La Lettre Fall 2010

La Lettre

fall 2010

french american international school | international high school | lycée international franco-américain

Exchanges

French American and International exchanges to China, India, Italy, Germany, Costa Rica, Guatemala, Paris, and Tahiti. above: middle school students on this year’s mandarin language excursion to china.La Lettre

automne 2010

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La Lettre fall 2010 4 20 23 26 30

From the Head Board’s Eye View In Memoriam College Counseling Graduation 2010

special profile 36 The French Track 56 French Bac Alumni Profiles: Amy Munz and Chris Ebersole

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congratulations to our youth world cup team! team of 5th and 6th grade students from French American International School competed in the first World Cup for French International Schools. The competition, hosted by the French Embassy in South Africa, featured 25 schools (of more then 450) from five continents, and ran from June 27 in Johannesburg. Team members included fifth-graders Steven Carnevale, Lewis Bobrow, John Fiszman, Lizzy Wagner and Metincan Esrefoglu, and sixth-graders JB Shin, Jean-Luc Machi, Clement Hinz, Katherine Miclau and Sebastian Pieri.

Pushed by the support of the Soweto people, they won against Denmark (3-1), Nigeria (2-0), Zimbabwe (2-0), Tunisia (1-0), Congo (3-0), and England (0-0, where we won the penalty shoot-out). In the final competition, our team played valiantly and lost to the team from Ireland. Adding to the triumph of this dedicated group, 6th-grader Lizzy Wagner was named Most Valuable Player of the Youth World Cup. Lower School Principal and coach Ray Hinz said, “This was my 4th International School Soccer competition, but this was the biggest moment that I could ever imagine experiencing as a teacher and principal. Our students were part of an incredibly huge family, the International French School network AEFE. They made new friends from around the world, speaking French with kids from Denmark, Zimbabwe, Singapore and Tunisia.”

On June 21, Hinz reported from South Africa, “Incredible day today in Soweto: it was a unique life experience. I watched my students running to the crowd of Soweto supporters after the final whistle to thank them for their support after our win against Denmark. I watched them singing, dancing, and sharing their exuberance with the South African people. I have seen the result of all the wonderful work our staff does, and the diversity and openness to the world. Our students were the only ones to interact with kids from the township, and did so easily and naturally.”

The Youth Cup matches were covered by the French media, and our students gave a number of interviews. Several South African television networks were there as well, and Channel 7, the San Francisco ABC affiliate, ran a news feature on the team on June 29.

While in Johannesburg, the students visited the Apartheid Museum, and met with players from opposing teams in an International Youth Parliament to discuss world topics and learn about the perspectives of children their age living in different parts of the world. The students were also part of a parade in the Johannesburg suburb of Soweto, where they stayed with host families.

As one parent said, “This is one of those international life-changing experiences that the school is so famous for creating.”

We offer our thanks to the French Lycée of Johannesburg for organizing this event, and to Mme Descôtes, Directrice of the AEFE for providing our school an opportunity to be a part of this extraordinary event. And special thanks to French American parent Philippe Pieri for his marvelous dedication as a group chaperone.

63 8th Grade Trip to Paris 68 Winter Musical: “Company” 72 Arts Festival 82 Soirée des Arts et des Vins Dîner d’Epicure exchanges 2010 88 94 102 106 108 112 114

Italy India Tahiti China Berlin Costa Rica Guatemala

La Lettre is a publication of French American International School and International High School Contents © 2010 Please direct any questions, corrections, news items, photos or advertisements to: Rick Gydesen Publications Director 150 Oak Street San Francisco, CA 94102 (415) 558-2000

www.internationalsf.org French translations by Mireille Gaonac’h La Lettre | 3

mission Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance.

Guidé par des principes de rigueur académique et de diversité, le Lycée International Franco-Américain propose des programmes en français et en anglais, pour assurer la réussite de ses diplômés dans un monde dans lequel la pensée critique et la communication interculturelle seront déterminantes.

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Head of school | proviseur

Welcoming and Embracing the World The following are extracts from Jane Camblin’s address to the faculty and staff at this year’s Rentrée, August 2010.

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t’s as always an enormous privilege and a great personal pleasure to welcome everyone back to the excitement of yet another new academic year in this wonderful and unique school of ours. How fortunate our students are to have access to a world-class faculty like you, and how lucky we all are to work in such a richly diverse and dynamic community.

We open our school doors next week to approximately 1,000 students from more than 50 countries, distributed almost equally between the Lower and Upper School.

With record re-enrollment for the 2010-11 academic year, despite the economic hardships around us, we also find ourselves with record lows in student attrition. 100% of students enrolled in the French Baccalaureate passed in June, with 12 mentions among 23 students, of whom 14 were French. 34 ninth graders took the Brevet exam: 33 passed, 29 with mentions. 40 IB students took the full diploma; 75% of the overall total, or 30 students, passed. Notably, 11 out of 13 students taking the full bilingual IB passed, putting the bilingual pass rate at 85%, a clear vote of confidence for a dual language program. All members of the class of 2010 received multiple offers of extraordinary university places, including every single Ivy League, NYU, Georgetown, the Parsons School of Design, all the UC’s many times over, and several institutions of higher learning in France, Scotland, England and Canada. On behalf of all these students and their families, I pause to thank every single teacher and staff member for playing invaluable roles in the creation of these fine scholars, artists, athletes, leaders and remarkable young human beings who, in the course of their high school years, also gave thousands and thousands of volunteer hours to deserving causes both at home and abroad.

The older one gets, the more one must work to keep relevant, the more one must work to suppress ingrained instincts and remain open to new experiences. My remarks are formed in this context, in part by the reflections generated by summer travels, readings and observations, and in part by the young people with whom I’ve spent time over the last several weeks.

These remarkable individuals are the wave of the future, the much talked-about twentysomething Net generation, the Netgeners, the Millennials, the tech-savvy products of schools like ours, a growing cohort of young adults who have vast social communities of international friendships, are unafraid, and who will ultimately inherit the Earth. This generation also includes the brave young teachers of the future. In fact 8% of our faculty and staff are now Netgener’s, highly qualified and enormously energetic.

Parental and student anxiety and stress in our school still manifest themselves on a regular basis. The new bilingual classroom structure in the Lower School will not only harmonize our dual language program but also simplify life’s daily routines for our students and facilitate collaboration among teachers, most of whom will have a smaller set of parental units to respond to. With the mass availability of information about educational research and statistics on the Internet, we will be better armed once we, together, have reviewed best practice and current research, and agreed a) what we mean, institutionally, by additive bilingualism and b) what are the proven best practices for achieving it in a setting like ours.

During recent discussions with the Lower School faculty about how much of the target language, French, is enough, I was very gratified by the quality and quantity of informed feedback and professional collaboration. When I launched a request for volunteers for a task force on bilingualism, given the constraints on everyone’s time, I was expecting that maybe two or three individuals might step forward. In fact, fall 2010

almost the entire cohort of Lower School teachers signed up.

At our school, despite the inherent pressures, we believe that continually working hard towards quality and integrity can galvanize one’s energies, in every aspect of one’s life. The actress Meryl Streep talks about her constant struggle to maintain authenticity and excellence in a business that frequently asks her to just strip it off. She confesses that some so-called “important” scripts that are sent to her are so inane, yet the money so good, that she has sometimes been tempted to toss away all her good taste and strong principles. But, she says, there’s always the knowledge, and this from experience, that the work itself is the reward, and if she chooses challenging work, it will pay her back with interest.

I quote from a commencement address she gave to students at Vassar College, her Alma Mater, in New York State: “When I was going to California for the Academy Awards, my dad called and said, ‘If you win, get up there, and keep it short, sparkling, and non-political.’ I told him my dress would be short and would sparkle enough, but about the muting of my views, I had to disagree. Because we are all political actors, aren’t we, to be judged by our sins of omission as well as our sins of commission... by our silence as much as by our expressed opinions, by what we let slide as much by the things we stand up for?”

She goes on: “I do a number of interviews with well-meaning, well educated journalists whose purported interested was getting to the “Real Me”, my most private concerns, my innermost thoughts. The questions are basically the same on both sides of the Atlantic, with one startling difference. In Europe, along with all the usual questions such as ‘how do you combine family and career?’, ‘how does your husband handle your success?’, and ‘what is your real hair color?’, there is invariably a category of questions about what I think of the state of the world. It was just assumed, without any embarrassment at all, that as a member of the human race, I had one or two thoughts on the subject. This from Swedes, Spaniards, Italians, Germans, French. Everybody. Everybody but the home team in the U.S. Now why is that?”

“I think,” says Ms. Streep, “that we feel in this country that it’s inappropriate for even the most vaguely expressed political views to intrude on whatever should be automne 2010

short, sparkling, and entertaining. I exhort you to investigate your own political ideas and follow through on them. Integrate what you believe into every single area of your life. Take your heart to work, and ask the best and most of everybody else too.

Don’t let your special character and values get ground up by the Great Chewing Complacency.”

I’ve often felt especially recently that academic dialogue about education in general is going down the sugar-coated road of what Meryl calls “short, sparkling, and non-political”, and that we, at our school, are one of the few lone institutional voices attempting to share authentic meaning and genuine discourse with each other, and with our students. It’s not a bad thing when we get political. It’s not a bad thing when we disagree. It’s not a bad thing when we critically review curriculum to make sure it is relevant, diverse, inclusive, compelling and accessible to students, as we will be doing with faculty this year. And it’s certainly not a bad thing when we propose unique and potentially controversial projects and bring them into being.

Given the new student exchanges trips proposed this year to Jordan, Israel, and Egypt, take the recent exchange of views between music teacher David Williamson, and English teacher Minakshi Capur, who have co-chaperoned the India trip for several years now. The context of the exchange was an article published in the New York Times, written by Kennedy Odede, a former slum-dweller, now a college student in the U.S., titled Slumdog Tourism. It opens, “Slum tourism has a long history. During the late 1800s, lines of wealthy New Yorkers snaked along the Bowery and through the Lower East Side to see ‘How the Other Half lives’. But with urban populations in the developing world expanding rapidly, the opportunity and demand to observe poverty first- hand have never been greater.

The hot spots are Rio de Janeiro, Mumbai (thanks to Slumdog Millionaire), and Kibera, a Nairobi slum that is perhaps the largest in Africa.”

He goes on to say, “Slum tourism has its advocates, who say it promotes social awareness. And it’s good money, which helps the local economy. But it’s not worth it. Slum tourism turns poverty into entertainment, something that can be momentarily experienced and then escaped from.

People think they’ve really seen something,

French American International School International High School Lycée International Franco-Américain

2010-2011 Jane Camblin Head of School Proviseur

Edouard Mayoral Proviseur adjoint

Richard Ulffers International High School Principal Principal du Lycée

Mireille Rabaté Middle School Principal Principale du Collège

Ray Hinz Lower School Principal Principal du Primaire

Aaron Levine Chief Financial Officer and Director of Administrative Services Intendant

Andrew Brown French American International School Director of Admission Directeur des Admissions du Primaire et du Collège

Betsy Brody Director of Admission and Inclusion Directrice des Admissions du Lycée, de l’Accueil et de l’Intégration

Polly Lyman Director of Advancement Directrice du Développement

Robert Movradinov Director of Marketing and Communications Directeur du Marketing et de la Communication

La Lettre | 5

and then they go back to their lives. I was 16 when I first saw a slum tour. I was outside my 100 square foot house washing utensils, and suddenly a white woman was taking my picture. I felt like a tiger in a cage.”

David, our musician, had this to say in response. “These are really complex issues, and wonderfully multi-dimensional.

We are talking about people and their circumstances… this is why we spend so much of our time preparing students before boarding the plane to India. Let’s look at the school’s Mission again, especially the phrase ‘communicate across cultures’. For these engagements to be successful and meaningful, we must be mindful of our place on the bridge between cultures, willing to calibrate ourselves in response to the world around us while still maintaining a sense of self.”

Minakshi, our English teacher, added her own thoughts. “I have lived in both places, and I know both these slums. Both places are beehives of activity, and everyone who visits them is inevitably affected by what they see. The author cannot assume only a voyeuristic interest on the part of the visitor.

Slums will ‘go away’ as the author puts it, through education, and a pursuit of truths.

I think we play a part towards achieving this when we take our students to different countries and thoughtfully view different cultures and ways of living, encouraging them to make meaningful connections in their own lives.”

This is powerful stuff. It’s about our role in the world, about being relevant, about our kids learning from real life and hopefully making a difference. Take the Lower and Middle School soccer team in South Africa this summer. It was yet another expensive

and controversial trip, for some. We came second in the championships, and our team received the Most Valuable Player award.

This was great. But what was far more significant to me was that it was our kids, and only our kids, who spontaneously reached out and hugged and danced and made firm friends with students in the poor local township school in Soweto. Only our students, when 26 other schools were there too. So we are doing something very right.

Although there were no philosophy courses available for girls in my high school (only the boys school up the road offered that,) I had an English teacher who made us study Sartre in translation. Maybe it was my natural optimism at work, but what I saw and warmed to in existentialist writings was not that life has no meaning, but that life is meaningless unless you bring meaning to it... it’s up to us to create our own existence.

Unless you do something, unless you make something of your life, it’s as if you’re not there. Oddly enough, back then, forty or so years ago, Sartre’s pessimism spawned a great deal of optimism. We may have talked a lot about nothingness back then, but we actually moved in a world of effort and passion and fervent endeavour, the revolutions of the sixties. Today, no-one talks much about nothingness, but “the world itself is actually full of it, the short, sparkly and non-political.”

Last year, Jérémie Rostan, our own philosopher, wrote an article in English entitled Is America Struggling With Hunger?, accompanied by a graphic of a skinny white

Norman Rockwell hobo roasting sausages over a tin can. Here’s how his article begins: “One in eight Americans is struggling with hunger,” If you haven’t heard that line, then you must not have a TV. And if you haven’t read it, even if you can’t be bothered to open a newspaper, then you must live in a very, very remote part of the country.

“One in eight Americans is struggling with hunger”. Everyone knows that. And everybody is talking about it. That statistic caught on like wildfire, striking everyone with a feeling of collective emergency.”

What I like about it so far are the pervasively heavy overtones of Gallic disdain, which jump right off the page and hit you in the nose, even in English.

It gets better. After the bit about “collective emergency”, he announces, “My reaction was quite different; not because I don’t care about the satisfaction of my neighbor’s primary needs, but only because I am more suspicious than sensitive”.

You’ll have to read the rest of it yourselves. It’s wonderfully politically incorrect. Jérémie goes on to deconstruct and in fact to destroy the entire “one-in-eight-arehungry” claim using the very graphs and pie-charts provided by those who supported it. In the end we can deduce that truth is always more powerful than propaganda.

If we want our students to take the world’s collective absurdity by the neck and shake it until its brains rattle, we need to teach them to critically examine what they are told, to question everything. We want them to want to find out the truths in

Claire Bajurny

Marie Bourdier

Learning Specialist

Aide Maternelle PK4 Bleu

Bienvenue!

French American and International welcome the following new members to our faculty and staff for the 2010-2011 Academic Year. photography by rick gydesen

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fall 2010

the world. We want them to ask how it is that some people see other people as less than human, less than equal. We need them to want to know how humans can be capable both of nurturing and of torturing. How some people can care deeply about 33 miners trapped in a mineshaft in Chile yet others can brutally burn a whole village and its occupants to the ground. How leaders can spend billions on war and virtually nothing on education. In the anti-war climate of the sixties, many students made signs with the slogan “nothing is worth dying for”. Well, I didn’t agree with those. I thought the signs should read “nothing is worth killing for”. But don’t we want our students to be able to differentiate and debate the different meanings of those two signs, and to question why people all over the world, regardless of country, class, or religion, have at some time or other in history found reasons to use other people, to make them suffer, or to cold-bloodedly do away with them altogether?

Our students must be able not just to dissect and analyze the facts, but to understand the human meaning and story behind them.

The bouillabaisse of civilized life does not keep bubbling on its own. We need to teach our students not just to consume the soup, but to feed the fire to keep it hot, and to put something extra back in the pot to leave for the people behind them.

When I was in England this summer, I heard JK Rowling, the author of the Harry Potter series, speak about her life (she’s 44 years old) and about what she had learned and why. She talked quite inspiringly about both “the benefits of failure and the importance of imagination” in shaping her success. She talks about the subjectivity of the notion of failure which might be one thing for a Harvard grad and quite another for an average person. But she went on to say that by any conventional measure, she started out in her twenties as a failure on an epic scale. An exceptionally short marriage had imploded, she had no job, she was a single parent, and as poor as it was possible to be in Britain without being homeless. At the time she had no idea how long that dark tunnel was to last, and any hope she had for a light at the end of it was really just a hope, not a reality.

So why did she speak about the benefits of failure? It was

Steven (Ven) Burbank IT Specialist automne 2010

Lisette Garcia-Kohler 1st Grade English

Stéphanie Gay, Français La Lettre | 7

because failure meant stripping répartis entre les niveaux Primaire away the inessential. She stopped et Secondaire. Une année record trying to be everyone else’s idea pour les réinscriptions en 2010of success and started doing what 2011 : malgré la conjoncture she’s always wanted. She said économique alentour , malgré to herself, “I’m alive, I have a la hausse des droits de scolarité, daughter whom I adore, I have malgré l’originalité parfois an old typewriter and a big idea”. contestée de notre programme, Rowling’s failure at everything et sans doute aussi en raison des else became the solid foundation aides financières substantielles upon which she rebuilt her life. que nous offrons à des familles Allowing students to question de plus en plus nombreuses, everything, and requiring stunous constatons cette année dents how to learn from failure, la plus faible perte d’élèves are two of the most profound jamais enregistrée pour notre gifts we can give them. It’s very établissement. Certes, il faut far away from “short, sparkling, Jeff Bissell, the new Head of Chinese-American International School, encore attendre le jour de la and non-political”. But if we rentrée pour constater réellement with Jane Camblin at the “Meet the Senior Administration” social. teach a child how to learn from les effectifs présents. Votre aide photo by donna vallin their own mistakes, how to be sur ce point nous sera précieuse. autonomous, how to be accountable to 100% de nos élèves présentant le themselves, we will have taught them to French translation by Mireille Rabaté, Baccalauréat français ont été reçus en leave the city of their comforts and enter Middle School Principal Juin, totalisant 12 mentions pour 23 élèves, the wilderness of self-discovery. They can’t dont 14 français. 34 élèves de 3ème ont get there by bus, they can’t hitch a ride, C’est toujours pour moi un immense privilège passé le Brevet : 33 l’ont réussi, dont 29 they will have to walk in there alone… but et un très grand plaisir de vous accueillir avec mention. 40 élèves se présentaient what they’ll find at the end will be their à nouveau, à l’aube d’une nouvelle année au Baccalauréat International, examen scolaire pleine de promesses... dans cette complet : 75 %, soit 30 élèves, ont été true selves.

George Orwell said that in Times of école extraordinaire et unique en son genre reçus. On notera avec intérêt que 11 sur Universal Deceit, telling the truth becomes qui est la nôtre. Quelle chance inouïe 13 des élèves du programme bilingue ont a revolutionary act. Thank you in advance pour nos élèves d’être confiés à un corps été reçus, ce qui élève le taux de réussite for teaching the truth to our students, for enseignant de calibre international et aussi de cette catégorie à 85%, un véritable being your authentic selves when you are talentueux que vous ….et quelle chance plébiscite pour notre filière bilingue. Tous with them and for continuing to support this nous avons tous de travailler au sein d’une nos élèves de la promotion 2010 ont reçu school’s important Mission of excellence communauté aussi dynamique et aussi riche plusieurs offres venant des universités les and diversity. I wish you all the best in the de sa diversité ! plus prestigieuses, y compris toutes celles La semaine prochaine, nous ouvrons de la Ivy League , sans exception, telles year to come. les portes de l‘école à environ 1000 élèves venant de plus de 50 pays, également jane camblin

Natalie Gent Kindergarten English 8 | La Lettre

Tatiana Gordon

Seth Hubbert

HS Admissions Coordinator

Academic Technology Coordinator fall 2010

que NYU, Georgetown, Parsons School of Design, toutes les branches de l’Université de Californie, ainsi que de nombreuses institutions de très haut niveau en France, en Ecosse, en Angleterre et au Canada. Au nom de ces élèves et de leur famille, je tiens à marquer un instant de pause pour remercier chaque enseignant, du Primaire au Secondaire, chaque employé, quel que soit son service, pour leur inestimable contribution dans l’éclosion de ces jeunes talents, académiques, artistiques ou sportifs, tous de remarquables jeunes gens responsables, qui au cours de leurs années de Lycée ont en plus fait don de leur temps au service de la communauté et de nobles causes ici comme à l’étranger.

Plus on avance en âge et plus il faut produire un effort conscient pour se tenir au courant, pour réprimer nos instincts conventionnels et pour garder l’esprit ouvert à de nouvelles expériences. C’est dans ce contexte général que j’ai écrit ces réflexions, fruit de mes voyages, lectures et observations de l’été, mais aussi au contact des jeunes avec lesquels j’ai passé ces dernières semaines. Ce matin, nous sommes ici pour réfléchir ensemble à long terme : nous devons nous demander qui nous sommes vraiment, quelle direction nous voulons prendre et comment rester dans la course en 2010, en 2011 et bien au-delà, tout en restant fidèles à la Mission de notre Ecole.

J’ai passé la première partie de l’été à voyager en Europe puis la fin ici à San Francisco. A mon retour, mes enfants, maintenant adultes, et leurs amis, parmi lesquels un grand nombre s’étaient installés dans ma maison pendant mon absence, m’ont généreusement accueillie parmi eux,

essentiellement afin que je puisse re-remplir le réfrigérateur… Une bande de jeunes sur-éduqués, sous-employés, complètement fauchés, purement noctambules, vaguement androgynes, ayant des goûts de luxe, particulièrement pour le choix de vodka, et de larges parties du corps couvertes de tatouages, se trouvaient là, dans ma maison, en permanence. Et quelques uns s’y trouvent encore à l’heure où je vous parle. Je dois reconnaître que c’était plutôt amusant. Voilà, Mesdames et Messieurs, la nouvelle vague, la jeune génération des 20 ans, dont on parle tant, la génération Internet, la génération du Millénaire, les parfaits produits d’écoles comme la nôtre, élevés au biberon de la technologie.

Une cohorte grandissante de jeunes qui surfent sur les canapés d’autrui, vivent avec ou aux crochets de leurs parents, entourés d’un immense cercle social et riches d’amitiés internationales, sans la moindre peur, qui vont bientôt hériter de la Planète.

Dans cette génération se trouvent aussi les futurs jeunes enseignants. En réalité, 8% de nos professeurs font déjà aujourd’hui partie de cette Génération Internet, hautement qualifiés et enthousiastes.

L’angoisse parentale comme celle des enfants se manifeste dans notre école au quotidien. J’ai espoir que les nouvelles dispositions prises en Primaire vont non seulement créer un programme bilingue plus harmonieux , mais aussi faciliter la vie quotidienne de nos collègues qui auront à faire face à un plus petit nombre de parents et ainsi plus de temps pour collaborer.

Julian Jones Surveillant

Vincent Jannet Mathematics automne 2010

Grace à la masse d’information désormais disponible sur Internet, certains parents pensent savoir mieux que nous ce qui est bon pour l’éducation de leurs enfants. Bien que nous sachions qu’il n’en est rien, nous ne pourrons y faire face plus efficacement que lorsque nous aurons ensemble passé en revue nos méthodes et intégré les résultats des dernières études en pédagogie, et que nous serons d’accord sur a) ce que signifie, pour notre institution, la notion de bilinguisme, b) quelles sont les meilleurs moyens d’obtenir les meilleurs résultats dans un environnement comme le nôtre.

Lors de récentes discussions avec les enseignants du Primaire sur la part à accorder à la langue « cible », soit pour nous le Français, j’ai eu le plaisir de constater la qualité et la quantité d’informations et de coopération professionnelles. Lorsque j’ai demandé des volontaires pour constituer un groupe de travail sur le bilinguisme, je m’attendais, vu les contraintes de chacun, à ce qu’un ou deux enseignants se portent volontaires. En réalité, c’est quasiment l’ensemble des enseignants qui s’est déclaré prêt à coopérer. Je sais que Ray va s’occuper activement de mettre tout cela en place dans les jours prochains et je vous remercie tous par avance de votre participation.

Dans notre école pourtant, malgré la pression indéniable, nous croyons fermement que le fait de travailler consciemment à la recherche de la qualité et de la vérité peut galvaniser nos énergies.

Dans tous les aspects de notre vie. Meryl Streep, une de mes actrices préférée, parle de son combat permanent pour

Bruce Lacampagne Mathematics and Physics La Lettre | 9

maintenir son authenticité et mon mari assume mes succès, et son niveau d’exigence dans une quelle est ma véritable couleur de industrie qui, le plus souvent, lui cheveux, il y a toujours une série demande de s’en défaire. Elle de questions sur ce que je pense confesse d’ailleurs que certains de l’état du monde. Tout le monde des prétendus «très importants » suppose qu’en tant que membre scénarios qui lui sont envoyés, de la race humaine, j’ai une sont d’une inanité effarante mais opinion sur la marche du monde ; peuvent rapporter tant, qu’elleque les questions viennent de même a parfois été tentée de jeter Suédois, d’Espagnols, d’Italiens, ses propres exigences et principes d’Allemands ou de Français, aux orties. «Mais, dit-elle, je sais tous, absolument tous, sauf d’expérience que le travail est les journalistes américains. Et sa propre récompense», et que pourquoi donc ? si elle fait les choix difficiles, « À mon avis, dit Madame cela lui sera rendu au centuple.

Streep, nous pensons dans ce pays Je tire la citation suivante d’une qu’il serait tout à fait inconvenant Daniele Spirandelli (Class of ‘90) with her Class of 1988 friends Xavier Tsouo, interview qu’elle a donnée à Tyson Thomas, and Alumni Association President Vernon Goins (and member d’exprimer la moindre opinion des étudiants de l’université de politique qui puisse ternir ce qui of the French American and International Board of Trustees) at this year’s Bastille by the Bay, July 14, 2010.

Vassar dans l’état de NY, d’où est court, brillant et amusant. Je elle est elle-même issue.. vous exhorte à rechercher vos photo by donna vallin « Alors que j’étais en route propres opinions politiques et à vers la Californie pour la cérémonie des nous soutenons ». Elle continue ainsi : les suivre. Que vos opinions inspirent tous Oscars, mon père m’a appelée pour me « J’ai donné nombre d’interviews à des les aspects de votre vie. Mettez votre âme dire : « si tu gagnes, monte sur le podium journalistes bien intentionnés et bien dans votre travail quotidien et exigez de et fais court, brillant et apolitique ». Je élevés qui prétendaient haut et fort vouloir chacun le mieux et le plus qu’il peut. Ne lui répondis que ma robe serait en effet dévoiler mon « véritable Moi », mes laissez personne écraser vos qualités et courte et brillante, certes, mais quant à intérêts les plus personnels, mes pensées vos valeurs sous l’énorme laminoir de la museler mes opinions, je ne pouvais pas les plus intimes… Les questions sont complaisance » être d’accord. Parce que tous les acteurs d’ailleurs plus ou moins les mêmes des J’ai souvent moi aussi le sentiment, font de la politique, n’est-ce pas ?... qu’ils deux côtés de l’Atlantique, avec cependant et particulièrement récemment, que le soient jugés pour leur neutralité ou pour une intéressante différence : En Europe, dialogue pédagogique sur l’éducation est leur engagement, sur leurs silences ou en plus des conventionnelles questions sur sur la pente rassurante mais glissante du sur leurs opinions exprimées, sur ce que comment je trouve un équilibre entre vie «court, brillant et apolitique », et que dans nous laissons faire autant que sur ce que professionnelle et vie familiale, comment notre école, nous sommes parmi les rares institutions à tâcher de faire entendre notre authentique voix, dans notre dialogue entre

Julien Levy Histoire/Géographie 10 | La Lettre

Emmanuelle Ling Teacher Assistant, K Yellow

Olivier Mazeas Science Lab Technician fall 2010

adultes comme avec les élèves. ans quand je vis débarquer pour Il n’y a pas de mal à affirmer la première fois un groupe de ses opinions, il n’y a pas de touristes dans mon bidonville. mal à être en désaccord, Il n’y a J’étais devant la porte de notre pas de mal non plus à porter un maison de 10m2, à faire la regard critique sur ce que nous vaisselle, quand tout à coup enseignons afin de nous assurer une femme blanche m’a pris en que les contenus sont modernes, photo. Je me suis senti comme divers, inclusifs, intéressants et un animal dans une cage… » accessibles à nos élèves, comme C’est au tour de David le Mireille s’apprête à le faire avec musicien de s’exprimer : « les professeurs du collège cette Le problème est à la fois très année. Et il n’y certainement compliqué et remarquable par ses aucun mal à imaginer des projets multiples facettes. Nous parlons originaux et peut-être délicats et de gens, et de leurs conditions à tâcher de leur donner vie. de vie…c’est pourquoi nous Members of the Lower and Middle School South Africa soccer team welcomed Dans le genre du projet de passons tant de temps à préparer Romain Serman, the new Consul Général of France (3rd from left, standing), voyage au Moyen Orient de nos élèves à ce voyage. C’est to the campus in September. Accompanying the Consul was Denis Bisson, cette année, on se souviendra bien la mission déclarée de Attaché Culturel (2nd from right, standing.) des discussions acharnées entre notre école : « communiquer David et Minakshi au sujet du par-delà les cultures ». Pour très controversé voyage en Inde de nos Au hit-parade de ces destinations, Rio tenir cette promesse, il faut bien à la fois élèves, tout en relisant cet article écrit de Janeiro, Bombay (Merci Slumdog savoir où nous nous tenons sur le pont par un ancien habitant des bidonvilles de Millionnaire) et Kibera, un bidonville qui sépare et relie les cultures, et nous Bombay, aujourd’hui étudiant aux Etats de Nairobi, sans doute le plus vaste prêter aux ajustements nécessités par le d’Afrique.

Unis. monde qui nous entoure, tout en restant Et il continue ainsi : « Certains défendent nous-mêmes ».

L’article s’intitule « Tourisme dans les le tourisme dans les bidonvilles au prétexte bidonvilles » et commence ainsi : Enfin voici Minakshi, le professeur « L’attrait touristique des bidonvilles que cela éveille la conscience sociale. Et d’Anglais : « J’ai vécu dans ces deux ne date pas d’hier…au XIXe siècle, les d’ailleurs cela rapporte bien à l’économie endroits et je connais ces deux bidonvilles. riches Newyorkais faisaient la queue le locale. Pour d’autres cela ne vaut pas la Tous deux fourmillent d’activité et long de Bowery et du Lower East Side peine : le voyeurisme touristique transforme toute personne qui les visite s’en trouve « pour voir comment vivait l’autre moitié tout en spectacle, une expérience passagère profondément affectée. L’auteur ne peut pas dont on s’extrait facilement. Les gens soupçonner tout visiteur de voyeurisme ». du monde ».

Toutefois, avec la rapide croissance croient avoir vu quelque chose et s’en des populations urbaines, l’occasion et retournent à leurs petites vies. J’avais 16 la demande en matière d’observation de la misère n’ont jamais été aussi grandes.

Charlene Murphy Robert Movradinov Sonia Mokhtari Lower School Music automne 2010

Director of Marketing and Communications

Associate Director of Athletics/ PE Teacher La Lettre | 11

Un jour les bidonvilles disparaîtront, comme dit l’auteur, grâce à l’éducation… la recherche de la vérité… et je pense sincèrement que nous avons un rôle à jouer dans ce scénario. En emmenant nos élèves aux quatre coins du monde, nous les exposons aux différentes cultures et modes de vie, et les encourageons à créer des liens qui donnent du sens à leur propre vie.

Tout cela est très sérieux. Il s’agit de notre rôle dans le monde, de notre capacité à faire sens, de nos enfants qui apprennent dans la vraie vie, et un jour feront toute la différence. Pensez à nos petits footballeurs du Primaire et Collège, en Afrique du Sud cet été. Voilà bien encore un de ces voyages coûteux et controversés pour certains…

Certes, nous avons terminé 2e de la compétition et reçu le Trophée du Meilleur Joueur de la Coupe. C’était parfait. Mais ce qui l’était encore bien plus, c’était de voir nos élèves, et nos élèves seulement, se précipiter au milieu des ceux du quartier pauvre de Soweto, se jeter dans leurs bras et danser ensemble, et devenir amis.

Personne d’autre que nos élèves, parmi les 26 écoles du monde représentées. Alors… il y a forcément quelque chose de bien dans ce que nous faisons ici avec eux !

Quoique mon Lycée ne proposât pas d’enseignement de philosophie pour les filles, (c’était seulement pour les garçons de l’école d’à côté), mon professeur d’Anglais nous fit étudier Sartre en traduction.

Peut-être était-ce à cause de mon naturel

optimiste déjà, mais ce que je retins et qui me plut dans les écrits existentialistes ne fut pas l’idée que la vie n‘avait pas de sens, mais bien plutôt que c’est à nous de lui en donner un. C’est à nous d’inventer notre propre existence. Si on ne fait rien, si on ne donne pas de sens à sa vie, c’est comme si on n’avait pas vécu. Etrangement, le pessimisme de Sartre a fait germer en moi, il y a quelque 40 ans, un profond optimisme….certes on parlait beaucoup de néant à cette époque, mais nous nous mouvions dans un monde fait d’effort et de passion, et d’engagement fervent, c’était le temps des révolutions des années Soixante.

Aujourd’hui on ne parle plus de néant, mais le monde en est plein, plein de « court, brillant et apolitique »….

L’année dernière, Jérémie Rostan, notre philosophe maison, a publié un article intitulé : « L’Amérique souffre-t-elle de la faim ? », illustré du dessin de Norman Rockwell « Le clochard faisant frire des saucisses sur un pot de fer ». Voici le début de cet article : « Un Américain sur huit souffre de la faim » « Si vous n’avez pas entendu cette affirmation, vous ne devez pas posséder de téléviseur. Et si vous ne l’avez pas lue, même si vous faites partie de ceux qui n’ouvrent guère les journaux, alors vous devez vivre dans un coin très retiré dans ce pays. « Un Américain sur huit souffre de la faim ». Tout le monde le sait bien. Et tout

le monde en parle. Ces statistiques ont mis le feu aux poudres, frappant chacun d’un sentiment d’urgence collective. » Tout de suite, j’apprécie le ton plein de sous-entendus où perce un doute typiquement gaulois qui vous saute au visage, même en anglais.

Mais ce n’est pas fini. Après l’intéressante expression « urgence collective », il ajoute : « Ma réaction est tout autre ; non que je sois particulièrement insensible aux besoins fondamentaux d’autrui, mais plutôt à cause de ma nature plus méfiante que sentimentale.»

Il vous faudra lire le reste de l’article vous-même. Il est merveilleusement politiquement incorrect. Jérémie y démonte patiemment et complètement la théorie du « un sur huit a faim » en s’appuyant sur les statistiques et les graphes qui ont précisément servi à la construire. Au bout du compte, on peut en déduire que la vérité est tout simplement plus forte que la propagande.

Aussi, si nous voulons qu’un jour nos élèves soient capables de prendre l’absurdité collective du monde et de lui tordre le cou pour de bon, il nous faut leur enseigner le doute, la pensée critique, l’art d’interroger le monde et ce qu’on nous en dit. Nous voulons qu’ils arrivent à vouloir découvrir la vérité. Nous voulons qu’ils posent des questions difficiles, telles que pourquoi certains humains considèrent d’autres comme moins qu’humains, ou moins

Benjamin Salvon Alex Ruzhinsky Mathematics 12 | La Lettre

CP Vert Français

Holly Seibel ESL fall 2010

égaux. Nous voulons qu’ils se demandent comment la même nature humaine produit aussi bien des missionnaires que des tortionnaires. Comment se fait-il que certains se soucient sincèrement des 33 mineurs coincés dans une mine au Chili, pendant que d’autres sont capables de réduire brutalement en cendres tout un village et ses habitants ? Comment les gouvernants peuvent-ils dépenser autant pour la guerre et si peu pour l’éducation ?

Dans le climat antimilitariste des années Soixante, bien des étudiants promenaient des panneaux portant le slogan : « aucune cause ne mérite qu’on meure . En fait je n’étais pas d’accord et pensais qu’on devrait plutôt écrire : « Aucune cause ne mérite qu’on tue ».

Mais, en vérité, ce que nous voulons c’est que nos élèves soient capables de poser des questions et de discuter la différence entre ces deux formules, et qu’ils puissent se demander comment à tout moment de l’histoire, quelles que soient leur religion, leur classe ou leurs origines, les hommes ont pu se servir des autres, les faire souffrir ou tout simplement les éliminer.

Nos élèves doivent être capables non seulement de disséquer et d’analyser les faits, mais encore de comprendre histoire de l’humanité aux travers de ces faits.

Tout cela pour dire que la bouillabaisse du monde civilisé ne se concocte pas toute seule. Il faut apprendre à nos élèves non seulement à la consommer, mais aussi à

maintenir la cuisson et à y ajouter quelque chose de plus pour ceux qui viendront après eux.

Pendant un séjour en Grande Bretagne, j’ai eu l’occasion d’assister à une conférence de JK. Rowling, la créatrice des Harry Potter, pendant laquelle elle racontait sa vie (elle a 44 ans), ce qu’elle avait appris et comment. Elle parla avec éloquence des « bienfaits de l’échec et de l’importance de l’imagination » dans l’avènement de son succès. Elle expliqua combien la notion d’échec est subjective selon que le sujet est un diplômé d’Harvard ou une personne ordinaire... Mais elle affirme que, quelle que soit la manière dont on regarde sa jeunesse, elle s’est trouvée en situation d’échec absolu. Mariage éclair, chômage, mère célibataire, et dans une situation de dénuement extrême, juste à la limite du vagabondage, et quel que soit l’espoir qu’elle pouvait tenter de voir au bout du tunnel, ce n’était qu’un espoir, et en rien une réalité.

Comment dans ces conditions peutelle parler des vertus de l’échec ? Sans doute parce que l’échec lui a permis de se débarrasser de tout ce qui n’était pas essentiel. Elle cessa d’essayer d’incarner le succès tel que les autres l’avaient imaginé pour elle, et se mit à faire ce qu’elle avait toujours eu envie de faire. Elle s’est dit : « Je suis vivante, j’ai une fille que j’adore, une vieille machine à écrire et une idée géniale ». Alors, tout comme

l’existentialisme m’a appris qu’en touchant le fond, on ne pouvait que rebondir, de même les échecs de Rowling lui ont permis de bâtir les solides fondations sur lesquelles elle a rebâti sa vie.

Je vous conjure d’autoriser et d’encourager vos élèves à interroger tout ce qui se présente à eux, d’exiger d’eux qu’ils apprennent de leurs échecs ; ce sont les dons les plus précieux que vous puissiez leur faire. Tout cela est bien loin du « court, brillant et apolitique ». Mais en apprenant aux jeunes à faire profit de leurs échecs, à être autonomes, à se montrer responsables d’eux–mêmes, nous leur aurons appris à quitter le confort de leurs cités pour s’engager à la découverte de leur propre identité a travers des territoires inexplorés.

Pour y arriver, il n’y aura ni bus, ni voiture, ni auto-stop ; il faudra l’atteindre à pied et seul. Mais au bout du chemin ils se trouveront eux-mêmes.

George Orwell disait que dans des Temps de Mensonge Universel, c’est dire la vérité qui devient un acte révolutionnaire. Je vous remercie tous par avance d’enseigner la vérité à nos élèves, de rester toujours fidèles à vous-mêmes en face d’eux et de continuer à soutenir et incarner tous les jours l’importante mission d’excellence et de diversité de notre Ecole. Je vous souhaite une excellente année scolaire. jane camblin

Muriel Veber Lilly Shapiro Middle School Coordinator automne 2010

Biology

Fanny Wattiaux Mathematics

La Lettre | 13

achievement

International High School Student Wins San Francisco International Film Festival Essay Prize

W

e are proud to announce that Sam Amzallag, a 12th grader in the French Bac program, won a $150 prize in the 2010 Nellie Wong Magic of the Movies essay contest, sponsored by the Schools in the Festival program at the San Francisco International Film Festival.

Sam placed second (first runner-up) in the contest, which was open to high school students from all over the Bay Area. His prizewinning essay was a response to the film he and the other members of his English B class saw at this year’s festival, a complex documentary entitled The Oath that features Osama bin Laden’s former bodyguard, and raises thought-provoking questions about the U.S. war on terror. elizabeth cleere English B Teacher

48 Hour Film Project This past June, our International High School IB Film and Video team successfully competed in this year’s 48 Hour Film Project/San Francisco. Team members were Allie Koscove, Claudio Tarchi, Corbin Halliwell, Gabe Kyne, Gavin Hughes, Laura Gonzcy, Paul Vajda, Raphael Linden, and Sean Sidi. Gavin’s parents, Eric and Priscil-

14 | La Lettre

la, were wonderful hosts as we took over their house for the weekend.

71 teams competed this year and 66 were able to script, shoot, edit, and deliver their videos to the drop-off point within the allotted 48 hours.

My colleague Brad Cooreman and I have been the ongoing faculty presence for this project, but the International team that competed the past two years had already graduated and thus participated on their own. Once again, we were one of the few high school teams competing against college students, independent filmmakers, and professional production companies throughout the Bay Area who took part in this unique filmmaking experience.

The 48 Hour Film Project is always a wild roller coaster ride. I have not been involved in one that wasn’t a real nail-biter as the drop-off deadline approaches. Our new team did a tremendous job. They were given the genre “dark comedy”, and they definitely lived up to that label by creating a wickedly cynical work with some truly original touches.

In September, our Alumni Team, creators of last year’s award winning Une Soirée de Passion, came out big winners at this year’s 48 Hour Film Project/San Jose. Nominated in 5 categories, Love Technically received the Audience Award, Best Editing, and the top prize of Best Film. This means that their video will go on to the International competition (FILMAPALOOZA) in Miami, Florida in April 2011.

They were, once again, the youngest competitors in the San Jose event.

As Aaron Duffy stated in an email sent to Brad Cooreman and me, “Our

team has become a family, and we will continue to reunite every summer and do what we love most: making films together.”

Raphael Linden adds, “It’s a creative outlet, so I don’t really think of it as school. It’s my passion.” matthew perifano

IB Film And Video Teacher

Middle School Science Fair Winners Congratulations to those students who were awarded prizes in the 2010 San Francisco Middle School Science Fair.

All ten projects submitted were awarded something, an impressive achievement for our science department. Félicitations à nos élèves qui sont récompensés par un prix à la Science Fair de San Francisco !

1st Place:

Elisabeth Boles (8) Gabriel Hale (6) 2nd Place: Larson Skov Holt (7) 3rd Place:

Aaron Long (7) Josie Little + Edom Tadesse (7) 4th Place:

André D’sa (7) Gita Levet and Robin McGahey (8) Honorable Mention:

Hannah Johnson (6) Sebastien Pieri and Cyrus Unvala (6) Adara Schneider (6) fall 2010

advancement

A

Polly Lyman Director of Advancement rmed with a B.A. in French Literature sometime during the Carter Administration, Polly embarked on a Francophile’s life of marketing and fundraising for French cultural and educational non-profits in Boston.

After earning her M.A. in French Literature from Tufts, she spent six years teaching in middle school before returning to fundraising and media relations. A recent three-year stint in Paris found Polly consulting, writing and singing with American non-profits in Paris. She is the proud mother of a grown daughter and son, and a 4-year-old blog.

Polly Lyman

Jaime Tollas

Bienvenue!

French American and International Welcome New Members of the Advancement Department

automne 2010

Jaime Tollas Manager, Annual Fund and Alumni Jaime Tollas returns to French American and International after a 6-year hiatus, during which time she managed Alumni Relations for the American School in London, oversaw major fundraising events for the San Francisco Symphony, and embarked on the most challenging project of her life: raising her now 2-year-old son. Jaime holds a BA in English from Princeton University with a minor in French, and looks forward to stretching her long-dormant French muscles in a bilingual work environment. Jaime and her husband and son live in downtown San Francisco.

La Lettre | 15

E

TeaParty An English

16 | La Lettre

very year after the winter holidays, a group of fifth graders walk down memory lane to the same classroom and same English teacher who taught them six years earlier. They are coming to help our Pre-K children with their reading skills.

“Your fifth graders are coming today!” I announce to my excited Pre-K children.

“Hooray!” they exclaim.

The reading partnership starts as I match up each fifth grade student to a Pre-K student. I watch the eyes of the little children as they gaze up at the “Big Kids” for a connection. Once I pair up the children, it’s time for the older children to read to their younger partners. Shyness and nervousness dissipates. The relationships grow.

“I just saw my fifth-grader in the hallway,” one of my Pre-K children says as she tugs at my sleeve.

The Pre-K children talk, laugh, listen, joke, and learn from their new role models. They see what will lie ahead of them in years to come. All the children build new friendships outside their age group and grade level. This helps them strengthen ties to the larger school and the entire community.

The older students build leadership skills and their self-esteem grows too.

By sharing favorite books, children begin to understand that reading can be pleasurable. This will help them improve reading skills and foster a lifelong love of reading.

In February, we celebrate Valentine’s Day by giving the fifth-graders heart-shaped cards decorated with lots of pink and red sequins.

In April, we invite the fifth graders to our annual Tea Party where the Pre-K students dressed up in their finest attire. This is the opportunity for the 5th graders to meet their partner’s parents.

The end of May is the graduation ceremony for the fifth grade, the rite of passage into sixth grade and Middle School. The Pre-K students are there to hand out flowers at the end the ceremony to the fifth graders, reminding the older students where they themselves started, and providing a glimpse of what’s coming in their own futures. jenny sandelson, pre-k teacher Jenny Sandelson’s Tea Party has been so successful, it prompted her to start a small side business:

www.englishjennyteaparty.com

fall 2010

pre-kindergarten

automne 2010

La Lettre | 17

kindergarten

Kindergart

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Sleepover

e 29 janvier 2010, pour la première fois, le Lycée International Franco-Américain a invité les élèves de Grande Section de Maternelle à passer une nuit à l’école. Nouvelle étape vers l’autonomie, occasion supplémentaire d’apprendre à vivre ensemble et d’utiliser la langue française dans un autre contexte, cet événement, annoncé de longue date, a su séduire enfants, parents et enseignants.

Vendredi 29 janvier. Il est presque 6h du soir. Les derniers élèves de l’école primaire quittent l’école

pour profiter d’un week -end bien mérité avec leur famille. Mais alors que le silence devrait se faire dans les couloirs, on entend comme une rumeur joyeuse. Et si l’on s’approche des classes de Grande Section, on croise nombre d’élèves ravis de passer d’une classe à l’autre…. Mais que se passe-t-il? Des parents distraits auraient oublié de récupérer leurs enfants? Bien sûr que non ! Cette soirée est l’une des plus spéciales de l’année pour les élèves de Grande Section et leurs enseignants: les enfants vont passer la nuit à l’école. Retour en photos et en anecdotes sur une nuit pas comme les autres…

18h00 : Les jeux dans la classe.

Quel plaisir de découvrir les surprises et les nouveaux jeux organisés par les enseignants !

On a même le droit de passer d’une classe à l’autre, de rejoindre les copains qu’on veut, sans demander la permission...

La soirée commence bien !

19h00 : À table !

Au menu: soupe de légumes maison, pizza, glace et tartes aux pommes faites en classe.

Quel festin !

Ce soir, les aliments et les événements ont décidément tous une saveur unique et particulière.

19h45 : Le brossage des dents.

d’autres donnent des conseils de brossage.

18 | La Lettre

Moment privilégié ! On se presse vers l’évier de la classe. Certains comparent leur dentifrice,

fall 2010

Ed Rittenhouse

hair stylist

20h00 : Le film du soir.

Silence complet dans le Cafetorium.

Confortablement installé sur des tapis, tout le monde se passionne pour les aventures de Barbatruc et ses complices dans quelques épisodes de Barbapapa.

20h45 : Le coucher. « S’il te plaît ! On est fatigué ! On peut se coucher ? » Étonnant ! La demande vient des élèves…Tout le monde est pressé de retrouver son lit douillet tout juste installé dans la classe... Quelques fous rires, quelques sanglots, on recherche son doudou, on dit « Bonne nuit » aux copains, aux maîtres et aux maîtresses.

Les lumières s’éteignent. Certains s’endorment instantanément tandis que d’autres prennent leur temps et savourent le plaisir de chuchoter avec le voisin.

Mais le sommeil finit par gagner les plus résistants.

CHUT! Maintenant tout le monde dort.

7h00 : Le petit déjeuner.

En pyjama, on rejoint la salle polyvalente transformée en buffet pour l’occasion.

Les yeux s’ouvrent petit à petit, les mots en français reviennent peu à peu pour choisir son menu.

$40 Mens Haircut and Style $45 Womens Cut and Syle

Fluff You Friday $25 Shampoo, Blow Dry, Style ( Fridays only, expires December 31, 2010)

“Many thanks to Ed Rittenhouse of Mes Amis 193 for his help with the hairstyles for the production of Company.”

Martha Stookey former french american and international theater director

8h00 : Les adieux. C’est déjà l’heure de se quitter. Chacun se

précipite avec bonheur dans les bras des papas, des mamans, des amis.

Avant de partir, certains demandent déjà s’il y aura bientôt une autre nuit à l’école. Dans les bras de son père, une petite fille sanglote, triste que tout soit passé si vite.

Cet événement aura de multiples prolongements dans les classes. À l’occasion certains élèves évoquent encore cette expérience unique.

Ils ont hâte de poursuivre l’aventure en CP et de partager plusieurs journées avec les copains, mais cette fois-ci, loin de l’école… automne 2010

Mes Ami 193 193 Franklin at Fell | (415) 558-7118

www.mesamis193.com

La Lettre | 19

board of trustees conseil de gestion

Conseil de Gestion Board of trustees

2010–2011

Board’s Eye View

Romain Serman Honorary Chairman Consul Général de France Gerard (Tex) Schenkkan Chairman Ronald Kahn Vice Chairman Leigh Sata Vice Chairman Vernon Goins Secretary Patrice Maheo Treasurer Denis Bisson Attaché Culturel Stephane de Bord Adam Cioth Orpheus S.L. Crutchfield Azeb Gessesse Frances Hochschild Diane Jones Lowrey Dwight Long David Low Kathleen Lowry Christine Motley Josh Nossiter Anne-Marie Pierce Young Shin Greg Thayer Debbie Zachareas

conseil honoraire advisory board Martin Quinn, Chair Judithe Bizot Joan Chatfield-Taylor Thomas E. Horn

Représentants des Parents d’Élèves Parents’ Association Representatives Rona Spiegel Lower School/Primaire Stephanie Lima and John Cate Middle School/Collège Terry Amgott-Kwan and Rachel Shu High School/Lycée

20 | La Lettre

W

hat makes a great institution? In 2004, management consultants Booz Allen Hamilton enlisted a team of top academics to produce a list of the ten “most enduring institutions of the 20th and 21st centuries.” The categories ranged from business and government to academia, the arts, and entertainment. The criteria for choosing the winners included positions of relative leadership within a field, excellence of governance, esteem of peer institutions, and the organizations’ ability to change, adapt, and innovate in challenging environments. Winners ran the gamut, from GE to the Salvation Army, the Rockefeller Foundation to the Rolling Stones. Among them was my alma mater, Dartmouth, which along with Oxford was named as one of the two “most enduring” academic institutions of our era. My reaction was, “What the…?”

Of course the list was a stunt; doubtless it generated loads of free publicity for Booz Allen. And every choice could be debated into the night and well on into tomorrow (the International Olympic Committee!?).

But Booz had a point to make, and I think, on reflection, a good one: top institutions evolve. And though relentlessly dynamic, they remain true to themselves. A hidebound place like Dartmouth has reinvented itself a dizzying number of times without losing the essence of its reason for being, which has never really changed from providing the best education possible for undergraduates. From a finishing school for (exclusively male) stockbrokers, lawyers, and doctors, Dartmouth became the foremost exponent of coeducational computer

by josh nossiter

literacy, arts, humanities, foreign languages, and sciences education for undergraduates anywhere.

To say nothing of the college’s proprietary ski resort, a few miles from the center of campus.

Oxford has been doing similar things, minus the skiing, since the 11th century, Dartmouth only from the 18th. If in the 21st that’s equal footing, at least for corporate marketing purposes, caveat lector and so on.

The point being that the best institutions don’t stand still. And French American is among them.

In my more than twenty-year association with the school, I’ve seen more changes than I’d have thought possible. From a small, marginal, overlooked, quirky, shabby, over-crowded – yet exciting, vibrant, and highly effective school, housed in a decrepit annex of the UC Extension, we have morphed into one of the largest, best, and most successful international schools in the world. Our enrollment grows every year.

Our graduates are not only cosmopolitan, multi-lingual, informed, educated members of the community, they are also remarkably interesting, humane, and civilized people.

We are valued neighbors in a community that includes the San Francisco Conservatory of Music, the San Francisco Ballet School, Symphony, Opera, Public Library, California State Building, Federal Building, and City Hall. Our faculty are sought after by other institutions, cherished by ours. I am now a civil servant in the employ of our city and county, running the finances for a (very) dedicated group of doctors and nurses looking after the welfare of some of the most vulnerable and youthful members of the community, and I am always struck fall 2010

by how many of my colleagues in city government know, and admire, our school. The French American School and International High School form part of the essential fabric of city life.

And so by any measure we are a success.

Enrollment, college admissions, academic achievement, local, national, and international recognition, the happiness and education of our students – French American has truly arrived. But as a veteran member of the board of trustees, who (it feels like overnight) has gone from clueless newbie to a repository of institutional knowledge, that is not enough. Success, at least for an institution aiming at Booz Allen’s “most enduring” list, cannot mean standing still.

Which is why we, the board of trustees and the administration, are considering a second gym. And a rooftop soccer field atop the new structures. And a dedicated high school building. And new playgrounds and classroom buildings and libraries and other facilities for the youngest and eldest students among us.

All of these transformations, and most of those that precede them, speaking as one who is now a veteran observer and participant and supporter of the enterprise, are due, to a remarkable extent, to our Head of School, Jane Camblin. Jane has brought us to where we are. She, after signing on for another contract extension, will take us yet further. Jane, like the selection committee for Booz Allen’s most enduring, does not believe in institutions that stand still.

She wants, demands, insists on constant forward motion.

We are very fortunate in our head of school. The only reason why I’m writing this column is because I believe in Jane Camblin, and her ability to take the school to yet another level of success. As my late father remarked, while touring the tomb of a royal scribe in the Valley of the Kings near Luxor, Egypt, with a corpse dating from some millennia BCE, and our visit from the 1960s, “somebody has to take the *#@! notes.” I’m pleased if surprised to continue to be the scribe for at least the board’s eye view of the French American School. News of my retirement was apparently somewhat exaggerated. Thank you for continuing to read.

Qu’est-ce qui caractérise une grande institution ? En 2004, Booz Allen Hamilton, un cabinet d’experts conseil en administration d’entreprise a confié à une équipe d’universitaires de haut niveau l’élaboration d’une liste des « dix institutions les plus durables des 20e et 21e siècles », classées dans des catégories allant du domaine des affaires au gouvernement, en passant par le monde universitaire, celui des arts, et celui du spectacle. Au titre des critères de choix en tête de la liste, on peut citer entre autres une place de leader relatif dans un domaine, l’excellence en matière de gouvernance, le respect des pairs et l’aptitude au changement, les capacités d’adaptation et d’innovation dans des environnements complexes. Les institutions sélectionnées sont infiniment variées, de GE à l’Armée du salut, de la Fondation Rockefeller aux Rolling Stones.

Mon alma mater, Dartmouth, en fait partie, et, en compagnie d’Oxford, se distingue au titre de l’une des deux institutions universitaires les plus durables de notre époque, ce qui n’a pas manqué de susciter chez moi un certain étonnement.

La liste est bien sûr avant tout un

stratagème commercial, qui a sans aucun doute permis à Booz Allen de bénéficier d’une publicité gratuite considérable. Par ailleurs, chacun de ces choix pourrait fait l’objet d’un débat sans fin (le Comité olympique international !?). Booz met toutefois le doigt sur un point essentiel qui, à mon avis, mérite d’être souligné : les plus grandes institutions évoluent.

Même si elles font preuve d’un dynamisme permanent, elles restent fidèles à leur identité. Une institution aussi rigide que Dartmouth ne cesse de se réinventer sans jamais perdre de vue l’essence de sa raison d’être, qui n’a jamais vraiment changé, et qui consiste depuis toujours à offrir la meilleure éducation possible aux étudiants de premier cycle universitaire aux EtatsUnis. D’un établissement de préparation professionnelle pour courtiers en bourses, avocats et docteurs (exclusivement de sexe masculin), Dartmouth est devenu une institution de premier cycle universitaire de tout premier plan dans le domaine de l’informatique, des arts, des sciences humaines, des langues étrangères, et des sciences pour les étudiants du monde entier, sans parler de la station de ski exclusive

Feedback My email is joshua@nossiter.net. Kudos and complaints all gratefully received. automne 2010

La Lettre | 21

Tex Schenkkan at the Dîner d’Epicure, May 6, 2010

Gerard “Tex” Schenkkan Named Board Chairman

V

eteran Board member and former parent Tex Schenkkan begins his tenure as Chairman of the French American International School Board of Trustees beginning with the 2010-11 Academic Year. Mr. Schenkkan has been a member of the Board for ten years, serving as both Vice President and Secretary, as well as President of the Endowment Board.

He has two children who attended French American: a son, Aaron Cheris (Class of ‘92), who attended International and completed the IB, and also married his International High School girlfriend, Karla Kollerbohm (Class of ‘92); and a daughter, Katie (Class of 2006), a French American “lifer” who completed the French Baccalaureate.

Mr. Schenkkan received a B.A. in History from Yale University, and went on to receive an MBA from Stanford. He has worked for many years as a Silicon Valley technology industry executive, and is currently the acting COO of Livescribe, a venture-backed consumer electronics company.

He says that he regrets never learning to speak another language fluently, but is the proud husband of a wife who speaks French and Italian, and father of a daughter who speaks French, Spanish and Italian.

22 | La Lettre

de l’université, à quelques kilomètres seulement du centre du campus.

C’est également ce que fait Oxford, si l’on fait exception du ski, depuis le 11e siècle, alors que Dartmouth ne date que du 18e siècle. S’il convient au 21e siècle de les placer sur le même plan, au moins à des fins de marketing institutionnel, au lecteur d’en juger. Ce qu’il importe de souligner, c’est que les meilleures institutions ne restent pas figées dans le passé. Le LIFA fait sans aucun doute partie de celles-ci.

To ut au l on g des vi ngt années d’appartenance à la communauté de l’établissement, j’ai vu plus de changements que je ne le pensais possible. D’une petite école marginale, oubliée, bizarre, miteuse, surpeuplée, mais à la fois passionnante, vibrante et extrêmement efficace, hébergée dans une annexe décrépite de UC Extension, nous nous sommes transformés en l’un des établissements scolaires internationaux les plus grands, les meilleurs, et les plus prospères du monde. Nos effectifs sont en augmentation constante. Nos diplômés ne sont pas seulement des membres de la communauté cosmopolites, polyglottes, informés et éduqués, il s’agit également de personnes remarquablement intéressantes, humaines et civilisées. Nous sommes des voisins appréciés dans notre communauté en compagnie du Conservatoire de musique de San Francisco, de l’école de ballet de San Francisco (San Francisco Ballet School), de l’orchestre symphonique, de l’Opéra, de la bibliothèque publique, des bureaux de l’État de Californie, de l’immeuble fédéral, et de la mairie. Nos enseignants font l’envie des autres institutions, et sont appréciés par la nôtre. Je suis maintenant fonctionnaire au service de notre ville et de notre Comté, chargé de la gestion des finances d’un groupe très dévoué de médecins et d’infirmiers qui veillent au bien-être de certains des membres les plus vulnérables et les plus jeunes de notre communauté, et je suis toujours frappé par le nombre de mes collègues au sein du gouvernement de la ville qui connaissent, et admirent, notre établissement. Le LIFAfait partie intégrante du tissu de la vie de la cité.

Notre réussite à tous les égards est donc indéniable. Effectifs, acceptations dans les universités, réussite académique, reconnaissance locale, nationale et internationale, le bonheur et l’éducation de nos élèves : le LIFAest sans aucun doute à la hauteur de ses ambitions. Toutefois, pour un vétéran du conseil de gestion qui

(d’un jour à l’autre semble-t-il) est passé du statut de novice ignorant à celui de puits de connaissances institutionnelles, cela ne suffit pas. La réussite, au moins pour une institution visant à figurer sur la liste des « plus durables » de Booz Allen, ne peut s’accommoder de l’immobilisme.

C’est pour cela que le conseil de gestion et l’administration envisagent l’addition d’un second gymnase et d’un terrain de football sur le toit des nouvelles structures, un bâtiment exclusivement réservé au lycée, de nouveaux terrains de jeu et des bâtiments de salles de classe, et des bibliothèques, et bien d’autres aménagements encore pour les plus jeunes et les plus vieux d’entre nous.

En tant qu’observateur, participant et supporter de longue date de notre établissement, je peux témoigner du fait que nous devons dans une large mesure toutes ces transformations, et la plupart de celles qui les précèdent, à notre Proviseur, Jane Camblin. C’est à Jane que nous devons ce que nous sommes aujourd’hui. Après avoir signé une nouvelle prolongation de son contrat, elle nous conduira encore plus loin. Jane, au même titre que le comité de sélection de la liste des institutions les plus durables de Booz Allen, ne croit pas en l’immobilisme institutionnel. Elle veut et exige sans relâche un mouvement permanent vers l’avant.

Nous avons beaucoup de chance d’avoir à notre tête un tel proviseur. Si j’écris cette chronique, c’est tout simplement parce que je crois en Jane Camblin, et en sa capacité à conduire l’établissement toujours plus loin. Comme le disait feu mon père lors de notre visite dans les années soixante à la sépulture d’un scribe royal de la Vallée des Rois, à proximité de Luxor, en Egypte, devant un cadavre qui datait de quelques millénaires avant notre ère : « Il faut bien que quelqu’un prenne les *#@! de notes. » Je me réjouis et suis à la fois surpris de continuer à assumer les fonctions de scribe au moins pour le point de vue du conseil de gestion du Lycée International Franco-Américain. Les nouvelles de ma retraite étaient apparemment quelque peu exagérées. Merci de continuer à me lire.

Commentaires Mon adresse de courrier électronique est joshua@nossiter.net. N’hésitez pas à me faire part de toutes vos réflexions et observations, négatives comme positives. fall 2010

in memoriam

e +1=0 iπ

Norman Charles Rainger November 11, 1952 – April 11, 2010

With great sadness, the French American and International community learned in April that mathematics teacher Norman Rainger passed away over Spring Break after a long and difficult illness.

His colleagues and students gathered for a wonderful celebration of his life in the 6th floor library on May 26. Following is a memory of Norman delivered by Head of School Jane Camblin.

I

am very glad to have this opportunity to welcome you today to this event to celebrate the life of our colleague Norman Rainger – mathematician, philosopher, poet, observer of life, humorist, Englishman, Northerner, and all-round curmudgeon. Whether a student, faculty member or parent, we all were, and still are, Norman’s only true family here in San Francisco, and I know he would secretly relish this gathering today in his name.

I don’t pretend to know Norman as well as many of you here today. But I do know that while he was a man who enjoyed and cherished his privacy, he was also the consummate professional.

As his family, you should know that as far back as October 2004, Norman was diagnosed with colon cancer, and that in January 2005, he underwent an operation to remove the offending section.

He seemed to be doing pretty well, health-wise, until early 2007, when he learned that the cancer had mestastasized. This was a severe blow which plunged him, during the next eighteen months, into a series of enormously invasive medical events and intrusions which resulted in the loss of a kidney, and severe bouts with gout, shingles, double vision, multiple intestinal problems and hand-foot syndrome, during all of which he valiantly soldiered on teaching his classes. He didn’t want us to know what was wrong. He wanted to be well. And so he tried, most valiantly, to act as if he was. automne 2010

I learned all this, not because he ever complained to me, but because he left some posthumous notes addressed to nobody in particular on his computer. Mostly, the only emails I ever received from Norm directly were comprised of his own very dry humor.

One, referencing the Daily Telegraph, or, according to him, the Daily Torygraph, began: “Jane! Teachers who mark homework in red pen could be inflicting serious psychological damage on their students!”

The article itself goes on to describe recommendations that educators should correct homework in less aggressive colors than red, such as green and blue, in an attempt to improve mental health in the classroom. Norman’s commentary, basically a blank space between parentheses with no comment at all, depicted this strategy, of course, as totally lunatic and absolutely useless, a summary of all that is wrong with the modern world of lowered standards and laxism in general. The whole email was highlighted, of course, in red.

In another email he sends me a YouTube video of boys joyfully driving cars along school corridors watched by a panicked and paralysed Dean of Students; in another, an embarrassing news clip of an outraged Headmaster sending a boy home for wearing a fake tan; in yet another, an irate PE teacher ranting at a bleeding boy archer shot in the eye with an arrow for not respecting the rules. Again, no verbal commentary from Norm, just those raised eyebrows, depicted in dramatically raised mathematically symmetrical parentheses. He could not stand idiot bureaucrats. I in fact always took personal relief in the fact that not one of Norm’s favorite idiot bureaucrats – at least none that he ever sent me – were ever women.

Norman and I, you may have surmised, were both British, both born in the same year, and both appreciative of the British barb. I was older than him, not by much, but he was pretty good to go on that subject. All that means is, in stupid old England, when you like someone, you pretend you don’t. When you respect them, you are obliged to tease them mercilessly. And thus it was decreed, that when Norm and I met, we would embark on a series of lifelong insults. So, when Norman knew I was from the West of London (in his view, a part of the world filled with parasitic, useless blueblooded oyster-loving white wine drinkers), he insisted on calling me an East-Ender (“How’s my ale-swilling pickled eel lover then?” he would say). And so of course, I had to retaliate. “How’s yourself, you miserly Yorkshire pudding-eating milk man?” I would retort, knowing, of course, that he was not a Yorkshireman at all, but a Lancashireman, who had not only the Wars of the Roses, but spicy herb-encrusted pork sausages and the best beer in the world to defend.

And so it goes. I’ll close with one of Norm’s understated emails to me, from 2008. He writes: “Two copies of Achebe’s “Things Fall Apart” have recently appeared in my pigeon-hole in the 4th floor photo copy room. Jane: Are you trying to tell me something? By the way, if you know anyone who’d like to see (Sweet Baby) James Taylor and his Band of Legends, I have two free tickets. Concrete bench only, of course.

So you can’t come.”

I miss you, Norman. jane camblin

La Lettre | 23

Henri Monjauze 1937-2010

H

enri Monjauze was an integral part of the French community, both as a businessman and as an elected official with several organizations, including the French American International School, on whose Board of Trustees he served for many years. Head of School Jane Camblin writes, “Henri was widely respected for his ability to be politically impartial when it really mattered in furtherance of the school’s goals, and he continued to support the school most generously even when he was no longer in that official position. The French Community misses him very much.”

A gentleman, in every respect, and a pillar of the local French community, Henri Monjauze was a Francophile with great capacity to understand and support the ideas and pursuits of others. He was born January 27, 1937, in San Francisco, and passed away June 14, 2010. He was a French diplomat, and served as Commercial Counselor from 1956 to 1961. A resident of Napa, Henri was married and a father of three.

Henri was an insurance executive, recently employed as vice chairman at Duler & Co. of San Francisco. His lifelong passions included love of his family, friends and community, history, travel, geography, gastronomy, wine and cigars. Henri’s civic activities included being founding director and former chairman of the San Francisco French-American Chamber of Commerce; former president of the Alliance Française of San Francisco; president of the Mutual Aid Society of San Francisco; being elected by the French community as their representative to the French National Assembly for five terms (Superior Council of French Citizens Abroad-CSFE); founding member of the Section of San Francisco French Foreign Trade Advisors; former chairman official committee of the French Community of San Francisco and the Bay Area; parent founder, former treasurer and president of Lycée La Perouse; elected member of the board of directors of the Union of French Citizens Abroad in Paris; and elected member of the board of directors of the National Association of French Schools Overseas (ANEF). Decorations awarded include the Legion d’honneur and Ordre Nationale de Merité.

24 | La Lettre

fall 2010

in celebration

A Tree Grows in San Francisco

T

his past June, a special gathering was held in the Oak Street front yard in celebration of Claire Vidal, the school’s longtime and beloved 5th Grade teacher, who passed away last December. Several of her friends, colleagues, and former students watched as a lovely tree was planted in memory and celebration of Claire.

Claire was born in France in 1944. After graduating from the University of Paris X, she became a teacher and pursued her love of education in France, Morocco, and San Francisco at French American, where she taught for 21 years.

Claire was a beloved teacher known for the incredible vivacity and passion she brought to her students. Claire’s deep commitment to the San Francisco French community was recognized in January 2009, when she was awarded the distinction of Chevalier de l’Ordre National du Mérite.

automne 2010

La Lettre | 25

College Bound Assistant Director of College Counseling Ashley Rochman reports on the college application process for the 2009-2010 Academic Year.

26 | La Lettre

fall 2010

college counseling

Seniors enjoy successful admission at selective colleges and universities

A

gain this year, the most selective colleges and universities in the U.S. experienced further contracting of admission rates. This year was widely reported to be the most selective admissions process in U.S. history, with admit rates a bit more selective than the prior record setting rates experienced last year. For illustration, here is a list of admit rates for several of the most selective colleges and universities in the U.S. for this year’s college admission cycle:

Yale 8.18%

Harvard 6.92% Stanford 7.18%

Penn 14.22 %

MIT 10.07%

Cornell 18.4% Dartmouth 11.5%

Brown 9.3% Columbia 9.16% Pomona 14.48% Princeton 8.18% Swarthmore 16.01% The UC system also continued to receive an incredible amount of applications. UC Berkeley received 50,312 applications for freshman admission and reported a 24.5% admit rate. UCLA received 57, 578 applications and reported a 21% admit rate. UC San Diego received 48,069 applications and reported a 36.8% admit rate. The UC system processed a total of 100,320 applications for freshman admission this year.

Our Students: Successful Again!

Despite this further contracting of admit rates, our 69 students in the Class of 2010 continued the trend of receiving impressive admission outcomes. Included with this report is a complete list of all acceptances the Class of 2010 received. I want to highlight some of those admissions outcomes.

Ivy League and Similarly Impossible Schools to Get Into Admit Our Students

In terms of the most difficult colleges and universities to gain admission, our students received offers from a wide array of these schools. These impressive admission prizes include the following: Amherst College, Barnard College, Boston University (19 students), Boston College, Bowdoin College (2 students), Brown University (2 students), University of California at Berkeley (13 students), University of California at Los Angeles (9 students), University of Chicago (4 students), Columbia University (2 students), Cornell University (2 students), Dartmouth College, Georgetown University (3 students), Harvard University, Johns Hopkins University, MIT, McGill University (4 students), New automne 2010

York University (11 students), University of Pennsylvania (2 students), Pomona College, Princeton University, Reed College (2 students), Rice University, University of Southern California (10 students), Stanford University, Swarthmore College, Tufts University, Vassar College (2 students), Washington University in St. Louis, Wesleyan University, and Yale University.

As far as Ivy League admits, this year’s count looks like this: Brown University (2 students, plus 1 waitlist) Columbia University (2 students, plus 1 waitlist) Cornell University (2 students) Dartmouth College Harvard University University of Pennsylvania (2 students) Princeton University (1 student, plus 2 waitlists) Yale University Over the last three years in the aggregate, our students received 39 Ivy League acceptances. The breakdown looks like this: Brown University – 7 students Columbia University – 5 students Cornell University – 8 students Dartmouth College – 2 students Harvard University – 3 students University of Pennsylvania – 8 students Princeton University – 3 students Yale University – 3 students Admits from Colleges and Universities Accepting Fewer than 25 Percent of Applicants

Although the Class of 2010 was a smaller class than our usual size (like last year), the class received 78 total offers from colleges and universities that accept 25 percent or fewer of applicants. This benchmark further illustrates our students’ ability to compete successfully in the increasingly difficult selective college admissions playing field.

The Class of 2010 also received an impressive 101 offers from campuses in the University of California system. All students who applied to the University of California received an offer.

Tuition Amounts Also Continue the Trend Upwards

Not only is it harder to gain admission to many of the more prestigious schools in the U.S., tuition rates have continued to climb at an alarming rate. So far, our sluggish U.S. economy has not stopped colleges and universities from increasing tuition rates.

According to the Chronicle of Higher Education (November 6, 2009), the following statistics illustrate the trend: 

During this school year, paychecks top more than $1 million for 23 private college presidents.

La Lettre | 27



In 2003-04 only two colleges cost $40,000 or more. In 2009-10, 224 did.

During the school year, I participated in the following campus tours:



In 2008-09, five schools cost $50,000 or more. In 2009-10, 58 did.



Savannah College of Art and Design: SCAD prides itself on being the most “comprehensive art and design school in the world.” With campuses in Atlanta, Savannah, Lacoste, France, and Hong Kong, the claim has much merit! (Unfortunately, tours of the Lacoste and Hong Kong campuses were not included). According to A Whole New Mind, a book

by Daniel Pink, right-brainers, those with well-developed art skills, will rule the future; if he is correct, then the value of an art degree will continue to grow.



University of Miami: The Coral Gables campus is beautiful, and the programs are strong. The separate marine biology campus across the waterway from Key Biscayne is especially impressive.



Universities in Québec: I was one of only seven participants in the first-ever organized tour of 11 universities in Québec.

The seven college counselors invited to attend were all college counselors in French schools in the United States. As part of the tour, we visited McGill University, Concordia University, Université de Montréal, École Polytechnique (a branch of the prestigious French engineering school), HEC–Montréal (a branch of the prestigious French business school), Université de Québec à Montréal, and Université de Laval. The information I was able to bring back will be especially valuable to our French citizen students, as the tuition rate for French citizens studying in Québec is around $2500 a year, and many of these schools are designated as French grandes écoles by virtue of agreements with France and also have other impressive, world-renowned accreditations.



Metro New York International Counselor Tour: I was invited to attend the first-ever Metro New York International Counselor Tour which took place in July. The tour included Parsons School of Art and Design (4 students this year applied, all 4 were admitted, and two will attend), Eugene Lang College of the New School, Fordham University (one of our students will attend this year – it’s slated to become a very popular campus as NYU and Columbia become less accessible), and Hoftstra University (fine pre-professional programs, in addition to being a lacrosse powerhouse).

Many colleges and universities have increased financial aid budgets, and our students continue to receive awards which allow them to attend these universities. Four of our students were asked to compete in the UC Regent Scholarship program, and all four were named finalists. Two students were also invited to participate in a prestigious scholarship competition at Washington University in St. Louis and at Columbia University (these students are attending other institutions, so they were not named as recipients of the awards). Our students also continue to receive need-based awards without too much difficulty, allowing those without the means to pay the full tuition rate to attend these prestigious universities. I submit that being a full IB or French Baccalaureate diploma candidate helps a student in this regard, because the student’s ability to devote him or herself to a rigorous course of study is apparent, thereby making the tuition dollar investment worthwhile for the institution.

College Counseling Office Activities Back in September, we hosted the second CIS college and university fair, showcasing many international options for higher education. We will do that again this September. We also participated in the annual Case Studies event and College Fair with our fellow San Francisco independent schools. In the fall, we also hosted visits from representatives of about 50 colleges and universities from all over the globe who wanted to meet with our students on campus. We also hosted a Gap Year fair, which drew students from all over the Bay Area.

For the fourth year in a row, Harvard University conducted student interviews on our campus. Oberlin College also conducted its student interviews here. Yale University also hosted a session for prospective students on campus.

In September of 2009, I participated in invitation-only workshops held by Dartmouth College and Yale University.

I attended the annual NACAC conference and also the CIS and ECIS conferences. These conferences allow our department to remain on the cutting edge of developments in the global admissions world and also allow for incredibly valuable networking opportunities with admissions officers of some of the most prestigious colleges and universities in the world.

This year, our office continued the trend of being invited to participate in many diverse and exciting opportunities to tour colleges and universities in person. These opportunities are given on an exclusive basis, and it is a great honor to be invited to tour colleges and universities.

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Conclusion While it is true that admit rates to the most selective colleges and universities in the U.S. continue to shrink, our diverse, accomplished, talented and impressively-credentialed student body will continue to succeed in winning desirable admissions prizes.

Increased familiarity with the IB program helps our students. In 1990, there were only 3,237 world-wide recipients of the IB diploma. In 2008, there were 35,408. Our efforts to increase familiarity with our school, in particular by participating in programs, college tours, and conferences worldwide, have also helped our students compete, and we will continue our efforts during the next school year and beyond. ashley rochman Assistant Director of College Counseling

fall 2010

College Acceptances 2010

Matriculation 2010

Barnard College Bates College Boston College Boston University (19 students) Bowdoin College (2) Bradley University Brandeis University University of British Columbia (5) Brown University (2) Bryn Mawr College (2) University of California at Berkeley (13) University of California at Davis (13) University of California at Irvine (5) University of California at Los Angeles (9) University of California at Merced University of California at Riverside (2) University of California at San Diego (12) University of California at Santa Barbara (18) University of California at Santa Cruz (28) California Culinary Academy California State Polytechnic University, Pomona California Polytechnic State University, San Luis Obispo California State University, Chico California State University, Long Beach California State University, Monterey Bay California State University, Northridge California State University, Sacramento Carleton College (4) Chapman University (2) University of Chicago (4) Clark University (3) Colgate University (2) University of Colorado at Boulder (3) Colorado College (2) Columbia University (2) Concordia University Cornell University (2) Dartmouth College Davidson College University of Denver Dickinson College (2) Drexel University (3) Ecole Hôtelière de Lausanne École Supérieure de Commerce University of Edinburgh Emerson College (2) Fordham University Franklin and Marshall College Furman University The George Washington University (5) Georgetown University (3) Glion Hotel School Hampshire College Harvard University Haverford College University of Hawaii at Hilo University of Hawaii at Manoa Hobart and William Smith Colleges Indiana University at Bloomington Ithaca College Johns Hopkins University Kalamazoo College Kenyon College Lafayette College Lawrence University Lewis & Clark College (8)

Bates College Boston University (3 students) Brown University California Culinary Academy California State Polytechnic University, Pomona Carleton College Colorado College Columbia University Concordia University Davidson College Ecole Hôtelière de Lausanne École Supérieure de Commerce Emerson College Fordham University Georgetown University Harvard University Lewis & Clark College (2) Massachusetts Institute of Technology McGill University (4) New York University (3) Oberlin College Parsons School of Design, New School University (2) Parsons School of Design, Paris Pomona College Skidmore College (3) St. Lawrence University Stanford University Tufts University Tulane University Université de Lyon University of British Columbia (3) University of California at Berkeley (4) University of California at Davis (2) University of California at Irvine University of California at Los Angeles University of California at San Diego University of California at Santa Cruz (3) University of Chicago University of Hawaii at Hilo University of Pennsylvania University of San Diego (2) University of Southern California (2) University of St. Andrews (Scotland) University of Washington

automne 2010

Loyola Marymount University (3) Loyola University New Orleans (4) Macalester College Marquette University Maryland Institute College of Art Massachusetts Institute of Technology University of Massachusetts, Amherst McGill University (4) Middlebury College Mount Holyoke College New York University (11) Northeastern University (4) Northern Arizona University Oberlin College (2) Occidental College (7) University of Oregon (15) Parsons School of Design, New School University (4) Parsons School of Design, Paris University of Pennsylvania (2) Pitzer College Pomona College Pratt Institute Princeton University University of Puget Sound (3) Reed College (2) Rice University Ringling College of Art and Design University of Rochester San Diego State University (2) University of San Diego (2) San Francisco State University (2) University of San Francisco San Jose State University Sarah Lawrence College Savannah College of Art and Design School of the Art Institute of Chicago Scripps College Seattle University (3) Simmons College Skidmore College (10) Smith College Sonoma State University University of Southern California (10) University of St. Andrews (Scotland) St. Lawrence University Stanford University Swarthmore College Syracuse University (2) The University of Tampa Transylvania University Trinity College (2) Tufts University Tulane University (3) Union College Vassar College (2) Université de Lyon University of Vermont Washington University in St. Louis University of Washington (4) Wesleyan University Wheaton College (2) Whitman College (2) Willamette University (2) Wofford College Yale University Yeshiva University

La Lettre | 29

high school graduation | promotion

JĂŠrĂŠmie Rostan, faculty speaker

30 | La Lettre

Netta Maclean, faculty speaker

fall 2010

International High School Graduation | June 5, 2010 | Herbst Theatre

High School Principal Richard Ulffers with valedictorians Lauren Hirsch (IB), Turner Caldwell (French Bac), and Claire Treyz (IB).

bonne chance! automne 2010

La Lettre | 31

5TH GRADE GRADUATION | PROMOTION

5th Grade Graduation | June 5, 2010 | San Francisco Conservatory of Music

Carly Ryan

Nicky Redmond

Ron Kahn, Board of Trustees

32 | La Lettre

fall 2010

Pre-K students offer congratulatory bouquets to their 5th grade reading buddies.

Edward Mathieux

automne 2010

John Fiszman and Lara Miloslavsky

Liam McSpadden and Sophia Clark

La Lettre | 33

8TH GRADE GRADUATION | PROMOTION

34 | La Lettre

Diane Jones Lowrey, Board of Trustees

Mireille RabatĂŠ, Middle School Principal

fall 2010

8th Grade Graduation | June 5, 2010 | San Francisco Conservatory of Music

Julien Astruc, facuty speaker

Tallulah Axinn, Student Council President automne 2010

Jeff Francois, facuty speaker

Elisabeth Boles, Valedictorian

La Lettre | 35

International High School Graduation 2010 Below: Camille Gervasi. Inset: Jackson Drolet and Griffin Estes.

Le

Bac

Director of French Studies Jean-Pierre Nagy and selected French Baccalaureate students offer a portrait of the French Track at International High School 36 | La Lettre

fall 2010

la section française

Prologue

T

his special feature focuses entirely on our high school French section, which represents one-third of our students. There are 127 students taking Brevet or Bac classes: 41 in grade 9; 26 in grade 10; 30 in grade 11; and 30 in grade 12.

After a brief recap of our students’ French national exams results administered in June 2010, we will announce the Class of 2010 college acceptances to American, Canadian, and French universities.

You will also hear from Michael O’Farrell, grade 11, about the time he spent in Paris last April. The French Embassy in Washington and the Academy in Paris sponsored his trip, which was supposed to last one week but continue a tad longer due to the volcano eruption in Iceland. Poor Michael found himself “stuck” in the city of lights for a few extra days!

Last year, four of our grade 10 students enrolled in French schools in September, some for one semester, some for an entire year. They share their thoughts on this extraordinary educational opportunity in the following article; their achievements are spectacular and certainly noteworthy. The thoughts of Alison Le Corre, Denia Ebersole, Reid Sata, and Talia Cioth have been published

exactly as written, as have the letters written by their families.

Lastly, the main reason we are publishing this special article on the French section: alumni notes/letters from Christopher Ebersole, Class of 2006 and Amy Munz, Class of 2009. We guarantee you will not be disappointed! jean-pierre nagy Director of French Studies

Prolégomènes Le dossier qu’on va lire est entièrement consacré à la section Française du Lycée, qui représente environ le tiers de nos effectifs.

127 élèves suivent cette année leurs cours dans les classes Brevet/ Bac. [41 en 3ème, 26 en 2de, 30 en 1ère et 30 en Terminale].

Après avoir rappelé les excellents résultats aux examens nationaux de juin 2010, nous évoquerons en quelques lignes les universités américaines, canadiennes et françaises qui ont accepté nos bacheliers de la promotion 2010.

Vous lirez aussi le compte-rendu du séjour à Paris de Michael O’Farrell en avril dernier, voyage offert par l’Ambassade de France à Washington et l’Académie de Paris. Prévu pour durer une

The Class of 2010 French Track gathers for a portrait in MPR5.

automne 2010

La Lettre | 37

Spectacular exam results from June 2010!

Brevet :  34 students : 97% pass rate, compared to 82% in France.  29 students passed with honors.

Bac :  23 students: 100% pass rate, compared to 87% in France.  12 students passed with honors.

This proves that our students are stronger than those in France. But we already knew that!

In total, 477 students across the United States took the Brevet and 376 students took the Bac in June of 2010.

Our seniors are attending the following colleges and universities: Barnard, Boston U, Concordia, Lewis & Clark, McGill, Oberlin, Pomona, Stanford, UC Berkeley, UC Davis, and Vassar, among others. Three are in France at l’Université de Lyon, l’Ecole de commerce de Rennes, and at a CPGE in Paris.

Résultats spectaculaires aux examens de juin 2010 Brevet :  34 candidats : 97 % de réussite. ( En France : 82% ).

29 ont obtenu une mention.

Bac : semaine, il s’est quelque peu prolongé, le volcan d’Islande ayant retenu prisonnier notre élève de 2de quelques jours de plus dans la Ville Lumière (le pauvre !).

Dans ce dossier, de nombreuses pages sont consacrées à l’extraordinaire aventure académique de 4 élèves de 2de qui en septembre 2009 se sont inscrits dans des lycées en France, pour le premier trimestre seulement ou l’année entière. Leurs résultats spectaculaires méritent une lecture attentive. Nous publions tels quels les articles écrits par les élèves : Talia Cioth, Denia Ebersole, Allison Le Corre et Reid Sata, ainsi que les lettres de leurs parents.

Enfin, 2 anciens élèves sont à l’honneur dans ce Dossier Spécial Section Française : Christopher Ebersole, promotion 2006 et Amy Munz, promotion 2009. Vous allez vous régaler !

 23 candidats : 100% de réussite. ( En France : 87%).

12 ont obtenu une mention.

Comme quoi preuve est faite que nos élèves de San Francisco sont meilleurs que ceux de l’Hexagone ! Mais ça, nous le savions déjà.

Aux Etats-Unis cette année, 477 candidats ont passé le Brevet et 376 le Bac en juin.

Les bacheliers de la promotion 2010 poursuivent leurs études supérieures dans les établissements suivants : Classe Prépa, CPGE Paris, l’Ecole de commerce et l’Université de Lyon.

Les autres à Barnard, Boston University, Concordia, Lewis & Clark, McGill, Oberlin, Pomona, Stanford, UCB, UC Davis, Vassar, etc.

jean-pierre nagy Directeur des Etudes françaises

38 | La Lettre

fall 2010

“

As we had a 100 percent pass rate in 2009 and 2010, with honors at a rate of approximately 69 and 52 percent for the Bac, we are automatically among the leaders of the pack.

”

Above: Turner Caldwell delivers the Valedictorian address (Baccalauréat Français) at the June 5, 2010 Graduation ceremony.

Left: Erin Butler and Lillian Jahan.

automne 2010

La Lettre | 39

beyond the classroom

Michael O’Farrell in Paris

In search of higher education options in France

Michael O’Farrell International High School Ambassador | April 2010

C

ultural attaché Soizic Charpentier represents the French Embassy in Washington in her responsibility as head of educational institutions abroad. She instituted a program co-organized and co-financed by the Agency for French Education Abroad (AEFE), the “Campus France” Agency, the French Ministry of Education, and the Academy of Paris. In April, this collaborative group sent nine US students attending French and French/American high schools to Paris for an all-expenses paid week-long trip.

The goal of the program, which took place during spring break, was to encourage students who are still undecided about where to pursue their higher education to think about the multitude of options available in France.

Students were exposed to a diverse array of options, including “classes préparatoires”, universities, business schools, engineering, architecture, art…

Why create such a initiative? Studies have revealed that fewer than 20 percent of students in French high schools in the United States continue their studies in France. One of the main reasons for this low percentage – aside from the strong appeal of higher education in America – stems from misconceptions students have about French education. Mme Charpentier underscores her desire to change this in the following statement to Heads of schools: “It is essential to know that French higher education is (ever) changing and evolving.”

Each high school was only allowed to select one student for participation in the program. The chosen one: Michael O’Farrell, a grade 10 “lifer” in the French section; a 100 percent fluent French speaker who is 100 percent American.

The following account is quite informative.

A la découverte de l’ enseignement supérieur en France A l’ origine de cette belle initiative: ‘Une semaine à Paris tous frais payés pour 9 élèves de lycées français et franco-américains des Etats-Unis’, Madame Soizic Charpentier, Attachée Culturelle, Chef du service des établissements scolaires à l’Ambassade de France 40 | La Lettre

à Washington. Un voyage organisé et financé conjointement par l’Agence pour l’Enseignement Français à l’Etranger (AEFE), par l’Agence Campus France, par le Ministère de l’Education nationale et l’Académie de Paris.

Le but de ce séjour, qui s’est déroulé en avril durant nos vacances de Pâques, était de montrer à des élèves n’ayant pas encore fait leur choix d’orientation post-baccalauréat, la diversité des formations proposées en France dans l’Enseignement supérieur.

Un échantillonnage de formations très diverses a été retenu: classes préparatoires aux grandes écoles, universités, grande école de commerce, grande école d’ingénieurs, école d’architecture et formations de métiers d’ art.

Pourquoi ce programme ?

Tout simplement à partir d’un constat: moins de 20% des lycéens formés dans les lycées aux Etats-Unis poursuivent leurs études en France. Une des principales explications de ce faible taux - en dehors de l’attractivité très forte de l’enseignement supérieur américain - réside dans les représentations fausses que les élèves ont de l’ enseignement supérieur en France. « L’ enseignement supérieur français bouge, évolue, il faut le savoir », précise Madame Charpentier dans sa lettre aux chefs d’ établissements.

Seul un élève par lycée pouvait être choisi pour participer à ce programme. Notre heureux élu: Michael O’Farrell, un “lifer”, 2de Bac, excellent élève, 100% américain, 100% francophone.

Vous lirez le compte-rendu de Michael, notre Ambassadeur de choix à Paris. jean-pierre nagy fall 2010

We were so happy to have our son Michael O’Farrell travel to Paris under the auspices of the French American International School, and would like to convey our enthusiasm for the program and the opportunity it provides to Michael. The chance to get an overview of the educational possibilities in Paris and France more generally was invaluable, and it is something that we would not be able to provide on our own.

Meeting other international students from across the country added an exciting social component to the trip.

International High School has provided Michael with numerous opportunities, but this one is outstanding. We thank you, the school, and the French Ministry. patrick o’farrell and jo ellen dyer

French Higher Education michael o’farrell

A

s an invited guest of the French government I had the opportunity, along with eight other students from French Lycées across the US, to explore the system of higher education available in France, and more particularly in Paris. We all met in Washington, and then traveled to Paris together, intending to stay for a week and discover the school system.

The purpose of the trip was that each individual representing a different school would bring back the information on the French school system to their schools and classmates. Before delving into a description of my favorite experiences, I will explain the basic setup of the system of higher education in France.

It offers many specializations like other systems, but the French system offers many routes to attain one’s goals. It is organized with two principle passages: one through a university, and the other through a Grande École. The universities use the European system of LMD named after the awarded diplomas: Licence, Master and Doctorat, comparable to our Bachelor’s, Master’s and Doctorate degrees. The Grandes Écoles are schools that one enters after a two-year preparatory school, which is a sort of continuation of high school. A Master is awarded upon completion of one’s studies in a Grande École.

On our trip we visited many schools.

One of them was a very well known preparatory/high school, Henri IV. This school is located in an old abbey off la Place du Panthéon. In this establishment the students work long hours and few manage any extracurricular activities, but they achieve some of the best scores on the entry exams to the Grandes Écoles.

Students who succeed in reaching the second year of preparatory school are practically guaranteed a spot in a Grande École. However, the caliber of the school they enter is solely dependent on their academic achievement. Some automne 2010

of the better preparatory students have the chance to go to one of the top schools such as les Écoles Normales Supérieures or Polytechnique. We visited three of the better schools, Hautes Études Commerciales (HEC), Mines ParisTech and la Fémis. They were all remarkable in their own ways. HEC is a marketing and finance school located just out of central Paris, on a large campus comparable to that of Stanford — there is a lot of space, and extensive sports facilities. They also have a rich language program, offering over 10 languages. Les Mines, which is located at four different campuses, focuses on applied math and all types of engineering.

A current student project is to design and build a vehicle that will, as it drives down the street, image the facades of buildings and create 3D computer representations. La Fémis, formerly known as Institut des Hautes Etudes Cinématographiques, is a Grande École for film and sound students. At this school they learn all aspects of the production, but will specialize in only one.

Other than the Grandes Écoles we visited universities, including Diderot-Paris 7, Paris-Val de Seine and SciencesPo. Diderot is a large institution with 26,000 students, and diverse course offerings that allow pursuit of almost any topic except law. Paris-Val de Seine is an architecture school, where students learn the critical thinking necessary to make informed decisions about the pros and cons of a building’s structure and setup. Teaching emphasizes workshops where students make physical models or computer models of buildings or even neighborhoods. SciencesPo is a school focused on international relations. They have multiple campuses including one of particular interest in Reims that is for American students wishing to study in France. Here, the courses are taught in English, but the highest degree offered at this campus is a Licence. To advance further, a student would continue schooling at the campus in Paris, with classes taught in French. This program offered by SciencesPo fits International High School students very well.

Overall our trip was extremely informative and it was especially exciting to go on this adventure with such an interesting group of students. A volcano eruption occurred in Iceland, which allowed us to spend even more time together. I hope I have supplied you with the proper base of knowledge necessary to further explore these options and find the proper school.

French Math Teachers, 2009-2010 Academic Year: Pierre-Yves Gouret, La Lettre | 41 Xavier Marcon, Vincent Madiot, and Frank Macharinow.

L’enseignement supérieur français: Comme invité du gouvernement français, j’ai eu l’occasion, avec huit autres étudiants de lycées français à travers les États-Unis d’explorer le système de l’enseignement supérieur disponible en France, et plus particulièrement à Paris. Nous nous sommes tous réunis à Washington avant de voyager ensemble vers Paris, avec l’intention de rester pour une semaine et découvrir le système scolaire post bac.

Le but du voyage était de promouvoir le système français auprès des étudiants de Lycées à l’étranger. Pour achever cela ils nous avaient demandé de ramener des informations et les divulguer dans nos écoles. Avant de plonger dans une description de mes expériences préférées, je vais vous expliquer la configuration de base du système de l’enseignement supérieur en France.

Il propose de nombreuses spécialités comme les autres systèmes, mais de plus le système français offre de nombreux itinéraires pour les atteindre. Il est organisé avec deux passages principaux : l’un par une université, et l’autre par une Grande École. Les universités utilisent le système européen du LMD qui est l’acronyme des diplômes délivrés: Licence, Master et Doctorat. On peut comparer ces diplômes à ceux du système américain composé de Bachelor’s, Master’s et de Doctorate. Les Grandes Écoles sont des écoles dans lesquelles on entre après des classes préparatoires de deux ans. Ces CPGE (classes préparatoires aux Grandes Écoles) sont une sorte de continuation du Lycée. Un Master est délivré à l’issue des études dans une Grande École.

Pendant notre voyage, nous avons visité de nombreuses écoles. L’une d’elles est un Lycée connu, Henri IV, qui offre aussi des classes prépas. Cette école est située dans une ancienne abbaye près de la Place du Panthéon. Dans cet établissement, les étudiants travaillent 42 | La Lettre

de longues heures et peu sont capables de gérer des activités parascolaires. Ce travail incessant leur donne l’opportunité d’avoir quelques uns des meilleurs scores sur les concours d’entrée aux Grandes Écoles.

Les étudiants qui réussissent à atteindre la deuxième année des classes prépas sont pratiquement assurés d’une place dans une Grande École. Cependant, le calibre de l’école dans laquelle ils entrent dépend uniquement de leurs résultats scolaires. Quelquesuns des meilleurs élèves des classes préparatoires ont la chance d’aller à une des meilleures écoles comme les Écoles Normales Supérieures ou Polytechnique. Nous avons visité trois Grandes Écoles bien connues : l’ école des Hautes Études Commerciales (HEC), Mines ParisTech et la Fémis. HEC est une école de marketing et de finance située juste en dehors du centre de Paris, sur un campus très comparable à celui de Stanford - il y a beaucoup d’espace, et d’installations sportives. Elle a également un des meilleurs programmes de langues, offrant plus de 10 langues.

L’ Ecole des Mines, qui se trouve sur quatre campus différents, concentre les études de leurs étudiants sur les mathématiques appliquées et de tous les types de ingénierie. Un projet fait par les étudiants à présent est de concevoir et construire un véhicule qui pourrait lire les façades de bâtiments et de créer des représentations en 3D. La Fémis, anciennement connue sous le nom d’ Institut des Hautes Etudes Cinématographiques, est une Grande École de cinéma et d’étude de son. À cette école, ils apprennent tous les aspects de la production, mais ils se spécialisent dans un seul.

Autres que les Grandes Écoles, nous avons visité des universités, y compris Diderot-Paris 7, Paris-Val de Seine et de SciencesPo. Diderot est un grand établissement avec 26 000 étudiants, et offre diverses formations dans tous les domaines sauf la loi. Paris-Val de Seine est une école d’architecture, où les élèves apprennent comment prendre des décisions sur les avantages et les inconvénients d’une structure de bâtiments et d’installation. L’enseignement met l’accent sur des ateliers où les élèves font des modèles physiques et des modèles informatiques de bâtiments ou même de quartiers.

SciencesPo est une école centrée sur les relations internationales.

Elle a plusieurs campus, dont un en particulier à Reims qui est destiné aux étudiants américains désirant étudier en France. Ici, les cours sont enseignés en anglais, mais ils n’offrent que la Licence sur ce campus. Pour aller plus loin, un étudiant devra poursuivre sa scolarité sur le campus à Paris, avec des cours en français. Ce programme offert par SciencesPo convient tout particulièrement aux étudiants du Lycée International Franco-Américain.

Dans l’ensemble, notre voyage a été éducatif. C’était particulièrement intéressant de participer à cette aventure avec un tel groupe d’étudiants. Une éruption volcanique s’est produite en Islande, ce qui nous a permis de passer deux jours de plus ensemble.

J’espère que je vous ai fourni les bases nécessaires pour provoquer des recherches de votre part. michael o’farrell fall 2010

Josquin Gaillard en classe de Physique/Chimie, Terminale S 2009-2010. automne 2010

La Lettre | 43

Excellence

Abroad

Above: International High School classmates Denia Ebersole and Reid Sata met up for a day on the town during their year abroad in Paris.

44 | La Lettre

fall 2010

french semester abroad

Four Grade 10 Students in France April 2010

I

t is simple to compare our high school to others whose students register for the Brevet and the Bac in North America, which includes the United States, Canada, and Saint Pierre and Miquelon. All one has to do is look at exam results. As we had a 100 percent pass rate in 2010, with honors at a rate of approximately 52 percent for the Bac and 88 percent for the Brevet, we are automatically the leaders of the pack.

We can also analyze report cards to assess the level of teaching at our school. For example, we can evaluate our students’ efforts over a trimester, a semester, or an entire year abroad - in France, no less! One of our students chose to attend a high school in the suburbs this year while three others chose a Parisian high school. I have the French report cards right here under my nose. The information contained in these documents is of course confidential, mais tant pis! Let’s take a look at them one by one, shall we? Fasten your seatbelts!

Let’s start with Allison Le Corre, who enrolled at the Lycée du Mont Blanc in Passy, a small town in the Haute-Savoie région (population: 12,000). The Lycée falls under the domain of the Academy of Grenoble, and on its website, boasts that exam result-wise, it is one of the best institutions in the entire Rhone-Alpes région.

First trimester report card, Academic Year: 2009/2010 Grade 10, 07 (36 students)

As Allison has an overall average of 16.83/20, she ranked number one in the class. She obtained the highest grade in the class in French: 17.5; Math: 16.3; Life Sciences: 17; SES: 17.2; History/ Geography: 19; English: 19.14. She was in second place in Spanish, with 18.8. Mince alors!

Comments from the Assistant Head: Excellent trimester, very good participation in class. Your education in France is an absolute success and we commend you.

Let’s move on to look at our Parisians, all three of whom enrolled at the Lycée Notre-Dame de Sion, located in the sixth quarter, within walking distance from the Luxembourg gardens.

We will start with Talia Cioth whose Parisian life ended in January. You might recall that Talia received the highest overall score on her Brevet in the history of the school (17.88). She did not let up one ounce in the academic arena, and the same goes for her automne 2010

athletic ability, as her 18.5/20 in Physical Education demonstrates.

First trimester report card, Academic Year: 2009/2010 Grade 10, 5 (36 students) Ranking : 1 out of 36 ; average: 17 / 20

Talia obtained the highest grades in the class in History/Geography: 16.9; in Math : 18.8; in English: 19.5; in Physics: 16.9; in Life Sciences : 15.

Comments from the Head of School: Very good trimester. Bravo!

Since Denia Ebersole and Reid Sata are still in Paris, theirs are “experiences in progress”. Let’s wait until they return next September before revealing everything. (They will write an article in the Fall edition of La Lettre and share their thoughts with us. We will publish their end-of-year results at that time.)

Meanwhile, who do you think are at the top of the class at Sion in grade 10, 5 this semester? Yep, you guessed it: Denia and Reid!

Second semester report card, Grade 10, 5 (35 students) Ranking : 1: Denia Ebersole 2: Reid Sata

Denia has an impressive overall average and has the highest grades in her class in French, Math, English, Physics, Mandarin, PE, and Arts. Her grades range from 15.9 – 19.7 and she earned the Head’s congratulations.

Reid is in the top five in his class in History/Geography, Math, Mandarin, English, and Physics with grades ranging from 11.9 – 18.8. The Head of School applauds his efforts. A suivre ultérieurement, au mois de septembre.

Congratulations are in order for such incredible results all around. Our four students, all LIFERS with only one from a Frenchspeaking family, managed to rank first, second, or third out of a class of 35 or 36 in practically all subjects taught in grade 10 in prestigious French institutions.

Since everything starts at the beginning, we must first and foremost thank our Lower School colleagues. They are the ones who provided the building blocks from which our students have made their way to the top; they are the ones who encouraged our families to follow a global education.

La Lettre | 45

4 élèves de 2de en France, ou...

l’excellence exportée

A

article écrit le 30 avril 2010 fin de nous situer comparativement aux lycées d’Amérique du Nord [Etats-Unis, Canada, SaintPierre-et-Miquelon] qui présentent des candidats au Brevet et au Bac, il suffit simplement de regarder le tableau récapitulatif des résultats aux examens.

Avec 100% de réussite en 2010, une récolte de mentions qui avoisine 52% au Bac et 88% au Brevet, nous sommes de facto dans le peloton de tête.

Classement réglé, point barre.

Un autre moyen de juger la qualité de l’enseignement dispensé au LIFA est de regarder de près les bulletins de notes de nos élèves qui pour un trimestre, un semestre ou une année entière, s’expatrient ... en France. Cette année, une élève a choisi un lycée de province et 3 autres le même lycée parisien.

J’ai sous les yeux tous les bulletins de notes ‘français’. Ils sont confidentiels bien entendu ! Examinons-les ensemble (Attachez vos ceintures!).

Commençons par la provinciale d’adoption, Allison Le Corre, inscrite de septembre à décembre au Lycée du Mont Blanc, à Passy, petite ville (12 000 habitants) du département de Haute-Savoie. Le lycée, qui dépend de l’Académie de Grenoble, précise sur son site qu’il est l’ un des meilleurs de la région Rhône-Alpes en termes de réussites aux examens. (Ce que j’ ai pu vérifier ...).

Bulletin du 1er Trimestre, année scolaire : 2009/2010 Classe de 2de 07. (36 élèves)

Avec une moyenne générale de 16,83 sur 20, Allison se retrouve 1re de sa classe. Elle obtient les meilleures notes en Français: 17,05 ; Math :16,30 ; SVT :17,00 ; SES :17,20 ; Hist/Géo :19,00 ; Anglais :19,14 . Elle n’est que 2ème en Espagnol :18,80.

Commentaires du Proviseur Adjoint : « Excellent trimestre, très bonne participation. Votre scolarité en France est une réussite totale. Félicitations du Conseil ».

Passons maintenant en revue les bulletins de nos 3 parisien/nes d’adoption, inscrit/ es au Lycée Notre-Dame de Sion, 6ème arrondissement, tout près des jardins du Luxembourg.

D’abord celui de Talia Cioth, puisque son expérience ‘parisienne’ s’est terminée en janvier. Talia, qui, rappelons-le, a obtenu en juin dernier la meilleure moyenne au Brevet de toute l’ histoire du LIFA (17,88) a continué ses prouesses académiques et sportives (18,50 sur 20 en EPS) à Paris.

46 | La Lettre

Bulletin du 1er Trimestre, année scolaire : 2009-2010 Classe de 2de 5. (36 élèves).

Classement : 1re sur 36 ; moyenne générale : 17.00 sur 20.

Talia a obtenu les meilleures notes de sa classe en Hist/ Géo :16,90 ; Math :18,80 ; Anglais :19,50 ; Physique :16,90 ; SVT :15.00.

Commentaires du chef d’établissement : « Très bon trimestre.

Bravo. Félicitations ».

Quant à Denia Ebersole et Reid Sata, comme ils sont toujours à Paris, je les mets dans le même sac, rubrique : ‘expérience en cours’.

Attendons leur retour au LIFA en septembre prochain pour tout dévoiler. < Ils écriront pour La Lettre, tout ce qu’ ils ont sur le coeur. Nous publierons en détail leurs résultats scolaires de fin d’année > .

En attendant l’ automne, qui sont, à votre avis, les têtes de classe au 2ème trimestre en 2de5 de Sion ? Qui dites-vous ? Qui ? Et bien oui, vous avez devinez juste: Denia et Reid !

Bulletin du 1er Trimestre Classe de 2de 5 (35 élèves) Classement : 1re � Denia Ebersole; 2ème � Reid Sata

Denia s’offre une moyenne générale admirable. Elle obtient les meilleures notes de sa classe en Français, Math, Anglais, Physique, Mandarin, EPS, Arts Plastiques. Dans ces matières, ses notes vont de 15,90 à 19,70. Elle a droit aux « Félicitations » du chef d’ établissement.

Reid est parmi les 5 premiers en Hist/Géo, Math, Mandarin, Anglais et Physique avec des notes qui oscillent entre 11,90 et 18,80.

Le chef d’ établissement lui adresse ses « encouragements », Quand on pense que ces 4 élèves, tous lifers - dont 3 d’entre eux sont issus de familles non francophones -, arrivent à se classer 1er , 2ème ou 3ème sur 35 ou 36, dans quasi toutes les matières en classes de 2de de très bons lycées en France, et bien nous ne pouvons que nous réjouir.

Et comme tout a un début, c’est d’ abord nos collègues du Primaire qu’il faut remercier. Ce sont eux qui ont posé les bases de cet édifice immense qui mène à la réussite. Et c’est à leurs contacts que nos familles ont décidé de poursuivre, pour leurs enfants, le projet d’une éducation universelle.

fall 2010

A Family Year Abroad wendy sata, parent

Semesters

Abroad

Reid Sata, Denia Ebersole, Allison Le Corre, and Talia Cioth in France below: talia cioth in strasbourg

automne 2010

T

wo years ago our family lived in Paris for four months. Our objective was to improve our sons’ fluency though we were also curious whether their French American education had prepared them to attend a French school in France. Everyone at French American was extremely helpful and instrumental in enrolling Reid at Notre Dame de Sion and Kai at St. Genevieve, in 5eme and CM2, respectively. Both boys transitioned quickly and easily and at the parent teacher conference we found out that Reid’s teachers had been pleasantly surprised since they had never had an American student attend their school before. We had such a wonderful experience that we hoped to return to Paris and stay for the full academic year next time.

We have been living in Paris since August 2009 and have found that it does make a difference to stay for a year, particularly at school. Reid and Kai are no longer being treated as visiting students; they are an integral part of their classes, and by now I suspect that many of their teachers have forgotten that they are from San Francisco. I realize now that two years ago, their teachers probably cut them some slack, to the extent that French teachers are capable of doing so. So this year school has been more demanding and rigorous than expected and I’m proud to say that both boys have risen to the challenge. It’s also clear that their education at French American and International has more than adequately prepared them for attending school and living in France.

Reid and Kai are also playing basketball this year. Sports are not part of the school like they are in the US so we joined a neighborhood club. In France, the leagues are quite structured and teams are organized by age group and level so the competition is fairly well balanced. The boys practice two or three nights a week and games are on the weekends. The coaches are very good and the emphasis seems to be more on teaching skills and learning the game rather than competition.

Although we came to Paris primarily for the academics, some of the most meaningful experiences and lessons have taken place outside of school. It’s very gratifying to see both boys growing up and thriving in a foreign city and culture, and we have a renewed appreciation for the mission of French American and International. To say the least, we have no regrets and heartily recommend and encourage other families to live in France if they can!

La Lettre | 47

Reid Sata

T

his all started two years ago when I first lived in Paris with my family in the Fall of 2007. I was in 8th grade and attended Notre Dame de Sion for four months. Four months seemed like a lot of time until it was over. I enjoyed it so much that I suggested that we return in a couple of years, but this time to stay for the whole year. I said this jokingly. Little did I know that in two years’ time, I’d be back.

We arrived in Paris in early September 2009 and started school a few days later. That first day defined the particular situation that I have found myself in throughout this year. That first day started in the school auditorium where the administration gave their various welcoming speeches. The Dean of students dismissed us from the auditorium class by class. The butterflies inside my stomach were eating me alive. Finally, my class was dismissed. No one had been given the lists beforehand (not that it mattered in my case), therefore the classes were a surprise. As the students in my group rose, I looked around. One, two, three, … 35 girls stared back at me. I was the only male in a class of 36.

Being the only guy in the class led to many little jokes and comments made by the rest of the other students, the administration and various teachers. Some people know me only because I am the only guy in my class. It has had its advantages and disadvantages.

For one, I was the center of attention when, during the first week, each teacher took their turn noticing that I was the only male (and American with a couple of fellow International students with me).

In gym, having my own locker room would be a waste of space; therefore I used the storage closet as a place to change. One day we had a sex ed class. The class was supposed to be divided into two groups, male and female. Because I was the only male, I was excused from the intervention.

48 | La Lettre

The first few months were a challenge for a few different reasons, one of them being the language barrier. I have spent all my school years at French American International School, then International High School, but even with 10 years of French, it was tiring, demanding and very different for me to speak French all day, all the time. I’m not saying I didn’t learn French very well at French American, I’m saying that unless I had been speaking it 24/7 in San Francisco, I was not completely prepared. You see, I come from an English speaking household. However as time went by, I can now say that I sometimes dream in French. Words come easily. It no longer feels like a second language. To me, what is truly amazing is how quickly an American student who learned French in the US can live in France and adapt in a short period of time. French American and International didn’t make it natural to speak French, but made it possible to adjust.

Probably, my hardest challenge was meeting new people. Being a “lifer,” I haven’t had as many chances to meet new people. This experience has helped me to make friends that I will keep for the rest of my life. I had made friends from my 8th grade experience that I occasionally talked with and whom I have since reconnected with by returning to Paris. I have also met many new people that I know I will come back to visit in the future. Being away from the people I have known all my life in San Francisco was extremely painful for the first couple months. I spent a ridiculous amount of time talking to my San Francisco friends and all this did was make it harder to be away. I felt alone, frustrated and angry that I was “forced” to leave my hometown. This behavior and mindset continued until I started making new relationships here; when I talked to new people because of who they were and not because of what their San Francisco equivalent was. I stopped looking for friends to replace the ones I had left. Once I made more of an effort to enjoy Paris, things started to turn around. I started going out with friends on the weekends and spending much less time on my computer and at home. I stopped wasting time feeling sorry for myself. Since this change, I am having the experience of a lifetime living abroad.

One of the most incredible things about being here now, is how normal it feels to be living in Paris. It no longer feels weird to “hang out” in the Luxembourg gardens, to get coffee on the Champs Elysées or to even walk around the Eiffel tower (only tourists go up the tower). We don’t go to the Louvre to visit famous paintings, but go there to draw statues that we are studying in class. To us visiting Notre Dame cathedral is like a San Francisco resident visiting Fishermen’s Wharf: too many tourists, over-priced food but still an amazing sight. Everything from the school to friends and the metro has become part of normal life.

This experience has changed me in so many ways. I have a new appreciation for art, and for the French language and culture. I’ll always be a San Franciscan but a part of me is now in Paris, which has become a second home. If you have the opportunity to live abroad like I have, do not be intimidated by the adventure. Embrace

The Sata Family in France.

fall 2010

what is new to you, admire what you have already seen and most of all enjoy it. If I told you everything I know about living in Paris, it would ruin the experience. For me, what has created such an amazing time here have been the small discoveries made every day, the new challenges to overcome and of course, the amazing people I have met along the way.

et s’adapter en si peu de temps.

Probablement, ma plus grande difficulté a été de rencontrer des gens nouveaux . En étant un « lifer», j’ai eu moins de chances pour rencontrer de nouvelles personnes.

Cette expérience m’a aidé à me faire des amis que je garderai pour le reste de ma vie. J’avais fait des connaissances lors de mon séjour en quatrième avec qui je reid sata parlais de temps en temps et que j’ai pu, depuis mon retour à Paris, recontacter. J’ai aussi rencontré beaucoup de nouvelles il y a deux ans, personnes avec qui je suis sûr que je lorsque ma famille et moi avons vécu vais revenir visiter à l’avenir. Être loin à Paris de septembre à décembre 2007. de ceux que j’ai connus depuis toute ma J’étais en quatrième à Notre Dame de vie à San Francisco a été extrêmement Sion. Ces quatre mois me semblaient pénible durant les deux ou trois premiers très longs, mais ils se sont achevés très mois. J’ai passé un temps fou sur Internet rapidement. J’avais tellement aimé cette pour parler à mes amis de San Francisco Reid Sata and his brother Kai in France. expérience que j’ai proposé d’y retourner et tout cela n’a que rendu ma situation dans quelques années, mais cette fois-ci, plus pénible. Je me sentais seul, frustré de rester toute l’année. J’avais proposé cela en tant que plaisanterie, et en colère d’ avoir été «obligé» de quitter ma ville natale. Ce et je ne savais pas que dans deux ans, je serai de retour. comportement et cette mentalité ont continué jusqu’à ce que j’ai Nous sommes arrivés à Paris début septembre 2009 et les cours commencé à me faire de nouvelles relations ici, lorsque j’ai parlé ont commencé quelques jours après. Le premier jour a défini la à de nouvelles personnes simplement pour ce qu’ elles sont et non situation particulière dans laquelle je me suis trouvé tout au long pas à cause de ce qu’étaient leurs équivalents à San Francisco. de l’année. Ce premier jour a commencé dans l’auditorium du J’ai arrêté d’ essayer de trouver des amis pour remplacer ceux que lycée où l’administration de l’école faisait les discours habituels du j’avais quittés. Une fois que j’ai fait plus d’efforts pour profiter début d’année. J’étais très nerveux. Personne n’avait les listes de de mon séjour à Paris, les choses ont commencé à changer. J’ai classes donc les groupements étaient une surprise. Enfin ma classe commencé à sortir avec des amis le week-end et j’ai passé moins a été appelée. Lorsque mes camarades se levèrent, j’ai commencé de temps sur mon ordinateur et chez moi. J’ai arrêté de perdre du à compter. Un, deux, trois... 35 filles me regardaient. J’étais le seul temps à me plaindre de ma situation. Depuis ce changement, j’ai garçon dans une classe de 36. eu les meilleures expériences de ma vie à l’étranger.

Etre le seul garçon dans une classe de 35 filles a conduit à de Un des plus incroyables sentiments d’être ici, c’est de me sentir nombreuses plaisanteries et commentaires entre les autres élèves, chez moi maintenant. Je ne me sens plus bizarre ou anormal quand l’administration et les professeurs. Plusieurs en seconde ne me je «traîne» avec mes amis, aux jardins du Luxembourg, ou lorsque connaissaient que comme « le mec dans la classe des filles. » Ce fait je prends un café sur les Champs Elysées ou même lorsque je avait ses avantages et ses désavantages. [For one, I was the center marche autour de la tour Eiffel avec ma famille (seuls les touristes y of attention when, during the first week, each teacher took their turn montent). Nous n’allons plus au Louvre pour regarder les tableaux noticing that I was the only male (and American with a couple of célèbres, mais pour dessiner les statues que nous étudions en fellow International students with me).] En cours de sport, je me classe. Visiter la cathédrale Notre Dame est équivalent, pour un changeais dans la salle de matériel car un vestiaire à moi aurait résident de San Francisco, de visiter Fisherman’s Wharf: il y a trop été un gaspillage d’espace. Un jour, on a eu une intervention sur le de touristes, la nourriture est trop chère, mais c’est toujours un sexe et les différences entre garçons et filles. La classe était sensée fabuleux spectacle. L’école, mes amis et la ville de Paris elle-même être divisée en deux groupes, masculin et féminin, mais à force sont devenus une partie de la vie normale. d’être le seul mec, j’ai été dispensé de la présentation.

Cette expérience m’a beaucoup changé. J’ai une nouvelle Les premiers mois étaient durs pour plusieurs raisons, l’une appréciation pour l’art, et pour la langue et culture françaises. étant la barrière linguistique. J’ai passé toutes mes années scolaires Je serai toujours un San Franciscain, mais une partie de moi au lycée international franco-américain, mais même avec 10 ans restera à Paris, qui est devenu « a second home » . Si vous avez de français, c’était fatiguant, exigeant et différent pour moi de la possibilité de vivre à l’étranger comme moi, ne soyez pas parler le français sans arrêt. Je ne dis pas que je n’ai pas bien intimidé par l’aventure. Jouissez de ce qui est nouveau pour vous, appris cette langue au LIFA, je dis juste que comme je ne l’avais admirez ce que vous avez déjà vu et surtout profitez-en. Si je vous pas parlée 24h par jour et 7 jours par semaine à San Francisco, disais tout ce que je sais sur la vie Parisienne, il n’y aurait pas je n’étais pas complètement préparé. Vous voyez, je viens d’une d’aventure ! Pour moi, ce qui a créé un magnifique voyage ici ont famille anglophone. Toutefois, après cette année, je peux dire que été les petites découvertes faites tous les jours, les nouveaux défis même je rêve parfois en français. Les mots viennent facilement. à surmonter chaque semaine et, bien sûr, les gens formidables que Je ne le vois plus comme une deuxième langue. Pour moi, ce qui j’ai rencontrés le long du chemin. reid sata est vraiment étonnant, c’est la rapidité avec laquelle un étudiant américain qui a appris le français à l’étranger peut vivre en France

Tout a commencé,

automne 2010

La Lettre | 49

Paris Impressions

maureen ebersole, parent Que m’importe lieu, durée, si je demeure assurée de garder toujours l’instant.

Liliane Wouters

W

e sent Denia off to school in Paris on September 3rd, hoping for the best. The school is definitely Catholic – the classe de seconde began the year with a daylong pilgrimage to the Cathedral at Chartres, and Denia made her Confirmation with some of her classmates in May at the school’s church. The most dramatic adjustment for Denia was to the class of 36 students, 35 of whom are girls. The only boy in the class is her International High School friend, Reid Sata.

Denia says it’s like going to Convent…with Reid.

At back-to-school night in mid-September, I caused some laughter when I raised the question of why they would have a class of 35 girls and 1 boy (there are four other 10th grade classes with a more equal gender distribution). I don’t know why this was laughout-loud funny to many of the parents, maybe because it was not politically correct to ask the question out loud. L’audace, l’audace, toujours l’audace. The director explained that they had confronted a situation of having 30 girls and 6 boys who had chosen Arts Plastiques as their option, who thus had to be put in the same class. The administration thought that 30/6 was too imbalanced, and decided that it was somehow less imbalanced to have 35/1. They explained that the one boy put in the class was an American, who had to be in Arts Plastiques for his curriculum in San Francisco. I had requested that Denia be enrolled in SES (Socio-Economic-Something), but they had given some boy’s spot in Arts Plastiques to her. Oh well, whoever he was, he wasn’t complaining, and Denia likes art, and what better place to study art than in Paris?

I haven’t been back to the school since back-to-school night.

Parents here don’t go to the school, but are represented by a parent delegate, who acts as a bridge with the administration. The only input I have seen from our delegate was her communiqué that let the administration know that she had nothing to say about the class in general, being under the impression that things overall were going fine. She had only one issue: la Cantine, (the cafeteria). “Elle n’est pas bonne et trop chère. Je ne trouve pas normal que l’on soit obligé de payer presque 9€ pour que les enfants ne sachent pas toujours ce qu’ils mangent…” (It’s no good and it’s too expensive. It’s not normal to be obliged to pay almost 9 euros when the kids don’t even know what they are eating…) That has been it for the year: la cuisine. How Parisien.

From a parent’s perspective, the best thing about school in Paris is the availability of field study on almost any subject, and the fact that school breaks are longer and given with less homework than the French American bilingual program in San Francisco demands. The year thus feels like a continuous field trip, as we take advantage of all that Paris has to offer, and of the long breaks to travel around France and Europe. We are always impressed by what the kids presumably picked up during those long school 50 | La Lettre

days at French American. Somehow they seem to know about the Celtic Carnac Stones of Bretagne, Mont St-Michel, Operation Overlord/Omaha Beach, the Cathedral at Reims, Versailles, the basilica of Saint-Denis, and on and on, before we roll up on these sights. At Toussaints, we were in Burgundy, and we happened upon the historic site of Alésia, which Denia recognized from her Brevet exam preparation, and I recognized from her brother James’s numerous viewings of the DVD Vercingétorix when he was young. We stopped to visit the battleground and the remains of the Roman village that was built there after Caesar’s defeat of Vercingétorix. I told James over the phone about our visit, and how we had seen the 6.5 meter high statute of his hero,Vercingétorix.

“Oh yeah”, he said, “did you know that the statue was erected by Napoleon III and that Napoleon III had the sculptor create it with his own face on it, since no one has any idea what Vercingétorix actually looked like?” No, James, I didn’t know that, not until I drove up to Alésia and read that on the plaque under the statue.

It struck me that this is the wonder of a French American and International education. James has never been to Alésia, but he’s a “lifer”. These kids have an incredible repository of knowledge in their heads, not just useless little facts, but what the French refer to as culture générale.

I have decided, living here in Paris, that the French fascination and occasional snobbery associated with the acquisition of culture générale is a bit unfair – how can a Parisian NOT acquire a high level of culture générale ? Sometimes, one can do so deliberately; on Armistice Day in November, we walked from our apartment to the Musée de l’Armée at Les Invalides to see the WWI exhibit, to remind ourselves what Armistice Day is all about. Oftentimes, one just happens upon culture générale inadvertently. We recently stumbled upon a modern art exhibit on the Champs Élysées. There was a raw chicken, a whole Foster Farms-type fryer, encircled in jewelry (pearls and gemstones), and then encased in clear, hardened Lucite for preservation and viewing. Oddly, the optimistic artist had created two of these chickens, each with different jewelry. The optimistic sales price per chicken was 9000 euros. Paris. Culture générale. Arts Plastiques. Maybe I should have insisted on Denia being in SES. We’ve learned a lot here in Paris from the occasional disruption of our stereotypes of the French, and their stereotypes of us. One of the two basketball teams Denia plays on for her club here is undefeated since September, with two championship games left to play. The girls are skilled and competitive, and the coaches are almost as amusing to watch as the games being played, as they argue forcefully with referees, scream at their players, get technical fouls for their hysteria, and throw their clipboards across the floor when things don’t go well, with a cry of “c’est pas possible!” (Hey, we had always heard that the French are not very competitive and “aren’t all that into basketball.”) In a similar vein, Denia’s French and math teachers are mystified as to how Denia knows so much, as they have always heard that students in America don’t learn anything in school. When Denia was able to do more push-ups and chair-sits than anyone else in gym class, the teacher remarked: “You’ve been doing this all your life, haven’t you?” (Sure, like all Americans.) Our experience with the French and theirs with us has all of us absorbing on a regular basis the wisdom: “don’t believe everything you know.”

What is the secret of our students’ success? It is not a matter of brilliance. It seems more a matter of the strengths that come from fall 2010

adaptability and self-discipline, a culture of competitiveness, and a habit of doing one’s best. In our experience, not only our own children, but also the other International High School students we have known here, have excelled at school in France because they bring these strengths with them.

The French teacher recently asked Denia if the class is boring for her, with all of her “worthless French classmates who do so poorly in French.” The teacher then asked the class if they thought she should send all of them to San Francisco to learn French … which they all thought was a great idea. Wait until they meet Madame Santos da Silva. maureen ebersole Paris, May 2010

Denia Ebersole A Taste Of My Paris Life denia ebersole

A

t 7 am sharp, I roll out of bed reluctantly, awakened by the Parisian morning street life, a symphony that regularly includes the construction next door, garbage trucks, church bells, piano-practicing neighbors, the street market, car horns, screaming children in the park across the street, and various other noises that may also seem gratuitous at that hour, but simply serve to get you in the mood for the typical day of a Parisian. I take a peek outside my window at my thermometer and cringe: -10ºC. This isn’t exactly the moderate San Francisco climate I am used to, and I realize that I have never survived a real winter before, and that the occasional trips I have taken to Tahoe cannot compare. I then walk into our narrow kitchen about ten steps away from my room—everything in our tiny apartment can be reached in about ten steps or fewer—where I chow down my cereal, or if I’m lucky, a tasty chocolate croissant.

Throwing on my jeans and International Jaguar sweatshirt—only to look out of place in public, where fashion is the number one priority of most Parisians—I grab my backpack and head out onto the snow-covered streets of the city I have come to love.

As I have integrated into the Parisian culture, I have adopted their sense of urgency, making my way to the Métro in the straightest line possible. Exactly 22 minutes later, I arrive at my French Catholic high school, Notre Dame de Sion. At the gate, I am greeted

by Madame Appert, our dean, and Monsieur Toussaint, our head of school, who, depending on the time, either greet each student with a serious “bonjour”, or scream at us to “get to class and quickly, or else…” After going through the long but necessary process of greeting each of my 35 classmates with a friendly “la bise”, I plop myself down in my assigned seat in the back corner of the class where they have stuck me, not knowing what to do with this new specimen, l’americaine.

Being a Parisian mother, my math teacher arrives fifteen minutes after the bell, then spends the next ten minutes kicking people out of the class for not having a calculator or anything else we might need. A half-hour later, we move into our French class, where we automne 2010

Denia Ebersole and Reid Sata in Paris.

listen to our teacher digress about her family history and her relation to Louis XIV, insisting all the while on our need for a solid culture générale. At the sound of the bell, the whole class lets out a sigh of relief and rushes into the hallway, each of us trying to find a spot next to a heater. After about five minutes, we hear the booming voice of Madame Appert counting down: “trois… deux… un…” indicating that we all have three seconds to get outside into the courtyard where the entire tenth grade bundles up against each other for 20 minutes in the snow, trying not to freeze to death. At 10:30, we meet our art teacher and head out, carrying our sketchbooks and pencils for a field trip to the Louvre. After all, we are the Option ART class, and are thus granted regular trips to art museums and expositions all over Paris, and even a four-day trip to Amsterdam, to study the Dutch masters. A few hours of drawing at the famous French museum, and I find myself back at school, standing in line at la cantine or, in English, the cafeteria.

Finding out what is for lunch at the cantine is one of the bigger events in a French student’s day, because it is always full of surprises, good and bad, but usually bad. I go through the line: dessert is first, I might have a yogurt, a fruit or a packaged beignet, then I take my main course, almost always some type of starch and a slab of unidentifiable raw meat, and lastly I am offered an appetizer, typically grapefruit or tomatoes and egg drowned in white sauce. The line is very controlled and no one gets away with more than their share, although you’ll sometimes see the experienced guy next to you pocket an extra dessert. Following my meal, I head out with my friends to the beautiful Luxembourg gardens down the street so that many of them can enjoy their much-needed cigarette. However, we don’t last very long in the biting cold and find ourselves heading back towards school to take refuge in the school library.

My next class is English, in which I either present an oral report about world news to my classmates, in hopes of improving their English, or I sit in a classroom next door and work on other subjects. Occasionally, I attend a class when we watch movies La Lettre | 51

such as Mr. Bean or Hitchcock’s Vertigo, or when we study art or advertisements. Next is gym, a two-hour P.E class from 3 pm to 5 pm. I would provide you with some insight on what we do in gym, but considering I haven’t had a gym class for three months now due to my teacher’s frequent teacher workshops and conseils de classe, this could be a bit challenging. Nevertheless, I do hold fond memories from the few classes we have had, such as playing basketball against the ninth graders. The game turned into two against seven, Reid Sata (my fellow International High School classmate) and I against seven ninth-grade boys, with the other girls from my class cheering us on from the sideline. I am not sure of the exact score, just that we were winning by a rather large margin. The one thing that I do remember quite well, however, was that every time we scored, one of the French boys would mumble “well I mean, they are American” which of course—in their minds—made us invincible in the game of basketball.

At 5 pm, I am released from class but not from school; I still have to stand in line at the front gate and complete the daily ritual of presenting my card to the guard with proof that I do in fact finish classes at that particular hour before he can set me free onto the streets of Paris. After grabbing a crepe au nutella with a couple of friends, I make my way to the Métro to head off to basketball practice across town. Today is my coach’s birthday, and so, being French, he brings a bottle of champagne and a cake to practice. A few minutes later, the champagne is opened and passed around to everyone to take a swig: my 15-year old teammate sits on the curb,

finishing off the bottle while having a cigarette–what an athlete!

I make my way home–again on the very convenient Métro–with two of my teammates, discussing important things such as basketball, American culture, KFC, boys, and anything else we can get a laugh out of.

It’s 9:30 pm, I am finally home, back to our small, cozy warm apartment. I can see the Eiffel Tower through my window, flashing its lights. Homework, dinner, shower, and I am off to bed. I say goodnight to the City of Light only to wake up the next morning and do it all again, with a smile on my face, thinking, it’s not everyday one gets to be a Parisian! denia ebersole

Je me réveille vers 7h,

suite aux divers bruits matinaux, une symphonie qui regroupe les diverses activités de la rue, les camions de poubelle, les cloches de l’église St. Léon, mon voisin qui se croit pianiste, le marché, les klaxons des voitures, les cris des petits enfants joueurs, et un mélange de beaucoup d’autres sons. Ils sont certes superflus, mais nous permettent de pénétrer dans l’ambiance parisienne. Je jette un coup d’oeil dehors et je regarde le thermomètre qui indique -10ºC ! Ce n’est absolument pas le climat tempéré de San Francisco auquel je suis habituée.

C’est à ce moment-là que je me rends compte que je n’ai jamais connu l’hiver, dans le vrai sens du terme, et que les petits séjours au ski que j’ai pu passer à Tahoe n’ont rien de comparable. Puis j’entre dans ma kitchenette non loin de ma chambre, là où je prends rapidement mon bol de céréales, ou bien, si j’ai de la chance, un pain au chocolat. Après avoir mis mon jean et mon pull International Jaguars, (“mon look américain” qui s’oppose sévèrement au chic des femmes parisiennes), je sors dans les rues de la ville que j’ai apprise à apprécier et que j’aime à présent. J’ai également adopté l’attitude pressée de tous les Parisiens et leur notion unique du temps, en me rendant au lycée en métro, par le trajet le plus direct possible.

Et, exactement vingt-deux minutes plus tard j’arrive à mon lycée catholique français, Notre Dame de Sion. À l’entrée, je suis accueillie par notre responsable de vie scolaire, Madame Appert, et notre proviseur, Monsieur Toussaint, qui, selon l’heure, saluent les élèves avec un bonjour sérieux ou bien les réveille d’un cri perçant : “Vous êtes en retard !”, “Donnez- moi votre carnet de liaison”, “Vous aurez une heure de colle demain matin !”. Après avoir fait « la bise » à chacun de mes 35 camarades de classe, (une coutume qui paraît, pour un Américain, parfois longue et inutile), je regagne ma place au fond de la salle, à la table où j’ai été consignée par mes professeurs ne sachant pas quoi faire de cette nouvelle arrivante : « l’Américaine ».

Mon professeur de maths arrive en cours un quart d’heure après la sonnerie et ensuite passe ses dix premières minutes à exclure la moitie de la classe pour manque de connaissance de cours ou manque de matériel (telle la calculatrice). Une demi heure plus tard, nous nous rendons au cours de français que nous passons à écouter le professeur ainsi que ses digressions au sujet de son histoire familiale et sa relation avec Louis XIV, sans oublier la nécessité d’avoir une bonne culture générale. À la sonnerie, toute la classe, soulagée, se précipite dans le couloir pour s’installer près du chauffage. À

Denia Ebersole in Paris 52 | La Lettre

fall 2010

peine cinq minutes passées, nous entendons la voix retentissant de Madame Appert : « trois…deux…un… »! En quelques secondes, tous les élèves de Seconde se retrouvent réunis dans la cour et passent toute la pause à chercher un moyen d’échapper au froid et a la neige. À 10h 30, ma classe se réunit dans la salle des arts plastiques : aujourd’hui une sortie est prévue au Louvre. Je suis dans la classe « option art », et donc nous partons assez souvent en sortie, visiter des musées ou des expositions dans Paris. De plus, un voyage de quatre jours à Amsterdam a été prévu au mois de mars afin de pouvoir étudier de plus près les artistes du siècle d’or hollandais. Devenue une véritable artiste parisienne, je me rends au Louvre ou je passe deux heures à contempler les plus belles œuvres de l’Antiquité, tentant de reproduire les corps idéalistes des statues grecques sur mon petit carnet à dessins.

Peu après, je me retrouve dans mon lycée, faisant la queue a la cantine. C’est le bazar : les petits collégiens poussent les lycéens, et vice-versa. J’arrive enfin dans le self, où la surprise est toujours grande : qu’allons-nous manger aujourd’hui ? On choisit d’abord le dessert, souvent un yaourt ou un fruit ou bien un beignet, ensuite le plat principal, toujours quelques féculents et un morceau de viande non identifiable, puis l’entrée, (un pamplemousse ou deux rondelles de tomate et un œuf noyé dans une sauce blanche). La cantine est très sévèrement contrôlée et les rations sont strictes, mais de temps en temps on aperçoit notre voisin glisser discrètement dans sa poche, un deuxième dessert. Après mon repas, je me dirige avec mes amis vers « le Luco »--les magnifiques jardins du Luxembourg situé à deux minutes de mon lycée--afin qu’un bon nombre d’entre eux puisse apprécier ce qu’ils appellent « la cigarette indispensable du déjeuner ». Cependant, nous ne supportons pas très longtemps le froid glacial et nous nous trouvons bientôt dans la bibliothèque du lycée, trouvant un peu de chaleur auprès des radiateurs. Il est maintenant 14h, j’ai cours d’anglais. Étant bilingue en anglais et en français, je suis dispensée de ce cours et donc je me rends en permanence pendant une heure pour travailler d’autres matières (quoique parfois j’assiste aux cours dans le but d’aider mes camarades avec la prononciation et la compréhension). Ensuite, j’ai EPS de 15h à 17h dans le gymnase. Je serais ravie de vous fournir des détails sur ce cours, mais étant donné que cela fait bien 3 mois que mon professeur est absent à cause de nombreux stages et de conseils de classes, ça m’est un peu difficile. Néanmoins, je ne retiens que de bons souvenirs des quelques cours qui ont eu lieu. Une anecdote qui me fait toujours sourire, c’est le match de basket contre les 3e qui s’est transformé en deux contre sept, mon ami américain Reid Sata (aussi un élève du LIFA) et moi contre sept garçons de 3e. Personne n’était sûr du score exact, mais nous gagnions de beaucoup. Par contre, je me rappelle très clairement de ce que murmuraient les garçons à chaque panier encaissé : « Bah, c’est normal, ils sont américains ! » Notre nationalité américaine sous entendait bien sûr que nous étions invincibles au basket ! À 17h, je suis enfin libérée de cours, mais non pas de l’établissement: je dois faire la queue à la porte afin d’exécuter le rituel quotidien qui est de présenter ma carte au surveillant avec la preuve que j’ai bien terminé les cours. Après avoir pris une crêpe au nutella avec quelques amis, je me dirige vers le métro pour me rendre de l’autre coté de Paris à mon entraînement de basket. Aujourd’hui, c’est l’anniversaire de mon entraîneur et donc, comme le veut la coutume française, il ramène une bouteille de champagne et un gâteau au chocolat. La bouteille est ouverte et tout

le monde prend une gorgée a même la bouteille. Ma coéquipière de quinze ans s’assoit sur le trottoir, la bouteille dans une main, une cigarette dans l’autre : quelle sportive! Après l’entraînement, je rentre en métro avec deux de mes coéquipières. Nous bavardons sur le trajet en parlant de basket, de la culture américaine, du KFC, des « mecs », et de tout ce qui peut faire rire une adolescente Il est 21h30, je suis enfin rentrée, contente de revoir mon petit appartement. Je peux voir la tour Eiffel de ma fenêtre, toute illuminée. Mes devoirs, le dîner, la douche et puis je me couche.

Je dis bonne nuit à cette ville époustouflante pour me réveiller le lendemain matin souriante, sachant que tout va recommencer encore une fois et en pensant : Ce n’est pas tous les jours qu’on a la chance d’être parisienne ! denia ebersole

Would I Have Done Such A Thing at 15? susan le corre, parent

I

put Allison on the plane for France in July 2009, as I had done almost every summer since we’d moved to the States in 1999. This time was different – she wouldn’t be coming back until December break. Just 15 years old and all that time so far from her parents! Were we crazy? Thankfully, modern technology kept us in close contact, and we all got through the separation. Allison would return with a new perspective.

The first week in September, Allison moved in with the Chauvigné family – father of the family, Gilles, a close friend from Pierre’s own high school days. She started 10th grade in the public lycée serving the Alpine towns of Saint Gervais, Megève, Passy, Sallanches. In an environment so different from what she had always known as a French American lifer, Allison braved the social hurdles, excelled in academics, and enrolled in a rock climbing section at the school. She saw what it was like to be in a class of 36, she lived in a family with two “brothers”, experienced autumn and the first snow in the mountains.

Could I, would I have done such a thing at 15? Highly doubtful, but the decision was not a crazy one. Tough times and all, Allison had an incredible experience and is so happy to have had such an opportunity.

Allison Le Corre

automne 2010

A Village in the Alps allison le corre

I don’t know how and when we decided that I would go to France for the first semester of my tenth grade. All I know is that sure enough there I was at the end of the summer alone in St Gervais, a village in the Alps, entering the home of a family La Lettre | 53

I barely knew with whom I was going to stay for the next three sera ma famille d’accueil pendant les trois mois à venir, à la veille months, and about to start school in an entirely new environment. du premier jour de Lycée dans un environnement complètement Before that moment, this decision never really seemed real to me. nouveau. À ce point, je ne pouvais que constater que la décision However the experience was one of the most real and enriching qu’on avait prise était concrète. Tout ce que je peux dire maintenant experiences I have lived. c’est que, heureusement, cette décision s’est concrétisée, car elle a My first day at the high school was intimidating, as it was the abouti sur une des expériences les plus enrichissantes de ma vie. first time since I was five years old that I have had to enter an enAu début, j’étais légèrement angoissée et intimidée, tirely new environment, and integrate myself in a place where I particulièrement le premier jour au Lycée du Mont Blanc, car knew absolutely no one. On top of this, the Lycée du Mont Blanc c’était la première fois depuis mes 5 ans, âge de mon arrivée was a huge change from International High School, seeing as to a San Francisco, que j’étais obligée de me lancer dans un there were 1400 students in three grades, my class was made up of environnement complètement nouveau et de m’intégrer dans un 36 students, it had a big campus with a cafeteria (called Cantine), groupe où je ne connaissais absolument personne. J’ai dû m’ajuster four buildings, and rock climbing and mountain hiking included plus généralement à un Lycée très différent d’International High in PE activities.

School : le Lycée du Mont Blanc. C’est un lycée public, comptant Despite my slight intimidation in the beginning, I am extremely 1400 élèves de la Seconde à la Terminale, repartis dans des classes grateful to have gone to a school in France for a few months, de 36. Il est composé de quatre bâtiments avec une Cantine et because it has enhanced and completed my bilingualism and bi- plusieurs cours (très agréables en septembre, moins agréables nationalism. After having spent a long period of time in France, l’hiver). Et en plus, la randonnée et l’escalade sont incorporées in which I strengthened my bonds with my family (thanks to the dans le programme scolaire.

19-minute train ride that would bring me to them), created new and Malgré mon angoisse au début du séjour lors de tous les valuable relations, and improved ajustements que j’ai dû faire, je suis my French, both academic and colextrêmement heureuse d’avoir réussi loquial, I feel closer to the French à m’adapter pour tirer parti de cette part of me which I was starting to occasion unique de renforcer mon feel less in touch with every year bilinguisme et bi-nationalisme. Lors since we moved here from France de ce long séjour en France, j’ai pu when I was five. raffermir les liens avec ma famille I can’t say I was not nervous là-bas, établir de nouvelles relations and hesitant as I embarked on this que je valorise énormément, et journey, but every part of the expeaméliorer mon français (académique rience was worth it, from adopting aussi bien que familier), tout cela me a different lifestyle in a new home, rapprochant de mon côté français que and learning to live somewhat inje sentais s’éloigner peu à peu depuis dependently, to witnessing the first notre déménagement aux États-Unis Allison Le Corre (2nd from left) with some local classmates. falling leaves then snowflakes in a il y a 11 ans. J’ai apprécié tous les region I had only known by summer, and having to bear the coldest moments et aspects de mon séjour : les grands exploits, comme weather I have ever had to live through; from having to boost my apprendre à vivre indépendamment, loin de mes parents, et adopter confidence in order to make new friends in a new school, to rock un nouveau mode de vie , aussi bien que les petits détails, comme climbing with my class and eating mediocre food at the cafeteria; la splendeur des arbres changeant de couleur dans la montagne, et from taking two trips down to Lyon and one to Paris on weekends la première neige dans une région que je connaissais auparavant and vacations with my cousins, to taking nice refreshing walks in seulement en été ; l’effort que j’ai dû faire en me jetant à l’eau pour the mountains on school-free Wednesday afternoons. rencontrer des gens et construire des relations à l’école, aussi bien Now that I have been back in San Francisco for almost five que les petites banalités quotidiennes, amusantes comme l’escalade months, and picked up my regular pace and routine once again, avec ma classe, ou pénibles comme les queues et la nourriture this entire semester abroad seems almost like this distant dream parfois douteuse de la Cantine ; les découvertes à l’occasion de because, to me, it was so long ago and such a different lifestyle deux voyages à Lyon et d’un voyage à Paris pendant les week-end than the life I know here. I know that like today I will always ou vacances, aussi bien que les petits trajets en train pour aller d’un look back on my experience abroad in 10th grade in a good light, village à un autre, ou les petites balades rafraîchissantes dans les and this makes me yearn for other experiences as inspiring in my montagnes les mercredis après-midi sans cours.

Cela fait maintenant presque 5 mois que je suis de retour à life. This way, my desire and eagerness to travel has increased San Francisco et que j’ai repris mon rythme et ma routine. Mon immensely. allison le corre « aventure » en France me semble déjà lointaine. Ma vie là-bas me paraît tellement étrangère à la vie que je connais ici. Je garderai on a décidé que j’irai en toujours un très bon souvenir de ce semestre passé en France France pour le premier semestre de mon année de Seconde. Je pendant mon année de Seconde, et ce souvenir alimente mon envie n’avais pas entièrement pris conscience de la réalité de cette idée de voyager pour vivre des expériences qui m’inspireraient autant jusqu’à ce jour ou je me suis retrouvée toute seule à St Gervais que celle-ci. Ainsi, ma passion et mon ardeur pour le voyage s’en (un village des Alpes de la Haute-Savoie) à la fin de l’été, en train sont trouvées renforcées. allison le corre de m’installer chez une famille que je connaissais à peine et qui

Je ne sais pas quand et comment

54 | La Lettre

fall 2010

Talia Cioth Mon séjour à Paris talia cioth

W

hen I first thought about going to spend a semester in France, I didn’t think I would actually follow through with the idea but than after more reflection I decided it would be a great thing to do. I was a boarding student or as the French say “une interne” at Notre Dame de Sion, a completely French Catholic school in Paris.

Life at the “internat” was obviously very different than life back home. There were about 110 girls in the boarding school between grades 9-12 and there were about 30 in my grade. Living with all my classmates made it very easy to make friends. And living with my friends was really fun, sort of like summer camp.

Then of course there was the whole no-parents aspect which was nice, obviously. I developed a new level of responsibility because I was in charge of running my own errands, whether going to the local “laverie”( laundromat) or “papeterie” but I also got to go out with friends when I wanted.

There were some differences between Notre Dame de Sion and International. For one, I had 36 kids in my class. Also, at the school, the teachers and surveillants were very strict. If you forgot to bring a book to class, you got a note that needed to be signed by your parents. In addition to leave school through the only exit, either at lunch or at the end of the day, you had to show a school identity card that had your class hours to a teacher standing at the gate. But of course there were good things about the school too.

Experiencing and living in a completely different culture was really interesting. I hung out in cafés, ate at fantastic boulangeries and patisseries, all while being surrounded by buildings and monuments older than the country of the United States. I also had to adapt to their customs. How they say hello, their manners, etc.

During my stay, while my French improved, especially in the slang department, my English actually got worse while I was there.

Overall, I think this was one of the most important and marking experiences in my young life. I have a new level of independence and maturity from living alone as a boarder, I feel more globally aware having experienced a contrasting French to American culture and adapting to it. My appreciation of my school, International HS, has grown. The fact that I was able to integrate into a traditional French school and do just as well is a testament to their excellence.

Living in a different culture has taught me many lessons of adaptability, appreciation and enjoyment. Overall, I would suggest this kind of experience to anyone who has the chance. It was great and had a huge effect on my life. automne 2010

Quand l’idée de passer un semestre

en France a commencé, je ne pensais pas que j’irais vraiment mais après y avoir plus réfléchi j’ai décidé que ça serait une très bonne expérience.

J’étais une interne à Notre Dame de Sion, une école catholique et très traditionnellement française, dans Paris.

La vie à l’internat était complètement différente de ma vie à San Francisco. Il y avait à peu près 110 filles internes entre les classes de 3eme et terminale et il y avait 30 internes en seconde. Comme je cohabitais avec toutes mes camarades, c’était très facile de se faire des copines. C’était très amusant de vivre avec mes amies, comme dans une colonie de vacances.

Et en plus il y avait le fait que je n’avais pas de parents avec moi ce qui était bien évidemment. J’ai passé à un autre niveau de responsabilité car c’était moi qui devait faire toutes les courses, aller à la laverie ou papeterie, mais en plus je pouvais sortir avec mes amis quand je voulais.

Il y avait beaucoup de différences entre Notre Dame de Sion et International. Premièrement, on était 36 dans ma classe et 180 dans toute la Seconde. De plus, à l’école les professeurs et les surveillants étaient très sévères. Si on oubliait un livre nos parents devaient signer un mot. Et pour quitter l’école par l’unique sortie soit à midi ou à la fin de la journée, on devait montrer une carte d’identité sur laquelle notre horaire était marqué, à un surveillant.

Mais, il y avait de bonnes choses à l’école aussi.

Vivre dans une autre culture était très intéressant. J’ai passé beaucoup de temps dans des cafés, j’ai mangé d’excellentes patisseries, et tout ça dans une ville plus vieille que le pays des Etats-Unis. J’ai dû m’adapter à leurs coûtumes; comment ils s’introduisent, leurs manières, etc.

Pendant mon séjour, mon français s’est amélioré mais plus dans la langue familière et quand je suis revenue j’avais même oublié quelques expressions américaines.

En tout, je pense que c’était une des plus importantes et marquantes expériences de ma jeune vie. Je suis plus indépendante et mature car j’ai habité seule, sans parents. Je me sens plus au courant de ce qui se passe dans le monde comme j’ai connu et me suis adaptée à une culture française contrastée à celle des Etats-Unis. Mon appréciation de mon école International High School est plus grande. Le fait que j’ai pu m’intégrer dans une école française tradionnelle sans aucun problème témoigne de l’excellence du programme et de l’établissement de International.

Globalement, je suggère ce type de séjour à tout le monde dont l’opportunité se présente. C’était magnifique et cela a eu un énorme effet sur ma vie. talia cioth La Lettre | 55

Newsfrom

Northwestern Amy Munz Class of 2009

56 | La Lettre

fall 2010

french bac alumni

News from Northwestern and Stanford April 2010

A

lexandre Dumas, author of The Count of Monte Cristo, expertly builds suspense in just a few words. Beauchamp, journalist, is about to publish a newspaper article in The Messenger which will expose a ghastly scandal. He opens with, “News from Janina…”. While this title doesn’t actually reveal anything, it nonetheless sets the rumor mill in motion. The reader has to stew in his/her concern for some time before discovering the secret of a horrific betrayal. This 1,700 page book is a sheer delight…

On the contrary, our story will be brief and/but our secrets absolute treasures.

Shortly, our Director of Publications, Rick Gydesen, will share Christopher Ebersole’s letter: “News from Stanford”. Chris, a LIFER who graduated at the top of the class in June 2006, received his Bac S degree with the highest possible honors. Chris is not only gifted in the sciences but is also a talented linguist, as demonstrated by his Bac results: 17/20 in French, 19/20 in English, 19/20 in Mandarin. His academic career is to be commended, and he is a true athlete.

Amy Munz, also a LIFER and the valedictorian of the Class of 2009, sends “News from Northwestern”. Amy obtained her Bac S Diploma, International option with high honors and went on to attend this prestigious university. The tone of her letter reveals her signature personality: it overflows with enthusiasm and intelligence. We have also shared a message from her parents, Tunde and Marion Munz. One cannot hope for higher praise of the school’s French studies program as a whole, and the French Bac in particular. –JPN

Notre Directeur de Publications, Rick Gydesen, se charge de dévoiler plus loin la lettre de Christopher Ebersole : « On nous écrit de Stanford ». Chris, major de sa promotion, un ‘lifer’ a obtenu son Bac S avec mention TB en juin 2006. Ce passionné des sciences est également un excellent polyglotte, comme le confirme ses notes au Bac: 17 sur 20 en Français, 19 en Anglais, 19 en Mandarin. Un vrai sportif aussi, au sens noble du terme. Son parcours scolaire et universitaire est exemplaire.

Amy Munz, elle aussi une ‘lifer’ , major de la promotion 2009, « nous écrit de Northwestern ». Après avoir obtenu brillamment son Bac S, option Internationale, Amy a rejoint cette prestigieuse université. Sa lettre, comme vous le lirez, déborde d’ enthousiame et d’intelligence, ses marques de fabrique. Egalement nous souhaitons publier ici le texte reçu de ses parents Tunde et Marion Munz, sans doute le plus bel éloge que l’ on puisse lire sur les études françaises en général et le bac en particulier. –JPN

A Parent Perspective

W

e wanted to, once again, express our gratitude for your fantastic school. French American and International’s top level academic program has not only helped our daughter grow intellectually, it has also given her very unique and powerful skills which are already making a huge difference in her life. When we think back of all the questions we, and others, had about the French Bac vs. IB, it seems so obvious today that the Bac was such a terrific fit for Amy, from every single perspective. We suspect now that every student with the French Baccalaureate from French American has benefited immensely from having the French Bac on their record – it is simply such a powerful differentiator in this so competitive world.

On nous écrit de Northwestern et de Stanford Dans son roman Le Comte de Monte Cristo, Alexandre Dumas fait dire à l’ un de ses personnages – le journaliste Beauchamp, sur le point de publier dans son journal Le Messager un article qui révelera un scandale de la pire espèce – , cette phrase emplie de suspense : « On nous écrit de Janina ... ». Le journaliste allume la mèche mais ne dévoile rien.

L’ inquiétude s’ installe; le lecteur devra patienter lontemps avant d’apprendre la trahison d’un Pair de France à la cour du sultan Ali Pacha. Le roman est long de 1700 pages. Un bonheur ...

Ici, nous ferons plus court. Nos secrets ne sont que pures merveilles. automne 2010

La Lettre | 57

The French track education has had such a great and directly measurable impact on Amy’s life. We (finally!) realize what the treasures of the French track are; we were so slow to see and understand that at the start of high school.

Overall, Northwestern University (NU) had 8 candidates (over 25,000 applicants) for each spot. We suspect that the competition for the Theater spots was even fiercer than that since Theater is likely one of, if not the most competitive of all departments there.

And what a wonderful feeling to know that you are the only student out of more than 2,500 in a year that has something so powerful and so unique on your side!

Amy has started her new life at Northwestern University last October, only days after returning from London where she attended the Contemporary Drama program at the highly reputable RADA (Royal Academy of Dramatic Art). And, the pace at NU was very intense, right off the bat!

But, Amy seems so ready for a very intense college life, thanks to you and the entire International team! International clearly offers so many classes at college level. Proof of that is the fact that Amy has received 9 credits out of a total of 45 needed to graduate. Receiving so much credit from NU is quite remarkable and speaks volumes about the quality of the French track education at International High School!

As a result of her performance at the French Baccalaureate exams, she received credits for the following:

58 | La Lettre

CHEM 101-0 General Chem FRENCH 2XX French 2XX MATH 220-0 Diff Calc of 1 Variable Fnctn MATH 224-0 Integ Calc of 1 Variable Fnctn NSCI 1XX Nat Sci 1XX

PHIL 1XX Philosophy 1XX PHYSICS 130-1 College Physics SSCI 1XX Soc Sci 1XX ITAL 1XX Italian 1XX

Please note that she received credits for 3 classes at 200-level, which is the equivalent of one-quarter of college sophomore level before she even started. Millions of hugs to everyone involved!

Further proof of how ready she is: we have just received a letter from the Dean of NU’s School of Communication telling us that Amy is on the Dean’s List for 2009/2010 Winter Quarter. The letter mentions that “the Dean’s List identifies undergraduate students with the very best records of academic performance.” Needless to say, that makes us feel even more proud, especially given the fact that Amy has started to take sophomore and junior level classes.

We met the NU dean in charge of awarding credits last fall and he mentioned a couple of interesting things. First, they’ve never had a U.S- schooled student with a French Bac, until Amy. Usually, an average of about 1-2 students with the French Bac come to NU per year (last year Amy was the only one) but they normally come from overseas (France, usually.)

We also met the chairman of the Theater school and found out that they were somewhat unprepared to deal with someone with so many credits. They have never had a situation like that before in the Theater department.

Amy will start her second year at NU as a junior.

And, yes, that means that she could graduate early and save a ton of money (NU is not cheap) in the process and potentially one full year of her life to explore other avenues! And because she took the French track, she has already received credit for the foreign language proficiency that the School of Communication requires, in order to grant a BA. The level of proficiency required to fulfill the foreign language requirement is equivalent to two years of college-level language instruction. To receive the credit, NU considered the fact that Amy received her high school education in French; she also took and passed a test.

Again, Amy is not only ready for the new academic challenges, but she is also prepared to enjoy the very rich extracurricular life at NU. She has signed up for 5 classes for each of the three quarters this year. They are all as diverse as they can be: Macroeconomics, Sociology, Public Speaking, Theater in Context, Classical Singing, Classical Guitar, Voice for Performance, Chekhov, Performing Virginia Woolf and Forster, Devising Theater, Theater Production, Studies in Gender and Performance.

While living on a college campus, Amy has definitely included some parties and other fun. One of our favorites is that she signed up for NU’s program Arts in the City.

Being so close to Chicago, this program makes it easier for the Theater students to attend plays in Chicago, interact fall 2010

with theater talent, and socialize with their faculty and peers – so there is the Chicago cultural life.

She wanted to gain film set experience so she applied for and worked on (from acting to directing casting, costume design, photography, sound and producer) about five film crews, all of which are organized either by radio/TV/Film Seniors or by NU’s student production company, Studio 22. She was recently elected Public Relations Chairwoman of Northwestern University Women Filmmakers Alliance.

In all, NU has been much more competitive than we’ve imagined – these kids are really driven – but NU is willing to open so many doors for students so they can learn and do things that we find quite exciting. It seems like they have 3-4 major events per week where they bring name artists/personalities/institutions on campus to present and interact with students!

Please send our many hugs and kisses to everyone at International. You have such a special place in our hearts! tunde and marian munz Parents of Amy Munz, Class of 2009

Transitioning to the Northwestern Life

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hey say that when high schoolers go to college, one of the main things they need to adapt to is a lack of structure. I didn’t believe this. I definitely thought people were under-estimating young adults. But, once I stepped onto Northwestern University’s campus, ready to do whatever it is you do in college, I found myself overwhelmed by opportunities, ideas, and all that college has to offer. Also, since the first day, I have been told over and over again about how the typical Northwestern student is an over-achiever who puts far too much on his or her plate. So, there I was, watching everyone pile huge servings onto their plates and I realized that I didn’t know what I wanted to eat first. Even more so, it was like I forgot how to eat. After a few weeks, I decided that I needed to fix this situation with some good old structure.

Starting simply, I turned undivided attention to my classes. There, with passionate students, professors, and artists, I found the stuff that would put me on the right path. Ils m’ont donné, et continue de me donner, de l’inspiration et de l’équipement pour de plus grands projets du futur.

Professor Carol Simpson Stern was one of the first to remind me of my artistic curiosity with her course “Performing Virginia Woolf”. (I actually picked this class because Dr. Weiss’ presentation of Virginia Woolf’s A Room of One’s Own made me want to become a little Woolf aficionado!) Anyways, more than teaching me about the wonders of the parenthesis, Stern and Woolf illuminated the mystical connection between words and emoautomne 2010

tions, and taught me about the role of the arts in capturing and expressing what it means to breathe, walk, sleep, live. The goal of the class was not only to read and analyze Woolf, but to stage and perform her words as well. So, towards the end of the class I chose to perform a passage from Mrs. Dalloway. The class taught me to use my instinctual response to the words when creating a performance and, here, my instincts told me I needed to use paint.

Red and gooey paint. ( Mes expériences au Festival de Théâtre en Avignon ont été sûrement une source d’inspiration aussi – Merci M. Bessone!) More, I wanted to create a soundtrack and I realized that Orion III by Kaija Saariaho, a modern and eerie composition that I heard at the Chicago Symphony Orchestra a few days prior, was the perfect fit. The combination of this sensational music, a bowl of red paint, and Woolf’s words made for one of the most gratifying performances ever. At the end, I ran out of that class covered in paint and, with one of those embarrassingly corny smiles, I went to meet my friends at our dining hall. There, Chef Manny (the man who is not only responsible for me not starving, but also for always making me laugh) chuckled over my appearance and made some tomato jokes that I wish I still remembered.

Alors, voilà! Des moments comme ceux de cette journéelà sont mes expériences préférées de Northwestern. Ce sont mes préférées parce qu’elles sont pleines d’art, d’émotions, et l’assurance que je suis un trajet qui m’est propre. amy elizabeth munz Class of 2009 La Lettre | 59

french bac alumni

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fter graduating from International High School in 2006 with French Bac S diploma in hand, I knew that the next step in my academic career would actually be more of a leap than a step. I started at French American as an energetic kindergartener, and, with the exception of a one-year hiatus when I moved to rural France for 10th grade, I had never been away for long. It was therefore with excitement, and also some trepidation, that I embarked on my next academic journey at Stanford University in the fall.

Now, after four of the quickest years of my life, my undergraduate chapter is fast coming to a close, leading me to look back upon my journey that began at French American in 1994 in Jean-Marie Assier’s K-Red classroom, and will, for the time being, end with my graduation from Stanford University in June 2010.

A recent visit to 150 Oak Street brought back many fond memories as I was reunited with many familiar faces and old friends. It was wonderful to see some of the unchanging faces of the school, but I was also reminded of how much time had passed since my last visit to the campus. The changes to the building and the growth of the campus seemed to reflect my own personal changes and mirror my own growth as a student and as a person.

I will graduate from Stanford with a B.A. in Economics and a minor in Chinese, which I began studying in middle school at French American. I have explored a broad spectrum of courses as an undergraduate, from Linear Algebra and Multivariate Calculus to the Japanese Tea Ceremony, from the Economics of Sports to Modern Stand-up Comedy. Learning from some of the brightest minds on the planet here at Stanford has been one of the most valuable experiences in my life, but I would not have had this opportunity without my years at French American and International. I am so grateful to all of my teachers for teaching me, preparing me, and guiding me during my years at the school, so that I could fully take advantage of the opportunities available to me at Stanford.

My experience at Stanford was largely shaped by my role with the university’s basketball program, an intense time commitment that defined my schedule year-round. As a freshman, I was the Marketing Director of the 6th Man Committee, the student organization responsible for filling the seats in Maples Pavilion to support the team. I jumped into a larger role at the start of my sophomore year, becoming a Student Manager for the team. In that position, which I held for two years, I committed as much time as I could to helping the team by participating in drills during practice and handling all of the team’s equipment, with the goal of eventually getting a chance to walk on to the team as a player. After a grueling spring and summer of off-season workouts, our head coach, Johnny Dawkins, fulfilled my lifelong dream by inviting me to join the team at the start of my senior year. My senior year has been a blur, filled with surreal moments, as our team, picked to finish last in our conference, advanced to the semifinals of the Pac-10 tournament. Though we fell short of our team goal when we lost that game in the Staples Center, we knew we had achieved great things, and I achieved my own personal aspiration of scoring a basket in the final minutes of that final game. My dream was capped off at our team banquet, sitting with my father and surrounded by major Stanford donors and Silicon Valley notables, where I was recognized for obtaining the highest GPA on the team.

As implausible as it was that I would reach the ranks of a Division I basketball team, I was steadfast in pursuing my dream, no matter how many obstacles I encountered in my path. I had learned from playing at International with Coach Carl Jacobs how to work hard all season long, and how to be super-competitive – I strived in practice to be first in the sprints, and last to leave the gym. I clearly owe a debt of gratitude to my Jaguar teammates and coaches, and to my ’06 classmates who are still my favorite fans, but also to the less obvious Madame Christine Bois, who never once gave me a hard time for so often missing her Biology class for basketball practice – I want her to know that I made it in the end!

As I prepare to take the next leap in my journey, I know that I will always cherish every step of my academic career, from my first step into that K-Red classroom at French American, to my last step off the stage at my graduation this June. I want to extend my deepest gratitude to the entire faculty at the school for making my academic journey a success. While the physical changes to the campus since my graduation are striking, it is still clear to me that the spirit of the school and so many of the people who made it so special for me remain the same.

Chris Ebersole with friends and family at a Stanford basketball game.

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chris ebersole , Class of 2006 Stanford University 2010

fall 2010

M. Basketball: Ebersole’s Journey The Stanford Daily

Friday, February 19th, 2010

By Jack Duane

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News from

Stanford automne 2010

hris Ebersole speaks quietly and unexcitedly about finally making the Stanford basketball team after spending two years as team manager.

“It’s not that big of a difference from last year,” said the senior. “Now I have a jersey and I get to participate in all of the drills at practice.”

Don’t be fooled by Ebersole’s apparent indifference–being on the Stanford basketball team means a lot to him.

Ebersole has had his sights set on a roster spot ever since he set foot on The Farm as a freshman in 2006. He cared enough to slog through the unrewarding burdens of being the team manager.

Ebersole carried bundles of dirty laundry, filled endless Gatorade bottles with cold water, edited mundane practice film, transported equipment and traveled on the weekends to dim Pac-10 destinations like Pullman, Wash. and Corvallis, Ore. with the team. He did it all, hoping that the light at the end of the tunnel, a roster spot, would one day be his.

Ebersole learned to be patient as a high school basketball player.

His family moved to the west coast of France when Chris was a sophomore in high school. When he returned to San Francisco for his junior year at International High School, Ebersole was excited to play varsity basketball.

International head coach Carl Jacobs had other plans.

“He missed all of summer league, so I had never seen him play,” Jacobs explained. “I decided to put him on the JV team and let him develop as a player.”

“It was really hard,” Ebersole admitted.

But instead of quitting, Ebersole, a skinny six-foot-two guard, committed himself to becoming a better shooter and waited for his chance.

“He outworked everybody that year,” Jacobs said. “Chris was the first guy in the gym and the last one out.”

A year later, as a senior, Ebersole started every game and led the varsity team to the Northern California playoffs.

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“He became our go-to shooter,” Jacobs said. “It worked out perfectly.”

“I learned how to stay positive,” Ebersole said. “And I realized that if I worked hard, it will all work out.”

Ebersole could have played Division III hoops after his successful senior year, but decided to attend Stanford.

“As a local, I’ve always been a Stanford fan,” Ebersole said.

“I went to basketball camp here as a kid and I knew the campus pretty well. My plan was to walk on as a freshman.”

Ebersole was not fazed when he was turned away by Stanford’s then-head coach, Trent Johnson, as a freshman. The team did not have any roster spots available for a walk-on and already had a team manager.

Ebersole could have given up on his lofty basketball dreams and accepted life as a regular Stanford student. He didn’t.

“I just kept knocking on the door of the basketball office asking if they had something for me to do,” Ebersole recalled.

His patience was rewarded as a sophomore when Johnson

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asked him to be the team manager. As manager, Ebersole was allowed to participate in the occasional drill at practice.

“Being the manager is pretty hectic,” Ebersole explained. “You’re helping everybody out at the same time.”

Ebersole began a jam-packed daily routine in the hope of one day playing for the Cardinal. He would arrive early to practice to set up the equipment and the video camera. Then, during the threehour practice, he would fill water bottles, move basketballs around, and assist the coaches.

After cleaning up, Ebersole would hop on his bike and head across the street to the Arrillaga Center for Sports and Recreation, where he would play pickup basketball for hours on end.

“I’m a gym rat,” Ebersole admitted. “I don’t mind spending lots of time in the rec center.”

It seems natural to assume that Ebersole must have contemplated quitting at some point during his sophomore and junior years–all those hours working for the team and playing pickup at Arrillaga without anything to show for it.

What makes Chris Ebersole different is that he never did.

“There were definitely times when I was overwhelmed.

But I never wanted to quit,” Ebersole said. “I’ve always prided myself on sticking through with what I start.”

Ebersole’s relentless perseverance also emerges in his academic decisions. He is majoring in economics with a minor in East Asian languages.

Regarding his decision to learn Mandarin, Ebersole said, “It’s been very challenging, but I’m glad that I’ve followed through with it.”

Ebersole’s steadfastness was finally rewarded when current head coach Johnny Dawkins offered him a spot on the team this fall. “It was a dream come true,” Ebersole said. “At the first practice, I was doing all of the drills with the guys. I had a real practice jersey on. It was awesome to have that feeling of really being part of the team.”

Even though Ebersole is finally on the team, casual fans probably haven’t heard of him. You won’t find him in the official team picture on GoStanford.com and he doesn’t have his name stitched on the back of his jersey.

Ebersole was just happy to make the team, so it was a thrill when Dawkins inserted him into a game against Florida A&M during a 99-69 blowout victory.

“It was the first time I had played a game in front of fans in four years,” Ebersole recalled. “I was nervous, but I got all the butterflies out quickly.”

Ebersole had two assists in only two minutes. Since then, he has entered four more games and added a rebound to his stat box. But the sharp shooter has yet to attempt a shot in a game.

Ebersole’s parents and his younger sister have been living in France for the past year, but they will be flying back to watch the Cardinal play Arizona State, Arizona and California at Maples Pavilion.

The Hollywood script would call for Ebersole to enter the game against Cal on Senior Day and knock down a three-pointer in front of the home fans and his parents.

“If I get in, that’s great,” Ebersole said about Senior Day against Cal on Feb. 6. “If not, I’ll be cheering for our guys from the bench.”

Either way, Stanford fans should stand up and applaud.

He’s waited long enough.

fall 2010

cultural exchange

Paris

the 8th grade trip

An exchange with a diverse community of ideas and traditions

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scott paton, history teacher | chaperone

s part of their final year in the Middle School, the 8th grade class participated in another successful French-American International exchange to Paris in February this year.

Two weeks spent in Paris can offer many significant opportunities for young scholars, including the obvious benefit of learning first hand about the myriad historical and cultural symbols that make the city so vibrant and popular. To that end, FrenchAmerican’s two partner schools in the 6ème arrondissement, l’Ecole Alsacienne and l’Ecole Notre Dame de Sion, scheduled an excellent program of visits, which included obvious destinations such as the Louvre, la Sainte Chapelle, l’Opera Garnier and the cemetery Père Lachaise.

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There were also less-traveled sites on the program that sparked equally serious reflection among the students. A tour of le Sénat (le Palais du Luxembourg), for instance, enabled the students to better appreciate the complexities of the French political system. They also examined the darker side of 20th century French history with a sobering, yet vital, visit of the Holocaust Memorial. Some of the students profited from an excellent drawing simulation exercise, to mimic the psychological manufacturing of racist, anti-Jewish propaganda. In addition, they reveled in the sciences, both at La Villette and le Musée de l’Evolution. Then, on the outskirts at Saint-Denis, they visited the modern sporting complex of the Stade de France – which required less reflection but more imagination – and the glacially-heated, but intellectually dynamic, Basilica. Finally, on the last day of school visits, students at l’Ecole Alsacienne were treated to an excellent walking tour of significant French Revolution-era locales in the 5ème arrondissement, led by one of the school’s premier professors of history.

Obviously there’s more to an exchange. For one, confronting a new environment and unfamiliar ways forces one to become more adaptable and self-reliant. As uncomfortable as it was at times, adapting to an unexpected cold snap taught the students the first essential quality of a successful traveler: the ability to be flexible. Ultimately though, an exchange is also about sharing and learning from the people and their communities. As would be later repeated when the French students visited San Francisco, our students were very fortunate to be hosted by student families. This offered them an outstanding opportunity to learn as active participants in the family life of the French. In a dynamic, multicultural world such as ours, no experience can better prepare our students to be vital actors in an ever-more connected society than to take their years of study and apply it to the field. Repeatedly, French families complimented our students for the level of their language fluency and overall engagement. Here now they had the chance to apply their skills and from it, to learn and to share. They saw first hand, for instance, that Paris and its inhabitants are as complex and diverse as San Francisco and its population. And they were rewarded for their curiosity by marveling at the fact that, in many ways, Parisians are unremarkably similar to people everywhere, and in other ways, quite unique. It was this rich quality of experience that we as teachers, accompanying the students, emphasized. Students were asked to keep a travel journal so as to maintain a running account of what they found to be remarkable about their contacts with Parisian life. In addition, they were challenged to engage their families in a conversation about French history, to better appreciate their perspective and, perhaps, their role in it. Arguably, this ability to communicate effectively and judiciously is the measure of human potential and stability in the modern world. For students, those fundamentals must be nourished in the field.

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Ariel Lowrey

Clara Hancock

Sara Mon

Gita Levet

Sam Brunetta

Tallulah Axinn

Camilia Zaher

Remi Drake

Lauren Siu

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Jacqueline Epstein

fall 2010

8th Grade Host Families in Paris « Quand elle (la mère de ma correspondante) parle des américains, je pense qu’elle a été plus gentille sur ce qu’elle disait parce que je suis Américaine. Elle semble avoir des opinions très fortes sur l’Amérique et la France, mais elle s’est retenue de les exprimer. »

Tallulah Axinn

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theater

Company

by Stephen Sondheim

directed by brad cooreman roie levin, assistant director david williamson, music director

Cast

Bobby Sarah

Harry Susan Peter Jenny David

Amy

Paul Joanne Larry

Marta Kathy

April

Joshua Byrd Marie Cartier Gabriel Kyne Ismet Ă&#x153;ner Gabriel Dover Camille Weisgant Benjamin Rainero-de Haan Gracie Dover Lucas Friedman Lily Sawaya Nigel Goodwin Lara Baez Morgan Kusmer Celeste Makoff

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Orchestra

David Williamson Loretta Duncan Carlos Kong Nicholas Martin Nathaniel Harder Ian McQueen Alan Rice

Conductor Piano and Cello Concert Master and Page Turner Alto Saxophone Clarinet Electric and Bass Guitar Percussion

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Arts Festival

performing and visual arts

May 21-22 2010

Tales of Trickery

grade 10 theater and grade 10 and 11 music

Iphigénie ou le péché des dieux de Michel Azama grade 12 option théâtre

The Spring Concert

music of back à dos

Wonderful. Beautiful. A Noodle. grade 9 theater and music

New Works from the Music Lab

grade 10 and grade 11 ib music

The Ventilation System, Extraits de L’illusion comique de Corneille, Short Experimental Projects

grade 11 ib theater and 11 option théâtre

Digital Video Works

grade 9 through 12 film

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special events

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soirée des arts et des vins spring 2010 ore than 400 people attended our first-ever Soirée des Arts et des Vins on April 25th 2010. The exceptionally successful event brought together the art of the vintner, the art of the chef and 2 stellar performing arts groups to our newly inaugurated Dennis Gallagher Arts Pavilion.

A huge thanks goes to our event Co-Chairs, High School Parent Clydene Bultman and Lower School Parent Debbie Zachareas. Their energy in recruiting our 26 wineries and 10 restaurants and culinary artists made for an exquisite event with a new twist on our wonderful Soirées of the past.

We also appreciate the many volunteers throughout the school who helped make this such a wonderful success. Our financial goal was exceeded by more than 50%, and we’ve certainly paved the way for this new community-based event for years to come.

Bravo to all who attended, participated and helped make this happen!! A special tip of the hat goes to the SF Conservatory, SF Jazz and DJ Nathalie Neal for providing the music for our event.

We look forward to seeing everyone again on November 14, 2010 for our new Fall Soirée des Arts et des Vins, where it will become a regular entry in our events calendar. For more information, please contact David Fierberg, Manager of Events at davidf@frenchamericansf.org Tom Hunter, Revel Wines 82 | La Lettre

fall 2010

Below: Clydene Bultman and Debbie Zachareas, Co-Chairs

Above: Dick Grace, Grace Family Vineyards

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Right: Theresa Mullen, Bev Lehr, Christine Lemor-Drake, Sheila Oâ&#x20AC;&#x2122;Connor

Above: Alumna Justine Miner, RNM

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Left: Michael Dashe, Dashe Cellars; Eugenio Jardim, Jardiniere; Debbie Zachareas, Lisa fall 2010 Barriere, Sorting Table

Above: SFJAZZ High School All-Stars Combo

Above:2010 Nick Ronan, Chou Chou and Bisou, Joy Smith-Kyne automne

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soirée des arts et des vins co-chairs Clydene Bultman Deborah Zachareas

participating wineries and importers

participating chefs and restaurants

american wineries Broc Cellars

soirée des arts et Cline Cellars des vins committee Cold Heaven Cellars Madina Aryeh John Karatzas Beverly Patterson Laurie Poston

volunteers Kathy Bellevin Ewelina Bindarowska Elizabeth Cleere Josh Cohn Evette Davis Marie-Josee Dumoulin Ilonka Edwards Haydée Felsovanyi Christine Ferrari Ellen Filvaroff Chuck Han Parisa Hudson Christine Lemor Drake Diane Luce Karim Machi Kate Machi Jacquie Meyers Alex Nerland Eric Nervaiz Sylvie Merlin Sheila O’Connor Michelle Raczek Michelle Sayada Barbara Fagan Smith Joy Smith-Kyne Deborah Tibbetts von Nagel Val Wills Diana You

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Dashe Cellars Duckhorn Wine Company Flowers Vineyard and Winery Foggy Bridge Winery Freeman Winery Hourglass Wines Lioco Winery Luli Wines Miner Family Vineyards Oakville Ranch Vineyards Parr Selections Pisoni Vineyards and Winery Qupé Wine Cellars Robert Sinskey Vineyards Southern Wine and Spirits Tallulah Wines Wait Cellars

Andante Dairy

RNM Restaurant

Chouchou French Bistro

french importers Chambers & Chambers Wine Merchants Charles Neal Selections Martine’s Wines Terry Theise Selections and Winewise Imports The Sorting Table

donors to live auction Michael Bauer Calparrio – International Travel Brokers Grace Family Vineyards Hourglass Vineyard Daniel Klingebiel Paris for Rent Terra Restaurant Thompson River Ranch Debbie Zachareas

French American and International Parent Culinary Offerings Dalrymples Condiments Kobe Beef from Thompson River Ranch Oxbow Cheese Merchant

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special events

Le Dîner d’Epicure

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he school’s first-ever Dîner d’Epicure was held on May 6. Thanks to a small but generous group of attendees, the dinner raised over $26,000 to support the school’s annual operations, including financial aid and other ongoing programs. Many thanks to hosts Maria and Ramzi Haidamus for offering their home for the evening; to chef Philippe Gardelle of Chapeaux! for the exquisite dinner; and to Trustee Debbie Zachareas for pairing and explaining the wines with each course. And most of all to Event Chair, Kimberly Branagh, for organizing a most memorable gathering.

Please save the date of March 10, 2011 as we look forward to seeing you at our next intimate gourmet evening!

Le tout premier « Dîner d’Epicure » de l’établissement s’est tenu le 6 mai. Un groupe de participants en petit nombre mais au grand cœur a permis de rassembler plus de 26 000 dollars au bénéfice des activités du Lycée International Franco-Américain, en particulier de nos programmes de bourses d’établissement. Nous tenons tout particulièrement à remercier nos hôtes Maria et Ramzi Haidamus pour nous avoir ouvert les portes de leur résidence à l’occasion de cette merveilleuse soirée, le Chef Philippe Gardelle de Chapeaux! pour un dîner exquis, et Debbie Zachareas, membre du Conseil de gestion, pour sa sélection et sa présentation des vins qui accompagnaient chaque plat. Nous remercions également de tout cœur Kimberly Branagh, l’organisatrice de cette réunion on ne peut plus mémorable.

N’oubliez pas d’inscrire la date du 10 mars 2011 sur votre calendrier. C’est avec grand plaisir que nous vous retrouverons pour une nouvelle soirée gastronomique intime !

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Italy

April 2010

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fall 2010

cultural exchange

We’ve Arrived!

Il Museo di Bargello

Hi everyone! We arrived yesterday in Florence and everyone is doing well. After the students met the families they will be staying with for the next 14 days, we reunited in front of the Duomo and took a walk through the center of Florence. At the moment, the students have just finished their first morning of classes, and I must run to meet them and Stefania for lunch. It’s a beautiful day, and we plan to walk up to San Miniato and Piazzale Michelangelo after lunch to bask in the sun and enjoy the stunning views of Florence. More later, including pictures!

Today brought a hint of rain. The sky had been teasing us for the past two days, but not a drop had fallen. We met at midday at the Duomo and headed for the Museo del Bargello to see its splendid sculptures. It was as if we were looking into windows of the past, reading its colorful and beautifully illustrated stories. After a filling lunch, we walked to the Monasterio di San Marco to see the monks’ “cells”, each of which was decorated with a beautiful fresco and one small window. It was easy enough to imagine the monks living in these rooms in total silence. Finally we ended up at a small ice cream shop, one of the best in Florence, where I am sitting and writing this summary of our day.

elizabeth cleere, chaperone

San Gimignano

anabelle merlin and caroline doherty Yesterday we went to San Gimignano, a small town built on a hill that has become a tourist mecca. Walking through the streets, Stefania pointed out the many towers the town is famous for. When we climbed up one of them, there were so many flights of stairs that my legs felt like they were dying! Once we reached the top, we had a view of the whole town and the scenic Tuscan countryside. It was amazing! Looking out towards the outskirts of San Gimignano, there were a few houses sitting on the hills. We chose one of the houses that we liked the best; it had a pool and a guest house, with rows of grapevines surrounding it. It was the perfect, picturesque Italian house.

It was nice to travel to a more remote town, in contrast to the densely populated city of Florence.

Il Giardino Bardini

phoebe boatwright

Scuola Leonardo Da Vinci

taite brunetta and emma mcphee Ciao! Today we woke up to the sound of Vespas and horns honking in the streets. We got up, got ready for the day and had a breakfast of cookies with nutella and hot chocolate. Then we started our long walk to school with Marco, Carolina and Annabelle. Normally school is all about grammar and conjugation, but today our teacher made our class time exceptionally fun by giving us the opportunity to direct, write, and shoot an Italian soap opera!

When class was over we went out to lunch at a cute little café near the school and had a delicious meal. Afterwards we walked back to the Duomo, then went inside and took pictures. Finally, we walked across Ponte Vecchio and a few other gorgeous bridges along the Arno. Firenze has been amazing, and we wish that the trip was three rather than two weeks long!

alejandro poler

Our day started off at 11:30 with the usual rendezvous in front of the Duomo.

After a short walk over the Ponte Vecchio we arrived at Piazza Santo Spirito, where we ate lunch at an outdoor cafe, then had a gelato at a newly discovered (by us, that is!) gelateria. Once our hunger was satisfied, we continued our walk uphill to the Giardino Bardini. Entry was free today, so we quickly entered the garden and agreed to meet an hour and a half later. We went our separate ways, small groups of friends walking together. The garden consisted of a pleasant balance of greenery, flowers, trees in blossom, and stone pathways and sculptures. The air was cool and the atmosphere was quiet and serene. Unlike the Giardino di Boboli, which we visited last week, this practically unknown but equally beautiful giardino was almost empty. automne 2010

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A Trip to the Uffizi ansley echols

Today we went to the Uffizi. I had really been looking forward to this visit, because we’d heard a lot about this world-famous museum and all the incredible paintings in it. The paintings I saw not only met but exceeded all my expectations. One of them was the “Nascita di Venere”, by Botticelli. I had seen small reproductions of it, but they paled in comparison with the actual painting.

My personal favorite was a painting by a woman named Artemisia Gentileschi entitled “Judith Beheading Holoferme”. In the painting you see a woman cutting off the head of a man in his sleep.

Our guide, Monica, told us that this painting probably reflected the anger Artemisia felt towards the man who was first her teacher, and then her rapist. When I looked at this painting, so many emotions swept through my body: terror, sadness, and confusion, but most of all admiration. After hearing Artemisia’s story I admire

the fact that she didn’t seek revenge in reality, but used her talent to express her anger through her painting. As we were leaving I couldn’t get that wonderfully terrible (oxymoron!) painting out of my mind.

A Dinner to Remember

juliette bobrow and sylvie sutton Last night we had the most amazing dinner. Our hostess, Maria, had invited Stefania and Elizabeth to eat with us. She told us, “I’m going to make a huge dinner for all of you!” and she was not joking. Dinner consisted of pasta with ragu, followed by Italian-style chicken and veal cutlets, served with salad and green beans. But the best part was the dessert. Stefania and Elizabeth had bought two cakes, and Anna had made one of her own. In addition to Maria, Stefania, Elizabeth, Ansley, and us, the dinner party included two other girls who are also living with Maria and studying Italian – Momo from Japan, and Deborah from France. We all had a great time eating and talking – in Italian (mostly), since Anna has a rule that only Italian can be spoken around the table! In the middle of dinner one of Momo’s friends showed up, a boy named Ashkam from Iran. He joined us at the table to have dessert with us and made us all laugh. After dinner we took pictures to commemorate our wonderful international dinner.

In Famiglia

amy anchipolovsky and rosalie neal Living with an Italian family is incredible. Every morning we wake up to the sight of the enormous Duomo outside our window. The apartment is warm and cozy, so all we want to do is stay in bed.

Nevertheless, we get up to eat breakfast, which consists of cereal with milk, toast, and a selection of jams – mirtillo (blueberry), or fragola (strawberry) – and English breakfast tea with lemon. After breakfast we usually write a note to Anna, saying “Grazie per la colazione!” Then it’s time to go to school, but we’re never in a hurry since it’s only five doors down from our house.

When we come back home after a long day, we’re enthusiastically greeted by Anna’s voice, saying “Ciao, ciao!” After an hour or two, she calls us for dinner. After we sit down at the table, Anna comes into the dining room with a big plate of pasta, followed by meat and salad. After we’ve eaten everything, we wait a short ten minutes until Anna brings out heaven in a bowl – strawberries soaked in an or90 | La Lettre

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ange sauce, the best dessert we’ve ever had! Then we help Anna wash the dishes, thank her, and head back to our large, spacious room. After a couple of hours of talking, we fall asleep in our warm, cozy beds.

A Rainy Day in Siena marc hills

Day 7 of our wonderful trip to Italy was an experience to remember. We spent our first Sunday in the beautiful, rainy, narrow streets of Siena! Even though it was pouring rain and freezing cold, it did not feel unpleasant; the surroundings were simply too stunning for me to worry about how cold and wet it was. After eating lunch, we made our way into the most beautiful church (Siena’s Duomo) I had ever seen.

It was an absolute marvel! I was blown away by the extraordinary architecture and artwork. Everywhere I looked, in every corner and on every wall and ceiling, there was a beautiful painting or sculpture.

On the left side of the cathedral there was a small room which I called “the mini Sistine Chapel”. As you may have inferred from the name, this gorgeous little room was covered with paintings – even the floor!

This cathedral really shows how the Italians expressed their love of God and beauty through their magnificent architecture. I will truly miss the cathedral and streets of Siena!

Isaac’s Birthday

isaac macieira kaufmann Today was my sixth day in Italy, and it also happened to be my birthday. We met at the train station to go to Pisa and Lucca, and when Alejandro and I got there, everyone started singing “Happy Birthday” to me! I got so embarrassed! They all told me that my dad had told them to embarrass me. When we arrived in Pisa, we walked straight 92 | La Lettre

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to the famous leaning tower. It was magnificent! After taking pictures in front of the tower, we walked around the beautiful church in the same square. What wonderful architecture!

After an hour and a half, we went back to the train station to go on to our next destination, Lucca, which is a wonderful city. There was a huge tower with trees growing on top of it. We all walked to the top and admired the beautiful views below. Afterwards, Elizabeth bought me a really tasty ice cream for my birthday.

Michelangelo’s David lily johnston

It’s almost the end of our first week in Florence and my, how time has flown! From gardens to city views, famous paintings and sculptures, we have been surrounded by a rich culture since we first stepped off the plane. Today we had the pleasure of experiencing the famous “Davide”, sculpted by Michelangelo. In the presence of this immense marble being, I came to realize that there is nothing like seeing pieces of art in the flesh, so to speak. This evening we decided to all go out to a pizzeria together. I believe that we all thoroughly enjoyed the classic Italian cuisine, which is very different from the bready pizza we get at home.

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Being in Italy mia fierberg

Being in Italy is great. If I had to pick three words to describe it, I would choose “beautiful”, “art”, and “carbs”. Yes, I know what you’re thinking: “That’s awfully cliché, isn’t it?” Well, yes, but those movie directors had it right. To give an example: Today we went to the Giardino di Boboli and spent the day in the huge gardens. Imagine five times the surface area of French American covered with well-trimmed lawns, cypress groves, fountains, obelisks, and just general greenery everywhere. It’s quite exquisite.

There is also a huge amount of artwork, statues and such, not just in the gardens but all over Florence. Everywhere you turn there is a Michelangelo or a so-and-so, and even if they are just copies (like the many statues of David), they are still impressive.

As for the carbs, I think that part is pretty self-explanatory. The pasta and pizza here is unbelievable, and even though I know it’s bad, I can’t help but choose some good fuselli over a 15-euro salad.

All in all, this is a warning to the parents: when we get back home, don’t be surprised if we look upon the houses, pizza, and gardens there with a certain feeling of anticlimax. Florence simply sets the bar unbelievably high.

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India

April 2010

T

he vision of the India trip is to provide an opportunity for juniors to learn about the peoples, history, economy, technology and the arts of India by experiencing these aspects rather than being instructed. In order to achieve this, we arrange for the students to meet with individuals, small groups and organizations engaged in different fields. Each year the experiences are different, and include at least one new dimension through a visit to a new city.

For the past five years we have visited Delhi, Agra and Jaipur, and added one additional city each year: Bangalore, Rishikesh, Lucknow/Kotwara, Jodhpur and Calcutta. In 2010 we changed the itinerary completely, focusing on the west coast of India.

We explored Mumbai, Kerala, and the coastal mountains called the Western Ghat.

It is impossible to detail all, or even the most striking, of our experiences. The essays and photographs published in La Lettre the past five years offer reflections the students have written after each trip. A short film has also been produced, as well as websites that were created to document each trip.

david williamson

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cultural excursion

India: Day One

meghan o’day and molly spiegel After finally figuring out what day it was and getting settled in our hotel in Mumbai, we took our first walk around the city. As out of it as we were, we were able to soak in the new culture we had immersed ourselves into. One of the first things we learned was that the car horn acts as a gas pedal.

After this walk and a visit to the Gateway of India, it finally dawned on the group that we are actually in India. We returned to the hotel to meet Alana Rush, a spokesperson for Youth Ventures.

Youth Ventures is a nonprofit organization that helps kids ages fifteen through twenty-four find something they are passionate about and form projects around it. She was very eager to work with us throughout our time in Mumbai, and help us discover the city itself and what we want to do to change the world and our perceptions.

One of the interesting things she talked about was the difference between ‘observing’ and ‘judging’ as we explore this new area.

After meeting with Alana and taking quick power naps, we walked to one of the top restaurants, known in the New York Times as “worth the flight to the country”, called Trishna. The seafood was excellent, ranging from spicy garlic squid to the prawn koliwada (our personal favorite). Our bodies were exhausted the minute they hit the bed. We are looking forward to our tour through the slum tomorrow and the Elephant Caves.

We didn’t speak with any of the workers, but they were obviously working harder than any of us ever will. They were surrounded by huge machines, or cascades of sparks, or towering structures of cans and buckets and tins to be reused, or the fiery pits used to smelt aluminum. I don’t envy these people, but I suppose I admire them, as you would admire any man who labors for too long for too little money.

The women we saw, wearing the iridescent clothes that seems so luxurious in the West, made papadas (tortilla-like pastries) behind the blocks of houses or stitched cloth in the factories or, most commonly, walked with their children among the tiny street or squatted in front of their homes, washing clothes. They smile at us when smile, and their children wave and scream hello. Those kids, I could have played with them all day. We touched hands with them as we passed, waved hello back, and on occasion stopped, to shake hands properly and answer the only question they knew how to ask in English: What is your name?

At one point we stopped to speak with a girl who stood in an alcove off one of the alleys (the alleyways are long and dark and terribly small: in many cases we went single file down them, hopping over puddles and down improvised steps, ducking poorlymaintained wires and catching glimpses of tiny rooms from behind the patterned door-curtains as tumbled through the obstacle-course streets). The girl was younger than us, thirteen or fourteen, and decorated in henna. The guide asked why she wasn’t in school, and she smiled shyly and replied that she was getting engaged tomorrow. We congratulated her, though some in our group were more shocked than me. It is a bit jarring, to see a girl younger than us

Deepest Mumbai: the Dharavi Slum catie arbona

Dear readers, I am lounging in the blissfully cool bus (a.k.a.

Fred) after a too-short, too-long trip into Dharavi (sounds like ‘Daraby’), Asia’s second-largest slum, its oldest, and its most densely packed. Statistics-wise, it’s impressive: 1 million people in 432 square acres, with a population density twenty times that of Mumbai, which is already twice that of NYC. Slums throughout Mumbai occupy 8% of the city’s square footage, but house 55% of its population.

To actually visit the place is mind-blowing. What little idea we Americans have of this place is so, so far from right. The living conditions are terrible, worse than I imagined, but at the same time, this is a totally functional, 150 year-old community. There are schools, and markets, and an incredible amount of industry.

Everyone here works, from ages 14 to 60. They make pots, dye clothes, and recycle, recycle, recycle. Recyclable materials are shipped here from the outer city, the rest of India, even Korea and Japan in some instances. Plastic is sorted, crushed, and made into tiny pellets ready to be shipped off to manufacturers. The same process occurs with aluminum, which is melted down into huge blocks.

The factories themselves (we went into a few) are dark, though you can see quite clearly, and slightly dank. The floors are dirt, and, like every other place in India, the smells are overwhelming. automne 2010

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getting married, but this is not our culture, our tradition, and who am I to disapprove?

The Indian government has banned child marriage, but government against tradition is the bird pecking at the mountain, to use the old parable.

The heat was intense, and when we stood on the corrugated iron roof, the whole of Dharavi below us, I felt myself bake from the feet up. But the view, acres of dirty lean-tos and trash, was important, the tour necessary. Dad, if you’re reading this, you were right. The poverty was unpleasant, and I felt uncomfortable moving among it.

Despite the visible happiness of the children, and the lack of abject suffering one might expect in a slum, these people have hard lives. Tiny houses, poorly-paid jobs, little hygiene, so many people. It’s bad, and its getting better so, so slowly. Its bad, and I don’t know what to do to help. I should, we should, we can, but how?

I didn’t mean to be so abject. Sorry :)

tell me: “Change faces – act, become the character!” It was difficult for me because I was having just too much fun. The teachers kept pointing out how well the boys were doing; Robert was Mr. Shimmy and Joshua “is a natural!” (Quote from Dimple at the end of the class). After having “mastered” the long choreography piece for Love Me we learned choreography to another song called Desi Girl, which was great as well. It was a shorter piece and the girls had to act sassy, something that’s always fun!

Although we are not Bollywood dancers, it was amazing how we became characters for those two hours, and just danced. We are thinking of doing Love Me at a school assembly – lets see if we remember all the steps!

Sending you all the impulse to just dance and many smiles.

Bollywood Dancing

Visiting Priah’s Home

Hello all! I’m writing this from inside our cool bus after having learnt how to “tumka,” “Balle balle,” “shimmy, and “chicken wing” our way through our first ever Bollywood dance class. When we finally arrived at the school, we were met by a highly energetic couple, Rohan and Dimple, dressed in impeccable matching exercise outfits and flowing smiles. They led us up three flights of stairs until we entered an air-conditioned dance studio.

We sat down on the floor and they asked us what words came to mind when we thought of “Bollywood” dance. I said “Over the top,” and I think that pretty much sums up the whole two-hour class.

We started with a high intensity cardio workout that lasted maybe 10-15 minutes.

By the end of that time we were already sweating and smiling uncontrollably. We then split into three groups and danced different Bollywood steps across the dance floor. After each step Dimple kept asking us: “Simple? It’s simple, right?” We would all look at each other, smile, and say: “Yes, yes. It’s simple.” We then moved into the real dance choreography. The first song we danced to was called Love Me. We coupled up and, slowly, slowly, we learned the steps.

I was smiling so much that Dimple had to

We met Priah for the first time today because the student whom we met with yesterday wasn’t here today.

In leading us to her home, she looked so unsure that, if we didn’t know better, we would have thought even she didn’t know where she lived. On the walk over, we had mixed emotions about whether or not this was a good idea. People stared at us as usual, but since we were actually alone with only 10 year-old Priah it was even more concerning. But once we met up with her dad we were reassured, and his siblings and their children also came to meet us.

We sat in their one-room house on a straw mat that Priah unfolded for us, and she left to go get us cokes. We found it quite difficult to communicate with them because Priah was not only shy but also didn’t speak much English. Her father spoke some English, and her uncle a little more, and was the one that we communicated with most.

Family and friends gathered around the doorway, and the father turned on the TV. He showed us some Bollywood music videos, a movie in English and “Cliffhanger,” an English movie that we didn’t know but he said was good. He seemed embarrassed

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meghan o’day and darcy covert

and desperate to entertain us, as if we didn’t want to be there. He said that Priah was happy that we were there and we said we were happy to visit. Looking at the house, we quickly exchanged that we wouldn’t take pictures; but they asked us to before we left. We each took more than a dozen, all upon their request. They said “thank you” and kept shaking our hands, and asked us to come visit again when we were back in Mumbai. On the way out, they asked us to take a picture of their shrine, and Priah walked us back to the bus.

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Visiting Suba’s House

raphael linden and iris moridis We followed Suba through a maze of small alleyways. We arrived at his home, a small room that he shared with his four family members. The room was cluttered with pots, a couple of suitcases, a small television and DVD player, a chair (mounted on the wall) and a small temple. We sat in the house waiting for Suba’s mother, while neighborhood children popped their heads in the door, wide smiles on their faces. A couple of them joined us, while we automne 2010

waited and shared sparse, yet meaningful conversation.

Suba’s mother greeted us with a big smile. She handed some rupees to Suba, who rushed out the door and returned a couple of minutes later with a bottle of Pepsi in his hand. She poured the soda into three metal cups and handed them to us.

She then started speaking to us in Hindi, to which we awkwardly responded “No Hindi”. Suba and his sister, Gunga translated their mother’s words for us. She told us how happy she was when she was told we were coming to visit her. This woman’s

hospitality touched us so much, leaving us in a sort of daze. We smiled at her and repeated “Supriya” over and over, hoping that our gratitude was understood. As we left, we waived at Suba, Gunga, their mother, and all the neighborhood children. There were smiles on all of our faces.

Visiting Seema’s House robert jahan and molly spiegel

The day before, we visited the NGO Down to Earth, in which Seema studies English. We had a question and answer La Lettre | 97

Visiting Rani’s House catie arbona

session in order to establish a relationship between her and us. We learned that her favorite color was pink, she likes to play frisbee, she is an only child, and her favorite food is noodles. Though we left thinking we got to know her well, they were merely superficial questions based on the interaction of the day.

The next day, the same petite, eleven year-old girl led us through a labyrinth of vendors, houses, and stray dogs, and we finally arrived at the waterfront where her house stood. We walked into the one-room house to find two tables, which doubled as beds, and a fan that reached our necks.

Immediately they rushed to buy us mango juice from one of the many vendors we passed along our way.

There was an evident language barrier as the child was shy and only spoke a couple words of English, but with the vocabulary we’ve gathered on the trip and our knowledge of sign language, we were able to communicate with Seema and her guardian. The visit concluded with meeting her friend and neighbors, who led us back to the bus.

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So yesterday, I met Rani, a thirteen-yearold girl who attended the English classes provided by Down to Earth, a small, localized NGO in the Mumbai slums. She’s been studying English for two years, so we were able to hold a basic conversation, along the lines of: “What is your favorite color?”

“Blue.” “Cool.” She showed me pictures she’d drawn, which were pretty good, and I showed her mine, and then we introduced each other to the rest of the group.

And today we met up with Rani again to meet her family. Rani met us outside of the slums, and together we ventured into the slums. Rani led us between the maze of small houses and through the extremely friendly slum inhabitants, and eventually we found her where she lived. Inside we met her mother (who could not speak English) and her shy little sister, and then exchanged questions.

We began with simple personal questions, and she asked us about America. As we were leaving the slums, we asked her what she wanted to be when she grows up. She answered that she wanted to be a teacher, and that she may one day teach the students of DTE. We’d run out of questions to ask relatively quick, and so arrived with Rani at the bus ten or so minutes early. We had a few small conversations about Disney movies and crows before the rest of the group and their buddies showed up. With everyone together, we took loads (and loads) of pictures, hugged, and bid each other goodbye.

plying it is part of the actor’s transformation from himself in real life to the character he is playing. By emphasizing the human-like features of the face, such as the eyebrows and the mouth, they are transformed into the supernatural characters they play. The kathakali stories are based on stories from the Hindu religion and the performance is considered a “religious dance.” The director, P.K. Devan, kept repeating the words “imagine” and “create” during his speech because Kathakali can be whatever you want it to be. You choose how you want to make the gods look and act. Being a “religious dance,” it is often performed in temples.

The make-up application takes 45 minutes before the show, and is the time when the actor transforms himself into a supernatural god. The make-up is made from natural herbs and coconut oil, which is also very good for your skin. The actor himself

Kathalali

meghan o’day Last night we attended a make-up demonstration and short part of a kathakali performance. Kathakali, famous in Kerala, is an art form using a combination of music, dance, and theater. The make-up is an essential part of the performance, and the procedure of apfall 2010

applies some of the basic colors, then lies down on his back while the make-up person adds a glue base (made from raw rice and lime) and three layers of paper above the jaw line to represent the trinity, and lastly sits up to touch up any last aspects.

No words are actually used in Kathakali, but instead there is someone who chants/ sings the “script.” It is the actor who uses hand gestures called “mudras”, each with a specific meaning, that convey the message to the audience. After watching the performance, you really get the feeling that every eye and body movement is precise, and they almost never blink unless it’s supposed to mean something.

For me, being able to watch this was a very special opportunity, because I am writing a paper for theater class on the make-up of Kathakali. Listening to the director speak, and simply watching the performance really helped me understand

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the calm, laid back attitude of many people in India. The director said the one word to describe India is ‘enjoy’.

“Peace and harmony” - P.K. Devan (the director and founder of this company)

My Elephant morgan kusmer

Upon taking a cruise along the beautiful backwaters of Kerala, some ‘moments’ we experienced were: a man climbing a keeling tree for coconuts meters above us; little children running along the banks parallel to our boat asking for pens; people going about daily tasks, for whom this water is clearly such an inherent part of life – harvesting basmati rice, washing clothes, bathing, swimming, and fishing. Like my experience with India in general, my senses were overloaded – by the sweet smell of fresh water, the feel of lush wind on my

face, the taste of coconut at a pit stop; the interest in new things too plentiful to keep up with.

When we arrived at our hotel, we all did a double take at the sight of a resort right by the waterside, with a sparkling pool, renowned massage center, and hammock... yes, it really was where we were staying!!

After getting situated (pampered with cool towels on our foreheads and fruity drinks), I wanted to take a walk. I followed the road directly out of the hotel, encountering lakes, large rows of rice being harvested, peoples’ homes as they prepared for the new year celebrations, and groups of men and women that stared at me, smiling when we all passed each other then looked back for another glance. After twenty or so minutes, I fell into step behind one man, who after a while decided he had something to show me, and excitedly led me down the path.

After a couple minutes we reached our

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destination, although I had no idea what he was trying to point out. I was about to turn back when I saw something move on my left: AN ELEPHANT! Towering over me, bulkily beautiful, she seemed as if she were moving in slow motion. I learned her name, bought and fed her a banana, pet her trunk, and stood fascinated as the boys watching me giggled at my dumbstruck expression.

I introduced myself to a whole community that day – a couple of grown men, a few graceful women, a crowd of excited children, a friendly boy about my age, and an giant elephant whose foreign name I sadly can’t remember.

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Palm Reading nett davis

Through the backwaters of Kerala we discovered just another talent of our amazing guide, Ritu Raj: He can read palms! Although Ritu is a skeptic about his readings and unchangeable astrology, he wears rings on his hands to content his mother. These rings – made of coral, tigers eye and in silver and gold – are worn on specific fingers to help him restrain his anger, bring luck, and to keep him from negative forces.

After hearing that he could read palms a handful of us immediately formed a line, Darcy was the first. The line would grow throughout the day to encompass almost all fifteen of us.

I have had my palm read before, but this would be a totally different experience for me, as I have not been able to stop thinking about what he told me. Ritu said my hands were the most interesting he had seen that

day as they were so clear. I must be very careful with the words I choose and the people I talk to, he said, as I am prone to people taking my words in ways that I did not intend. To help with this I must wear a gold ring with coral on my right hand, finger closest to pinky and watch the sunrise on Thursdays.

Ritu told me I will be very happy when I get married, and that I will have three kids and that I am very suitable to go into a nursing career. I will not get anything without having worked for the objective, and that suits me, as I do not like getting things without deserving – or better said, working or struggling for the end result.

He told me other things, more personal but accurate, that really resonated with me and after my little session was over, I felt quite emotional. In talking to some of my other friends, they too, felt this way.

When we get home I’m getting out my astrology chart, and I’m going to get them read. Although, like Ritu, I believe that we can change our lives, I am fascinated by this magical science.

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cultural exchange

Tahiti

Spring 2010

Excerpts from the blog written by students on the International High School exchange to Papeete in French Polynesia.

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e arrived this morning at the Fa’aa airport of Papeete at 5am, and were received by all the families and the traditional Polynesian flowers, just in time for the beautiful sunrise above Tahiti! All are spending the weekend with their families, including lucky Sean, who barely made his connecting flight for heavenly Bora Bora, where he’ll be spending his birthday with his host family.

Après un bon petit-déjeuner dans nos familles, tous les San Franciscains se sont retrouvés à sept heures du matin au lycée Paul Gauguin ou le proviseur nous a bien accueillis avec un deuxième petit-déjeuner; croissants, pain, confiture etc. Le ventre plein, on a visité l’établissement; les chambres des internes, les salles des classes et celles des profs. Sous le soleil et un grand ciel bleu, on s’est promené dans la ville ou quelques élèves ont échangé leurs euros et dollars en francs du Pacifique. Retournés à l’école, on a attendu nos correspondants qui nous ont amenés manger, certains en dehors de l’école et d’autres à la cantine. L’après-midi, chacun a accompagné son correspondant à son cours habituel. Quelques-uns sont allés dans les classes de physique chimie et de SVT ou ils ont.

Aujourd’hui le 20 avril 2010, nous sommes allés voir la présidence après avoir passé deux heures de cours avec notre correspondant(e).

La présidence est composée de trois bâtiments accolés. Ces bâtiments étaient à l’origine l’emplacement d’une caserne militaire qui a été détruite puis reconstruite et devint officiellement la présidence de la Polynésie depuis l’an 2000. Dans la présidence, il y a 4 salles principales. La première salle est celle dans laquelle les ministres se réunissent pour décider de tout. La seconde qui est certainement la plus importante est celle dans laquelle le président parle de toutes ses décisions dans une salle qui a une capacité de 150 personnes. La troisième est appelée la salle de presse et comme son nom l’indique c’est l’endroit dans lequel le premier ministre annonce toutes les décisions prise par les ministres. Cette salle est utilisée deux fois par semaine (le lundi et le mercredi). La dernière pièce est la salle de réception c’est-à-dire la salle ou tous les dîners officiels se font.

L’après-midi nous sommes allés faire de la plongée. Certains d’entre nous sommes allés jusqu’à 6 mètres de profondeur pour voir l’épave d’un avion. Nous avons également pu toucher une anémone ouverte et une fermée et évidemment nous avons observé de nombreuses espèces de poissons. Cette expérience était unique et j’espère pouvoir faire de la plongée très bientôt.

So far the weather here in Tahiti has been great, but unfortunately on Friday the 23rd it seems our luck has run out. But that didn’t stop us from doing some Vaía (Tahitian pirogue) out on the sea and attending a Tahitian dance class. Although during the Vaía, while waiting

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impatiently for our turns to come, the rest of us soon attempted to open a coconut that was lying on shore. After about half an hour of hand-smashing the hard outer shell on a sharp edge of a pole, and tearing the brown outside layer with our bare fingers, we were able to finally get to the white milky center, and all agreed that opening one is in fact a pain. Life lesson of the day: if there was that one item you’ll bring to that stranded island populated by a million coconut trees, make sure it’s a machete please.

Today we woke up early as usual to get to school at 7 am. From 7 until 9 o’clock we went to class with our correspondents, and participated in whatever classes they had that morning. Then at nine, it was time to head out for the musical conservatory, where we would learn how to play Tahitian music with traditional instruments.

Since the conservatory isn’t far from school, we braved the heat for a short walk to the building, where we were saved by the air conditioning! Our instructor introduced himself, and gave us each a paper with complicated notes on it. We were each seated in front of a different instrument: there were huge drums (tari parau), tambourines (faíatete), and the traditional Tahitian drum (the Toíere). We

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started by learning simple beats all together, but then sped things up a bit and had different instruments playing different beats at the same time. By the end, we had definitely progressed, although our rhythm was still a little off.

After an exciting morning, we headed back to school to eat at the cantine or nearby with our correspondents. That afternoon, we got to visit the Pearl Museum, which was also walking distance from the school. When we arrived, we were immediately amazed by the incredibly realistic wax figurines all wearing multicolored pearls. We were ushered past impressive displays of pearl necklaces towards the back of the museum, underneath an archway with yet more pearls hanging from it, where our tour commenced.

Our guide explained how pearls are formed naturally, and how difficult it is to obtain a perfect pearl artificially. We definitely learned a lot about pearls, since most of us didn’t even know the difference between a natural pearl and one that has been created with human intervention. We topped off the tour with a brief showing of some of the most expensive necklaces. They were expensive because they were made with pearls of top quality, which represent only about 5% of all the pearls gathered by professionals.

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Our trip to Moorea was truly amazing. Although many of us had already been with our families, nothing could have prepared us for the wonders that this island had in store for us. It started with swimming in a crystal clear lagoon with sharks and stingrays. Although they were fed enough to be inoffensive, there were a few from our group who jumped straight back onto the boat with screams of panic at the mere sight of the animals.

Those who stayed in the water were in for a treat: the rays’ skin has an extremely soft yet slimy texture, although not unpleasant to touch. Our guide brought them to us by feeding them dead fish, and soon the water was teeming with rays, and a few of us even kissed them. The one drawback was that we had to watch out for their tails, which were painful when they hit you. Next, we went to see the sharks, which were swimming a bit further off, but were nonetheless impressive. And really, how many people can claim to have to have gone swimming within a few feet of sharks?

Afterwards, we went to a motu (the Tahitian term for a small island made of sand off the shore of a larger island) for lunch, and then stayed there through the afternoon. The water was warm and the setting was picture-perfect, enticing us to spend the afternoon

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swimming in the lagoon and tanning in the sun, though many of us paid for this taste of paradise with massive sunburns.

Départ 8 heures du matin, nous avons fait une demi-heure de bus pour aller voir un “Marae”, structure religieuse servant aux anciens rites des anciens polynésiens. A part ses fonctions religieuses (sacrifices, lieu de prières, autel), les maraes occupaient aussi une fonction sociale et servaient de lieu où les polynésiens venaient écouter leurs chefs et autres personnes donner des discours. Après ceci nous avons repris le bus en direction des grottes.

Malheureusement, nous n’avons pas pu entrer dans ces grottes à risques de chutes de pierres.

Plus tard, nous sommes remontés dans le bus direction Papeete pour aller vers la pointe Vénus, plage de sable noir qui tient son nom grâce au premier explorateur qui y était venu observer un phénomène très rare qui se produit tout les 107 puis 7 ans etc.; voir Vénus se placer devant le soleil. Nous y avons déjeuné, puis nous nous sommes baignés pour ensuite vers 2:30 rentrer au lycée.

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China

february 2010

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ell, folks, they did it!

Our students completed the Chinese classes here at the Mandarin Training Center of National Taiwan Normal University! There was a final presentation following the morning class today, and they performed in front of a packed audience. Before the performance, there were exhibits of their work over this past week: the 8th graders showed the animation they’ve been working on, complete with voice-over that the students had recorded, and the 7th graders performed shadow puppetry. The students had to write their own script and make their own props for the performance. All the teachers at the Mandarin Center raved about how hardworking and engaged our students are, and how every one of them seem to take such interest in studying Chinese. I have to say, what with jetlag and cultural differences, our students really impressed me with their willingness to just throw themselves into the classroom and give it their best. I’m really proud of them!

It’s our last full day in Taipei, and we started the morning by heading north of the island to Keelung, a commercial harbor in the north of Taipei. After that, we went to the Geopark in Yehliu, a coastal town known for its landscape, rocks sculpted by water and wind erosion, and took a group photo in front of the famed Queen’s Head. We had a late lunch at Danshui, and toured the Fort San Domingo, remnants of the headquarters of the Dutch during their occupation. We strolled around the old streets of Danshui, then headed to the Miramar ferris wheel before having our dinner. Tomorrow we will leave for Beijing and check out what’s in store for us on the other side of the Taiwan Straight...

Who knew that Beijing is this cold at this time of the year, 45°F during the day and with the wind chill factor, it feels like 30°F. We started our day by visiting Tian’anmen Square and the Forbidden City, and after lunch, we toured the hutongs, narrow alley ways representing old Beijing. That night we went to see a Kung Fu show at the Red Theatre, which was amazing! It combined storytelling, singing, and ballet with traditional kung fu; we all came out raving about how great the show was. It was also Larson’s 13th birthday, and so we had a cake at dinner to celebrate. wayne lee, mandarin teacher automne 2010

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berlin february 2010

ABOVE: French American and International students posing next to an image of the famous Berlin bear, a longtime icon of the city.

PANEL: A display inside the Jewish Museum of Berlin.

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berlin, berlin

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ann-marie stoehr, german teacher erlin greeted us with a layer of snow that had already been there for two months, during one of the city’s longest cold spells. Our hostel was located in former East Berlin at Prenzlauer Berg, now a gentrified, hip district with a lot of restaurants, clubs and cultural venues.

On our first day we took the S-Bahn to Alexanderplatz. Through a long tunnel covered in green tiles, past fast food chains and homeless punks with their dogs, we walked passed a newspaper vendor who looked just like “Biberkopf” out of Fassbinder’s film version of Alfred Döblin’s literary classic, Berlin Alexanderplatz. Although the movie was mainly shot in Munich, I swear the vendor stood at the exact same spot as in the movie.

Exiting the underground we immediately saw the Fernsehturm. Since we had read Die Flaschenpost

by Klaus Kordon, where the main characters visit the Fernsehturm to look over the wall into West Berlin, we all went up and enjoyed the magnificent view over Berlin, clearly not a city you can just walk across.

The river Spree was covered in ice, and many snowcovered landmarks were visible from above.

conceptual art? stéphane genini

For dinner, we went to a ‘punk’ Italian restaurant, located two UBAHN stops away from the youth hostel. We met up with Marcus Gruendel and Hanni Wurm, a conceptual art couple, and after eating our delicious authentic ‘PUNK’ pizzas, we decided to have a roaming interview with the artists. We began our conversation at the U Bahn station, learning about John Armleder, a conceptual artist that the couple studied under. We discovered his ideology towards art, which was a completely different approach. Instead of using one’s hands to create art, Armleder believed that one could create art with objects that he did not make, or in ways that differed from ‘traditional artmaking’. An example of this was the concept of the “ReadyMade”, or “found art” – art created from the use of objects that are not normally considered art, due to their predetermined ‘non-art’ function. The artists were very impressed by the level and depth of the students’ questions. automne 2010

berlin wall

ronni merritt On Sunday after taking a tour of the Berliner Unterwelten, we stopped by a small café to thaw out with some hot chocolate and to reflect on the tour we just took. Soon after, we walked about two blocks away from the café to see the East Berlin Wall documentary center. We learned about the erection of the east wall, how that was a boundary between the east and the west, and how it affected the people of both communities (communist and non-communist). The exhibit was architecturally beautiful and very modern, like all others we’ve seen in Berlin so far. After looking through the exhibit, we were able to take an elevator to the upper tower, where we were able to see a section of the east wall and the horizon of the city. We were also able to take a picture in front of the wall. Learning from the different media they use to inform about the wall and its history (video, images, etc.) was a powerful experience.

the reichstag

amelia laughlin The chaperones chose a leader to navigate our way to the Berliner Philharmonie, where we had the chance to hear a free concert of Dvorak compositions performed by world-class musicians. Afterward, we were given half an hour of free time to have lunch.

We split into groups at the Sony Center with five euros per person to eat lunch. My group went to a German restaurant where we ate soup and pretzels.

Before meeting up at the giant Lego giraffe, we bought postcards at the Lego Land Shop. Then we navigated our way back to the hostel to blog before heading out for dinner.

The Reichstag visit was another highlight. Passing security checks like in an airport, we were allowed to enter without showing passports. We met up with the tour guide at the north entrance. An art piece by Jenny Holzer stood in the hallway, her famous LED textbands with quotes throughout German history by politicians, allowing the viewer to guess their origin only through historical context. The British architect Norman Foster did a fabulous job keeping the old architecture and adding his very modern, very beautiful vision of the building. Choosing a British architect, showing artwork by American and French artists, and leaving the marks of Russian soldiers, was a deliberate choice to commemorate the city’s division between the allied forces.

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parliament

lilian van cleeve This evening we went on a tour of Berlin’s Parliament building. Upon entering the hall, our first sight was graffiti-like writing scribbled across the wall. The guide explained to us that the writing was actually left over from a couple months at the end of World War II, when Soviet soldiers occupied all of Berlin’s public buildings. In addition, the writing was apparently only the soldiers’ names and ranks as opposed to the slander everyone expected. After passing the Madam Chancellor’s office, the guide explained Germany’s five political parties and how they functioned. He also showed us how the Berlin Wall had previously stood only meters from the building’s main entrance.

While we were sitting on the visitor benches looking down on the parliament without any architectural restriction (as a way of celebrating transparent democracy), the tour guide concluded his lecture, with the description of the “Reichstagsbrand”, when the Nazis committed arson and blamed it on the communists, and passed emergency laws that facilitated what later happened. He questioned the passing of such laws, and the heightened fear around possible threats against that backdrop.

The Jewish Museum in Berlin, designed

by Daniel Libeskind, is worth a trip to Berlin itself. In the shape of a star, if seen

from above, the building offers an astounding and elaborately thought-through experience that in fact is art. Entering the museum, the visitor has to go through a basement, divided in alleys: the alley of Terror, the alley of Exile and the alley of Hope. Those alleys frequently intersected with integrated showcases of objects and letters from persecuted Jewish citizens, and a brief explanation as to what happened to them. The alley of Terror led to a space with high concrete walls and an iron door slammed shut behind us visitors, and gave us a very oppressive trapped feeling, exemplifying the experience of a concentration camp. Throughout the museum “void” spaces were created, signifying the missing part of Jewish culture in Germany, due to the holocaust.

Most of the exhibits had hands-on interactive parts that kept the viewer engaged and there were frequent little niches with cushions and games for children to rest and play. Sunlight shone through distinctive window strips, and cast beautiful light designs on walls and floor.

checkpoint charlie

nathalie mc govern and anaelle thommasson On Wednesday we visited Checkpoint Charlie. We learned that this was the Berlin Wall crossing point between the American sector and East Berlin. We then made our

way to the Jewish Museum, where each of us took our time to really understand Jewish life from the Middle Ages to the present. It was a very interesting museum containing the possessions of Jewish victims of the Holocaust.

Afterwards, we had lunch at a Turkish restaurant and had traditional food. We then hopped on the U-Bahn to meet up with our tour guide, Emma, a 16-year-old who would lead us around another area where a second large piece of the Wall still stands.

We were able to admire and take pictures of the original artwork painted on the Wall.

Emma informed us of all the history of the separation of this city and how it affected each side.

the new museum

christian rosnes and krista gon On Thursday we visited the “Neues Museum” (New Museum), which contained history from over 2,000 years ago. The exhibit was full of artifacts from the Stone, Bronze, and Iron ages with smaller sections that included Egyptology and Christian history. The most interesting, as well as most rare, artifact on exhibit was the famous bust of Nefertiti. The museum itself also had historical significance as it was badly damaged during World War II and was only remodeled recently. Some of its rooms remained with their original decor. Our group wandered through the museum, absorbing the history not only of the artifacts but the history of Berlin as well.

Thursday evening we went to the “Club Matrix”, a disco that houses school groups visiting Berlin. The club was located underneath the subway system, and through the music the passing trains could be heard.

The students had the chance to meet German students their age, while Cheryl and I slouched on the couches in the teachers’ lounge commenting on Lady Gaga.

sanssouci

nicole nathan and stéphane genini: In the early morning air, we began our venture into Potsdam, to visit the Sanssouci Palace. Designed by George Wenzeslaus von Knobelsdorff between 1745 and 1747, the Sanssouci Palace was considered the ‘German Rival’ of Versailles, with its Rococo style. Our first impression of Sanssouci was its apparent grandeur, even from 110 | La Lettre

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the exterior; lavishly decorated architecture with golden embellishments, large open spaces, blanketed by snow, which became the battleground of various snowball fights and faux-baseball pitches.

As we entered the palace itself, we learned that it belonged to Frederick the Great, the King of former Prussia, and the palace was known to reflect the King’s personality more than any other of its kind. The interior architecture and design was as intricate and lavish, if not even more so, than the exterior: the walls, floors and ceilings were adorned by garden-like ornaments; the windows and mirrors encompassed by golden vines, the marble floors decorated by grape and melon inlays. This theme of an indoor garden was responsible for the seamless transition between the interior and the elaborate gardens of the exterior.

The combination of the natural and the divine created a peaceful atmosphere, which contributed to the objective of the Palace: it was created to fulfill King Frederick’s need of a private residence, where he could

automne 2010

relax and get away from the pomp and ceremony of the Berlin court. This atmosphere was further pronounced by the name itself: Sanssouci. Literally translated from French, it means “without worries” or “carefree.”

the holocaust memorial maria lerdal

After learning about history and art, the Holocaust memorial mixed both together perfectly. Taking what we know, and walking up and down through cement hills and blocks of varying sizes, can really toy with your emotions. We all were shocked at how such a simple system of cement can bring so many visions and thoughts to one’s head. Peter Eisenmann and Richard Serra used great design skills

to create an environment that stimulates your brain and forces you to remember the Holocaust while still honoring those who had died.

Berlin is drenched in history: some of the grey cement structures spray-painted with artistic or sloppy graffiti, the Russian accordion players filling subway tunnels with mazurkas, the “Berliner Schnauze”, and the rough dry-humored attitudes make the city an interesting collage worth visiting.

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Costa Rica

February 2010

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cultural excursion

sarah mueller-immergluck osta Rica was by far one of the best trips I have been on with the school. The combination of the culture, environment, delicious food, and the wonderful care of the host family made this trip an unforgettable experience. Every weekday started with our daily four-hour Spanish classes, with a twenty-minute break to enjoy the delicious coffee and snacks, and the afternoon to do fun-filled activities.

On our first full day in Monteverde, after morning classes, we went for a hike in the Santa Elena Rainforest Reserve, where we saw some typical Costa Rican animals, such as a brilliant blue-and-green humming bird, an orange-kneed tarantula, capuchin monkeys, a white-nosed coati, and even the rare quetzal. We were also given some of the afternoons off, where we were able to explore the small, but lovely town, and do fun activities like visiting the serpentario (snake farm), the ranario (frog farm), the local ice cream parlor called “Sabores”, or souvenir shopping in Santa Elena.

For the weekend, we headed west to Flamingo Beach (Guanacaste), where half the group (including myself) went surfing, while the others played on the beach. After a nice lunch at a small restaurant along the shore, we went on our snorkel cruise for the rest of the afternoon.

Another fun activity was the Canopy Tour. There were ten zip lines total, and I was the first person to try it out! The first couple of times it’s kind of scary, but then it becomes more fun after you get used to being a few hundred meters off the ground.

My favorite day was Thursday, and our hike to the San Luis waterfall. Once at the waterfall, some of us went for a swim in the freezing cold water right where the waterfall came down.

On this trip, I learned a lot and had so much fun! I can definitely say that my spoken Spanish improved, along with understanding Spanish when it is spoken to me. I hope that some day I will be able to return to Monteverde, Costa Rica. automne 2010

nicholas martin Two weeks ago, I hopped on a plane to Monteverde, Costa Rica, not knowing what to expect. From what I had been told, there was a lot to do there, and our schedule was very busy throughout the two weeks of our stay. What I did not know was how different and simple life is in Costa Rica. When my housemate Lorenzo and I first arrived at our home along one of the many dirt roads, we were curious to find out what the rest of our trip would hold; we had already encountered cold showers and a scorpion on our wall. It was going to be an adventure.

The more we got to know our family and observe their daily routine, we realized that they didn’t need much to be happy. They weren’t wealthy, but they relied on each other and lived content lives. This was interesting to me, because in the United States we Americans attach ourselves to material possessions at a very young age, and live our lives on the basis of instant gratification, while in countries like Costa Rica, because of the inaccessibility of money-oriented things, the pace of life is unhurried and unadorned. As I grew closer to my family, it seemed apparent that there was no need for materialism in their world.

It changed my perspective on how, even if we don’t have all the riches and possessions we desire, we still have life, love and simplicity.

In the words of our housemother, “Work, eat, sleep; this is life in Costa Rica.” montserrat san mamés El vuelo iba de San Francisco, hacía escala en San Salvador y luego de San

Salvador en San José. Recién llegados a San José, nos montaron en un autobús de CPI (Centro Panamericano de Idiomas) para poder llegar a Monteverde. Después de tres horas de viaje, por fin llegamos a Monteverde en donde nos recogieron nuestras nuevas familias.

Al siguiente día, nos separaron en nuestras clases. A mi me tocó con Valerio y Lorenzo Marcelli y con Nicolás Martin.

Aunque todos hablamos español muy bien, nos costaba trabajo la gramática y la escritura. Jugábamos juegos, escuchábamos música y platicábamos sobre nuestras actividades de todos los días.

En las tardes, después del almuerzo (que solía ser en el CPI o en algún restaurante cercano), salíamos en alguna excursión. El primer día fuimos a la reserva de Santa Helena, otro día fuimos a un “canopy” tour, y hasta fuimos a la playa un fin de semana. En la playa nos llevaron en un catamarán para hacer “snorkeling” y para poder nadar en el mar. También tomamos clases de baile, cocina y hasta de surf.

Llegó el viernes 19 demasiado rápido.

Nos las habíamos pasado súper bien.

Aunque extrañaba a mi familia en San Francisco, todavía quería quedarme más tiempo. Supongo que era el mismo caso con muchos otros de los chicos. Las familias nos hicieron sentir como si estuviéramos en nuestras propias casas: dándonos de comer comida tica, lavando nuestra ropa y pasando tiempo con nosotros.

Me encantaría regresar en el futuro a Monteverde y visitar el resto de Costa Rica.

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cultural excursion

Guatemala

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April 5 | 7th Grade oday was our first full day in Antigua. We began the day with Spanish classes in the school. Inside are tables and blackboards, and also a garden full of flowers and a hammock. We were split into groups of five, with one teacher per group. The teachers were so nice that the classes felt more like we were just talking with friends, and not Spanish class.

After lunch, we went on a cultural tour of Antigua. We took â&#x20AC;&#x153;tuc-tucsâ&#x20AC;? (covered three-wheel taxis) to the ruins of La Iglesia 114 | La Lettre

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April 2010

7th and 8th Grade

y Monasterio de San Francisco, where we bought bracelets, bags, earrings and food from street vendors using our bargaining skills. We met up with our tour guide, who took us through the ruins of the church. It was built in 1543 and abandoned in 1717, and was partly destroyed by the Santa Marta earthquake in 1775. We then walked to the first hospital for handicapped people built in Guatemala, by El Santo Hermano Pedro. From there we headed to Parque de la Unión, which is a public wash. Until the 1900’s, there was no tap water in Antigua, and it is called “union” because people from different towns came together at this fountain. automne 2010

April 5 | 7th And 8th Grade In the afternoon we visited a Mayan Women’s Cooperative in San Antonio Aguas Calientes, where they taught us how to hand-grind coffee, make traditional clothing, and style a married and unmarried woman’s hair. The women dressed up Jayana and Danny, and Clara and Joshua, and performed a typical Mayan wedding.

April 7 | 7th Grade In the afternoon we drove on a bus with no windows to the 7,000-acre Filadelfia coffee plantation. They showed us the entire process from the laying of the seed to the picking, washing, drying, separation of

the seed from the shell, toasting, and the various stages of selection of the perfect coffee bean. And of course, we enjoyed a cup of amazing Guatemalan coffee!

April 8 | 8th Grade After Spanish class, we walked around in different market places for two hours, and learned new vocabulary based on what we saw. After lunch we went to a local school, where we played games with adorable little children outside, then spent time playing, drawing, and chatting with them.

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2010–2011 special events 3 soirées exceptionnelles

Soirée des Arts et des Vins Sunday, November 14, 2010 dimanche 14 novembre

Le Dîner d’Epicure Thursday, March 10, 2011 jeudi 10 mars

Fête des Enchères 28th Annual Auction Saturday, May 7, 2011 samedi 7 mai For more information, please contact: David Fierberg, Manager of Events email: davidf@frenchamericansf.org or telephone: (415) 558-2017

Pour plus d’informations veuillez contacter: David Fierberg, Manager of Events email: davidf@frenchamericansf.org téléphone: (415) 558-2017

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