Crimson Mor r istow n-Be a r d School M aga zi n e
Powerfully Prepared for Learning and for Life > Interdisciplinary Insights > Rediscovering Cuba > Young Alumni: Powerfully Prepared
Crimson Spring 2015
Board of Trustees Michael Ranger, President Paolo Cucchi, Vice President John Egan, Vice President Thompson D. Grant, Jr. ’69, Treasurer Judy Taggart, Secretary Peter J. Caldwell, Headmaster Mary-Ellen Campbell (Honorary) Shane Connell John Fay Wilfredo Fernandez David Ferry David Gately Abbie Shine Giordano Jeffrey Gronning David V. H. Hedley ’64 (Honorary) Allan P. Kirby, Jr. ’49 (Honorary) Gail Kurz ’86 Michael Magner Michael Mariano Joseph Robillard Gilbert Santaliz Roger Schwarz, Esq. ’66 Katie Simon ’85 Elizabeth Warner Director of Institutional Advancement Betsy Patterson Director of Development Joseph Locandro Associate Director of Alumni Relations Monya Taylor ’88 Communications & Website Manager Sara K. Huneke Marketing & Design Manager Jaimi B. Talarico News & Information Manager Steve Patchett Contributing Writer Carol Selman ’64 Photography Kelsh Wilson Photography David Kramer ’69 Steve Patchett Tiffany Zuber Printer Action Graphics Printed locally using soybased ink on 30% recycled & sustainably-sourced paper
Jephte Alphonse ’16, Kathrine Brennan ’17, and Brian Monaghan ’17 take a study break in Anderson Library
Hike to Green Sand Beach, Hawaii Trip 2015 Photography by Thomas Margosian ’16
2 Remarks from the Headmaster
16 Interdisciplinary Insights
38 Distinguished Alumni Award
4 Crimson Strong
24 Rediscovering Cuba
42 Class Notes
6 MBS Moments
29 Powerfully Prepared
49 In Memoriam
13 Glowing Girls
36 Crimson Corner
52 Alumni Moments Crimson
Remarks From the Headmaster
Dear Friends of MBS, Greetings from MBS! As you know, at Morristown-Beard School, our mission is to ensure the success of each and every one of our students. Achieving this lofty goal means creating the right educational environment, one that will enable our students to be productive, engaged, responsible citizens of the School and of the world. Their continuing success—academic, personal, and professional—is our reason for being. As you will read in this issue of Crimson, we take pride in knowing that our students are powerfully prepared for learning and for life. Our feature article showcases the stories of several recent graduates who are pursuing their dreams with passion and conviction. From the humanitarian efforts of Reva Dhingra ’10 and the creative computer programming of Tyler Schicke ’14 to the exceptional talents of Broadway performer Kathryn Allison ’10, it is inspiring to learn about our graduates’ accomplishments and to continue to support them as they lead exceptional lives of purpose and meaning. While our alumni are enjoying success in a wide range of fields and interests, they share the common bond of a Morristown-Beard School education, characterized by our humanistic, student-centered, and cross-disciplinary approach to teaching and learning. We embrace collaboration and innovation in our academic program (see the “Interdisciplinary Insights” article on page 16) while remaining unwavering in our teaching of principles and values (see “Glowing Girls” on page 13). 2
Volunteerism and global competency also play integral parts in the education of our students. This March, our students embarked on several noteworthy educational trips both in and out of the U.S. They experienced the cultural adventure of a lifetime on a trip to Cuba; they worked alongside scientists in the lava fields of Hawaii; and they built homes for needy families in New Mexico with Habitat For Humanity. Their experiences were truly transformative. Through their participation, our students not only gained personal satisfaction and self-confidence, but also a new perspective and broader worldview. Given the impressive range of artistic and technical skills our students possess, it is not surprising that they returned from these trips with some spectacular photos. We are proud to highlight their outstanding work in this issue of Crimson, where you will note a larger format and additional visual refinements, part of our “new look” in an effort to enhance our visual presence in the larger community. You will also see a restyled MorristownBeard School crest, which has been updated to more accurately reflect the rich history of the School. I am proud to report that Morristown-Beard School was granted its decennial NJAIS Accreditation in February. Among its substantial praises, the team noted our positive and engaged community, our dedicated faculty and staff, and the remarkable record of progress we have demonstrated over the past ten years. We were especially commended for our academic programs and
initiatives, such as our Humanities and our Writing Programs. Following our collaborative Strategic Planning retreat in February, we are now in the final stages of preparing our 2015-2020 Strategic Plan. The important goals we are setting continue to advance the exemplary vision and leadership for which we were commended in the Accreditation Report. As we head into the final stretch of the academic year, I invite you to return to campus to experience the dynamic energy of Morristown-Beard School firsthand. We have many exciting events and activities planned, including the Middle School Moving Up ceremony on June 5, and Commencement on June 6. In addition, I'd like to extend a personal invitation to all MBS alumni to reconnect with their classmates and join us for this year's Alumni Reunion on June 12-13. I sincerely hope you will join us to celebrate our pride in Morristown-Beard School, reminisce, and create new memories.
I look forward to seeing you all on campus soon! With best wishes,
Peter J. Caldwell Headmaster
Powerfully Prepared Crimson
Ad astra per aspera. It’s our School motto, and through the years, we have commonly translated it to mean “to the stars through hard work.” But as Alan “Doc” Cooper and other Latin scholars will tell you, the choice of the word “aspera” for “hard work” is particularly curious. In Cassell’s Latin Dictionary, there are no fewer than 10 different words meaning “work”—words that are simpler and seemingly more appropriate, like “ facta,” which means “deeds,” or “pensa,” which means “tasks.” The word “aspera” is actually more comprehensive than simply “hard work”: a more precise translation might be “adversity,” “struggle,” or “difficult things.” When the Beard School adopted this motto, there was an awareness that no great dream can be accomplished easily—that anything worth achieving requires hard work, grit, resilience, and determination. At MBS, we continue to set high standards and to challenge students to push beyond their own perceived limits. And our students, teachers, and alumni who put in that “aspera” continue to demonstrate that they are up to the challenge.
The Morristown-Beard School Seal The plow represents hard work and came from the New Jersey state seal The lion harkens back to the Morris family crest The three circles symbolize the past, the present, and the future Crimson represents the Morristown School Green represents the Beard School
MBS Moments Athletes Panel
Former Division I athlete and high school coach Kelly Kratz spoke to MBS student-athletes in December, encouraging them to strive to improve themselves, their teammates, and their sport as a whole. Through a series of exercises, games, video clips, and anecdotes, Kratz helped the students gain insights into becoming a leader, elevating their game, and developing a positive mental attitude.
Headmaster Peter J. Caldwell has been elected into The Headmasters Association, a prestigious and select professional association of only 100 headmasters of secondary schools throughout the entire country. Mr. Caldwell will be one of only three sitting headmasters from a New Jersey independent school in the prestigious organization, along with headmasters from The Lawrenceville School and Kent Place School. From its founding in 1893, The Headmasters Association was intended to represent a unique amalgam of the different kinds of secondary schools that serve the nation: urban, rural and suburban, public and private, day and boarding.
The Upper School musical Anything Goes recently sailed into Founders Hall as the MBS Performing Arts Department staged a first-rate production of Cole Porter’s classic musical comedy.
Throughout the year, members of the four Middle School Houses—the Athenians, Spartans, Whippanies, and Shongums—compete in a flurry of House Challenge activities, ranging from soccer and volleyball to balloon tower building and jeopardy games. The House Challenge Cup, which began in 2006, is designed to boost class spirit while also giving students a sense of the School's tradition. The eighth grade House names are rooted in Morristown and Beard School history: the Athenians and the Spartans were taken from the Beard School, while the Shongums and Whippanies were part of the Morristown School tradition.
Strategic Planning Retreat
Morristown-Beard parents, trustees, alumni, faculty, and staff gathered at the Hamilton Park Conference Center in late February to help chart the future of the School at the Strategic Planning Retreat. Capitalizing on its dynamic knowledge base, the School identified the following as the five Strategic Focus Areas for 2016-2020: Student/Academic Success; Technology; Diversity and Inclusion; Facilities and Sustainability; and Marketing and Communications. Following the retreat, the Steering Committee writes out the formal five-year Strategic Plan, which will be presented to the Board of Trustees in May for approval and adoption.
Athletes Panel Anything Goes
Headmasters Association House Challenge
Strategic Planning Retreat
Photography by Thomas Margosian ’16
Photography by Hailey Winterbottom ’16
Fall Fashion Show
Fall Fashion Show
Nearly 90 MBS seniors appeared on the runway at this year’s Fall Fashion Show and luncheon, “Runway in the Sun.” The event was hosted by the MBS Parents’ Association at the Parsippany Hilton.
This March, MBS sponsored an exciting Spring Break trip to Hawaii. Upper School students got a chance to engage in a range of activities: exploring Volcano National Park, touring scientific facilities on Mauna Loa, walking on green sand beaches, surfing, hiking Kilauea Ik’i, shopping at the Hilo Market, and marveling at the Valley of the Kings.
MBS English teacher Darren Lovelock writes: “Over the weekend before Thanksgiving, a merry band of 14 students headed out to a house in the woods for Morristown-Beard’s first Writers’ Retreat. A roaring fire and an endless supply of tea and hot chocolate helped students keep the cold at bay and focus on their main task: writing. In groups large and small, students intermittently workshopped their poems, short stories, and screenplays, but much of the weekend was spent individually, silently, working to find the right path between ideas and words.”
Members of the Class of 2015 enjoyed an inflatable jousting arena, sumo wrestling, and a Velcro wall as part of a special celebration on Senior Circle at the end of April.
Crimson Spring Fling
In April, the MBS Parents’ Association held another successful spring event. The gala, held at Baltusrol Golf Club, featured a live auction and The Giving Tree, which allowed donors to provide support toward teacher “wish lists,” professional development opportunities, the sciences, performing arts, Middle School enrichment, financial aid, and more.
Hour of Code
In December, MBS Middle School students joined millions of other students across the world for an “Hour of Code.” The workshop allowed students to work through fun tutorials featuring characters from “Angry Birds” and Disney’s Frozen, and to modify and create games and other programs. While the exercises seemed like play, students were using a number of algebraic and geometric concepts—including order of operations, the Cartesian plane, and functions—to understand how computer programming works within the context of video game design.
Women in Science & Engineering Panel
In April, Morristown-Beard girls discussed career opportunities in the sciences as the Middle School GLOW (Girls’ Leadership Outreach and Worth) program hosted a panel discussion in Kirby Chapel. The program focused on the importance of young women exploring and entering fields in science, technology, engineering, and math. “You have to do what you're passionate about, and you can't underestimate the importance of finding a mentor,” says panelist Dr. Tassinari, senior clinical advisor at the FDA. “Don't let anyone tell you that you can’t do it. Realize that you have a powerful voice and a unique perspective.”
Hour of Code 10 Crimson
Crimson Spring Fling Women in Science & Engineering Panel
Congratulations to Rob Mead, MorristownBeard Middle School science teacher and Director of Student Life, who is one of 25 educators nationwide to be selected to participate in the NAIS (National Association of Independent Schools) Teachers of the Future program for the 2014-2015 academic year. Each year, NAIS selects a group of teachers who exemplify creativity and innovation in the classroom to participate
Friends of the Morristown-Beard Fund Name:
John McDonald ’15
Irish Literature with Dr. Crowe. What I enjoyed most were the class discussions: Dr. Crowe purposely didn’t grade them. He wanted to give us a sense of freedom. We could share our insights, without fear of judgment, and this led to some pretty memorable conversations.
Proudest MBS moment:
Competing for a State Championship in Lacrosse last year. Four years ago, we only won five games. Instead of hanging our heads, we committed ourselves to improving our skills and toughness. I’m so proud of our accomplishments last year: State Championship Runners-Up, and a 19-3 overall record.
Thanks to the MB Fund:
I've improved as a student, an athlete, and a person.
Message to donors:
W STO N- B
John will be graduating in June and plans to continue his academic and athletic endeavors at Colgate University in the fall.
I’m fortunate that the MBS Community supports the Morristown-Beard Fund, each and every year. It gives scholarathletes like me the opportunity to explore the academic and extracurricular activities they enjoy.
Support meaningful academic and athletic programs like Senior Literature Electives and Varsity Lacrosse with a gift to the MB Fund. You may give via the envelope found in this issue or by visiting www.mbs.net/giving. Thank you.
Glowing Girls “Why is doing something ‘ like a girl’ often seen (or intended) as an insult?” This question, among other important ones about gender, self-esteem, and how we treat one another, is explored as part of a recurring theme on cultivating character in our students. From advisory to after-school programs, and throughout the curriculum, Morristown-Beard places a premium on discussing topics like kindness, gratitude, resilience, diversity, and digital citizenship with its Middle Schoolers. Our mission is to empower all students to develop and realize their unique individual potential. In the Middle School at MBS, students learn that doing something “like a girl” can be synonymous with doing something boldly, well, intelligently, and courageously. This year, various teacher-led workshops have focused on recognizing speech used to demean particular groups, including girls. These conversations have sparked a dialogue among students about how to treat each other better, value each other more, and behave in ways that allow students to respect—and enrich—each other’s journey. An underlying question in this paradigm is how parents and teachers can ensure that our girls are prepared to navigate a world of inequality. Two female mentors, faculty leaders of the Middle School GLOW (Girls’ Leadership, Outreach, and Worth) Project, may have an answer and they’re on a journey with students to prove it.
Crimson: What inspired you to start a chapter of the GLOW Project in the Middle School?
Sara Alders: Girls are constantly bombarded with messages that discourage the qualities required for strong leaders, and the 11-14 age group is particularly susceptible to these negative messages. Working with Middle School girls allows us to address issues that are developmentally specific to this age. As a “little sister” chapter to the Upper School group (founded by Kate Sheleg ’97 in 2012), the girls also benefit from mentorship and advice from their older counterparts in the Upper School, when appropriate.
Susie Sweeney: Young girls need to know that
into shaping their body image, and even held a Body Image Forum for Middle Schoolers led by the Upper School GLOW group. During the spring, we study confidence. We want girls to stop backing down from leadership roles they are interested in just because the roles have traditionally been filled by boys. Together, we work with girls to recognize inequities in our society, and we empower them to be a voice on campus.
Crimson: What skill sets are Middle School girls cultivating along the way?
SA: They are practicing essential skills required
will have on Middle School girls?
of any successful leader: self-awareness, empathy, the ability to advocate for oneself and others, and confidence in oneself—academically, socially, physically, and athletically. Without these skills, girls are more susceptible to eating disorders, teen dating violence, drug and alcohol abuse, stress and anxiety, and a whole host of other troubling issues.
SS: We have several main objectives: to let each
Crimson: Beyond GLOW, how can our
it’s okay to be strong, intelligent, and confident. We want to teach our girls not to be defined by traditional views of what a girl should be, and to be their own person.
Crimson: What impact do you hope the program student know she is not alone when dealing with social, developmental, and school issues; to create an environment in which each student feels safe and has someone she can talk to; to ensure that each girl understands her potential to be an impactful leader, and that she should not shy away from competition; to teach each girl to embrace her “flaws”; and to teach girls to support other girls.
Crimson: How do you plan to accomplish these goals?
SA: We divided the year into three parts, each
with its own focus. The fall focuses on teaching girls the value of being kind to one another— they often underestimate the power that they have to make someone else's day (and also to ruin it). During the winter, we explore body image. We want a girl to embrace the body she has, for everything it can do. We engaged girls in conversations about all the factors that go
community support and empower girls and young women?
SS: As times change, so do our cultural values and
beliefs. Students are now much more susceptible to pressures, because they are exposed to mass media at a younger age. Parents, teachers, and mentors must help students navigate and evaluate media more critically. We owe it to our girls to help them understand media biases, like beauty ideals and the deceptive power of Photoshop, and to not let these pressures have a negative impact on their well-being. The media will always attempt to influence and persuade us, so it’s important for students to know that they are more than consumers of media. They can actively question it and make strides to change society's preconceived notions of what a girl or a woman should be. Finally, as mentors, it is imperative that we not perpetuate stereotypes or limit girls with labels. If your son can do something, so can your daughter.
5 ways to be a leader, every day By Lauren Smith ’19, Anna Burns ’19, and Lily Pinkin ’19 (left to right) Also pictured: Susie Sweeney, Olivia Schreiber ’15, and Sara Alders
1. Speak your mind to others 2. Be confident—people will trust you if you trust yourself 3. Believe that your opinion has worth 4. Don’t be afraid to be wrong 5. Stand up for what you believe in
“We want girls to stop backing down from leadership roles they are interested in just because the roles have traditionally been filled by boys. We work with girls to recognize inequities in our society, and we empower them to be a voice on campus.” —Sara Alders
Interdisciplinary Insights Were we to understand school subjects as rigid disciplines of study— bookended from A-Z by a particular vocabulary or by a finite set of techniques and facts —it would be tempting to think of the humanities and math as separate entities. Yet if we pay attention to our senses (one immediately intuits the relationship between geometry and art by looking at a Picasso painting), the interconnectedness of disciplines becomes readily apparent. For example, a doctor may combine her awareness of diverse worldviews with her medical expertise to determine the next steps in a patient’s treatment. Likewise, a scientific researcher may rely on primary source texts written in medieval French. Both examples demonstrate a blending of skill sets. They remind us that a discipline’s boundaries can be open ended and elastic. Our ability to draw from a breadth of competencies (empathic, intellectual, technical, etc.) and from a combination of skills is essential to our students’ academic, personal, and professional flourishment. At Morristown-Beard School, we know that helping our students gain interdisciplinary insights is key to their success. In each school subject, teachers help students make connections across the curriculum, exposing them to multiple ways of thinking and responding. Ultimately, our students increase their awareness of and connections to the larger world, allowing them to think more deeply—and more broadly—about the implications of every topic they study. 16 Crimson
Making Math Memorable By Sara K. Huneke, in collaboration with Thomas Corbo, Mathematics Department Chair Have you ever searched for images of “bored students” on Google? Almost invariably, you’ll find students at a desk with their textbooks open, their backs slumped in defeat. They appear to be passively receiving information, yet half asleep. Sometimes the Google query will yield photos of students sitting in front of a blackboard riddled with algebraic symbols. Boredom and math, in particular, tend to be associated in our collective imagination. And bored students don’t usually get much out of class. This association between boredom and math probably has to do with how most of us learned the subject. We may have been given word problems to solve using a given procedure, in which case, we hoped not to encounter a problem we were not familiar with. We probably had some procedural fluency but little or no conceptual understanding, soon forgot the procedure, and had little chance to transfer concepts to new situations. Today, we likely can’t distinguish between “sine” and “cosine”—and almost surely don’t remember why they matter. This collective “forgetting” points to a need for curricular change in the traditional math classroom. Memorization is not a substitute for understanding, just as procedural fluency (e.g., following steps to solve a polynomial equation) is not an indicator of deep learning—it merely indicates that we’ve mastered the art of mimicking. A superficial learning of concepts virtually ensures that memories will fade over time. And as we lose the concepts, we obviously lose the ability to transfer them to new situations and problems, thus diminishing our overall cognitive power. A true 21st-century mathematics program for middle and upper school students teaches them how to leverage critical thinking and deep conceptual understanding to solve unfamiliar problems. It should aim to prepare our students for unscripted, real-world success. Making math more “memorable”—and less “boring”—requires that we make it relevant and applicable. It requires that we bring math to life. In her article “Why Do Americans Stink at Math?” (The New York Times Magazine, July 23, 2014), Elizabeth Green agrees that “the traditional approach we take to teaching math—the one that can be mind-numbing, but also comfortingly familiar—does not work.” She writes that math should not be seen as “a list of rules to be memorized but as a way of looking at the world that really makes sense.” In order to demonstrate how this can be done, Green suggests replacing the traditional “I, We, You” method of teaching math with “You, Y’all, We”—a structure proposed by Magdalene Lampert in the 1980s. As the former method suggests, “I, We, You” depends on a paradigm I referenced above: the teacher demonstrates a given procedure, the class tries it together, then students practice on their own for “understanding.” I referred to this earlier as mimicking. “You, Y’all, We” is modeled on a student-centered approach. Lampert’s classes would consist of a “‘problem of the day,’ designed to let students struggle toward it—first on their own (You), then in peer groups (Y’all) and finally as a whole class (We).” Within this approach, students struggle and grapple with the problem in a low-risk environment. By not providing “too much” help, teachers train students to do the thinking and to make connections independently, or in collaborative teams. By nature, teachers like to help students; in math, it is possible to help students too much. Struggling to solve problems is an important part of Crimson
We agree that the best answers are right answers. But what about those instances, in the real world, when there are multiple answers? When there is no right answer? What matters most is that our students develop the tools required to reach “good” answers—namely, a critical, creative, resilient mind that allows for deep conceptual understanding. the learning process. While in a traditional math classroom, a teacher may model a technique or strategy and give the students similar problems to practice, it is also important to give students, as an integral part of all math courses, non-routine problems and real-world examples. “Genuine applications of math are often messy and ambiguous—the numbers usually don’t work out nicely,” says Natalie Marone, one of our Precalculus teachers. “Tackling complex problems with no clear answer requires that we practice being independent learners.” When it comes to real-world problems, she says, students can easily identify solutions. But it’s the getting there that poses the challenge. Often, students must first identify the multiple essential questions they need to answer in order to reach the solution. This is where the meaningful work lies, as real learning occurs when the answer or strategy is not readily apparent. In addition to the opportunity for collaborative work, an obvious benefit of the “You, Y’all, We” approach is that it is explicitly designed to spark and facilitate student engagement. Green’s article also underscores the importance of a good math teacher. Lampert’s work, Green posits, demonstrates that “with the help of a great teacher, even Americans can become the so-called math people we don’t think we are.” This belief lies at the core of our academic philosophy. Across all disciplines at MBS, students benefit from interacting with talented faculty members who are dedicated to life-long learning and professional growth, and who are passionate about their craft. A “great teacher” instinctively knows how to reach students through relevant topics, drawing easily upon pop culture where it can offer a boon to learning. MBS math teachers recently decided to take advantage of our current cultural obsession with the zombie apocalypse, for example, by relating it to math. They created a scenario in which a flesh-eating virus, transmitted by zombies, was spreading through New Jersey; the state would be doomed if 80% of its population became infected. In this example, students used their knowledge of logarithms and exponential functions to answer questions like “How long until the entire state succumbs to life as zombies?” “If they need two weeks to develop the antidote, is it enough time?” and “If zombie blood has a concentration of 500 μg/mL, and a blood concentration of 50 μg/mL is low enough to return a zombie back to human state, at what continuous rate must the antidote act on the virus to ensure that anyone who receives it will be cured within 24 hours?” Although the problem seems whimsical, it presents students with a truly complex challenge requiring multi-step answers. It mirrors realworld issues of disease transmission rates, health pandemics, and the role 18 Crimson
of mathematics in weighing various solutions. Not surprisingly, activities like this bolster engagement, memory, and retention. They make math, and our students, come to life. It was with such ideas in mind that our Math faculty engaged in a two-day workshop in January 2015 with renowned mathematics consultant Henri Picciotto. The sessions focused on innovative tools that can be used for conceptual mathematical modeling, as well as on “The Art of Teaching.” In the latter case, teachers evaluated their teaching styles and the types of classroom they foster. For example, teachers were asked to identify where they lie on a continuum for a host of pedagogical considerations: routine vs. variety, skills vs. understanding, enjoyment vs. learning, right answer vs. process. Each individual teacher’s answers were compared, then compiled. A noteworthy finding from this exercise was that our teachers place a great deal of emphasis on process. We agree that the best answers are right answers. But what about those instances, in the real world, when there are multiple answers? When there is no right answer? What matters most is that our students develop the tools required to reach “good” answers—namely, a critical, creative, resilient mind that allows for deep conceptual understanding. Following Dr. Picciotto’s visit, one of the first decisions our department made was to slim down curriculum topics in Math. This trimming of “content” privileges depth over breadth. It allows for more investment of class time in activities that will encourage students to drill more deeply in mathematics, to experience true mathematical thinking, and to build understanding at both a higher and deeper level. Marone notes that in a student-centered classroom, the teacher honors the importance of deep learning by giving students the time and exposure they need to grapple with a given conjecture, rule, or problem. If you’re truly going to be student-centered, Marone explains, you need to give students time to solve a problem. “Let them run with it,” she says. “They need time.” Rethinking the curriculum gives impetus to reconsider how we sequence the skills we teach. For example, it may be worth asking if learning rational expressions has to occur simultaneously, as per tradition, with learning polynomials in Algebra 1. If the answer is no, it may make sense to pare down the unit—as we have—to focus uniquely on polynomials. This creates space to explore real-life applications related to polynomials, such as how they are used in fields like finance and physics. It also allows us more time to be hands-on. Instead of memorizing techniques and algorithms, we approach polynomials in Algebra 1 using
Algebra Lab Gear. Designed by Mr. Picciotto, these manipulatives enable students to visualize algebraic concepts, like the product of polynomials, through physical, 3D manipulation. In Algebra 1, students take a complex polynomial made of Lab Gear pieces. They construct a rectangle with the pieces; using their corner piece, they can find the length and width of the rectangle (area = length x width). The area of the polynomial is shown as the product of two polynomials (length x width). In addition to visualizing the multiplication of two polynomials, students are also formulating—and proving—the distributive law and exponent laws. The interesting concept here is that students are, by induction, learning to factor and to multiply polynomials. In a traditional Algebra class, students would first learn multiplying and simplifying polynomials and then subsequently learn factoring, sometimes in a separate unit. Visual and tactile learning are experiential; they help students intuitively discover rules and laws and make sense of them. In Precalculus, iPad apps like Desmos allow for tactile manipulation of parabolas. Instead of plugging different equations into a graphing calculator, students can use sliders to see how increasing or decreasing variables subsequently affects a parabola’s shape. From there, they can make inferences and predictions about parabolic behavior and equations, relying on their own experience, instead of on memorized rules. The result is a more conceptual understanding of the material, which in turn leads to the creation of knowledge that endures and can be applied in new situations.
Golden Ratio, they discover, seem to pop up everywhere: they are found in the human body, fine art, architecture, plants and flowers, in theories of black hole formation, and even in approaches to cosmetic and dental surgery. Students examine DNA, Da Vinci’s Vitruvian Man and Mona Lisa, as well as ancient structures like the Parthenon, for manifestations of the Golden Ratio—they even listen for it in Beethoven’s Symphony No. 5. The art of M.C. Escher, as well as architectural masterpieces like the Alhambra, are evoked in order to investigate the properties and applications of tessellations. An advantage of this type of curriculum is that it privileges real-world application and deepens students’ understanding of mathematics—on both a conceptual and sensory level—while expanding the horizons of their general culture. When it comes to best practices in teaching math in the 21st century, no course of action facilitates a quick fix. Traditions run deep, not only in math teachers and their institutions, but also in our communities, parents, and students alike. To make math memorable, to delete once and for all that Google image of arcane, incomprehensible symbols with stern taskmasters looming over bored students as the icon of math instruction, our curriculum must be both well conceived and well implemented. Through careful research and planning, an ongoing commitment to professional development, and a thoughtful, intentional approach to teaching and learning, we feel confident that we are on our way. And we are certain that, despite the challenges, it will be well worth the journey.
As we reimagine the curriculum, we explore other avenues for teaching math so that it can be applied to real life. For example, in one current upper-level course at MBS, students investigate the relationship between math, art, nature, and notions of beauty. The Fibonacci Sequence and its Crimson
Understanding Water In the Middle School, students in grade six are building cross-cultural understanding through the lens of an essential resource: water. An examination of water deficits in Sudan, for example, challenges students to grapple with this problem as it relates to communities and individuals. In History class, students research how to leverage existing technology to help overcome water scarcity in developing nations. In this scenario, they confronted this complex challenge by learning to create effective bio-sand filters; students were able to filter dirty water by passing it through layers of sand, cotton, and a coffee filter. After several passes, the water was noticeably cleaner as small waterborne particles were removed. While the solution was rudimentary, students noted that this water filtration system can save lives where other technology fails or is too costly, making a positive impact on rural communities. Students also learn first-hand how difficult it is to carry water over long distances—an exercise that directly connects with A Long Walk to Water, which they have been reading in English class. The students learned that girls in sub-Saharan Africa can spend up to five hours a day collecting and carrying water, that the average person uses four gallons per day, and that each gallon weighs more than eight pounds. Still, the exercise of carrying the water was an eye-opening experience for the students: many were surprised at how physically strenuous the task proved to be. In both History and English, students made important connections
between water and the real-life implications it (or the lack of it) can have on health, agriculture, access to education, and community life. The curricular theme on water also anticipates an opportunity to connect with peers across the globe, and this is the second year in a row that students have had the chance to do so. Every year, the sixth grade (with the help of Trustee Joe Robillard) prepares a sailboat to make a voyage across the Atlantic. In addition to providing a meaningful way to discuss topics related to oceanography, marine science, navigation, and weather, the sailboat—once it’s washed up on a foreign shore—becomes a conversation starter between MBS students and their counterparts abroad. Last spring, MBS sixth graders were able to Skype with their peers from St. Martin’s School in Guernsey, where The Crimson Tide was recovered, repaired, and subsequently re-launched. This winter, the boat landed again—this time, in a seaside resort town, Les Sables-d’Olonne, France, where it was taken to a private elementary school, Collège Notre Dame de Bourgenay. “We received the first set of letters before Spring Break from students whose ages range from six to 11,” says Middle School French teacher Soni Dougherty. The fifth graders wrote to us in English; we will be writing back in French. We’re very excited about it, and our sixth graders are already drafting their letters.”
How does MBS incorporate writing across the curriculum? As a Physics class, we spend workshops at the Center for Academic Writing. The Center helps guide the students through planning and execution of their project, which entails a persuasive essay and accompanying presentation. The projects involve either a topic in U.S. energy policy (advocating for a particular type of energy), or an aspect of health and technology (power lines, cell-phone use, food irradiation, medicine at a distance, or the placebo effect). The sessions have helped students think about their topic in new ways and reflect on implications of their subject. The act of writing has given new ideas and directions. How much more educationally useful (and enjoyable) than larger tests and exams!”
—Jack Bartholomew, Upper School Science
“Earlier this year, when my Precalculus students were learning about linear functions, I asked them: ‘Does the cost of living increase linearly with time?’ Students gathered data about the cost of an item over a span of 50-100 years, ran a linear regression, and wrote about whether they were sufficiently convinced that the cost of the item fit a linear model. I had mixed responses, which was exactly what I wanted. Later in the year, we began an investigation of exponential functions. I had them use the same data, but this time run an exponential regression, and see which model fit better in relation to cost of living: linear or exponential. In most cases, the exponential model fit better. It led to a discussion of why things that aren't linear can look linear, what sufficient evidence looks like, and how there are multiple angles from which we can consider a problem. They also got a great lesson on what it means to persuade your audience from a technical standpoint, and why it is important to support your conclusions with solid data. It was an ‘aha’ moment for the group, and the assignment was a great way to tie multiple topics in mathematics together in a meaningful way.”
“In sixth grade Science, we undertake a product comparison project. Students pick a household product and select two brands. They create their own experiment and use the data to compare the two brands and decide which brand is better for a given characteristic based on their lab results. Students practice using measurement skills and controlling variables in their experiments. The final project entails a formal lab report and a student-produced commercial highlighting their experiment and the winning brand. With the help of the Center for Academic Writing, students work on fleshing out their written conclusions and reflecting on their lab work as a whole. By pursuing open-ended questions, students get to practice habits of mind required for life-long learning—and build real understanding along the way.”
—Kristen Pochomis, Middle School Science
“My Latin Four class has gone to the Center for Academic Writing twice this year: once for a brainstorming exercise and once for a peer-editing workshop. Their project involves choosing a story from Ovid's Metamorphoses, reading it in English, translating a portion, discussing the literary merits of the Latin portion, and then making a connection to a related artifact—a work of art, a piece of music, or an academic article. For example, if the student read “Orpheus Sings: Pygmalion and the Statue” in Metamorphoses, she could make a connection to George Bernard Shaw's Pygmalion, My Fair Lady, or Pretty Woman. The safe and nurturing atmosphere at the Center really gets students to open up about the process of writing. It empowers my students to reflect more deeply about their work.”
— Michael McGrann, Middle and Upper School Latin
—Natalie Marone, Upper School Mathematics
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<Strong> Tech Leaders By Audrey Onsdorff, Educational Technologist
Our students’ voices and experiences are at the heart of our technology initiatives in the Middle School. That’s why we created a Technology Leadership Group, comprised of 15 students in grades six, seven, and eight. The student leaders are a voice for all technology initiatives. They establish tech practices in the Middle School, and help both peers and teachers troubleshoot technical issues. Furthermore, the student leaders act as important stakeholders in the School—they even help steer policy. By helping to revise our Acceptable Use Policy, for example, they were empowered to take ownership of their own online behavior, both at school and at home. By inspiring even our youngest students to take an active role in shaping tech policies and practices, we have also gained momentum to launch programs that help us embed technology into the curriculum more seamlessly. We are preparing to introduce Scratch, a creative programming language invented at MIT, into Middle School Science and Math courses next fall. This year, the entire Middle School participated in the international Hour of Code event, a 60-minute introduction to code designed to demystify computer coding while nurturing problem-solving, critical thinking, and the application of both logic and creativity. Beyond the merits of introducing students to a basic level of coding was the collaboration that happened in each classroom. Each room had adults from the entire campus, Upper School student mentors, and our own Middle School Tech Leaders involved in the process of teaching our students. Collaboration is a hallmark of our program. From iPads to iOS apps, and from social media practices to School policies, all of our technology efforts place student leadership and life-long learning at the forefront of their mission.
Learning is not just for students! In an effort to confront the universal learning curve that technology presents to both students and teachers, educational technologist Audrey Onsdorff hosts monthly tech workshops with Middle School faculty. Together, they explore pedagogical uses for a variety of tech tools, including Apple TV, iAnnotate, iMovie, Brainpop, and cloud storage. By striving to stay at the vanguard of technologies—for everyday use or for the classroom—teachers can take an informed, discerning, and intentional approach to using technology in their classrooms. These teacher ed-tech sessions play a part in our culture of ongoing, systematic learning in which everyone partakes, and they underscore our School’s belief that learning is a continuous journey.
Lessons Learned from the Sixties One of Morristown-Beard’s most important curricular goals is to make connections across academic disciplines that have traditionally been divided. The School does this most visibly in its Humanities Program, which encourages students of English and History to explore politics, literature, religion, art, and music though a series of shared thematic lenses. A new Advanced Seminar offered this year—Science, Culture, and the Decade of the 1960s—seeks to further enhance the School’s interdisciplinary curriculum. Chatting over drinks at the 2014 MBS holiday party, Physics teacher Jeff Yuhas and English teacher Darren Lovelock realized that they shared two common goals: to teach a course that went well beyond the boundaries of their individual subjects and to teach that course with a colleague from another discipline. In the months that followed, they regularly discussed the idea over lunch and coffee. “We knew we had the support of the School administration to create something truly interdisciplinary,” says Yuhas. “And we knew wanted to start with iconic scientific objects and work outwards, to the broader culture, from there. Pretty soon we noticed that the 60s were packed with major scientific moments: the moon landing, the first vaccines, the start of the environmental movement, the contraceptive pill, the earliest incarnation of the Internet—the list goes on and on.” “And the scientific achievements of the 1960s,” continues Lovelock, “had extraordinary impacts on other fields way, way beyond science, reaching politics, literature, religion, and even music and fashion. We’re still feeling the impact of those scientific achievements today.” The new course is divided into units, each of which begins with scientific inquiry: How did we get a man on the moon? How does the contraceptive pill work? How did the ARPANET function? These questions soon give way to broader ones, such as Why did we go to the moon? Should we have gone? What effect did the Pill have on social structures in America? Teachers lead the way in the early weeks of the course, but thereafter each student chooses an iconic scientific moment from the 1960s and leads a week of classes.
Course Snapshot Science, Culture, and the Decade of the 1960s Class size: 10 students, all seniors Class format: Advanced Seminar Duration: One semester The Advanced Seminars provide an opportunity for talented and motivated students to explore an intellectual area in depth, under the guidance of selected faculty members with a special expertise or interest in the field. The seminar format promotes critical thought and discussion, requires students to work independently, and is flexible enough to encompass a broad range of course themes. In every seminar, the level of research, reading, writing and critical discussion will approximate that of a foundation-level college course. Seminars are for juniors and seniors, with a priority given to seniors.
“Coming into this Advanced Seminar, I was excited,” says Kelsey Downey ’15, “but I didn't really know exactly what to expect. This class is truly the most interesting course I have taken. Having two teachers for one course brings so many different perspectives to the topic.” Alexa Rojek ’15 concurs: “The beauty of the seminar format is that you are not confined to a structured curriculum. When you have the right teachers with the right group of students and the right topic, the possibilities are endless. The discussions that we have had so far in class with each other and with the guest speakers have flowed to easily because the topics are not just confined to one subject, like English or Science.” “I am a math-focused student,” says Sam Curtis ’15, “so the combination of Science and English is not my forte, but the class is one of my favorites to date. The best part is having outside sources—such as Mr. Fisher who worked at NASA or Dr. Lindberg, a researcher in sexual and reproductive health—come in and teach us.” Yuhas and Lovelock say they are already looking forward to teaching the course again next year. In the meantime, they’re off to buy some Tang for Friday’s class. Crimson
This March, 23 Morristown-Beard students and three faculty members embarked on far more than an ordinary Spring Break trip—they traveled to Cuba, where they experienced the cultural and educational adventure of a lifetime. The group stayed in Havana and took a variety of excursions. They met with local artists, learned about sustainable farming at an agricultural cooperative, spoke with an American journalist living in Cuba, toured the vibrant atmosphere of Old Havana, rode horses through dirt roads in the valley, toured coffee and tobacco farms, and even examined missiles that the Cubans saved after the Cuban Missile Crisis. The trip came at a unique and complex juncture in the history of the island, especially in light of recent diplomatic talks and the thaw in United States-Cuba relations. In an effort to bring context and meaning to the experience, MBS teachers first designed a series of pre-trip workshops. History teacher Ricky Kamil led a discussion about the economy of Cuba and the impact of Castro’s 1959 revolution; Spanish teachers and trip leaders Aline de la Torre, Anna Pardo, and Troy Rusnack presented an overview of Cuban music, cuisine, and literature; and History teacher Tim Hannigan discussed communism, propaganda, and U.S. sanctions against Cuba. “We felt prepared for what we were going to see there,” says Joey Velasquez ’17. “The workshops helped us know what to look for, and what to ask the people we met.” Our trip leaders took a “people-to-people” approach in helping students discover Cuba. “Politics are politics, but people are people,” says de la Torre. “It was important that our students connect with those they met on an empathic, human level, as opposed to a political one.” Students demonstrated a keen interest in building relationships with the people they encountered during their stay. Pardo says that she is proud of how eager students were to embrace new cultural points of view. “They showed respect for the many perspectives they were exposed to, and in turn, truly cultivated their appreciation of diverse worldviews,” she says. Many recall that the most memorable parts of the trip were not the sights—although many commented on the 50s-style infrastructure and the antique, bright-colored cars—but the spontaneous interactions with Cubans themselves. MBS students joined local kids for a game of soccer in the park, sang and danced with schoolchildren in the city, talked with locals at the farmer’s market, and enjoyed a family dinner at a Cuban home. Allie Goldberg ’17, like many of her peers, says that meeting Cubans was a highlight of the trip: “Despite the hardships people are enduring [in Cuba], everyone still has so much spirit and energy. From the dancing in the streets to the bright artwork in the communities, it is evident that the Cubans are proud of their culture. I am so grateful to have had the opportunity to be immersed in this completely different way of life.” “Unlike most high schoolers, some of our students have now experienced a cultural immersion in Cuba. If you think about it, that’s pretty impressive. It's something most Americans have never done,” adds de la Torre, who is also the Global Studies Coordinator at MBS. “Our students are ahead of the curve. They are building global awareness, an essential competency that will help them thrive as world citizens and as professionals in an increasingly-globalized workplace.”
Photography by Alexa Rojek ’15 Crimson
Photography by Alexa Rojek â&#x20AC;&#x2122;15
(Page 24) “Several Crimson soccer players were playing a pickup game in a park by Havana’s Malecón,” recalls Alexa Rojek ’15. “As we were cheering them on, I turned around and saw this unique line of cars and couldn’t miss the opportunity to shoot it. Cuba looks just like I expected it to, with crumbling buildings and many old cars. In addition to the colorful classic American cars, there is an abundance of boxy Soviet-era cars. It is hard to get a shot of just the old American cars.”
“This photo was also taken along the Malecón,” says de la Torre. “During one of our workshops, I had mentioned that despite its being surrounded by water, they would not see any boats off of Cuba's shores. As we were sitting on this ledge, our tour guide—a native of Cuba— brought up this very same point. The moment allowed them to build upon what they had already learned and noticed with an in-depth exchange about Cuban exile and emigration.”
“Here we were leaving Muraleando, a community project that aims to make the lives of Cubans happier through art,” says Rojek ’15. “Its headquarters in Havana is a hodgepodge of murals, mosaics, and repurposed vintage equipment. As we were leaving, this woman was in this exact position while waving goodbye to us. I stopped, asked her for a fotografía, and she flashed that wonderful smile.”
“This was easily the most memorable day of the trip,” says Alec Ephraimson ’16. "We started the morning with a visit to the bestknown cigar roller in the country. His farm was in the Viñales valley, a UNESCO World Heritage site. We got a panoramic view of the valley. It was breathtaking. Next we stopped at a man named Alberto’s house. He gave us fruit and served us lunch. We walked into his backyard (a typical restaurant in Cuba is located in the person’s backyard or patio) and there was a full pig just sitting on a table, fully cooked. After we finished the whole pig, Alberto ground up some fresh Cuban coffee. He let us sit there, listen to some beautiful music, and enjoy the view. The experience revealed the beautiful, rural side of Cuba that we had not yet seen.”
“I took this picture of Matt [Karlson ’15] during a brief excursion in Cuba’s Revolutionary Square. We were surrounded by government buildings decorated with faces of Cuban revolutionaries. The photo features the face of a commander under Castro’s regime named Camilo Cienfuegos,” adds Rojek ’15.
“Art and artistic expression can be found everywhere in Cuba,” says Pardo. “Here we were taking a tour of the Escuela Nacional de Circo. MBS students met circus performers who are training at the country's most prestigious circus school—they're also high school students. We were in awe of their determination, focus, and skill. During all of our visits, many people we met commented on how impressed they were with our students, who showed a great deal of curiosity, maturity, and interest in everything they were learning.”
Friends of the Morristown-Beard Fund Names:
Kathy Lee P’16 and Rachel Leung ’16
I've seen so many classes at MBS inspire Rachel, igniting her passion for the Humanities. Mr. Lovelock’s English 9 Honors class was one of the most challenging yet beneficial courses I have ever taken. He helped me learn to articulate my ideas effectively within a well-structured argument.
Thanks to the MB Fund:
I’ve tried things I never had the opportunity to try in the past. MBS has opened many doors for me, academically and musically. I perform in the musicals, play piano in the Jazz Ensemble, and serve as Literary Editor of Mariah, the School’s literary magazine. The MB Fund has made it possible for me to discover the activities that truly fulfill me.
Message to donors:
Invest in our wonderful School—and in our children's present and future. Every contribution makes a difference! Supporting the MB Fund is an investment toward cultivating each student's individual passion. MBS is fortunate to have a talented and enthusiastic student body and faculty, and we thrive because of the generosity of donors like you.
Young Alumni Reunion Party Friday, June 12 Open to graduates from the Classes of 2004-2014
Reunion Saturday, June 13 Celebrating reunion class years ending in 0s and 5s. All alumni are invited!
Homecoming Friday, October 2 Catch Crimson fever! Join fellow alumni for a tailgate party, football, and fun.
Cupola Society Coffee Friday, October 30 at 10:00 a.m. The Cupola Society's mission is to provide social opportunities for parents of alumni from all class years. All parents of alumni are welcome!
125th Anniversary Gala Celebration Saturday, April 16
T O WN -
Our School is turning 125! Please join us at the Pleasantdale Chateau to celebrate.
Kathy, Rachel, and dad John Leung have been a part of the MBS Community since 2012.
Upcoming Alumni & Community Events
It's easy to support passionate students like Rachel. Please use the enclosed envelope or visit www.mbs.net/giving. Thank you for considering a gift!
For more information, please contact the Office of Institutional Advancement at 973.539.7517.
Powerfully prepared Our students are our future—and our young alumni are mighty proof of the powerful impact an MBS education can have. As the alumni featured in this issue demonstrate, our graduates leave Morristown-Beard School exceedingly well prepared for the challenges of college and of starting a career. Just as their skills in thinking, writing, and time management set them apart among entering college students, the qualities of mind they develop here position them for professional success and personal fulfillment long after college. Passionate, hardworking, and fueled by a desire to give back, these young alumni are making meaningful breakthroughs in college and beyond. We are proud to be a part of their journey.
Broadway Star Kathryn Allison ’10
Current city: New York, NY Degree: B.F.A., Musical Theatre, Ithaca College
Less than five years after dazzling the MBS community in the School’s production of Hello, Dolly!, Kathryn Allison ’10 is now electrifying audiences on Broadway in Disney’s Aladdin. It’s been a thrilling and surreal past few months for Allison, who made her Broadway debut as the Fortune Teller/Attendant in the show on March 5. “I found out that I got the role while I was doing a reading of a new musical. We were about to start Act II when my agent left a message,” she says. “I called him back immediately and he told me, ‘Kathryn, you’re going to make your Broadway debut!’ I couldn’t believe it! We talked for so long that I almost missed my entrance for the second act!” The news came just a few months after another exciting breakthrough for Allison. In December, she won the New York Musical Theatre Festival’s “Next Broadway Sensation” competition. “It was a humbling experience and showed me that hard work pays off,” she says. “I also got feedback from Broadway performers that I truly admire. It certainly gave me confidence to forge on.” Although she was singing by age three, and started training her voice seriously in middle school, Allison originally planned to enter politics. “I loved learning about government and was determined to make our congressional and judicial system better,” she says. “Eventually, I started taking acting and dance lessons, and by my sophomore year at MBS, I decided that this is what I wanted to dedicate my life to.” She was particularly inspired by Dr. Patrick Horan’s script analysis class as well as Susie Speidel’s theatre class that explored feminist ideals. “It was special because the entire class was female. With the help of Ms. Speidel, we devised our own theatre piece about our frustrations and trials, and also celebrated our achievements and prowess as women.” Allison also points to the influence of MBS teachers Rose Koch, Carol McGough, Mike Dundas, Jim Ruttman, Bruce Van Hoven, and Paul Fisher. “It’s important to stress that each of these faculty members taught completely different subjects and each enhanced my love for learning,” she says. She continued her education at Ithaca College, where she majored in musical theatre and appeared in a host of regional theatre productions. Now on Broadway, she is relishing every moment of the experience. “This is what I have been dreaming about since high school, so I am just trying to be as present as possible,” she says. Allison plans to “keep working with people who inspire and challenge me . . . and winning a Tony Award wouldn’t be too bad either!” Crimson
Photo courtesy of Reva Dhingra â&#x20AC;&#x2122;10
“My time at MBS made me very aware of the privilege of my ability to access such an education. The weight of the responsibility required by that privilege to give back has partially informed my desire to work towards expanding equal opportunities and rights for others on both a local and global scale.” —Reva Dhingra ’10 Reva Dhingra ’10
Menaka Dhingra ’10
Since graduating from Morristown-Beard School, Reva Dhingra ’10 has dedicated herself to improving the lives of others. During her time as a student at Brown University, Dhingra was an activist for Palestine-Israel issues, editor-in-chief of the internationally-distributed Brown Journal of World Affairs, and a tutor for developmentally disabled adults in Providence, Rhode Island. Now a Fulbright Scholar in Jordan, Dhingra is researching ways to improve Syrian refugees’ access to education.
Menaka Dhingra ’10 has been cultivating her passion for science—and for helping others—since a young age. While a student at Morristown-Beard School, she volunteered at Matheny Medical and Educational Center, a home and school for mentally disabled children and adults. In college, she continued her commitment to health-related community service, and it led to what she describes as “one of the most rewarding experiences of my life.”
Current city: Amman, Jordan Degrees: B.A., Middle East Studies and International Relations, Brown University
This is Dhingra’s third tour in Jordan, and her fourth time living in an Arabic-speaking country. In 2012, she studied Arabic in Morocco on a U.S. State Department Critical Language Scholarship. The following year, she conducted field research in Amman, Jordan for her senior thesis on the impact of refugee crises on Jordan (for which she received her department’s Best Thesis prize), and spent five months there with Middlebury College, while also volunteering at an Iraqi refugee center. Her current Fulbright research in Jordan entails examining NGO strategies for involving Syrian refugees and Jordanian host community members in alternative education provision. Her work aims to inform NGO efforts to support more sustainable, community-based alternative education programs as the refugee crisis persists. She also works at Questscope, an NGO that provides alternative education and mentoring opportunities for vulnerable youth. Dhingra’s passion for Middle East Studies was sparked in Eddie Franz’s Constitutional Law class at Morristown-Beard. “We got to debate the legitimacy of the Iraqi War—and to follow the events as they unfolded, in real time,” she says. “It really helped me develop my critical analysis ability, and improved my ability to argue persuasively.” “The academic rigor, individual classroom attention, and emphasis on extracurricular work at MBS was excellent preparation for my first year of college. In terms of life success, my time at MBS made me very aware of the privilege of my ability to access such an education. The weight of the responsibility required by that privilege to give back has partially informed my desire to work towards expanding equal opportunities and rights for others on both a local and global scale.” In the near future, Dhingra wishes to pursue an advanced degree in Forced Migration Studies or in Anthropology. “I want to play a role in developing economic and civil rights policies for refugees and forced migrants, both in the U.S. and abroad.”
Current city: Philadelphia, PA Degree: B.S., Neuroscience and Behavior, Columbia University
During her first semester at Columbia University, Dhingra joined GlobeMed, a student-run global health nonprofit that partners students with local grassroots NGOs in countries around the world. “It allowed me to work in solidarity with people committed to social justice,” she says. “We raised almost $50,000 over the course of my undergraduate career, and all of the funds went directly to supporting the project’s beneficiaries in Gulu, Uganda.” During her time as co-president of the organization, she spent six weeks in Uganda. Dhingra and her team provided care for expectants mothers with HIV/AIDS and helped provide oxen and bulls to local communities in order to improve their agricultural output. “The experience changed the way I view health and deepened my desire to become a physician,” she says. One of Dhingra’s career highlights has been working with Nobel Laureate Dr. Eric Kandel on a study about the neurological basis of addiction’s gateway model. While studying at Columbia, she also worked at a biopharmaceutical consultancy in New York City. Additionally, she coled a volunteer program at St. Luke's-Roosevelt Hospital, supervising over 50 students doing clinical research in the Emergency Department. Dhingra currently works as a research assistant at The Children's Hospital of Philadelphia (CHOP). “The commitment to service that MBS emphasized throughout my time there has helped me think critically about my role as a member of different communities,” she says, “whether it was the local community at Columbia or an international community of students and professionals dedicated to health equity.” Dhingra’s career is off to a promising start, and she has set her goals high. “I want to be a physician dedicated to combating the social and economic inequalities that lead to health disparities,” she says. “The idea of giving back to the community is one that has stayed with me and will continue to define my choices as I move forward.”
Scott Geron ’10
Current city: New York, NY Degree: B.S., Business Management, Accounting and Finance, Boston College Scott Geron ’10, an investment banker at Macquarie Capital in Manhattan, knows how to succeed in business—and his path can be traced directly to his days at MBS. Although he never took a business course in high school, he credits his Morristown-Beard education with providing the foundation he needed to excel. He graduated Summa Cum Laude from Boston College’s Carroll School of Management, one of the top five business schools in the nation, finishing fourth in a class of nearly 450 students. “My class rank at BC was a reflection of the strength of my education, which began at MorristownBeard School,” he says. “The teachers at MBS are a passionate and powerful crew of educators. MBS gave me the tools that I needed to succeed in college and beyond.” A former Student Government President at Morristown-Beard, Geron continued that interest throughout his four years at Boston College. He was elected a Class Senator as a freshman, served on the Sophomore Leadership Council, and was appointed to be the Chief Financial Officer of the Student Government as a junior, where he managed more than $500,000 in student club funds. During his first two summers in college, he interned at a U.S. Federal Courthouse, and also worked at KPMG—one of the “Big Four” accounting firms—during his junior year. He was Chief Editor of BC’s Pre-Law Review publication for two years, and was a finalist in an entrepreneurial contest that involved pitching a new business plan. Somehow he also found time to serve as on-camera host and interviewer for Boston College’s Television Club. Getting involved in a host of activities is nothing new for Geron, who said that he was always encouraged to take risks at MBS. “The atmosphere at MBS is an open and encouraging one, which allowed me to try new clubs, new classes, and new experiences,” he said. “The teachers were always supportive and kind to me. MBS made me feel safe, comfortable and free to explore what I’m passionate about.” His favorite classes at MBS were often the most unique—he especially enjoyed Dr. Cooper’s Ancient History class that included an archeological dig in the Great Swamp “alongside a team of mud-stained, grimy archeologists.” He was also greatly influenced by the character of the faculty members themselves, particularly history teacher and basketball coach Eddie Franz. “I was the statistician for the boys’ varsity basketball team and worked with Mr. Franz at each game,” said Geron. “He displayed such a passion and care for the team that it inspired me to find what drives and inspires me in my own life.”
Investing in the Future
While Geron is enjoying the creative challenges of investment banking, he continues to look for new opportunities to learn and grow. “It has always been my dream to earn a doctorate and to one day return to higher education,” he says. “Then I can give back to the community with what I have learned.”
Striving for Social Justice Dylan Krouse ’12
Currently studies at: Dartmouth College Major: Political Science, with a minor in Women's and Gender Studies
Mentor. Advocate. Life-long learner. These are a few words that describe Dylan Krouse ’12 well. A recipient of Morristown-Beard’s Dickinson W. Richards Cup (awarded to a senior who best exemplifies the qualities of character, scholarship, leadership, and service), Krouse continues to lead at Dartmouth, where she currently studies. In addition to being a standout scholar, she devotes a significant portion of her time to mentorship programs. Among her projects is DREAM, a oneon-one mentor program that pairs children from low-income subsidized housing communities with Dartmouth students. Now a junior, Krouse has been working with the same mentee (now six years old) since freshman year and calls the experience “deeply and mutually rewarding.” Dylan has also worked as a mentor with under-resourced rising seniors in high school living in the Northeast. She is passionate about providing more college support and raising college advocacy among the underprivileged youth with whom she works. Krouse attributes her passion for social justice to the Women’s History class she took at MBS, which prompted her to minor in the subject. She also says that Athletics at MBS “changed [her] life”. The program, she says, was a boon to her confidence. “It allowed me to come into my own, at my own pace. Finishing senior year as Captain of the Tennis team, after several years of improvement and progress, was incredibly gratifying.”
“MBS creates well-rounded students,” she continues. “The environment is incredibly supportive. My teachers and mentors at MBS empowered me to succeed at so many different things: I played sports, did community service, and served on Student Government. Both academically and socially, I felt prepared for Dartmouth. As soon as I got [to Dartmouth], I connected with so many different people on so many different levels.” At MBS, Krouse was very involved in community service. She served as Head Ambassador of Crimson Ambassador program, Blood Drive Captain and Coordinator (an experience that she “loved” and that has allowed her to remain close with Ms. Hartman to this day), and Girls Learn—a national organization for which she was president of the MBS chapter—in which she and fellow students raised money for girls to attend primary school in Cambodia. In addition to staying in contact with many teachers, Krouse has a direct lifeline to MBS: her sister, Tori ’16. “I’m impressed at how academically rigorous her workload is,” she says. On the heels of her recent internship at Bloomberg Philanthropy, corporate philanthropy is on her mind for the future. “I am deeply aware of the inequalities in our world,” she adds. “My goal is to enact positive social reform that will empower as many people as possible.”
Alex Ranger ’13
Currently studies at: St. Lawrence University Majors: Business and History, with a minor in Arabic Studies Alex Ranger ’13 may only be in his second year at St. Lawrence University, but he is already gaining momentum in his career in foreign policy. This May, Ranger will start a 10-week State Department internship at the Bureau of Bilateral Trade Affairs in Washington, D.C. The highly sought-after program will provide him with the opportunity to work on the Egypt desk, and to perform research on Middle East affairs for foreign policy specialists. Ranger says that he ultimately hopes to work overseas as a diplomat, or in foreign affairs at the policy level. Ranger, like Reva Dhingra ’10, first cultivated his academic interest in Middle East studies in two of Ricky Kamil's courses at MBS: Economics and Middle East History. Kamil, who also teaches Arabic at MBS, “ignited my passion for staying on top of current events and tracing their impact on foreign policy and diplomacy,” Ranger says. Having studied under Kamil during the events of the Arab Spring, Ranger found the coursework to be immediately pertinent and inherently engaging. The studies he began at MBS, he recalls, encouraged him to explore fields—like economics and foreign affairs—that are “complex, dynamic, and imminently relevant.” He currently studies intermediate Arabic and is also pursuing coursework related to microeconomics and the Palestine-Israel conflict. Next year, it is likely that he will study abroad in Amman, Jordan to strengthen his language skills and deepen his understanding of foreign policy.
Ranger credits MBS with instilling in him the confidence to pursue a challenging career that requires excellent communication skills and the ability to conduct in-depth research on issues with open-ended solutions. “The emphasis MBS places on public speaking, research, and time management really gave me a competitive edge my freshman year,” says Ranger. “Starting in Middle School, we practiced public speaking at Morning Meeting, conducted interviews, and gave countless presentations,” he continues. “MBS students know how to stay on top of long projects; they are used to the rigor and level of attention our teachers expect of us. My Morristown-Beard School education has proven to be a true advantage.”
Creative Coder Tyler Schicke ’14
Currently studies at: Brown University Major: Computer Science
Creativity isn’t solely the province of sculptors, writers, painters, or composers. Tyler Schicke ’14, a freshman studying computer science at Brown University, will tell you his field is just as creative as anything in the visual or performing arts. “Computers are everywhere today, and computer science and programming allows me to do pretty much anything I can think of. The possibilities are limitless,” he says. Creativity certainly took center stage in Schicke’s independent study project with science teacher Paul Fisher during his senior year at MBS. Schicke explored computer facial animation and computer vision, starting with a muscle model of the face that he programmed to blink, change facial expressions, and even react to its environment. “It was based on some MIT research that was done a while back,” says Fisher. “A huge amount of time was spent going through the code and figuring out what it can do. It was a phenomenal piece of work. This is what is under the hood of a lot of today’s computer animation, and Tyler basically did it from scratch.” Schicke says the focus on real-world problem solving made the project particularly rewarding. “During my independent study, I rarely felt like Mr. Fisher was my teacher. Instead, I often felt like we were colleagues who were working on a certain problem together,” says Schicke. “The entire class involved working on a project from start to finish, and learning what I needed to know along the way. It gave me an enormous amount of experience in software development.”
That experience helped Schicke connect with ASCO (Automatic Switch Company) in Florham Park, where he tested software—first through his Senior Project and then through a summer internship. When he enrolled at Brown University last fall, Schicke says he felt like he was ahead of the game. “MBS gave me a solid foundation that has helped a lot in college,” he says. “In all of my classes so far, there were many times when I either already knew what was being taught, or was able to understand the material much better because of something I learned at MBS.” Schicke adds that many of his most important life lessons took place on the MBS football field under the guidance of Head Coach Tim Fell. “Coach Fell was always extremely supportive and had an enormous impact on my life,” he says. “The feeling of camaraderie that existed on that team is something that I don’t think I will ever feel again. Football taught me the importance of teamwork and hard work, and how to be a leader.” After college, Schicke says he hopes to pursue a career as a software developer. “I am not positive what kind of software I want to work on, but right now I am looking at game development as a possibility—perhaps even starting my own company.”
OWN - B
ST I R
VARSITY SPORTS ROUND-UP Fall 2014 & Winter 2015
The cross country team had a tremendous showing in its big championship races throughout the season, culminating in the State Group Race in Holmdel, where the Crimson boys’ team placed 14th against some tough competition. The boys’ team was paced by speedy seniors Will Laud ’15 and Andrew Grohowski ’15, both of whom were selected Honorable Mention NJAC. Ray Namar ’16 also had a stellar season for the boys’ team and earned the School’s Fall Sportsmanship Award. The girls’ team was led by Allie Goldberg ’17 and Jenny Bagger ’15, who always looked for ways to contribute despite being sidelined by injuries. Both runners were named Honorable Mention NJAC.
It was another stellar season for the varsity field hockey team, as they posted a 13-6-1 record and battled to the semifinals of the State Tournament and the Morris County Tournament, as well as the championship game of the Prep Tournament. The team was led by Gabby Hyman ’15, a 1st Team All Non-Public, Prep B, NJAC, and Morris County selection, and Chelsea Kramer ’15, a 1st Team Prep B, 2nd Team NJAC, and Honorable Mention All-County selection. Bella Cuomo ’16, Jill Burke ’15, and Devin Blanchard ’16 also had outstanding seasons and earned post-season honors.
Once again, the MBS varsity football team qualified for the State Tournament as they 36 Crimson
posted a 6-3 regular season record. The team was seeded fourth in the playoffs before falling to Mater Dei in a tough battle. Matt McFadden ’15 provided leadership and offensive spark, as he was selected 1st Team NJAC, 1st Team AllCounty, and 1st Team All-Coaches. A host of other Crimson players also earned post-season honors, including Dean Grogg ’15, Nick Rella’15, Alex Motley ’16, Matt Reilly ’15, Colin Waters ’15, Markel Titus ’16, Brad Dallas ’18, Cole Steinfeldt ’15, Matt Stark ’15, Jordan LiVolsi ’15, and Graydon Vandeveer ’15.
The boys’ soccer team finished the fall season with a 16-5-1 record, and played to the championship game of the State Tournament before falling to Hawthorne Christian in a heartbreaker. This year’s varsity soccer team finished as Prep Champions, and also won its conference title. Offensively, the team was led by Mason Toye ’17, who earned 1st Team Prep B, 1st Team NJAC, 1st Team Morris County, and 1st Team All-State honors. John McDonald ’15 contributed veteran leadership and earned 1st Team Prep B, 1st Team NJAC, and 3rd Team Morris County honors. Other post-season award winners included Sam Nadler ’17, Sam Curtis ’15, Joey Velasquez ’17, Austin Goodman ’15, and Charlie Ewig ’17.
The girls’ soccer team finished with an impressive 13-8-2 record. The Crimson advanced to the final round of the State Tournament as well as the Prep Tournament. MBS was led by Kristy
Cotter ’15, who was selected 1st Team Prep B, 1st Team NJAC, 1st Team Morris County, 1st Team Non-Public, and 3rd Team All-State. Dani Kabat ’16 was named 1st Team Prep B, 2nd Team NJAC, and 1st Team Morris County, while Cami Calafiore ’16 was selected 1st Team Prep B, 1st Team NJAC, and Honorable Mention Morris County. Lizzy Sengle ’17, Morgan Bartner ’15, Lizzy Hunt ’15, and Sofea Stanton ’18 also picked up post-season awards.
The girls’ tennis team had a strong showing in both the Prep and Morris County Tournaments, and competed to the quarterfinal round of the State Tournament. The team was led by first singles player Allison Reiling ’15, who finished the year with a 15-1 record and was selected 1st Team NJAC. She finished her MBS career with an outstanding 39-5-1 record overall. Second singles player Lindsay Reeth ’15 was named 2nd Team NJAC, while third singles player Dee Dee Passione ’17 earned Honorable Mention NJAC.
The volleyball team showed steady improvement this fall, posting a solid 13-12 record and increasing the total points scored as a team by 80 percent. The team won its first-ever Morris County Tournament game, and competed to the quarterfinal round of the Prep Tournament. They finished their season with a tough loss in the preliminary round of the State Tournament. Halia Rosemond ’15 tallied more than 200 kills this season, and was named 1st Team NJAC.
Sara Seuffert ’16 was named 2nd Team NJAC while Hannah Guenther ’15 earned Honorable Mention.
The boys’ basketball team enjoyed another successful season, finishing with a 17-9 record. The Crimson advanced to the finals of the Prep Tournament, and also played into the State Tournament before dropping a heartbreaker to Queen of Peace. For MBS, it was a tale of two seasons: they began the year with a disappointing 1-5 record before winning 13 of their next 14 games. The team was paced by Brian Monaghan ’17, as well as Patrick Davis ’16, Matt McFadden ’15, Justin Rodriguez ’18, and Matt Stark ’15. The team’s Crimson Award was presented to Kyle Maslan ’15 for his character and leadership.
Despite facing some tough competition in the conference this year, it was a year of personal bests for many members of the varsity swim team. For the fourth year in a row, Liza MacCowatt ’15 represented MBS at the Meet of Champions (MOC). She placed 2nd in the 50 Free and 3rd in the 100 Breaststroke in the Morris County Swim Meet. For the first time in more than 20 years, MBS sent a boys’ relay team to the MOC as Grant Gieger ’15, Connor Heffernan ’18, Jack Hughes ’17, and Ryan Waters ’17 competed in the 200 Free Relay. Also at the MOC, Waters placed 5th in the 500 Free for the entire state of New Jersey! Seniors Will Laud ’15 and Jill Burke ’15 earned the team’s Crimson Awards for their dedicated leadership.
Boys’ Ice Hockey
Girls’ Ice Hockey
It was an historic season for the girls’ varsity basketball team, which captured its first Prep Championship with a hard-fought 35-33 win over The Pennington School. The Crimson defeated Villa Walsh in the opening round of the State Tournament before falling to Saddle River Day School. They finished the year with a 19-8 record. Senior Morgan Bartner ’15 rewrote the record books for MBS as she became the School’s all-time leader in points (1,500), rebounds (1,170), and blocks (254). She was named the Daily Record’s Girls’ Basketball Player of the Year. Seniors Katie Hunt ’15, Lizzie Hunt ’15, and Sarina Morales ’15, also had outstanding seasons for the Crimson. Despite fielding a squad of only 10 players, the MBS girls’ ice hockey team (16-1) skated their hearts out and finished the regular season with an undefeated record. The Crimson’s only loss came in the WIHLMA championship game where they lost in overtime to a strong Shadyside Academy team. Senior forward Kendall Cornine ’15 notched 66 points in 17 games to lead the state in scoring. She finished her MBS hockey career as the School’s all-time leading scorer: 104 goals and 94 assists for 198 points in 74 games. Cornine was named the Girls’ Ice Hockey Player of the Year by NJ.com and the New Jersey Devils. The team was also led by senior defensemen Kathleen McNamara ’15 and Christina D’Alessandro ’15, who were both named First Team All-State.
The boys’ ice hockey team saw great success again in 2014-15, as they captured their second straight Mennen Cup title with a win over Chatham. They advanced to the Prep Final where they suffered a heartbreaking loss to The Hun School, and played into the second round of the State Tournament before falling to Christian Brothers Academy. They finished the year with a 16-7-4 record. Defenseman James Callahan ’15 was selected Second Team All-State, and was also named Morris County Player of the Year. Goalie Danny Porth ’16 was selected Third Team All-State. Senior Ryan Palazzetti ’15 earned the team’s Crimson Award for his grit, determination, and unselfish play. For the first time ever, the MBS boys’ ski team qualified to compete in the State Championship race. In addition, Calvin Wetmore ’16 and Drake Hawks ’17 both qualified for the prestigious Eastern Regional competition in New Hampshire. Hawks qualified after an outstanding season of skiing that earned him a spot on the First Team All-State squad. Wetmore, who finished 10th in the slalom event in the Race of Champions, was named Second Team All-State. Senior Matt Karlson’15 earned the Crimson Award for the boys’ team, while sophomore Katherine Brennan ’17 received the girls’ Crimson Award.
W O N T -B S
Joseph Baker ’65,
Distinguished Alumni Award Winner
Joe Baker ’65, this year’s worthy recipient of the Distinguished Alumni Award, remains a quintessential contributor to the everyday life of Morristown-Beard School. Since graduating from Morristown Prep in 1965, his deep love for the School and his genuine interest in the success of its students keeps him coming back to campus on a regular basis. For him, MBS is truly home. “Kind and generous with his time, humble, and knowledgeable, Joe Baker is the consummate friend of Morristown-Beard School,” said Headmaster Peter J. Caldwell. “As an alumnus who has lived in the area for his entire life, Joe has maintained a keen interest in MBS. Always the first to arrive to a play, an athletic contest, a lecture, or a performance, headmasters throughout Joe’s tenure with the School have relied on him for perspective and sound advice. His good nature and astute wit can be counted on, and I feel lucky to count him as my friend.” Joe first came to campus as a seventh grader more than 55 years ago. “My parents chose Morristown Prep because they considered it to be a very good school,” said Baker, who attended as a day student. “Even though a third of the students were boarders, I would commute to campus. My father [William O. Baker, a noted scientist and former chair of Bell Labs] wanted to see me and check in with me every night to make sure I understood the material.”
His father never pushed him to follow in his footsteps and pursue a career in science, however. “I’ve always been interested in history and geography from an early age,” said Baker. “It was always easier for me to write a composition than to write a mathematical formula.” At Morristown Prep, Baker found an abundance of teachers and coaches who nurtured his love of learning, and inspired him to do his best. “Larry Totton was not only a great coach who taught by example, but he was a fantastic teacher as well,” said Baker. “He put a real political science spin on history, so that made the material relevant and got us excited about it.” History and English teacher Ralph Speck was another influential mentor who set the bar high and helped students surpass their own expectations. “Mr. Speck’s classes really challenged us and provided us with good preparation for college,” said Baker. “He conducted his classes as if they were college courses. He expected you to take meticulous notes, to read books independently to supplement class discussions, and he never marked on a curve.” Outside of class, Baker remembers his teachers providing important life lessons about integrity and character. “Art James was a great man and a selfless individual,” Baker recalled. “I remember a snowy day when I missed the bus, and he volunteered to drive me home. We were driving and I was giving him turn-by-turn directions, and it occurred to me that he had no idea where I lived—he would have driven me anywhere.”
For Baker, supporting MBS is a way to give back, to say thank you, and to secure a bright future for the next generation—a cause he believes in strongly. Many of Baker’s fondest memories at Morristown Prep involve athletics. He was a member of the undefeated 1961 Cross Country team, which captured the Prep B title with a perfect 17-0 record. In the spring, he ran for the Track team, competing as a quarter-miler. “I was never the greatest athlete or the fastest runner, but I stuck with it and I never quit,” he said. “Athletics taught me to work as part of a team.” For his determination and grit, Baker received the Howell Prize For Courage in the 9th grade—one of his proudest moments in school. After Morristown Prep, he enrolled at Drew University, where he majored in political science and also developed an interest in computer science. After graduating from Drew, Baker worked as a technical analyst for Beneficial Corporation in Morristown and Peapack for 27 years before retiring early to help take care of his mother. Through the years, his devotion to Morristown-Beard School, as well as to several other educational institutions, has been nothing short of inspirational. At MBS, he has proven himself to be a lifelong volunteer and advocate, serving on numerous boards and committees, such as the Board of Trustees and the Alumni Board. He attends activities and events on campus whenever possible, from reunions and alumni gatherings to school plays, fundraisers, and sporting events. Baker has been a faithful and generous supporter of the Morristown-Beard Fund, as well as many other projects, both large and small. He lent his leadership and support to numerous endeavors that have helped MBS grow, including the Middle School and Beard Hall improvement projects, the Young Scholars Program, and the "Ahead With Confidence" campaign. Each spring, he enjoys meeting with the recipients of the Baker Math Award, a prize that honors students for excellence in mathematics, and also helps connect current students with successful MBS alumni who share their experience, knowledge, and professional contacts. For Baker, supporting MBS is a way to give back, to say thank you, and to secure a bright future for the next generation—a cause he believes in strongly. “It’s so important for young people to have a good education,” he said. “It’s a foundation for a successful life.” As he looks back fondly on his own days as a student, he continues to be inspired by the changes that are taking place on campus today. “I’ve seen so many improvements in Morristown-Beard School over the years. The facilities today are remarkable, and the students and teachers are firstrate,” he says. “I’m very pleased with Peter J. Caldwell’s leadership; he’s got a great team on campus. I’m proud to be a part of this Community, and I’m excited about its future.” Top photo: Joe and his father sailing on Barnegat Bay. Middle left: Joe in the mayflower patch, Harding Township. Mddle right: Informal senior photo from the 1965 yearbook. Bottom photo: Joe (standing, second from left) with members of the 1964-65 cross country team.
W STO N- B
. . . because the simple act of your participation unlocks additional support for talented MBS students. At MBS, we often hear a common question from members of our Community: Why is participation in the MorristownBeard Fund (our Annual Fund) so vitally important? There are many important reasons why — including that every dollar raised through the Fund goes directly toward improving the student experience — yet one that is often overlooked is the positive impact of participation on external support. By making a gift to the Fund, you raise the participation rate for your particular constituency (current or past parent, alumni, grandparent, faculty/staff, or friend of MBS). Because many corporations, educational foundations, and charitable organizations use Annual Fund participation rates as a key factor when deciding to award significant grants to MBS and for other financial assistance, your
participation holds the power to generate significant external support. Foundations want to build upon our Community’s strong charitable efforts — they don’t want to make up for support that should already be there. Thus, it’s simple — if you give to MBS, then they’ll give to MBS! Please consider putting down this great issue of Crimson for a moment and making a gift by using the enclosed envelope, by calling 973.532.7579, or by visiting our secure website at www.mbs.net/giving. Multiply the impact of your support for MBS students through the power of participation!
As always, thank you for your kind support of the Morristown-Beard Fund.
$50,000 to match alumni gifts made through June 30, 2015 to the MorristownBeard Fund. That's a remarkable way to help MBS increase alumni participation and dollars in the Fund! Please join this alumni leader and make your gift today by using the enclosed envelope or by visiting www.mbs.net/giving. Whether you're enjoying a reunion year (all classes ending in 5s and 0s) or you're somewhere in between, celebrate your alumni pride with a gift today!
Thank you for your kind support! RI
W STO N- B EA
To inspire MBS graduates to give back to this special school, a thoughtful, generous member of the Alumni Community has anonymously pledged
Every dollar donated to the Morristown-Beard Fund supports the improvement of the student experience. Please accept our grateful thanks if you have made a gift this year. For more information about the Fund, please contact the Office of Institutional Advancement at 973.532.7579.
Calling All Alumni!
W O N T B S
Class Notes Tradition & Progress Exciting things are happening on campus and in the alumni community! First, I’m proud to say that the Alumni Board is in the process of re-launching our Class Agent program. Once again, you’ll be able to reach out to your class representative to catch up on all things MBS. Want to find out when Homecoming is? Want to nominate someone for the Athletic Hall of Fame? Your Class Agent will have the answers! If you’re interested in serving as a Class Agent, please send an email to firstname.lastname@example.org. This is also the time of year when we welcome many of you back for Reunion. It’s always a special event, as we join together to reconnect with classmates and faculty, share old stories, laugh (and maybe cry), and celebrate our time together. I would love to see all of you back on campus this spring, regardless of whether or not you’re in a Reunion year (0s and 5s). We’re all a part of the MBS family, and it’s nice to see each other once in a while. This year, Reunion will take place the weekend of June 13—please put it in your calendar! The Alumni Board offers so many ways for you to be involved with MBS. Please consider volunteering as a Class Agent, attending a campus event, or meeting up at a regional event in your area. Please join me in celebrating our beloved alma mater. Go Crimson!
Ready to volunteer?
Need info about upcoming alumni events? Caroline Turben ’87 Alumni Board President
Please visit www.mbs.net/alumni or email email@example.com.
1947 Nancy “Taz” Brower says that she is pleased to continue serving on the MBS Alumni Board and as Chair of the Athletic Hall of Fame.
1951 Roberta Rowland Bottaro is “still alive and 1946
Barbara Hallock Hendrick enjoyed traveling to Alaska with her family for two weeks last August.
kicking, although I need help with a cane and walker, and am going on 81 years in June!” She still works at AAA of Tidewater, Virginia and enjoys her “four-legged family” that she loves and cares for—Henry, a Bichon Frisé; Doogie Bowser, a Mini Schnauzer; Lola, a Poodle mix; and Shea, a Mini Australian Shepherd. Widowed for many years, Roberta has six adult children, 13
grandchildren, and seven great-grandchildren. “I don’t do much traveling to New Jersey anymore, but family comes here to Virginia when they can,” she writes. “I got together with former Beard classmate Joan Fimbel de Giovanni last year when she stopped in Norfolk on her way to the Eastern Shore. My email is firstname.lastname@example.org.”
1952 Ann Blessing Hibler is enjoying her growing
family, which now includes seven grandchildren and two great-grandchildren. “I still direct and play piano for Trinity United Methodist Church’s teen choir, which I’ve done for 43 years,” she writes. “Andy and I enjoy our summers in Pennsylvania at our Pocono home.”
1953 Joyce Standish Bodig’s younger son, Paul, was
married in November. “That’s the first of my two chicks to marry,” she says. “I’m still running the concerts at the Frick and volunteer teaching ESL one day a week. No complaints beyond arthritis aches and pains. I’m in touch with Mimi Hamilton Kugushev, Sue Brewer Williams, and Mary Anne (Mem) Meyers Anderson.” George Tiger and Bob Smith, the 1953 Class President, have shared many lunches in Morristown during the past year. “It is fun to reminisce about the glory days, especially our varsity basketball games,” says George.
1954 Dr. Joseph Nye continues to teach on American
foreign policy at Harvard’s Kennedy School of Government. He also serves on 10 international advisory boards, which involves a good deal of foreign travel. In the past six months, he has visited Japan, India, China, Korea, Switzerland, Germany, France, and England. “A highlight came in Japan where the Emperor awarded me the Order of the Rising Sun (even though I am a setting sun!),” he writes. “My new year’s resolution this year was to resign from some boards and cut back on the amount of travel. I also continue to write a monthly column for Project Syndicate, and my latest book, Is the American Century Over?, is now available.” He and his wife, Molly, whom he has known since his Morristown days, enjoy their three sons, nine grandchildren, and their farm in New Hampshire.
Penny Boorman ’51
Honored at YMCA Gala
By Carol Selman ’64
Penny Probert Boorman ’51 was honored for 46 years of service to the Montclair YMCA at their annual 1891 Gala this past November 1, 2014. Headmaster Peter J. Caldwell and wife Darcy Caldwell, Director of Institutional Advancement Betsy Patterson, and Director of Development Joe Locandro were among the “Y” gala attendees. Addressing the 300 guests, Penny shared her guiding principle: “The three things we crave most in life—happiness, freedom, and peace of mind—are achieved by giving them to someone else,” Penny said. Penny has been giving to “someone else” since her twenties. She has been board chair for the YMCA, Junior League, National Red Cross, United Way, the Senior Care and Activities Center of Montclair, and vice chair at Hood College. MBS, too, has benefited from Penny’s wisdom, experience, and roll-up-your-sleeves work ethic. She co-chaired her Beard class of 1951 50th Reunion Committee, is a past chair of the MBS Alumni Association Board, and was an MBS Trustee from 2006 to 2012. Penny was inducted into the MBS Athletic Hall of Fame in 1991. At age 14, she became a competitive and synchronized swimmer. In 1959, Penny earned three Pan American Games medals: gold in the 100-meter butterfly and silver in both the 200-meter backstroke and 400-meter relay. She has long competed in the U.S. Masters Swimming program and is a past “Y” Ripples synchronized swimmer. Penny takes special pride in the hundreds of “Y” swimmers of all ages who earned their water wings under her guidance. Affectionately called the “Iron Maiden Drill Sergeant,” Penny was a longtime YMCA volunteer instructor in swimming, CPR, lifesaving, water safety, and scuba. Current YMCA Board Chair Joy Jones praised Penny and husband Dean Boorman for their ongoing devotion to the organization and for Penny’s years of outstanding service as a trustee and then, in 1980, as first female director of the “Y” Board. In her address, Penny thanked Dean and their three children (all former 2010for allowing her the flexibility to be 1960s and 1970s “Y” swimmers) both a full-time mother and an active volunteer. It was years of “Dinner is in the top oven, guys. I will be back in time to get you to swim practice after my meeting,” Penny said. Dean, along with son Jim Boorman and daughter Sally Wislar—traveling from their California homes—were among the celebrants, as were brother Ted Probert, sister-in-law Ann Linen Probert ’56, lifelong Beard friend Nancy “Taz” Tasman Brower ’47, current Alumni Board President Caroline Elias Turben ’87 and Associate Director of Alumni Relations Monya Taylor ’88.
1959 1955 1962 Linda Blanchard Chapman enjoyed a trip to Margaret “Peg” Pattyson Greene recently Peter Engler writes, “After serving as a Navy visited with Robin Reynolds Rockafellow and Kate Dwyer Corvaja and reports that they both are well.
With retirement, Fred Greenberg ’55 has been renewing ties with old Morristown School friends. “I got involved with alumni friendships by being on the MBS Alumni Board. For our 55th reunion, I contacted members of our and other 1950s classes. I found that after 55 years you still have a lot in common,” Fred said. “John Vandegriff ’55 and I discovered a shared interest in sailing and skiing. We occasionally get together to do either.” As students, Fred and Richard Stinson ’56 took a long canoe ride down the Delaware River. “After six years of reminiscing, we repeated a short portion of the trip in 2014. We both had a great time,” Fred said.
1956 Julie Bonanno traveled from Vermont to New
Jersey last summer to reacquaint herself with Madison, the town in which she spent her early childhood. She writes, “A Facebook post piqued my curiosity about an old mansion in the town. I succeeded in contacting the great-granddaughter of the original owner, who was most willing to contribute her remembrances of the place. I started a Facebook group—Villa Lorraine in Madison, New Jersey—which about 60 people joined. After months of research and dialogue, we decided to meet and greet each other. In late August, in cooperation with the Madison Historical Society, a packed room gathered to hear firsthand from the great-granddaughter about the mansion and to see artifacts before it had been razed. A guided tour of the property and Friday and Saturday dinners together rounded out a most enjoyable weekend.” Lisa Blauvelt Weil and her husband are in good health and are active in volunteer work and several academic associations in Tours, France. “We are having fun working on Italian, close enough to French that it is less difficult than I had imagined, and are going to spend a week in south Italy in March with classmates,” she said. “We come to the U.S. twice a year to keep in touch with our friends, children, and grandchildren.” Barbara Newberry Lindsley writes, "Nearly 60 years since our class graduated—unbelievable! Such rich years, those at Beard."
Southeast Asia last year, returning in time to host 19 members of her family and friends for Christmas dinner. When she is not traveling, she is enjoying life in Vermont and spending time with her five grandchildren as often as possible. “Please come visit us!”
1960 Melinda Lyon and her husband, John, are well
and “hopping along just fine.” They are still flying their airplane, The Red Devil, a bright red Meyers 200. She has been a member of the Ninety-Nines, the International Organization of Women Pilots, since 1978 and is currently on the Board of Directors of the San Fernando Valley Chapter. Their son, Carl, is an interior designer and lives in Los Angeles.
1961 Terry Ann Degan Black has been married for 48
years to retired radiologist, Jeffrey Black. Terry is retired from clinical nursing, but is busy with her book, Caring Is Not Enough, a workbook for emergency and end-of-life planning. She keeps busy with her children and grandchildren, who all live in the Bay Area in California. “I love swimming and water aerobics, reading and gardening,” she writes. “I’m still in touch frequently with Caroline and Libby. We were so sad to lose Jandy . . . she was a bright spot in all our lives.” Barbara Fisher Margalef is “fortunate to have been enjoying Bal Harbour, Florida for almost four years. I hope all are happy and healthy, too!” She has volunteered at Mt. Sinai Hospital and enjoys doing abstract acrylic paintings when she gets the urge. Since she lived in Mexico for 20 years, she speaks Spanish and always keeps up with what’s happening there. “Having been a student at Beard since the first grade, you can appreciate that it was an important part of my life!” she says. “Best regards to all!” Dawson McKeown reports that he has moved from Pottersville, New Jersey to Tierra Verde, Florida. “We are definitely not missing the New Jersey winter,” he says. “We keep in contact with Jim Lizotte ’61 and Anson Perina ’61. Our daughters, Alyssa ’91 and Sam ’97 also live here in the Tampa Bay area.”
pilot with two tours in Vietnam, I joined the wonderful and wacky world of advertising in New York City, and 10 years later, moved to San Francisco where I managed the Sony and Clorox accounts among others. After 10 years as an executive recruiter partner building dotcom executive teams, I became a career strategist and coach with my own practice.” Peter has three sons, is re-married with two step-daughters and nine grandkids, and enjoys sailing, hiking, reading, and writing. He has written one novel and one career guide so far! “One of my future novels is titled The Prep, inspired by the halcyon days of school in the 1960s . . . great cars, ice hockey, proms and rock ’n’ roll.” Barbara Hardenbrook has been keeping busy with her travel blog, Adventurebarbie. Barbara has a love of travel and lots of air miles to use up, so she planned a seven-month trip abroad— with the Iberian Peninsula and Morocco as her destinations. She started her solo travel last October and recently returned in April. From time to time, she has participated in a volunteer work program called workaway.info. She is traveling on her own schedule and is combining visits to interesting places and signing up to participate in “workaway projects” as she chooses. In Portugal, she visited Sintra, Porto, Aveiro, Taveria, and rented an apartment in Santa Luzia—the octopus capital of Portugal—for a month. Then she traveled to Spain for a short trip before visiting Morocco for three weeks. She sends out blog posts almost daily, including a small map to show her travels. Beautiful photos highlight the posts. As the snowy winter passes, it becomes very obvious that she chose a spectacular season to be away from her home in Maine!
Gail Wiss Heyer has been working on an interactive investigative field book of the local environment of Verde Valley, Arizona. This book will be distributed to all 4th graders and schools in the area. Gail has a background in science as she is a Veterinary School graduate of the University of Pennsylvania. On the artistic side, she just finished volunteering for 13 days for the Sedona International Film Festival, a celebration of independent films from around the world. Charles Edward “Ted” Lawson says that he received a heart transplant in June of 2005 that saved his life. Ever since the operation, he has been involved in the world of organ donation and transplantation. For four years, he was Executive Director and President of Save Lives Now New York Foundation, and he recently became the
Co-Chair of Transplant Recipients International Organization’s Public Policy Committee. He also joined WaitList Zero’s Advisory Board, a new organization lobbying to support donation. This past year, Ted enjoyed a trip called “The Silk Road by Private Train.” “We traveled from Beijing, China across Kazakhstan, Uzbekistan, Turkmenistan, and on to Moscow, Russia—a 7,000-mile train ride on the Golden Eagle,” he writes. “What an eye-opener! I am going on a similar train trip this summer from Istanbul, Turkey and running through Bulgaria, Romania, Slovakia, Czech Republic, Poland, and ending up in Budapest, Hungary.” year 50th 1965 Margaret Wilshire “Peg” Patterson writes that Reunion
her husband, Bill, passed away on February 8, 2015.
1966 Betsy Carson writes that she loves connecting
with her classmates on Facebook and encourages more of her Beard friends to join. For more than 40 years, she has been teaching History (“modeled after Mrs. Faber and Ms. Murphy”) and coaching (“yay, Ms. Daniels!”) at DwightEnglewood School. Christine Cope Pence says that she is “still active in university teaching. I spent three weeks in Uganda this past year for pleasure and work. This fascinating country in East Africa is known as the Pearl of Africa, and I must confess I found it to be truly a rough gem open to educational exchange. I solo-ventured on this trip in order to follow my photography passion all the way to the gorillas in the mist by way of the open savannah and small villages. While there, I had the opportunity to get involved in the creation of new ventures in tourism and trade. I plan to return this coming summer to assist these young entrepreneurs in the next stages of their development.” Bi l l Terhu ne a nd h i s w i fe , L i nd a , a re looking forward to the arrival of their second granddaughter, who is due in June. She will join Brian, Kate, and big sister Alexa (now 16 months) in Seattle, Washington. In March, Bill celebrated five years as a volunteer SCUBA diver at the Georgia Aquarium. He plans to attend the 50th Reunion for the Class of 1966 and hopes that many of his classmates will join the “Trek back to the Prep!”
1981 1968 Betsy Curtis sends a huge thank you to Spike Caroline Kebbie Kennedy retired as Editorin-Chief of Gifts and Decorative Accessories magazine at the end of 2014. “I had been with Gifts and Decorative Accessories for 30 years and had worked my way up the ranks,” she writes. “I am now enjoying more leisure time than I have had in years, but am also staying in touch with the gift industry and the publication that I left. I shall be traveling to Hong Kong at the end of April to report on a trade show there. With some of my leisure time, I am also polishing up my ballroom dancing skills and hope to get back into competitive dancing.”
1978 Wendy Goldberg Taffet has not moved far away
from Morristown or from MBS. Wendy owns Enjou Chocolat, a chocolate store in downtown Morristown. She came back to MBS for the Fall Fashion Show and looks forward to meeting new MBS families and seeing her old classmates. Wendy has a son who is a junior at The University of Richmond, and her husband is an orthopedic surgeon at Morristown Medical Center. Amy Chaiken Wolffe and her husband moved from New Orleans to Peapack, New Jersey and says it’s great to be back. Her second daughter was recently married on Cape Cod and she is expecting her first grandchild in May. “I’ve been back to campus to catch a few basketball games,” she says. “If you haven’t been back on campus in a while, why not meet me at Reunion on Saturday, June 13th? All classes are welcome back and it would be great to see each other before our 40th (can you believe it?) in 2018! As a Class Agent, I’d love to hear from more classmates in the area and arrange mini-reunions and get-togethers. I see Arlyn Goldberg and Flo Giannone Faul often. Anyone interested can contact me at email@example.com.”
1980 Vivian Pressley just celebrated her 26th
anniversary at AT&T in Middletown, New Jersey where she works as a director, managing a team of software developers. She and her husband, David Harris, own a Rita’s Water Ice franchise in Willingboro, New Jersey, where they’ve lived for the past 23 years, and they recently opened the store for a fourth season this March. Their oldest son, Austin, is a sophomore studying Film at The Tisch School at NYU, and their youngest son, Hunter, is a sophomore at Moorestown Friends School. Vivian’s sister, Valerie Pressley, lives around the corner and their mother lives with Valerie.
and Brooke Billings for nominating her for induction into the MBS Athletic Hall of Fame. “What a terrific surprise to be picked and to be part of this amazing group of athletes,” she said. “What a wonderful day it was to be back at Morristown-Beard School. Wow, how it has changed and how I wish we had the sports facilities they have now when I was a student! It was great fun to see lots of old pals and to meet some new ones. Looking forward to the next get-together soon.” Sarah Jahries Kenyon says “Life is full! I am still working at Northfield Mount Hermon as a college counselor/dorm parent, living with my partner, Nicole, who is the Dean of Students, and our four children. Our daughters, Martha and Rylie, are both sophomores and enjoying their NMH experiences. Charlie is in the 8th grade at Eaglebrook School and Robby is a 5th grader at the local elementary school. Three of the four kids play competitive ice hockey, Rylie is a swimmer, and Nicole coaches the varsity basketball team, so the winter months are crazybusy. Living and working at a boarding school is super fun, but it’s all-consuming, so when school ends we quickly retreat to our home off-campus in Hancock, New Hampshire. My parents are still on Martha’s Vineyard, so I get to spend some time there, too. If you’re ever in Western, Massachusetts, please look me up! My email is firstname.lastname@example.org.” Cameron Rooke sends a shout-out to all of his classmates. “Hey 1981 classmates, sending a big hello and what’s happening! I am living in San Diego, California where it is sunny and warm. Come visit and let’s connect! My email is email@example.com.”
1983 Joe Selvaggi recently helped host a very successful
Boston-area alumni event. He says, “Our motto, ad astra per aspera, meaning "to the stars through difficulty", captures the wonderful spirit of our MBS alumni event in Boston. Despite experiencing more than 100 inches of snow in one month, our intrepid New England alumni came together at The Harvard Club as we looked out at the twinkling lights of Boston. The evening brought together alumni from the Class of 1958 to 2006 to hear Headmaster Peter J. Caldwell’s words on current success and the ambitious plans for the future. I enjoyed meeting Betsy Patterson, Director of Institutional Advancement, as well as Headmaster Caldwell’s wife Darcy and his adult children, Alexis and Tyler. I enjoyed planning Crimson
the event with Brian Dougherty ’99 because it gave me the chance to talk with so many other alumni. Some of the best revelations were that a classmate from the year ahead of mine lives across the street. Another was that an alumnus had been the dean of my graduate school. Everyone had a story to tell about their time at MBS, and each seemed excited to reconnect with our school. The take-away was that we should have another event in the near future during a kinder time of year. A Red Sox game in the fall earned the biggest support. Stay tuned for more from the MBS alumni of New England!”
1987 Bill Cullen moved out to Seattle this past summer
for a job. “The job does require some travel, so this summer I’m leaving Seattle as part of the Geotraces expedition,” he writes. “I will be spending July to October traveling the Arctic with a stop at the North Pole!”
2003 Julia Pettengill Sibley recently returned to the
1994 Whitney Brusman Shelton and her husband
welcomed their second daughter, Olivia Tobin Shelton, on July 16, 2014. “Her big blue eyes, mellow personality, and overall happy demeanor have been a welcome addition to the family. Big sister Harper couldn’t be more proud of baby Olivia,” says Whitney.
United States to live in Washington, D.C. after almost 10 years of living in the U.K. and then in Qatar. “I work as the Director of Partnerships for the NGO Advancing Human Rights, with responsibility for forging institutional alliances to assist dissidents living in closed societies,” she writes. “I married my husband, Nate Sibley, in London in 2013. He is a content manager for a public affairs firm and will be joining me in the U.S. in a few months when he receives his Green Card.” She returned to Morristown-Beard in April to deliver the Cum Laude address.
2007 Corey Schneider founded The New York City
Adventure Club after graduating from American University with a Business Administration degree and a dual concentration in Marketing and Entrepreneurship. The New York City Adventure Club organizes weekly events for those who want to “uncover the hidden treasures of their city and meet great people along the way.”
2008 John Capo III attended the University of 1998 Jen Brown Hayes and her husband, Dan, 1988 Monya Taylor and Reginald Davis were married
on Pi Day, March 14, 2015 at their church, Cathedral International in Perth Amboy, New Jersey. After a honeymoon in the Dominican Republic during Spring Break, Monya returned to work as Associate Director of Alumni Relations and Annual Giving at MBS! “Life is good!” year 25th 1990 Lynne Saliba Moronski recently helped MBS Reunion
sophomore Mackenzie May ’17 apply and get accepted into the Ross Redmond Short-Term Youth Exchange Program, a three-week cultural excursion to Japan this summer via the Rotary.
welcomed daughter Eva Katherine on July 13, 2014. She joins big brother Carter, who was born on May 23, 2013. The family lives in Morristown. Arthur M. Owens was recently named a partner at the law firm of Lum, Drasco & Positan, LLC in Roseland, New Jersey.
1999 S cot t M ich a el R ob er t son re ceive d a n
appointment to serve as an expert/consultant to the Federal Communications Commission’s new Disability Advisory Committee (DAC). “I serve on DAC’s Communications Subcommittee to help make recommendations to improve access to communications equipment,” he says. “While completing the Joseph P. Kennedy, Jr. Fellowship in the U.S. Senate, I helped develop a report on barriers to economic self-sufficiency for people with disabilities. The report is available online at www.help.senate.gov.”
Massachusetts Amherst and graduated in 2012 with a degree in Communication and minor in Psychology. He spent a year studying abroad at John Cabot University (JCU) in Rome, Italy in 2011. Whenever he was not exploring the gorgeous country of Italy or traveling around Europe, he was playing for JCU's varsity soccer team. The team won third place that year. John has done a lot of volunteer work assisting with the Hurricane Sandy cleanup in Staten Island and Long Island. He now works for Certified Financial Services and is licensed in both health and life insurance. He is studying for the Series 7. Recently, he has enjoyed meeting and connecting with fellow MBS alumni and says it's nice to finally have the time to connect with friends after being so focused on building his practice. Still living locally in Morris County, John is looking to deepen his MBS connection by getting involved with the MBS Alumni Association. year 5th 2010 Kathryn Allison was chosen as New York Reunion
Musical Theatre Festival’s 2015 winner of their Next Broadway Sensation Competition. As the winner, she will receive a special solo concert presented by NYMF in July.
Chris Gambro is finishing his senior year at Tufts University. “While I’ve loved my time in college, I’m ready to move on to bigger and better things,” he says. “Currently in my job search, I’m looking for a career in business that will challenge me and build my leadership skills, so I can make a powerful difference in the world one day.”
beautiful, but there’s nothing like being home in New Jersey . . . there are good bagels, pizza, and most importantly, Taylor ham.”
For milestone reunion years
Fred Greenberg ’55 firstname.lastname@example.org
2011 In February, Jack Fleming and Caroline
Hollander attended the final home game of Sarah Bayersdorfer, who played ice hockey at Boston University. They attended the Smith and Wollenski’s Battle Room reception and dinner hosted by Mr. and Mrs. Richard Bayersdorfer after the game.
2012 Casey Miller is in her junior year at Connecticut College and is studying abroad in Seville, Spain during the spring semester. This winter, she enjoyed singing at the first MBS Alumni Concert.
Maura Passione is a junior at Fairfield University and is studying this semester in Florence, Italy.
2013 Ashley Aracena is a sophomore at the University
of New Haven and is currently studying abroad at the school’s Tuscanny-Prato campus in Italy. “I love it so much here,” she writes. “It’s beautiful— the churches, the mountains, the culture here, and especially the food! It’s all so wonderful and having kind restaurant owners is the icing on the cake. I even plan to meet up with some other MBS alumni who are in the area studying abroad, too.” Grace Fleming, a sophomore at the University of Tampa, enjoyed returning to MBS to perform in January’s Alumni Concert on the Founders Hall stage. She says, “Life in Florida is sunny and
Class Agents Bettie LaVallée ’55 (Francis-Lajara) email@example.com
Joe Baker ’65
2014 To say that Trevor Baptiste got his lacrosse
career at the University of Denver off to a fast start would be an understatement. The freshman was named Big East Offensive Player of the Week after helping top-ranked Denver post a thrilling 17-13 comeback win over No. 3 Duke. In the first game of his collegiate career, Baptiste went 25for-34 on faceoffs—one shy of the school record! In the second half of the game, he went 17 of 19 on faceoffs. Baptiste also tallied his first career goal, finishing one of his four shot attempts directly off a second quarter faceoff win.
Pamela Apito ’65 (Norman) firstname.lastname@example.org
Elaine Conti ’75 (Pantages) email@example.com
David Moretti ’85
Sefton Stallard ’85 firstname.lastname@example.org
Karen Guerra ’90 (McMillan) email@example.com
Lisa Moretti ’90
Spencer Shepperly is enjoying his studies at St. Lawrence University and is also part of the golf team there. “It is Division III, so it’s more for fun, but it is going well,” he says. “I didn’t get a chance to play in many tournaments, but we are graduating five seniors, so there will be more opportunity to play next year.”
Lynne Moronski ’90 (Saliba)
Zoe Steinberg recently traveled to Mexico to compete at the Pan-A merican Youth Championships in rock climbing, where she was able to place fifth in her age group in sport climbing.
Greg Williams ’05
Darnell Parker ’00
Tyler Mulvihill ’05
Zach Borker ’10 firstname.lastname@example.org
Rebecca Lerner ’10
Stay in Touch with MBS! Send us your news for the Fall issue of Crimson!
Keep the MBS Community updated on your latest personal, professional, and civic achievements. To be included in the next issue, please email us at email@example.com by Friday, August 28.
Emily Martuscello ’10 firstname.lastname@example.org
Maggie Ranger ’10
Sam Taggart ’10
Alumni Reunion 2015 June 12 & 13 Register online at www.mbs.net/reunion For more information, email email@example.com or call Monya Taylor â&#x20AC;&#x2122;88, Associate Director of Alumni Relations & Annual Giving, at 973.532.7578.
In Memoriam Douglas Rosander Stevenson ’41, February 1, 2015, age 92. Doug was Senior Class Prefect while at Morristown School. In spite of a hearing impairment, he was accepted into the WWII Army Air Corps, the precursor to the US Air Force. As a first lieutenant, Doug piloted a B24 bomber, the plane known as the Liberator. He flew 30 missions over Germany. After the war, he matriculated at Dartmouth College under the GI Bill and studied philosophy. There he met his wife of 66 years, the sister of a classmate. She survives him as does their daughter and one stepgrandchild. After graduation from Dartmouth, Doug spent the one remaining year that would be financed by the GI Bill to earn a Master’s in Elementary Education from Syracuse University. After a year in education, Doug realized that his hearing issues made teaching children difficult. He was accepted into a three-year training program in finance at General Electric in Schenectady, NY, working during the day and studying at night. Doug became part of their early computer department and worked for GE in the Phoenix, Arizona facility. Later the unit was sold to Honeywell, where Doug worked until his and wife Katherine’s 1987 retirement to Sun City, Arizona. Doug liked reading and the couple enjoyed camping, sailing, and kayaking in the Adirondacks. Religious faith was vital to the last twenty years of his life. John Charles (Jack) Bennett ’42, November 28, 2014. Jack lived in Parsippany, NJ and Halsey Island, Lake Hopatcong for 62 years, 52 of these with his wife Betty. The couple traveled to over 80 countries on all seven continents and saw all Seven Wonders of the Ancient World. After graduating from Morristown, Jack matriculated at Rutgers. During WWII, he joined the Navy Seabees in 1943 and studied engineering and Naval Officer Training at Swarthmore College. Jack’s memories were featured in Crimson’s Spring 2006 article “The WWII Years: Alumni Look Back.” After the war, Jack completed his education at Swarthmore earning a degree in Engineering. In 1946, he began working at Austin Company, a major design, build, and construction company, where he would serve on the Board of Directors for 20 years until his 1976 retirement. Jack held registered Professional Engineer Licenses in 48
States, the District of Columbia and Puerto Rico, Canada, Venezuela, France, and Greece. He was also president and CEO of Structures Inc. of Chicago, chairman of the board of Scandia Inc. of Atlanta and CEO of Advance Technology Systems of Fairlawn, NJ. A 74-year member of the Memorial Presbyterian Church of Dover, Jack served there as a Sunday school teacher, usher, and trustee. He created a nursing scholarship at the County College of Morris and was a longtime director of both the Easter Seal Society of Morris Plains and the Morristown YMCA. Jack’s two daughters, sons John Lance Bennett ’71 and Stephen Bennett ’74, and two grandchildren survive him. Sally Jane Topping Chandler ’47, January 7, 2014, age 83. Born in West Orange, NJ, she loved her many years at Miss Beard’s School, where her father was a trustee. Sally and her late husband lived in Darien, Connecticut before moving to Princeton in 1991. She was an active member of Trinity Church, the Garden Club, and the Junior League. Two daughters, two sons and 13 grandchildren survive her, as does her younger sister Jay Topping Campbell ’52. Sally’s older sister, Suzanne Haigh Topping Allen ’45, predeceased her. Diane Loprete Rinaldi ’51, February 12, 2015, age 81. Diane was a graduate of Beard School and Marymount College. Before marrying, Diane worked at CBS Television in New York as a publicity assistant for the Playhouse 90 series and Ford specials. During her 53-year marriage, she was a member of the Junior League of Montclair, serving as chair of many committees and editing several League publications, including a cookbook. In the late 1970s and the 1980s, she was editor of publications and assistant to the executive director, then for three years the director the American Platform Tennis Association. Diane’s husband predeceased her. Their three daughters and their husbands, eight grandchildren, four great grandchildren, and her brother and sister Joan Loprete (Charles) Carella ’52 survive her. Diane loved music, especially opera and musical theater. She played piano and sang for her family and friends. Diane also enjoyed needlepoint, reading, and Italian cooking.
Craig Horsman ’53, November 26, 2014, age 81. After Morristown, Craig received his bachelor of arts from the University of North Carolina at Chapel Hill, marrying his wife of 57 years three weeks after his college graduation. She, their three children, and many grandchildren and stepgrandchildren survive him. The couple first lived in Baltimore, Maryland, where Craig served in the US Army’s Counter-Intelligence Corps. Later he worked as buyer of books and records for Stewart and Co. in Baltimore. After earning a teaching certificate at Loyola University, Craig taught World History for two years before returning to Chapel Hill for a Master’s in Education. The family relocated to Monroe, NC where Craig was Associate Superintendent of the Monroe City Schools until retiring in 1994. Active in the community, he served on Monroe’s Community Action Board during the era of school integration. A long-time member of the Kiwanis Club, Craig volunteered for Habitat for Humanity, was deacon at First Presbyterian Church and, in 1987 with help from his wife and daughter Ashley, built a log home on 13 acres. There, he enjoyed a flourishing retirement that included woodworking, gardening, cooking and canning, and tending to a gaggle of horses, sheep, chickens, guineas, cats, and dogs. Always the learner, Craig was a voracious reader and avid collector of first edition books. His wife, two daughters, a son, and six grandchildren and stepgrandchildren survive him. Patricia "Patsy" Roberts Pemble ’54, June 5, 2014, age 78. Born in Orange, Patsy grew up in Short Hills where she married her late husband of 39 years. The couple moved to Wilmette, Illinois and had a son and a daughter who, along with their spouses and three grandchildren, survive her. Patsy enjoyed lifelong friendships with classmates from Wellesley College, which she attended for three-and-a-half years, earning her Bachelor’s from Northeastern Illinois University. When her children were in high school, Patsy earned a Master’s in social work from George Williams University. As a family therapist, Patsy counseled families at Catholic Charities until retiring in 1993. From 1965 until her death, Patsy was an active member of St. Augustine Episcopal Church. In recent Crimson
years, she provided training and service for the Altar Guild and Family Promise. Patsy's passions were her faith and her family. She enjoyed gardening and playing bridge. Carol Lillian Clopper ’55, November 3, 2014, age 75. Carol graduated in 1957 from Bradford Junior College then for twenty years was a selfdescribed “chief cook and bottle washer” for her husband and two children in Richmond, VA. She lived in Harborton, VA from 1998 until the time of her death. Carol took courses at Richmond Tech Center in carpentry and cabinet making, co-owned a neighborhood pharmacy, worked as a furniture refinisher and interior decorator, and restored four houses on the Outer Banks of NC. She also attended Johnson & Wales Culinary School, worked in restaurants, and had an antique shop and a lunch room, which she sold in 2002. She volunteered with the Junior League and her church. Carol was her Beard 50th Reunion Chair. Her son and his wife, daughter, three grandchildren, and brother survive her. Elizabeth "Scotty" Williams Sell ’55, January 24, 2015, age 78. A 28-year resident of Eagle River, WI, Scotty previously lived in Woodland Park, CO. For seven years, she and her late husband owned and operated The Anchor Resort in St. Germain, WI. Scotty loved animals including her pet dog, cat, two birds, and the many wild birds, deer and squirrels which she fed. She loved to draw in pencil and charcoal and to paint. A son, daughter, and three stepchildren survive her, along with her four grandchildren, eight great-grandchildren, and brother. Another son predeceased her. Alida F. McRae ’58, March 17, 2014, age 73. Alida grew up in Maplewood, NJ. After Beard, Alida graduated from Wilson College with a degree in Primary Education. A longtime Madison, NJ resident, where she was a 48-year member of the Presbyterian Church, Alida volunteered for many years at the ARC of Union County, helping children with Down syndrome. Alida was an active MBS alumna, serving on the Alumni Board and co-chairing her 50th Reunion Committee. She was proud that her father’s company built the new Beard academic building on Berkeley Ave. in Orange after the November 1953 fire that destroyed the earlier, historic structure. Alida was a member of Baltusrol Golf Club, an avid bowler, a world 50 Crimson
traveler, and loved time on the beach. She is survived by her husband of 49 years, two sons, one daughter, and five grandchildren. She was proud of attending almost every one of her grandchildren’s games, recitals, and concerts. Robert (Bob) David Jones ’58, July 21, 2014, age 74. Born in Orange, NJ, Bob attended Duke University. In 1963, he enlisted in the Marine Corps, serving for three years during the Vietnam conflict. He married a year after his honorable discharge and founded Ethical Business Systems, representing Professional Office Services in Northern New Jersey from 1976 to 2000. He and his family lived in Morris Plains for 26 years before Bob’s retiring to Saint Thomas, Virgin Islands. There, Bob was an active community member, read avidly and followed Duke basketball. Bob was an active MBS alumnus and past member of the Alumni Board. His son Robert J. Jones ’88, sister, nieces, and nephews survive him. Robert Frederick Wheaton, Jr. ’60, December 23, 2014, age 73. Born in East Orange, Bob grew up in Short Hills. At Morristown, he was captain of the football team. He met his wife during his undergraduate years at Centre College in Danville, KY. A former U.S. Army reservist, Bob and his wife of 51 years lived in Chatham, NJ; Sudbury, MA; and for 30 years in Bernardsville where Bob owned his own company as a manufacturer's representative in the oil industry. In 2003, Bob and his wife retired to The Landings on Skidaway Island in Savannah, GA. There, he relished his golf games with the "Wednesday Warriors". Bob also enjoyed being a member of the Rotary Club and boating. His long-time favorite place was his parents' house, "Windblown", in Weekapaug, RI, where he summered as a child and would bring his own children. His wife, two sons, daughter, and their spouses, seven grandchildren, and sister and brother survive him. Jan Andrea "Jandy" Jones Bird ’61, October 27, 2014, age 71. Born in Southampton, NY, after Beard, Jandy graduated from Smith College and earned master’s and doctoral degrees in Education from Rutgers. Before retiring in 2003, she had a long career as an elementaryschool educator and administrator in Colts Neck, NJ where she developed a model program for gifted students. She was active in St. George'sby-the-River Episcopal Church in Rumson, NJ,
where she resided for 37 years. Upon moving to Sanibel, FL she served St. Michael and All Angels Episcopal Church in many capacities, including senior warden. In Sanibel, Jandy was a docent at the Bailey-Matthews Shell Museum and was an accomplished shell crafter, designing and making floral arrangements created from seashells. She enjoyed playing piano for her grandchildren, often performing original songs and poems created for family occasions. Her husband of nearly 50 years, two daughters, and three grandchildren survive her. Nancy Louise Paget Ginocchio ’63, May 11, 2014, age 69. Nancy and her long-time husband Frank lived in Naples, Florida. Frank and her family survive her. In Naples, she was active with the Naples Orchid Society, where she was a past president and initiated programs for donated orchids to be placed in hospices and at the Naples Zoo. Douglas Alanson (Lance) Andrews, Jr. ’64, Oct. 13, 2014, age 68. Lance graduated from the University of Denver. After a career in banking in NYC and Denver, he devoted most of his life to his business, Fidelity Credit Services, LTD in Colorado. His wife Mary, three children, and five grandchildren survive him. George L. Fessenden, former faculty, January 13, 2015, age 94. Mr. Fessenden worked at Morristown-Beard School for 22 years as Athletic Director and Head of the Science Department. He began teaching biology at Morristown Prep in 1960, and also served as Dean of Students. As a coach, Mr. Fessenden guided many teams at Morristown Prep and Morristown-Beard School, including football, basketball, track and field, cross country, tennis, and baseball. “I made certain our athletes knew how to accept victory as well as defeat, and how to be gentlemen and women,” he said in an interview several years ago. For his pivotal contributions to athletics at MBS, he was inducted into the Morristown-Beard School Athletic Hall of Fame in 1989, and Fessenden Field—which is used for baseball and soccer— was named in his honor. “He was truly a legend and was my mentor as a teacher and as a coach,” said former soccer coach Pete Chavonelle. “He was very student-focused, and always challenged his students and athletes to improve. He held the School close to his heart, and was such an asset to Morristown-Beard School.” In dedicating the
the faculty, that I would like the School. That is how it turned out,” Gordon said. In 1986, Pat’s students and advisees dedicated the yearbook to him with “great esteem and affection.” A former resident of Morristown, NJ and Elizabethtown, PA, Mr. Hall had been living in Pompton Plains, NJ. His wife, two daughters, son-in-law, and two granddaughters survive him.
George L. Fessenden 1982 yearbook to Mr. Fessenden, the students wrote, “We admire you and your dedication as a teacher and a coach. Moreover, your warm smile, sense of humor, and school spirit are inspirations to us all. You will always have our deepest respect.” Mr. Fessenden served in the US Army during WWII from 1942-1945, spending 26 months in North Africa during his time in the service. He graduated from Panzer College in East Orange, earned a Master’s degree from Columbia University, and taught Biology at St. Bernard’s School for 10 years. He taught swimming lessons for 22 years a Ted Palmer’s School of Swimming, and was past President of NJ Independent Schools Athletic Association. George married Marybeth Walch in 1950 and they had 5 children: Debra Louise, Douglas George, Linda Lee, Alan John, and Charles Lorton. He has three grandchildren: Victoria, Carsyn, and George. Marybeth predeceased George in 1995 and Charles predeceased George in 2009. George remarried Barbara Sontag in 1997; she died July 2010. Patrick J. Hall, former faculty, November 4, 2014, age 87. Mr. Hall began teaching English at MBS in 1967 and was a much-respected and honored member of the faculty for 22 years. Pat had a B.A. from St. Bonaventure and a Master’s from Fordham. At Morristown and then at MBS, he taught 12th grade English, chaired the English department and was the director of the summer program and of School public relations/publications. Former colleague Gordon Saunders remembers: “Pat was the first faculty member I met when we moved down to the School from Massachusetts, and I liked him from the start. I figured that if he was representative of the quality of the rest of
Charles G. "Duke" Mortimer, Jr., former faculty, February 9, 2015, age 88. Mr. Mortimer taught Dramatic Arts at Morristown-Beard School. His two sons are MBS graduates, Charles “Cardie” Mortimer ’74 and Loren Mortimer ’78. They, two daughters, their four spouses, seven grandchildren and one, brother survive him. Charles had a storied life in television, as well as in film and theater. A 1944 graduate of Glen Ridge High School, he entered the United States Merchant Marine Academy and served as a midshipman during WWII. Following his service and 1949 graduation from Hamilton College, he was among the pioneer directors and producers in early television, first at CBS, next at ABC. In 1957, he joined William Esty Company and became a leading network television buyer. Hit shows included The Beverly Hillbillies, Get Smart, and Bonanza. Duke later founded his own Westfall Productions, named for his historic family farm in Montague, NJ. Among the productions were the 1973 motion picture, From the Mixed Up Files of Mrs. Basil E. Frankweiler, starring Ingrid Bergman and, in collaboration with Jim Henson, the classic television film Emmett Otter's Jug Band Christmas. Mr. Mortimer also devoted his diverse talent to enriching the community. He directed plays for the Junior Wing of the Montclair Dramatic Club and, as noted, taught drama at both MBS and Gill St. Bernard's School. At Westfall Farm, he founded the Barn Theatre and directed the Mortimer Dramatic Arts Workshop, Scholarship, and Repertory Company. He was also president of the Mortimer Foundation and Scholarship program for college and secondary-school students. He was predeceased 18 years ago to the day of his death by his wife of 50 years.
Alumni and friends, April 2015, Jupiter, FL
Alumni and friends, February 2015 at the Harvard Club
MBS is hitting the road again! Boston - October 2015 Jupiter, FL - March 2016 Naples, FL -March 2016 Look for more details soon! Corrections to the 2013-2014 Annual Report of Donors In our most recent Annual Report, Mr. Alex Crispo and Ms. Lori Windolf-Crispo, current MBS parents, should have been included in the Benefactors Circle, the Morristown-Beard Fund Leadership Circle for donors who contribute between $5,000 and $9,999 to the Fund. They were incorrectly listed in the Scholars Circle ($2,500-$4,999). In addition, Mr. Crispo and Ms. Windolf-Crispo should have been included in the Class of 2017 section of parent donors. They were incorrectly omitted from that list. Alex and Lori, we sincerely apologize for these errors. Please accept our special gratitude for all of your kind support during the 2013-2014 school year.
Boys' Championship Soccer Game
Hall of Fame
Alumni Moments Homecoming 2014
On a beautiful fall evening in October, Morristown-Beard School alumni, parents, and students gathered on campus to celebrate Homecoming. The field hockey team routed Glen Ridge, 5-0, on Burke Field before the Crimson football team posted a convincing 29-0 win over Morris Catholic under the lights.
Hall of Fame
2014 During halftime of the Homecoming football game,Homecoming the crowd saluted the 2014 Athletic Hall of Fame inductees—girls’ ice hockey coaches Bruce Driver and David Reiley as well as three-sport athlete Betsy Bayne Curtis ’81—along with the other Hall of Fame members who were in attendance.
Boys' Championship Soccer Game
MBS alumni Danny Gonnella ’72, Doug Kramer ’71, and John Carlson ’72 (left to right) showed their Crimson pride at DePaul Catholic High School in Wayne, NJ to cheer for the Crimson boys’ soccer team as they competed for the NJSIAA state title. While the Crimson ultimately fell to Hawthorne Christian in a 4-3 heartbreaker, they were nonetheless cheered on and congratulated by alumni, parents, grandparents, teachers, and fellow students for an outstanding season.
In April, the Alumni Board hosted an Alumni Career Panel for current students. Panelists included Lindsay Barrett George ’70, acclaimed artist and children’s book author; David Kramer ’69, professional photographer; Brian Egan ’08, director of development and production for Creative 53 Crimson
Breed, a film and television company; and Gwen Whiting ’94, co-founder of The Laundress, an eco-friendly line of detergent, fabric care, and home cleaning products.
MBS alumni Pooja Aggarwal ’14 (Boston University), Grace Fleming ’13 (University of Tampa), Casey Miller ’12 (Connecticut College), Maura Passione ’12 (Fairfield University), Spencer Shepperly ’14 (St. Lawrence University), and Zoe Steinberg ’14 (Temple University) returned to campus in January to speak to the Junior Class about the college admission process and college life. They spoke candidly about their college experiences, and offered advice to the Class of 2016. “Morristown-Beard prepared me very well for college,” says Aggarwal ’14. “In college, I’ve never really felt stressed or that I need to pull all-nighters. As long as you manage your time well, you’ll be okay.”
Performing Arts Alumni Concert
The MBS Community was treated to a musical reunion in January as nine talented graduates took center stage in Founders Hall one more time. From blues to Broadway and everything in between, the performances highlighted a wide range of talent and musical interests. The concert featured performances by Pooja Aggarwal ’14, Kathryn Allison ’10, Eric Fernandez ’14, Grace Fleming ’12, Erin Hargrave-Kerns ’14, Maia Ellen Heard ’10, Emily Martuscello ’10, Casey Miller ’13, and Rachel Moss ’14.
Friends of the Morristown-Beard Fund Name:
Life-changing experience at Morristown-Beard School:
Without a doubt, working the switchboard on 9/11. I was amazed at how quickly we all came together. I tried to maintain my composure on the phones and serve as a calm, soothing voice on a chaotic day that changed America forever.
Proudest MBS moment:
The graduation of Anna Grushevsky Weingarten ’05. Anna and I formed a friendship when she (as a student) would visit and chat with me—despite her busy school schedule! We’ve stayed in touch since her graduation, and I attended her college graduation and her wedding.
Thanks to the MB Fund:
Performing Arts Alumni Concert
I’ve enjoyed terrific Arts programs and exciting Athletic contests. I love plays, and they keep getting better, thanks in part to the Fund. We had students flying through the air in Peter Pan last year! And the Fund supports MBS sports, too, including my favorite—basketball.
Message to donors:
I’ve been at MBS for almost 17 years, and our School keeps getting better—because our Community actively works to make it better. I’ve always proudly supported the Fund because I’ve seen its positive impact on students like my good friend, Anna.
W STO N- B
Affectionately known as “The Voice” of MBS, Kathy Hemmer is our School's receptionist extraordinaire. This spring marks her 17th year of service to Morristown-Beard School.
It's easy to support dedicated staff members like Kathy. Please use the enclosed envelope or visit www.mbs.net/giving. Thank you for considering a gift! Homecoming 2014
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