Comments Magazine 2014

COMMENTS METAIRIE PARK COUNTRY DAY SCHOOL

THE ENERGY WITHIN

Metairie Park Country Day School Congratulates the Class of 2014

OUR STUDENTS HAVE BEEN ACCEPTED TO THE FOLLOWING OUTSTANDING COLLEGES AND UNIVERSITIES: The University of Alabama | American University | Baylor University | Birmingham-Southern College | Boston University | Brandeis University | Chapman University | College of Charleston | Clemson University | Colgate University | University of Colorado at Boulder | University of Denver | Eckerd College | Elon University | Emerson College | Emory University | University of Florida | Fordham University | Franklin and Marshall College | George Mason University | The George Washington University | The University of Georgia | High Point University | Howard University | Indiana University at Bloomington | University of Kansas | University of Louisiana at Monroe | Louisiana State University | Louisiana Tech University | University of Louisiana | Loyola University New Orleans | Lynn University | Maryland Institute College of Art | University of Miami | Millsaps College | University of Mississippi | New York University - Tisch School of the Arts | The University of North Carolina at Chapel Hill | University of North Florida | Northwestern State University of Louisiana | Oglethorpe University | Reed College | University of Richmond | Ringling College of Art and Design | Roanoke College | Rollins College | Samford University | University of San Diego | Santa Clara University | Savannah College of Art and Design | School of the Art Institute of Chicago | School of Visual Arts | Sewanee: The University of the South | University of South Carolina | University of South Florida | University of Southern California | Southern Methodist University | University of Southern Mississippi | Spring Hill College | Stanford University | Texas Christian University | Tufts University | Tulane University | Tuskegee University | The University of the Arts | Vanderbilt University | Virginia Commonwealth University | Virginia Military Institute | University of Virginia | Wake Forest University | Washington and Lee University | Washington University in St. Louis | Wesleyan University

300 Park Road, Metairie, Louisiana 70005 | 504.849.3110 | www.mpcds.com Country Day accepts qualified students without regard to race, color, disability, gender, sexual orientation, religion, national or ethnic origin.

METAIRIE PARK COUNTRY DAY SCHOOL

TABLE OF CONTENTS 2014

FEATURES

4

Project Zero

10 8

Out of Their Comfort Zone

Coastal Roots

18 16

David Lynch at the Crossroads

Walker Percy & Post-Millenials

iPad Revolution

Mary Beth Ellis: Le Chevalier

42

45

A Parisian’s Adventure

26

New Orleans Scholars Program

36 32

12

38

Climbing Kilimanjaro

28

When Going Hi-Tech Became Mission Fulfilling

40

Battle of New Orleans

QUICK TAKES Internationalizing the Curriculum . . . . . . . . . . . 6 Global Online Academy . . . .7 Hour of Code . . . . . . . . . . . . . . . 11 Faculty Fellows . . . . . . . . . . . 15

Surviving the Adolescent Brain

New Early Childhood Center

Cajuns for Life

46

Rewards of Coaching . . . . 22 Student Art Section . . . . . . 53 Recipes . . . . . . . . . . . . . . . . . . . . 57 Annual Report 2014 . . . . . . 59

COMMENTS ONLINE Read this issue of Comments magazine online @ www.mpcds.com/comments

ReActions? Notes?

Stories for Comments? calais_waring@mpcds.com contRibuting writers

facebook.com/ MetairieParkCountryDay @MPCountryDay Comments Magazine 2014 Carolyn Chandler Head of School Lori Gordillo Director of Development Elaine Montgomery Associate Director of Development Leigh Victory Moss 1989 Director of Alumni Pam Guter Development Assistant

COMMENTS 2014

Calais Waring Director of Marketing & Public Relations, Managing Editor, Comments Magazine

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2013-2014 BOARD OF TRUSTEES Michael J. Siegel, Chair Cindy Weinmann, Vice Chair Andrew Weinstock, Treasurer Robert Patrick, Sr., Secretary Carolyn Chandler, Head of School Gerard Barousse, Jr. Thomas Benjamin 1979 Ashley Bright 1982, President, Parents' Association Edgar Bright, III, 1973 Rachael Tullis Gambel 1987 Dathel Coleman Georges 1986 Terry Hall 1963 Scott M. Ham, President, Dads' Club Jeffrey Huseman Adele LaFaye 1984 Charlie Lanier 1979 Matthew P. LeCorgne 1976 John Little 1962, President, Alumni Association Robert Maupin, M.D. Newell Normand Gregory Rusovich Shelby Saer 1985 Charles Van Horn 1977 Jay Weigel Emily West, Faculty Trustee Michael B. Whealdon Gina Womack

Middle school English teacher Kathy Brennan-Haug received her BA in English education with a minor in psychology from the University of Southwestern Louisiana where she graduated magna cum laude. She later earned her MBA from Loyola University. In her article, “iPad Revolution” (page 32), Kathy tells the story of the risky yet rewarding team effort to put down the books and embrace the technological revolution.

Upper school history teacher Charles Cowherd received his BA from the Virginia Military Institute and his MA from Boston University. When he moved to New Orleans, he, like so many, fell in love with the city—“its history, music, food, and culture”, and with Walker Percy. In this issue of Comments, Charles compares Percy’s The Moviegoer to present day dominant culture (“Walker Percy and Post-Millennials,” page 18). Charles presented his work at the Walker Percy “Lost in the Cosmos” conference held in New Orleans in October of 2013.

Middle School Principal Paul Frantz (“Surviving the Adolescent Brain”, page 44) offers readers a guide to surviving the development of the oft-confusing teenage brain. Paul earned his BA in both religious studies and psychology, with a concentration in child and adolescent psychology, from the University of Virginia. He went on to earn his MEd from American International College with a focus on brain research, learning styles, and differentiated instruction.

Upper school English teacher Mike Miley graduated summa cum laude in English from Loyola, and headed to sunny California to earn his MFA in film directing at the American Film Institute in Los Angeles.

Mike has over eighteen publications and films to his credit. In his article, “David Lynch at the Crossroads” (page 16) he attempts to deconstruct the mystery and power of rock and roll. Mike is regarded for his creative, in-depth analysis of music and film, and has presented at conferences in Boston, Las Vegas, New York City, and Paris. His article will be published in full in the national magazine, Music and the Moving Image in 2014.

Upper school history and government teacher Vanesa Gentinetta (“New Orleans Scholars Program,” page 26) earned a BA in history from Tulane University. In 1997 she was named a James Madison Fellow and was awarded funding for the study of the Constitution of the United States.

After satisfying her fellowship studies at Georgetown, Vanesa received her MA in

history teaching at UNO. Vanesa joined Country Day School in 2012 and in 2013 helped to launch the New Orleans Scholars Program, the first of its kind in the city.

Anna Gravois 2015 (“Out of their Comfort Zone,” page 8) is a frequent writer for Country Day’s literary magazine, eh, la-bas! In this issue of Comments, Anna interviews four Chinese students and their host families to learn about their incredible American journey and hopes for the future.

Middle school French teacher Shay Steckler 2002 (“Le Chevalier,” page 34), graduated magna cum laude with a BA in elementary education and French from Millsaps College in 2006. She is in the process of completing her graduate studies at UNO, where she was named the James Whitlow Outstanding Student in a Romance Language (French) by the foreign language department.

Academic Dean G. Howard Hunter 1975 (“Battle of New Orleans,” page 42) is a respected Master Teacher Consultant for the Louisiana Endowment for the Humanities, a consultant for the National Council for History Education, and for the American Institute for History Education. He is a graduate of Georgetown University, received his MEd from Harvard University, and his MA in American history from Tulane University.

Middle school science teacher, Kate Turnbull (“Coastal Roots,” page 10) studied marine science at Eckerd College in St. Petersburg, FL, and received her MA in science teaching from the University of New Orleans. She has nearly fifteen years of experience teaching middle and upper school math and science. Kate’s expertise in marine environments and wetland preservation led her to join forces with LSU’s Coastal Roots program, where she has been instrumental in the effort to introduce Coastal Roots to over 46 schools, including Country Day. Her goal: “to inspire students to form a love for science and inquiry.”

Tech junkies Ninnette Varisco and Emily West (“When Going Hi-Tech Became Mission Fulfilling,” page 28) bring 38 years of experience to Country Day’s renowned K/1/2 program. Ninnette received her BA in education and child psychology as well as her MEd with a specialty in reading from Tulane University. Emily obtained her BA in elementary education from Loyola University before joining Country Day; she never considered working at another school. The duo has presented multiple times at IT conferences, and often leads training sessions on the use of technology in classrooms. Thanks to their influence, readers can experience the first augmented reality cover of Comments magazine.

Country Day accepts qualified students without regard to race, color, disability, gender, sexual orientation, religion, national or ethnic origin.

“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called Truth.”

– Dan Rather

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Carolyn Chandler

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Who was your favorite teacher?

Many of us have stories to tell of a special person who affected our lives in meaningful ways; shaping us, guiding us, believing in us, and inspiring us. Perhaps it was the lower school teacher who showed a special interest in us, the middle school teacher who helped us see beyond ourselves, or the upper school teacher who challenged our thinking and got us excited about ideas. The adult who wielded the “sharp stick called Truth” that may have been unnerving at first but later became ennobling. Whether “the next plateau” involves greater selfawareness or greater excitement about learning, the “dream” of a joyful and substantive life is often powered by the energy created by a gifted teacher.

This issue of Comments features a wide variety of articles by our exceptional Country Day faculty along with stories by several of our illustrious alumni. You will find scholars, innovators, and artists among faculty and alumni alike, each person making unique contributions to society via program creation, cultural enrichment, extension of specialized knowledge, or service to others.

Where do these individuals get their energy? At Country Day, we believe creative energy is contagious. Teachers get it from each other; students get it from teachers and from each other; alumni carry it out into the world. We hope you too, will catch a healthy dose of “The Energy Within” as you enjoy our magazine. May no one be immune!

BETSY PETERSEN RETURNS TO HARVARD

roject Zero Classroom Institute at Harvard University is a weeklong program during which teachers and administrators work collaboratively to create learning experiences within and beyond the classroom. Project Zero Co-Directors Howard Gardner, best known for his work in multiple intelligences, and David Perkins, author of Making Learning Whole, are internationally known educators. The Institute faculty chair, Steve Seidel, is an authority on arts education and the ways that the arts connect to, enhance, and support learning in all subjects.

Project Zero, founded in 1967 to study and improve education in the arts, got its name from the idea that “zero” was known about cognitive development in the arts. Over the years, Project Zero’s research and professional development have focused on understanding and enhancing learning, thinking, and creativity in the humanities, the sciences, and in the arts.

Lifelong learners approach their work and their lives with open minds, avoiding easy answers and seeking to challenge themselves as they learn from the perspectives of others.

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Veteran English teacher and published author Betsy Petersen is the 2014 recipient of the Georgia Monstead Simmons Endowed Leadership Development Grant, created by the Simmons family to support singular leadership development opportunities for Country Day faculty and staff. This summer, Betsy will return to her alma mater, Harvard University, to participate in the prestigious Project Zero Classroom Institute.

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In his keynote address to the 2012 Institute, scholar Ron Ritchhart asked the question, “What do we want the children we teach to be like when they’re adults?”

What lasts, his research has found, are the habits of mind that students develop in school. “Every school,” he said, “is telling a story of learning,” giving students messages about “what it means to learn, to be a thinker.” The “new and powerful story” told at Project Zero proposes that “learning and thinking are collective, not just individual,” and that learning must be an active and personally engaging process.

Institute participants work in study groups to develop ways of “making thinking visible,” so that students can understand what facilitates their own learning and how to access and apply thinking strategies in new situations, constantly pushing themselves towards deeper understanding. One particularly appealing aspect of the Project Zero philosophy is the idea that questions not only drive learning but are also outcomes of learning. Lifelong learners, in other words, approach their work and their lives with open minds, avoiding easy answers and seeking to challenge themselves as they learn from the perspectives of others. The Institute seeks to answer such questions as “How do you best prepare young people for a future that is hard to imagine? How do you teach for the kind of deep understanding that allows them to solve complex problems and do work that is ethical, excellent, and engaging?

How do you encourage students to fall in love with learning?” These Project Zero questions might have been taken directly from Country Day’s mission statement.

They evoke themes that my Country Day colleagues and I have considered in a number of previous projects. Project Zero is the gold standard for approaches to teaching and learning that go far beyond covering the textbook and figuring out what to do on Monday.

“When I asked Howard Hunter about his experience at the Harvard Graduate School of Education, he told me, ‘We talk about nimble minds, but what about nimble institutions? When you go to something like this [institute], you get a sense that we really can effect change. If we look at this school experimentally, maybe we really can be a little more nimble.’ As English Department Chair and a teacher of multiple subjects including art history, English literature, global humanities, and journalism, I relish the opportunity to become more ‘nimble.’ I am grateful to the family of Georgia Simmons for providing our faculty with opportunities such as Harvard's Project Zero, to learn that will benefit our whole community,” said Betsy. h

Internationalizing the Curriculum

COMMENTS 2014

By Carolyn Chandler

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One of the signature advantages of independent school education is the freedom to create curricula that we believe best meet the needs of our students. We are not required to adopt someone else’s curriculum, to follow a textbook lockstep, or to adhere to governmental public education mandates. Our Country Day curriculum is ever-evolving. It is a living organism, always subject to revision and enhancement across all divisions and disciplines.

In recent years, we have been consciously working to “internationalize” the curriculum.

We are adding components to help students of all ages expand their horizons. We want the entire world to belong to our children; therefore we must give them experiences in and out of the classroom that extend far beyond south Louisiana. As our students’ world becomes more connected, cultural competence becomes critical for their future.

Examples of ‘internationalizing” in the classroom abound in all divisions.

In Lower School, for example, K-1-2 French students Skype with their counterparts in our partner school in Paris. Our 3-4 Spanish students become pen pals with students in a school in Spain. Our physical education teachers even have students counting out their exercise drills in different languages!

Beginning four years ago in our Middle School, every seventh grader takes basic Mandarin once a week while every eighth grader takes basic Mandarin twice a week. Classes focus not only on language acquisition, but also on the Chinese culture. Six years ago, we launched a strong world geography course for eighth graders, a course that helps students develop an internal GPS of the world while also fostering an appreciation of vastly different cultures and climates. Middle School English classes study several books that extend students’ knowledge into the international arena.

The same is true of upper school English classes where the finest works of American and British literature are studied in tandem with outstanding literature from other cultures. When Betsy Petersen designed her AP Art History course six years ago, she ensured that her students would be immersed in the riches of art from all around the world by studying in numerous New York museums on a Lemann Grant. Similarly, Ellen Cohen’s Lemann Grant for summer study in Guatemala two years ago beautifully enriched her Maya unit.

The Spanish IV global immigration unit brings new awareness of international issues to our upper school Spanish students. In recent years, Global Humanities, a Country Day graduation requirement, has been

enriched by added emphasis on the Middle East, North Africa, Japan, and the African diaspora.

This winter, lower and middle school Spanish students were startled to learn from our visiting Spanish teacher that the metropolitan area of Mexico City is now 21 times larger than the New Orleans metropolitan area. Some even reported astonishment that Mexico City has so many skyscrapers! In the second year of our partnership with Colegios Peterson, an ISAS school on four different campuses in Mexico City, we have been pleased to see that our new two-week teacher exchange program has added a personal touch to cultural learning in our Spanish classes. This program also offers our faculty an opportunity for experiential learning in a different culture while teaching in an outstanding partner school.

Curriculum should be an expansive enterprise. Students must have the chance to experience the wider world beyond the classroom. Consequently, we revived the Country Day Abroad program eight years ago. This summer opportunity allows upper school students to travel with Country Day teachers to immerse themselves in the language and culture of Spain or France. More recently we have created relationships with partner schools: St. Jean de Passy in Paris, France, Cedar House in Cape Town, South Africa,

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A new student-initiated club, The Cultural Exchange Club, has given our students the opportunity to have wideranging discussions with our Chinese students on subjects from religion, to class size, to pop culture, to parenting.

Comparing different aspects of culture as experienced by peers from the other side of the globe has been a fascinating experience for club members.

The college counseling office is also playing an important role in expanding our students’ world. For each of the past three years, one international school has been part of an outstanding group of colleges and universities presenting in our annual College Forum. Trinity in Ireland, John Cabot in Italy, and McGill in Canada have brought awareness of new possibilities to our upper school students.

Always we wonder what life will be like for our graduates given the rapid pace of change in our world.

Our commitment to “strength of character” gives them the roots from which they can grow while our commitment to “strength of intellect” gives them the wings they need to fly—wherever those wings may carry them. h

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and the aforementioned Colegios Peterson in Mexico City. With the first two schools, the partnerships involve two-week student exchanges.

Students return from these adventures not only with a deeper understanding of the countries they visited, but also with a renewed appreciation of our own nation and culture. Plans are in the works for a third student travel opportunity with an outstanding school in Shanghai, China.

Deep learning and genuine understanding are so often personal.

Believing that the standard American curriculum places insufficient emphasis on Asia, a part of our world that is manifestly growing in importance, our Board approved a limited number of spots for Chinese students in a home-stay program.

Not to be a typical “student exchange program,” these young people would be admitted to Country Day with the express intention of graduating from our school fully prepared for success in an American university. This past year, we enrolled four young men in our Upper School. They joined another fine Chinese student who had independently enrolled the previous year. Ranging from shy to outgoing, these students have had to work extremely hard to build their English skills to the level required in our classes while dazzling us with their highly advanced mathematical skills.

Country Day has joined the Global Online Academy, a consortium of leading independent schools from around the world that offers asynchronous international online learning to students who wish to pursue any of a rich variety of electives. Participation as a member of this innovative virtual academy expands the world for Country Day students, enhances the curriculum, and allows students to delve deeper into a particular topic of personal interest with students and teachers from around the globe.

Global Online Academy, started by a group of independent schools looking to bring the benefits of online learning to their teachers and students, “prepares students for a global future,” says Michael Nachbar, executive director of Global Online Academy.

“Technology is transforming the way we work, connect, share and learn....

Teachers and students can share their voice on a global stage and appreciate the perspectives of a more diverse classroom, while enabling the pursuit of individual passions.”

The curriculum includes exciting subjects like Medical Problem Solving, Comparative Religion, Advanced Statistics and Data Science, Neuropsychology, The Graphic Novel, Game Theory, International Macroeconomics, Japanese, and Multivariable Calculus, to name a few.

Country Day Junior and GOA student Avery Fortenberry will be studying Bioethics and Medical Problem Solving with the Academy in the fall. “I was intrigued by the idea of utilizing our technology to create an online classroom and getting the opportunity to meet and interact with other students from various parts of the world. This opportunity is unlike anything I’ve experienced with school so far. I immediately gravitated towards the medical and science courses because I aspire to be a doctor one day. I’m excited to see how these courses will be and hope they will give me a good introduction into the medical world.”

Global Online Academy: Share your voice. Pursue your passion. h

COMMENTS 2014

OUT OF THEIR

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In the summer of 2013, Country Day enrolled four young men from China to our Upper School. This was the first year of Country Day’s home-stay program, designed to diversify our student body with young people from a country whose influence in politics and economics has strengthened mightily in recent years. The bonds formed between these four students and our American students have proven monumental in developing an understanding and enjoyment of our two very different cultures in a profoundly personal way.

magine what it would be like to travel on your own to a completely new country, one that would be your new home for the next decade. Imagine waving goodbye to your family and boarding the twenty-something hour flight that would transport you to the place that determines your future. There aren’t many people who know what this experience feels like, but Tom Yu, Sherlock Zhu, Darren Li, and Stefan Chen do. These students from various regions in China have all embraced the intimidating adventure, and they are here to stay.

While their journey has been a long and nerve-wracking one, they don’t find it hard to be on their own. “I like it,” says Stefan. “I like to live without my parents, because they always want to take care of me too much.” Darren adds, “I think you mean control.” The rest of the students nod their heads in agreement, intoning the word “control.” They’re excited to become independent, even if it means living 7,000 miles away from home.

“We are here to study,” says Sherlock. The four Chinese students

have come to New Orleans to work towards their goal: getting into dream universities like UPenn, Berkeley, and UCLA. To be able to make the cut, it was necessary to attend a notable college preparatory school like Country Day. “America has more advanced education. I chose Country Day for the high SAT scores and AP Courses,” says Darren. “I chose it because of the wonderful academic program, but also the opportunities.

I practice with the basketball team, and maybe next year, I can play with them,” says Sherlock. Because their former schools didn’t focus as much on subjects like English, the students struggle more with them. Tom says his hardest subject at Country Day is history, where he has trouble understanding test questions. But even with the pressures that come with this choice, the students prefer Country Day to their former high schools, which enrolled as many 3,000 students. “At Country Day, the atmosphere is much better,” says Sherlock. “The teachers are different. We don’t need to be busy to learn things and study things.” More

freedom in America has been positive for Sherlock; instead of leading to slacking, it has inspired him to make better use of his time. He also notices “there is more commitment between teachers and students, which is much better than that in China. They are enthusiastic and very friendly. Once we got into the school, they all came up and said hello and they made friends with us.”

For Darren, coming to Country Day wasn’t about leaving his old school; it was about the amazing opportunity to study abroad in the United States.

He found Country Day through the Cambridge Institute of International Education, a Boston-based educational consulting group that matches highachieving international students with independent American high schools. After a long interview process, Darren, like his fellow international colleagues, decided that things felt right. As it turns out, the choice of New Orleans was a good one for all of the students. Sherlock and Tom both describe the city as “very small and beautiful.” “I feel that it is very good to live here,” says Sherlock, whose

family lives in a busy city north of Hong Kong. “It’s not like China. You don’t feel crowded.” His host family lives very close to school, “so it’s very convenient.” Darren, who is from the same Guangdong province, adds, “The houses are bigger. The air is fresher.

There are less people, and less traffic, so you can live more comfortably.”

Some of New Orleans’ qualities even mirror those of China, especially the hot, humid, and rainy weather in certain regions such as Hangzhou.

Even with their goal of studying, Darren, Sherlock, Tom and Stefan still like to have fun. Stefan speaks for all the boys when he says that their favorite pastimes include “video games, playing basketball, shopping, watching movies, and many other things.” Some newly discovered activities include attending NBA games, football games, and going to the Mortuary Haunted House, which Stefan notes was “scary, but very exciting.”

There’s a mutual feeling of happiness in New Orleans among Sherlock, Darren, Stefan, and Tom, and of equal importance, among their American homestay families. Senior JC Younger,

whose family has hosted Sherlock since his arrival in the United States, affirms that his world has expanded with the arrival of his guest. “We are very similar. We like to work out in the mornings together and he’s always talking to people; he has a great sense of humor. I have been happier with my brother by my side.” JC recommends that everyone enjoy the opportunity to get to know or even host an exchange student. “This experience has changed me,” says Younger.

Before winter exams began this year, Sherlock, and Tom admitted that they missed their families, friends, and food in China, and were “very excited” to visit them for the winter holiday. As the break approached, and students burst through the auditorium doors after the last exam to celebrate the holidays with their families, four high schoolers were ready to board a long, long flight to China, to go back home. But don’t worry; they hurried back, out of their comfort zones once again. After all, isn’t that the best place to be if you ever want to accomplish anything great? h

COMFORT ZONE

BY ANNA GRAVOIS, CLASS OF 2015

COASTAL

ROOTS COMMENTS 2014

BY K ATE TURNBULL

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This fall, the Class of 2018 was excited to learn that they would have the opportunity to join LSU’s Coastal Roots program. The unique program, which began in 2001, educates students of all ages throughout Louisiana about the importance of our local wetlands, as well as the problems facing our eroding coastline. According to the USGS, one half of the nation’s original wetlands have been lost in the last 200 years. Louisiana contains 40% of the nation’s wetlands, but 80% of the land loss. As this land loss continues at an alarming rate, crucial habitats, resources, and storm protection will be lost. Efforts are being made to restore and conserve our coastline. However, many methods are not cost effective and sometimes provide mixed results. It is for this reason that LSU’s Coastal Roots project is so important. Wetland loss and coastal erosion are problems that our students will inherit.

Our participation in Coastal Roots provides students with an opportunity to get involved and make a difference, while educating them about the state of our local environment.

As participants in the program, the 8th graders built their own nursery, complete with its own irrigation system, under the direction of project coordinators Dr. Pam Blanchard and Dr. Ed Bush from LSU. The students are growing Bitter Panicum, a dune grass, which will be planted along the coast in Grand Isle each spring. Grand Isle, a barrier island, serves not only as an essential habitat, but also as our first line of defense from storms. The students will take part in a “soft engineering solution” by renourishing its dunes yearly. As they monitor the growth of the plants, maintain the irrigation system, and fertilize the grasses, they will also learn about and share information with the community about the importance of

Louisiana’s wetlands as a habitat and a storm protection barrier.

Students will understand the causes and effects of land loss and recognize the significance of restoration projects like Coastal Roots as they become good stewards of our environment.

This is a crucial service project where kids can make a difference, quite literally, by getting their hands dirty. With help from a grant from the Brown Foundation, it is hoped that Coastal Roots will continue to expand. Beginning in the fall, students will visit the Mandeville Public Works facility that uses treated water to build wetlands and go on a canoe trip to see the changing salinity of our local watershed.

In May, the 8th graders traveled to Grand Isle to successfully transplant nearly 400 plants and marsh grasses along the coast. They are proud to pass the project along to the 7th graders who will carry on their legacy of safeguarding our fragile local environment. h

Hour of Code Country Day students and teachers participated in Code.org’s weeklong initiative to encourage students and educators to spend at least one hour learning to successfully write code. The goal was to have 10 million students participate in a national hour of computer science instruction in order to demystify programming and to encourage interest in an important field of study. Over 12 million students completed an hour of code, and during that time they wrote more than 338,105,157 lines of it! At its peak, 100 students per second were starting an Hour of Code tutorial.

According to Code.org, the movement became so powerful it received a Google Doodle, and every Apple retail store in America hosted an Hour of Code workshop. At Country Day, over 500 students completed at least one hour of learning to code.

“For some of the students at Country Day, it was their first taste of coding.

Across campus, students were thinking, creating, problem solving, and learning the language of the 21st century – computer programming. From appreciation for the event to heightened awareness of career directions, the Hour of Code used technology to learn on so many levels,” said AP Computer Science teacher Linda Lawrence. Some of the students’ comments captured the essence of the event: “It was so cool to make the objects move and know that I did that!” “[Coding] challenges you to think hard about possibilities and apply the math that you know.”

Special thanks to all of the teachers who participated in Computer Science Education Week and to Math Department Chair Gretchen Hennessy and Director of Technology Development Linda Lawrence for organizing and championing an exciting new adventure. h

GIRL POWER! THREE MATHEMATICIANS KICK OFF THE HOUR OF CODE

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Three postdoctoral fellows from the Mathematics Department and the Center for Computational Science at Tulane University visited Country Day in the fall to help kick off the much-anticipated Hour of Code. The scientists spoke to the Upper School about their research in biology using mathematics and computer science, and the importance of understanding basic code.

Dr. Christina Hamlet spoke of her research in computational fluid dynamics, writing code that allows computers to simulate fluid as it interacts with solid objects; Dr. Carrie Manore discussed how she uses mathematics and computer simulations to help understand and stop the spread of mosquito-borne infectious diseases such as malaria, dengue, and West Nile virus; Dr. Julie Simons reviewed her studies of how microorganisms, such as bacteria and spermatozoa, swim in different environments in order to explain why species must evolve to swim in certain ways. She uses code to map their behavior and understand how it relates to their survival.

“These ladies are pioneers who use a multidisciplinary approach to research, and this research is something that will have an impact not just in the United States but for the entire world,” says Math Department Chair Gretchen Hennessey. “They impressed upon our students the importance of interdisciplinary study and how this approach is used not only in current research but in any profession.” (Pictured above from left to right: Dr. Julie Simons, Gretchen Hennessey, Dr. Carrie Manore, and Dr. Christina Hamlet) h

COMMENTS 2014

THE JOURNEY FROM THE CITY OF LIGHT TO THE BIG EASY

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An interview with Lower School French teacher Fabienne Bonis

Growing Up

Stars, Stripes and Cajuns

I grew up in Bourges, the center of France, until my family moved to a western suburb of Paris, Saint-Quentin-enYvelines, when I was nine. Paris was very close by, so I would often visit cultural sites with my parents and sister. This is how I learned to love Paris and to discover the charm of its many districts. One of my most vivid memories is when I discovered Le Quartier Latin and all its exotic sweets and pastries with dreamlike names: Cornes de Gazelles, Loukoum, Bouches de Dame. When I began teaching, I decided I would teach in Paris and moved closer to downtown to better enjoy the city.

I had always dreamed of coming back to the states to teach. At Saint-Jean-de-Passy, I would organize trips for my students and travel with them to the US. I visited a few American schools but never fell in love with one of them until I came to Country Day. The first time I stepped onto the campus, I was mesmerized by the environment and admired all the opportunities the school was offering to its students.

It was so different from what I was experiencing as a teacher in France.

Becoming a Teacher

I believed I needed to continue growing professionally by experiencing new teaching methods. I was also tired of my hectic life in Paris and aspired to new horizons and challenges. I had always been attracted to New Orleans and when I came for the first time in 2009, it was a-dream-come true. Finally discovering the city whose culture, history, and heritage I was teaching to my French students was a unique personal experience. Having the opportunity to live in this city is priceless. When I heard a position was available at Country Day, I was thrilled and decided it would be a wonderful opportunity for me to experience a new life as an educator. I passed the exam to teach French as a foreign language, et voila! New Orleans has truly become my second home sweet home.

For as long as I can remember, I have always wanted to be an educator. I have always enjoyed teaching, explaining, and helping others to understand. I loved jouer à la maîtresse d’école when I was a kid. My friends and my sister were my students and the guinea pigs! I was quick to grasp new concepts at school, and I loved helping my classmates too; it was natural, in me.

When I became a teacher, I was asked to train new teachers and I loved it too. I became an educator not only for kids, but also for adults and truly enjoyed both. Every day is a challenge to convey my love for a language, a culture, and a profession.

Internationally Known

The Gift My goal is to give lower school students independence and joy: independence in expressing themselves in French and joy in speaking a different language. Watching my very young students talk to each other in French without my intervention is a success. Every day conversation is the core of a language learning process. Yet, it is also very important to learn to write. Even though my students are very young, I firmly believe in exposure to the written language at an early age.

That’s why both oral and written practices are intertwined in my teaching practice.

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I have so much more to offer my Country Day kids and feel so attached to this city that my heart is not ready yet to make any decision to return to Paris. This is my home now. h

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My first job as a teacher was actually at the College of Charleston, South Carolina, where I taught French to American students. Then, I taught British and American civilization at the University of Saint-Quentin-en-Yvelines, before taking my exam to be a certified teacher. My first job as a certified teacher was in Saint-Jean de Passy in the 16e arrondissement, where I taught for seven years. I taught English to 5th graders, and to middle and upper school students.

NOLA Bound

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John Dewey wrote that the purpose of education is more education—not the institutional sort, but the cultivation of a mind that can interact with the world in a dynamic way. The proverbial philosopher’s stone for great teaching is intellectual growth, i.e. more education.

Our Country Day Faculty Fellow’s Program is the only program in town that goes beyond the quotidian realm of faculty development; it is an opportunity for a community of scholars to learn from one another, essentially creating an educational think tank. While the original concept was developed at the Park School in Baltimore, we tailored the idea to suit our own temperament and school culture.

Every summer for the past five years, eight to ten Fellows have met in Bright Library to engage intellectual problems for the last three weeks of July. Topics range from the esoteric—such as writing papers for professional conferences, to the more practical, integrating technology into the curriculum. Fellows have revised existing courses, created new electives in the humanities and sciences, conducted studies on brain development and gender, reviewed new forms of pedagogy, sliced and diced standardized test scores, and punctiliously researched subjects as diverse as Shakespeare, Louisiana culture, art history and adolescent mental health.

Harvard sociologist Sarah Lawrence Lightfoot did prodigious research in the 1980s attempting to answer the question “What makes a good teacher?”

The only common denominator that she found to great teachers was intellectual engagement. The Country Day Fellows Program supports a cross-fertilization of ideas among teachers that fuels intellectual growth. While the program can be personally rewarding and transformative, the ideas generated by the fellows benefit our entire learning community, and it’s safe to say that the Fellows program has effected dynamic changes in our curriculum.

The following two articles are the works of Country Day teachers and Faculty Fellows Mike Miley and Charles Cowherd. Both have been recognized nationally for the theories generated through their fellowship research.

Theirs is only a small representation of the impact our Fellows will have on the future of education. h

DAVID LYNCH AT THE CROSSROADS DECONSTRUCTING ROCK, RECONSTRUCTING WILD AT HEART

BY MIKE MILEY ORIGIN OF THE IDEA...

The idea for this paper came to me in the fall of 2010 while I was working on a video essay called “The Face of Cult.” I was scanning through Wild at Heart, watching the images go by, and a thought popped in my head: “This film is not about rock ‘n’ roll: it is rock ‘n’ roll.” The idea lingered until I had to pursue it to figure out what that meant to me. While I had been studying, teaching, and writing about film for a long time, I’d never done much work with music in film, and I

realized as I got into this project that I was going to have to educate myself on a whole discipline of film studies that I knew very little about, but I had to figure out this idea, to get it down and understand it.”

Film and pop-culture enthusiasts embraced Mike Miley’s not-so-crazy idea. The national journal, Music and the Moving Image, will be publishing his final 12,000-word essay in late 2014.

WHO IS DAVID LYNCH?, IN BRIEF...

As I got deeper into the idea, I realized that it was going to be reading

a bit against the grain as far as studies of David Lynch films go. People tend to view him as an ironist or someone who focuses on darkness and depravity, when in fact his work to me represents an artist trying to find his way out of a dark and depraved world.

In David Lynch’s 1990 film Wild at Heart, the connection of Sailor Ripley (played by Nicolas Cage) to rock ‘n’ roll demonstrates Lynch’s own Romantic ideals on the transformative power of artistic expression. Sailor and Lula, as Annettte Davison puts it, “gain release from the evils of the world through music and their bodily response to

it,” and it is this conception of rock as a force that delivers people from “the evils of the world,” that Lynch uses to award rock ‘n’ roll a transcendent, quasi-mythic status in Wild at Heart similar to the status Greil Marcus bestows upon rock in his influential book Mystery Train: Images of America in Rock ‘n’ Roll Music. For Lynch and Marcus, rock serves as an organized form that provides the listener and the performer with a joyous, redemptive release from the terrifying chaos of the world. Lynch self-consciously organizes Wild at Heart as a blues rock song that, as Davison writes, “valorizes

musical performance and active bodily response” to music to create “thematic and physical relationships” among the narrative, the soundtrack, and the viewer. Looking at Wild at Heart in this context reveals that the film uses rock music, clichés, and iconography as more than a cynical stylistic reference in a pop-nostalgic lovers-on-the-run romance, but rather as a structuring principle or code. Lynch makes these clichés and iconography real in order to illuminate a Romantic quest within rock ‘n’ roll to transcend the forces that inspire it. The film’s narrative atomizes rock to its core elements

so that the story of Sailor and Lula, the emblematic rock couple played

by Nicolas Cage and Laura Dern, functions as a synecdoche of rock ’n’ roll itself, with Sailor representing a fledgling rocker in search of a new sound, and Lula his muse. Starting with the speed metal of Powermad’s “Slaughterhouse” in the opening scene, Lynch’s film deconstructs and reassembles rock ’n’ roll, working backward through American music stylistically and geographically to country and blues, and ending at the metaphorical crossroads where rock confronts its roots as the so-called LYNCH Continued on page 21

Walker

Perc y

& Post-Millennials &Post-Millennials

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by Charles Cowherd

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How do we make Binx Bolling, the protagonist of Walker Percy’s award-winning novel The Moviegoer accessible to our students? After collaborating with English teachers Brendan Minihan and Marsha Biguenet in providing some historical context for The Moviegoer, history teacher Charles Cowherd became intrigued with that age-old pedagogical challenge of relevancy. The result was a paper that Mr. Cowherd presented at the Walker Percy conference at Loyola in October 2013, entitled Walker Percy and Post-Millennials. Initially it would seem that our students would have very little in common with a character wandering through post-World War II America, and New Orleans, in an existential daze. Yet Cowherd argues that because this generation’s main concern is to be connected to each other through technology, that finding one’s individual place in the universe, or as Percy would have said, “Lost in the cosmos,” will be a perpetual question. And the fact that Binx Bolling found his own reality through technology, i.e. the movies, makes him arguably the first post-millennial. Mr. Cowherd’s paper, which he presented to the faculty this fall, effected interesting discussion on why Walker Percy’s work continues to matter. – G. Howard Hunter

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ost-Millennials,” generally recognized as those having been born between the mid-1990s to the present day, are being raised, according to demographers/historians Neil Howe and William Strauss, by hyper-vigilant parents into a well-behaved and diligent, if somewhat passive and naïve, generation.1 Demographically speaking, they stand to be the first generation without a Caucasian majority—they will be “Plurals” who profess an essential tolerance concerning their ethnic diversity.2 They are growing up in an era of tremendous technological change that often presupposes increased happiness and well-being. Finally, and despite the aforementioned observations, this generation is growing up in an age of tremendous uncertainty—not only economic but also cultural and philosophical. In other words, “Post-Millennials” are, like many before them but perhaps more acutely so, “Lost in the Cosmos.”

The forecasters have been accused of wildly exaggerating both the generation’s capabilities and the ability of onlookers to discern the details therein.3 In just one area of sociological criticism, many suggest that race and socio-economic differences render a useful study of such a chronological grouping impossible.4 Furthermore, the very success of the lucrative industry promoting young people as alternately the ‘savior’ or the ‘scourge’ of humanity has cast suspicion on the field.5 Thus the concept of a theory of generations, despite resting on a solid academic foundation (developed most notably by sociologist Karl Mannheim in the first half of the 20th century), has descended into a polarized publishing battle that, to cast it in a generational light, often pits print and online media against one another.6 Since these debates tend to offer the sorts of sweeping generalizations, utopian solutions, and “olympianism… of much social indictment literature” that Walker Percy decried so often, one must tread carefully.7 While Percy dealt primarily with transcendent philosophical and religious questions that are useful to any generation and to any age group, this paper will suggest that the current projected demographic changes present a compelling opportunity for this new generation of readers to encounter his writing. Percy was remarkably prescient in predicting the salient aspects of the 21st century: namely an increasingly secular, homogenized, and technologically proficient cohort that is struggling to make sense of its “self.”8 The Post-Millennial Era, in fact, features many of the alienated anti-heroes, striving to survive the onslaught of technological and scientific change, that populated Percy’s works. At the same time, however, many aspects of Percy’s worldview pose

Author Walker Percy pictured camera-aware in the center, at the University of North Carolina-Chapel Hill, "movie going."

challenges across the educational spectrum as difficulties arise reconciling some of his themes with the values of contemporary American culture. Still, while the Cold War and other parts of Percy’s worldview have departed, the problems besetting this inchoate generation and society as a whole, make both decidedly “Lost in the Cosmos.”

The relationship between Percy’s life and work and the “generational question” is complex. At the beginning of his career, publishing success occurred only when he shifted his point of inquiry from philosophical essays to novels set in a specific place and time. His friend Shelby Foote’s admonition to do so allowed Percy to create Binx Bolling, the protagonist of The Moviegoer, an archetype for the uneasy representative of the Silent Generation that struggles to cope in the post-World War II era. For his second book, Percy initially chose the name “Centennial” in remembrance of the one hundred year anniversary of the American Civil War. The eventual title, The Last Gentleman, would also bear a generational context as its main character, Will Barrett, clumsily faced the riotous changes

of the 1960s and 70s. Lewis Lawson relates the shared experience of many of Percy’s fictional protagonists: “Each is ‘born,’ comes to himself, awakens, and finds himself in a world that is characterized only by spatial reference. The other dimension, time, is either objectified as a unit of commerce or abstractified as a unit of scientific measurement: thus the protagonist observes other people either busying themselves acquiring and consuming bottles of Perrier time or busying themselves capturing phenomena to put into boxes of Greenwich Mean Time, the materialists or the scientific idealists, respectively. Rejecting both such measurements, the protagonist remains mystified by the enduringness of time, which stretches from beginning to end.”9 Additionally, the most important influence from Percy’s early life, his adopted guardian William Alexander Percy, was a member of both the “Lost Generation,” born roughly between 1880 and 1900, and the fading postbellum Southern aristocracy.

The influence of “Uncle Will” and frequent references in

Walker Percy’s published works suggest that the idea of distinct temporal periods and benchmarks, particularly the onset of World War One and the overriding Southern “burden of the past,” would never leave the younger Percy.

At times, particularly later in life, reviewers would oversimplify their critiques of Percy’s works as a “cantankerous curmudgeon” arguing against change.10 Biographer Jay Tolson noted that Percy created characters that would “tend to view history as a nightmare from which they would wake.”11 Although Percy certainly disagreed with the liberal ideology that advanced a notion of constant progress, his thoughts on the past were more complex than simply an indictment of modernity in all its forms.12 Additionally, given his own troubled upbringing, it’s not surprising that Percy liked to quote SØren Kierkegaard’s statement that: “Every man has to stand in front of the house of his childhood in order to recover himself”13 suggesting that writing was a vehicle for self-discovery. According to Lawson, Percy’s, “sense of displacement demanded that he narratize his experience.”14 The result affords an opportunity to analyze the interrelationship between the “Post-Millennial” generation and Percy’s works as they regard the themes of authority, technology, religion and mental health.

Individualism And Authority

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“devil’s music.” This development in Lynch’s film mirrors the progression of early rock ‘n’ roll as Marcus defines it: a hybrid of country and blues that seeks to triumph over a fatalistic worldview and become an exuberant creative force of love and passion. Through this journey, Lynch presents the Romantic ideal of art, and rock ‘n’ roll in particular, as an essential, generative force in a violent world.

This could be seen as a critical misstep for Lynch because scholars generally view Lynch’s use of pop music as ironic simply because many of his films tend to feature sentimental pop songs by Roy Orbison or Bobby Vinton playing underneath frightening, violent scenes. In films such as Blue Velvet (1986), Lost Highway (1997), and Mulholland Dr. (2001), Lynch strips the pop gloss off allegedly “safe” pop songs to reveal the darkness at the root of both the song and the culture that produced it, making it so that the viewer can never think of the song in the same way again. But in Wild at Heart, Lynch takes a new approach, one that scholars have missed: this film begins with an ironic expression of dissonance and guides the audience toward a sincere expression of harmony, promoting a Romantic transformation from destruction to creation. Surprisingly, Lynch portrays his signature style as the superficial understanding of the song that needs to be deconstructed by the film; his signature style, not the song, becomes conflicted, to the point that Lynch can present a sappy pop ballad like “Love Me Tender” sincerely by the film’s end. For a filmmaker as steeped in the ironic use of pop music as Lynch, presenting a suave romantic surface uncritically represents quite a departure.

Lynch does this not to be naïve or insincere but rather to offer a more comprehensive, overt expression of his Romantic sensibility than he offers anywhere else in his oeuvre.

Viewing Lynch’s musical signature in this new way reveals a more complex and nuanced practice than the predominant perception of it currently allows. An analysis of Wild at Heart’s use of music reveals that viewing Lynch’s themes as primarily negative overlooks an affirmative streak that runs throughout many of his works. This is not to say that his signature use of pop music has been misinterpreted; however, the general trend of reading his compilation scores has perhaps led to an oversimplification of his overall sensibility.

His changed tactic in Wild at Heart not only offers a new dimension to his use of pop music but also invites a deeper and more polyvalent way of looking at music in all his work. h

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According to Howe and Strauss, “Post-Millennials” will come of age eager to please adults, hoping to avoid the unorthodox, and generally lacking the “rage against machine” subculture of the typical youth cohort.15 Corroborating evidence of this lack of rebellion comes from diverse sources.

In addition to surveys and questionnaires, the advertising industry has developed marketing strategies toward a youth that possess little “edge” and willingness to challenge the status quo. Even the embrace of “boy bands” as a musical preference represents a mindset that prefers a safe, stylized ideal.16 “Freedom” as the end-goal of the teenage dream has been replaced by the technologically-enhanced idea of “connection.” For example, Millennials and Post-Millenials no longer perceive the automobile as the sine qua non of existence.

The digital media device has eclipsed the car as teens are more likely, according to a 2013 study, to want to text in the passenger seat than be behind the wheel in the driver’s.17 When a twenty-something American male can admit: “My girlfriend drives me everywhere. That sounds sad, and 20 years ago I’d be considered pathetic, but it’s almost normal now to be that way,”18 then clearly as a society we are a long way from Binx Bolling careening towards the Gulf Coast. But Binx actually persists as an archetype for the present age in other interesting ways. His inability to act, his self-exile in the suburbs, and his confusion over conventional gender roles predict symbols of today’s emerging generation. In a muchshared article from the New York Times, Christina Wampole wrote: “If irony is the ethos of our age—and it is—then the hipster is our archetype of ironic living.”19 Indeed ‘hipsters’ mimic many of the aspects of The Moviegoer’s protagonist, and Percy’s characters can be effective agents for PostMillennials to comprehend the nature of the “malaise.” h

LYNCH Continued from page 17

REWARDS OF COACHING:

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BETTER THAN GOLD COUNTRY DAY

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roken ankles, pulled hamstrings, technicals, aces, missed practices, too much homework, long road trips, girlfriend distractions, boyfriend drama, parents.... Sounds like a recipe for a migraine, but to a coach who lives for roar of the crowd and the rush of pushing the heart rate to the oxygen-depleting edge, it’s all manageable; just small parts of the big picture—one in which wins are mere by-products of successful coaching.

Two Country Day coaches, Mike McGuire and Julie Ibieta, like so many Country Day coaches and role models, have accomplished exactly what they have set out to do: bring home gold time and again, and eradicate egos. But they really count success by the number of high-fives after games and text messages received on Father’s Day.

“It’s amazing how much can be accomplished when no one cares who gets the credit.” This is a favorite quote of Country Day’s Athletic Director and back-to-back state championship Boys’ Varsity Basketball Coach, Mike McGuire. “We had t-shirts made this year with this quote. Our team really bought into it; this is a special group of kids.” McGuire played basketball his entire life, and began coaching in college in 1981. He estimates that in 33 years, he has coached roughly 900 students, and in more sports than most have ever played. He joined Country Day as Athletic Director and Head Basketball Coach in 1998, and in his 16 years as a Cajun, he believes that coaching has become as much a personal mission as it is a fulfilling career. “I’ve always been inspired to coach and to give back to the sport that was so good to me growing up.”

Country Day’s five-time state

“IT’S AMAZING HOW MUCH CAN BE ACCOMPLISHED WHEN NO ONE CARES WHO GETS THE CREDIT.”

championship Volleyball Coach Julie Ibieta played basketball, softball, and volleyball in high school. She was recruited to play volleyball at LSU, where she left her mark as Freshman of the Year, and then team captain.

She played her part in making her team a three-time All SEC team, going to the NCAA Final Four in 1990 and 1991. The University of Kentucky quickly grabbed Ibieta as an Assistant Coach, and after three years she was offered the Head Coaching spot at UNC Charlotte. After two successful seasons, Julie and her husband moved back to New Orleans with their growing family. She went on to coach six seasons as the Head Coach

INSPIRATION Here's how they do it.

Ibieta: “I’m inspired by my own competitiveness,” she says with a smile.

McGuire: “Teaching this game and coaching boys into men inspires me.

Winning is fun, but preparing to win is what motivates me and keeps me growing as a coach.”

And according to McGuire and Ibieta, preparing is just as tough as the game. After a long season of work, trophies symbolize more than just championships; they embody the hard fought rewards of discipline, selfawareness, emotional intelligence, character, and respect for family.

MAINTAIN A CORE BELIEF: TEAM - TOGETHER WE ACHIEVE MORE McGuire: “I preach all season that you develop your character by facing adversity and then moving on to be stronger as an individual and collectively as a team. Tough losses, injuries, illnesses, player departures, and other unexpected situations give our players and coaches teachable moments during the year and a players’ career.”

Ibieta: “We work all year to be a

EMBRACE THE RUSH McGuire: “The rush that I get from a competitive game is unbelievable.

I prepare and work as hard as I can to give the team the best chance to win. When my team reflects the same attitude and desire to win as the coaches, we are unstoppable. I love to compete, set goals and try to obtain

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for the University of New Orleans before joining Country Day in 2005, the Katrina year. “We didn’t reopen [Country Day] until November, so we didn’t play my first year here.” Ibieta wasted no time in making up for the lost season. She took her young team to the semi-finals in 2006, 2007 and 2008, and by 2009 Country Day claimed the State Championship title.

Ibieta and her team have rocked the volleyball world with five consecutive state titles and secured Country Day’s position as a dominant force.

SUCCESS IS NOT ON THE SCOREBOARD McGuire: “Success can be measured in so many ways. I truly enjoy watching players meet or surpass their own expectations. I enjoy seeing them compete at the highest level in sports and realize that they belong on that stage. I think an athlete has succeeded when he feels part of a program. Wins are nice, but success in my players’ lives is more important to me. It’s wonderful to see all of my former athletes in the stands and to get their calls and text messages about their families and new jobs. Successful relationships are very important to me.”

Ibieta: “I know we are going to be successful when we are all on the same page. Success is obviously measured in sports by wins and losses, but to me it is equally important that everyone has the same goals for the team. Players, coaches and parents are supportive and respectful of each other, and everyone is giving everything they have to prepare and compete.”

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photo credit: Chase Gitter, Class of 2015

team that wants to be successful on the court as a group more than obtaining personal goals. Each player has a role on our team, and every player has to accept the role they are given and do it to the best of their ability. Hard work and respect for each other come first for us- always. I have to say, like so many of the coaches at Country Day, I am fortunate to have the support staff that I do. My coaches Dana Launey, Lauren Leaumont and Myra Bordelon are my special team. I trust them, we are great friends, and they inspire and support me in so many ways; I hope my players see this. None of us can do it alone.”

those goals, and I think my teams enjoy the same approach.”

Ibieta: “I’m so competitive—I hate to lose anything. I once made my husband stay up all night playing Boggle because I could not beat him. Yeah, I like the rush. Coaching during an intense match can be stressful, exhilarating and exciting all at the same time.

Most times I do not notice anything other than the game. I go from smiling and cheering to having a ‘discussion’ with the referee. It is a wide range of emotions and usually exhausting.”

COMMENTS 2014

GROW WITH CHALLENGE McGuire: “Failure is important in order to gain perspective of where you are and where you want to be. Without failure we can become complacent and stop striving to achieve at a

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there are consequences for their actions. We have team rules and team expectations, and when players don’t live up to those expectations, they lose privileges. It is a privilege to start, to play, to be on the team, and to be part of something special. I reinforce these principles and rules on a daily basis and hold our players to a higher standard than the typical student. Most of the players get the message and help each other follow team rules in order to not affect our team goals.”

McGuire: “Discipline and teamwork are the cornerstones of my program.

I tell the players that only they can control their attitudes and efforts, and they must have the discipline to do those two things. If you play on a team, you need to help your teammates become better players and people.”

IF WE ALL COME TOGETHER AS ONE UNIFIED TEAM, NOBODY CAN BEAT US. WE MIGHT LOSE ON THE SCOREBOARD, BUT THERE WILL NEVER BE A TEAM THAT CAN BREAK US APART. higher level. I have never coached an undefeated season and think it is important to have challenges; they make me a better coach and strengthen athletes individually and as a team. As a young coach, I was often frustrated with my team when they were not winning or obtaining goals that I had set in practice. As a result, the players would be frustrated and the team suffered. I have learned over the years that keeping the final goal in perspective helps you get through the frustrations and set backs of each season. Demanding more from young players than they think they are capable of and providing positive feedback and confidence are two things that I strive to keep in balance.”

INSIST ON DISCIPLINE Ibieta: “Players need to learn that

FIND YOUR STRENGTH AND SO WILL THEY McGuire: “My strength comes from God and the God-given talents that He gave me, which include athletic skills and compassion for people. I tell the players that we all have certain strengths and we need to use those strengths to help the people around us. They need to understand that we can all make a difference in this world, and we can all help our team become champions. If we come together as a unified team, nobody can beat us.

We might lose on the scoreboard, but there will never be a team that can break us apart.”

Ibieta: “I get strength through the support of my family, staff, players, parents, and everyone associated with Country Day Volleyball. I treat my team like a family and hopefully

provide the same support to them.

Every athlete has something that they need to work on to become better. As long as an athlete has the desire to work hard then giving them the tools that they need to be successful on the court and as a team member is rewarding, but it’s also just part of the job.”

Julie Ibieta and Mike McGuire have enjoyed enviable press, a multitude of trophies on the shelves, and slaps on the back from parents and colleagues for a string of outstanding seasons.

Naturally, they are delighted with the wins and will continue to seek the competitive edge and attempt to satisfy the insatiable rush. But through their years on the job and the lessons learned from impacting thousands of young lives, they both acknowledge that their greatest challenge has also been their greatest reward: learning to trade the perceived importance of prestige for a legacy of commitment and inspiration. h

Country Day is honored to recognize the 62 coaches and staff members who took the time each day to serve as mentors and guides to the 201 student athletes who participated in 52 athletic teams last year.

National Honor Society

Cum Laude Society

Country Day held the inaugural induction of the Metairie Park Country Day School Chapter of the National Honor Society on Tuesday, September 24, recognizing thirty-five sophomores through seniors who met the Society’s criteria and successfully completed their candidacy obligations.

Candidates were invited to apply during the second semester last year if they maintained a B+ cumulative unweighted average, a minimum of two academic honors/AP classes, and were current or exceeded the required amount of community service hours. The application included several short essays about the Country Day community, academic goals, personal goals, and leadership aspirations and ability. All members have pledged to uphold the tenets of the National Honor Society: Scholarship, Leadership, Service, and Character. We are confident that all inductees will maintain these standards of excellence as part of the nation’s oldest and largest student recognition program.

The Cum Laude Society, which is the high school equivalent of Phi Beta Kappa, is a national organization founded in 1906.

Its primary goal is to recognize and honor superior scholastic achievement. We are limited to the number of students that we can elect based on a percentage of juniors and seniors in any given year. Their nomination is based on their superior GPA, good character, honor, and integrity in all aspects of school life.

11th grade: Harrison Downs, William Downs, Fahrawn Gill, Joanna Haug, Lauren Linquest, Robert Livaudais, Cameron Lowry, Alison Rutherford, Ashley Sanders, Holly Smith, Bobby Weinmann 12th grade: Heather Duplessis, Elizabeth French, Sofia Gilmore-Montero, Devon Huseman, Andrew Kern, Michael Mann, Kyla Maupin, Breaux Tubbs, Brooke Rittenberg, Hugh Reily, Rachel Schulingkamp

Newly Elected Seniors: Devon Huseman, Sofia GilmoreMontero, Whit Porter, Rachel Schulingkamp Newly Elected Juniors: William Downs, Joanna Haug, Lauren Linquest, Robert Livaudais, Ashley Sanders

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10th grade: Ben Borron, Emma Bossier, Annie Cohen, Lindsey Durant, Avery Fortenberry, Madeline Gordon, Lizzi Kehoe, Charlie Livaudais, Alvin Magee, Marlee Michaels, Adele Petagna, Megan Rittenberg, Olivia Worley, Alexa Zaheri

Current Seniors: Elizabeth French, Andrew Kern, Adele Layrisson, Hugh Reily, Brooke Rittenberg

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Congratulations to the inaugural inductees:

2014 Cum Laude Student Members

New Orleans Scholars

by Vanesa Gentinetta

A good story inspires me. A captivating one intrigues me.

And every once in a great while, a story comes along that compels me to action. This is the story of serendipity—when preparation meets opportunity. I came to Metairie Park Country Day School two years ago to teach and found a unique opportunity—the New Orleans Scholars Program.

“What is past is prologue”

~William Shakespeare, from The Tempest, engraved on the National Archives Building in Washington, D.C.

I acknowledge I run the risk of exposing my inner self’s guilty pleasure, storytelling, but I believe this pursuit is finally serving me well because great ideas do not take flight overnight. It is often the case that worthwhile creative initiatives have to slowly simmer for extended periods of time before the fire that sparked its initial flame adjusts to the changing times. When I was approached to write a story featuring Country Day’s New Orleans Scholars Program, one of the latest additions to its already impressive lineup of progressive initiatives, I decided to take this opportunity to pay homage to its beginnings—the study of history. I am thrilled to report that at the writing of this story, the New Orleans Scholars Program is fully underway toward launching its first curricular year in the fall of 2014 thanks to the generous funding from the Edward E. Ford and RosaMary Foundations.

As a freshmen at Tulane embarking on my sacred search for a career path, I gravitated to history not only for the obvious sheer enjoyment of partaking in great storytelling, but due to the empowerment I felt from studying the past. The potential for history to compel us to action to resolve current problems is an underrated concept, yet the results from ignoring the past are considerably pernicious.

I never once questioned my reasons for selecting history as a major. In my eighteen year old mind, the study of history naturally provided me with an insatiable appetite for inspirational stories. I filled countless examination blue-books retelling the story of the past in order to come to terms with the present. The cathartic exercise of spilling the contents of hours of library research gave me validation that the human experience is universal. For the first time in my life, I was demanding my education to fully engage and inspire me—lessons I would eventually employ as a teacher and program director of the New Orleans Scholars.

A week prior to my Tulane graduation, my family’s home in Metairie was inundated by the May 8th flood of 1995. Donning a damp cap and gown, I am positively certain we had a nationally recognized and memorable speaker, only I wish I could recall who they were or what they advised. While most graduates

Metairie Park Country Day School Class of 2015 William Downs Caroline Perlis Ashley Sanders Bennett See Bobby Weinmann

Benjamin Franklin High School

Class of 2015 Amelia Craver Olivia Parker Aaron Perles Eleanor Pratt Ysabella Ramirez

Class of 2016 Miles Ballard Ellye Groh Seth Lovelace Earnest Maxwell Sophia Stouse

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and engagement with real-world problems are reduced to paragraph summaries that penalize independent thought.

In contrast, the New Orleans Scholars Program challenges students to expect and demand more from their educational opportunities. The program is designed to engage and inspire juniors and seniors to critically think while advancing another important purpose and tradition—to strengthen the public purpose of Country Day’s private education by teaming up with Benjamin Franklin High School. By engaging with their counterparts from a high-achieving public charter school, students will gain perspective and expand their minds. As New Orleans Scholars, five juniors and seniors from each school will participate in a two-year program engaged in four topics: history of New Orleans, politics, economic development, and the environment. Once a week during school, students will travel together off-campus to study, reflect and act in each area of study in locations ranging from the Historic New Orleans Collection in the French Quarter to the Port of New Orleans to the banks of Bayou St. John.

Leading scientists from the University of New Orleans and the Pontchartrain Institute including political analysts, such as Dr. Peter Burns, Chair of Loyola’s Political Science Department, will guide students through exercises designed to develop empathy-based learning and policy formulation.

Students will develop joint projects each semester, applying their knowledge to the issues at hand.

Beginning in the fall of 2014, the Historic New Orleans Collection will serve as the program’s launching pad, setting the historical backdrop for students to subsequently tackle the city’s political, economic and environmental challenges.

Working with leading and professional historians and researchers, students will be guided through a series of research projects to expose them to the city’s history. Their final exhibit will reflect the overarching theme of change and its implications for our city requiring students to employ a broad perspective on the forces and trends that continue to shape the region’s redevelopment.

As the grant eloquently articulates, “the problems that we think of as global—ethnic strife, climate change, and economic uncertainty—are in fact local. By actively confronting these problems, New Orleans could become the quintessential American city rather than the eccentric other, an image that New Orleans has cultivated arguably to its detriment.” Every city has a story. Some are inspiring. Others are captivating. And every once in a great while, a story comes along that compels us to act. h

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were planning travels to Europe, interning at prestigious firms, advancing to graduate or professional schools, or enjoying time off, I focused my energy toward fighting the realities of living below sea level. Since 1979, the family home has flooded four times with the most recent due to Hurricane Katrina. Like countless families in similar situations, we struggle and sacrifice daily to maintain the unique bonds that connect us to the city and its region. By studying the city’s history, however, one begins to get a clearer understanding and appreciation for its design, ethos, attitudes, and challenges.

Floods have always been an associated nuisance of this area. The city’s history is teeming with accounts of hurricanes and seasonal floods. Yet for every environmental challenge, the city has historically responded with such engineering feats as the Wood Screw Pump developed by Albert Baldwin Wood in 1913. Arguably, Mr. Wood’s mechanical engineering degree from Tulane would be rendered highly “marketable” by today’s standard. His innovative design, after all, not only helped reclaim the swamps to develop the city, but is still in use today. While critics and detractors alike focused on the vulnerability and potential disappearance of an American city following Katrina, history was making a case for the city’s return. As my Country Day colleague, Mr. Howard Hunter, recently expressed to me, “Imagine what it must have felt like to experience and witness Katrina without the knowledge of history clueing in that cities come back.” Eureka! My history degree is an invaluable asset, after all.

It is not enough to see New Orleans through the prism of a city that care forgot. A new generation of students are now coming of age who were merely second graders when the storm hit. High school students today require an education that enables them to improvise, adapt, and overcome the challenges they face. To otherwise do nothing in light of Katrina’s wakeup call would be to tempt history into repeating itself. For this reason, the Edward E. Ford Foundation saw a unique opportunity to invest in the future of New Orleans by helping fund the New Scholars Program, a program based on the understanding that the study of history provides clues to gauging potential outcomes and likelihoods. When Head of School Carolyn Chandler described this program and her vision to me, I was instantly drawn to its potential to inspire a story of a city’s comeback through the eyes and worldview of young people. Its premise is original—to develop a program that seeks to educate a new generation of citizens who can effect a paradigm shift for the future of our city. The program’s goal, in other words, is to reinforce the city’s sustainability beyond its cultural character by adopting 21st century skills as a means to promoting a new attitude toward reform and progress.

If we are serious about New Orleans’ future, we must begin by taking stock of its cultural, political, economic and environmental resources. Experiential learning must play a vital role in fostering inquiry based learning, critical thinking skills, collaborative problem solving, and finally, risk-taking that leads to innovative thinking and design. In the current political climate of high stakes testing, students’ interaction

Class of 2016 Larkin Holtzman Lizzi Kehoe Margot Melchiode Matt Rosen Lael Williams

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29 COMMENTS 2014

BY NINNETTE VARISCO & EMILY WEST

OUR MISSION

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Scan the code developed by our K/1/2 class to read Country Day's new mission statement.

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WANT TO SEE AUGMENTED REALITY IN ACTION? B Launch the Aurasma App C Create a free profile D Choose the SEARCH Icon, designated by the magnifying glass E Search for MPCDS F Select FOLLOW when you arrive at the MPCDS Aura Channel G Select the VIEW icon from the bottom horizontal menu H Hold your device over the cover of Comments, and enjoy!

ountry Day’s mission statement reflects the exciting and dynamic environment within which our students learn. While our mission statement focuses on the goals we set for our students, a reader need only replace the word students with faculty to come away understanding why so many of us have been here for so long. The Country Day community is “simultaneously challenging and supportive” to adults as well, and it is a reason why we are excited to come to this campus every day as teachers. Country Day is a place where new ideas come to campus from national and local conferences, magazine articles, or Internet blogs, and spread like wildfire via email, a chat on the walkway, or through a formal presentation. The only requirement: catch the fever and spread the enthusiasm.

BITTEN BY THE BUG

My colleague Emily West and I caught the technology bug long ago. We have presented at technology conferences on various topics such as how to set up a class blog or how to use iPads with young children; some of our favorites

have included “Cracking the Code” and “Don’t Worry Be Appy.” Much to our techy students’ delight, we spent time last year learning to blog through the web-based application, Blogger, allowing students to post up-to-the minute images or video, and to display their work for parents, grandparents, or friends, on private blogs.

Last year, on our search for the next great gizmo, we attended a conference sponsored by the Louisiana Association of Computer Using Educators, where we discovered ways to use apps with Quick Response Code (QR) software, and Augmented Reality (AR) software, on iPads. This was just so cool and “now” that we knew we had to bring it back to Country Day! We wanted to learn more about these technologies, and we had the perfect test lab... our classrooms.

QR CODES

Whether you follow technology or not, you’ve likely heard of a QR Code, but do you know what it really is? A QR Code is similar to a bar code with a much larger storage capacity. When read with the appropriate software, information embedded in code will be triggered and appear as a document, sound byte, image, or even link the viewer to a web site. Because this is a great use of technology, creativity,

and math in the classroom, we decided to teach our K-1-2 students to make them- and they were a hit! We have used QR Codes with parents and students for scavenger hunts, math activities, and even to guide block building. Our students enjoy working with these secret codes that they created, because they give ordinary tasks an air of mystery and excitement.

Our parents were impressed, also.

After scanning a QR code at Parents’ Night, parents could read our outstanding curriculum guide, or enjoy their own scavenger hunt in the classroom. The goal was to get parents actively involved in the same way as their children.

A NEW REALITY

• We began by selecting the free Aurasma app from the App Store.

• Next, groups of K-1-2 students were videotaped using iPads as they explained what they liked best about school.

• The recorded video files, or “overlays,” were saved in the Aurasma App folder.

• The students drew fun self-portraits, and photographed them with the iPads which became the “trigger” images for the videos or Auras.

• Guided by the Aurasma instructions, the students selected the videos to be layered on the self-portraits.

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• Voila! When the artwork was scanned using Aurasma app, the code recognized the video file associated with the self-portrait, and the students appeared in their own videos!

We all had a great time. The students also worked collaboratively in teams, with the oldest taking the lead as executive producer of his or her own AR experience.

Weaving technology into our curriculum not only fulfills our passion, but also helps to create a more powerful educational experience.

It requires our own planning and learning, which keeps us motivated.

While the students enjoy exploring the hottest trends, they are also gaining the experience of communicating with an audience outside of the classroom.

The challenge of publishing projects online often increases the quality of their work, and the rewards motivate them to continue. The collaboration between students and teachers as we try new things, make mistakes together, and formulate new strategies, is mission fulfilling. Our personal interests mirror our students’ learning experiences, making this a safe environment in which we all grow and explore. Whether diving into blogs, QR Codes, Augmented Reality, or the next great hi-tech experiment, we too are adapting to the challenges posed by new and innovative techniques, and we are facing them with creativity, joy, and a sense of humor. h

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Have you heard of Augmented Reality?

It’s an amazing technology that gives a digitally enhanced view of a subject, such as an image, by adding layers of digital information. As with QR codes, when triggered with the correct software, the digital information embedded in the AR code will appear to the viewer. Of course, we had to try this, too.

HERE’S HOW WE DID IT

N O I T U L O V RE COMMENTS 2014

BY KATHY BRENNAN-HAUG

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“They told Mom and Dad I had a cleft palate and some other stuff going on. They called it ‘small anomalies.’” As my class began to discuss this line from the book Wonder by R.J. Palacio, I asked, “How many of you know what a cleft palate looks like?” Three hands went up. “Google it!” I exclaimed.

“And while you’re at it, ask Merriam what ‘anomaly’ means,” referring to the students’ online dictionary.

A year ago, this scene in my sixth grade English class would have played out differently. I would have gone to my computer, searched Google for a picture of a child with a cleft palate, connected the laptop to a projector, and showed the students what I found. The students were dependent on me for this learning moment, but now the power lies in their fingertips.

Learning should not be teacher dependent. Teachers should facilitate, encourage, inspire, guide, and challenge students to take responsibility for their own learning. Country Day teachers have always done this, but with the explosion of technology and the Internet, students have even more opportunities to become autonomous learners. Until two years ago, the Middle School students were required to share a limited number of computers. In 2011, we began to improve the student to computer ratio by applying for a grant through the Louisiana State Department of Education to purchase iPads to enhance reading and writing in sixth grade history and English. Suzanne Perlis, the sixth grade history teacher who helped write the grant, explains that “luckily, the state allowed us to use the iPads as we saw fit, which gave us a chance to explore and experiment with them.” Exploring and experimenting helped the Middle School teachers realize that they needed more iPads or computers, and they immediately began to campaign for a Middle School one-to-one iPad or computer program. After researching and visiting several other schools to learn about their programs, the Middle School agreed to pursue a one-to-one iPad program.

Reflecting on our experiences and observing the successes at other schools made it clear that sharing computers or iPads limited everyone. Students weren’t able to save or organize their work on one device. Teachers could not be spontaneous during lessons, and creativity was restricted. Even writing, a fundamental aspect of learning, was limited because saving work was complicated. Now, students can write scripts and create iMovies in French. They can video interviews about important people in the Revolutionary War and design campaign posters for George Washington on Glogster.

Students use Comic Life to develop comic strips about

Jamestown and the Pilgrims, and Keynote to present an analysis of The Outsiders. They create most of these projects collaboratively with fellow students because the combination of having their own iPads and access to the Internet allows them to work together even from their own homes.

The iPad program is not limited to classrooms, as the librarians are happy to remind teachers and parents. In the summer of 2013, anticipating the iPad program, Meb Norton and Cathy Friedmann, our Middle and Upper School librarians, made an initial purchase of 200 eBooks. Students are now able to check out these titles on their iPads using the axisReader app. In their library class, sixth grade students also learn how to maximize their research and note taking skills using their iPads.

In order to meet the challenge of introducing the iPads, Middle School teachers attended conferences and training sessions, but more importantly, we collaborated with each other, sharing ideas and struggling through the same learning curves as our students. Are we successful every time we try something new on the iPads? Of course not, but when Bill Beachy’s 8th grade geography class can see the change of seasons by photographing shadows on campus with their iPads and observing angles at which the sun’s rays hit the Earth, that’s success. When kids can immediately access maps, visuals of the phases of the moon, and even their own tests online, their learning curves are often shortened.

Using the iPads is not without risk, however. As every teacher of every generation will tell you, students get distracted. Imagine teaching a group of students whose eyes are cast downward toward a six by eight screen. Intuitively, teachers know when these students are engrossed by something other than their science or math assignment.

Whether they are passing a note under their desks or discovering a cool app for playing chess, kids get distracted.

A teacher’s job is to redirect the students, or maybe even shut down the iPads for a while.

Teachers are not easily daunted by the challenges students present, and certainly not by the challenges progress presents.

Progress today means technological innovation. Changes occur so quickly that keeping up is almost impossible, but finding the coolest, newest, and most intriguing apps is not our goal. Instead, Country Day teachers continue to focus on the most important goal an educator can have: helping students learn. The iPad is an effective—and fun—tool that moves us toward this timeless goal. h

Edward B. Benjamin, Jr. Living Room Dedication In the spring of 2013, Country Day community members gathered for the dedication of the Edward B.Benjamin, Jr. Living Room. Mr.Benjamin was a distinguished Country Day alumnus, grandparent, parent of alumni, and member of the first Kindergarten class at Country Day. We were delighted to have many Benjamin family members (pictured) in attendance for the special occasion. Carolyn Chandler shared stories and photos, some of which dated back to 1931, describing Eddie’s experiences at Country Day. Mrs. Adelaide Benjamin and Ann Leith Benjamin Hill also spoke about their family’s long-standing history with the school. Country Day is moved by the generous support of the Benjamin family and is proud to associate Mr. Benjamin’s name with such a special space at our school.

Patrick Gymnasium In recognition of the generous support of the Debbie and Bobby Patrick family, Metairie Park Country Day School is pleased to announce that our gymnasium has been named Patrick Gymnasium. Debbie and Bobby are the parents of Katherine, Beau 1998, Buddy 2003, and Karoline 2012. Bobby has served as a Trustee of our school for the past seven years.

Head of School Carolyn Chandler said, “The Patrick family has contributed in multiple, significant ways to the life of our school for nearly twenty years. We are grateful for their outstanding leadership and support of Country Day and are deeply honored to have their family’s name connected to our school in this wonderful way.” Patrick Gymnasium, located within the Reily Recreation Center, is a 17,000 square foot facility which hosts a myriad of athletic and all-school events.

The Cajun community also appreciates the new sound system donated by the Patrick family, a system which enhances the athlete and fan experiences at Country Day sporting events and all-school assemblies.

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In February, Country Day sophomore Alvin Magee accompanied music legends Harry Connick, Jr. and Branford Marsalis at a fundraiser for the Ellis Marsalis Center, where music education is being provided for hundreds of students, ages 7-18. Alvin has been a student at the Center for several years.

Our local CBS affiliate WWL News covered the event and during the segment, Harry Connick, Jr. addressed Alvin on stage, saying, “You are making us very proud. You keep doing that, and you’re the reason that the legacy is going to continue.” Harry Hardin 1998, Alvin’s first music instructor is equally proud of his former student, offering, “Alvin’s amazing talent is attributed to his impressive work ethic, and to the strong support of his parents. He has a tremendous commitment to his music.”

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Alvin Magee Impresses the Best

MARY BETH ELLIS:

NOBLE ZEN

BY SHAY STECKLER 2002

TRUDGING DOWN A STEEP, muddy, dirt road in the middle of monsoon season proved to be the only way Mary Beth Ellis was able to reach the monastery in Dharamsala.

It certainly was a stark contrast from the pomp and circumstance of her Chevalier de l’Ordre des Palmes Académiques ceremony at Country Day this past November.

A little over a year earlier, in the summer of 2012, Mary Beth spent a month teaching French to the Tibetan monks in Dharamsala. Nestled at the foot of the Himalayas in northern India, Dharamsala is home to a Buddhist monastery that serves as a sanctuary to the Tibetan monks who have made the horrific journey

from Tibet seeking refuge in India.

It is where the Dalai Lama lives and when he’s there, it is where he greets these refugee monks and prays with them daily. Because they are neither Tibetan nor Indian citizens, they learn a new language as their ticket to establishing citizenship in a new country. The monks are taught English and French because those languages help them the most when planting new roots in Europe and Southeast Asia. Mary Beth originally applied to go to Dharamsala as an English teacher but was accepted as a French teacher. She credits the Buddhist monks in New Orleans, with whom she studies weekly, for helping her get this opportunity.

Mary Beth taught three French classes a day. She was supposed to only teach the beginning class, but the two other teachers from France decided it was too hot in Dharamsala, so Mary Beth took on the extra work. When asked to compare the experience of teaching Buddhist monks to teaching teenagers, Mary Beth had this to say, “Well the monks were much more focused than the kids. They listened intently to everything I had to say because they knew it was their ticket to freedom and to a new life.” And the conditions were rough. “It was so hot, and it was monsoon season. I would have a video set up on my computer for my students to watch, and then all of a sudden the rain would come and

“ALL TEACHERS KNOW THAT A TEACHER IS ONLY AS GOOD AS HER STUDENTS; MINE HAVE BEEN REMARKABLE.”

we would lose electricity. No more equipment, no more lesson, and no electricity in Dharamsala means zero light or fans.”

In addition to teaching French to the monks and Tibetan refugees, Mary Beth spent two hours each morning meditating and studying with them. The beautifully decorated meditation room was full of monks and about fifteen westerners who had come to discover the peace of this community, one that Mary Beth described as “Shangri-La.” It is located close to Kashmir, a country with a large Muslim population, among them, many Sufis. Here the Buddhists and Muslims live together peacefully and are respectful not only of each other, but also of the Christian westerners.

Perhaps it is their intense faith that brings them together. “When it is hot and sticky outside and intense rain can shut off the electricity at any minute, people forget their differences and work on survival.”

While Mary Beth was busy teaching and taking full advantage of the culturally rich and diverse life in India last summer, plans were underway back at home at Country Day for her to receive the prestigious rank of Chevalier in L’Ordre des Palmes Académiques, from the French government. Nominated by colleagues and former students for her outstanding commitment to her teaching, Mary Beth was chosen to join the exclusive rank of Chevalier.

L’Ordre des Palmes Académiques was established by the Emperor Napoleon in 1808 to award excellence in teaching

and scholarship at the University of Paris. In 1866, his nephew Emperor Napoleon III expanded the scope of the award by recognizing nonFrench citizens who made significant contributions to the expansion of French culture in the world.

On November 5, Mary Beth Ellis was presented with the medal of Chevalier by Monsieur Jean-Claude Brunet, Consul Général de France à La Nouvelle-Orléans, in recognition of her extraordinary teaching and distinguished contribution to French education and culture. She beamed with excitement during the ceremony, as did the audience, filled with past and present students and colleagues

who believed that no one deserved this honor more than she.

Her students, who always called her “Madame,” now affectionately call her “Sir Madame.”

She is full of joy when she talks about her time in Dharamsala and the once-in-a-lifetime experience she had studying with the Tibetans. But Mary Beth is also joyful every day while working with her Country Day students. “I love them so much,” she’ll say. “All teachers know that a teacher is only as good as her students; mine have been remarkable.”

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In recognition of her extraordinary teaching and distinguished contribution to French education and culture, Madame Mary Beth Ellis, Chair of the Metairie Park Country Day School French Department, was presented with the medal of Chevalier in l’Ordre des Palmes Académiques, by Monsieur Jean-Claude Brunet, Consul Général de France à La NouvelleOrléans, on Tuesday, November 5, 2013, in Metairie Park Country Day School’s Weinmann Auditorium.

“This honor is truly the greatest of my life. I am touched that the French government, the Consul Général de France, Monsieur Jean-Claude Brunet, and my colleagues went to so much trouble to make it all happen. Since the award is due to my contributions to French culture and teaching, I also want to express my thanks to all of my present and former students,” said Ellis.

Mary Beth Ellis received her Bachelor of Science degree in French from Louisiana State University, where she received a grant from the French government to study French Cinema at the Sorbonne in Paris. She later received her master’s in French from Tulane University in New Orleans and completed postgraduate work in Buddhist studies at the Naropa Institute in Boulder.

She has served as Chairman of the International French Teachers Convention for the American Association of Teachers of French (AATF), and is the former president of the France Amerique Association.

By invitation of the Dalai Lama, Ellis taught French to monks and Tibetan refugees in Dharamsala, India, in the summer of 2012. She has been Chairman of the French Department at Metairie Park Country Day School since joining the faculty in 1969. h

Presidential Scholar Nominee Country Day's Sam Siegel 2014 was nominated for the United States Presidential Scholars Program by the U.S. Department of Education. This prestigious honor recognizes the nation’s most distinguished graduating high school seniors for their broad academic achievement, personal characteristics, leadership, and service. Each year 3,000 candidates are nominated based on exceptional SAT and ACT scores. Sam scored 35 out of 36 possible points on his ACT. Approximately 560 candidates were named as Semifinalists and 121 selected as Scholars by the White House Commission on Presidential Scholars.

Sam attended Country Day since Kindergarten and is the founder of the school's Investment Club. He graduated with his class in May of 2014 and will attend Washington and Lee University in the fall.

Country Day is proud to acknowledge students who have been honored by the U.S. Presidential Scholars Program in previous years: Nina Haug 2012 Nominee, Lane Porter 2012 Nominee, Cheney Gardner 2011 Nominee, Jara Crear 2008 U.S. Presidential Scholar, Jordan Katz 2006 Semifinalist, Patrick Tyler 2005 Semifinalist, and Jonathan Soslow 1995 U.S. Presidential Scholar.

Keil Senter 2014 was recognized as a 2014 National Merit Scholarship® Semifinalist by the National Merit Scholarship Corporation. Keil’s exceptional scores distinguished her among 1.5 million students who took the PSAT/National Merit Scholarship Qualifying test during their junior year. Of the 1.5 million entrants in the program in 2013, 16,000 became Semifinalists, representing less than one percent of each state’s high school seniors. Keil will attend the University of Mississippi in the fall.

Jackson Jansen 2014 named National Achievement Scholar-Semifinalist Country Day's Jackson Jansen 2014 was selected as a Semifinalist in the 50th annual National Achievement® Scholarship Program. More than 160,000 Black American high school juniors from across the United States were considered for the 2014 National Achievement Scholarship Program when they took the 2012 PSAT/National Merit Scholarship Qualifying Test.

Semifinalists are selected from the highest-scoring program entrants throughout the United States. Approximately 1,600 seniors were designated as Semifinalists in 2013. All Achievement Scholars are selected on the basis of their abilities, accomplishments, and potential for success in rigorous college studies. Jackson will be attending the University of Virginia in the fall.

Hugh Reily 2014 named National Hispanic Recognition Program Scholar Hugh Reily 2014 was selected as a 2013-2014 National Hispanic Recognition Program Scholar.

This academic achievement honors outstanding students subscribing to four-year postsecondary institutions.

The NHRP was initiated in 1983 to identify outstanding Hispanic/Latino high school students, and this year has selected only 5,300 students from a population of over 259,000 who took the 2013 PSAT/National Merit Scholarship Qualifying test. Students recognized as Scholars by the NHRP are at least one-quarter Hispanic/Latino, have achieved an outstanding PSAT score for their region, and maintained a cumulative GPA of 3.5 or higher in their junior year. Hugh will attend Vanderbilt University in the fall.

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Adele Layrisson 2014 was selected as a Semifinalist for the UNC Morehead-Cain Scholarship Program in 2014, the oldest and most prestigious scholarship program in the United States.

Adele is among only twenty percent of Morehead-Cain applicants who were selected to advance to this level. She is the second Country Day semifinalist for the Morehead-Cain Scholarship. Cheney Gardner 2010 was the school’s first Morehead-Cain semifinalist and scholarship winner. Adele will be attending Stanford University in the fall.

Keil Senter 2014 named National Merit Semifinalist

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Adele Layrisson Selected as Morehead-Cain Scholarship Semi-Finalist

National Scholars

Climbing Kilimanjaro

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Henri Albin 2004 reaches the summit.

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The Cause

The House of Blue Hope, a non-profit organization founded by some of my fraternity brothers at the University of Miami, operates two residential learning facilities for orphaned and vulnerable children in Dar es Salaam, Tanzania’s largest urban area. The organization provides housing and basic necessities, including extra academic, athletic, social, and English-language programming, for nineteen children and teenagers, while enrolling them in top private schools with the country's highest academic standards. I've always wanted to get involved, so when the opportunity arose to climb Mount Kilimanjaro, Africa’s highest peak at 19,341 feet, as a means to raise money for this charity, I couldn’t pass up the challenge. I work for a management-consulting firm in NYC that encourages its employees to take an uninterrupted two-week vacation, so it really was a no-brainer. I also learned through my previous fundraising efforts that it often takes challenges like reaching the summit for people to back a cause.

Through social media and grass roots efforts, I explained my goal and invited people to support me, by donating to the House of Blue Hope.

Preparation

I focused on improving my cardiovascular endurance and some additional strength training for my legs. If only I remembered all of Coach Evans’ Russian duck walks...

The Climb

My climb up Mount Kilimanjaro was one part of a solo trek across Africa that included stops in Morocco and Zanzibar.

However, in order to enter the park and ultimately attempt to summit the mountain, all tourists are required to hire a guide and porters, so my journey up the mountain was not entirely on my own. This ensures that tourists do not ascend the mountain too quickly, avoiding the potentially fatal risk of

succumbing to altitude sickness, and also helps stimulate the local economy. Summiting the mountain with just my own personal guide, appropriately named Goodluck, allowed me to go at my own pace.

Challenge and Determination

I ascended Kilimanjaro via the Machame route, which is known for being the most scenic, but also the second-most difficult. Despite my training and taking altitude medication, there were still many occasions when I would get winded rather quickly; my heart felt as if it were approaching 200bpm.

When this would happen, my guide had to ensure that I could in fact catch my breath before allowing me to proceed. If not, an immediate descent would have been required. The terrain was often unstable and on several instances I could have easily fallen. At night, temperatures dropped considerably and I slept with just about every layer I had packed. Battling temperature changes in order to stay warm or cool was a constant struggle as every morning was extremely cold, but it didn’t take long to warm up and shed layers. With the exception of the final summit, I reached the camp of every day’s hike wearing shorts and a t-shirt; however, within seconds of arrival, my body temperature would plummet and I had to immediately bundle up.

The final ascent was definitely the most challenging aspect to my adventure as we had just completed a lengthy hike on day four and had to begin the summit around 11:00 pm on the same day. Since this was in the middle of the night, there was zero visibility beyond our head lamps and all that one could see under an infinite number of stars was a congested trail of lights zigzagging up what seemed like a never ending steep, black backdrop. Every step forward resulted in me sliding half a step backwards, and this had to be done on even lessstable footing outside of the trail. This continued for hours in almost complete darkness. I later found out that the ascent to the summit started at night for two reasons: one, the daytime sunlight is too intense and should be avoided, and two, the view looking up to the summit is so imposing and intimidating that many people might avoid the final stage if they could visualize what they were actually getting themselves into. The hardest part of the final stage was getting past the conga-lines of tourists that occupied the only available trail space. Despite knowing the summit was nearing, each successive step became more and more difficult. I was freezing cold, my feet and hands were numb, and I was beginning to question how much energy I had left to get me to the peak.

Finally, when the CONGRATULATIONS sign became visible, I began to jog and finally run to get to the very top.

After almost seven hours of climbing on the final day, I reached the summit. The timing couldn’t have been more perfect as I was able to explore the peak, soak in the moment, snap some photos, and watch the sun rise. Undoubtedly this was one of the most surreal experiences of my life, and for a few brief moments, I was able to absorb all of my surroundings and emotions without noticing how cold I was. After a brief nap and meal, we packed and began the remainder of our descent. The additional oxygen gained by the decreasing altitude allowed us to practically sprint down the rest of the mountain in a matter of hours. At the end of it all, I celebrated

with a Kilimanjaro beer and reflected on the past five days in disbelief. My body was sore. My knees were throbbing. My feet badly needed some rest. Despite the pain, I was thrilled with my accomplishment, and actually managed to raise $2,500 for a great organization.

This was an incredible, life-changing experience that I look back on frequently as it signifies that I can continue to push myself beyond my limits, both physically and mentally. I felt that it was an amazing achievement, but I also know that it was achieved with a greater good in mind. To learn more about the House of Blue Hope, visit houseofbluehope.org. h

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BY G. HOWARD HUNTER

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This year our city will commemorate the bicentennial of the Battle of New Orleans. The flags will be unfurled, the swords unsheathed, muskets loaded, and the bugles will blare as we relive that fateful day of January 8, 1815. Commemoration demands a clear narrative that reads almost as a statement of faith: The Battle of New Orleans—a rag-tag army of Kentucky and Tennessee frontiersmen, U.S. Regulars, Creoles, pirates, local merchants and professionals, and Choctaw Indians vanquished the British juggernaut on the plain of Chalmette in what was the most lop-sided victory in American history, and by doing so, struck a mighty blow for democracy. It propelled the quintessential self-made man, Andrew Jackson, into the presidency; who forever changed American politics. And as a result of the battle, New Orleans became an American city. As my students would say, truly awesome.

But commemoration is not necessarily good history because it’s history frozen in time. While we may enjoy a good French and Indian War reenactment, it’s like the movie Groundhog Day; the plot never changes, and “awesome”—an adjective wanting for critical analysis—is about as good as it gets. History done well is always evolving with changing interpretations that confound and confuse; it’s beyond the certitude of awesomeness. While commemoration has to be hagiographic, history has to be irreverent. Fresh sources found in basements and attics, or documents lying hidden in obscure archives can potentially shake up any conventional wisdom regarding our sacred past. A good example is that some of the recent scholarship on the Battle of New Orleans suggests that the British could have won.

As New Orleanians we tend to see the battle as a local concern, but the battle was part of a global strategy for Great

Britain to control North America once and for all. The plan called for an invasion from Canada via Lake Champlain, an attack on the capital and the Atlantic middle states, and control of the Mississippi River by seizing New Orleans.

The first two objectives largely failed—an American makeshift naval force under Thomas McDonough defeated the British on Lake Champlain, effectively blocking the entry of 15,000 troops on American soil; and although the British burned Washington D.C., they failed to take Baltimore, with the bombs bursting in air, and withdrew. But New Orleans remained an essential objective because the British could effectively shut down American commerce by turning off the spigot at the end of the Mississippi.

Yet at New Orleans, both the royal navy and the army were ordered to carry out the impossible. Since it was decided

by Admiral Cochrane and General Packenham that New Orleans was most vulnerable from the south, they decided to advance from Lake Borgne. Nevertheless, when the British fleet anchored near the mouth of Lake Borgne on December 12, 1814, the lake was too shallow for the ships to cross, so the idea was for the navy to row men on barges across Lake Borgne and through the bayous that drained south of the city, in this case Bayou Bienvenu and Bayou Mazant. It was a staggering task to transport 5,000 men, horses, supplies, and artillery more than 60 miles by barge. To make matters more difficult, five American gunboats commanded by Thomas Ap Catesby Jones (“Ap” is Welsh for “son of”) were waiting to attack the barges. The British responded by sending 45 barges and three small boats with guns mounted to give battle. In the ensuing Battle of Lake Borgne, the British prevailed with overwhelming odds but at significant cost, 19 killed and 75

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or taken prisoner. While the Americans lost 7 killed in that particular engagement, total causalities for the past four days were 333 with 55 killed. Among the British high command, Pakenham died, shot through the groin trying to rally his troops. His second-in-command, General Samuel Gibbs, was also killed and the third in line, General John Keane, was severely wounded. General John Lambert assumed command and called a halt to the action on both the east and west bank of the Mississippi. Lambert earned a knighthood for his skillful evacuation of his troops.

What if Pakenham had waited for Thornton? The Americans had spiked their guns before making a hasty retreat, but Thornton held a position that made Jackson’s position behind the rampart vulnerable to artillery fire from the west bank. It would have been worth it to take the time to move cannon across the river once the area was secured. Also what if Thornton had been allowed to press the attack? Had he moved men and heavy artillery to Algiers’s Point, he could have destroyed the Vieux Carre with Jackson helpless to do anything about it.

Yet for Jackson, the city was expendable. His objective was to drive the British off American soil. Had the British forced Jackson to retreat, he openly stated that he was prepared to torch New Orleans, employing the same kind of scorched earth policy that the Russians used against Napoleon’s army. The ability for the British to consolidate their victory on the ruins of a city with no lines of supply in hostile territory was at best, remote. And even had the British salvaged a victory, the rest of the country would have hardly acquiesced to their control of the lower Mississippi. The exploding populations in Tennessee, Kentucky, Ohio, and Western Pennsylvania made New Orleans absolutely necessary to the survival of the republic.

Sadly there were lessons largely unheeded from the Battle of New Orleans. First of all, with changing military technology, sending men in a wide-open field against an entrenched position was simply a recipe for murder. Yet the fact that the Napoleonic assault continued as the preferred offensive tactic in the American Civil War and World War I reflects our human capacity to romanticize the past rather than learn from it. Secondly, the Battle of New Orleans was a testament to the promise of diversity, but it was a promise unfulfilled. Of the American forces, 600 free men of color served in two battalions. The free people of color created a distinct society in New Orleans, and although they did not enjoy political rights, they were economically powerful.

By 1830 almost a third of the population of New Orleans were free blacks. Had the Louisiana Legislature granted those men who served in the battle full political and social equality, which even in the context of the day was not unreasonable, it could have brought a significant paradigm shift to the national discussion on race. Instead, Americans who started flooding the city brought more brutish notions of the connection between race and one’s status as free or slave. As a result of these attitudes, the free black population only comprised six percent of the population of New Orleans on the eve of the Civil War. Commemoration is important —the British and American troops who gave their lives should be remembered.

Nevertheless, one can hope that the bicentennial presents a history that is analytic and dynamic rather than the same hackneyed stories that seem to repeat themselves. Stay tuned. h

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wounded, and most importantly, the Americans were now aware of their presence in the area.

It took until December 23 for an advance contingent of the British army to reach dry ground ten miles south of the city at the Villere Plantation. After Jackson’s chief engineer Major Arsene Latour reported on a British force of 1,600 to 1,800 men, Jackson ordered his army to advance from the city to attack the enemy at night. The night attack of December 23 was a confusing bloody affair on plantation fields and canals with the Americans inflicting 46 British killed and 167 wounded to their 24 killed and 115 wounded. In the fog of battle, both sides took prisoners as a result of combatants mistakenly wandering behind the enemy lines. Jackson withdrew and decided to set up a defensive position behind the Rodriguez Canal two miles from the British position.

Under the supervision of Latour, the Americans constructed a rampart of earth and cypress logs that ran 1,200 yards from a swamp to the Mississippi River levee.

Once British commander Edward Packenham arrived on Christmas Day, both sides settled into a routine of surveillance and testing the mettle of the enemy. The American ship Louisiana sailed down the Mississippi firing on the British by day, and at night Tennessee rifleman and Choctaw warriors conducted raids behind the British lines, picking off sentinels and generally wreaking havoc. While the Americans were well fed and sheltered, the British were waterlogged, freezing, and hungry. Packinham had to make a move.

With the arrival of 14 artillery pieces, Pakenham doubled his field guns and decided to take out the American guns spewing 6, 12, 18, 24, and 32 pound balls behind the rampart.

Once the objective was reached, British infantry would finish the job with a frontal assault. On January 1 the bombardment began. Initially shaken, the Americans responded with deadly accuracy with their eight batteries of fourteen cannon. While the Americans suffered damage to some of their field pieces, they were all reparable, and the British abandoned 5 pieces on the field. The British lost 44 men killed and 55 wounded while most of the American casualties were spectators well behind the American lines, the result of the British overshooting the rampart. Pakenham called off the infantry advance.

The final British plan for January 8 was a preliminary attack on the American force on the west bank of the river. After routing General Morgan’s command, the British under Colonel Thornton would then turn the American guns on the rampart at the same time Pakenham would advance with 3,000 men.

The plan was not ill conceived, but Pakenham’s impetuosity got the better of him. The Mississippi current was so strong that Thornton crossed the river four miles below the American position. While Thornton did rout the hapless American force, it was too late. Pakenham was intent on attacking early in the morning exploiting the element of surprise. The ensuing blood bath is what is referred to as the Battle of New Orleans in popular lore. Packenham ordered the advance of two columns to attack both ends of the American lines. Much has been written about the failure of the British to employ ladders for scaling the rampart wall, but the fact is that American cannon balls and grapeshot were so devastating that the number of men who even reached the Rodriguez Canal was sparse; if they were lucky they were taken prisoner. Of 3,000 British regulars who were engaged, 2,000 were either killed, wounded,

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BY PAUL FRANTZ “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair.”

Charles Dickens

The brain at this age has amazing plasticity, and is able to take in more information with deeper understanding and more abstract thought. At this time, autonomy, developing social consciousness, individuation, challenging social constructs, and greater risk taking also emerge. As parents and educators, our challenge and opportunity is to create the framework that allows teens to develop fully while guiding them through social and emotional changes. When done right, adolescence need not be a time to suffer but an opportunity to grow.

BATTLE OF THE HORMONES

Adolescence may see a rise in risky and pleasure seeking behavior. Dopamine, a chemical released at the synapses, has a feel-good effect and is most present during this developmental period. Dopamine controls the reward and pleasure centers of the brain and helps regulate movement and emotional responses. The adolescent brain is particularly

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“WHAT WERE YOU THINKING!?”

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If I did not know better, Charles Dickens could have been writing about adolescence. While generations have written about adolescence as a time of angst and suffering, this is also a time of exciting possibilities and potential. The more we understand about human development and the adolescent brain, the better able we are to help teens safely navigate challenges and tap into their unique potential as they mature into adulthood.

Brain development and hormonal changes associated with adolescence create a world of dichotomies. Adolescence is the age where we may see our children writing insightful essays, making A’s in honors algebra and demonstrating amazing compassion and altruism through community service. Yet we may also see in the same child, a person who appears selfcentered, rebellious, unmotivated, impulsive, and risk taking without thinking about outcomes and consequences. How can we better understand this paradox?

During adolescence, the brain goes through a growth spurt of sorts. It is at this time that the brain has the greatest abundance of neuron cells and synapses (neurotransmitters). The brain has a tremendous capacity for learning at this stage, providing multiple pathways to take in and process information. While more robust, the brain is also more vulnerable. With so many immature pathways, the brain is not yet efficient. This affects the ability to organize, to prioritize, and to plan effectively.

It is during adolescence that the brain begins a pruning process of a tree, for example. It is necessary to prune the weaker, less used branches, in order to strengthen other branches, creating a stronger, more efficient tree. The brain goes through a similar process called synaptic pruning.

Synapses that are not used are eliminated and those remaining go through a process called myelination, where existing synapses are coated with myelin, a fatty substance that protects and speeds up these neurotransmitters making them more efficient. Each new learning experience affects this process. Teaching through auditory, visual, tactile, and kinesthetic pathways allows students to strengthen the pathways that best fit their learning style. The process of myelination occurs throughout adolescence into early adulthood. The brain becomes more acute, more efficient, and more specialized.

The area of the brain most affected is the cortex. The cortex makes up about 85% of brain matter and is the center for reading, writing, and math, as well as reason, logic, and rational thinking. The cerebellum, which is responsible for the ability to recognize social cues, is also affected.

The prefrontal cortex , the last to develop and mature, is responsible for the ability to make good judgements, control impulses, set goals, organize, plan, and problem solve.

sensitive to releases of dopamine. Teens encounter this effect when they have experiences that are thrilling or novel.

They will continue to seek these experiences without a fully developed pre-frontal cortex to help weigh the risks and consequences. Hormonal changes can also affect behavior.

Not all teens have the same levels of dopamine or hormones and effects will vary. But dopamine and hormones, in combination with an under developed pre-frontal cortex, can be a recipe for disaster. Fortunately, gratification from these risk taking, pleasure seeking behaviors can be fulfilled in more healthy ways. Providing teens with challenges in the classroom, exposure to the arts, sports, outdoor adventure, volunteer work, and other forms of self-expression, is critical to healthy personal and social development.

“When I was a boy of 14, my father was so ignorant I could hardly stand to have him around. But when I got to be twenty-one, I was astonished at how much he had learned in seven years.”

Mark Twain

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MOM, DAD... YOU'RE FIRED.

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Adolescence is also a time where children are seeking greater independence. While pushing for more autonomy, teens still need and thrive on structure and clear expectations. For many teens, the skills needed for true independence are not yet fully developed. Though they may feel that they know everything, they are not yet ready to make fully informed decisions, nor do they possess the organizational or planning skills to see their ideas to fruition.

In many cases, teens want to be given limits. Research recognizes that adolescents need to practice autonomy in order for the brain the develop properly. As educators, we continually look for opportunities for students to have choices and make decisions about their learning within a framework that will support their successes. As they mature, adolescents are increasingly able to take on more responsibility and independence. As parents, it is important to find opportunities where teens can practice independence in safe and meaningful ways.

This is also a time of great possibilities and developing individuation. Young children have a wonderful capacity to imagine themselves as a what ever they want to be— police officer, fire fighter, doctor, nurse, astronaut, ninja, or superhero. Adolescents still have an open view to the possibilities though are generally more grounded in reality; they still feel optimistic about what they can accomplish in life and are beginning to understand how to get there.

“Standing in the line at the food court, I try to be myself. But I forget how I usually stand when I’m myself.”

Susanne Colasanti

WHO ARE YOU TODAY?

While feeling such confidence and optimism about their futures, many teens, at the same time, are struggling with who they are as individuals. They begin thinking about what defines them and how they are perceived by their peers. As they learn more about the world around them, they may question and challenge family values and social/moral constructs. As children grow and develop, they move from a very egocentric world in preschool and early elementary school to a more world centric view. By adolescence, while becoming increasing aware of the world around them, they also become more introspective as they go through individuation trying to define who they are in relation to their peers. While this time can be challenging to a parent, the process is necessary for teens to develop their sense of self.

SOCIAL MOTIVATION

While the teenage brain is ripe for learning new knowledge and developing deeper understanding, it is not unusual for parents and teachers to fret about teens’ apparent lack of motivation. We must, however, understand and respect that their social world has become a necessary distraction. As important as academics are, children must also learn how to function successfully with others. Research tells us that learning is most effective when engaging with others. The two seem to be at odds but are, in fact, interdependent. As educators, we recognize the importance of getting to know our students’ interests and their learning styles in order to motivate them.

There are three key ingredients to motivating our teensrigor, relationship, and relevance. Students thrive and seek challenge. They learn best when challenged just outside their comfort zone but within their ability to succeed. Developing a relationship with each student, building trust, and making connections between subject matter and their own interests are all keys to adolescent learning. Finally, teens want to know the relevance of education as it relates to real world application. If we can tie these components into our teaching, students will become engaged in the learning process and develop a deeper, richer understanding and connection to the material.

SAME SONG. DIFFERENT VERSE

As parents, we have done this once before. Remember when your child was a budding toddler and just learning to walk? As parents, we worried about letting them fall yet we knew that without letting them go, only to stumble and fall, they would never have learned how to walk. They were comforted to know that we were nearby to pick them up when needed. But remember their determination then their sense of pure joy when they finally took those first steps on their own?

Parents and teachers have been raising adolescents successfully for generations. I would wager that many adults can look back fondly on their adolescent years. However, as adults, the more we understand about our adolescent child, the better equipped we are to help ensure that they navigate this wonderful time in their lives with joy and success. h

New Early Childhood Center Metairie Park Country Day School’s new Early Childhood Center, formerly called the Edisen House, is open!

Why the new facility?

Demand for our exceptional early childhood program has grown mightily in the past decade as parents of young children have come to realize the importance of early childhood education. Our dedicated teachers, who are the heart of our program, helped to plan and develop each component of the new facility, a facility that now matches the strength of their dedication to our tiniest students.

Country Day’s Early Childhood Center has a commitment to helping children develop a sense of autonomy and independence through exploration and discovery.

Our philosophy, that children learn best by being active participants in constructing their own knowledge, comes to life in our new design. The state-of-the art 10,000 square foot facility provides more opportunities for play and exploration and for enhanced facilitation of intellectual and social-emotional growth. The additional space allows us to maintain our traditionally low student to teacher ratios as we welcome new students from across the city.

All classrooms open onto an expansive deck space, providing easy access to outdoor environments for learning. The newly designed trike path for the older children, separate play yards for students of different age groups, and 2,778 square feet of covered deck space guarantee plenty of room for exploration, rain or shine!

Our teachers have created an atmosphere that is values drenched and filled with joy and enthusiasm for our youngest students. We are excited to bring a new early childhood center to campus, and with it, the ability to provide more children with a love of learning that will last a lifetime. h

Cajuns for Life Jannquell Peters 1991

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On December 3, 2013, Jannquell Peters 1991 was elected Mayor of East Point, Georgia. Jannquell, who ran her campaign on a platform of improving community image, establishing economic development, and creating strong infrastructure, defeated the town’s controversial incumbent, Earnestine Pittman in the November 5 primary. Peters moved into the runoff against East Point former city councilman Clyde Mitchell, who earned 28% of the vote to Peters’ resounding 72%.

After leaving Country Day, Janquell graduated from North Michigan University where she obtained a B.A in Political Science with minors in Writing and in French in 1995. She later returned to Louisiana where received a law degree from Southern University in 2000; she moved to Georgia that same year, and became licensed to practice law in Louisiana and Georgia. She moved to East Point in 2004 to establish her home and career as a Public Defender, Senior Child Advocate Attorney, and Juvenile Court Administrator and Counsel.

According to her campaign website, electjannquell.com, in 2008 Jannquell received training in Basic Mediation Skills with a Clinical Practicum from the Justice Center of Atlanta and in 2012, completed the East Point Citizen’s Leadership Academy. And that’s not all...

Jannquell is referred to a “modern entrepreneur” with two businesses located in East Point including a private law practice that she has suspended in order to manage her duties as Mayor, and fitness studio, IndoCycle, an indoor group cycling boutique.

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Tom Petersen 1996 Tom Petersen 1996, the cinematographer on Dinosaur 13, a documentary featured at the 2013 Sundance Film Festival in Park City, Utah, is making headlines across the globe. The documentary details one of the greatest dinosaur finds in history and the ensuing legal battle over ownership of the T-rex skeleton. The film, one of sixteen selected for showing in the U.S. Documentaries categories at the festival, was chosen for showing on the opening day. The film was so well received in Utah, that Peterson and his team were invited to show the film at Sundance London in April.

Petersen and Todd Douglas Miller, the director and producer, both currently live in New York.

Immediately after the documentary’s debut, Lionsgate and CNN Films negotiated a deal in the high six figures to acquire the North American rights to the film, the first non-fiction distribution deal concluded at this year’s festival. Lionsgate will release the film in theatres; subsequently it will be premiered on TV by CNN. Tom is the son of former Country Day Board Chair Jim Petersen and Country Day English Department Chair Betsy Petersen.

Buddy Patrick 2003 In 2013, Country Day graduate Buddy Patrick 2003 was seen on red carpets all over the globe as he promoted his production, Lee Daniels’ The Butler, a real-life account of an African-American butler who witnesses remarkable events in national history during his 34-year service in the White House. The Weinstein Company released the $30 million film, starring Forest Whitaker and Oprah Winfrey, in August of 2013 and the film remained number one at the box office for three straight weeks. Buddy has gone on to produce four additional films since The Butler including “Term Life” starring Vince Vaughn and “American Ultra,” starring Kristin Stewart and Jesse Eisenberg. Both films will be released worldwide in 2015. Right now, Buddy is busy with an off-Broadway theatrical production of “Here Lies Love,” recounting the life of Imelda Marcos. It is currently playing in New York, and will be in London and San Francisco this fall.

Bebe Goodrich 2003

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A New Orleans native, Bebe Goodrich learned to appreciate great coffee at an early age. As she moved throughout the country, she longed for the rich, flavorful coffee she enjoyed back home. In 2012, Bebe decided to remedy that problem by making her own cold-brewed concentrate, just like the coffee her parents kept in their icebox.

With a bag of coffee and a bucket, Bebe set up shop in her garage. After a few Saturday’s at the local farmer’s market, Bebe’s brew amassed a loyal following and Icebox Coffee was born. Her products are now sold in stores throughout the United States and online at www.iceboxcoffee.com.

Icebox Coffee’s nano-brewery is located inside Birmingham's Innovation Depot, a business incubation facility and program that assists in the development of emerging businesses. Icebox Coffee is guided by Bebe, Brewmaster Marland Hayes, and family and friends who lend their time and talents. Learn more about Bebe’s adventures in coffee and her wonderful recipes by emailing info@iceboxcoffee.com.

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COMMENTS 2014

Cajuns for Life

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Pierre Moses 2004 Pierre Moses 2004 graced the cover of Gambit magazine’s “40 Under 40” issue in 2013, celebrating young New Orleanians who are “making the city a better place.” Pierre was honored for his work as the director of Make It Right Solar and founding member of Gulf States Renewable Energy Industries Association.

“Louisiana is often called an oil and gas state, but Pierre Moses, founder of Make It Right Solar, is trying to add a few other energy sources to that moniker. ‘We’re on the cusp of a rebranding of that tagline,’ says Moses. ‘Louisiana should be known as an energy state, not just a gas state, with all forms of energy, both renewable and fossil fuels. The right energy solution is a mix of a lot of different fuel types. I don’t think one can be relied upon for all of our energy needs.’

“In 2008, the New Orleans native started working for Make It Right, Brad Pitt’s green, low-income housing development nonprofit, as an unpaid intern. A year later he started the solar industry subsidiary of Make It Right, which has built more than 100 houses in the lower 9th Ward since Hurricane Katrina—all of them equipped with solar panels. Moses says solar panels not only decrease residents’ electric bills, they also cut carbon emissions that result from some forms of electricity production.

“He also is a founding member of the Gulf States Renewable Energy Industries Association, a nonprofit that drives policy for renewable energy trade groups in Gulf States.

“Moses says following the federal flooding in 2005, he became aware of how limited the local solar energy market was. At that time, homeowners had to purchase solar panels outright, and financing options were almost nonexistent. Make It Right Solar allows homeowners and housing development projects to lease solar panels and offers innovative financing for people who want to purchase them.

“For struggling communities, those options are priceless, he says. ‘The consumers that have really benefitted from the technology have been the ones that really needed it,’ Moses says. ‘And they deserve it.’” – Gambit, November 6, 2013 Pierre graduated from the College of Charleston in 2008 with his B.S. in Business and Entrepreneurship. Congratulations are in order for Pierre and his new bride, Claiborne Polhill, a lower school teacher at Country Day. The couple were married in Charleston, South Carolina, on April 12, 2014.

Legacy Lunch Over 250 alumni parents and grandparents of current students enjoyed Country Day’s annual Legacy Lunch this fall.

Red beans, lemon ice box pie, and a good time were had by all!

Boothby Club Dinner Members of the classes of 1936 through newcomers, the Class of 1989, enjoyed an evening of fun and friends at the annual dinner named after Country Day's first headmaster.

The highlight of the evening for many, and especially Lee Parsons 1993 who championed the cause, was having beloved math teacher Marguerita Chapman inducted as a member of the Boothby Club posthumously.

Cajuns for Life

Jordan Katz 2006 Country Day's 2006 Presidential Scholar Semifinalist, Jordan Katz, took a gap year after graduation and traveled to Jerusalem, Israel, where she focued on studying Jewish texts, and honing her Hebrew skills. “After a year, I was refreshed and excited to return to the States, where I attended Columbia University in New York City. I studied history and used the French that I learned in Madame Mary Beth Ellis’s class to conduct research on the history of Jewish communities in France. I truly believe that my love of history was born in Mr. Hunter’s AP US History class, which I took in 10th grade.”

After Columbia, Jordan worked in New York's Financial District, and then with the International Peace Institute, a think tank that works closely with the UN, dealing with issues of international security and peacekeeping. “Not long after my experience with the UN, I traveled to a village in Gujarat, India, to work with the Nanubhai Education Foundation, a non-profit organization committed to transforming education in rural India. I was there twice, for three months in the summer of 2012 and three months in the summer of 2013, where I taught English, developed programs, conducted research, and managed several interns.”

Jordan is back at Columbia where she has begun a Ph.D. program in history. “It’s nice to be back at my old stomping grounds. I am focused on Early Modern Jewish history and have interests in Jewish cultural history and the history of science in Europe. Life is great.”

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25-year old entrepreneur and artist, Stirling Barrett 2007, is positioned to dominate the optical design world. Barrett founded KREWE du optic, “a New Orleans based and culturally inspired sunglass brand,” in 2013, and it is now one of the fastest growing independent eyewear companies in the United States. As Creative Director, Stirling draws inspiration from our city’s layered past and colorful people, connected through rhythm and ritual, to inform his creative process.

Stirling designs every pair of KREWE sunglasses by hand, honoring timeless designs such as a ‘50s Cat Eye and Lennon’s P3, to create tomorrow’s iconic frames. In only a few short months, KREWE has sold thousands of pairs of sunglasses to customers all over the world, garnering attention from numerous national publications such as ELLE, Fox Business, Better Homes and Gardens, Southern Living and more, all under Stirling’s creative and business direction.

In March of 2014, Sterling was recognized as a top contender in Idea Village’s Big Idea business pitch contest during New Orleans Entrepreneur Week. While he pitched his business model for a chance to win $50,000 for business development, he reported to Nola.com, “We’re really not thinking about the 50K,” although that would “buy a lot of sunglasses,” he said. “We’re thinking about the opportunity to reach 5,000 New Orleans customers. We’re going in it to win the community.”

Stirling graduated from Meadows School of the Arts at SMU, with his B.A. in creative marketing and a minor in art. Learn more about KREWE or find your iconic style at www.kreweduoptic.com. Follow Stirling on @KREWEduoptic.

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Stirling Barret 2007

Cajuns for Life

Jessica Womack 2010 Jessica Womack 2010 has recently graduated from Dartmouth College and is poised to take the intriguing and fast-paced art world by storm—exactly as planned.

Jessica discovered her passion for art, which quickly became her career aspiration, after taking AP Art History with Betsy Petersen during her senior year at Country Day. Her impressive scores and outstanding high school resume secured Jessica admission to one of the most distinguished colleges in the Unites States, where she made a significant impression. Not surprisingly, she majored in Art History and successfully completed her thesis, “Shaping a Discourse: Afrocubanismo and Religious Symbolism in the Work of Four 20th Century Cuban Artists,” focusing on the religious iconography of Lucumi, better known as Santeria, in the work of distinguished Cuban artists.

In June, Jessica graduated with high honors in her major and won the 2014 Art History Department Award, as well as the 2014 Dean’s Prize “awarded to the senior who, through personal effort, contributed most significantly to the quality of life on the campus.” ​She was also selected as one of only nine senior graduation Marshals to lead the class of 2014 into Commencement Exercises. Jessica credits much of her success in college to the values and habits acquired during her experience at Country Day. “Country Day taught me how to work independently, strive, and thrive, and instilled a serious curiosity and love of learning in me.

Dartmouth was the perfect place to go to college after Country Day. The sense of community and alumni network are incredibly strong, and people go out of their way to advise and assist you, just like at Country Day.” “Whenever I would tell my friends at Dartmouth about Reading Days in Room 10, and how we were allowed to wear pajamas and bring snacks and sleeping bags because we’d spend the entire day exploring great books, people were astounded—both by the experience I’d had, and by how much individuality was encouraged at Country Day.” Last year, Jessica worked at Dartmouth’s Hood Museum of Art as an intern and was subsequently offered a full-time position as a Curatorial Assistant at Dartmouth. She plans to go to graduate school to pursue an art history Ph.D. Jessica promises to visit Country Day soon, “on a Thursday, of course, so I can get a Krispy Kreme donut,” she says.

COMMENTS 2014

Nina Haug 2012

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It’s a blockbuster scholarship: a full ride, plus travel, plus access to experts and policy makers in all kinds of places—and more. So when Nina Haug, class of 2012, heard in the spring of her senior year that she would be a McDermott Scholar at the University of Texas at Dallas, she was thrilled.

The McDermott Scholars Program, which covers academic expenses, room and board, a stipend, and also a variety of internships, travel, and cultural experiences, was established by Mrs. Eugene McDermott as a way to support her husband’s commitment to building a great university for Dallas-Fort Worth. The program seeks students with the potential to become leaders for Dallas, the nation, and the world. Nina was one of twenty-four accepted out of an applicant pool of more than a thousand nominated by schools in more than thirty states and five countries. One other Country Day student, Lelia Gowland ’04, has been a McDermott Scholar.

After she was accepted, Nina’s experience in the program started with a McDermott-funded trip to Santa Fe for students beginning the program. Professors talked to the freshman scholars about big books and big ideas and, Nina remembered, “having an open mind to subjects you’ve never been exposed to.”

As the year went on, the scholars visited art museums and attended plays, ballets, symphony concerts, and operas; they saw The Aspern Papers with Mrs. McDermott, one of several events with their benefactor. “First semester,” Nina said, “all the current scholars go to her ranch; the seniors talk about what they’ve done, and the freshmen stand up and say who they are and what they want to do with the next four years.” At 102, Mrs. McDermott wants to be involved with the scholars. “She learns all our names ahead of time,” Nina said.

The scholars are a diverse group. Many of them applied from the U.S. but came from other countries when they were younger.

The group includes students from China, India, Belarus, Romania, Mexico, and Vietnam. Their majors vary: one is premed with criminology, one is chemistry with pre-law, several are in political science or communications. “We’re all over the place, “ Nina said, “but it’s really fun, and we all get along really well.”

Asked to sum up what it means to be a McDermott Scholar, Nina said, “The most obvious thing is the opportunities it provides—I wouldn’t have a chance to do any of these things without the funding and support—but it goes deeper than that.” There are other great scholarships at other universities, but for Nina, what’s most important about the McDermott program “is that it’s full of people who support you—people in the office, fellow students, alums—a really amazing network. They make a family for you. It’s the community that makes this experience important.”

Crawfish Boil Saturday, April 5th

The Arts Country Day’s Visual Arts faculty takes great care to engage the minds and senses of our students in a variety of open-ended, visual experiences, leading them to a love of art and an appreciation of their own efforts. Our arts program has for years been lauded as one of the most outstanding in the region for independent schools.

All of our instructors are professional, working artists who afford students frequent opportunities for imaginative and personal creative problem solving, as well as sound technical applications. As with all academic experiences at Country Day, risk taking is encouraged in our budding artists, and as a result growth is allowed to flourish.

The following is only a sample of the hundreds of works that have been displayed by our talented student artists in Georges Art Gallery this year.

RECIPES RECIPES RECIPES RECIPES Chicken & Sausage Jambalaya

INGREDIENTS 1 (8-inch) crumb or baked pie shell 1 (14 ounce) can Eagle Brand® sweetened condensed milk ½ cup lemon juice from concentrate 1 teaspoon grated lemon rind 2 eggs, separated ¼ teaspoon cream of tartar, if desired 4 tablespoons sugar

To make the filling: Whisk the condensed milk with the lemon juice and set aside. Whisk the rind with the egg yolks in a medium bowl until pale, 30 to 60 seconds, and then whisk in sugar, cream of tartar, and finally the lemon juice-condensed milk mixture.

Place the prepared crust on a rimmed baking sheet, pour the mixture into the crust, and carefully transfer the baking sheet to the oven. Bake until the center jiggles slightly, like a soft-setting custard, about 25 minutes. Remove from the oven and cool for 1 hour on a cooling rack. Loosely cover the pan with plastic wrap (be careful not to let the plastic wrap touch the top of the pie) and freeze for at least 6 hours or overnight.

Serves 10

INGREDIENTS: 1 lb. red kidney beans, dry, washed, stray pebbles removed 1 Vidalia or yellow onion, medium size, diced 1 green bell pepper, medium size, deseeded, small diced 1 red bell pepper, medium size, deseeded, diced 4 stalks celery, diced 4 cloves fresh garlic, minced 1 bulb French shallot, minced 1 lb. smoked sausage, sliced ¼” thick 4 oz. pickled pork, diced, boiled to remove salt 1 tablespoon bacon fat Your favorite hot sauce (to taste) Salt (to taste) OR Tony Chacherie’s, but watch the salt and heat! It has lots of both!

2 cups brown or white rice, cooked separately

METHOD: Soak Red Kidney Beans overnight.

Add all ingredients in the order above.

Simmer on low flame for 4 fours, or until beans are creamy. Serve with rice.

Illustrations by Kelsey Lawrence 2014

57 COMMENTS 2014

METHOD: Add oil to large braising pot or skillet.

Sauté vegetables until fully caramelized.

Add tomato paste, chicken and sausage and cook both for 10 minutes. Add all other ingredients, cover, and simmer for 30 minutes or until rice is fully cooked, stirring occasionally but not often. Too much stirring will release the starch from the rice and become overly sticky.

Serves 8

Country Day Red Beans & Sausage

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Serves 10 INGREDIENTS: 2 tablespoons canola oil 1 Vidalia or yellow onion, medium size, diced 1 green bell pepper, medium size, deseeded, diced 4 stalks celery, diced 4 cloves garlic, fresh only, minced ½ cup tomato paste ½ lb. chicken thigh meat, medium diced ½ lb. smoked sausage, sliced rounds 1/4” thick 2 cups white rice 4 cups chicken stock 2 bay leaves 1 teaspoon dry thyme leaves (2 tablespoons if fresh) 1 tablespoon bacon fat Your favorite hot sauce (to taste) Salt (to taste) OR Tony Chacherie’s, but watch the salt and heat! It has lots of both!

Magic Lemon Pie

What Is Your Legacy?

The Legacy Society at Metairie Park Country Day School has been established to recognize the generosity and foresight of those who join in securing the future of our school. These individuals have embraced the vision for that future by establishing a deferred gift that will benefit Country Day and its students and faculty in the future. The hallmark of this special group is the commitment of each of these supporters to a strong, financially sound school that provides an exceptional educational opportunity to its students.

Membership in the Legacy Society is extended to anyone who: Includes Country Day as a beneficiary of his or her will;

COMMENTS 2014

Names Country Day as the beneficiary of a life income gift, such as a charitable remainder trust or a charitable lead trust; Names Country Day as the beneficiary of a life insurance policy or retirement plan.

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For more information about planned gifts or to notify the school that Country Day is a beneficiary of a planned gift, please contact Lori Gordillo, Director of Development, at (504) 849-3111 or lori_gordillo@mpcds.com.

2013-2014 Annual Report Country Day is proud to publish an Annual Report as part of Comments Magazine on fundraising activities of the 2013-2014 fiscal year (July 1, 2013-June 30, 2014). Our progress is made possible because of donations of all sizes from parents, alumni, faculty and staff, grandparents, the board of trustees, parents of alumni and friends.

The 2013-2014 Country Day Fund exceeded the goal of $625,000, thanks to the leadership of the Country Day Fund committee and the generosity of many donors.

2013-2014 Country Day Fund Country Day Fund Chairs, Linda and Chris Lawrence Major Gifts Committee Chairs, Suzanne and Gregory Rusovich Joseph Barreca Carolyn Chandler Grant Coleman Amy Feirn Christian Gambel

Andrew Rosenberg Barbara Rosenberg Charlie Van Horn Andy Weinstock Marion Weinstock

Rachael Gambel Grant Gillen Sharon Gillen Billy Gunther Gina McMahon Sherri O’Bell Parent Giving Committee Chairs, Dede and Charles Redfearn Class of 2020

Vera Schlesinger Betty Poole

Class of 2026

Sara Moore Ann Sinnott

Class of 2019

Elizabeth and John Schwing Catherine and Andrew Downs

Class of 2025

Evelyn Kissel Karen Breen Laura Schneidau

Class of 2018

Troylynn Maupin Beth and Clifford Favrot

Class of 2024

Jana Hatheway Anne Mueller

Class of 2017

Karyn and Gregor Hoffman Gina Womack

Class of 2023

Cherie and Ryan Moore Susan and Andy Lee

Class of 2016

Allison and Skye Durant Shannon and Eric Holtzman

Class of 2022

Emily and Wade Hammett Lilach and Phil Taylor

Class of 2015

Amy Smith Ellen and Jeff Rutherford

Class of 2021

Ashley Swanson Michelle and Alex Ellsworth

Class of 2014

Poe Carpenter Tina and Barry Kern

Alumni Giving Committee Chair, Heidi Heumann Lindsey Argote Debbie Aschaffenburg Scott Duggins Monique Gardner Will Hales

Susu Kearney Malcolm Meyer Skye Price Gaines Seaman Philip Sherman Grandparent Giving Chair, Theodosia Nolan Parent of Alumni Giving Chairs, Nancy and Joe Agular Faculty/Staff Giving Chair, Emily West

Matt Stone Clancy Stumpf Jake Weinstock William Wolf

59 COMMENTS 2014

Nan Barlow Jennifer Marsiglia

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Class of 2027

COMMENTS 2014

Donors by Giving Level

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We are pleased to recognize the generosity of Country Day donors at the following giving levels: Founders Circle $20,000 and above Mr. and Mrs. Thomas B. Coleman Mr. and Mrs. Albert W. Gunther Mr. and Mrs. Terence E. Hall Mr. and Mrs. Sungwan Kim Dr. and Mrs. William S. LaCorte, Sr. Mr. and Mrs. Robert J. Patrick, Sr. Mr. and Mrs. William Boatner Reily IV Mr. and Mrs. Gregory R. Rusovich Mr. and Mrs. John K. Saer, Jr. Mr. and Mrs. Frank B. Stewart, Jr. Ms. Stephanie Stokes and Mr. Daniel Shea Mr. and Mrs. Robert StG. T.Weinmann Wiggle Bug Foundation Trustees Circle $10,000–$19,999 Mr. and Mrs. Edgar A. Bright III Ms. Carolyn B. Chandler Eugenie & Joseph Jones Family Foundation Mr. and Mrs. W. Christian Gambel, Jr. Mr. and Mrs. John D. Georges Dr. and Mrs. Christopher F. Lawrence Mr. Paul J. Leaman, Jr. Mrs. Theodosia Nolan Mr. and Mrs. Jimmy Roddy Mr. and Mrs. John K. Saer, Jr. Mr. and Mrs. Robert H. Saer Mr. and Mrs. Michael J. Siegel Ambassador and Mrs. John G. Weinmann Mr. and Mrs. John F. White Mr. and Mrs. Michael B. White Council $5,000–$9,999 Mr. and Mrs. Thomas E. Beron Mr. and Mrs. Thomas M. Benjamin Mr. and Mrs. Peter D. Coleman Mr. and Mrs. Scott H. Cooper Ms. Amy S. Feirn Drs. Sharon and Grant Gillen Dr. and Mrs. Arthur G. Grant Gustaf Westfeldt McIlhenny Family Foundation Mr. and Mrs. Daniel L. Haeuser Mr. and Mrs. Robert E. Howson Mr. and Mrs. Sidney W. Lassen Mr. and Mrs. Matthew P. LeCorgne Mr. and Mrs. Andrew R. Lee Mary Freeman Wisdom Foundation Neeb-Kearney & Company, Inc. Dr. and Mrs. Lee Parsons Mr. and Mrs. Richard H. Polchow Mr. and Mrs. Edwin R. Rodriguez, Jr. Dr. and Mrs. John C. Steck Dr. and Mrs. W. Lee Terrell III Mr. and Mrs. Chris Weil Mr. and Mrs. Michael B. Whealdon Associates of Excellence $2,500–$4,999 Dr. and Mrs. William Borron Mr. and Mrs. Clark G. Boyce Mr. and Mrs. Daniel O. Conwill IV Mr. and Mrs. Paul Frantz Freeport-McMoRan Foundation Dr. and Mrs. John L. Freiberg, Jr. Mrs. Lynne Goldman Mr. and Mrs. Philip E. Gordillo

Mr. and Mrs. James O. Gundlach Mr. and Mrs. Albert W. Gunther III Dr. and Mrs. Stephen W. Hales Mr. and Mrs. Scott McDonald Ham Mr. and Mrs. Odom B. Heebe, Jr. Mr. and Mrs. Henry P. Johnson Dr. and Mrs. Samir T. Khalaf Dr. and Mrs. René Koppel Mr. and Mrs. H. Merritt Lane III Mr. and Mrs. G. Charles Lapeyre Mr. Zachary Lemann Mrs. Saundra Levy Mr. and Mrs. Eric B. Linquest Mr. and Mrs. Edward B. Ludwig III Mary E. Peters and Robert W. Polchow Foundation Mr. and Mrs. Kevin McMahon Mr. and Mrs. Samuel Morse Mr. and Mrs. Hartwig Moss IV New Orleans Hispanic Heritage Foundation Mr. R. Ray Orrill, Jr. Mr. and Mrs. Gray S. Parker Parkside Foundation Rittenberg Family Foundation Mr. and Mrs. Leon H. Rittenberg, Jr. Dr. Harry A. Roach Ms. Maria O. Roach Dr. and Mrs. Carlos O. Rodriguez-Fierro Mr. and Mrs. Andrew B. Rosenberg Mr. and Mrs. William B. Rudolf Shell Oil Company Foundation Mr. and Mrs. Stephen C. Sherrill Mr. and Mrs. Charles J. Van Horn Mr. and Mrs. Brian Velie Mr. and Mrs. Andrew D. Weinstock Associates $1,500–$2,499 Hon. and Mrs. Neil C. Abramson Mr. and Mrs. Joseph R. Agular Altenklingen Foundation Mr. and Mrs. Cary Amann The Azby Fund Mr. and Mrs. Gerard W. Barousse, Jr. Mr. and Mrs. Joseph P. Barreca, Jr. Dr. Bruce A. Barron Mrs. Edward B. Benjamin Mr. and Mrs. W. Mente Benjamin Mr. and Mrs. David S. Bland Mr. and Mrs. Robert F. Bland Mr. John E. Boelte III The Booth-Bricker Fund Mr. and Mrs. Brian C. Bossier Dr. and Mrs. Vincent A. Brencick Mr. and Mrs. Scott J. Brown Capital One Services, Inc. Dr. EvaBlanche B. Centanni and Mr. John C. Centanni, Jr. Mr. and Mrs. Terrell P. Clayton Mr. and Mrs. J. Grant Coleman Mr. and Mrs. Gabe Corchiani Mr. and Mrs. Chip Cossé Dr. Tracy M. Crear D.D.S. Mr. and Mrs. Joshua C. Cummings Mr. and Mrs. John D. Davidson Mr. and Mrs. E. Scott Davidson Mr. and Mrs. Jeffrey R. Doussan, Sr. Mr. and Mrs. Skye M. Durant Mr. and Mrs. Alexander J. Ellsworth Mr. and Mrs. Clifford F. Favrot Mr. and Mrs. H. Mortimer Favrot, Jr.

Mr. and Mrs. Gregory C. Feirn Mr. and Mrs. Howard C. Gaines Mr. and Mrs. David Garcia Mr. and Mrs. Michael D. George Mr. and Mrs. Douglas K. Gitter Ms. Alice R. Yelen and Dr. Kurt A. Gitter Mr. and Mrs. John A. Gravois III Mr. and Mrs. L. Trimble Green Dr. and Mrs. Gregor Hoffman Mr. and Mrs. Harold J. Holman Mr. Leonard S. Isacks, Jr. Mr. and Mrs. Cameron Johnson JP Morgan Chase Foundation Mrs. Dorothy S. Gill and Dr. Ralph P. Katz Mr. and Mrs. John A. Kazour Mr. and Mrs. Harry B. Kelleher, Jr. Mr. and Mrs. Barry F. Kern Dr. Suzette Killeen and Mr. Shawn Killeen Mr. and Mrs. Peter F. Kissel III Mr. and Mrs. R. Joshua Koch Dr. and Mrs. Douglas A. Koppel Dr. and Mrs. Robert A. Koppel Dr. and Mrs. Haden A. Lafaye Dr. and Mrs. James B. Lam Mr. and Mrs. Andrew B. Lapeyre Drs. Dana and Dinh Le Mr. and Mrs. J. Thomas Lewis Dr. Anne Long and Dr. William Paul Long Mr. and Mrs. Michael J. Marsiglia Mr. and Mrs. C. James McCarthy III Mr. and Mrs. James P. Meyer Mr. and Mrs. Brendan P. Minihan, Sr. Mr. Donald J. Nalty Mr. and Mrs. Newell D. Normand Northwestern Mutual Life Foundation, Inc. Mr. and Mrs. Eric J. O’Bell Dr. Ruth M. Owens and Dr. David A. Jansen Mr. and Mrs. Bart Palmisano Mr. David Perlis Mr. and Mrs. David W. Perlis Mr. and Mrs. James M. Petersen Mr. and Mrs. Richard F. Price, Jr. Mr. and Mrs. Peter B. Prince Mrs. Jane Redmon Mr. and Mrs. Leon H. Rittenberg III Mr. and Mrs. Jeffrey A. Rutherford Mr. and Mrs. John T. Siegel Mr. and Mrs. F. Paul Simoneaux Mr. and Mrs. John W. Sinnott, Sr. Mr. and Mrs. Tod A. Smith Mr. James H. Snyder Ms. Lynn Snyder Mr. and Mrs. John A. Stassi II Ms. Miriam Stassi Dr. Sarah Stassi Mr. and Mrs. Paul Thionville, Jr. Mr. and Mrs. Bernard Van der Linden Van Der Linden Family Foundation Mr. and Mrs. Robert A. Vosbein, Jr. Mr. and Mrs. George G. Weinmann Ms. Elizabeth V. H. Williams Mr. and Mrs. Richard Williams Mr. and Mrs. Mark Wojna Dr. Lisa Wyatt and Ms. Cynthia Sprow Dr. and Mrs. Robert M. Zone, Jr. Fellows $500–$1,499 Mr. and Mrs. Brett W. Alexander Mr. and Mrs. Lester F. Alexander III Mr. and Mrs. Phillip Antis, Jr.

Mr. and Mrs. Lee N. Barba Mr. and Ms. Howard E. Barton, Jr. Mr. and Mrs. Marc A. Beerman Beerman Precision, Inc. Mr. and Mrs. Michael J. Bell Mr. and Mrs. Ismael Berumen Mr. and Ms. John Biguenet Drs. Maike and Marcelo Blaya Mr. and Mrs. E. Christian Blessey Ms. Elizabeth A. Boh Mr. Sergei Boissier Mr. and Mrs. David V. Bouy, Sr. Mr. Timothy P. Bright Dr. and Mrs. James E. Brown Jr. Mr. and Mrs. Peter G. Burke Dr. and Mrs. David B. Campell Mr. and Mrs. Stephen R. Carley Chadwick Family Foundation LLC Mr. and Mrs. Walter F. Chappell III Drs. Wesley and Allison Clark Mr. and Mrs. Philip D. Claverie Mr. and Mrs. Max Cohen Mr. and Mrs. E. Howell Crosby Ms. Raine Bedsole and Mr. George Demmas Mr. and Mrs. Jeffrey G. Douglas Mr. and Mrs. Craig Evans Mr. and Mrs. S. Stewart Farnet, Sr. Mr. and Mrs. Conway Farrell Mr. and Mrs. D. Blair Favrot Mr. Gervais F. Favrot, Jr. Mr. and Mrs. Jonathan D. Fawer Mr. and Mrs. James H. Fenner Mr. and Mrs. Donald E. Flow Mrs. Kim Friedlander Mr. and Mrs. William R. Gardner Mr. and Mrs. Edward N. George Mr. and Mrs. Richard A. Goldenberg Mr. and Mrs. Michael A. Golemi Mr. and Mrs. Keith M. Hammett Mr. and Mrs. Harry T. Hardin III Mr. and Mrs. Ryan Haydel Mr. and Mrs. Gary Hebert Mr. and Mrs. Thomas J. Hood Mr. and Mrs. James H. Jackson Ms. LingLing Wang and Mr. Yan Jiang Mr. and Mrs. Patrick G. Kehoe, Jr. Mr. James L. Kuhner Ms. Zenel Doucet and Mr. Kevin Kwon Dr. and Mrs. Kihong Kwon Mr. and Mrs. Rodney J. Lacoste, Jr. Dr. Kristina Lafaye and Mr. J. Ryan Lafaye Mr. and Mrs. Scott LaGraize Mr. and Mrs. Albert L. Lamar Mr. and Mrs. Charles M. Lanier, Jr. Mr. and Mrs. James M. Lapeyre, Jr. Mr. and Mrs. Kevin O. Larmann Mr. and Mrs. Wiley G. Lastrapes, Jr. Mr. Joseph S. Lazarus Mrs. Constance LeBlanc Mr. J. Dwight LeBlanc III Mr. and Mrs. Kevin Leger Ms. Catherine L. Lemann Mr. and Mrs. Thomas B. Lemann Mr. and Mrs. J. Thomas Lewis Mr. and Mrs. Russell C. Lindner Mr. and Mrs. John F. Little III Mrs. David Lyell Mr. and Mrs. Alan G. Marsack Mr. and Mrs. Michael J. Marsiglia

Mr. and Mrs. Michael C. Miley Capt. and Mrs. Michael T. D. Miller Mr. and Mrs. D. Richard Moore, Jr. Ms. Anne Mueller Ms. Elisabeth Harrington and Mr. Kirk Myers Ms. Bruce Saal Nesbitt Mr. and Mrs. Robert E. Nockton Drs. John and Irma Overby Mr. Frank Panzica Mr. Lindsay L. Pickens Mr. Peter Pierce Mr. and Mrs. Scott E. Plaisance Mr. and Mrs. John R. Poole Mr. Paul Poon and Ms. Minting Lin Mr. and Mrs. Pete Posey Ms. Ashley E. Pradel Ms. Lisa Pulitzer & Mr. Gary Zoller Mr. J. William Reddoch III Ms. Kelly Reily Mrs. Gayle Roberts Mr. and Mrs. Robert L. Rosen Ms. Laura S. Schneidau Mr. and Mrs. Larry Schneider, Jr. Mr. and Mrs. Andrew A. Schwarz Mr. and Mrs. David L. Shall Ms. Isabelle LaPlace Shall Mr. and Mrs. Richard L. Simmons Mr. Paul M. Sternberg Mr. and Mrs. Steven J. Swanson Mr. and Mrs. Kenneth B. Thompson III Mr. and Mrs. William M. Thompson Ms. Carol Tway Mr. and Mrs. Joseph M. Tyson Mr. and Mrs. Mark A. Uddo Dr. and Mrs. Richard Vanderbrook Mr. and Mrs. Steven J. Wagner Ms. Lanier Watson Mr. and Mrs. Merrill C. Wautlet, Jr. Mr. and Mrs. Winston E. Weinmann Mr. and Mrs. Eric West Mr. and Mrs. Mark Whitaker Mr. and Mrs. Richard S. Whiteside Mr. and Mrs. D. Scott Wiggins Mr. and Mrs. Jé Williams Mr. and Mrs. Matthew Wilson Mr. F. Christopher Wootten Dr. and Mrs. Kamran Zaheri Gifts up to $250 Mr. Jason Abate and Ms. Vanesa Gentinetta Dr. and Mrs. Walter R. Abbott Dr. and Mrs. Steven Abramson Mr. and Mrs. Joseph Accardo, Jr. Dr. and Mrs. Kenneth N. Adatto Ms. Lilli Albin Ms. Katherine M. Alexander Mr. and Mrs. Curtis P. Amann Ms. Langley B. Anderson Mr. and Mrs. Robert Anderson Mr. and Mrs. Allain C. Andry III Mr. and Mrs. Michael B. Andry Mr. and Mrs. Blaise Angelico Ms. Antonia Angress Mr. and Mrs. Cornelius C. Apffel Ms. Jennifer Argote Ms. Lindsey Argote Mr. Matthew Argote Mr. Richard E. Arnoult II Ms. Deborah H. Aschaffenburg Dr. Robert Ascuitto & Dr. Nancy Ross-Ascuitto

61 COMMENTS 2014

Mr. and Mrs. Walter C. Armstrong Mr. J. Ronald Atchley Ms. Paula Atchley Ms. Diane Atkinson Dr. and Mrs. Richard Bardack Mr. and Mrs. N. Buckner Barkley, Jr. Mr. and Mrs. Edward C. Becker Mr. and Mrs. William P. Benjamin Dr. Jarrett Johnson and Mr. Kevin E. Berger Mr. and Mrs. Crawford Best Mr. and Mrs. Robert Bridgewater Dr. and Mrs. Andy Burka Dr. Grant J. Butterbaugh and Dr. Daphne Main Dr. and Mrs. Craig F. Caplan Mr. and Mrs. Guy J. Carpenter Mr. Gordon F. Chadwick Mr. and Mrs. Kenneth K. Chadwick Mr. and Ms. Kevin J. Christensen Mr. and Mrs. William H. Church, Sr. Mr. and Mrs. Charles F. Cleland Mr. and Mrs. Stephen Cotsoradis Dr. Paul da Costa and Mrs. Kristi D. Broussard Mr. and Ms. John F. Derenbecker Mr. and Mrs. Dwaine N. Dinvaut Dr. Jacqueline Smethurst and Dr. David Drinkwater Mr. and Mrs. John L. East Dr. and Mrs. W. Brooks Emory Ms. Tully A. Forrester Ms. Adair Friedrichs Fox Dr. and Mrs. Bryan H. Frain Ms. Lara S. Frohlich and Mr. John M. Bremen Mr. J. David Fuchs Mr. and Mrs. Thomas A. Gennusa Dr. and Mrs. Bryan L. Grace Mr. and Mrs. James C. Guidry, Sr. Mrs. Nomita Joshi-Gupta and Dr. Shammi Gupta Mr. and Mrs. Eric F. Hays Mr. Mark B. Herman Mr. and Mrs. Nowell P. Hesse Mr. Andrew Hunter Mr. and Mrs. Jonathan A. Hunter Mr. and Mrs. Warren Irwin Mr. and Mrs. Richard R. Jaubert Dr. Jakeen W. Johnson Mr. and Mrs. C. Gordon Johnson, Jr. Mr. and Mrs. Robert M. Johnston Dr. and Mrs. Kenneth B. Jones, Jr. Drs. Rebecca and Walker Jones Mr. and Mrs. Jonathan R. Katz Ms. Elizabeth F. Kelleher Ms. Margaret D. Kelly Mr. and Mrs. E. James Kock III Dr. Richard S. Kugler Mr. Joseph A. LaNasa III Mr. and Mrs. Darryl S. Leal Mr. and Mrs. J. Dwight LeBlanc, Jr. Mr. and Mrs. Cullen J. Ledet Mr. and Mrs. Jay Levy Mr. and Mrs. Marc M. Livaudais Mr. Edward M. Lombard Mr. C. Christian Mabry Mr. and Mrs. William Barry Mabry Mr. and Mrs. W. Nelson Mabry Mr. and Mrs. Sean C. McDonald McDonalds New Orleans AD CO, Inc. Mr. and Mrs. Michael Mestayer Mr. and Mrs. Marc Michaud

COUNTRY DAY

Mr. and Mrs. Kenneth T. Masson Dr. and Mrs. Robert T. Maupin, Jr. Ms. Jessica Bride and Mr. Nick Mayor Mr. and Mrs. David D. McCelvey Mr. and Mrs. Shelby J. McIntosh Dr. and Mrs. Gary D. Menszer Mr. and Mrs. Malcolm D. Meyer Mr. and Mrs. James S. Montgomery Mrs. William H. Moore Mr. and Mrs. Douglas J. Moore Mr. and Mrs. Sam Morse Mr. and Mrs. John Mullane Mr. and Mrs. Craig R. Nelson Mr. and Mrs. James L Nichols Ms. Karen Norfleet and Mr. Howard Barton Mr. and Mrs. John C. Overby, Sr. Ms. Lexi Van de Walle and Mr. Henry F. Owsley III Dr. and Mrs. Corey M. Passman Mr. Stephen P. Petagna Mr. and Ms. William F. Murray Ms. Mary Beth Plauché Dr. and Mrs. Jeffrey C. Poole Mr. and Mrs. Joseph M. Rault Mr. and Mrs. Charles E. Redfearn Mr. and Mrs. Robert D. Reily Mr. and Mrs. Wm. Boatner Reily III Mr. and Mrs. Michael Rivas Mr. and Mrs. Martin C. Rochelle Mr. and Mrs. James T. Rogers III Dr. and Mrs. J. Kenneth Saer Mr. and Mrs. Charles McK. Saltzman Mr. and Mrs. Edward R. Samuels Mr. and Mrs. Lee C. Schlesinger Mr. and Mrs. John B. Schwing, Sr. Mr. W. Gaines Seaman III Mr. and Mrs. Alva B. See III Ms. Erica Seemann Mr. and Mrs. I. William Sizeler Mr. and Mrs. Wondell N. Smith, Sr. Mr. and Mrs. R. Shep Stahel Mr. and Mrs. William S. Steinhardt Mr. and Mrs. Pierre Stouse Mr. and Mrs. Harry C. Stumpf, Jr. Mrs. Evelyn Svendson Mrs. Ashley Swanson Dr. and Mrs. Andrew V. Talmadge, Jr. Mr. Paolo G. Meozzi and Ms. Susan M. Taylor Mr. and Mrs. J. David Tufts III Ms. D. Ashbrooke Tullis Mr. and Mrs. John M. Turner, Jr. Mr. and Mrs. Thomas B. Valentine Mr. and Mrs. Franco Valobra Mr. and Mrs. Lonnie W. Varisco Mrs. Shaun C. Viguerie Wailes Family Foundation Mr. and Mrs. Preston Wailes Mr. and Mrs. Stacy Wall Dr. and Mrs. Patrick Waring Mr. and Mrs. Jay Weigel Mr. and Mrs. Henry Welch Mr. and Mrs. Jeffrey Whitehead Mr. and Mrs. Hugh M. Wilkinson III Mr. and Mrs. Thomas K. Winingder Ms. Sara Winstead Dr. Crystal Younger and Mr. Philip Younger Mrs. Mary K. Zervigon Red and Blue Club $250–$499 Mr. and Mrs. Michael Argote

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ATH Enterprises LLC Mr. and Mrs. Scott D. August Mr. Enkhbat Baatarjav Ms. Bronwyn Backstrom Mr. and Mrs. Joseph R. Badeaux Mr. and Mrs. Steven E. Bain Ms. Adela Baker and Mr. Michiel Dop Mr. and Mrs. Westervelt T. Ballard Mr. and Mrs. William Bane Mr. Christopher Banton Baptist Community Ministries Mr. and Mrs. Joel R. Barlow Ms. Hillary Barnett Ms. Lauren L. Barousse Dr. and Mrs. John S. Barrett Mr. and Mrs. Ernest H. Bartholomew Mr. and Mrs. John Bateman Mr. and Mrs. Michael Bauer Ms. Mary Walker Baus Mrs. Patricia Marks Bazin Mr. and Mrs. William D. Beachy Mr. and Mrs. Curt Beaulieu Ms. Mollye A. Beckerman Ms. Margot Beerman Mr. and Mrs. Edward W. Benjamin Capt. and Mrs. Kevin Berent Mr. Alex Bernhard Ms. Patricia McCarthy Beron Mr. and Charles W. Berry Mr. and Mrs. Stuart I. Berton Ms. Suzanne Bettinger Mr. and Mrs. Casey Biehl Mr. and Mrs. Brian G. Birdsall Mr. Michael Birtel Mrs. Kristin Howell Blackwell Mrs. Mary Wachenheim Bloom Mr. and Mrs. Kaa F. Blue II Boeing Company Mr. and Mrs. Arthur Boisfontaine Mr. and Mrs. James E. Bolles Ms. Fabienne Bonis Mr. and Mrs. Brian Booth Mr. and Mrs. Troy Bordelon Ms. Caroline Grace Borron Mr. and Mrs. Jonathan Bostock Mrs. Anne S. Bradburn Mr. and Mrs. Steven Breen Ms. Kathleen Brennan-Haug and Mr. David Haug Mr. and Mrs. G. Hyder Brewster, Jr. Ms. Miriam P. Brewster Mr. Gary W. Briggs, Jr. Mr. Edgar A. G. Bright IV Ms. Ella Bright Mr. and Mrs. Kenneth A. Bronfin Mr. and Mrs. Roy E. Brooks Ms. Amelie Brown Mr. and Mrs. Clifford Brown Dr. Shannon M. Brumfield and Dr. Robert Ashley Mr. and Mrs. A. Peyton Bush Mr. and Mrs. Harlan Bush Mr. and Mrs. Joseph H. Cabeceiras Mr. and Mrs. Andrew P. Calhoun, Jr. Mr. and Mrs. Ronnie T. Callejo Mr. and Mrs. James W. Calvert Mr. Lewis L. Campbell Mrs. Carol O. Caplan Ms. M. Simms Carbine

Mr. and Mrs. Mark S. Carey Mr. and Mrs. Larry Carter, Jr. Dr. Lisa A. Casey Mr. and Mrs. Scott Catalanotto Mrs. D. Blackshear Chaffe Ms. Lacey R. Chandler Ms. Helga Krauss and Mr. Lawrence Y. Chapman, Jr. Mr. and Mrs. Kendall H. Chauvin Mr. and Mrs. Kevin J. Chesnut Dr. Charles Chester and Ms. Rose Ferguson Mr. and Mrs. Bimal Chopra, Jr. Mr. and Mrs. Patrick A. Christovich Mr. and Mrs. James A. Churchill Mr. and Mrs. R. Vaughn Cimini Ms. Rebecca Clark Mr. and Mrs. Gordon E. Clay, Jr. Mr. and Mrs. Paul E. Clement, Jr. Mr. Joshua S. Cohen Mr. Steven Richard Cohen Mr. and Mrs. John W. Colbert Mr. Thomas M. Colbert Ms. Amy Coleman Mr. and Mrs. George Read Coleman Dr. and Mrs. James Collier Ms. Aisha P. Collins Mr. and Mrs. Randell Collins Dr. and Mrs. Henry O. Colomb, Jr. Mr. and Mrs. Peter G. Condliffe Ms. Claire A. Conti Ms. Catherine Clare Conwill Mr. Matt Courtney Mr. and Mrs. Michael Couvillon Mr. Charles Cowherd Ms. Kate Cowhey Mr. and Mrs. W. Reid Cox, Jr. Ms. Lisa Craig and Mr. Alan Saucier Mrs. Gertrude Criddle Ms. Kimberly Criddle Mr. and Mrs. Edward Crosland Dr. and Mrs. Anthony R. Cucuzzella Dr. and Mrs. Charles E. Cummings Mr. and Mrs. Mark A. Cunningham Ms. Connie L. Curran Mr. and Mrs. Elliot Curtis Mrs. Constance Weston Dahlberg Mrs. Amy K. Daly Mr. and Mrs. David S. Daly Mr. and Mrs. J. Michael Daly, Jr. Ms. Emily Jahncke Davis Mr. Matthew Davis Mr. and Mrs. Joseph Dawson Mr. and Mrs. Michael de la Cruz Ms. Elizabeth F. de la Houssaye Mr. and Mrs. Philip de la Houssaye Ms. Katherine L. de Montluzin Mr. and Mrs. Paul Desmarais Dr. Marilyn DeVille Mr. and Mrs. Walter Nicholas Dietzen IV Mr. and Mrs. Charles R. Dike Mr. and Mrs. Stanton E. Dossett II Mr. and Mrs. Christopher M. Douse Ms. Anne Doussan Mr. and Mrs. Jeffrey R. Doussan, Jr. Ms. Susan Doussan Mr. and Mrs. Andrew Downs Mr. and Mrs. Samuel A. Dozier Mr. and Mrs. and Mark Drago Mr. and Mrs. Raymond Drago

Mr. and Mrs. Ian A. Dreyer Mr and Mrs. Moss Driscoll Mr. and Mrs. J. Watt Duffy III Mr. W. Scott Duggins Mr. and Mrs. Gordon Dumont Mr. and Mrs. Brooke H. Duncan III Mrs. Myra Dunn Mr. Vernon K. Dunn Ms. Marigny J. Dupuy Dr. and Mrs. Evan Dvorin Ms. Farleigh H. Earhart Dr. and Mrs. Val Earhart Ms. Ashley Echols Ms. Virginia T. Eidson Mr. and Mrs. Don Ellis Ms. Jane R. Ellis Ms. Mary Beth Ellis Ms. Danielle R. Elmore Mr. and Dr. Ron P. Emonet Mr. and Mrs. Guy Endore-Kaiser Mr. and Mrs. Alan V. Esenstad Mr. and Mrs. Charles L. Eshleman III Mrs. Ernest L. Eustis III Mr. and Ms. Gregory P. Eveline Mr. and Mrs. Robert J. Fabacher Mr. and Mrs. George D. Fagan Mrs. Tanya Faia Mr. and Mrs. John P. Farnsworth Mr. and Mrs. Robert J. Faurie Ms. Terese Bennett and Mr. Stephen Favorite Mr. Caffrey F. Favrot Mr. and Mrs. Robert Y. Felt Dr. Sara Fernandez and Mr. Mark Fernandez Mr. Francisco R. Ferran Mr. and Mrs. Robert P. Florence Ms. Lucinda A. Flowers Ms. Maria A. Franck Ms. Akili E. Franklin Mr. and Mrs. R. West Freeman III Ms. Rebecca H. Friedman Mr. and Mrs. Tony R. Friedmann Mr. and Mrs. Bruce J. Frischhertz Ms. Lynn O. Fry Mr. and Mrs. John E. Gabriel Ms. Rebecca Gaillot Mr. George A. Gaines Mrs. Kimbel Peiser Gaither Mr. and Mrs. Leon Galey Mr. and Mrs. Christopher Gallagher Mr. and Mrs. Van L. Gallinghouse Mr. and Mrs. Cameron C. Gamble Mr. and Mrs. John C. Garcia Ms. Laurie Gardner Mr. and Mrs. J. Warren Gardner, Jr. Mr. Samuel Freret Gardner Ms. Emily S. Garner Mr. and Mrs. Kittredge M. Garren Mr. Pieter Gaspersz and Ms. Sabrina Gennarino Lt. David K. Gatto, Jr. Ms. Cherie A. Gauthier Reverend and Mrs. W. Gedge Gayle, Jr. Mr. and Mrs. Ney Gehman Mr. and Ms. Jason S. Abate Ms. Ellen Durel George Dr. Kirsty J. Georgia Mr. and Mrs. Marshall F. Gerson Dr. Biljana Obradovic and Prof. John R. Gery Mr. and Mrs. Brooks L. Gibert Ms. Cheryl B. Gibert

Mr. David Gibert Mr. and Mrs. E. J. Gibert III Mr. and Mrs. Brooks L. Gibert Ms. Nabeela Gill Ms. E. Blathrae Gillin Mr. Mason H. Ginsberg Mr. Susan M. Gisleson Mrs. and Mr. Brigitte S. Gomane Mr. Robert Gooch Mr. and Mrs. Thomas H. Goodrich Mr. and Mrs. Scott A. Goodwin Mr. and Mrs. Douglas Gordon Ms. Lelia A. Gowland Mr. H. Devon Graham IV Ms. Caroline M. Gray Ms. Liz K. Green Ms. Madeline E. Greenbaum Mr. and Mrs. Bruce G. Greenblatt Mr. and Mrs. Thomas Gregory Ms. Lanie Griffin Mr. and Mrs. Bucky Guidry Dr. and Mrs. Orin F. Guidry Mr. and Mrs. Scott E. Guidry Mr. and Mrs. Clyde Guillory Mr. Taylor P. Guiza Mr. and Mrs. Gerard J. Guter Sr. Ms. Lindsay Guthrie Mr. Nicholas B. Gwyn Mr. John M. Haas Mr. and Mrs. William Hales Mr. Dane D. Halpern Mr. and Mrs. Edward M. Halpern Mr. and Mrs. Mark Hamilton Ms. Ann Hammett Mr. and Mrs. Wade B. Hammett Mr. and Mrs. Gary F. Hanford Mr. and Mrs. Jack Hannan Mr. Coleman F. Hardie Ms. Natalia Cascante and Mr. Harry Hardin Ms. Laine B. Harper Mr. and Mrs. Welcy A. Harrell Mr. and Mrs. William W. Harrison Drs. Golda and Michael Hartman Mrs. Michelle Harvey Mr. and Mrs. Steven M. Hatheway Mr. Donald D. Hattier, Jr. Mr. and Mrs. Thomas L. Havill Mr. and Mrs. Daniel W. Hayes, Jr. Mr. and Mrs. Paul M. Haygood Mr. David Haymon and Dr. Marie-Louise Haymon Mrs. Sally Upham Hays Mr. and Mrs. Mark Hebert Mr. Blake Heitmeier Ms. Dorothy M. Hennessy Mr. and Mrs. Brian Hennessy Ms. Carolyn B. Hennesy Mrs. Elizabeth Herman Mr. and Mrs. Donald O. Heumann, Jr. Mr. Donald O. Heumann III Ms. Heidi C. Heumann Dr. Patricia R. Hickham Mr. Christopher R. Hines Mr. and Mrs. Jon Hinson Mr. and Mrs. Charles A. Hirsch Mr. Douglas A. Hock Mr. Logan Thomas Hoffman Ms. Jennifer L. Hofman Mr. and Mrs. Thomas M. Hogan, Jr.

Ms. Kerry E. Holbrook Mr. and Mrs. William G. Hollins Mr. and Mrs. Charles A. Holmes Mr. and Mrs. Eric L. Holtzman Mr. Jeffrey W. Howard Ms. Susan Miller Howick Dr. and Mrs. Clay Hunley Mr. and Mrs. George H. Hunter Mr. and Mrs. Reed Huppman Mr. and Mrs. Jeffrey J. Huseman Hybridge, LLC Mr. and Mrs. Juan B. Ibieta III Drs. Heather and Paul Ikemire Mr. and Mrs. Warren Irwin Mr. and Mrs. Craig C. Jackson Mrs. Anne Munn Jacobson Mr. and Mrs. Mark Jaffe Mr. and Mrs. Jay M. Jalenak, Jr. Mr. and Mrs. William J. Jennings Mr. and Mrs. Kenneth A. Johnson Mr. and Mrs. L. Noel Johnson, Jr. Mr. Charles J. Avery and Ms. Maureen E. Johnson Mr. and Mrs. Robert B. Johnson, Sr. Ms. Blake Johnston Mr. W. Cooper Johnston Mr. and Mrs. Michael E. Juran Mr. Barry A. Kaiser Mr. and Mrs. Ted Kantrow Mr. Benjamin C. Kazenmaier Mr. and Mrs. Michael W. Kearney Mr. and Mrs. Albert C. Kelleher Mr. and Mrs. Harry B. Kelleher III Ms. Claudia F. Kelleher Mr. and Mrs. David R. Kent

Ms. Alexis Preis Mr. Jeffrey Preis Ms. Lillian H. Preston Ms. Lindsey Skye Frances Price Ms. Madison Prince Mr. and Mrs. Raymond A. Prince Mr. and Mrs. Frank J. Profumo Ms. Alexa L. Pulitzer and Mr. Seth A. Levine Mr. and Mrs. Monte M. Lemann Mr. and Mrs. Wallace C. Quinn Mr. and Mrs. Wynn L. Radford Mr. and Mrs. Edmund E. Redd Mr. and Mrs. Michael L. Reddoch Mr. Michiel Regelink and Ms. Corine RegelinkVan Leeuwen Ms. Kristie Reily Mr. and Mrs. Robert E. Reily Mr. and Mrs. David L. Reisman Mr. and Mrs. Louis F. Rhodes, Jr. Mr. Matthew James Ricchiuti Ms. Nicola E. Ricciuti and Mr. J. M. Leps Mr. Terry Richard Mr. and Mrs. Charles E. Richards, Jr. Mr. William S. Richardson, Jr. Mr. and Mrs. F. Wayne Richmond Mr. Hugh C. Riddleberger and Ms. Louise W. McIlhenny Mr. and Mrs. David C. Rieveschl Ms. Charlotte O. Riley Mr. and Mrs. William S. Rippner Mr. Lee Rittenberg Ms. Lindsay C. Ritthaler Ms. Rachelle E. Robert Mr. and Mrs. Timothy Rock Mr. and Mrs. Antonio J. Rodriguez Ms. Ann Rosenberg Ms. Chelsea M. Rubin Ms. Lissa R. Rubman Mrs. Evelyn S. Rucker Mr. Colin Gregory Rusovich Mr. and Mrs. Maxwell B. Ryan Mr. Matthew M. Saer Mr. William H. Saer Mrs. Antoinette L. Salmen Dr. and Mrs. Marc R. Samolsky Ms. Christina F. Samuels and Mr. Armand E. Samuels Ms. Julie B. Sanders Ms. Margaret Sanders Mr. and Mrs. R. Craig Sanders Mr. and Mrs. Samuel Sanders IV Mr. Lee Sands, C.C.C. Ms. Kathryn L. Scanlon Mr. and Mrs. Glenn Schaefer Mrs. Claire Peebles and Dr. Michael Scheeringa Mr. and Mrs. Charles C. Schmidt Ms. Amy Schully Mr. and Mrs. Barry C. Schully Ms. Catherine Schully Mr. Charles Schully Ms. Lauren Schully Mrs. Pat Schwarz Mr. and Mrs. Robert Schwing Mr. and Mrs. Dominick J. Sciortino Mr. and Mrs. Michael C. Seaman Mr. and Mrs. G. Arthur Seaver III Mr. Bush Seavey Mrs. Felice Seavey Mr. and Mrs. Douglas Senette III

63 COMMENTS 2014

Mr. Eric M. Miler Mr. and Mrs. Dean H. Miller Ms. Dorothy Miller and Ms. Kathie Ozborn Ms. Katherine C. Miller Ms. Lorelei M. Miller Mr. and Mrs. Brendan P. Minihan, Jr. Mr. and Mrs. Felix Miralda, Sr. Ms. Paige H. Mock Mr. and Mrs. Parviz Mojgani Ms. Lynette D. Montero and Mr. Patrick Gilmore Ms. Susan M. Montz Mr. and Mrs. Ryan C. Moore Senator Jean-Paul J. Morrell and Catherine Morrell Mr. and Dr. Todd Morrell Ms. Tiffany C. Morris Mr. and Mrs. Kent Morrison Mr. Robert H. Morriss Mr. and Mrs. Christopher T. Morton, Sr. Mrs. Claiborne P. Moses and Mr. Pierre D. Moses Mr. and Mrs. Pierre D. Moses Mr. Christian David Motter Ms. Olivia P. Motter Ms. Paige M. Motter Mrs. Susannah M. K. Mouledoux Ms. Catherine Varino and Mr. Michael Mueller Dr. and Mrs. David M. Mushatt Mrs. Laverne Myers Dr. Lauren V. Myers and Mr. Paul C. Myers Mr. Hani N. Nakhoul New Orleans Country Club Mr. and Mrs. Kenneth E. Newburger Mr. and Mrs. Donald L. Newton Mr. and Mrs. Anh Nguyen Mr. and Mrs. Chris Nichols Mrs. Karen Carpenter Niklaus Mr. Jack Y. Niven and Ms. Marianne Desmarais Mr. and Mrs. Dwight Norton Ms. Sheri Mirpuri and Mr. Ian Oberhelman Mr. and Mrs. Robert G. O’Brien Mr. Patrick B. O’Neal Ms. Katie B. Oswald Mr. and Mrs. Scott D. Ottelin, Sr. Mr. Arthur Neal Owens, Jr. Mr. and Mrs. Richard S. Pabst Mr. and Mrs. Perry Pace Mrs. Carolyn Painter Mr. John Samuel Parkhouse Mr. Christopher Partridge Dr. and Mrs. Terry E. Passman Mr. Prentiss C. Patrick Mr. Sean Patterson Ms. Marcella Peraza Ms. Adele Martin Perino Mr. and Mrs. Adam D. Perschall Mr. and Mrs. Beau Perschall Mrs. Clement F. Perschall, Jr. Mr. and Mrs. John C. Person Mr. Francis Peter and Dr. Liz Simon Mr. and Mrs. Walter G. Pettey III PG &E Corporation Foundation Dr. Stephanie A. Phillips Mr. and Mrs. Marvin K. Pickett Ms. Deborah L. Pigman Mrs. and Mrs. Donald Pitalo Ms. Margaret A. Polchow Mr. and Mrs. Chip Porter Ms. Courtney L. Powers Mr. and Mrs. Eugene R. Preaus

COUNTRY DAY

Mr. and Mrs. Steve Keppler Drs. Edmund and Denise Kerut Mr. Cory R. Kessler Mr. and Mrs. Brandon S. Key Ms. Kaitlyn King Ms. Lucy M. King Mr. Benjamin J. Koch Mr. and Mrs. Neil J. Kohlman Mr. James K. Kohlmann Ms. Leighton Kohlmann Mr. and Mrs. Herman S. Kohlmeyer, Jr. Mr. Kenneth H. C. Kolb Ms. Pherabe E. H. Kolb Ms. Hua Kong Ms. Adrian L. Koone Ms. Caroline K. Koone Mr. and Mrs. James W. Kostmayer Ms. Louise Kostmayer Mr. and Mrs. Roger Kress Mr. and Mrs. David R. Krueger Mrs. Judith Hyman Ladden

Mr. Emory R. Lafaye Mrs. Beverly R. Lamb Mr. and Mrs. Joseph Wayne Lanclos Mr. and Mrs. Melvin P. Landry, Jr. Mr. and Mrs. H. Merritt Lane, Jr. Dr. Carol A. Langston and Mr. Terry D. Langston Mr. and Mrs. Gavin M. Langston Mrs. Kathy Lasseigne Ms. Cindy A. Latter Mr. and Mrs. James Y. Laughlin Mr. and Mrs. Kevin J. Launey Mr. and Mrs. Austin Lavin Mr. Gary Lawrence Mr. Jeffrey C. Lawrence Mr. and Mrs. Jean-Paul Layrisson Mr. and Mrs. Dana Leaman Mr. and Mrs. J. D. LeBlanc, Jr. Mr. and Mrs. Ryan R. LeBlanc Mr. and Ms. John W. Leboeuf-Little Mr. and Mrs. Terry Lee Mr. and Mrs. Jack R. Leigh Ms. Lauren H. Lemmler Mr. and Mrs. Mark Drago Mr. and Mrs. Gus Levy II Ms. Julia S. Levy Mr. and Mrs. William K. Lieder Mr. and Mrs. Justin W. Lilley Miss Megan Elise Linquest Mr. and Mrs. Michael C. Londe Ms. Rebecca Long Mr. and Mrs. Peter C. Loop II Col. and Mrs. Michael Lopinto Mr. and Mrs. Gustave J. Lore Mr. and Mrs. Gary P. Lotz Mr. and Mrs. Joseph J. Lowenthal, Jr. Ms. Skyla Lucineo Ms. Caroline Ludwig Mr. Edward B. Ludwig IV Mr. and Mrs. Justin Lund Lt. Col. and Mrs. Charles Lynn Mr. G. Edwin Macdiarmid Ms. Dena L. Majett Mr. and Mrs. Alan E. Malone Mr. and Mrs. Michael Malone Mr. and Mrs. James R. Mann Mr. and Mrs. S. Kenan Manson III Ms. Melinda A. Marcus Dr. and Mrs. Randall E. Marcus Mr. and Mrs. Michael E. Marziale, Sr. Mr. and Mrs. Stewart Mastio Mr. and Mrs. Richard C. Matherne Mr. Thomas M. Mathews Mrs. Katherine M. Matthews Mr. and Mrs. Benjamin C. Mauthe Mr. and Mrs. Zeb Mayhew, Jr. Mr. and Mrs. Richard J. McCarthy III Mr. and Mrs. Shaun M. McCarthy Ms. Diane R. McConnell Ms. Kelly M. McGeehan Ms. Elizabeth McGovern and Mr. David Mason Mr. and Mrs. Mike M. McGuire Mr. and Mrs. Paul R. McKee Mrs. Kathryn V. McMurry and Mr. John Rankin Mr. Peter L. Mears Mr. and Mrs. Gerald Melchiode Mr. and Mrs. Manning Merritt Mr. and Mrs. Michael Meyer Mr. and Mrs. Harold Meyer Mr. and Mrs. Damion Michaels

COMMENTS 2014 COUNTRY DAY

64

Ms. Amelia Sherman Mr. and Mrs. Matthew A. Sherman Mr. and Mrs. Philip B. Sherman Ms. Sara A. Siegel Mr. Joseph M. Simon Mr. Samuel Corbett Simons Ms. Skipper Prince Singer Mrs. Ambika Prasad and Mr. Padmakumar Sivadasan Mr. Michael D. Skinkus Mr. and Mrs. Todd Slack Dr. and Mrs. Charles C. Smith III Mr. Daniel Smith Mr. and Mrs. Terry H. Smith Mr. and Mrs. Mark W. Smith, Sr. Mr. and Mrs. Gary Solomon Ms. Lessley H. Soniat Dr. Kylie Cormier and Dr. Jonathan H. Soslow Mr. Timothy L. Soslow Mr. Elijah T. Sproles Mrs. Joyce Spruiell Mr. Gregory M. St. Etienne Mr. and Mrs. Edward F. Stauss III Ms. Katie Steck Ms. Shay A. Steckler Mr. Jonathan M. Steinberg and Ms. Elizabeth Barrekette Ms. Katie Steinhardt Mr. Scott M. Steinhardt Mrs. Margie Stephenson Ms. Sara Stevenson Mr. and Mrs. John Stewart Drs. and Mrs. Bill Stinde Mr. and Mrs. William W. Stoffle Ms. Lizzy Stone Mr. Jimmy Stone Mr. Matthew Stone Ms. Emily C. Strong Mr. and Mrs. James A. Stuckey Ms. and Mr. Tomika M. Suarez Mr. Donald E. Swagart Dr. John E. Swan Ms. Nicole N. Swan Mr. and Mrs. Phillip W. Taylor Mr. and Mrs. Pao-Ming Tchou Mr. Daniel G. TerLouw and Ms. Bonnie J. Melville Mr. and Mrs. H. Grant Thomas, Jr. Mr. Nicholas S. Thomas Miss Olivia DiBelle Thomas Mr. Timothy Thompson Ms. Sandra H. Thornburg Mr. A. J. Timmcke, Jr. Mrs. Marianna Tomeny Ms. Kelly Torres Ms. Alli Treen Mr. and Mrs. Paul J. Troyano Ms. Rachel T. Turnage Ms. Kate Turnbull Ms. Greer S. Turner Ms. Jane Turner Ms. Kirsten Dahlberg Turner Ms. Rosemary Turner Mrs. Liza Becker Twerdahl Mr. and Mrs. Robert W. Van Dervort Mr. C. James Van Horn, Jr. Mr. and Mrs. Jay C. Van Kirk II Ms. Katherine Vanderbrook Ms. Stephanie M. Vega Mr. Stephen T. Victory II

Mr. and Mrs. Paul Viguerie Mr. and Mrs. Walter J. Wadlington III Mr. and Mrs. Joe Wallace Mr. and Mrs. David L. Waltemath Mr. and Mrs. Will Walter Mr. John C. Wegmann Mr. and Mrs. J. Giffen Weinmann, Jr. Ms. Nicole Elizabeth Weinmann Mr. Jake J. Weinstock Ms. Nancy Weinstock Dr. and Mrs. William L. Wells Mrs. Sue Strasburger Welpton Mr. and Mrs. Robert Whann Mr. and Mrs. John F. White, Jr. Mr. Cornelius D. White IV Mrs. Jessica L. White Mr. and Mrs. John F. White, Jr. Mr. and Mrs. R. Scott White Ms. Meredith C. White Ms. Sara Whitehead Ms. Elizabeth G. Whiteside Mr. and Mrs. John L. Williams Ms. Ondina Williams Ms. Cindy S. Wilson Ms. Donniesa M. Wilson Mr. Robert L. Wilson Mr. and Mrs. Jay Winn Mr. and Mrs. Keith T. Winstead Mr. and Mrs. Andrew B. Wisdom Ms. Helen H. Wisdom and Dr. Jack Zoller Mr. and Mrs. J. Wardlaw Witherspoon, Jr. Mr. and Mrs. Thomas J. Wittenberg Ms. Emily M. Wojna Mr. and Mrs. William E. Wolf Ms. Gina B. Womack Ms. Jessica R. Womack Ms. Christy Wood Mrs. Betty Friedrichs Wood Mr. and Mrs. Donald Wood Ms. Dana Worley and Ms. Jocylyn Rusk Ms. Nancy Worley Mr. Brian D. Wynne Dr. and Mrs. John M. Yarborough, Jr. Mr. and Mrs. Nicholas H-K Yokum Mr. and Ms. Edward R. Young Ms. Jodi M. Yuspeh Ms. Susan P. Zackin Mr. and Mrs. Christopher Zink Mr. and Mrs. Benjamin C. Zuraw

Current Parent Donors

by Class

Country Day parents are essential partners in so much of what is accomplished at Country Day. Parent participation in the 2013-2014 Country Day Fund reached an all-time high school record of 81%! We extend deep appreciation to our families for their philanthropy.

CLASS OF 2014: 69% PARTICIPATION Mr. and Mrs. Cary Amann Mr. and Mrs. Joseph R. Badeaux Mr. and Mrs. Edward W. Benjamin Mr. and Mrs. Guy J. Carpenter Dr. Tracy Crear Dr. and Mrs. W. Brooks Emory

Dr. Charles Chester and Ms. Rose Ferguson Mr. and Mrs. Gary F. Hanford Mr. and Mrs. Harold J. Holman Mr. and Mrs. Jeffrey J. Huseman Mr. and Mrs. James H. Jackson Dr. Ruth Owens and Dr. David A. Jansen Mr. and Mrs. Richard R. Jaubert Mr. and Mrs. Barry F. Kern Dr. Suzette Killeen and Mr. Shawn Killeen Dr. and Mrs. Christopher F. Lawrence Mr. and Mrs. Jean-Paul Layrisson Mr. J. Dwight LeBlanc III Mr. and Mrs. James R. Mann Dr. and Mrs. Robert T. Maupin, Jr. Mr. and Mrs. Mike M. McGuire Ms. Lynette D. Montero and Mr. Patrick Gilmore Ms. Karen Norfleet and Mr. Howard Barton Mr. and Mrs. Newell D. Normand Mr. and Mrs. Scott E. Plaisance Mr. and Mrs. Chip Porter Mr. and Mrs. William Boatner Reily IV Mr. and Mrs. Leon H. Rittenberg III Dr. and Mrs. Carlos O. Rodriguez-Fierro Mr. and Mrs. Michael J. Siegel Dr. and Mrs. John C. Steck Mr. and Mrs. Steven J. Wagner Mr. and Mrs. Richard Williams Mr. and Mrs. Keith T. Winstead CLASS OF 2015: 72% PARTICIPATION Mr. and Mrs. Marc A. Beerman Ms. Kathleen Brennan-Haug and Mr. David Haug Mr. and Mrs. Edgar A. Bright III Mr. and Mrs. Kevin J. Chesnut Mr. and Mrs. Andrew Downs Mr. and Mrs. Conway Farrell Dr. and Mrs. John L. Freiberg, Jr. Mr. and Mrs. John D. Georges Ms. Cheryl B. Gibert Ms. Nabeela Gill Mr. and Mrs. Douglas K. Gitter Mr. and Mrs. John A. Gravois III Mr. and Mrs. Gerard J. Guter Sr. Mr. Douglas A. Hock Mr. and Mrs. Warren Irwin Mr. and Mrs. Harry B. Kelleher III Dr. and Mrs. James B. Lam Mr. and Mrs. Darryl S. Leal Mr. and Mrs. Eric B. Linquest Mr. and Mrs. Marc M. Livaudais Mr. and Mrs. Michael E. Marziale, Sr. Mr. Thomas M. Mathews Mr. and Mrs. Richard S. Pabst Mr. and Mrs. David W. Perlis Mr. and Mrs. David L. Reisman Mr. and Mrs. Jeffrey A. Rutherford Mr. and Mrs. R. Craig Sanders Mr. and Mrs. Alva B. See III Ms. Stephanie Stokes and Mr. Daniel Shea Mr. and Mrs. Mark W. Smith, Sr. Mr. and Mrs. Charles J. Van Horn Mr. and Mrs. Robert StG. T.Weinmann Mr. and Mrs. Michael B. Whealdon Mr. and Mrs. Michael B. White Mr. and Mrs. John F. White, Jr. Mr. and Mrs. John L. Williams CLASS OF 2016: 94% PARTICIPATION Mr. and Mrs. Frank D. Agnew Mr. and Mrs. Casey Biehl

Mr. and Mrs. Andrew B. Lapeyre Mr. Charles E. Lavis Drs. Dana and Dinh Le Mr. and Mrs. Ryan R. LeBlanc Mr. and Mrs. Andrew R. Lee Mr. Zachary Lemann Mr. and Mrs. Alan G. Marsack Mr. and Mrs. Kenneth T. Masson Dr. and Mrs. Robert T. Maupin, Jr. Mr. and Mrs. Kent Morrison Mr. and Ms. William F. Murray Mr. and Mrs. Perry Pace Mr. and Mrs. John C. Person Mr. Stephen P. Petagna Mr. Francis Peter and Dr. Liz Simon Mr. Paul Poon and Ms. Minting Lin

Mr. and Mrs. Charles E. Redfearn Mr. and Mrs. David C. Rieveschl Mrs. Claire Peebles and Dr. Michael Scheeringa Ms. Erica Seemann Mr. and Mrs. David L. Shall Mr. Samuel Corbett Simons Mr. and Mrs. Todd Slack Mr. and Mrs. Pierre Stouse Ms. Nicole Swan Mr. and Mrs. Lonnie W. Varisco Mr. and Mrs. Michael B. White Mr. and Mrs. Andrew B. Wisdom CLASS OF 2019: 75% PARTICIPATION Mr. and Mrs. Gerald W. Barousse, Jr Mr. and Mrs. Edward W. Benjamin Mr. and Mrs. Thomas M. Benjamin Mr. and Mrs. David V. Bouy, Sr. Dr. and Mrs. Craig F. Caplan Ms. Rebecca Clark Mr. and Mrs. Gabe Corchiani Mr. and Mrs. J. Michael Daly, Jr. Mr. and Mrs. E. Scott Davidson Mr. and Mrs. Andrew Downs Mr. and Mrs. Jonathan D. Fawer Mr. and Mrs. Robert P. Florence Mr. and Mrs. R. West Freeman III Dr. and Mrs. John L. Freiberg, Jr. Mr. and Mrs. Richard A. Goldenberg Mr. and Mrs. Scott A. Goodwin Dr. and Mrs. Arthur G. Grant Mr. and Mrs. Odom B. Heebe, Jr. Mr. and Mrs. L. Noel Johnson, Jr. Mr. and Mrs. Robert B. Johnson, Sr. Mr. and Mrs. Albert C. Kelleher Mr. and Mrs. Sungwan Kim Mr. and Mrs. Neil J. Kohlman Mr. and Mrs. Mark Kronenberg Mr. and Mrs. Rodney J. Lacoste, Jr. Mr. and Mrs. Melvin P. Landry, Jr. Mr. and Mrs. Gary P. Lotz

Mr. and Mrs. Shaun M. McCarthy Mr. and Mrs. David D. McCelvey Mr. and Mrs. Paul R. McKee Dr. and Mrs. Gary D. Menszer Mr. and Mrs. Christopher T. Morton, Sr. Mr. and Mrs. Chris Nichols Mr. and Mrs. Charles E. Redfearn Ms. Charlotte Riley Mr. and Mrs. John B. Schwing, Sr. Mr. and Mrs. Wondell N. Smith, Sr. Ms. Kelly Torres Mr. and Mrs. Chris Weil Mr. and Mrs. Robert StG. T.Weinmann Mr. and Mrs. Michael B. Whealdon CLASS OF 2020: 76% PARTICIPATION Mr. Enkhbat Baatarjav Mr. and Mrs. Clark G. Boyce Mr. and Mrs. Scott J. Brown Mr. and Mrs. Joseph H. Cabeceiras Dr. and Mrs. James Collier Mr. and Mrs. Randell Collins Mr. and Mrs. Dwaine N. Dinvaut Mr. and Mrs. Skye M. Durant Ms. Danielle R. Elmore Mr. and Mrs. Robert J. Faurie Mrs. Vesta Fort Mrs. Nomita Joshi-Gupta and Dr. Shammi Gupta Mr. and Mrs. Edward M. Halpern Ms. Ann Hammett Mr. Donald D. Hattier, Jr. Mr. and Mrs. Brian Hennessy Mr. and Mrs. Thomas J. Hood Mr. and Mrs. Juan B. Ibieta III Mr. and Mrs. Mark Jaffe Mr. and Mrs. Brian D. Katz Mr. and Mrs. Albert C. Kelleher Mr. and Mrs. Kevin J. Launey Drs. Dana and Dinh Le Mr. and Mrs. James P. Meyer Mr. and Mrs. Kent Morrison Mr. and Mrs. Samuel Morse Dr. and Mrs. David M. Mushatt Ms. Elisabeth Harrington and Mr. Kirk Myers Mr. Stephen P. Petagna Dr. and Mrs. Jeffrey C. Poole Ms. Charlotte Riley Mr. and Mrs. Timothy Rock Mr. and Mrs. Andrew B. Rosenberg Mr. and Mrs. Maxwell B. Ryan Mr. and Mrs. Robert H. Saer Mr. and Mrs. Lee C. Schlesinger Ms. Dulcie Smothermon Ms. Tomika M. Suarez Mr. Paolo G. Meozzi and Ms. Susan M. Taylor Mr. and Mrs. Robert A. Vosbein, Jr. Mr. and Mrs. Steven J. Wagner Mr. and Mrs. Andrew D. Weinstock Mr. and Mrs. Mark Whitaker Ms. Ondina Williams Mr. and Mrs. Andrew B. Wisdom CLASS OF 2021: 71% PARTICIPATION Dr. and Mrs. William Borron Mr. and Mrs. Joseph H. Cabeceiras Ms. Paige Cooper Mr. and Mrs. Scott H. Cooper Mr. and Mrs. Mark A. Cunningham Mr. and Mrs. Ian A. Dreyer Mr. and Mrs. Alexander J. Ellsworth

65 COMMENTS 2014

Dr. and Mrs. Arthur G. Grant Mr. and Mrs. Scott McDonald Ham Mr. David Haymon and Dr. Marie-Louise Haymon Mr. and Mrs. Brian Hennessy Dr. and Mrs. Gregor Hoffman Mr. and Mrs. Juan B. Ibieta III Mr. and Mrs. Warren Irwin Mr. and Mrs. Barry F. Kern Drs. Edmund and Denise Kerut Dr. Suzette Killeen and Mr. Shawn Killeen Mr. and Mrs. Sungwan Kim Mr. and Mrs. R. Joshua Koch Mr. and Mrs. Neil J. Kohlman Mr. and Mrs. Rodney J. Lacoste, Jr. Mr. and Mrs. Jean-Paul Layrisson Col. and Mrs. Michael Lopinto Mr. and Mrs. Shaun M. McCarthy Mr. and Mrs. Marc Michaud Ms. Paige H. Mock Mr. and Mrs. Samuel Morse Ms. Paige M. Motter Dr. and Mrs. David M. Mushatt Mr. Donald J. Nalty Mr. and Mrs. Anh Nguyen Mr. and Mrs. James L. Nichols Mrs. and Mrs. Donald A. Pitalo Mr. and Mrs. David L. Reisman Mr. and Mrs. Timothy Rock Mr. and Mrs. Andrew B. Rosenberg Mr. and Mrs. Gregory R. Rusovich Mr. and Mrs. F. Paul Simoneaux Mr. and Mrs. Tod A. Smith Mr. and Mrs. Joseph M. Tyson Mr. and Mrs. John F. White, Jr. Mr. and Mrs. Jé Williams Ms. Donniesa M. Wilson Ms. Gina B. Womack Dr. and Mrs. Robert M. Zone, Jr. CLASS OF 2018: 86% PARTICIPATION Mr. and Mrs. Lester F. Alexander III Dr. Robert Ascuitto & Dr. Nancy Ross-Ascuitto Mr. J. Ronald Atchley Ms. Paula Atchley Dr. Jarrett Johnson and Mr. Kevin E. Berger Mr. and Mrs. Arthur Boisfontaine Dr. Grant J. Butterbaugh and Dr. Daphne Main Mr. and Mrs. Guy J. Carpenter Mr. and Mrs. Larry Carter, Jr. Mr. and Mrs. Paul E. Clement, Jr. Mr. and Mrs. J. Michael Daly, Jr. Ms. Marilyn DeVille Mr. and Mrs. Dwaine N. Dinvaut Mr. and Mrs. Jeffrey G. Douglas Mr. and Mrs. Skye M. Durant Mr. and Mrs. Robert J. Faurie Mr. and Mrs. Clifford F. Favrot Mr. and Mrs. R. West Freeman III Mrs. Kim Friedlander Ms. Laurie Gardner Ms. Nabeela Gill Mr. and Mrs. Douglas K. Gitter Mr. and Mrs. James C. Guidry, Sr. Mr. and Mrs. Odom B. Heebe, Jr. Mr. and Mrs. Mark Jaffe Mr. and Mrs. Harry B. Kelleher III Dr. and Mrs. Robert A. Koppel Mr. and Mrs. Mark Kronenberg Dr. Kristina Lafaye and Mr. J. Ryan Lafaye

COUNTRY DAY

Dr. and Mrs. William Borron Mr. and Mrs. Brian C. Bossier Dr. and Mrs. James E. Brown Jr. Dr. EvaBlanche B. Centanni and Mr. John C. Centanni, Jr. Mr. and Mrs. R. Vaughn Cimini Mr. and Mrs. Max Cohen Mr. and Mrs. Peter D. Coleman Mr. and Mrs. Gabe Corchiani Ms. Raine Bedsole and Mr. George Demmas Mr. and Mrs. Skye M. Durant Ms. Terese Bennett and Mr. Stephen Favorite Mr. and Mrs. Bruce J. Frischhertz Mr. and Mrs. Christian Gambel Ms. Laurie Gardner Mr. and Mrs. Richard A. Goldenberg Mr. and Mrs. Douglas Gordon Mr. and Mrs. James C. Guidry, Sr. Mr. and Mrs. Scott E. Guidry Mr. and Mrs. Bucky Guidry Mr. and Mrs. Welcy A. Harrell Dr. Patricia R. Hickham Mr. and Mrs. Eric L. Holtzman Mr. and Mrs. Patrick G. Kehoe, Jr. Mr. James K. Kohlmann Mr. and Mrs. Melvin P. Landry, Jr. Mr. and Mrs. Charles M. Lanier, Jr. Mr. and Mrs. Kevin O. Larmann Mr. and Mrs. Kevin Leger Mr. and Mrs. Marc M. Livaudais Mr. and Mrs. Joseph J. Lowenthal, Jr. Mr. and Mrs. Alvin Wayne Magee Ms. Diane R. McConnell Mr. and Mrs. Paul R. McKee Mr. and Mrs. Gerald Melchiode Mr. and Mrs. James P. Meyer Mr. and Mrs. Damion Michaels Mr. and Mrs. Felix Miralda, Sr. Ms. Susan M. Montz Mr. and Mrs. Anh Nguyen Mr. R. Ray Orrill, Jr. Mr. Stephen P. Petagna Dr. Stephanie A. Phillips Mr. and Mrs. David C. Rieveschl Mr. and Mrs. Leon H. Rittenberg III Dr. Harry A. Roach Ms. Maria O. Roach Dr. and Mrs. Carlos O. Rodriguez-Fierro Mr. and Mrs. Robert L. Rosen Mr. and Mrs. William B. Rudolf Mr. and Mrs. Glenn Schaefer Mr. Samuel Corbett Simons Mr. Gregory M. St. Etienne Mr. and Mrs. J. David Tufts III Mr. and Mrs. Robert W. Van Dervort Mr. and Mrs. Steven J. Wagner Mr. and Mrs. Andrew D. Weinstock Dr. Crystal Younger and Mr. Philip Younger Dr. and Mrs. Kamran Zaheri CLASS OF 2017: 78% PARTICIPATION Mr. and Mrs. Cary Amann Dr. Bruce A. Barron Mr. and Mrs. J. Grant Coleman Mr. and Mrs. David S. Daly Mr. and Mrs. Alexander J. Ellsworth Mr. and Mrs. George D. Fagan Ms. Tanya Faia Dr. and Mrs. John L. Freiberg, Jr. Mr. and Mrs. Brooks L. Gibert

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66

Mr. and Mrs. Jonathan D. Fawer Ms. Amy S. Feirn Mr. and Mrs. Gregory C. Feirn Mr. and Mrs. Robert P. Florence Mrs. Vesta Fort Dr. Biljana Obradovic and Prof. John R. Gery Dr. and Mrs. Arthur G. Grant Mr. and Mrs. L. Trimble Green Mr. and Mrs. Gary Hebert Mr. and Mrs. Odom B. Heebe, Jr. Mr. and Mrs. Ted Kantrow Ms. Lisa A. Kohlmaier Dr. and Mrs. Robert A. Koppel Mr. and Mrs. Gavin M. Langston Mr. Charles E. Lavis, Jr. Mr. and Mrs. E. Mark Lombard III Mr. and Mrs. Alan G. Marsack Mr. and Mrs. Marc Michaud Mr. and Dr. Todd Morrell Ms. Tiffany C. Morris Mr. and Mrs. Hartwig Moss IV Dr. Lauren V. Myers and Mr. Paul C. Myers Mr. and Mrs. Chris Nichols Ms. Sheri Mirpuri and Mr. Ian Oberhelman Mr. and Mrs. John C. Overby, Sr. Mr. and Mrs. David W. Perlis Mr. and Mrs. James T. Rogers III Mr. and Mrs. William B. Rudolf Mrs. Ashley Swanson Ms. Kelly Torres Mr. and Mrs. Andrew B. Wisdom CLASS OF 2022: 83% PARTICIPATION Mr. and Mrs. Neil C. Abramson Ms. Adela Baker and Mr. Michiel Dop Dr. and Mrs. Craig F. Caplan Ms. Kimberly Criddle Mr. and Mrs. J. Michael Daly, Jr. Mr. and Mrs. John D. Davidson Mr. and Mrs. Craig Evans Dr. Sara Fernandez and Mr. Mark Fernandez Mr. and Mrs. Richard A. Goldenberg Mr. and Mrs. Scott A. Goodwin Mr. Matthew H. Greenbaum Mr. and Mrs. Wade B. Hammett Drs. Golda and Michael Hartman Mr. Donald D. Hattier, Jr. Ms. Julie Isacks Mr. Leonard S. Isacks, Jr. Mr. and Mrs. William J. Jennings Mr. and Mrs. Robert B. Johnson, Sr. Dr. and Mrs. Samir T. Khalaf Dr. Kristina Lafaye and Mr. J. Ryan Lafaye Ms. Rebecca Long Dr. and Mrs. Gary D. Menszer Dr. and Mrs. Jeffrey C. Poole Mr. and Mrs. Andrew A. Schwarz Mr. and Mrs. Wondell N. Smith, Sr. Mr. and Mrs. Phillip W. Taylor Mr. and Mrs. Franco Valobra Mr. and Mrs. Robert A. Vosbein, Jr. Mr. and Mrs. Christopher Zink CLASS OF 2023: 83% PARTICIPATION Ms. Dianne Atkinson Mr. and Mrs. Michael Bauer Drs. Maike and Marcelo Blaya Mr. and Mrs. David V. Bouy, Sr. Dr. and Mrs. Vincent A. Brencick Dr. and Mrs. James Collier Ms. Paige Cooper

Mr. and Mrs. Scott H. Cooper Mr. and Mrs. Joshua C. Cummings Mr. and Mrs. Ron Emonet Mr. and Mrs. Craig Evans Mr. and Mrs. Ney Gehman Mr. and Mrs. Thomas A. Gennusa Drs. Sharon and Grant Gillen Dr. and Mrs. Arthur G. Grant Mrs. Nomita Joshi-Gupta and Dr. Shammi Gupta Ms. Ann Hammett Mr. and Mrs. Ryan Haydel Mr. and Mrs. Juan B. Ibieta III Mr. and Mrs. Brian D. Katz Mr. and Mrs. Rodney J. Lacoste, Jr. Mr. and Mrs. Kevin J. Launey Mr. and Mrs. Andrew R. Lee Ms. Dorothy Miller and Ms. Kathie Ozborn Mr. and Mrs. Ryan C. Moore Mr. and Mrs. Eric J. O’Bell Ms. Sheri Mirpuri and Mr. Ian Oberhelman Mr. Michiel Regelink and Ms. Corine RegelinkVan Leeuwen Mr. and Mrs. Lee C. Schlesinger Mr. and Mrs. Larry Schneider, Jr. Mr. and Mrs. John B. Schwing, Sr. Mr. and Mrs. Douglas Senette III Dr. and Mrs. Michael B. Smith Mr. and Mrs. Phillip W. Taylor Mr. and Mrs. Paul Thionville, Jr. Dr. and Mrs. Richard Vanderbrook Mr. and Mrs. Jé Williams Mr. and Mrs. Jay Winn Ms. Dana Worley and Ms. Jocylyn Rusk CLASS OF 2024: 79% PARTICIPATION Mr. and Mrs. Phillip Antis Mr. and Mrs. Scott D. August Mr. and Mrs. Lee N. Barba Mr. and Mrs. Joseph P. Barreca, Jr. Mr. John E. Boelte III Mr. Sergei Boissier Dr. and Mrs. James E. Brown Jr. Mr. and Mrs. R. Vaughn Cimini Mr. and Mrs. John D. Davidson Mr. and Mrs. Mark Drago Mr. and Mrs. Christian Gambel Mr. and Mrs. Philip E. Gordillo Mr. and Mrs. L. Trimble Green Drs. Golda and Michael Hartman Mr. and Mrs. Steven M. Hatheway Mr. and Mrs. Gary Hebert Mr. and Mrs. Ted Kantrow Mr. and Mrs. John A. Kazour Dr. and Mrs. Douglas A. Koppel Mr. and Mrs. Scott LaGraize Mr. and Mrs. Peter C. Loop II Mr. and Mrs. Justin Lund Mr. and Mrs. David D. McCelvey Mr. and Mrs. Brendan P. Minihan, Jr. Mr. and Mrs. Douglas J. Moore Mr. and Mrs. Hartwig Moss IV Ms. Anne Mueller Mr. and Mrs. Michael Rivas Mr. and Mrs. James T. Rogers III Mr. and Mrs. John W. Sinnott, Sr. Mr. James H. Snyder Ms. Lynn Snyder Ms. Kate Turnbull Ms. Catherine Varino and Mr. Michael Mueller

Mr. and Mrs. Lonnie W. Varisco Ms. Ondina Williams Ms. Christy Wood Dr. Lisa Wyatt and Ms. Cynthia Sprow CLASS OF 2025: 91% PARTICIPATION Mr. and Mrs. Brett W. Alexander Mr. and Mrs. Phillip Antis, Jr. Mr. and Mrs. Ismael Berumen Mr. and Mrs. Steven Breen Mr. and Mrs. Ronnie T. Callejo Ms. Natalia Cascante and Mr. Harry Hardin Mr. and Mrs. R. Vaughn Cimini Ms. Justine J. Cotsoradis Mr. and Mrs. Joshua C. Cummings Mr. and Mrs. Ron Emonet Mr. and Mrs. Christian Gambel Mr. and Mrs. David Garcia Mr. and Mrs. Philip E. Gordillo Mr. and Mrs. Eric F. Hays Mr. and Mrs. Mark Hebert Ms. Julie Isacks Mr. Leonard S. Isacks, Jr. Mr. and Mrs. William J. Jennings Ms. LingLing Wang and Mr. Yan Jiang Mr. Charles J. Avery and Ms. Maureen E. Johnson Mr. and Mrs. John A. Kazour Mr. and Mrs. Sungwan Kim Mr. and Mrs. Peter F. Kissel III Ms. Zenel Doucet and Mr. Kevin Kwon Mr. and Mrs. Scott LaGraize Mr. and Mrs. Kevin J. Launey Mr. and Mrs. Jean-Paul Layrisson Mr. and Mrs. Dana Leaman Mr. and Mrs. William K. Lieder Mr. and Mrs. Kevin McMahon Mr. and Mrs. Ryan C. Moore Mr. and Dr. Todd Morrell Mr. and Mrs. Samuel Morse Dr. Lauren V. Myers and Mr. Paul C. Myers Mr. and Mrs. Bart Palmisano Ms. Laura S. Schneidau Mr. and Mrs. Larry Schneider, Jr. Mr. and Mrs. John B. Schwing, Sr. Mrs. Ambika Prasad and Mr. Padmakumar Sivadasan Mr. and Mrs. Brian Velie Mr. and Mrs. Henry Welch Ms. Cindy Wilson CLASS OF 2026: 82% PARTICIPATION Mr. and Mrs. Lee N. Barba Mr. and Mrs. Joseph P. Barreca, Jr. Drs. Maike and Marcelo Blaya Mr. and Mrs. E. Christian Blessey Dr. Lisa A. Casey Mr. and Mrs. Kevin J. Christensen Mr. and Mrs. Terrell P. Clayton Mr. and Mrs. Dan Curry Mr. and Mrs. Robert J. Faurie Ms. Cherie A. Gauthier Mr. and Mrs. Thomas A. Gennusa Mr. and Mrs. Michael D. George Dr. and Mrs. Arthur G. Grant Mr. and Mrs. Albert W. Gunther III Mr. and Mrs. Wade B. Hammett Mr. and Mrs. Charles A. Holmes Drs. Rebecca and Walker Jones Mrs. Dorothy S. Gill and Dr. Ralph P. Katz Mr. and Mrs. Jonathan R. Katz

Dr. and Mrs. Douglas A. Koppel Dr. Anne Long and Dr. William Paul Long Mr. and Mrs. Peter C. Loop II Ms. Jessica Bride and Mr. Nick Mayor Mr. and Mrs. Douglas J. Moore Mr. Michiel Regelink and Ms. Corine RegelinkVan Leeuwen Mr. and Mrs. Maxwell B. Ryan Mr. and Mrs. Andrew A. Schwarz Mr. and Mrs. Dominick J. Sciortino Mr. and Mrs. Douglas Senette III Mr. and Mrs. John W. Sinnott, Sr. Ms. Dulcie Smothermon Mr. and Mrs. Franco Valobra Mr. and Mrs. Paul Viguerie Mr. and Mrs. Patrick Waring Ms. Christy Wood Mr. and Ms. Edward R. Young Mr. and Mrs. Christopher Zink CLASS OF 2027: 100% PARTICIPATION Mr. and Mrs. Scott D. August Ms. Adela Baker and Mr. Michiel Dop Mr. and Mrs. William S. Bane Mr. and Mrs. Joel R. Barlow Mr. and Mrs. Ismael Berumen Drs. Maike and Marcelo Blaya Drs. Wesley and Allison Clark Ms. Paige Cooper Dr. Paul da Costa and Mrs. Kristi D. Broussard Mr. and Mrs. Ian A. Dreyer Dr. and Mrs. Evan Dvorin Mr. and Mrs. David Garcia Mr. Pieter Gaspersz and Ms. Sabrina Gennarino Mr. and Mrs. Ney Gehman Mr. and Mrs. Albert W. Gunther III Drs. Golda and Michael Hartman Drs. Heather and Paul Ikemire Mr. and Mrs. Warren Irwin Mr. and Mrs. Cameron Johnson Mrs. Dorothy S. Gill and Dr. Ralph P. Katz Mr. and Mrs. John A. Kazour Mr. and Mrs. Peter F. Kissel III Mr. and Mrs. Gavin M. Langston Mr. and Mrs. Kevin O. Larmann Mr. and Mrs. Mark Drago Mr. and Mrs. Michael J. Marsiglia Mr. and Mrs. Kevin McMahon Mr. and Mrs. Michael C. Miley Mr. and Mrs. Ryan C. Moore Mr. Jack Y. Niven and Ms. Marianne Desmarais Mr. and Mrs. Adam D. Perschall Dr. and Mrs. Michael B. Smith Mr. James H. Snyder Ms. Lynn Snyder Mr. and Mrs. Steven J. Swanson Mr. and Mrs. Phillip W. Taylor

Alumni Donors

by Class

Country Day alumni show incredible support for the school with gifts to the Country Day Fund each year. We give thanks for their dedication to keep Country Day traditions strong while enabling the school to grow and progress with confidence.

CLASS OF 1942 Mente Benjamin

Daniel Haeuser Sheri Hayes Kress Vickie Rucker Polchow CLASS OF 1970 Cheryl Willits Booth Brooke Duncan CLASS OF 1971 Ron Atchley John East Cheryl Gibert Anne Munn Jacobson David Krueger Kris Bartlett Krueger Virginia Lott Pettey CLASS OF 1972 Bill Benjamin Ken Chadwick Thomas Colbert Connie Curran Julie Durel George Amy Miller Lapeyre Melinda Marcus Suzie Haik Terrell

Hugh Wilkinson CLASS OF 1973 Edgar Bright Lucinda Flowers Edwin Macdiarmid Henry Owsley CLASS OF 1974 Ricky Cohen Robbin Bartlett Flow Helen Crosby Gibert Brooks Gibert Laine Harper Sally Huger Lapeyre Marc Livaudais Pete Mears CLASS OF 1975 David Bland Howard Hunter

Diane McConnell Kitty Duncan Sherrill CLASS OF 1976 Gerry Barousse Jimmy Kock Judith Hyman Ladden Matt LeCorgne Jim Stuckey Deborah Huger Valentine Winston Weinmann Michael White Ann Benjamin Zuraw CLASS OF 1977 Joe Agular Ned Benjamin Tim Bright Kenneth Bronfin Howell Crosby John Derenbecker Charlie Eshleman Nancy Prince Guidry Mimsy Huger Lindner Trip Ludwig Carolyn Ott Pitalo Marcy Planer Sally Bartlett Sanders Charlie Van Horn Merrill Wautlet Robert Weinmann CLASS OF 1978 Arden Conover Armstrong Tracyann Threefoot Esenstad Bo Reily Giffen Weinmann Liz Williams CLASS OF 1979 Debbie Aschaffenburg Tommy Benjamin Wendy McCarthy Beron Katie Andry Crosby Kim Peiser Gaither Monique Gaudin Gardner Marilyn Clements Garren Bruce Greenblatt Sarah Louise Wood Ham Jonathan Hunter Susan Wolfe Huppman Charlie Lanier Mary Prince Singer Jane Spell Smith Edward Stauss John Steck CLASS OF 1980 Thomas Beron Catherine Hays Downs John Freiberg Carole Taylor Garcia Teri Loeb Hunter Craig Jackson Mark Kronenberg Emily Wolfe Leigh Gus Levy Shaun McCarthy Bill Reddoch Dede Lyman Redfearn Marianne Midlo Rochelle CLASS OF 1981 Michael Andry Suzanne Bettinger

67 COMMENTS 2014

Bob Johnston Pete Posey CLASS OF 1960 Larry Chapman Tim Cloudman Diana Dymond Earhart Anne Vaughan Jones Alan Malone Rick Price CLASS OF 1961 Tommy Coleman Sherryl Jackson McIntosh Carolyn Coupland Painter CLASS OF 1962 Peyton Bush Peter Coleman Laura Penick Felt John Little Gray Parker Tony Rodriguez CLASS OF 1963 Terry Hall Jennifer Huber Johnson Judy Lyell Lee Parsons CLASS OF 1964 Susan Schwarz Berton Kaa Blue Shannon Brumfield Stephen Carley Catherine Forrester Cleland Reid Cox Daniel Hayes Sandy Smither Haygood Marda Favor Johnson Susu Wilkins Kearney Wiley Lastrapes Ken Manson Bruce Saal Nesbitt Neal Owens Linda Lawrence Perschall Peggy Polchow Charlotte Mathes Quinn Nikki Ricciuti Arthur Seaver William Stoffle Bill Thompson Dian Coleman Winingder CLASS OF 1965 Marigny Dupuy Susan Upham Gayle Nancy Harvey Hales Anne Richards Havill Kitty Clark Manson CLASS OF 1966 Gervais Favrot Margot Kabacoff Thomas CLASS OF 1967 Kathy Manson Alexander David Campell Barry Mabry Debby Pigman Robert Reily CLASS OF 1968 Suzie Miller Howick Randall Marcus Richard Polchow Daniel Smith CLASS OF 1969

COUNTRY DAY

CLASS OF 1943 Tommy Lemann Avis Reynick Ogilvy Moore CLASS OF 1944 Robert Bland CLASS OF 1945 Bob Reily CLASS OF 1946 Boatner Reily Joyce Ludwig Spruiell Jack Weinmann CLASS OF 1948 Eleanor Hart Condliffe Bonnie Mossler Rault CLASS OF 1949 Henry Colomb Katherine Rittenberg Samuels CLASS OF 1950 Buckey Barkley, Jr. Albert Lamar Sam Parkhouse CLASS OF 1951 Pao-Ming Tchou CLASS OF 1952 James Calvert Olive Marie Rodriguez Fuchs Mary Edna Clark Hollins Barbara Young Rhodes Leon Rittenberg Evelyn Mossler Svendson CLASS OF 1953 Alex Bernhard Jeanne Labouisse Cummings Ann Lampton Curtis Gayle Rich Roberts Ruth Hardie Wadlington CLASS OF 1954 Katherine de Montluzin Dickie Millican Dossett Jim Fenner Sally Upham Hays Ken Newburger Yvonne Viguerie CLASS OF 1955 Mary Wachenheim Bloom Ginger Friedrichs Burke Jackeen Kelleher Churchill* Connie Weston Dahlberg Rick Dike Shep Stahel John Swan CLASS OF 1956 Barbara Haspel Galey Susan Jones Gundlach Jane Janssen LeBlanc Karen Carpenter Niklaus CLASS OF 1957 Keith Hammett Richard McCarthy Craig Nelson Sue Strasburger Welpton CLASS OF 1958 Cinda Richardson Anderson Wardlaw Witherspoon Betty Friedrichs Wood CLASS OF 1959 Phil Claverie Nancy Witherspoon Gamble Thomas Hogan

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Ellen Heller Cohen Kerry Holbrook Shannon Skelton Holtzman Donald Newton Michael Reddoch Katherine Van Horn Saer Susan Zackin CLASS OF 1982 Ashley Simmons Bright Michael Daly Emily Jahncke Davis Adair Friedrichs Fox John David Fuchs David Gatto Eddie Halpern Bill Harrison Leonard Isacks Michael Miller Robyn Perrin Richmond Jane Kohlmann Rippner John Schwing Mary Crosby Whealdon Virginia Burke White CLASS OF 1983 Cary Amann Poe Tuchman Carpenter Jay Jalenak Elly Kohlmeyer Lane Stephanie Blessey Lilley Tiffany Carr Rieveschl Paul Sternberg CLASS OF 1984 Steven Bain Patricia Marks Bazin Kristin Howell Blackwell Cindy Cole Cucuzzella David Daly Watt Duffy Skye Durant Farleigh Earhart Caffrey Favrot Leslie Harris Fawer Amy Applebaum Frain Kirsty O’Donovan Georgia Kristin Pernoll Hinson Henry Johnson Albert Kelleher Cory Kessler Adele Newburger Lafaye Claire Viguerie Layrisson Susan Leslie Londe Richard Matherne Eric Miler Beau Perschall Lisa Pulitzer Lee Sands Andrew Schwarz Kirsten Dahlberg Turner Joyce Dabezies White CLASS OF 1985 Les Alexander Lisa Van der Linden Amann Christian Blessey Jonathan Fawer Laurie Gardner Odom Heebe Michael Juran Harry Kelleher Kathryn Perez Lasseigne

Sally England Lynn Leon Rittenberg Shelby Mayhew Saer Jackie Gettleman Samolsky Laura Schneidau Ashbrooke Tullis John White CLASS OF 1986 Lara Frohlich Dathel Coleman Georges Chrisie Edrington Kelleher Stephanie Catha Levy Jay Levy Betty Stewart Poole Anne Flower Redd Wendy Davidson Rock Craig Sanders Jonathan Steinberg Paul Viguerie CLASS OF 1987 Paula O’Quinn Apffel Caitlin Hesse Collier Aimee Adatto Freeman Rachael Tullis Gambel Ann Hammett Rob Koppel Joseph LaNasa Cindy Latter

Hope Goldman Meyer Elizabeth England Siegel Steve Victory Andy Wisdom CLASS OF 1988 Brett Alexander Curtis Amann Jill Henry Chopra Susan Gardner Faurie Jenny Profumo Irwin Elesha Clynes Kelleher Dana Leaman Adam Perschall Ashley Price Swanson CLASS OF 1989 Laura Cummings Amann Tarry Kelly August Adela Baker Karen Smythe Breen Craig Caplan John Farnsworth Elizabeth Kelleher Roberts Leigh Victory Moss Alexa Pulitzer Andrew Rosenberg Anne England Wall Jodi Yuspeh CLASS OF 1990 Vanessa Backe de la Cruz Vicki Herman Evans Michael Golemi

Wade Hammett Carolyn Hennesy Pherabe Kolb Paul Leaman Eleanor Burke Lieder Britton Hall Miller Patrick O’Neal Caroline Cotten Perschall CLASS OF 1991 Scott Duggins Charles Hirsch Doug Koppel Marjorie Miller Laughlin Robert Nockton Max Ryan Clancy Stumpf CLASS OF 1992 Virginia Preaus Barba Francisco Ferran Lolly Coleman Garcia Jakeen Johnson Ashley Pradel CLASS OF 1993 Ashley Armington Berent Ryan Moore Katherine Adatto Velie CLASS OF 1994 Amy Coleman Aisha Collins Amy Korndorffer Daly Tully Forrester Rebecca Friedman Warren Irwin Kenneth Kolb James Kuhner Gavin Langston Nicole LeBoeuf-Little Malcolm Meyer Lorelei Miller Gaines Seaman Corey Passman Liza Becker Twerdahl CLASS OF 1995 Langley Garoutte Anderson James Bolles Ingrid Merritt Bush Akili Franklin Jennifer Hofman Heather Lacorte Johnson Brandon Key Isabel Strong Schmidt James Snyder Lynn Cook Snyder Jon Soslow CLASS OF 1996 Lissa Heumann Rubman CLASS OF 1997 Kathleen Holmes Berry Marigny Johnston Bostock Patrick Christovich Nick Dietzen Alyce Newlin Hesse Meggie Diaz Katz Evelyn Simmons Kissel Joseph Lazarus Jennifer LaCorte Marsiglia Jean-Paul Morrell Lindsay Snyder Ritthaler Rachelle Robert

Liz Whiteside CLASS OF 1998 Whitney Lamb Brooks Charlotte Haygood Gregory Harry Hardin Jonathan Katz Ben Koch Michael Marsiglia Sean McDonald Michael Seaman Stephanie Vega Brian Wynne CLASS OF 1999 Kate Dietzen Beaulieu Hyder Brewster Ellie Rodriguez Brown Kendall Chauvin Read Coleman Renée Robichaux Endor-Kaiser Taylor Guiza Nelson Mabry Mary Kostmayer Schwing Philip Sherman Timothy Soslow Kristin Weidner Stewart Abby Foley Wilson William Wolf CLASS OF 2000 Ashley Agular Angelico Lindsay Farris Dawson Kacey Marshall Matthews CLASS OF 2001 Julie Terrell Radford Emily Strong Meredith White CLASS OF 2002 Jeffrey Doussan Merritt McMullen Driscoll Emily Craig Garner Caroline Gray Hunter Heumann Beth Shapiro Lavin Christian Mabry Hayden Foley Malone Matt Sherman Shay Steckler A. J. Timmcke Chris Wootten CLASS OF 2003 Josh Cohen Philip de la Houssaye Bebe Terrell Goodrich Dane Halpern Jeffrey Howard James Totty Kostmayer Julia Levy Lauren Courtney Mastio Erin Bailey Meyer Hani Nakhoul Prentiss Patrick Armand Samuels Christina Peck Samuels CLASS OF 2004 Mollye Beckerman Michael Birtel Vernon Dunn Lelia Gowland Devon Graham Nick Gwyn

Faculty/ Staff Donors The exceptional dedication of the Country Day faculty and staff extends beyond the classroom. 100% of the faculty and staff donated to the 2013-2014 Country Day Fund, further demonstrating their commitment to the students and to the future of the school.

Jason Abate Antonia Angress Katie Antis Virginia Barba Howard Barton Bill Beachy Angela Beerman Ned Benjamin

Marsha Biguenet Fabienne Bonis Myra Bordelon Angela Borron Kristin Bouy Kathy Brennan-Haug Whitney Brooks Michelle Callejo Liam Campbell Lacey Chandler Carolyn Chandler Ellen Cohen Caitlin Collier Claire Conti Courtney Couvillon Charles Cowherd Becka Curry JoAnn Davidson Trina Derenbecker Polly Douse Sam Dozier Karen Dumont Marigny Dupuy Ashley Echols Mary Beth Ellis Pam Eveline Susan Faurie Paul Frantz Susan Frantz Cathy Friedmann Rebecca Gaillot Amber Gallagher Gigi Gallinghouse Laurie Gardner Lauren Gehman Vanesa Gentinetta Susan Gisleson Brigitte Gomane Janet Goodwin Lori Gordillo Elizabeth Grace Liz Green Reed Green Charlotte Gregory Lanie Griffin Mary Guillory Pam Guter Lauren Hamilton Fran Hannan Eileen Hardin Bill Harrison Mónica Harrison Don Hattier Cindy Haydel Patricia Hebert Gretchen Hennessy Liz Herman Alyce Hesse Howard Hunter Julie Ibieta Jenny Irwin Kitty Jackson Moe Johnson Barry Kaiser Lisa Katz Meghan Kelly Chris Keppler Hua Kong Regan Kostmayer

69 COMMENTS 2014

CLASS OF 2009 Ella Bright Lindsay Guthrie Jeffrey Lawrence Skyla Lucineo Eddie Ludwig Marcella Peraza Kristie Reily William Richardson Katie Steck Timothy Thompson Allison Treen Jane Turner John Wegmann Jake Weinstock Sara Whitehead Nancy Worley CLASS OF 2010 Richard Arnoult Gordy Bright Catherine Schully Jessica Womack CLASS OF 2011 Lillian Preston Hayes Saer Matthew Saer Sara Siegel Nick Thomas Greer Turner CLASS OF 2012 Margot Beerman Scout Beron Clare Conwill Ellie George Logan Hoffman Emory Lafaye Gary Lawrence Megan Linquest Lee Rittenberg Colin Rusovich Amy Schully Olivia Thomas Nicole Weinmann Nancy Weinstock CLASS OF 2013 Caroline Borron Sam Gardner Christian Motter Adele Perino Matthew Ricchiuti Isabelle Shall

COUNTRY DAY

Will Hales Coleman Hardie Benjamin Kazenmaier Lucy King Christopher Partridge Skye Price Lessley Soniat Jimmy Stone Rachel Treen Turnage CLASS OF 2005 Matthew Argote Christopher Banton Hillary Barnett Matt Davis Anne Doussan Reeves Ellis Andy Gaines Andrew Hunter Alexis Preis Kelly Reily Amelia Sherman Scott Steinhardt Neal White CLASS OF 2006 Jennifer Argote Lindsey Argote Lauren Barousse Mary Walker Baus Mimsy Brewster Gary Briggs Amelie Brown Simms Carbine Calli LeBlanc Catalanotto Gordon Chadwick Lizzie de la Houssaye Maria Castellon Franck Mason Ginsberg Maddy Greenbaum John Haas Heidi Heumann Cooper Johnston Adrian Koone Holly Mabry Poole Chelsea Rubin Julie Sanders Katie Scanlon James Van Horn Emily Wojna CLASS OF 2007 Lilli Albin Bronwyn Backstrom Matt Courtney Susan Doussan David Gibert Blake Heitmeier Blake Johnston Leighton Kohlmann Caroline Ludwig Katie Oswald Jeffrey Preis Charles Schully Lizzy Stone Matt Stone CLASS OF 2008 Christopher Hines Cada Koone Margo Sanders Lauren Schully Katie Steinhardt

Amy White Claudia Winstead Richard Wood Cassie Worley Brenda Yokum

Memorial Donors

We thank the following donors who made gifts to memorialize or honor a loved one.

In memory of Ms. Kaitlynn Renée Arnoult Miss Patricia McCarthy Beron Mr. and Mrs. Thomas E. Beron Mr. and Mrs. David S. Bland Ms. Catherine A. Boozman and Mr. Howard Shapiro Ms. Kathleen Brennan-Haug and Mr. David Haug Mr. and Mrs. Steven D. Brinson Mr. and Mrs. Michael J. Brown Ms. Carolyn B. Chandler Mr. and Mrs. Dane S. Ciolino Mr. and Mrs. Andrew G. Clark III Mr. and Ms. John F. Derenbecker Mr. and Mrs. George D. Fagan Freeport-McMoRan Foundation Mr. and Mrs. Edward N. George Dr. and Mrs. Gregor Hoffman Mr. and Mrs. Eric L. Holtzman Hufft & Hufft Mr. and Mrs. Patrick H. Hufft Mr. and Mrs. James H. Jackson Mr. and Mrs. Richard R. Jaubert Dr. and Mrs. Richard M. Karlin Mr. and Mrs. Harold Kaufman Mr. and Mrs. Terrence K. Knister Mr. and Mrs. John L. Koch III Mr. and Mrs. Bryan Krantz Dr. and Mrs. Haden A. Lafaye Ms. Angeles Lamoli-Silvestry and Mr. Kevin McGill Mr. and Mrs. G. Charles Lapeyre Miss Rebecca Buckley Lapeyre Mr. and Mrs. Ralph B. Leopold Mr. and Mrs. Eric B. Linquest Mr. and Mrs. Marc M. Livaudais Mr. and Mrs. Joseph J. Lowenthal, Jr. Dr. and Mrs. Timothy B. Molony Dr. Hana Safah and Dr. Moustafa Nachabe Mr. and Mrs. Robert A. Nelson Mrs. Edward M. Ordemann Mr. and Mrs. Robert J. Patrick, Sr. Mr. and Mrs. Chip Porter Ms. Shannon Prince Mr. and Mrs. Raymond A. Prince Mr. and Mrs. Leon H. Rittenberg III Mr. and Mrs. Gregory R. Rusovich Mr. and Mrs. Barry C. Schully Dr. and Mrs. John C. Steck Mr. and Mrs. Howard W. Streiffer Mr. and Mrs. David S. Thomas, Jr. Mr. and Mrs. Andrew D. Weinstock In memory of Edward B. Benjamin, Jr. Mr. Herman Adam Mr. and Mrs. John D. Benjamin Mr. and Mrs. Thomas M. Benjamin Mr. and Mrs. Emanuel Blessey

Ms. Elizabeth A. Boh Mr. and Mrs. Robert H. Boh Mr. and Mrs. E. Howell Crosby Mr. Julian B. Feibelman, Jr. Mr. and Mrs. Curtis R. Hearn Dr. and Mrs. Glen V. Higgins Mr. Charles E. Lavis, Jr. Ms. Catherine L. Lemann Mrs. Mary MacDonald Lemann Dr. and Mrs. Timothy B. Molony Mr. and Mrs. Edward H. Stolley In memory of Marguerite Cappel Mr. and Mrs. Peter G. Burke Mr. and Mrs. Stephen Johnston In memory of Mr. James Victor Carisella II Ms. Lindsey Argote Ms. Mary Walker Baus Ms. Miriam P. Brewster Dr. and Mrs. James V. Carisella Ms. Logan J. Van Meter In memory of Dr. Arthur T. Fort IV Dr. and Mrs. John C. Steck In memory of Mr. Anthony L. Golemi, Jr. Mr. and Mrs. Michael A. Golemi In memory of Mr. Edward M. Heller Mr. and Mrs. Allain C. Andry III Mr. Edgar J. Bullard III Ms. Carolyn B. Chandler Ms. Lin Emery Mr. and Mrs. Joseph H. Epstein Jr. Mr. and Mrs. Alan V. Esenstad Mr. and Mrs. James O. Gundlach Ms. Laine B. Harper Mr. and Mrs. Jonathan A. Hunter Mr. Paul J. Leaman, Jr. Mr. and Mrs. Maury Midlo Mr. and Mrs. Hartwig Moss IV Mr. and Mrs. William S. Rippner Mr. and Mrs. James A. Skochdopole St. George’s Episcopal School Whitney National Bank, 5140 In memory of John F. Hogue Ms. Lauren E. Snider In memory of Mr. Ira M. Kohn Mr. Benjamin J. Koch In memory of Patricia Lafaye Audubon Trace Mr. and Mrs. Donald B. Bohn, Sr. Mr. Van G. Bohn Ms. Angela L. Brown Mr. and Mrs. John C. Combe Mr. and Mrs. J. Michael Daly, Jr. Ms. Katherine L. de Montluzin Mr. and Mrs. Matthew N. Diehl Mr. and Mrs. David D. Duggins Dr. and Mrs. Val Earhart Entergy Corporation Galatoire’s Restaurant, 14489 Mr. and Mrs. James H. Gibert Mr. and Mrs. James O. Gundlach Dr. and Mrs. Gregor Hoffman Mr. and Mrs. Charlie Hurth Mr. and Mrs. Rodney J. Lacoste, Jr. Mr. and Mrs. Edward Lafaye Mr. and Mrs. Dalton Lambert Mr. and Mrs. Frank Lopiccolo Ms. Anne Mathews Dr. and Mrs. James E. Mathews Mr. and Mrs. Hartwig Moss IV

Mr. and Mrs. Kenneth E. Newburger Mr. and Mrs. Douglas A. Nobert Paramount Marketing Group, 16353 Pascal’s Manale Restaurant, 16349 Mr. and Mrs. William V. Renaudin Riddle and Associates, Inc. Mrs. Patricia Schmidt Ms. Mary E. Shaw Ms. Judith S. Sherry The Community Foundation of Middle Tennesse, 15597 Mr. and Mrs. Richard Treuting Mr. and Mrs. George W. White In memory of Ms. Mary D. Latter Ms. Patricia Barnett In memory of Dr. Francis Lawrence Mr. and Mrs. Charles M. Lanier, Jr. In memory of Mr. Spalding K. Manson, Jr. Mr. and Mrs. David B. Hazelwood In memory of Harry S. Redmon,III Mr. and Mrs. D. Blair Favrot Mr. and Mrs. Charlie Lanier In memory of Mrs. James Weaks Reily, Jr. Mr. and Mrs. Lynes R. Sloss In memory of Ms. Jo Gwin Shelby Mr. and Mrs. Peter G. Burke Ms. Carolyn B. Chandler Ms. Mimi C. Landry Mr. and Mrs. John K. Saer, Jr. Mr. and Mrs. Judson Watson III In memory of Mrs. Georgia Simmons Ms. Deborah H. Aschaffenburg Mrs. Adrea D. Heebe and Mr. Dominick A. Russo, Jr. Mr. and Mrs. Marc M. Livaudais Mr. Richard L. Simmons

Mr. and Mrs. Walker C. Simmons, Sr. In memory of Mr. Michael S. Stone Ms. Julie B. Sanders In memory of Mr. Hugh Wilkinson, Jr. Lt. Col. Leah G. Brockway and Mr. Scott D. Brockway In honor of Ms. Carolyn B. Chandler Mr. and Mrs. Peter G. Burke In honor of Søren A. Christensen Mr. and Ms. Kevin J. Christensen In honor of Mr. Paul Frantz Dr. and Mrs. Scott Duncan In honor of Mrs. Lauren Gehman Dr. and Mrs. Scott Duncan In honor of Will, Claire, Emory and Julian Lafaye Ms. Anne Mathews In honor of Ms. Mimi C. Landry Ms. Carolyn B. Chandler In honor of Hunter and Isabella Miller Ms. Dorothy Miller and Ms. Katie Ozborn In honor of Ms. Lane Porter McDonalds New Orleans AD CO In honor of Elaine Van der Linden Mr. and Mrs. Leon H. Rittenberg, Jr. In honor of John Wang Dr. Andrew V. Talmadge, Jr. In honor of Ms. Lanier Watson Ms. Carolyn B. Chandler Mrs. Amburn Power In honor of Cindy Weinmann Mr. and Mrs. Michael C. Coleman In honor of Mr. Michael B. White Mr. and Mrs. Peter G. Burke *deceased

The Country Day Fund benefits every student every year. Each year Country Day counts on the support of alumni, parents, trustees, faculty, staff, grandparents, parents of alumni, foundations, corporations, neighbors and friends to grow our school.

Please choose to support Country Day by making your gift today.

www.mpcds.com/support/giving

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300 Park Road | Metairie, Louisiana 70005

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