Signals

On the cover: Whether learning to read, or reading to learn, Christopher C. ’34, EJ M. ’28, Lyndon H. ’32, and Danielle Passno celebrate the power of the word.

Dear Browning Friends,

This fall, school started to feel normal again.

We’ve returned to the in-person traditions that help define Browning —a robust handshake at the start of the day, the opening assembly at Christ Church, a glorious Holiday Program at the Lowenstein Auditorium at Temple Emanu-El, and an adult Holiday Party in our own Kurani Gym. Groups of boys—back in full dress code—rushed past families making their way to Parents Association meetings. Overnight field trips are again providing important extensions to our curriculum that help learning come alive.

And as we return to normal, there has been much media coverage about how and why schools teach what they teach. Our cover story explores a core element of learning: the written word. In essence, we teach by illuminating three distinct phases of reading in a learner’s life. We describe how our youngest students learn to read—something that any parent knows is so much harder than it looks and seems almost magical when it clicks into place. We explain how in later middle school—the midpoint of a K–12 student’s academic journey—the move from concrete to abstract thought means that students in those grades and beyond will read literature that challenges their assumptions, books that enable them to realize the emotions they are experiencing are universal. Finally, Danielle Passno, our Assistant Head of School and Director of Teaching and Learning, herself a writer of short stories, describes how reading allowed her to see beyond her own upbringing to a more nuanced understanding of the world. We also introduce you to our Tricky Texts book club, where parents discussed The Absolutely True Diary of a Part-Time Indian, like students in our classrooms. It is a happy coincidence that this issue also features the return of the Book Fair in its historic form, complete with a Family Day as the start of the festivities that celebrate a love of reading and help our library in such important ways.

Removing the restrictions of COVID-19 has allowed us to expand our boys’ participation in social impact projects that will better help them contribute meaningfully to the world around them. We are also enriching student life activities that strengthen the bonds between boys and their ties to Browning—as a school built on relationships, we must be intentional about creating community, whether that is through a more robust advisory system and club offerings, or more participatory assemblies. We are pleased to share updates on these programs in this issue.

We look forward to a winter and spring that allow us to continue to spend time together, face-to-face, and build our future, as plans for the new Upper School building continue apace. As we move forward together, we are grateful to be doing so with you.

John Botti, Ph.D. Head of School

36 Jerry Pi ’95 thinks purpose triumphs over motivation

42 Life after Browning

40 Chris Russo ’15: It’s time to get you trending

44

Speaker encourages community to find the magic in Middle School Chess Panthers celebrate love of the game with families

24

6 Robotics Team hosts first citywide scrimmage

7 Michael Ingrisani portrait unveiled Update on our new campus Buzzer wins award from CASE!

Mission 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.

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.

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.

We are thrilled to have welcomed these dedicated professionals to our community this year. To help you get to know them better, we asked them to describe themselves or Browning in three words or to reveal a fun fact about themselves.

B.A., University of New Hampshire

Fun fact: I grew up on the seacoast of New Hampshire. When I visit home, I like to spend time on my family’s boat and hiking in the White Mountains.

Computer Science and Engineering Teacher

B.F.A., School of Visual Arts

M.A., Teachers College, Columbia University

I am: dedicated, objective, empathetic

B.A., Théba International Academy of the Performing Arts

Fun fact: Before becoming a teacher, I performed in many Hungarian theater productions. One of my favorite roles was Éponine in Les Misérables

Physics Teacher

Jim

B.A., Saint Anselm College

I am: nurturing, creative, eager

M.A., Stony Brook University

M.A., Madras Christian College

B.S., Andhra Loyola College

Fun fact: I like to play games and sports.