THE June 5, 2016
Gilman School
NEWS www.GilmanNews.com
Volume CXV No. 7
Dr. Jerry “One More Year” Thornbery Says Not This Time by
Basil A postolo
Dr. Jerry Thornbery is one of the rare teachers who has left a lasting and significant impression on generations of students. In June 2016, after 37 years of teaching history at Gilman, the legendary Dr. Thornbery is retiring. Called “Doc” by his students, Dr. Thornbery set a high standard of excellence for himself, his colleagues, and his students. His vivacious sense of humor, amazing knowledge of politics, Civil Rights, and recent American history, combined with his ability to inspire students to work harder than they ever thought was possible are among the countless reasons why so many consider Dr. Jerry Thornbery to be the best. Dr. Thornbery came to Gilman while pursuing his Ph.D. at the University of Maryland. Mr. Mercer Neal, then Upper School Head at Gilman and a fellow Ph.D. candidate, hired Dr. Thornbery to teach American Government and U.S. History. When Mr. Nick Schloeder retired in 1997, Dr. Thornbery picked up the history elective titled “U.S. Since ’45.” He also taught semester-long courses “History of the New South” and “Black History.” Although he liked teaching all of his courses, he admits his favorite class to teach was “American Government.” Unlike the standard U.S. History, students elected to be in the class, lending an extra level of interest and engagement to the subject he loves. The hallmark of a great teacher is one who pushes students to work harder than they ever have before while creating a classroom environment that leads to students walking away saying that it was their favorite class. Max Kahn (‘17) expressed this exact sentiment: “My “U.S. Since ‘45” class is the best class that I’ve ever taken.” After noting how much effort the course requires, Max commented on Doc’s style: “Dr. Thornbery has a way of bringing his knowledge to the classroom with discussion and not lecture.” Doc “...developed relationships with his students, which is one thing that makes him
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Dr. Jerry Thornbery with his final US Since ‘45 class so special.” Combining lengthy reading one.” This year Doc taught a book, Boys assignments with comprehensive, engag- on the Bus by Timothy Crouse, which, as ing discussions brought a level of depth he explains, was “the first book [he] ever to the course material that was, for many taught at Gilman School,” so it was fitting students, both unprecedented and appre- that it also was on the reading list for his ciated. Stephen Spanellis (‘16), former last class. “American Government” and “U.S. Since In addition to choosing books for his ‘45” student, said Dr. Thornbery’s classes courses for the purpose of discussion, Mr. provided some of his “best experiences at Matt Baum (‘93), History Department Chair, explained in a recent assembly Gilman.” Mr. Brooks Matthews (’87), a member honoring Dr. Thornbery that, “colleagues of the Upper School History Department, will routinely get newspaper articles, took American Government in ninth always photocopied, never emailed, and grade with Dr. Thornbery, and he cred- books from Doc.” Dr. Thornbery not only its that course with igniting his interest inspires his students to perform better in history and government: “American but also works to spread knowledge and Government was fairly pivotal in helping initiate discussion with his colleagues. me dial in to a real interest in history, Doc’s passion for history and sharing political science, and government.” As is further symbolized by the crowd found Mr. Matthews described, he also “learned huddled around him every lunch before how to read at a level that Gilman and class in “Slim Fast Corner.” Named for the drink Doc would often enjoy, stucollege required.” Dr. Thornbery’s voracious appetite for dents sat at his table and absorbed the history books and reading shows through endless historical interpretations, book in his constantly-adapting curriculums. recommendations, and personal anecHis repertoire of material is large and dotes that Doc had to share. They would ever-expanding. Each year, at least one or review the previous night’s reading and two new books are added to the previous discuss whatever topic came up. Stephen year’s list. He said that often the “selec- Spanellis (‘16) said that Slim Fast Corner tion of books come[s] from [his] desire to was “awesome,” and really helpful, noting read the book and discuss it with some- that he thinks his grades on the reading
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Inside This Issue The addition of a student trustee would create a more holistic, insightful board and, in turn, a more comprehensive, versatile mission for the school. Jason Moscow Page 2 An Inherently Limited Board – Why to Add a Student Trustee
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Students at Gilman have voiced mixed reactions to the idea of an adapting definition of “all boys’ school.”
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Aaron Slutkin, Page 3 All Boys’ School – A Developing Definition
On the week of April 21st, the Gilman News conducted a political survey. 343 students (roughly 74% percent of the total student body) responded to the survey. Results are displayed below. Page 11 Students Weigh in on 2016 Electi0ns
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My experiences can become learning and teaching moments for those who do not understand certain parts of another’s culture.
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Derrick Covington, Page 16 One of These is Not Like The Other quizzes each class were “10 points higher because of lunch.” In addition to teaching, Dr. Thornbery’s legacy includes an extensive coaching career. Current students will recall his annual comedic announcement recruiting students to his winter jogging intramural. Dr. Thornbery started winter jogging when he first came to Gilman because he wanted to create an athletic option for runners during the winter as indoor track was not yet an MIAA sport. Mr. Joe Duncan, Spanish teacher and Varsity Cross Country Coach, originally co-coached Winter Jogging with Dr. see Thornbery, page 11
After 40 Years, Farewell to Mr. Stephen Siwinski
by
A lex Bauman
At the conclusion of the 2015-2016 school year, Gilman will bid adieu to longtenured and cherished Science teacher and coach, Mr. Stephen Siwinski. After forty years of dedicated service to the community, Mr. Siwinski has decided that now is the time to move on from his multi-faceted career at the school. In his time at Gilman, he has served as the Chair of the Science Department, a member of the Cum Laude Society, head coach of the Fresh-Soph and club lacrosse team, and the first athletic trainer in Gilman’s history. He oversaw the expansion of the science building, and above all, he served as a devoted advisor and teacher to countless students and as a mentor to fellow faculty members. As he ref lects on his time at the school, Mr. Siwinski says, “I’ve enjoyed the process. I’ve enjoyed being on this journey, working with adolescent boys.
It’s been a lot of fun to watch them grow from boys to almost men. I’m proud of the fact that I’ve had the opportunity to work with young men.” For anyone who has interacted with Mr. Siwinski, his genuine passion for educating the mind, body, and spirit of young men shines t hroug h. He calls Gilman, “a very good place; I don’t think there’s been many days when I didn’t want to come into work.” In retirement, Mr. Siwinski plans to do what many retirees hope: spend more
t ime w it h fa mi ly and f r iends. At the same time, he “do e sn’t w a nt to stop. I’ve been working for forty years and trying to be a better person and a better teacher.” Mr. Siw inski plans to continue this push, just in places other than Gilman. He is an Eucharistic minister, someone who gives Communion to members of his church. In retirement, Mr. Siwinski will further this by taking Communion to those members of
his faith who are in the hospital. He would also like to volunteer at hospice care, helping those at the end of life cope with their final days. In his time at Gilman, he also took time out to lead the Blood Drive each year. This demonstrated care for others will come as no surprise to those who spent time with Mr. Siwinski at Gilman. Science Department Chair Mr. Morrison says, “[He] is very spiritual, has a lot of integrity, and I think he has brought that into the classroom and into his interactions with everyone here.” The loss that Gilman will incur at the end of the school year is undeniable. Whether it was a simple interaction in the hallway or a full year of class with Mr. Siwinski, his character and sincere interest in the education of young men was abundantly clear. Mr. Siwinski, thank you and good luck!