring/Summer 2019

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at h l e t i c s

Winter Wrap-up The 2018-19 winter sports season was filled with

VARSITY BASKETBALL

extraordinary feats.

The season tipped Andrew H. West ’92

off with a firstplace finish by our

varsity basketball team in the LREI Tip-Off Tournament, followed by an exciting victory over Churchill on the main court of the Barclays Center. The varsity team finished the season in first place in the NYCAL, earning a bye in the first round of the playoffs. The team also secured an automatic bid into the NYSAIS State Tournament.

This year marked the first season that Browning had a varsity indoor track team. The boys enjoyed a very successful first season, and I am confident this program will continue to grow and flourish.

The fifth and sixth grade teams, both seventh-eighth (Red and Black) teams, and the JV team all competed hard throughout the winter and improved a great deal. I also received many compliments from the fencing coach about how committed our boys were and that they were natural leaders. The varsity squash team struggled to find wins but competed hard each and every match, representing Browning with honor.

–Director of Athletics Andrew H. West ’92

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This year the varsity basketball

team had one of the most successful seasons in school history! Finishing with a record of 19-5, the boys

captured the NYCAL Regular Season Title and the NYCAL Postseason

Championship in dramatic fashion,

defeating Columbia Prep 61-58 on an Alex Liptak ’20 three-pointer with 10 seconds left.

TEAM WINS TWO NYCAL CHAMPIONSHIPS!

In addition, the boys earned the

It was an all-around unforgettable

School’s third-ever invitation to

season. We want to especially thank

season was marked by tremendous

Abramson, Alex Wittenberg and

the NYSAIS State Tournament. The individual and team improvement

in all-around play, effort and camaraderie. The Browning community

showed the boys enormous support, with students, faculty, parents and

alumni attending numerous games, especially during the stretch run.

our four seniors, Justin James, Stone Chris Modica, for their hard work

and commitment over the course of their careers. Thank you, and con-

gratulations on an amazing season! –Coaches Gerald Colds, Michael Cohn and Sankara Iwelu

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JUNIOR VARSITY BASKETBALL Over the course of the season, the JV basketball

team showed tremendous growth in both skill and

teamwork. Despite some initial tough losses, the boys finished with four commendable wins. The team

Although they recorded a losing season, the JV

defeated Lycee Francais twice and also scored wins

squad consistently displayed sportsmanship, hard

One particular highlight of the season came

extremely proud of the team’s positive attitude and

against Churchill and Staten Island Academy. during our final game when co-captain Alex

Raftopoulos ’21 led the team to victory with an

impressive 37 points. Even more notable was that he sank 11 three-point shots to achieve that feat!

work and a love of the game. As coaches, we were

effort, even when facing challenging opponents. With many young players, the JV team looks forward to future successful seasons.

–Coaches Felix Balamou and Stacey Duchak

FORMS I/II BASKETBALL (BLACK) The 7/8 basketball team had an outstanding season.

They defined the meaning of “grytte” throughout the season, whether it be diving for the ball with

30 seconds on the clock or playing with a never give up attitude. The team was a pleasure to work with!

–Coaches Glenn Walker, Andrew Wolf and Travis McIntosh

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FORMS I/II BASKETBALL (RED) The Red team finished their season with a 7-9 record. The boys

started the first half of the season with a 5-2 record, and during this time, they displayed excellent ball movement and spacing

within their offensive sets. Their biggest win of the first part of the season came against Riverdale School, which marked the first time in seven years that a Browning 7/8 grade team has defeated Riverdale.

The winter break broke up some of the Panthers’ momen-

tum, and they dropped the first four games afterward. The

team was competitive in all of their games, and over the course of the season, each player improved his skills. Team captain Eric Sagarna ’23 recorded a team high average in points per

game at 15 ppg and totaled 247 points for the season. Defen-

sive standout and co-captain Ethan Fitzpatrick ’23 led the team in total steals per game with an average of four per game. The team hopes to rebuild next year, with our seventh graders

gaining leadership roles on the team. Best of luck to all of the eighth graders on the team in their future athletic endeavors.

–Coaches Lauck Blake and Terrel Phelps

SIXTH GRADE BASKETBALL The sixth grade basketball team ended the season with a 9-3 record. The boys showed tremendous growth as the

season progressed. Each member of the team contributed to the success

we saw, game after game. Throughout the season, the boys gained deeper

knowledge of how to run plays and

various defensive strategies. Our most exciting game happened to be our last against Grace Church. We were up by one at the half and ended up with an extraordinary second half, winning

the game 27-19! Overall it was a very exciting season, and we know that

all the boys will contribute to the 7/8 teams next year.

–Coaches Kris Pischel and Jonathan Stoler

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FENCING The Browning fencers all performed well

throughout the season, with each boy an integral part of the team.

Edgar Saavedra ’21 did well for a first-time

fencer and is holding his own against more sea-

soned fencers. Edgar sets high expectations for his performance and always tries his best. Part of his

success hinges on the fact that he follows instruction well and makes a concerted effort to execute it. Edgar is respectful and diligent and is a good

teammate who is often willing to help set up and

break down for meets and practices. Even though the epee team is fresh and new, they are our most

consistent boys squad, and other coaches have already complimented them on their performance.

Deion Stewart ’21 displays dedication and

never misses a practice. He is, among other things, a hard worker and a team player. His innate athleticism is a key part of his success so far, and he is gradually learning technique in epee. He is a welcome addition to the team and has formed

the foundation of the boys epee squad, our lone

and dedicated boys squad this year. Deion’s role

in making his squad and the boys team a success cannot be highlighted enough.

Raymond Diaz ’19 is a good leader in every

way imaginable. He is the fencer who demonstrates leadership by working hard and encouraging his teammates, both boys and girls, to succeed. He

cheers them on at the strip and is often helping the

younger and newer fencers to grasp concepts and to employ strategies in their bouts. Raymond has been a de facto captain through his leadership and sup-

port of the other fencers. Without Ray, we wouldn’t

have Edgar and Deion. Ray not only recruited these boys but clearly served as an example for them. He surprised us this year with his timely and graceful leadership of the boys epee squad.

The coaches are grateful to have been able to

work with them each day.

–Coach Runako Taylor

VARSITY INDOOR TRACK The varsity indoor track team had

Championships. Ryan Eagan ’20 set a

The boys endured the cold winter

a time of 9:56.40 and finished fourth

a successful inaugural season.

season and worked hard each day,

alternating between endurance and speed training. The team also spent

time in the weight room every week

and improved their strength over the course of the season.

The team competed in five meets

and sent two runners to the NYSAIS

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personal record in the 3200-meter with overall in the 1600-meter with a time of 4:44.75. Teammate Gio Taveras ’20

had a strong showing in the 55-meter with a time of 7.20. Many of their

teammates came close to qualifying,

and we hope to continue to build on such momentum this spring.

–Coach Meghan McDermott

FIFTH GRADE BASKETBALL The fifth grade basketball team had a lot of fun throughout

We had many close games that could have gone either

the season. The boys played against some difficult

way, especially our last game where we lost by one point.

continued to work hard. They played well together and

be proud of their accomplishments.

had a better understanding of how to run plays as the season progressed.

All the boys showed excellent sportsmanship and should –Coaches Kris Pischel and Jonathan Stoler

As this issue of the Buzzer headed to press, our spring sports season was about to conclude.

VARSITY SQUASH

For a report on how

The Browning Squash team had a great season, despite our

our teams fared,

captain Nick Hurley ’19, with the rest of the squad comprised

please log on to

record of four wins and six losses. We were led by graduating of ninth and 10th graders. This was a building year, and I predict that we will be very formidable next season!

–Coach Roland Lafontant

www.browning.edu.

www.browning.edu

opponents but always kept their heads held high and

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61

alumni events

Nicholas Versandi ’01

David Callaway ’82 hosted the inaugural Alumni Networking Breakfast.

Richard Weaver ’75

INAUGURAL ALUMNI NETWORKING BREAKFAST Browning alumni in finance and media were invited to

the Wall Street headquarters of TheStreet on December 3 for breakfast and conversation with David Callaway ’82,

then CEO of TheStreet and Richard Weaver ’75, a national director of AllianceBernstein’s Wealth Strategies Group.

Alumni attendees had the opportunity to have a candid conversation with these industry veterans and receive their professional advice. Thank you to Mr. Callaway

Kenton Kilmer ’07, Richard Weaver ’75, David Callaway ’82 and Harry Wise ’10.

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and Mr. Weaver for generously sharing their time, wisdom and experience with Browning alumni.

Shortly after this event, Mr. Callaway ushered in the sale of the biggest part of TheStreet’s business and announced his departure from the company in early 2019.

We look forward to hearing what exciting new venture Mr. Callaway has in store.

Alumni in finance and media at the networking breakfast.

Alumni in real estate gathered for breakfast and networking at Cushman & Wakefield.

ALUMNI IN REAL ESTATE NETWORKING BREAKFAST On March 7 nearly 20 members of the Browning

into his office to share his experiences, answer

conversation with Cushman & Wakefield’s

thank you to Cushman & Wakefield’s Bryan

community sat down for breakfast and a

Executive Vice Chairman Mark Boisi P ’97, ’00.

An industry icon with a 40-plus year career,

Mr. Boisi graciously welcomed Browning alumni

Gregory Davis ’10, Michael Gabrellian ’13, Mark Boisi P ’97, ’00 and Bryan Boisi ’00.

questions and give meaningful advice. A huge Boisi ’00 and Edward Kent ’02 for hosting this

event, and Mark Boisi for sharing his insight and knowledge with the community.

Mark Boisi P ’97, ’00 captivated the room.

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63

Evan Blumenthal ’13, H. Harrison Fields ’11, Andrew West ’92, Nader Mobargha ’91, Jesse Rost ’11, Steven Kassapidis ’11, Luke Hexner ’18, Grant Thompson ’18, Marwan Nsouli ’18, Farouk Oni ’13, Will Jacob’16, Sam Morril ’05, Victor Catano ’94 and Chris Stephens ’14.

ALUMNI BASKETBALL GAME Alumni basketball players from

of his own and looked like

Browning on December 20 for the

shots off the glass.

the Upper Gym. Director of Athletics

of note: Luke Hexner ’18

Marwan Nsouli ’18 Grant Thompson ’18 H. Harrison Fields ’11 Jesse Rost ’11 Luke Hexner ’18 Evan Blumenthal ’13 Terrel Phelps ’11

following re-cap:

in scoring, with 14 points

Black Team

the Classes of 1991-2018 returned to annual Alumni Basketball Game in Andrew West ’92 provided the

The 2018 Alumni Basketball Game

was a tale of two halves, or really more a tale of the first five minutes of the

game followed by the rest. This year, the teams were the older guys (more

or less) in black and the younger guys in white. Using strong defense and precision passing, the black squad

jumped out to an early 12-0 lead. It was

at this point that the white squad made

Tim Duncan knocking in

Other game stats worthy

was second on his team

despite limited minutes.

Nader Mobargha ’91 was second in scoring for the

black team with 12 points on

4 threes. Steven Kassapidis ’11 dominated the boards

Phil, it didn’t matter who was there, it was happening. Funnyman Sam

Morril ’05, fresh off his Class of 2000

Distinguished Speaker event, was once

again very distinguished with 32 points

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2 3 7 5 1 3 2

Points Rebounds Assists 12 32 11 5 10 2 4

5 14 6 22 10 2 9

9 5 4 1 2 2 7

Grant Thompson ’18

Teddy Florescu ’18 and Tak

never have happened!” Trust me

5 7 14 2 6 7 13

high of two assists.

Terrell Phelps ’11, who led all scorers with saying, “If I was there that would

2 12 10 3 14 0 48

Phelps ’11 tied a career

set the record for fans at an

48 points. I can hear Philip Blake ’95

Nader Mobargha ’91 Sam Morril ’05 Will Jacob ’16 Steven Kassapidis ’11 Farouk Oni ’13 Victor Catano ’94 Andrew West ’92

Points Rebounds Assists

with 22 rebounds. Terrell

an adjustment and never turned back.

The adjustment was the late arrival of

64

White Team

alumni game, with classmates Ishikawa ’18 in the stands to

cheer him on. Many members of the Class of 2019 were also

there to cheer on the white team

and her team for a great dinner, and

players and fans were treated to a

for a great night. Looking forward

Special thanks to Dana-Marie Moore

epic rematch!

and keep score. Following the game,

the Browning athletics department

delicious dinner in the cafeteria.

to seeing everyone next year for an

Back row: Stevie Rachmuth ’10, Nader Mobargha ’91, Richard Helgason, Andrew West ’92, Ben Berman ’93, Bill Reed ’85, Christopher Brandt ’09, Christopher Jennings ’99 and Steve Schott ’72. Front row: John Dearie ’99, Allanby Singleton-Green ’83, Jim Simon, Andy Sandberg ’01, Nick Versandi ’01 and Jeremy Katz ’04.

11TH ANNUAL ALUMNI NOTE-A-THON Browning’s Alumni Council hosted

nearly 700 letters were signed and

held during the event. The Alumni

in the Kurani Gym on February 11.

attendance at Alumni Reunion

dedicated volunteers who took the

its 11th annual Alumni Note-a-thon With the help of 26 volunteers (many participating remotely) ranging

from the Classes of 1964 to 2014,

sent to alumni. Letters promoted

on April 12 as well as support for the 2018-19 Annual Fund. A brief

Alumni Council meeting was also

Association is grateful to the

time to write thoughtful notes to classmates near and far.

2018-19 LEGACY PHOTO

The annual Browning legacy photo was taken in March in the Wilson Room. This year, there are 16 boys with fathers who also attended the School, for a total of 11 legacy families.

Back Row: John Hadden ’24, Nicholas Hurley ’19, Ned Hurley ’82, Andrew West ’92, Evan West ’29, Vincent Cali ’31, V. Marc Cali ’89, Peter Frangos ’30, Mark Frangos ’96, Jack Gelb ’27, Andrew Gelb ’88, Michael Beys ’89, Peter Beys ’25, Adam Berman ’25 and Ben Berman ’93.

Front Row: Cole Hadden ’26, Andrew Bates-Zoullas ’23, Winston Bates-Zoullas ’23, Ali Theodore ’88, Jude Theodore ’27, Lee Theodore ’24, Julian Blitz ’30, Justin Blitz ’96, Alexander Beys ’27 and Chase Berman ’30.

Not pictured: John Hadden ’87 and Nicholas Zoullas ’55.

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SAM MORRIL ’05: 2018 CLASS OF 2000 DISTINGUISHED SPEAKER

Sam Morril ‘05 in conversation with Michael Ingrisani.

Video of Mr. Morril’s stand-up.

On December 19 the Alumni

in the Kurani Gym, moderated by

alumnus Sam Morril ’05 as the

Dean of Faculty Michael Ingrisani.

Association welcomed Browning

Mr. Morril’s former teacher and

2018 Class of 2000 Distinguished

The evening began with remarks

Speaker. Earlier in the year, the

from Head of School John Botti

debuted his one-hour stand-up

Andy Sandberg ’01, followed

stand-up comedian, writer and actor special produced by Amy Schumer on Comedy Central entitled “Sam

Morril: Positive Influence.” Alumni, parents, students, faculty and

staff were treated to an intimate Sam Morril ‘05

Sam Morril ‘05 and Michael Ingrisani.

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conversation with the comedian

and Alumni Council President

by a compilation of video clips

from Mr. Morril’s stand-up work.

Mr. Ingrisani and Mr. Morril

were then welcomed to the stage

for a candid conversation, and true to Mr. Morril’s style, no topic was

Sam Morril ’05 spoke with current students.

Michael Ingrisani masterfully led the conversation.

off limits. The comedian, who has

The audience was captivated by Mr. Morril.

Throughout the interview,

appeared on “The Tonight Show

Mr. Morril had the audience rolling

“The Late Show with Stephen

anecdotes from a terrible performance

starring Jimmy Fallon,” “Conan,” Colbert,” “America’s Got Talent,” and more, shared the story of his first stand-up experience – his

Form VI senior project at Browning.

Mr. Morril took that experience at Browning and turned it into a

career, working tirelessly to hone

his skill and establish himself as a household name.

with laughter, sharing hilarious

in Naples, Fla., to his mother’s reaction to much of his material. One of the

evening’s few serious moments came when he discussed his teachers at

Browning (including Mr. Ingrisani) who helped him find his voice and become the comedic storyteller he is today.

Following the presentation,

guests were treated to a cocktail

reception in the Kurani Gym.

Mr. Morril barely had a chance to grab an appetizer before he was

surrounded by students, faculty, alumni and parents wanting to

hear more. The Alumni Association extends its sincere gratitude to

Mr. Morril and Mr. Ingrisani for

making this event possible. A special thanks to the Class of 2000 for

endowing the Distinguished Speaker Series, now in its 10th year.

John Botti, Michael Ingrisani, Sam Morril ’05, Andy Sandberg ’01 and Benjamin Melting ’00.

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BROWNING-MARYMOUNT NIGHT AT THE METROPOLITAN MUSEUM OF ART

Guests stopped to view Edgar Degas’ “The Little Fourteen-Year-Old Dancer” (1922).

For the seventh consecutive year, Browning and Marymount co-hosted an alumni event at the

Metropolitan Museum of Art, followed by a reception at Marymount. On January 11 Marymount art history students took on the role of docents, leading tours

of various exhibitions, including Jewelry:The Body Marymount students with Eliza and John Botti.

Transformed and Armenia!, along with visits to the Greek and Roman Wing, as well as the 19th- and 20th-Century European Paintings and Sculpture

Wing. Following the gallery tours, guests walked

across the street to a reception at Marymount. The Alumni Association is grateful for Marymount’s partnership with this annual event.

Guests gathered outside of an exhibition to hear from their student guides.

Browning Key Society volunteers and Marymount art history student tour guides posed for a group photo before the gallery tours.

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Carrie Schenk, Alexander Forostenko ’98, Michael Afshar ’98 and Shannon Sitchenko.

A dazzling array of objects on display.

Marymount guides leading a group into the Jewelry: The Body Transformed exhibition.

“Yashmak” by Shaun Leane (2000).

Caroline Axelrod and Joe Metzger ’02.

Rosie Cooper, Chris Brandt ’09, Jim Simon and Stuart Orenstein ’00.

Richard Helgason

Guests enjoyed a reception at Marymount after the museum.

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SECOND ANNUAL YOUNG ALUMNI AND PARENT RECEPTION On January 10 Browning’s Alumni Association hosted a reception for

alumni and parents from the Classes of 2009-2018. More than 40 young

alums and their parents, as well as faculty, staff and Alumni Council

members attended the reception. It was great to see everyone!

Joseph Mansfield

David Watson, Chris Haack ’14, Stevie Rachmuth ’10 and Michael Florentino ’14.

It was great catching up with so many members of the community!

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David Watson and Joe Metzger ’02.

Brendan Walsh ’15 and Michael Cleary ’15.

Gene Campbell and Benjamin Sheridan ’10.

Nancy Thompson and Isabelle Anavian.

Molly McEneny and Brendan Walsh ’15.

Louis Cutter ’18, Philip Raftopoulos ’18, Manny Medina ’18 and Gabe Soluri’18.

Joe Metzger ’02 and George Grimbilas ’18.

Chanda Chapin, Michael Klein and Chrisline Nsouli.

Ronald Thompson, Sandy Pelz ’71 and Peter Stavropoulos ’82.

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Bob Gimbel ’57

Andrew Lack ’64, John Botti, Andy Sandberg ’01 and Tom Herman ’64.

ALUMNI REUNION HONORS ANDREW LACK ’64 On April 12 nearly 130 alumni and guests returned

News and MSNBC. Mr. Lack was honored during the

ranging from the Classes of 1949 to 2015, along with a

of School John Botti and Alumni Association President

to Browning for the annual Alumni Reunion. Alumni

number of current and former faculty, attended the Donor Recognition and Award Luncheon as well as the evening Reunion reception.

This year, the Alumni Association’s highest distinction,

the Charles W. Cook ’38 Alumnus Achievement Award,

72

Donor Recognition and Award Luncheon, led by Head Andy Sandberg ’01. Esteemed members of the Browning community attended the luncheon and were treated to

a special musical performance by Browning’s a cappella group, the A CaPanthers.

Turn to page 10 to read more about Mr. Lack and his

was presented to Andrew Lack ’64, chairman of NBC

school years at Browning.

Justin Blitz ’96, Jordana Blitz P’30 and Andrew Slabin P’30.

Steve Schott ’72 and Michael Mittelmann ’49.

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Back Row (L to R): Catherine Hughes, Steve Schott ’72, Juan Reyes ’86, Mike Beys ’89, Stuart Orenstein ’00, Joe Metzger ’02, Jim Simon, Leon Dalva ’58, John Botti, Tom Hughes ’78, Andy Sandberg ’01, John Hadden ’87, Brian Venables and Sara Venables.

Middle Row (L to R): Daniel Dunning ’64, Soo Mi Thompson, Andrew Slabin P ’30, Justin Blitz ’96, Jordana Blitz P ’30, Stevie Rachmuth ’10, Bill Reed ’85, Michael Mittelmann ’49, Bob Gimbel ’57, Despina Gimbel and Valda Witt P ’20, ’22, ’26.

Front Row (L to R): Eric Ordway ’67, Jeffrey Landes ’83, Tom Herman ’64, Andrew Lack ’64 and Suzanne Mittelmann.

The evening reception featured the presentation of the

Stephen S. Perry ’76 Memorial Class Representative Awards to the following alumni:

• Most Outstanding Class Representative: Harrison Messer ’12 • Most Outstanding Class Correspondent: Steve Schott ’72 • Most Outstanding Class Fundraiser: Edward Kent ’02

The Alumni Association is grateful to all who helped make

this event possible!

Andrew Lack ’64 giving his acceptance remarks.

Catherine and Tom Hughes ’78.

The A CaPanthers during their Reunion performance: Nick Hurley ’19, John Harrison ’21, Eric Pena ’19, Griffin Davis ’21, Christian Kim ’21, Max Motz ’19, and Gabriel Flicker ’19.

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Daniel Dunning ’64, Tom Herman ’64 and Valda Witt, P ’20, ’22, ’26.

John Botti and Stevie Rachmuth ’10.

Andy Sandberg ’01 introducing Andrew Lack ’64.

Stuart Orenstein ’00, Mike Beys ’89, Juan Reys ’86 and Jeff Landes ’83.

Past Alumnus Achievement Award recipients with the 2019 Award winner, Andrew Lack ’64. (L to R): Eric Ordway ’67, Andrew Lack ’64, Sandy Pelz ’71 and Tom Herman ’64.

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Andy Sandberg ’01 and John Botti with 2019 Perry Award recipients Steve Schott ’72 and Ed Kent ’02.

Jeff Landes ’83, Michael Hutzler ’83, Michael Ingrisani, Anil Jethmal ’83 and Allanby Singelton-Greene ’83.

Kenton Kilmer ’07 and Charles Davis ’07.

Adrian Gamarello ’99, Chris Jennings ’99 and Brett Model ’98.

Roger Schmitt ’70 checking out the yearbook photo wall.

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The 15th Reunion Class: Jeremy Katz ’04, Michael Eisenstein ’04, Luc Vareilles ’04, Albie Bramble ’04, Michael Sareyani ’04 and Joey Suquet ‘04 .

Jesse Rost ’11, Pranay Advani ’11 and Luca Libani ’11.

10th Reunion Class: Zack Perskin ’09, Johnuel Nuez ’09, Barry Cregan ’09, Alexander Lynn ’09, Chris Brandt ’09, Emanuel Ruano ’09, Erick Teran ’09 and Jake Ehrlich ’09.

The 30th Reunion Class: Campbell McCrary ’89, Michael Wayne ’89, Jonathan Mason ’89, James Chow ’89, Marc Cali ’89, Peter Orphanos ’89 and Michael Beys ’89.

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John Chiaraviglio ’01 and Aria Grillo.

Andy Sandberg ’01 and Victor Catano ’94.

The 20th Reunion Class: Ramzi El Tanamli ’99, Fabrizio Verga ’99, Adrian Gamarello ’99, Peter Cohen ’99, Memo Rossell ’99, Jonathan D’Agostino ’99 and Chris Jennings ’99.

Chris Coffey ’98 and Brett Model ’98.

Steve Schott ’72 with daughters Meredith and Whitney.

Jay Fidlow ’02, Daklea Karadaku, Meighan McGowan and Joe Metzger ’02.

40th Reunion Class: Charles Ashdown ’79, Joseph Bucceri ’79, Jay Lippman ’79, Vaino Narma ’79, Jeffrey Williams ’79, Michael Edmonds ’79, Sean Smith ’79 and Andrew Flach ’79 .

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Back Row (L to R): Alfonoso Laffont ’19, Eric Pena ’19, Stone Abramson ’19, Alexander Motz ’19, Alexander Wittenberg ’19, Conor Gubbins ’19, Christopher Modica ’19, Sebastian Rodriguez ’19, Jackson Fleming ’19, Nicholas Hurley ’19, Maximilian Motz ’19, Raymond Diaz ’19, Tommy Ramirez ’19, Quentin Flattmann ’19 and Fernando Hierro ’19.

Front Row (L to R): Andrew Ye ’19, Joseph Delgado ’19, Justin James ’19, Maxwell Kelly ’19, Blaise Lowen ’19, Shazeb Dayani ’19, Diego Santamarina ’19, Max Gregori ’19, Lucas Coffey ’19 and Gabriel Flicker ’19.

CLASS OF 2019 WELCOMED INTO ALUMNI ASSOCIATION On April 24 Head of School John Botti and Alumni Association President Andy Sandberg ’01 hosted

the annual Form VI Alumni Association Breakfast.

Every year at this event, the Alumni Association recognizes each member of the graduating class with a special gift in honor of his upcoming

graduation. Speakers at the breakfast included Stuart Orenstein ’00 speaking to the Class of 2019 about what it means to be a Browning alumnus.

Alumni Association President Andy Sandberg ’01,

Alumni Association Vice President Stuart Orenstein ’00, Alumni Association Secretary Stevie Rachmuth ’10,

Alumni Association Treasurer Nicholas Versandi ’01, Trustee Jeffrey Landes ’83, Director of College

Guidance Sandy Pelz ’71, Director of Athletics

Andrew West ’92 and Director of Communications Design Jeremy Katz ’04. Director of Advancement

Jim Simon and Director of Alumni Affairs Caroline Axelrod were also in attendance. The Alumni

Association is pleased to welcome the Class of 2019 to its ranks!

Jackson Fleming ’19, Blaise Lowen ’19, Gabriel Flicker ’19, Sebastian Rodriguez ’19, Justin James ’19 and Shazeb Dayani ’19.

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Jeremy Katz ’04, Stevie Rachmuth ’10, Andrew West ’92, Andy Sandberg ’01, Jeffrey Landes ’83, Stuart Orenstein ’00, Nicholas Versandi ’01 and Sandy Pelz ’01 at the 2019 Form VI Breakfast.

The newest members of Browning’s 13-year club: Maximilian Motz ’19, Alexander Motz ’19, Gabriel Flicker ’19, Christopher Modica ’19, Lucas Coffey ’19, Justin James ’19, Blaise Lowen ’19 and Sebastian Rodriguez ’19.

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class notes

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

212.838.6280 ext. 1920.

40s

Botti (the fifth Headmaster

celebrated his 70th

Parents Association, Class

April 12 and submitted

positive developments

to everyone at Browning

as well as the building/

I’ve known), the faculty, the administrative staff,

the Board of Trustees, the

Dr. Michael Mittelmann ’49

Alumni Association, the

Browning Reunion on

Representatives, etc. The

the following: “Thanks

in academics and sports,

from Head of School John

structural changes that

have taken place since 1949 would take more

space in the Buzzer than available. I feel sure that

Weston Vernon, III ’49, my classmate and friend for

all these years, would join

me in strongly supporting The Browning School’s

Mission Statement stressing honesty, dignity, curiosity

and purpose, as well as the new Code of Conduct. I

was proud to have been a

Browning ‘boy’ (or I should say gentleman) and even

prouder now as a 70-year

alumnus. My thanks would not be complete without

full recognition of my wife, Suzanne, and my family (represented on Alumni Day by Sara and Brian Michael Mittelmann ’49 next to his Browning basketball team photo at Reunion.

Venables). Rephrasing a

question that I asked in a

prior publication: What will the graduating class of 2019 write or recollect at their 70th Reunion in 2089?”

60s

H. Robert Lind ’63

submitted the following in December: “My wife and

80

Brian Venables, Sara Venables, Suzanne Mittlemann and Michael Mittelmann ’49 at 2019 Alumni Reunion.

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I are blissfully fulfilling

our world travel goals

and grandparenting! Our last continent to visit will be Australia, then New

Zealand and Tasmania on New Year’s!”

Fredrick D. Lazar ’66

recently completed a three year stint as northeast regional manager for

Michels Corporation and moved back home

full time to Ft. Myers, Fla. with his wife Debbie.

Mr. Lazar reported:

“Daughter Allyson is still

in Boston; daughter Hillary, partner Brandon and our grandson Benji (who is

about to turn three) still live

in Pittsburgh. It sounds like Browning is flourishing

– great! Best to all before,

during and after the Class of 1966.”

70s

Henry H. Reed ’73 reported in February that he is doing lots of fun things in Paris, France. He is now retired

and still friends with some

of his Browning classmates.

Mr. Reed reminisced “I get to New York often

MICHAEL D. SERMAN ’06 For almost seven years, Michael D. Serman ’06

has been sharing his love of music with Browning

students, teaching boys guitar and drums, working

with two student rock bands and arranging/directing music for the Middle School play. His dedication to

his students and his passion for the work make him

a beloved addition to Browning’s after-school music program. When he is not teaching, Mr. Serman is

producing music and recording bands (he spent most of last summer sound mixing for Lauryn Hill).

Michael D. Serman ’06 working with Form II students.

and always see my old

November, and Russell, our

think of Mr. Kayoun,

the first time this February.”

neighborhood. I will always Mr. Janto and the janitors.

Also Mr. Root and

Mr. Cook and playing

soccer in Central Park.

Best to all.”

Jeremy Paul ’74

submitted the following in March: “Laurie and I are

both enjoying a sabbatical year. We drove across

country and back with our new Corgi, Niki. A new

park called the Gathering in Tulsa was a highlight.

Returned home in time to watch the election

returns in Maine’s 2nd

CD, which flipped from

red to blue. Laurie’s new

book, “Well Worth Saving:

American Universities’ Life and Death Decisions on

Hiring Refugees from Nazi Europe,” will be published

by Yale University Press

in September. Jason, our eldest, was sworn into

the Massachusetts Bar in

youngest took the exam for

80s

Julienne M. Callaway, beloved wife of Jack

Callaway ’84, passed

The Class of 1992 received a warm welcome at the New York Knicks game.

lived an extraordinary life

90s

adventure, family and great

Dorra ’92, Francisco J.

away on March 28, 2019, after a courageous battle with cancer. Julienne

Pierre Bonan ’92, Michael

filled with love, laughter,

Estrada ’93, Geoffrey W.

friendships. She was Jack’s

Feder ’92, Brian K. Gillard ’92,

best friend and beloved

Eric E. Grant, Jr. ’92, David

wife for 24 years, and the proud, loving mother of their three children.

Asher E. Miller ’85

is the associate curator of

European Paintings at the Metropolitan Museum of Art and the lead curator

for the museum’s recent Delacroix exhibit. In

December, Mr. Miller was

featured on PBS Newshour discussing the exhibition.

Ali Theodore ’88 at Browning.

In December, music

Kaplan ’92, David Kim ’92, Douglas J. McKenna ’92, Jason R. Miller ’92,

producer Ali Theodore ’88,

Emmanuel E. Sakellarios ’92,

students a behind-the-scenes

Sperry R. Younger ’92 got

for movies. Browning

attend a New York Knicks

and his musicians create an

Garden. The group got a

a film scene.

jumbotron, and the Knicks

P ’24, ’27 gave Middle School

Andrew H. West ’92 and

look into mixing soundtracks

together in December to

students helped Mr. Theodore

game at Madison Square

original score in real time for

special shout-out on the even won the game!

Spring/Summer 2019

81

Browning, and caught

up with former classmate Jeremy D. Katz ’04.

In April, Peter N.

Darrow ’05 debuted his

nonfiction memoir, “Wise Millenial: A Field Guide to Thriving in Modern Life.” Described as a

contemporary self-help

memoir, the book is focused on empowering young

people to find their inner Baby Hunter Madden

Will and Sona Riff-Coffey.

16, 2018, at 3:33 p.m., Hunter

00s

He is such a sweet baby boy.

reported the following:

T. Andrew Madden, Jr. ’96

submitted the following in

November: “On November Madden entered the world.

We have been traveling, taking him to the zoo,

museums, restaurants, etc.

as Emmy and I soak in this early stage of life.”

Chris Coffey ’98

submitted the following

In February, Evan B. Sachs ’02 “My wife, Carrie, and I are celebrating our son

Ashton’s first birthday next month! We hope he will be able to join the Browning

daughter, Sona. She and her

brand manager and program

Will are doing great.”

self. A health and wellness

entrepreneur with a passion for helping people, Peter has already seen much in the way of success

and failure, and speaks

to the challenges facing

in March: “I’m a 2L at

Michigan Law, specializing in litigation. I will be at

the New York Attorney

General’s Office, Bureau

of Internet & Technology Litigation this summer.”

10s

Browning alumni

H. Harrison Fields ’11,

Terrel C. Phelps ’11, Miles

A. Collins ’13 and Steven J. Kassapidis ’11 cheered on

the varsity basketball team at the NYCAL post-season championships.

his generation, dispelling

myths about what it’s like to supposedly have it all.

Nicholas W. Fox ’04

news in February: “We just

almost two-year-old brother

healthy, strong sense of

submitted the following

tradition in a few years!”

reported in February that he

celebrated the birth of our

happiness and develop a

M. Anas Uddin ’08

was recently promoted to director at WXBM-FM in

Pensacola, Fla. On a recent visit to New York, Nick

and his wife stopped by

Nicholas Fox ‘04 and Jeremy Katz ’04.

Peter Darrow ‘05

TERREL C. PHELPS ’11 To date, Terrel C. Phelps ’11 is the only player in

Browning basketball history to eclipse the 2,000-point scoring mark. This season, Mr. Phelps helped coach the 7/8 red basketball team, sharing his knowledge

and experience with the next generation of Browning

hoopsters. The Middle School students were thrilled to have the Browning legend as their mentor!

Terrel C. Phelps ’11 coaching current Browning students.

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Head of School John Botti caught up with Harrison Messer ‘12 in April.

In February, Farouk O.

Art exhibition featuring Farouk Oni ‘13 (known professionally as Sydney Cartier).

Oni ’13 (known

professionally as Sydney Cartier) participated in

his first public exhibition in New York – Black

Mirrors: Reimagining

Reality. The show brought together eight artists to

explore concepts of history, tradition, culture and their evolving relationship with Blackness. The exhibition also included interactive works from Movers and

Shakers’ AR Monuments

Coach Andrew West ’92, H. Harrison Fields, Terrel Phelps ’11, Miles Collins ’13 and Steven Kassapidis ’11.

project, which aims to

shift public consciousness

around structural racism by

JESSE M. ROST ’11

everyone’s history matters.

This spring, Jesse M. Rost ’11 helped

Dartmouth College, Arthur F.

team. Mr. Rost worked hard with

Browning to see his former

their skills, inspiring them with

reimagining a world where While on break from

coach Browning’s 7/8 baseball

Mensah ’15 stopped by

the Middle School boys to develop

teachers.

his passion and enthusiasm. Over the course of the season, the team

displayed tremendous growth and

loved having a Browning alumnus in their corner.

Jesse M. Rost ’11 with the Middle School baseball team.

Spring/Summer 2019

83

Jackson Richter ’18, Louis Cutter ’18, Manny Medina ’18, George Grimbilas ’18, Philip Raftopoulos ’18, Marwan Nsouli ’18 and Grant Thompson ’18.

On November 20,

Jackson S. Richter ’18,

Louis Cutter ’18, Manuel C.

IN MEMORIAM

Medina ’18, George P.

Joseph B. Agnelli, Former Faculty

Grimbilas ’18, Philip A.

Raftopoulos ’18, Marwan S. Nsouli ’18 and Grant A.

Sterling R. Brown ’54 Natalie Gardner, P ’71, ’74, ’76, ’78

Thompson ’18 helped cheer Arthur Mensah ‘15 and Sandy Pelz ’71.

Clyde J. Harris, III ’62

on the varsity panthers as

they competed at Barclays Center in Brooklyn.

Stephen S. Jacobsen ’56 Anne H. Tonachel, Former Faculty

In memory of JOSEPH B. AGNELLI Joseph B.

remarkable knack for making Latin

of my best and most inspiring

a beloved

was also the consistently calm and

in my life-long interest in Greek

Agnelli,

member of

the Browning faculty from 1957-1963,

passed away Joseph B. Agnelli

on March

21, 2019, in

Little Rock, Ark. Former student Tom Herman ’64 wrote: “Joseph

Agnelli, one of my best and most inspiring teachers at Browning,

died in March. Mr. Agnelli had a

84

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and the classics come alive. He

wise faculty advisor for the Grytte when my friend Louis Spielman and I were co-editors-in-chief.

Our deepest sympathies go to Sue Agnelli, whom Marilyn and I met

on a trip to Little Rock, Ark., many years ago with then-Headmaster

Stephen M. Clement III.” Charles J. Plohn, Jr. ’62 shared the following: “I am very sad to hear about the passing of Mr. Agnelli. Echoing Tom’s comments, he was one

teachers at Browning, resulting

and Roman literature. In 1962 our senior class dedicated the Grytte

yearbook to him in appreciation for all he did for us. In recent years we renewed our friendship via email, Sue’s Facebook page and phone conversations and discovered

an unusual common interest in

our enjoyment of British murder mysteries on television! He will very much be missed.”

Thank You!

The 2019 NYCAL League season tennis champions!

Your support helps Browning climb to new heights and continue to break records. Thank you for keeping the winning streak going!

It’s not too late to join the team!

Here’s how: O N L I N E :

browning.edu/giving

P H O N E :

212.838.6280 ext. 1600

MAIL:

The Browning School

Office of Institutional Advancement

52 East 62nd Street

New York, New York 10065

The 2018-19 Annual Fund closes on June 30, 2019.

Spring/Summer 2019

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 MOMS VISIT IN CELEBRATION OF WOMEN’S DAY In honor of International Women’s Day in March, the School invited a panel of

20 Browning mothers to speak to boys in all three divisions to help celebrate the achievements of women. Thank you to all our mothers and grandmothers, past and present, for all that you do for our students!

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