The Buckley Letter: Winter 2019-2020

Buckley WINTER 2019–2020

LETTER

Buckley LETTER

The Buckley Letter is published twice a year by the School’s Development Office.

The Buckley School is an equal

Editor: Ellie Smith

not discriminate on the basis of race,

Supervising Editor: Will Strumolo Class Notes Editor: Kate Philip Principal Photography: Ellie Smith, Juliana Thomas, Deborah Zeolla Design: Cheney & Company

opportunity employer. Buckley does color, national origin, religion, sex, age, physical or mental disability, citizenship status, marital status, creed, sexual orientation, ethnicity, carrier status or any other characteristic protected by law. The Buckley School actively seeks diversity in its faculty and student body.

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BUCKLEY TRIVIA When was the Ushers Committee formed?

Email your answers to the editor at esmith@buckleyschool.org.

In This Issue Winter 2019–2020

Headmaster’s Report

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THE BOYS 4 Class IX Around the School Fall Sports

THE FACULTY 10 Faculty News New Faces Feature: Coming Home

THE SCHOOL 18 Social-Emotional Learning

THE ALUMNI 20 Like Father, Like Son Feature: Andrew O’Donohue ’11 Support Buckley Fall Alumni Party Young Alumni Party 1913 Society Party Class Notes In Memoriam

IN CLOSING

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Buckley Before

ON THE COVER: Class IX boys in their NOTES: What do you think of The Buckley

homeroom.

Letter? Email your thoughts to the editor at esmith@buckleyschool.org.

ABOVE: Class V boys working in the library.

ANSWER TO LAST ISSUE’S TRIVIA:

For the answer to the last issue’s trivia question—who was Buckley’s longest serving faculty member—please see page 40.

Dear Buckley Community, FOR THE PAST SEVERAL WEEKS, the Buckley community has been existing in a new reality. Due to the COVID-19 pandemic, our three campus buildings are closed, our city is sheltering in place, and our dedicated faculty and enthusiastic students are engaged in a brandnew remote learning program. I have been endlessly impressed by the way our faculty and staff have risen to the challenge of remote teaching and working, adapting quickly to various technology platforms, creating new lessons, and collaborating despite the distance. Buckley students have also performed admirably in the face of change, demonstrating their resiliency, their passion for learning, their propensity for kindness, and their deep connections with their classmates. I am especially grateful to the parents in our community, who have stepped up in countless ways to support their sons, our teachers, and others in need. Those essential workers in the Buckley family and throughout the country who put themselves at risk every day to keep us safe and supply us with necessary items deserve every ounce of our admiration and praise.

During difficult times like these, I search for inspiration.

Each evening at 7:00 p.m., I am reminded that kindness persists when I hear and join my fellow New Yorkers cheering, clapping, and banging pots and pans from our respective windows in support of health care workers on the front lines of the fight against COVID-19. Boys in the Lower School have been participating in a “kindness project,” making cards and drawing pictures to send to those working at a Manhattan hospital. There are many other examples of generosity, including Buckley families donating funds for much needed hospital supplies, providing dinners for medical workers, and helping those in our community who needed support. Members of Buckley’s current Class IX and last year’s Class VIII dropped off a care package for their neighbors in Long Island, one of whom is a former Buckley teacher and the parent of a current Class VI teacher.

Though we have been physically separated by this crisis, there is no question that our community remains close, and I am bolstered by these stories of kindness and caring. We look forward to sharing more about our distance learning

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Winter 2019–2020

Headmaster O’Melia reading to Beginners.

experiences with you in in the next issue of The Buckley Letter.

Before Buckley’s traditional schedule was interrupted, I was asked to reflect on Buckley’s Class IX program, which is featured in this issue. The ninth-grade year at Buckley remains a favorite tradition of mine, and this year’s class is truly special. In addition to pursuing excellence and their personal best, they modeled kindness and thoughtfulness, starting with Student Council Chairman Jack Reid’s speech in the opening All-School Assembly last September. Before and during this pandemic, my meeting with these boys over “Leadership Lunch” every Friday has been a highlight and reaffirms my belief in Buckley’s mission. These outstanding young men and their collective growth represent, in many ways, the fruits of our labor, the ideals of a Buckley education. The small class size, the intimate time with master teachers and coaches, the opportunities to lead their peers and sports teams, the regular field trips, and the increased sense of brotherhood—these are traits unique to the Class IX year at Buckley and serve all those boys well who elect to stay. It is no surprise that most of our ninth graders list this capstone year as their favorite, too. It is truly a special experience, and I hope you will enjoy reading more about it in the pages ahead. ◆ Floreat semper ludus Bucklianus!

With honor et veritas,

Gregory J. O’Melia Headmaster

Quick Look Ping pong is a favorite activity among boys in all divisions during recess. Here, Class IX boys prepare for a serve.

The Boys

Class I boys during science.

STUDENT FEATURE

Class IX

By Ellie Smith

IN 1973, NINE BOYS EMBARKED on a brand-new adventure:

becoming members of Buckley’s first Class IX. The original curriculum was urban-themed, and what had been the Lower School Music Room served as the ninth-grade homeroom. The Class IXers continued playing on the Upper School sports teams, participated in Glee Club, and performed a class play, but they also began developing their own traditions. Field trips quickly became an integral part of the curriculum. Today’s iteration is a weekly excursion the students call “Wainwright’s Wednesday Walkabouts,” led by our current Class IX homeroom teacher, Ms. Wainwright. The field trips range from private tours of Gramercy Park to museum visits and long walks through Central Park. Class IX is also known for its two overnight trips, to Boston in the fall and to Washington, D.C., in the spring.

These overnights are opportunities for the boys to get out of the classroom and see their urban studies and U.S. History classes come to life. In D.C., the boys also get the chance to meet alumni who work in fields ranging from government to nonprofit work to media.

Back on campus, the Samuel Gates Bowl for Debate, an annual event that began in 1981, allows the boys to work in teams, gain a deeper understanding of timely and prominent topics, and defend their cases in the face of cross-examination by their opponents.

Walking into the Class IX homeroom today, you might be struck by the energy exuded by the nine boys who make up the 2019–2020 class. The class is so small that there are no visible divisions. The overwhelming feeling is of brotherhood, which is what the current Class IX boys say has been the best thing about this year as the oldest students in the school. Donovan Turck says that he loves how close the class has become this year: “It’s a great chance to bond and form a stronger relationship.” It was almost difficult to make out individual voices when I asked the boys to name their favorite part about Class IX. Everyone piped up at once, bouncing off each other’s ideas and laughing together. The few phrases that I did manage to make out were ones like “friendship,” “strong community,” “support each other,” and “did you know we invented our own language?” The bond in the room was strong, and it was clear that these boys were experiencing the type of year that transforms a childhood friendship into one that lasts forever.

Because of the smaller class size, the style of learning shifts significantly in Class IX. Most of the homeroom is taken up by a Harkness table, which was donated to the school by the Edmonds family, parents of Kennedy Edmonds ’09. The table is part of the teaching style known as the Harkness Method, named after philanthropist Edward Harkness and developed by Phillips Exeter Academy in New Hampshire. Students and teachers sit around the large, oval table together, holding discussions and encouraging participation in a way that rows of desks don’t allow. Aidan Fischer says that the table discussions encourage each boy to engage; his

The first-ever Class IX, in 1973.

classmate Charles Dubois mentioned that with a lower studentto-teacher ratio, the boys get more one-on-one time and in-depth conversation with their instructors.

Another hallmark of Class IX is the emphasis on leadership.

The boys have weekly leadership lunches, often with Headmaster O’Melia, giving them the chance to connect with the school’s leaders and various alumni, and, as Jackson Slater says, “step back and see the bigger picture.” In addition, the Class IXers are leaders themselves. As the oldest boys in the school, “there is something more expected of us. We have to take a hold of that responsibility and use it to be a better person,” says Jackson. Buckley’s student council president, known as the Head Boy, is a Class IX student elected by a vote of the Upper School student body. Jack Reid, our current Head Boy, said, “I never imagined I would mature to the point of getting this position. I’m proud that my fellow students believed in me to be their leader, and that could not have happened if I didn’t stay for Class IX.” The Class IX boys are seen as mentors to the younger students and are asked to show others what it means to be a Buckley boy.

For many alumni, Class IX is synonymous with Tim Burroughs, who was the Class IX homeroom teacher for many years. He led the overnight trips, shepherded our oldest students through their final Buckley learning experiences, taught writing and critical thinking at the highest level. He left an indelible mark on this last year at Buckley. His mantle has been taken up admirably by Elizabeth Wainwright, who is putting her own stamp on the Class IX experience. In recent years, other schools have closed their ninth grade programs, but at Buckley, we are only making the program stronger. Class IX is remembered by many alumni as their favorite year at Buckley, and after hearing from our current IX boys, it’s not hard to understand why. This year is a chance to form a brotherhood, to build connections with teachers, to dive deeper into higher-level subject matter, to shoulder responsibility and take on leadership roles in unforgettable ways. ◆ The Buckley Letter

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THE BOYS

Around the School

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1 A Beginner on the roof playground 2 Class II at The Queens Museum 3 Class IV showing off their new binders 4 Beginners doing an art project 5 The Buckley Family Skating Party 6 Class VII on a field trip to Poe Cottage 7 Book Fair Co-Chairs Jessie Kisling and Blair England 8 A Class I boy

on Randall’s Island 9 Ms. Francis working with a Class III student 10 Class VIII boys designing their plaques 11 Class I boys in Science.

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22 12 Class IX boys on a field trip to Gramercy Park 13 Lego robotics club 14 Class IV in art class 15 Beginners during Halloween Gymnastics 16 Class I practicing handwriting 17 Mural painting club 18 Class VIII during technology class 19 Making chocolate in Beginners 20 Class I self-

portraits 21 Class III boys knitting during library 22 Class VII boys on a field trip 23 Making gingerbread houses in Class IX 24 Class VI Science.

The Buckley Letter

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THE BOYS

Fall Sports Football COACHES: Declan Walsh, Tom Broderick, Richey Nash, Colin Morris CAPTAINS: Aidan FIscher, Austin James, Augie Swenson, Julian Navab RESULTS: 5–1

Cross Country COACHES: Frank Stancampiano,

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MarcAntoni Macias CAPTAIN: Jack Reid

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RESULTS: Team accomplishment: 10 of 15 boys set personal bests in the final meet of the season.

Varsity Soccer COACHES: Andrew Domanico, Sherwin O’Neil CAPTAINS: Charles Dubois,

Dylan Sullivan, Will Trachsel RECORD: 8–2–3

J.V. Soccer COACHES: Bob Larkin, Cuneyt Onaldin CAPTAINS: Harry Murphy, Stephen Owen, Barrett Pickett, George Ryckman RESULTS: 3–9–1

4 1 The 2019 varsity football team 2 Jack Eastman, Class VIII, after saving a goal 3 Harry Murphy, Class VIII, during a J.V. game 4 The 2019 varsity soccer team.

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5 A football game on Randall’s Island 6 The 2019 cross-country team 7 Albert Tsao, Class VIII, in a varsity soccer game against Trinity 8 The J.V. soccer team huddles before a match 9 The 2019 J.V. soccer team.

The Buckley Letter

9

The Faculty

Middle and Upper School art teacher Robin Tewes surrounded by students during a lesson.

Faculty News

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See what has kept some of our faculty members busy outside of the classroom in recent months.

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1 Middle School math teacher and associate Jacquelyn LaTorre got a holein-one on October 19, 2019. 2 Class IX Homeroom teacher Elizabeth Wainwright’s squash team, of which she is co-captain, won the NY league last spring. 3 Middle School French teacher Christine Haddad was accepted as a member of this year’s International Boys’ School Coalition (IBSC) action research cohort. Over the summer, she will choose a research project to conduct at Buckley next year, then present her findings at the 2021 IBSC annual conference. She will explore intersections between technology and world language learning. 4 In November, Head of Boomerang Derek Lipscomb traveled to Kenya to speak at the ICPD25 (International Conference on Population and Demographics) Summit in Nairobi. The United Nations partnered with Rugby United New York and invited Derek, his coach Tiffany Faaee, and team owner James Kennedy to

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speak about the impact of sports in gender equality. He also traveled to Kibera to work with Shamas Rugby, a nonprofit community-based rugby team that implements socio-emotional learning with rugby practice.

5 Lower School science teacher Christian Francis ’01 and Hannah Munger were married on July 20, 2019, in New York City. The couple will honeymoon in Tanzania and Zanzibar this summer. In the meantime, they are living in Brooklyn with a noisy cat named Gambrinus. 6 Upper School Latin teacher Tim Gorta married Naomi Perley on June 18, 2019, at the Marriage Bureau in the New York City Clerk’s Office. They rode the R train to and from the ceremony! 7 Middle and Upper School Art Teacher Robin Tewes’ selected solo retrospective, “Inside Out,” consisted of 50 paintings from 1979 to 2019. The show ran January 22–February 23, 2020, at the Payne Gallery at Moravian College, Bethlehem, PA.

The Buckley Letter

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THE FACULTY

New Faces

Peter Harrison

Dinah Herrity

Nazia Jannat

MarcAntoni Macias

Peter Harrison

Nazia Jannat

LOWER SCHOOL ASSISTANT TEACHER

LOWER SCHOOL ASSISTANT TEACHER

Peter Harrison, who grew up in Concord, NH, studied English at Amherst College, where a mentor encouraged him to consider elementary education. He has always been interested in teaching and was drawn to the idea of sharing an entire year with one group of students, allowing him to form deeper connections that are sometimes harder to come by in middle and high school. Peter also enjoys being a part of the thrill of discovery that boys have in younger grades. Before coming to Buckley, Peter taught third grade at Ethical Culture Fieldston School, and before beginning his teaching career, he worked at Nike and the Seattle Times. Outside of work, Peter loves spending time with his new niece and makes time for running, biking, and yoga in the afternoons.

Nazia Jannat, a Queens native, joined Buckley this fall as a Lower School assistant teacher. She attended Barnard College to pursue her degree in biochemistry, but soon switched to English and creative writing. While still an undergraduate, Nazia began working in the after-school program at St. Hilda’s & St. Hugh’s School, where she taught a debate class and a baking class. She originally planned to teach at the college level, but her time at St. Hilda’s & St. Hugh’s revealed her passion for working with K–8 students. Previously, she has worked for several political campaigns and still volunteers her time to those causes. Nazia lives with her family in Queens, loves to write poetry and crochet, and is currently applying to graduate school.

Dinah Herrity BEGINNERS HEAD TEACHER

Dinah Herrity grew up on the Upper East Side attending The Brearley School. She graduated from Bates College with a B.A. in History and received her master’s degree in Early Childhood Development from Hunter College. She has taught in early childhood classroom settings in New York City for her entire professional career, most recently including Ethical Cultural Fieldston School.

She also previously taught Class I at Buckley for five years before returning this year. She lives in Brooklyn with her husband and their three-and-a-half-year-old twin boys. Therefore, she spends most of her time outside the classroom exploring the parks, playgrounds, libraries, and pizza parlors of her neighborhood. She also enjoys knitting and reading.

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Winter 2019–2020

MarcAntoni Macias HEAD WRESTLING COACH

MarcAntoni Macias, who hails from Alexandria, VA, always knew that he wanted to be a teacher. Following his passions, he earned a B.S. in physical education with a minor in coaching from Campbellsville University in Kentucky, and then became a wrestling coach at Colorado State University-Pueblo. He soon moved to the University of Maryland as an administrative assistant and volunteer wrestling coach, and went on to pursue a master’s of education in counseling and college student affairs from Bloomsburg University of Pennsylvania. While at Bloomsburg, he also worked as an assistant wrestling coach. In 2014, MarcAntoni moved to New York City as the head coach for Beat the Streets, a nonprofit that focuses on youth development through wrestling. He was excited to join Buckley as our new head wrestling coach this year. Outside of work, MarcAntoni trains and competes in Brazilian Jiu Jitsu, enjoys long-distance biking, and spends time with his wife, Rebecca, and their cat, Phoenix.

Grace Merck

Torie Regan

Celine Tokat

Brittany Tuber

Grace Merck

Celine Tokat

LOWER SCHOOL ASSISTANT TEACHER

LOWER SCHOOL ASSISTANT TEACHER

Grace Merck, a Florida native, studied psychology at Southern Methodist University and has pursued several endeavors since, including a public relations job, teaching preschool, and running her own clothing boutique. Before coming to Buckley as a Lower School assistant teacher, Grace returned to SMU to complete her master’s in early childhood education. Ever since high school, when she taught elementary schoolers at an art-based summer camp, Grace has loved working with children. She is inspired by their consistent curiosity and uninhibited creativity. Grace enjoys cooking, traveling, and spending time with her friends and family, including her NYCbased brother and her cocker spaniel, Butter.

Celine Tokat, a New York City native, graduated from Fordham University with a major in English literature. She then received her master’s in early childhood special education from Fordham University Graduate School of Education. After teaching preschool for four years at Garden House School and York Avenue Preschool, Celine worked at the United Nations for a year before realizing how much she missed being in the classroom. In her free time, Celine enjoys baking, reading, and spending time with her friends and family.

Torie Regan LOWER SCHOOL ASSISTANT TEACHER

Torie Regan, a Westchester, NY, native, studied education and art at Hobart and William Smith Colleges, and recently received her master’s in childhood education from Manhattanville College. Torie has always enjoyed working with children. As a high school senior, she had the opportunity to work with her former elementary school teacher for several weeks, and the experience ignited her passion for teaching. After graduating from college, Torie began working with toddlers who had been diagnosed with autism and working at an after-school program at Rye Country Day School. She soon became an assistant teacher at Rye Country Day while earning her master’s at Manhattanville, and is excited to be assisting in Class I at Buckley.

Torie comes from a big family, and she loves to spend time with them. Outside of work, Torie enjoys taking her puppy for long walks and painting watercolors of animals and people.

Brittany Tuber CLASS II HEAD TEACHER

Brittany Tuber, who grew up in Long Island, double-majored in elementary and special education at Indiana University. After graduation, she began her teaching career at a charter school in Harlem as a learning specialist and then a kindergarten teacher, while pursuing her master’s in literacy for students birth–sixth grade at NYU. After graduating from NYU, Brittany went on to Columbia University’s Teachers College, where she earned her M.Ed. in curriculum design and leadership. In her subsequent position at a charter school in Long Island City, Brittany was a founding kindergarten teacher and a first grade teacher, and helped to develop and write the curriculum.

She transitioned to director of curriculum and oversaw the associate teacher program, and finally became the co-school leader, overseeing the day-to-day of kindergarten through second grade. After 12 years in the charter school world, Brittany was excited to explore independent schools and joined Buckley as a Class II head teacher. She loves teaching all students to read and to love books, but she especially enjoys working with students who struggle to learn how to read.

Brittany lives on the Upper East Side with her husband and three young children, and they love to explore the city together. ◆

The Buckley Letter

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THE FACULTY

FACULTY FEATURE

Coming Home to Buckley: Alumni Teachers An interview with two Buckley alumni who are now members of the Buckley faculty.

AT LEFT Christian Francis ’01 as a Buckley beginner. AT RIGHT Francis recreating his photo in 2019.

“That’s the challenge of teaching: you’re given a class, you’re given students and it’s almost a problem that you have to solve. You need to figure out how to make all those pieces work together to create an environment where everybody can learn.” — CHRISTIAN FRANCIS 14

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Q. What compelled you to come back to Buckley?

CHRISTIAN FRANCIS ’01: I was teaching at an independent

school in Brooklyn, but I knew I also really liked science and I had studied science in college, so I wanted to become a science teacher, but I wasn’t sure yet how that would work. In the spring of 2016, I found out that there was a science teacher opening here at Buckley and several friends (including the science teacher who was leaving) said I should apply for it. They wanted someone who had a lot of experience with children but also someone who had a firm background in science. I always imagined it would be really fun to come back and teach at Buckley at some point, but I didn’t think it would happen as quickly as it did. I assumed I would work at a bunch of different schools, and then eventually I would come back and teach here, but the opportunity presented itself earlier than I had expected. I took it because I love this school and I wanted to be back here.

BLAIR SCRIBNER ’68: I had taken my first job at a junior board-

ing school called Indian Mountain out of Education School at the University of Pennsylvania, and the headmaster was a former Buckley teacher of mine. I spent three years up there, and it was a great experience, but I wanted to go back to a city. I was excited to see a Buckley job open in 1981 for seventh grade homeroom and teaching seventh and eighth grade English and history. It was a great opportunity to return to my first school, and I’ve been here ever since.

What inspired you to pursue a career in education?

CHRISTIAN FRANCIS ’01: In college, I studied biochemistry and

thought I wanted to go to medical school, but around my junior year, I realized that it wasn’t what I wanted to do. Then I tried medical research for a few summers, and that wasn’t for me either.

Leaving college, I remembered that in the summers, I often volunteered at summer camps, and that was when I realized that I really enjoy working with children. Soon, I decided that I would love to put my science background to use in a different capacity: as a teacher. I was drawn to the idea of helping people figure out how they learn best and helping people grow as individuals. What I didn’t realize as I was studying science was that I wasn’t interested in making the next big discovery—rather, I liked figuring things out and I liked problem solving. That’s the challenge of teaching: you’re given a class, you’re given students and it’s almost a problem that you have to solve. You need to figure out how to make all those pieces work together to create an environment where everybody can learn.

Teaching fulfilled all of my interests. I’ve never been bored in my nine years of teaching, and I don’t think I ever will be.

BLAIR SCRIBNER ’68: It sounds a little corny but as a kid, I liked

school. I liked being in a classroom and discussing English and history, and science as well. When I imagined my career, I thought of

teaching as a job where I wouldn’t be sitting at a desk all day long and I could move around. I loved the idea of being surrounded by students and colleagues, and being able to develop whatever course I was teaching.

What are some of your fondest memories of Buckley?

CHRISTIAN FRANCIS ’01: This is hard, because I have so many

great memories at Buckley! I’m interested now, looking back, how many of those memories involve science. My love of science certainly developed at Buckley. I remember every science teacher I had here: Mr. Meyer was my Lower School teacher, Mr. Feliciano and Ms. Lindemann were my Middle School teachers, and Mr. Hanna was my Upper School teacher. I remember individual lessons from their classes as well. In Lower School, my favorite lesson was germinating bean seeds and growing a kidney bean plant. After we had grown our plants and measured how tall they were, Mr. Meyer gave us aphids (little insects) and we put them on our plants to learn how parasites operate. So not only did we grow a plant, we introduced organisms and watched how they ate the plant, which leaves they ate, how they moved from plant to plant, and how they got around the classroom. It seemed magical to me; I couldn’t believe we were doing it. It was really exciting to know we were working with live things and to see nature operating on this small scale in our classrooms. I’ve even recreated some of my favorite lessons for my own students. In Middle School, we had a paper airplane competition where we designed paper airplanes for distance as part of our physics unit. Now, in Class II, during our forces and motion unit, we have a paper airplane challenge, which is very similar.

Some of my strongest memories involve music too, which is interesting because music is also a hobby of mine now. At Buckley, I was exposed to music I wouldn’t have thought about listening to at home. I developed a love of classical, romantic, Baroque, and impressionistic music. Again, it’s hard to pick just one, but most of the memories I have of Buckley were ones where I was being exposed to things that I wouldn’t have seen otherwise or getting a chance to try things that I probably wouldn’t have tried.

BLAIR SCRIBNER ’68: My absolute fondest memory was of going

to Saturday Club. In those days, Saturday Club was all day long, from nine o’clock in the morning until four o’clock in the afternoon, and it was run by two or three of the sports sirs. And we would bring our lunch in a lunch box. We went on excursions sometimes on a bus to places that my parents would not have taken me to, such as Coney Island, to a great amusement park called Palisades Amusement Park across the Hudson River, to West Point, to Chinatown, and to countless other places. It was fabulous and a lot of fun. Sometimes, we would go to a gymnasium in Manhattan and play battlefield or basketball. And then in the afternoon after lunch, sometimes we would sit on the gym floor and watch a black-andwhite Roy Rogers or Gene Autry movie, which were westerns made The Buckley Letter

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THE BOYS

“My absolute fondest memory was of going to Saturday Club. . . . We went on excursions sometimes on a bus to places that my parents would not have taken me to, such as Coney Island, to a great amusement park called Palisades Amusement Park across the Hudson River, to West Point, to Chinatown . . . . It was fabulous and a lot of fun.”

back in the 1940s and 1930s. So that is my absolute fondest memory.

Oh, and the sports program was great as it is now, and I enjoyed being in the Glee Club; so a lot of things they still have today.

What changes do you see in the School since your time as a student?

CHRISTIAN FRANCIS ’01: The biggest change is the physical

school itself. I remember the building being much smaller and darker, almost cramped. The amount of space we had was significantly less. Where we are right now—my classroom—was not here when I was a student. The physical spaces have improved, and although that’s the most obvious change, I don’t know that it’s the most meaningful change. The student body has certainly changed. When I was a Buckley boy, I was the only black child in the grade my entire time here, from Beginners through eighth grade. I don’t see that happen here anymore. I think that the school is increasing the student body’s diversity—and not just African-American students, but economic diversity, and religious diversity. I think Buckley is doing a better job of opening up what it could look like to be a Buckley boy.

I also think the school is moving more toward a progressiveness.

With the current trends in education in terms of how students learn and meeting students where they are, and making sure students feel reflected in the curriculum, and making sure students have agency and choice with what they’re learning—Buckley is doing a better job of that. The teachers who work here are invested in being the best teachers they can be, and are so mindful about what they’re doing and their teaching practice. They’re thinking about reaching all their students. They’re thinking about students who are on the fringe or the margins. They’re thinking about students who have to travel a long way to go home. They’re thinking about the students who are going home to one parent in their household, or going home to a household where it’s difficult to fall asleep or to find rest and peace.

One story I remember is that my family didn’t have a printer at home when I was growing up. We had a computer, but we couldn’t 16

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— BLAIR SCRIBNER

print things out, so we would save things on those old floppy discs and bring them to school, and then print them out at school. But my seventh grade English teacher noticed that my papers often had a lot of errors in them, small editing errors like comma splicing and misspelled words, and that when I was writing in class, those mistakes didn’t come up as much. In talking with my teacher, I realized that for me to edit and catch my mistakes, I needed to see something printed out. So one day after sports. I remember my teacher just pulled me aside and said, “Hey, come back to Big Buckley with me.” He went into the computer room and unplugged a printer and said, “Put this in your backpack, take it home.” Buckley gave me a printer to have at home. They said, “This is yours for as long as you’re a student here; whenever you graduate, you can give it back to us.” I remember traveling home with that printer in my bag, thinking how lucky I felt that I went to a school that knew it would be helpful to me to be able to edit and print out my work at home, and that not having a printer shouldn’t be the thing that was keeping me from producing better work. Buckley does that kind of thing and did do that back in my time as a student, but I’m so much more aware of it now that I’m on the faculty side, and I know what’s going on behind the scenes. It’s only now that I’ve been able to peel back the curtain and see the cogs of the machine running.

BLAIR SCRIBNER ’68: Well, one change is that back in the 1960s,

almost all of the teachers from grade four to eight were male. There were, of course, no computers. Just black slate chalkboards. And there weren’t really any after-school activities like Boomerang. Frankly, it was a little more British back then, in that the male teachers would usually call you by your last name, which I think was done in Britain.

And all of the operettas were Gilbert and Sullivan—they were such big productions. When I went to school here there was no lacrosse, there was no track. Wrestling was not an afternoon sport. Cross country was not an afternoon sport. So in the spring, all that was offered was baseball, so if you were not on the varsity baseball team, you played intramural, and almost all of the games were with Manhattan teams, whereas now we play teams from all over the place.

Blair Scribne

r in 1968, four

Blair Scribner ’68 teaching today.

Any final thoughts about what makes the Buckley community special?

CHRISTIAN FRANCIS ’01: It’s hard to put a finger on what it is

but I feel like in the world, when I’ve run into other Buckley boys or I’ve found out that someone went to Buckley, I rarely feel surprised to find out that someone is a Buckley boy. It’s not as though you can always point and say, “Oh, that person’s a Buckley boy” without talking to them, but I think once you know that they’ve gone to Buckley, you say “of course.” Maybe it’s just a feeling of having gone through something together. Buckley boys I meet seem to fit a certain quality. It’s hard to identify exactly what that quality is, but I think it’s impossible to go to Buckley and not have it leave a mark on you. Most of my friends who I keep in touch with say a lot of really positive things about the school. And when they look back on their schooling, I know many of them say this was the most meaningful institution they were ever a part of—including their graduate programs and colleges. Buckley’s very, very special and I’m really glad to be back here.

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second row

from the top.

BLAIR SCRIBNER ’68: Buckley students are just very motivated

to work and usually excited about what they’re learning, and they’re generally polite and they have good manners. I think that’s a big trait of Buckley boys even after they leave Buckley—being polite. And you know, they make it invigorating to come to work every day. And my colleagues are equally invigorating—the quality of the teachers at Buckley is really high. I’m motivated to really be on my game from working with the people here. And I do see one or two of my classmates still, including one who lives in the neighborhood. When I went to Buckley, there was no ninth grade, and almost every boy went to a boarding school after graduating. For one or two years, all of us would get together when we were in New York on vacation, but after that, everyone got too involved in their new schools—and that’s a great regret of mine. I tell Buckley boys who are graduating that my advice is to make a real effort to stay in touch with their Buckley classmates. And I think all of these alumni events, like the Young Alumni Party, help the Buckley boys keep in touch with one another. ◆

The Buckley Letter

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The School

Ms. Kim leads Class I during their morning meeting.

Social-Emotional Learning in the Lower School

By Ellie Smith

CHARACTER EDUCATION IS A VITAL PART of The Buckley School’s mission and curriculum. Our school motto, Honor et Veritas, models our expectations for the behavior of our students and builds a moral compass for boys from Beginners through Class IX. Leadership, character, and citizenship education begins as part of the social-emotional learning (SEL) curriculum in the Lower School, which helps boys develop their social skills and discover their own character. Starting in Beginners, each class follows a responsive classroom model, an important part of which is the daily morning meeting. Teachers use these morning meetings to check in with their students, often taking the opportunity to discuss a topic that the class might be struggling with. For instance, boys might be struggling to process the idea that one of their classmates is leaving to go to another school or move to another city, so a teacher would open the day with a group discussion about feelings you might have when someone moves and how to handle those feelings, or talking about how long-distance friendships work.

Director of the Lower School Sonja Robinson says, “The morning meeting is about community building. It’s the idea that every day, a classroom community sits together and every voice is heard and everyone is personally welcomed into the group.” A big part of SEL in the Lower School is teaching boys how to identify their emotions.

Teachers often employ a chart with four quadrants of emotion, and boys at first simply identify which quadrant they’re in, and as they get older, they identify what level they are in the quadrant. Danielle Oster, our Lower School psychologist, says, “I never like to say that a certain emotion is good or bad. Rather, if a boy is feeling a strong amount of a certain emotion and that emotion is impacting him and whatever he’s doing at the time, we talk about ways that we can try to manage that feeling. At this age, it’s all about recognizing an emotion, understanding what that is, and being able to cope with it so it doesn’t take over your actions.” SEL creates a safe space for boys to articulate and normalize their feelings. Sonja Robinson says, “We have always truly believed in the importance of teaching social-emotional skills. We want to teach them about the language of feelings, but we also want to teach them how to manage their emotions and how to recognize these feelings in a proactive way. We’re not just being reactive and talking about a problem when it has already occured; we’re talking about these issues before a conflict arises.”

Another piece of the SEL curriculum in the Lower School is friendship development. Buckley boys often remain friends for life, and those friendships can start from day one. Learning about handling emotions, sharing, being kind, and listening to others are necessary social skills for our youngest students to create and maintain these lifelong friendships. Discussions about navigating friendships have continued in the Middle School this year with a project on digital discourse, where boys are learning how friendships and behaviors are impacted when technology is added into the mix. How can you tell how someone is feeling over a text message?

How can you show empathy through a phone screen? How can you

maintain friendships with people you don’t speak to face-to-face?

These courses have proven helpful: in a recent assembly, a guest speaker asked our Middle School boys what friendship looks like, and their answers were ones that any adult in the room would have given: 1. People who are funny and kind.

2. Friends that listen to you, and are not always talking about themselves.

3. People who are pleasant to be around.

4. Friends who are honest with you and stay connected.

5. They don’t gossip about you behind your back; you can tell a friend your secret and you can trust them to keep it.

6. A friend is someone who supports you even if you’re going through tough times and troubles.

7. You have memories of kindness and caring when you see them.

8. They give you hope and support, pushing you always to do the right thing.

The theme of the Lower School this year is leadership—a thread that runs throughout a student’s years at Buckley. In the younger grades, teachers break down leadership qualities: kindness, courage, being an upstander, volunteerism, caring for others. Leadership and values lessons are broken down and integrated throughout the day, so the boys learn the basics of how to be a good person and how to identify their emotions in the context of everyday interactions, rather than siloed into separate activities. In the Lower School, leadership goes hand-in-hand with being a good citizen. Teachers introduce the boys to the idea of community service early, relating it to kindness in the classroom (like giving compliments to friends) and kindness outside the classroom (like donating toys to a toy drive or helping to make sandwiches for hungry New Yorkers).

One especially unique thing about Buckley is that the curriculum itself, rather than any specific program or project, helps our boys build character throughout all divisions. We have an incredibly diverse curriculum at Buckley. Each boy takes part in a multitude of activities each day, and there is no one boy who is good at everything. Some boys don’t like acting, but they love sports; some boys love music, but find PFI difficult; some boys struggle with reading, but shine on Field Day. Having such a diverse curriculum allows all of the boys, at one time or another, to feel like they’re successful at something. Conversely, boys also learn that even if an activity isn’t one of their strengths, they still have to put forth their best effort. Whether in the classroom, on the stage, or on the playing fields, our faculty emphasize cooperation, teamwork, and respect for others. This is such a meaningful lesson for young people: you don’t have to be the best at everything.

Buckley’s Lower School SEL program, emphasis on friendship and leadership, and curriculum all work together to shape the school and its students. From Beginners through Class IX, the faculty works together to help boys develop integrity, a strong set of personal values, and a passion for supporting their peers and their community. ◆ The Buckley Letter

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The Alumni

Blair Scribner ’68, winner of the M. Anthony May ’64 Award, with classmate Tom Ennis ’68. See page 25 for more details.

Like Father, Like Son

Alumni Fathers and their Buckley Boys (those not pictured are listed in italics).

Nick Acquavella ’93 Nicky, Beginners Jeff Armstrong ’94 J.J., III Luke, I Jay Aston ’89 Jett, VI Brad Aston ’94 Nick, IV Foster Birch ’86 Lawrence, VI Cliff Brokaw ’83 Vail, V Alexis, II George Brokaw ’83 Stokes, VI Billy Bryan ’92 Will, I Nick Burger ’90 Oliver, V Jasper, II Teige Carroll ’83 Lee, II Stuyvie Comfort ’86 Stuyvie, VII John Jay, VI Robert Craigmyle ’76 Robbie, IV

Ernesto Cruz ’98 Bowden, Beginners Charlie Durkin ’94 Patrick, Beginners Jay Eastman ’83 Jack, VIII Oliver, VI Otis, IV Max Federbush ’89 Janav, II Greg Fowlkes ’84 Winston, VII Evrard Fraise ’92 Henri, Beginners Adrien Fraise ’94 Harcourt, I Anson Frelinghuysen ’95 Harley, III Johnsie Garrett ’84 J.J., V Sanford Heffner ’98 Alex, I Charlie Howard ’82 Will, III Graham, Beginners Gerrity Lansing ’88 Gerrit, VIII Magnus, VI

Andreas Lazar ’88 Nico, III Sebastian, Beginners Peter Lehrman ’94 Reed, Beginners Ted Liang ’81 Will, V Jarrett Lilien ’77 Cisco, VIII Benjamin Lipman ’85 Milo, III Clay Mitchell ’86 Colin, IV Jonathan Montgomery ’77 Jesse, II Stu Murray ’85 Arthur, VI John Henry, IV Ken Natori ’91 Cruz, IV Steve Owen ’78 Stephen, VIII John Paduano ’96 Oscar, V Jake, III Renaud Pelletier ’91 Luc, II

Towson Remmel ’00 Julian, II Andrew Roosevelt ’78 Archie, V Claude Shaw ’90 Julian, I Henry Sidel ’83 Gabe, VII Silas Smith ’87 Alston, IV Doug Snyder ’93 Ward, VI Hunt, IV Nick Stern ’83 Alexander, VIII Pat Suarez ’87 Evan, I Lupo Talamo ’93 Warner, II Richard Wayner ’82 Alfie, V Ramsay, III Michael Winston ’95 Lawson, I Carter Worth ’81 Brewster, IV Alexis Zoullas ’85 Theo, II

The Buckley Letter

21

THE ALUMNI

ALUMNI AUTHOR

Andrew O’Donohue ’11 As a young alumnus, I certainly have not had the chance to appreciate in full the many ways in which my Buckley education has prepared me for innumerable life events and decisions. (I finished carving my graduation plaque just a decade ago in 2010.) Yet in just the two years since I graduated from college, I have come to realize just how much my teachers and time at Buckley have given me and my classmates the opportunity to chart our own paths, even so early in our lives. In my case, the skills, habits, and curiosity that Buckley instilled in me have seen me through two challenging but rewarding experiences in particular: publishing a book about political polarization and now working abroad as a researcher in Turkey.

ONE TREASURED BUCKLEY EXPERIENCE that has left

an enduring mark on me was the annual Woodruff Public Speaking Competition. The culture around the event—with students speaking first to their own homeroom and teachers encouraging us to watch famous historical speeches— made it easy to feel excited and even confident about standing up at the front of the room. I still vividly remember rehearsing my speech in the bathroom mirror, as our teachers had instructed us to do, and then ultimately having the chance to speak as a seventh grader before the entire Upper School.

The process made me feel that my ideas were worth sharing, and when my speech that year—a wonkish critique of wasteful government spending—did not win, I learned an equally valuable lesson about speaking to people’s hearts as well as their minds.

In the classroom above all, I was blessed at Buckley with so many teachers who loved teaching and made us love learning.

Mr. Quinn, my sixth-grade homeroom and U.S. history teacher, conveyed to our class that history was an unending reservoir of colorful and complex stories. His classroom itself was filled with immaculately constructed models of warplanes and battleships, just 22

Winter 2019–2020

the thing to catch our imaginations. Perhaps above all, he taught me to just enjoy asking questions. After he became my academic adviser, we spent many hours chatting about the big questions of U.S. history or about new muck-racking stories for The Shield. Our conversations after school on Fridays sometimes stretched on so long that my mom would have to call Buckley and ask them to remind Mr. Quinn to please send me home.

After graduating from Buckley, I went on to study at Collegiate for high school and then Harvard for college—two institutions, it seemed, that could not rival Buckley for quantity of homework.

At both schools, I continued to deepen my love of public speaking. I traveled to states like Iowa and Kentucky to compete for Collegiate’s debate team and even represented Harvard at an international debating competition in Greece. In addition, my love of history—nurtured by teachers like Mr. Quinn, Mr. Scribner, and Ms. Stamatopoulos—gradually evolved during college into a passion for political science and understanding why history unfolded as it did.

During my time at Harvard, one experience in particular jolted me onto my current path. While working as an intern for the U.S. State Department in Istanbul, I witnessed a military coup attempt and saw thousands arrested in the subsequent crackdown. The night of the attempt, my State Department colleagues and I watched from the shores of the Bosphorus, first in bewilderment, then in panic, as tanks blockaded a nearby bridge. In the ensuing hours, the ceiling

shook and windows rattled as F-16s and muezzins dueled for control proven supremely useful in my new life abroad of the sky. The next morning, I saw Turks celebrating the defeat of has been my Buckley the coup attempt on the streets. At the same time, I heard reports of education in Latin. I human rights abuses before my first coffee. never imagined as a Struck by the rapid unravelling of Turkey’s democracy, I seventh or eighth grader dove into coursework studying the challenges facing democratic that my understanding institutions globally. As questions about the basic health of of the Latin case system American democracy grew, so too did my fixation on this issue, might be essential in and after graduation, I received a one-year fellowship to continue daily life, let alone that researching the state of democracy worldwide at the Carnegie I might be declining Endowment for International Peace, a think tank in Washington. It nouns in taxis or cafes. was at Carnegie that I began working with my manager and mentor, Yet because Turkish Thomas Carothers, on a book project about the threat that political uses a remarkably polarization currently poses to numerous democracies. similar case system, What motivated us to write the book were two basic the Latin grammar observations. First, we realized that while many scholars and we grappled with has commentators had discussed how populist leaders are endangering proven surprisingly helpful in learning a democracy, very few had analyzed the more fundamental and enduring problem of polarization. And second, we found that many very different and indeed unrelated modern language.

Turkey has also been a wonderful venue for unlearning many Americans view our country’s struggle with polarization as unique, of the habits Buckley fought so hard to instill in us. Punctuality, of when in fact the problem is a global one. Intensifying political course, has fallen by the wayside. While planning a conference here divisions are tearing at the seams of diverse democracies, including on Turkey-Russia relations, my co-workers informed me that panels not only the United States but also Brazil, India, Poland, Turkey, would begin 15 minutes after the alleged start time. Yet I have also and the United Kingdom. In the book, we thus set out to identify found this culture immensely positive in allowing long, thoughtful cross-cutting lessons about why divisions have deepened and what conversations with little regard for the time. Another habit from can be done to heal them, and we worked with a group of scholars Buckley, going for a run and getting some exercise, is perilous in a from around the world to conduct nine in-depth case studies of country where sidewalks have a habit of disappearing. polarized democracies.

Many other lessons—above all Mr. O’Melia’s about character Editing the book presented new and daunting challenges, yet ones that my Buckley English teachers had foreseen with remarkable and integrity—have guided me along this path and will no doubt continue to do so. In the coming fall, I plan to begin a Ph.D. in clarity. Mr. Burroughs had cultivated in us a deep appreciation political science, through which I hope to advance my research for crafting a strong thesis, honing topic sentences, and of course on the challenges facing democracies around the world. And I proofreading. (His enthusiasm for the font Courier New was lost look forward to seeing the unexpected ways in which my Buckley upon us, unfortunately.) While co-editing the book, I found myself education has prepared me for that journey. ◆ drawing on these lessons as I worked with our case study authors, the majority of whom were non-native English speakers, to revise their book chapters. And above all, I appreciated those “One treasured Buckley experience that has left an lessons myself when writing and re-writing enduring mark on me was the annual Woodruff Public the book’s introduction and conclusion.

Many drafts later, the book, Democracies Speaking Competition. . . . The process made me feel Divided: The Global Challenge of Political Polarization, was published in September that my ideas were worth sharing, and when my speech 2019 by the Brookings Institution Press. that year—a wonkish critique of wasteful government Since completing the book at Carnegie, I have embarked on a new adventure: living spending—did not win, I learned an equally valuable lesson in a country even more polarized than the United States. Since August 2019, I have about speaking to people’s hearts as well as their minds.” been working at a public policy think tank in Istanbul, Turkey, and of all things, what has The Buckley Letter

23

THE ALUMNI

Support Buckley From the Annual Fund and the B. Lord Buckley Society to our Scholarship Funds, we take great pride in the participation of the Buckley community in our fundraising efforts and consider this strong tradition of giving to be one of the hallmarks of our school. When planning your philanthropic gifts this year, we hope you will consider The Buckley School.

THE McCARTNEY SCHOLARSHIP PROGRAM 2019–2020 ANNUAL FUND EACH YEAR, THE ANNUAL FUND ACCOUNTS FOR 15% OF OUR BUDGET and covers the School’s day-to-day operations. It supports teachers’ salaries, financial aid, athletics, faculty professional development, and facility maintenance. As of March 1, this year’s Annual Fund has raised $1,814,960 from over 1,000 donors. Help us reach our goal of $2,700,000 and donate to the Annual Fund before it closes on Tuesday, June 30!

B. LORD BUCKLEY SOCIETY

IN THE SPRING OF 2015, the McCartney Scholarship Program was established in memory of longtime faculty member Dan McCartney. This program helps students in a variety of ways, including providing grants for summer study and other extracurricular activities. A gift to the McCartney Program will offer enriched learning opportunities to our boys who need them most. Help honor Coach McCartney’s legacy and donate today!

TIMOTHY R. BURROUGHS SCHOLARSHIP FUND

NAMED AFTER OUR SCHOOL’S FOUNDER,

the B. Lord Buckley Society recognizes individuals and families who choose to secure the legacy of the School by including Buckley in their wills and estate plans. We are incredibly grateful for the 69 members of the Society whose generosity will ensure Buckley’s continued financial prosperity. Should you wish to join the B. Lord Buckley Society, please contact Kate Philip, Director of Alumni Relations, at (212) 535-8787 ext. 233 or email at kphilip@buckleyschool.org.

For more information on any of the above funds, please contact the Development Office at (212) 535-8787 or email Tara Johnson, Director of Development, at tjohnson@buckleyschool.org 24

Winter 2019–2020

IN HONOR OF MR. BURROUGHS’ 40 YEARS OF SERVICE

to The Buckley School, the Burroughs Scholarship Fund was established to underwrite the annual tuition of a qualified Upper School student in need of financial aid. Since the Fund launched in May 2019, we have raised $363,830 from over 100 donors.

Give a gift today and your support will help to open a door for a deserving boy who may not otherwise be able to experience a Buckley education.

Fall Alumni Party

OCTOBER 16, 2019

This year, Blair Scribner ’68 won the M. Anthony May ’64 Award, presented annually at the Fall Alumni Party by the Buckley Alumni Council to recognize an alumnus for outstanding leadership and service to the Buckley School and community at large. He is in his 39th year of teaching at Buckley and celebrated his 50th reunion with his Buckley classmates last year.

3

1

4

2

5

8

6 9

7 1 M. Anthony May ’64 Award winner Blair Scribner ’68 2 Dodie

McCartney, Blair Scribner ’68, Headmaster Greg O’Melia 3 Trustee and Alumni Council Chair Adam Rosenbluth ’83 addresses the crowd 4 Jay Aston ’89, Jon Rein ’89, and Justin Abelow ’83 5 The May family with this year’s recipient of the M. Anthony May ’64 Award 6 Sandy Whitman ’56 and Walker Wainwright ’64 7 Jonathan Combs ’99 and Evan Fensterstock ’99 8 Matt Pease ’65 and Jock Spivy ’65 9 Charlie Pardoe ’10, Bob Larkin, and Cas Simmons ’10.

The Buckley Letter

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THE ALUMNI

Young Alumni Party

NOVEMBER 25, 2019

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1 Kiefer Hoffman ’18, Charlie Howard ’18, Alexander Judelson ’18, Clint Silver ’18, Harris Husain ’18, Wilson Thors ’18 2 The Class of 2020 3 Tyler Wei ’18, Dodie McCartney, Jack Benavides ’18, Alec Stern ’18 4 Tyler Wei ’18, Caroline Franklin, and Tyler Ettelson ’20 5 Peter Schellbach ’17 and David Elgart 6 Alex Kovitch ’18, Bob Larkin, and Jamie Weymouth ’20 7 Jack Weinberg ’19, Roger Brockett ’19, Campbell Abelow ’19, Rufus Knuppel ’19, Max Kurjakovic ’19, Maxwell Brunner ’19 8 Adrian Willis ’19, Thomas Carrier ’19, Taylor Stansfield ’19, Niclas Swahn ’19, Charlie Pappas ’19, Sam Gregory ’19, Thomas Leslie ’19 9 Donovan Turck ’20, Will Vrattos ’20, Charles Dubois ’20, Aidan Fischer ’20, and Matthew DeLuca ’20 10 Finn Gerry ’17, Warner Young ’19, Balin Gerry ’19, Henry Emswiler ’19.

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Winter 2019–2020

1913 Society Party 1

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JANUARY 29, 2020

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1 Harry Havemeyer ’44, Eugenie Havemeyer, and Sandy Campbell ’52 2 Robert Schaefer ’86, James Millard ’87, and Tom Bradley ’84 3 Maria Patterson, Lucinda May, and Amelia Glauber 4 Tom Broderick, Evan Fensterstock ’99, Henry Blackford ’03 5 Jay Eastman ’83 and Tom Bradley ’84 6 Andrew Gustin ’95, Tripp Hornick ’95, and Jamie Devine ’95 7 Ken Natori ’91, Silas Smith ’87, and Robert Schaefer ’86 8 Sarah White, Phyllis Seevers, Leonard Seevers ’98, and Steven Askling ’98 9 Jamie Tang ’99, Michael Witter ’89, Sherry Pryor Witter, Andreas Lazar ’89 10 Headmaster O’Melia, Ted Stebbins ’52, Sandy Campbell ’52, and Pierre de Vegh ’50.

The Buckley Letter

27

THE ALUMNI

Regional Events CLASS OF 1969 50TH REUNION

L–R: Bill Philip, Dean Van Nest, Crichton Ogle, Bill Jordan, Eric Tamm, Steve Robinson, Tim Donner, Carl Little, Nick Eberstadt, Dale Walsh, Robert Clarkson, Bill Derby, Brad Collins, Chris Danielewski, Brad Shaheen, Peter Parkinson, Peter Schulze

LONDON

Hosted by Ham Lynch ’65, L–R: George Cook ’05, Aurelien Bonnefous ’10, Brian Ratner ’80, Dick Schumacher ’80, Kevin Crowe ’97, Donald Quintin, Michael Quintin ’22, Gilberto Arias ’79, Paul Saurel ’55, Varick O’Dea ’98, Sims Farr ’62, Ham Lynch ’65, Andrew Weiler ’83, John Kirwan-Taylor ’87, John Sidel ’81, Tara Johnson, Doug Snyder ’93.

SAN FRANCISCO

Hosted by Steven Sherrill ’02, BACK ROW L-R: Pete Brooks ’88, Ian Francis ’86, Chris Howard ’85, Patrick Toth ’07, Don Pillsbury ’84, Jon Rotenstreich ’85, Mike McDonough ’85, Jed Nachman ’88, Ware Sykes ’92, Jimmy Franzone ’90, Gardner Robinson ’81, Matt Fulton ’06; FRONT ROW L-R: Stephen Sherrill ’02, Barrett Williams ’03, Gordon Gray ’96, George Vrattos ’90.

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Winter 2019–2020

ALookBack Beginners on their playground in October 2019.

The Buckley Letter

alt-29

IN CLOSING

Buckley Before

ABOVE Mr. Ben Long, far left, with the Class of 1942; BELOW Mr. Long in 1962.

LONGTIME FACULTY

In the previous issue of The Buckley Letter, we asked the following question: Who was Buckley’s longest-serving faculty member?

A: ​Buckley’s longest-serving faculty member was beloved English teacher Ben Long, who worked at the School for 50 years. Mr. Long joined Buckley’s faculty in 1917, and was well-known as a talented English teacher. His legacy at Buckley includes our literary magazine, The Dawn, which was published for the first time in 1926 under Mr. Long’s supervision. Thank you to our three alumni who wrote in with the correct answer to this trivia question: Mr. Michael E. Graupner ’64, Mr. Harry Havemeyer ’44, and Mr. Karl Kemm ’57. ◆

For a glimpse into life at Buckley today, follow Buckley on social media: @BuckleyNYC @BuckleyNYC

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The Buckley School

Winter 2019–2020

teachers boys Buckley

FOR OUR FOR OUR

FOR

A strong Annual Fund is critical to the School’s budget each and every year. The continued generosity of our donors invigorates our spirit and preserves our tradition of excellence. Please help us maintain Buckley’s legacy and give today.

The 2019–2020 Annual Fund: For Buckley To make a donation online, visit: www.buckleyschool.org/give

THE BUCKLEY SCHOOL

Nonprofit Org. U.S. Postage

113 East 73rd Street New York, New York 10021

PAID Augusta, ME Permit No. 121

Address service requested.

Exploration

Class VI students during a science lab.