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Winter 2008–09 • Noble and Greenough School The

Noble and Greenough School

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Nobles bullletin b How Does Nobles’ History and Social Sciences Curriculum Stack Up? Look inside for evidence of rigor and lustre.

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The

Nobles Bulletin Noble and Greenough School Winter 2008–2009 Editor Joyce Leffler Eldridge Director of Communications

Assistant Editors Julie Guptill Assistant Director of Communications

Lauren Bergeron Communications specialist

Design David Gerratt/DG Communications www.NonprofitDesign.com

Photography Dave Arnold P’11 Brooke Asnis ’90 Lauren Bergeron Tim Carey Joyce L. Eldridge Julie Guptill Tom Kates Leah Larricia Evan Lenox Kim Neal Tony Rinaldo Joe Swayze

Tax-Free Charitable IRA Rollover

Letters to the Editor “Might be the best…” ith three hits of my own if you include the Dieter Gruenes story, maybe my critical faculty has been hacked into, so to speak, but I think this (Summer 2008) might be the best Nobles Bulletin ever. In Duxbury over the weekend, I heard raves about it from a friend who works at Derby Academy even before I had seen it myself. Congratulations! D.A. Mittell ’62

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Did you know that you can make a TAX-FREE gift to Nobles from your IRA?

Still likes graduation coverage after 53 years s a member of the Class of 1955, I still enjoy reading the Nobles Bulletin. I particularly enjoyed the summer edition which was full of all types of news and the individual profiles were great. It is always fun to review the news concerning all the Reunions and, of course, the pictures of the students and the graduating class. I commend you for the overall presentation and quality of this publication. Timothy P. Horne ’55

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The Editorial Committee Brooke Asnis ’90 Kate Coon John Gifford ’86 Tilesy Harrington Bill Kehlenbeck Sarah Snyder Cover Photo: Julie Guptill Concept: Joyce L. Eldridge Art Direction: John Hirsch

Editor’s Note: The stack of books on our cover represents just some of those read by Nobles history and social sciences students. The Noble and Greenough Bulletin is published three times a year for graduates, past and current parents and grandparents, students and supporters of the Noble and Greenough School. Nobles is a co-educational, nonsectarian day and partial boarding school for students in grades seven (Class VI) through 12 (Class I). Noble and Greenough is a rigorous academic community that strives for excellence in its classroom teaching, intellectual growth in its students and commitment to the arts, athletics and service to others. For further information and up-to-theminute graduate news, visit our website at www.nobles.edu. Letters and comments may be e-mailed to Joyce_Eldridge@nobles.edu, Julie_Guptill@ nobles.edu or Lauren_Bergeron@nobles.edu. We also welcome old-fashioned mail sent c/o Noble and Greenough School, 10 Campus Drive, Dedham, MA 02026. The office may be reached directly by dialing 781-320-7014, 7264, or 7267.

ERRATA, Plural of Erratum (Single Error) Once in a while you produce a publication that achieves its main goal while missing some marks along the way. Such is the fate of the Graduation Bulletin of July 2008. While a couple of grads took the time to laud the coverage (see Letters to the Editor, above), others called our attention to several careless copyediting mistakes. On page 42, Kristi Geary P’08 ’11 ’13 was referred to correctly in the caption about the elegant donor event (formerly referred to as the Head of School Dinner) that she and her husband, Bill, hosted at their home. In the introduction at the top of the same page, however, her name was misspelled as “Christi.” In the same photo spread (page 43, top), Norman Priebatsch P’03 ’07 was misidentified as Ron Zwanziger P’05 ’08 ’11. In the Keeping You Up-to-Date items (page 46), the game of matching authors with books misidentified Jonathan Kozol’s ’54 book as Literate America. The correct title is Illiterate America. Worlds apart in meaning. And finally, on page 18, the list of graduates from the class of 2008 who were awarded the titles of Distinction, High Distinction and Highest Distinction at graduation was erroneous, as it was drawn from a list with outdated grade point averages. The correct list appears below. We apologize to everyone whose name was omitted or included in the wrong grouping. Highest Distinction Kylie Gleason Eliana Saltzman Sarah Simon Colin Zwanziger High Distinction Lisa Berlin Rajdeep Dhaliwal Shannyn Gaughan Henry Hoagland Shivani Kumar Andrew Leonard Christina Matulis Aditya Mukerjee Simon Reale

Yeji Shim Nihal Shrinath Greg White Amarilice Young Distinction Matthew Bezreh Joshua Dale Chase Davenport Sophia Dean Caroline Eisenmann Christopher Enos Kelsey Fraser Emily Gates William Geary Richard Goode

Kelsey Grousbeck Eleanor Hession Elizabeth Johnson Katherine Lawson Julia Macalaster Emma MacDonald Olivia Montgomery Hilary Moss Dayna Mudge William Murphy Benjamin Norment Stephanie Pagliuca Sarah Plumb Lara Press Aaron Roth Greg Smith

The tax-free charitable IRA rollover gift provision has been extended until December 31, 2009, as part of The Emergency Economic Stabilization Act of 2008.

A Federal Government financial rescue plan extends an advantageous giving opportunity that could benefit you and Nobles. This legislation enables you to make a gift from your IRA to Nobles in 2009, and exclude the transferred amount from your taxable income.

To take advantage of this opportunity: • You must be 70 ½ or older at the time the gift is made; • The transfer must go directly from your traditional or ROTH IRA to Nobles; • Individuals can make as many gifts in any amount to as many charities as desired as long as the total does not exceed $100,000 per year; • Your gift counts toward your required minimum distribution; • The transferred amount is not included in your taxable income. (There is no income tax deduction for the transfer.) Please note that transfers to charitable remainder trusts, gift annuities, donor-advised funds and private foundations do not qualify.

For more information on tax-free IRA giving, contact George Maley, Director of Development at 781-320-7019 or Bea Sanders, Director of Capital Giving, at 781-320-7011.

© Noble & Greenough School 2008

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CONTENTS WINTER 2008–2009

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12 FEATURES

2 OPENING THE DOORS TO NOBLES’ RIGOROUS, COMPELLING CURRICULA: FIRST UP, HISTORY AND SOCIAL SCIENCES Bulletin readers invited to up-close-and-personal look into academic side of Nobles.

30 DEPARTMENTS Inside Cover Letters to the Editor Inside Cover Errata 14

Nobles’ Mock Presidential Election

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Globe Journalist Addresses Assembly

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Theatre Review

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Football History

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Keeping You Up-to-Date

23 OneNOBLES CAMPAIGN SUCCESS MERITS BIG CELEBRATION Hundreds return to campus to remember school’s past and toast to its future.

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Window on Nobles

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On the Playing Fields

26 THERE’S A LITTLE BOOK THAT HOLDS CONSIDERABLE NOBLES LORE Selden Edwards ’59 adapts real Nobles life to his fictional account of St. Gregory’s.

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Graduate News

12 TROLLING THE CAMPAIGN TRAILS: EIGHT YOUNG GRADS AND STUDENTS WORK TO ENSURE PRESIDENT-ELECT OBAMA’S VICTORY Grads left jobs, school and set up camp across the nation. 20 LIFE AT THE TOP OF THE GETTY EMPIRE PROVIDES A NEW VISION FOR JIM WOOD ’59 One big challenge entices him out of retirement.

28 EDUCATIONAL REFORMER/CLASS OF ’54 GRADUATE SHARES CONCERNS, EXPERIENCES Jonathan Kozol ’54 returns to campus to great ovation. 29 BIG HEARTS CAN NEVER BE STOPPED: THE ANDY COLLIGAN ’90 LEGACY Organ donation allows Colligan to live on. 30 FORMER HISTORY TEACHER NOW “MANNIES” FOR ALL MANNER OF SPECIES John Paine has his hands full with youngsters and dogs.

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No Tickets Needed An Inside View of History & Social Sciences

BY lAuren BerGerOn, JOYCe leFFler elDriDGe, Julie GuPtill

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e go to a sports arena or field to check out the school’s athletic rivalries.

We attend an art exhibit or a theatrical production to appreciate the

visual and performing arts. But how do we penetrate the academic classroom? This series takes its readers inside the history and the social sciences. We continue this spring with the humanities, languages and the arts, and conclude with the physical, biological, computer sciences, along with mathematics.

2  2  l   the the Nobles Nobles Bulletin  Bulletin  l   Winter Winter 2008–2009 2008–2009

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Learning how to analyze primary and secondary source materials, paying particular attention to bias and developing well-informed arguments, Nobles students place primary emphasis on critical thinking, open-mindedness and acute interpretative skills. “

Social Science Overhaul Inspires Creative Young Historians

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ur KiDS Will KnOW how to do it [when they reach college],” history teacher and former department chair doug JanKey said of the extensive u.S. history research paper required of every nobles sophomore. he was talking about a major research paper, but he may as well have been describing the entire history curriculum, which was revamped under his leadership nine years ago. nobles students today learn how to think, interpret and work like actual historians. “instead of a march through time, dependent on dates or centuries, courses are analytical in focus,” said current department chair louis Barassi. this focus on skills begins in the Middle School where students are taught the analytical and research skills that follow them through Class i (see story, page 6). instead of content-driven courses, themes lead each syllabus, e.g. social mobility or the “American Dream” as manifested in the frontier culture through the internet boom; sexual conflict or gender politics in America; the role of state vs. federal power; globalism or the assumption of super-power status after World War ii; and race relations, from slavery to new waves of immigration. An overarching theme, through which to see the others, is found in historiography, wherein competing schools of thought vie for credibility. learning how to analyze primary and secondary source materials,

paying particular attention to bias and developing well-informed arguments, nobles students place primary emphasis on critical thinking, open-mindedness and acute interpretative skills. As upper School head Ben snyder put it, “it’s not your grandmother’s u.S. history course…in fact, it’s more like everybody’s grandmother’s history. here we are looking through a variety of lenses and we are conducting this examination through primary sources.” “the history and Social Sciences Department has worked purposefully to introduce a wide range of human experience in a rigorous and thoughtful way,” Barassi said, with a certain amount of pride. “each

History teacher Ben Snyder, right, mentored John Chen ’0 in an independent study project on international relations and economics in the Middle East that Chen furthered at Harvard and extended for his Fulbright Scholarship project.

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Same Day, Different Perspectives

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f history teacher Marcela Maldonado asked each of her “Politics and Ethics” students to name the author of the Crito, she would expect from each the same answer: the ancient Greek philosopher Plato. Although such straightforward questions and answers may be typical for most classes, the format is somewhat a rarity for this course. “The historical themes and texts that we explore are the same, but I go into each section [of the course] not knowing what the conversation will be or where it will lead that particular group,” explains Maldonado. “It makes the classroom experience exciting for everyone.” “Politics and Ethics,” a semesterlong history elective, was offered this fall and filled two classes, composed of both Class I and II students. As described in the Upper School’s Course Curriculum, the “goals of this class are both to appreciate the complexity of various classic texts and to use them to illuminate enduring political problems and contemporary ethical issues.” To that end, studying the history of global politics—including indisputable dates, facts and figures—through both primary and secondary sources is essential. But intrinsic to the course’s philosophy is the qualitative discussion surrounding those studies. Students explore the circumstances surrounding political movements and decisions in history and analyze their overall effect on the world. On the day that Maldonado was set to discuss the Crito with both sections, she prepared a PowerPoint presentation with important facts from

History teacher Marcela Maldonado

the text. After an overview of Plato’s dialogue, one class broke into small groups to discuss the validity of main character Socrates’ contemplation of justice. The students analyzed the points from his ancient Greek perspective and tried to understand his position in the context of his environment. Later in the day, armed with the same PowerPoint presentation, Maldonado’s second class explored Socrates’ philosophy of justice from a contemporary standard, applying his theories to their modern experiences. The classes were presented with identical information, processed in two different ways, and both groups’ discussions were completely valid and thought-provoking. This year’s course description also noted that the 2008 Presidential election would serve as a “fitting backdrop by which to test long-held and debated

theories about the state of nature, the nature of the state, the relationship between means and ends, and the role (if any!) of ethics in politics.” The country’s recent political climate not only marked an unprecedented moment in history, but also enabled students in Maldonado’s course to witness the political discourse and potential role of ethics. Just as water-cooler conversations about the 2008 elections differed across the country, so did the daily discussions from the two sections of Maldonado’s “Politics and Ethics” course. “After the last presidential debate, one class discussion focused on the candidates’ policies, while the other analyzed the media coverage and its effect on the election,” said Maldonado. “At the heart of it, the lessons about the nature of politics in general are the same.” — Julie Guptill

  l  the Nobles Bulletin  l  Winter 2008–2009

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Snyder brings the world into the classroom by assigning students oral history projects with survivors of these atrocities

faculty member brings a unique academic perspective and interest, which over time shapes the department’s collective approach.” in history of the human Community (hhC), mandated for Class iV (see page 7), the world religions and cultures of three to four regions are studied, and students see how these issues play out in contemporary times (e.g. the israeli-Palestinian conflict). Once upper School students move from hhC through u.S. history, an array of electives is available, modeled after semester-long electives at the college level. Although the only required courses are hhC and u.S. history, “most students take three to four years [of history] nonetheless,” said Barassi. these range from courses in “America and Genocide,” “America and Vietnam,” “Gender in American Culture and history,” “the Middle east Conflict,” “Politics and ethics,” to economics, “topics in the history of Boston,” “race and ethnicity in American Culture and history,” and several others. About two-thirds of Class ii elect to take AP european history, which is taught by five members of the department (including head of School BoB Henderson Jr. ’76 P’13) and constitutes the only traditional survey course in the department. “America and Genocide,” taught by Snyder, is a spinoff of the “Facing history and Ourselves” course on the holocaust, which he previously taught. A “Facing history” project involving the practice of genocide and encompassing Bosnia and Darfur made Snyder decide to shift the class to a more broadlybased examination of genocide. he brings the world into the classroom by assigning students oral history projects with survivors of these atrocities. Similarly in his “America and Vietnam” course, Snyder invites former Vietnam soldiers to recount their experiences. two of his

History chair Louis Barassi, left

“America and Vietnam” students have gone on to serve in the u.S. military academies: Tom mccarTHy ’01 at West Point and Brendon mills ‘06 at the u.S. naval Academy. in addition to bringing the world into his classroom, Snyder has taken members of the classroom out into the world. he has led two student bike trips through Vietnam, getting to know a country whose history is inextricably connected to contemporary American issues. Closer to home, he met a Vietnam veteran, Bob lynch, at a multicultural focus group for American and South Vietnamese war vets and invited him to speak to his class. the benefit was reciprocal. “talking to these kids has been my salvation,” lynch said during his second visit to the school. “it’s very therapeutic for me.” if Class iii is consumed by historiography and u.S. history, they come well-prepared thanks to the history of the human Community (hhC) course in which they engage during their Class iV year. here they learned to find patterns, make connections and develop historical thinking skills that will serve them in good stead throughout the upper School and onto graduate school, in many cases.

Doug Jankey

Winter 2008–2009  l  the Nobles Bulletin  l  5

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Civics with Fred Hollister: A Lesson in Life-Long Learning Skills

Civics teacher Fred Hollister discusses political parties with Class V student Caroline Monrad.

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ince leaving the business world 20 years ago, Middle School Dean, Alpine Ski coach and Civics teacher Fred Hollister has found both his niche and his passion at Nobles, creating a Class V curriculum that invites students to develop informed opinions about issues pertaining to citizenship, politics and historical events while preparing them for successful future study. “My challenge, like most middle school teachers, is to teach skills that students will utilize for the rest of their lives,” said Hollister. Whether the topic is political party platforms, affirmative action or gun control, Hollister sticks to his philosophy of “kids learning from each other as well as their teachers.” He feels that classroom discussions allow students to see issues through many lenses, while asking themselves, “In what do I believe?”

“Mr. Hollister’s Civics class has always been one of my most treasured memories from my Nobles years. I really credit him with planting the seeds for what has become my life’s passion.” — Rebecca Pazmiño ’01 Hollister assigns a rotating series of projects and activities, two of which include a paper on evolving Supreme Court rulings, covering issues such as reproductive rights, right to counsel, and desegregation, and a role-playing mock trial. Students take away knowledge of historical case law, the American legal system and courtroom procedures, but also

a level of dexterity needed to succeed in the Upper School. He explains, “These assignments tackle writing, organization, time management, research skills, note-taking, public speaking, point of view, and persuasion.” These techniques, in combination with a fascination for law, politics, and social justice, have propelled many graduates, including Rebecca Pazmiño ’01, toward a career path. “Mr. Hollister’s Civics class has always been one of my most treasured memories from my Nobles years,” says Pazmiño. “I really credit him with planting the seeds for what has become my life’s passion—I’m currently in my second year of law school!” Similar to Pazmiño and many Nobles grads, current Upper School students also appreciate how much they have taken away from Civics. While juggling community service, music lessons, and championship-worthy sports seasons, students treasure valuable study habits that help to assuage a rigorous homework load. Alex Piersiak ‘09 recalls her Civics days: “It was a lot of work back then, but Mr. Hollister taught us to comprehend reading materials relatively quickly while picking up and focusing on main points. Continuing to use this skill has been essential for me in Upper School history classes because the readings get longer and longer each year.” With each assignment, discussion, and question raised, students in their Class V year are able to see Hollister’s passion for history, government, politics and legal issues. Although they may not immediately recognize them, many students also come to grasp the valuable life skills taught in Civics. — Lauren Bergeron

  l  the Nobles Bulletin  l  Winter 2008–2009

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“We go to the roots, looking at ancient to current history. We ask students to make connections and find patterns. We’re teaching kids to ask questions that matter, because we want them to pick up a newspaper and understand what they’re reading. We want them to have cultural literacy.” N A H yO N

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H I S TO R y

FA C U LT y

M E M B E R

The History from Within Class IV’s History of the Human Community (HHC)

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n eArlY SePteMBer, AMBASsadors from Pakistan, israel and iran, along with representatives from other Middle eastern countries, came together to discuss politics, distribution of resources and the region’s unwavering conflict. they looked directly into each other’s eyes, with compassion and sincere curiosity, and asked, “how did we get here?” there were no members of the media present; it was just a simple conversation among countries known for their unsettled political and religious climates. Although many wait for the day when these world leaders do join together, this early autumn meeting of minds was actually

simulated by Class iV students role-playing in their history of the human Community (hhC) class, one of two core history courses required at nobles. each student had been assigned a Middle eastern country and was responsible for knowing basic demographic and regional information. As history teacher naHyon lee read statements concerning everything from poverty and literacy rates to census and economic information, students were asked to step forward if the statement applied to their country. the exercise was intended to provide a tangible sense of each country’s political, economic and social positions. the same students stepped forward time and time

A local rabbi shows HHC students the torah during a recent field trip.

Winter 2008–2009  l  the Nobles Bulletin  l  7

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A Booming Time for an Economics Classroom

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nlike the majority of better teach fundamental independent schools economic principles by relating which only offer one them to current events. By economics course, Nobles reading assigned newspaper affords its students Microecoarticles, students are exposed nomics, Macroeconomics, and to the real world through an Advanced Topics in Economics. economic lens. “I want students The course progression allows to become economically students the opportunity to literate so that when they read learn economic principles and the paper and watch the news, later apply them to current isthey have an understanding of sues. Economics teacher and what’s going on in the fiscal Boys’ Varsity Hockey coach world,” Day said. Brian Day hopes that students Since most Nobles students will become educated citizens, come into his courses with no voters, and consumers. With economics background, Day’s support from the History and greatest satisfaction happens Social Sciences department, “every year when students get Day designed the Advanced really excited and carry ecoTopics course, which, he feels, nomics with them as an interest “complements the departand, for some, a passion.” Two Economics teacher Brian Day ment’s philosophy, while demof those students are Allison Khederian ’05 and Goode, onstrating the most relevant who have gone on to explore economics at Williams and day-to-day applications.” Georgetown, respectively. “I’m currently writing an In previous years, some advanced topics have included immigration, social security reform and globalization. honors economics thesis on the financial aid policies of This fall, students were eager to discuss the historic independent secondary schools, combining my interests in education policy and economics,” said Khederian. Both Day’s greatest satisfaction happens graduates reported that Nobles gave them an edge over their peers in understanding economic concepts and “every year when students get really excited principles. and carry economics with them as an Despite their rendezvous with success in college economics courses, Day worries about what the future interest and, for some, a passion.” might look like for his students. “One of my biggest hopes for Obama is that he will invest in green solutions which presidential election and how its outcome would affect will lessen our dependence on foreign oil. More imporboth the global and the slumping American economy. tantly, it will lead to the next technological revolution Rick Goode ’08 appreciates the time spent in Day’s class: which will drive our economy and provide jobs for future “Thanks to my economics background with Mr. Day, I now generations of Nobles graduates,” he said. Acknowledgcan understand why the U.S. dollar is currently so weak ing the trying times, Day admitted, “Not many would and what the economic implications of Obama’s tax say that they’re pleased with the current state of the plan will be.” economy, including me, but it’s a great time to be Adjusting his course materials frequently to reflect an economics teacher.” the world’s economic climate, Day ascertains that he can — Lauren Bergeron

  l  the Nobles Bulletin  l  Winter 2008–2009

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“We wanted the course to be broader in scope, and also more analytical in focus...The class does not emphasize a chronological sequence, but it does focus on study skills and historical thinking skills.” LO U I S

B A R A S S I ,

H I S TO R y

again, depending on the statement, allowing the class to see the divisions in the Middle east. the exercise also represented one of the primary goals of hhC: to help students understand the world around them and ask critical questions. “We go to the roots, looking at ancient to current history,” explains lee. “We ask students to make connections and find patterns. We’re teaching kids to ask questions that matter, because we want them to pick up a newspaper and understand what they’re reading. We want them to have cultural literacy.” the history requirement for Class iV wasn’t always modeled this way; years ago, it followed a more traditional ninth-grade, western-centered history curriculum. Students were given broader information on a wider range of history. Discussions began several years ago to remodel the class, allowing faculty not only to concentrate on specific eras of history in greater depth, but also to reinforce useful skills, like writing, research, and analytical proficiency. “the recent challenge was to define what to study,” says history Chair Barassi. “the department [then led by Doug Jankey] wanted to respond to the concern that the core curriculum didn’t address issues in world history, beyond western civilization. We wanted the course to be broader in scope, and also more analytical in focus.” With input from Jankey and former history teacher Tom daccord, the new hhC began to take shape, but not without consideration of the potential drawbacks to the restructuring. “One of the biggest challenges,” says Barassi, “was to discover the right balance between skills and content. the class does not emphasize a chronological sequence, but it does focus on study skills and historical thinking skills. it helps students learn how to assess evidence, how to synthesize information, how to pay atten-

C H A I R

tion to bias and how to develop wellinformed and balanced ideas.” Adds lee, “Most general world-history courses—pre-history, ancient to current— are cursory and, basically, just a fast overview. We decided more is not necessarily better, and think the students walk away remembering more of the material; other courses offer the breadth without depth.” history of the human Community as

HHC students visited a church, a synagogue and a mosque, in conjunction with the curriculum. Above, students listen to a priest in a West roxbury church.

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Meet Darryl Hazelwood: Taking After a Memorable Teacher

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hen looking back on our schoolhouse days, somewhere embedded in the embarrassingly awkward moments exist memories of teachers whose passions have left an indelible impression. For Darryl Hazelwood, such an inspiration came from his middle school history teacher, Mrs. Kingsbury. Hazelwood, in addition to coaching two sports, overseeing Nobles’ clubs and organizations, advising Brother-2-Brother as part of his involvement with diversity initiatives, and directing the counselor-in-training program for the Nobles Day Camp is, above all, a history teacher. “I strive to model after Mrs. Kingsbury’s engaging class. She was strict, yet approachable, and showed genuine caring for her students.” Hazelwood is one of Nobles’ few teachers whose schedule allows for teaching courses in both the Middle and Upper Schools. His love of U.S. History and interest in Middle School students —Hazelwood earned his Bachelor’s from Boston College in history and elementary education—make the cross-divisional split a perfect fit. “Having Middle School advisees is great and, even though I teach two Upper School courses, I make a conscious effort to be present in the Pratt Building and plan weekly lunches with my advisees.” Starting out last year as the History Teaching Fellow, Hazelwood has already connected with several students, becoming a role model to many. Connor Costello ’13 said, “Mr. Hazelwood taught me a lot about geography, but, more importantly, about how to be a man. He was a great coach as well. His passion helped our team to play with more intensity and determination.”

History and Social Sciences faculty member Darryl Hazelwood Hazelwood discovered in his pilot year that sixies are most enthusiastic about volcanic eruptions and Richterheavy earthquakes during the “Forces of the Earth” unit in Geography. “Mr. Hazelwood, will there be any explosions today?” is habitually asked in class. Hazelwood tackles his high-energy classes with fast-paced, concise lessons and demonstrations, while revisiting difficult concepts and vocabulary, and allowing time for questions and other inquiries from his curious Class VI students. He also borrows a crowd-pleasing teaching tool that his seventh-grade teacher, Mrs. Kingsbury, so often turned to—a brain-teaser game. If students have been paying attention, showing respect toward one another, and have covered all planned material, they are often rewarded in the last five minutes of class with a round of rapid-fire history and geography questions based on

seventh-grade curricula. “Instead of rewarding them with candy, I reward them with more learning. Students actually enjoy it more, learning new facts with the utmost excitement,” he said. Upon graduating from Boston College, Hazelwood deliberated where to focus his enthusiasm for teaching. “As an African-American, I felt somewhat obligated to give back in an urban school, but nowhere else could I get this involved with students inside and outside the classroom. Nobles was the obvious choice.” So far, Hazelwood has found his time here very rewarding. “Nobles kids are so grateful for the opportunities and resources the school provides, and they take nothing for granted. They say ‘thank you’ after every class. It’s inspiring.” — Lauren Bergeron

10  l  the Nobles Bulletin  l  Winter 2008–2009

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Also, the multidisciplinary nature of history is emphasized; the course teaches students that geography, government, religion, education, art and architecture, society, economics, science and technology all constitute history.

we know it today is a “problem-based introduction to the field of history and world cultures,” according to the course description in the upper School Curriculum Guide. each semester, students trace modern conflicts back to their ancient and medieval roots. this year, Class iV students are focusing on topics like the annexation of tibet; monotheistic religions (Judaism, Christianity, and islam) and their role in societies; the modern Middle east and the israeli-Palestinian conflict; the indian independence movement; Confucianism and Communism in China, among others. in the spring, students complete independent projects on other conflicts, such as rwandan genocide, the nicaragua Contra wars and Apartheid in South Africa. According to the course overview, “hhC is designed to give students an opportunity to study cultures that have shaped the modern world.” Also, the multidisciplinary nature of history is emphasized; the course teaches students that geography, government, religion, education, art and architecture, society, economics, science and technology all constitute history. in november, all Class iV students went on an hhC field trip, visiting a church, a mosque and a synagogue as part of an ongoing lesson about religion in society. it is this kind of firsthand experience that teachers feel ingrains the information in the minds of their students. “Students read primary sources and develop the skills of reading comprehension, note-taking, oral presentation, teamwork, and analytical writing,” says lee. “For ninth graders, it’s important to work on developing solid topic sentences, supporting paragraphs, and essay-writing skills.” Besides introducing the history of any given topic, the course was developed to improve these skills and to start students thinking as historians.

Excerpts from Recent U.S. History Research Papers JULIE BEREZ ’10, “What Happened to Moral Obligation?” “America’s success in opening its gates to hundreds of thousands of refugees was not due to a feeling of moral obligation to let these people in, but to a few advocates who convinced the citizens of a self-centered nation that by assisting refugees they were helping themselves. “This message, that refugees were mostly Christians, not Jews, and would help the economy, the fight against Communism, and United States foreign policy, changed many Americans’ opinions about immigration and allowed legislation to be passed. The Displaced Persons Act of 1948 was met with mixed reactions. The most significant advancements were made when Congress realized that helping the DPs could be a strategic move during the Cold War. Among the many unhappy people was President Truman, who called the bill `flagrantly discriminatory.’ The clause, requiring that the DPs had to enter the camps by December 22, 1945, excluded 90 percent of Jewish DPs and also a large portion of Catholics. Truman signed the bill only because it was not approved by Congress until the final days of its session, purposely leaving no time for a presidential veto. He believed that no matter how unfair the legislation was, it was better than nothing. Truman had faith that this bill was a starting point, saying, `I sincerely hope that the Congress will remedy this gross discrimination at its earliest opportunity.’”

SASHA GEFFEN ’07, “Escape to Acceptance: The Effect of the New Deal on American Cinema and Theater” “The New Deal had a significant effect on American cinema and greatly helped film to progress past light amusement into a revolutionary form of art and entertainment. Since the New Deal helped to relieve the enormous burden on American society caused by the Great Depression, Americans no longer needed to retreat into realms of fantasy in order to maintain their sanity. Film, as a result, drifted towards the more pessimistic, philosophical and analytical aspects of human thought. Often said to be the greatest American film of all time, Orson Welles’ Citizen Kane was released after the New Deal had remedied many of the economic difficulties in America. The film was a revolutionary progression in American cinema in its unconventional storytelling style that centered upon the life of a single character, who ages throughout the film; its elaborate camera work; its deep-focus shots, and its unusually long and interrupted shots or takes… The film focuses upon a man who attempts to achieve the American ideal of wealth and success and ultimately becomes spiritually broken and severely depressed. Citizen Kane’s absolute denial of the American dream contrasts greatly with the pre-New Deal trends in cinema and came to revolutionize filmmaking  the for years to come. ” Winter 2008–2009  Nobles Bulletin    11

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B[ar]acking Obama

A view of the young crowd awaiting Barack Obama's victory speech on election night in Chicago. 12  12  l   the the Nobles Nobles Bulletin  Bulletin  l   Winter Winter 2008–2009 2008–2009

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Photo: Evan Lenox

Young Grads and Current Students Recount Life-Changing Experiences

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The Purple Path to Victory

Photo: Evan Lenox

Celebrated Rapper Puts Politics to Hip Beat

Jeffrey Haynes ’93, a.k.a. Mr. Lif, the Nobles-educated political rapper, did his bit for the Obama campaign by releasing a series of singles starting Sept. 9, and continuing every three weeks through election day. He also put out a series of “Presidential Reports” tracking the campaign on his MySpace page. The full album of all his campaign-related raps will be released Jan. 20, Inauguration Day. Mr. Lif told the Boston Globe his inspiration for sequential political rapping came from fellow rapper Akrobatik’s daily Sports Rap-Up on Jam’n 94.5 FM morning radio. Among the subjects Mr. Lif has tackled during this campaign are the housing crisis and predatory lending. “I’m trying to capture this era, capture the stress, the strife and frustration, mixed with this huge hope and optimism,” Mr. Lif told the Globe a month before the election.

Photo: Ian Lovett ’02

William Kiplinger ’09 is a young man with a mission. He believes wholeheartedly in President-elect Barack Obama’s dictum that “We are not a collection of red states and blue states. We are the United States of America.” To this end, William and his dad designed a website, www.norednoblue.com, and sold vivid purple, rubber Obama wrist bands (red + blue = purple) at $2 each, the profits (up to the maximum legally allowed) going to the Obama campaign. Their website announced: “We must move past the ‘red’ and ‘blue’ labels so divisively constructed over the past few election cycles.” “We went through our entire quantity of bracelets in no time,” he admitted. Besides website business, they sold to Democratic clubs at colleges throughout the country and at Democratic rallies and campaign events up and down the East Coast.

The Long Road Home By Tim Kistner ’03

My college roommate started working for the Barack Obama campaign in New Hampshire in May 2007. For the life of me, I couldn’t understand what he was thinking. It wasn’t until deep into the winter that I finally succumbed to my roommate’s pleas and decided to volunteer. What I found was a dedicated group of people, of all ages, races and backgrounds, working to elect Senator Obama to the presidency. On the night of the New Hampshire primary, I watched a 10-point lead in the polls quickly turn to a two-point deficit, and the college towns we kept waiting for didn’t deliver the winning blow.

Editor's Note:

The Bulletin contacted several classes of young grads and the Office of Graduate Affairs, asking for anyone who worked on any political campaign (Obama, McCain or any of the other presidential contenders) to step forward and write about one memorable moment out of many. These vignettes represent those who responded, all Obama supporters.

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Ben Knott and Carey Favaloro, both Class I

2008 Presidential Election Series in Assembly

F

or the entire month of October, Nobles students hosted

that might be different from your own.” In addition to the war

their quadrennial "Election in Assembly" series, with five

in Iraq, other topics introduced were education reform, energy

informative Assembly segments and one Long Assembly.

independence, the economy, and the Electoral College. During the Oct. 22 Long Assembly, students petitioned for

The series culminated on Nov. 3, with an all-school mock election,

where a Nobles Electoral College made up of the faculty and

each candidate; afterward, some expressed feelings of having

Classes VI–I, awarded Barack Obama 94 electoral votes, to

participated in an historic election. Debate clips from Palin, Biden,

John McCain’s zero (see results below). History teacher Darryl

McCain, Obama and “Saturday Night Live” were also shown,

Hazelwood and Class III Dean Alex Gallagher ’90 oversaw the

some earning more laughter than others.

student-run series and tabulated the votes. Different from

previous elections discussed in Assembly, this year brought

Hazelwood said that the goals of the election series were not

nearly 15 participating students from Classes V–I to present on

only to educate the community on the most widely debated

the Assembly stage. Gallagher was also pleased that this year

topics, but also “to ensure students that they could still be a part

“students discussed both sides of each issue and the historic

of the election process and to make them aware of the election’s

nature of the election itself—this was, in part, due to African-

historic nature.” The series proved to be inspiring as, after the

American and female presences in the race.”

unofficial wrap-up, students continued to share their political

Peter Owen ’09 presented McCain’s position on the Iraq

Since the majority of students are not of voting age,

thoughts on the Assembly stage. Gallagher expressed, “I think

war, and said of the election series, “I think it’s a great way to get

the series was balanced, informative—and best of all—

students interested in the election and to hear points of view

totally student-run.”

— Lauren Bergeron

The Nobles "Mock" Election Results Group

Obama

McCain

Electoral Votes

Faculty

54

10

10

Class I

68

35

24

Class II

74

36

20

Class III

74

39

16

Class IV

64

42

12

Class V

35

21

8

Class VI

39

13

4

408 (68 %)

196 (32%)

94

Popular Vote

Note: Electoral vote quantities were determined based on class size and seniority.

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their jobs and decided that volunteering full-time was the best way to get new ones. I will remember them most, and I hope and believe that all of them now know that we can change the world. It was the greatest thing that I have ever done in my life.

First Time on the Campaign Trail Tim Kistner ’03 speaking at a rally in Aberdeen, S.D., in May, moments before then candidate Barack Obama took the stage.

That night, I decided to quit my job and join the campaign full-time as a field organizer. From there, I experienced the wild ride that was the primary season. I campaigned from Macon, Ga., a poor, segregated town; to Barrington, R.I., a town filled with expensive, beachfront properties; to Bethlehem, Pa., where we not only withstood the blows of Jeremiah Wright, but also the vast, empty hulk of the old Bethlehem Steel plant. From there it was on to Aberdeen, S.D. (photo above), where you can drive three hours in any direction and see nothing but one barn and 50 pheasants. After we won the nomination, I returned to New England where I became the Regional Field Director for Western New Hampshire. It was a long five-month slog. When the economy went south and Sarah Palin met Katie Couric, I watched the numbers we collected every day turn increasingly in our favor. There was a feeling of confidence in those final days, knowing that we had the votes to win New Hampshire. But it wasn’t until Nov. 4, when I saw Ohio turn blue, then Virginia, and saw Barack Obama standing victorious in Grant Park, Il., that I knew everything turned out alright. To me, this campaign was more than just an election. It was about all the people who took the time to try to change the world in their own way. It was about the white woman who went door to door in the black neighborhoods in a segregated town... and the liberal couple who put their lives on hold, turning their house into a satellite office, as well as the men and women who lost

By Meaghan Tanguay ’03 On Wednesday, Oct. 22, 2008, I was sitting at my home computer job-searching for openings in the Energy Efficiency and Renewable Energy industry. I had moved back to Medfield, Mass., after backpacking in Australia and Fiji (“living the dream”) with two Bowdoin College hockey teammates. I had never even dreamed of working on a political campaign. But that morning, after an email was forwarded from Ian Lovett ’02 (via Ben Snyder and Amy Joyce ’03), I found myself dreaming of the opportunity of a lifetime. With only two weeks left in one of the most historical campaigns in history, Ian was looking for another Deputy Field Organizer (DFO) to work for Obama’s “Campaign for Change” in Colorado, a swing state. I arrived at the Aurora County campaign headquarters in Colorado less then 48 hours later. At 9 a.m. on Friday morning I found myself and all the other new DFOs in a fivehour training session. This group included Ian’s personally recruited Nobles team: Stephan Vitvitsky ’02, Lauren Holmes ’02, Danielle Travers ’01 and me.

“ To me, this campaign was more than just an election. It was about all the people who took the time to try to change the world in their own way.” — Tim Kistner ’03

Meaghan Tanguay ‘03, Lauren Holmes ’02, Danielle Travers ‘01 and Stephan Vitvitsky ’02

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“Throughout the campaign, the rarity and strength of our Nobles connection never ceased to amaze me. While I always knew our bond was special, I have never felt more proud to be a Nobles graduate.” — Meaghan Tanguay ’03

Chrissie Koningisor ’03, left, with actress Cynthia Nixon of "Sex and the City" fame.

Throughout the campaign, the rarity and strength of our Nobles connection never ceased to amaze me. While I always knew our bond was special, I have never felt more proud to be a Nobles graduate. During the first third of our training, we learned Barack Obama’s campaign ethics: Respect. Empowerment. Inclusion. Already, it was becoming clear to me that Obama would unite our country. He did not just “talk the talk.” He was “walking the walk,” and he was training us and asking us to do the same. As I got to know the other DFOs in the room, I was happily surprised at how many of them, like me, had not worked on a political campaign before. The diverse backgrounds and motives of the volunteers involved in Colorado were inspiring. Obama’s message of inclusion, empowerment and respect was fully played out within his own campaign. I was fired up and ready to win the decisive swing state of Colorado. The night before Election Day, after a grueling campaign schedule of 20-hour work days, Obama was on a conference call with our office and the hundreds of other offices around the country. He inspired us to push through the last few hours until the final vote was counted. Obama clearly knew the people to thank, the thousands of people

who made his win possible: his campaign staff and volunteers. Election Day. We had slept only one hour the night before. At this point in the campaign, the days blended into nights, and the nights into days. Managing a field office on Election Day was an experiment in controlled chaos. Danielle and I had hundreds of volunteers coming through the door. The turnout of support for Obama was breathtaking. We had one goal: get every vote! Around 7 p.m. (Mountain Standard time), Chrissie Koningisor ’03 called from her campaign office in Ohio screaming in the phone, “Obama has won Ohio! We have won the election!” Then I started getting texts from friends back in Massachusetts, that read: “Congratulations!” I was in a state of confusion and shock. I had not seen a TV or heard a radio yet that day. At that very moment, I was still calling in the numbers at the polls in Colorado. With a quick glimmer of hope, I had to make sure my focus did not waver. We still had to get every vote. I remember thinking: “This has to be a landslide!” The celebrations that night were full of absolute joy and elation. The day after the election I was back in Massachusetts interviewing for an Associate Analyst position in the Renewable Energy field. Since then I have taken the job. I am passionate about helping President Obama achieve the goal and our generation’s challenge of an 80 percent reduction in CO2 emission by 2050.

Something Incredible, Something Historic By Chrissie Koningisor ’03

In the last three months of the 2008 campaign, I traveled from Illinois to North Dakota to Nevada to Ohio, working at various times as an intern, volunteer, and field organizer for Barack Obama. It was a remarkable introduction to the world of political campaigns, allowing me to examine the organization at all levels of operation, from a small office in Bismarck, N.D., to the bustling, crowded energy of campaign headquarters in Chicago. But 16  l  the Nobles Bulletin  l  Winter 2008–2009

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A Fire in His Belly (and Elsewhere) By Nick DiCarlo ’03

Editor’s Note: DiCarlo took a two-month unpaid leave from his job as a senior analyst at an advertising agency in New York City to work as a Deputy Field Organizer and later a Field Organizer in Mt. Vernon District of Southern Fairfax County, Va., in charge of voter identification, persuasion, and turnout in eight precincts. Working on the Campaign for Change [for Barack Obama] was so surreal that the following anecdote may appear to be a fabrication or, at the very least, an exaggeration. I assure you it is neither. On my fifth day as an organizer in Northern Virginia, billowing black smoke poured into our strip mall campaign office in the early afternoon. As soon as I comprehended that “that was real smoke” and “those were real fumes I was inhaling,” I rushed out of the building to safety. I turned quickly

Photo: Nick DiCarlo ’03

even more than that, these months of travel provided me with a snapshot of this country at a truly historic moment. The campaign speeches and newspaper headlines about the collapsing economy were realized in the rows of foreclosed homes in Las Vegas and shuttered storefronts in small towns across Ohio. The so-called culture wars were ever-present in North Dakota, as conversations often turned to abortion and gun control, sometimes politely, oftentimes not. In Columbus, a democratic stronghold, the mood was more jubilant. As the election approached, many people living in the urban, African-American communities that I canvassed were just beginning to conceive of the election of an African-American president as a real possibility. And in Chicago, I was struck by how young the staffers were, even at the higher-level positions. For all of the talk of youth apathy, it was a campaign largely staffed, organized, and run by young people. Above all, there was this constant feeling that you were a small part of something truly incredible, something truly historic.

Unknown Obama volunteer with Cardboard Barack seen through Nick DiCarlo's ’03 Lens.

enough to realize that the laundromat next door had burst into flames and was the source of the fire, and that a few of our staff members were still inside the office. With all those outside now panicked and out of breath, our fear was eased by two stunning rescues: First, out of the smoky haze ran a volunteer carrying under his arm the Barack Obama cardboard cutout that we kept in the office lobby. That volunteer was the “David Hasselhoff” to Cardboard Barack’s drowning Baywatch victim. Too many volunteers flashed smiles too bright while getting their photo taken with Cardboard Barack to let him go up in flames. Not to be outdone, the final staff member inside sprinted out of the building with an even more precious cargo. The longest tenured staff member from our office was the last out of the burning building. He had retrieved a folder of voter registration forms that had been completed by local residents in the Metro Station the day before. The rescue wasn’t a big deal, he reasoned; it was instinct. The campaign, the voters, and our democracy came first. It had not been instinctive to me. Like many my age, I had never put cause, country, nor campaign before my own well-being. That would change soon enough. After two months of salary forfeited, hundreds of doors knocked on, hundreds of volunteers met, thousands of phone calls, and a newfound connection to my country and my govern-

“This campaign inspired thousands from my generation to become excited about public service. We had always had the gusto. We just had to find our uniting cause.” — Nick DiCarlo ’03

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Photo: Carey Favaloro ’09

ment, I would like to think that if another laundromat were to catch fire, it would be instinctive for me to have a Hasselhoff moment of civic heroism. It wouldn’t be just me, either. This campaign inspired thousands from my generation to become excited about public service. We had always had the gusto. We just had to find our uniting cause.

The Boston Headquarters where Carey Favaloro ’09 worked.

Conservative Columnist Analyzes Historic Election

R

espected conservative columnist

Jeff Jacoby

Jeff Jacoby of The Boston Globe was the invited speaker at Nobles’ morning-

after-the-election Assembly, where he discussed the country’s historic election of its first AfricanAmerican President.    Commenting on President-elect Barack

Obama’s feat, Jacoby called it “the end of a remarkable journey and a testimony that human beings have the capacity to change…The attitudes, preconceptions and beliefs that have instilled racism into our very nature are now gone.”    He clarified his remarks by noting that the election of Obama is “not in itself a sea change” but rather the end of a long journey of transformation that began with the Civil War and moved close to completion during the Civil Rights Movement. He acknowledged the degradation that black voters experienced in the ’60s when their attempts to register to vote were forestalled by obscurantist literacy tests that were designed to precipitate failure.

Jacoby attributed John McCain’s defeat as much to social-political phenomena

as to the dominance of his opponent. He said that very rarely is a two-term president succeeded by a candidate of his own party. With the exception of Ronald Reagan/ George H. W. Bush, he pointed out, it hasn’t happened in 100 years. The late-in-thecampaign financial freefall and the “staggering amount of money Obama was able to raise” without the shackles of federal restraints also contributed to McCain’s defeat. “I think that McCain did about as well as any [Republican] candidate could.” — Joyce Leffler Eldridge

“Fire It Up”: Helping to Make History By Carey Favaloro ’09 As I stood outside the Obama Office in Boston, I wasn’t sure that I’d come to the right place. The building was unimpressive and, peering in the windows, I saw drab tones and uninteresting stairwells. Surely this could not be the location where such an important movement was taking place! But then something caught my eye: a sign bearing the words “Fire It Up” with an arrow pointing down a flight of stairs. Still unsure but feeling relieved that I had at least found the right building, I opened the door apprehensively and made my way downstairs. As soon as I entered the Obama office, I forgot about the unappealing external appearance. This place was different. The walls were plastered with Obama posters, inspirational words, and maps of the country. The energy in the room was tangible. With a wave of excitement, I approached the nearest volunteer. “Hi, what can I do to help?” For the next few weeks, I returned often to assist with the Obama campaign. Despite my inexperience and my young age, I was amazed by how willing the organizers were to let me help out with all kinds of tasks; I made phone calls, sent emails, went door-todoor in New Hampshire, and had the opportunity to make suggestions about methods of encouraging voters to register and vote in the primaries. As I spent more and more

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time in the office, I became acquainted with some of the other “regulars” and soon found that this was a diverse group. There was Tina, the mother who came to help out while her kids were at school; there was Jillian, the college student who had taken a semester off from school to get involved with the campaign; there was the elderly man whose name I didn’t know, but who shook my hand with tears in his eyes and told me that I made him hopeful for the future of our country. Watching Obama’s victory speech on Tuesday, Nov. 4, I experienced an overwhelming sense of empowerment, knowing that I had contributed to the momentous election. My experience as a volunteer for Obama’s campaign made me realize the potential that we each have to play a role, however small, in the making of history.

Ian Lovett ’02 enjoys a rare down moment.

allowed inside. When they still weren’t in by 10:00 a.m., I pulled myself from bed. At 10:30 a.m., Golden Tickets delivered, I found myself in the midst of Civic Center Park’s madhouse, with an extra ticket and a half hour ’til Barack went on—so I got in line. Inside, my volunteers and coworkers hugged me and snapped pictures and peered towards the Obama bus, giddy with anticipation. I looked back towards more than 100,000 people, the biggest Obama crowd the country has seen, stretched out half a mile up the steps of the capital building, all hoping to elect as President this man whose name Microsoft Word still underlines in red. At that moment, I remembered again why I was there.   

Putting It All Together, Even on a ‘Day Off’ By Ian Lovett ’02, Field Organizer, Aurora, Colo.

Lining up in Denver to see Obama

Photo: Ian lovett ’02

Eight days before the election, Barack Obama came to Denver. To most local supporters, this was cause for great excitement. I wanted him to go away. For eight months, through five states (Pa., N.C., W.Va., Mich., Colo.), I’d worked 15-plus hours a day—and more like 20-plus for the last month—seven days a week, trying to recruit volunteers to go knock on doors and make calls to encourage people to vote…and vote for Barack. The big man’s presence in town, however, would ruin that day’s activities. I spent the night before his appearance dishing out VIP tickets to my best and brightest—none of whom would be knocking on doors the next day. Usually, staff had to work such rallies. But this time we were given a choice. I’d seen Barack four times already—I picked sleep.  But at 7 a.m. (three hours after I went to bed), my phone began ringing and didn’t stop. Jeanette and Mark—who not only came into the office every day but also lent me a full set of cold-weather gear and had no tickets because they’d been volunteering at the rally—were told they wouldn’t be

The crowd and frenzy Obama generated

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Life at the Top Suits Jim Wood ’59 Fine story aNd Photos by Joyce leffler eldrIdge

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lOS AnGeleS—“tOP O’ the hill parking”…and that’s just for openers. the cantilevered hilltop office, set atop los Angeles’s Santa Monica Mountains, a mile above the entrance to the Getty Museum, is an objective correlative for the station that James Wood ’59 has reached in life: President of the Getty trust. And with it comes “top O’ the hill Parking,” as numerous signs along the way remind you. “this was totally unexpected,” Wood said of his latest position in a meteoric career that he attributes to his nobles experience, followed by Williams College and new York university institute of Art. Just two years ago, Wood was happily ensconced in Bristol, r.i., having stepped down as director of the renowned Art institute of Chicago after 25 years in that city. he and his hungarian-born wife, emese, were happy to be near their older daughter, lenke, who teaches at the Moses Brown School in Providence.

ture of the 16th to 20th centuries and American painting and sculpture of the 19th to 20th centuries. the Getty position is immense. he heads not only the J. Paul Getty Museum, which itself encompasses the neighboring Getty Villa in Malibu, but also the Getty Foundation, the Getty research institute and the Getty Conservation institute. the Getty Villa houses approximately 44,000 works of art from the Museum’s collection of Greek, roman and etruscan antiquities. About the Villa, Wood said: “this really gets you into the head of Getty.” Although the benefactor and philanthropist John Paul Getty himself never saw the reproduction of his first-century roman villa, he is in fact the person who commissioned its construction. now in his second year, Wood said he spent the first year dealing with staffing and budget issues. he has now begun to review the Getty’s scholar-

puTnam and ricHard van KleecK (a.k.a. “Squeaks”),” he said. [For more on these legends, see Class of ’59 Henry scHWarz’s story, page 26.] “eliot Putnam affected us all...he really changed a lot of lives.” he cited eaton for “making Shakespeare very relevant and teaching us how to write…Writing is still paramount [to success] in most jobs because it is the discipline that demands clear thinking,” he added. Van Kleeck taught art appreciation and classical music on the top floor of the Schoolhouse, a perfect segue to Wood’s education at Williams College, which he elected over harvard for its intimate size, among other factors. “i wanted a small liberal arts school. Williams reminded me of nobles,” he observed. Williams also offered him the option of going to italy his senior year. this experience locked in his career decision, which led him to new York university’s institute of Fine Arts. Professors there told him to “get

The Getty position is immense. Wood heads not only the J. Paul Getty Museum, which itself encompasses the neighboring Getty Villa in Malibu, but also the Getty Foundation, the Getty Research Institute and the Getty Conservation Institute. The Getty Villa houses approximately 44,000 works of art from the Museum’s collection of Greek, Roman and Etruscan antiquities. their younger daughter, rebecca, is a social worker in San Francisco. “But this [new position] represented an opportunity to learn what art history doesn’t offer,” he said. the selection committee was equally enthusiastic: “in Jim we have found a leader who is eager to work with each of the four programs and encourage continued collaboration among them in an effort to further strengthen the Getty’s position as one of the world’s preeminent arts institutions,” said the Getty’s Board Chair. Wood’s areas of specialization include european paintings and sculp-

based programs (Getty Scholars receive housing and appropriate resources to come to l.A. and study one central artistic theme for a year) and to undertake some travel, specifically to Dresden, Munich and Berlin. About the Getty’s base in l.A., Wood feels he must be vigilant to create a balance between the Getty as a los Angelesbased institution and the Getty with its global programming. What was the path Wood retrospectively acknowledges from noble and Greenough School to the presidency of the Getty? “sid eaTon, elioT

serious” and dig into his art education in depth. he obviously took their advice because a year later he received the Ford Foundation Scholarship for Museum training (1967) and, within the decade, the national endowment for the Arts Fellowship for Museum Professionals. Wood remembers nobles most for its “extraordinary teaching, abundance of role models and lifelong lessons drawn from teamwork and contact sports.” he himself participated in football, hockey and crew. “i learned most from very hard classes and from

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Two views of the Getty Museum, Los Angeles

losing in sports,” he recalls. Voted “Distinguished Graduate” in 1994, he was cited for his independent thinking, appreciation of team play, the strength of his moral values and his strong sense of personal identity. He was also acclaimed as a “motivated, focused and sensitive person.” Wood’s perceptions about the changes that Nobles has undergone since the late ’50s revolve around co-education, greater diversity and an expanded and improved physical plant. He gave special commendation to the fact that “Nobles hasn’t blown its scale, and the Head still has the opportunity to exert his personal stamp.” Reminded that he was voted “best dressed” in the 1959 Yearbook, he displayed obvious embarrassment, saying “There’s an obsessive element to perfection. I think I was just so nervous

about fitting in [that I took this course].” How did his life turn out so fortuitously? “It would have been far harder if I hadn’t had incredible opportunities [afforded] by a place like Nobles,” he conceded. He also cited the opportunity to travel, particularly while in college and graduate school, though beginning at Nobles when he served as a junior park ranger in Washington State’s Olympic National Park. “It gave me some idea of the size and complexity of our own country,” he recalls. Wood has now served some of the most eminent museums in cities where the arts have been known to flourish: The Art Institute of Chicago, St. Louis Art Museum, Albright-Knox in Buffalo, the Metropolitan Museum of Art in New York. He also sits on the boards of the Clark Art Institute in Williamstown, Mass., the Harvard

University Art Museums, the Institute of Fine Arts at New York University, and the Pulitzer Foundation for the Arts in St. Louis. Wood speaks enthusiastically and fondly about each of these positions. But there must be something almost mythic about sitting in the President’s office at the Getty, looking out over the 750-acre museum designed by architectural eminence Richard Meier. The materials of the Getty Museum’s multiple two-story pavilions, clad in travertine marble from Italy, were drawn from the same quarry as was used to build the Colosseum and the Trevi Fountain in ancient Rome. Meier’s mandate was “to express the Getty’s roots in the past and belief in the future.” Wood seems to be working toward the same end from a different side of the artistic spectrum.

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Goal-Topping Campaign

Celebrated in a Sophisticated Manner by Hundreds

In an evening-long gala that celebrated the generosity and Herculean efforts of so many ,

the OneNobles Campaign ended its multi-year program to enhance faculty compensation, increase financial aid, and build an architectural monument to the arts and a dormitory that embraces Nobles’ commitment to five-day boarding. Head of School Robert P. Henderson Jr. ’76 P’13, who presided over one of the most successful campaigns undertaken by any independent day school, embraced the convivial crowd by noting: “Our material success in the OneNobles campaign has been exceptional, well beyond our goals… thanks to the amazing generosity of the folks in this room and many others. (Editor’s Note: the Campaign raised $101 million and came in 17 percent above goal.) But this story is ultimately not about material success. Rather, the OneNobles story is about how the historically salient strengths of this place have been sustained, most essentially the centrality of salutary mentoring relationships between teachers and students, while at the same time providing the vision, impetus and means for critical transformation.” The crowd of some 700, including a large contingent of graduates, past and present trustees, parents and faculty, was dazzled by the transformation of the Bliss Omni and Flood Rink into a tasteful venue for acknowledging the continuity of Nobles’ values and the improvement of its resources. One recent graduate, Andrea

The Castle on the Jumbotron

Head Bob Henderson

Berberian ’01, said of the event: “Nobles is now like a small college with all of its amazing opportunities. I loved Nobles when I was here, but now it is SO much better! In my opinion as a past Nobles art student, the Foster Gallery is particularly amazing, because now, unlike before, there is a central place to exhibit your work for others to see.” Provost Bill Bussey, one of the last to leave, said of the evening, “With Nobles standing tall in all the important ways, particularly in tough economic times, the evening was not just one of celebration but also one of comfort and confirmation, just by the fact that we were all there together.” Besides the synergy emitted from a crowd there for a single purpose— celebrating Nobles and its efforts to be the strongest school community possible —the program favorites were the Head’s address and a film projected on a Jumbotron featuring faculty, graduates, and past and present parents, all describing

what Nobles meant to them and/or their children. Henderson singled out for thanks his immediate predecessors Ted Gleason and Dick Baker, former Board President George Bird IV ’62, and former Development Director Jeff Berndt. Henderson concluded his formal remarks by promising: “There is much work ahead for Nobles because the desire to improve has not faded and we have no intention of resting on our laurels…Most importantly, we are determined that this school will continue to produce leaders who serve the common good far into the future.” — Joyce Leffler Eldridge

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Bonnie and Ted Henderson ’85

Bob Bland ’58, faculty member Nan Bussey, Rob Bell, Lisa Petrini Bell ’82

(Left to right) Patsy Lawrence, Bob Lawrence ’44, faculty member and former Head of School Dick Baker

(Left to right) Faculty members Michael Hoe, Jeanna Cook, Marlon Henry ’00

(Left to right, back row) Beth Reilly ’87, Patrick Callahan, Steve Owen ’97, Melissa Goodrich Lyons ’97. (Left to right, front row) Mark Wegner ’97, Bobbi Oldfield Wegner ’97, Katie Costello ’97, Jamie Notman ’97, Jessie Sandell Achterhof ’97

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Tom Welch ’82 (left) and John Montgomery ’83 (Left to right) Matt Erck ’95, Holtie Wood ’95, Lisa Erck, Katie Sullivan, Mark Sullivan ’95, Matt Mittelstadt ’95, Ann Mittelstadt, John Manley ’95, Pamela Manley

(Left to right) Lauren Mattox, April Watson ’02, Yasmin Cruz ’02 and Brittany Borders

(Left to right) Kevin McCarthy, Jeff Grogan, John Howe, Paul Ayoub, all Class of ’74

(Left to right) Derek Marin ’01, faculty member Bill Bussey, Chrissie Long Marin ’02 (Left to right) Bettye Freeman, faculty member Peter Raymond, and former Artist-in-Residence Bob Freeman Winter 2008–2009  l  the Nobles Bulletin  l  25

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selden edwards ’ 5 9

A 30-Year Accomplishment

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obles graduate Selden Edwards ’59 takes readers on a fascinating journey through education, European cities, time travel, love and…Nobles? in his recent novel The Little Book (Dutton, Aug., 2008). The fictional story of “Wheeler Burden,” a California-born Harvard graduate and gifted rock star of the 1960s, begins with the realization that he has time-traveled almost a century into the past, to an unfamiliar city. After recalling images ingrained during a memorable European history course from the prestigious Boston prep school, St. Gregory’s (Nobles), Wheeler recognizes certain architecture and decorated military uniforms. He concludes that he has landed in the heart of Vienna during the culturally opulent year of 1897. Fittingly, many of the themes in the book revolve around a Nobles education. The St. Greg’s teacher “Arnauld Esterhazy”—“the Venerable Haze”—instills in Wheeler a passion for detailed learning and journal writing. Male camaraderie, community meals, and athletic intensity, along with the chasing of Winsor girls, are cleverly folded into The Little Book. The novel is in large part autobiographical. Despite being known as the mysterious “Californian,” Edwards, like Wheeler Burden, valued his two years spent at Nobles, as described in the many autobiographical anecdotes and name references woven into his description of St. Greg’s. After graduating from Nobles and Princeton, Edwards returned to his native California to attend Stanford and ultimately became Headmaster at both the Sacramento and Crane Country Day Schools. Despite his many successes, Edwards faced several obstacles in his pursuit to publish The Little Book, which he began writing in 1974. After numerous rejections, editing and refining drafts, and three decades of lapsed time, Edwards’ newly-crafted novel is a New York Times bestseller. “As hard as the rejection was, I am glad that I did not publish the first draft,” he said. Edwards looks forward to his campus visit this May to attend his 50th Reunion and to speak in Assembly about his novel. If you like history, science fiction, romance, the arts, or if you are interested in learning more about Nobles and Boston during the 1950s and ’60s, you will love The Little Book. Edwards’ graceful command of the English language, along with well-developed characters and page-turning dialogue, lend themselves to a pleasurable and intellectually engaging experience. — Lauren Bergeron

S elden ’ s S ecrets By Henry Schwarz ‘59 E d i t o r ’ s N o t e : Henry Schwarz ’59,

a classmate of Selden Edwards, was asked to comment on his reaction to The Little Book. What was it like? How accurate was Edwards in his portrayal of Nobles? Are there any specific people, places, or Nobles quirks to which Edwards specifically refers? The following is his response: elden Edwards honored me with an advance copy of The Little Book, which I read with delight. His portrait of Nobles—that is, St. Gregory’s—and of WASP Boston in the 1950s is spot on.  Selden joined us from California in our Second Class year. I don’t think any of us, except Nick Soutter, had ever been to California and it seemed an exotic and faraway place of fable. The description of Wheeler’s adjustment to the unfamiliar environment of the east is the same issue viewed from the other perspective. Selden was himself an outgoing, friendly guy and a fine athlete, so he could visualize Wheeler’s role as an outstanding athlete at St. Greg’s.  Another exceptional athlete was our Headmaster Eliot Putnam. I think there is a lot of him in the "Dilly Burden" character. Also playing football at Harvard in the ’20s was Barry Wood, uncle of our classmate Jim Wood ’59 (see page 20 for story). My father was a student at Harvard in the ’20s and often talked about the brilliance of Barry Wood on the football field. He was a legend. Mike Deland’s ’59 father had the nickname Dilly. I presume "Dilly" grew out of the name Deland, Dilland, Dilly. The character of "Arnauld Esterhazy," “the Venerable Haze,” is a composite of several of our teachers. Physically he looks like Mr. Charles “Foxy” Weeden, who taught French in the ’50s. Foxy was tall and handsome with white hair, blue eyes

S

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R evealed


ecrets

R evealed From left, Nobles ’59 classmates Jim Wood, Selden Edwards, and Henry Schwarz

and always elegantly dressed. He scored many points with the students because, during the First World War, he was in the Army and was in charge of a captured harem of women in Turkey. The Haze’s manner, however, was more like Sidney Eaton. Mr. Eaton, who taught English, was the teacher who left the deepest impression on me as a student at Nobles.  He was sophisticated and erudite and introduced us to E. B. White’s revised version of William Strunk’s The Elements of Style, as did Timothy Coggeshall. This we called “The Little Book.” I have been a teacher all my career and I have given many copies of “The Little Book” to students.  I still ape the mannerisms of Mr. Eaton in the classroom. In the novel, "the Haze" is said to have skated on the Charles in winter and rowed in the warm seasons. Robert Warner and Mr. Putnam both were excellent skaters and Frank “Ben” Lawson had a single that he rowed. We had nicknames for virtually all of our teachers: Zoof Warner, Rabbi Lawson, The Deke for Mr. Putnam, Squeaks Van Kleeck, Pecker Flood, Grandy Wise, etc. They weren’t meant to be insulting, although we never used them when speaking to the gentlemen themselves. The book mentions that St. Greg’s alums have been governors, senators, a museum director and university scholars.  Leverett Saltonstall was both senator and governor. There probably are others. The distinguished Jim Wood has been a museum director and is now director of the Getty Trust in Los Angeles. From our class, Bill Frederick, Bill Cutler and I have all been professors.

The book mentions that "Bucky Hannigan" lost a finger in an accident with a blasting cap. This detail is taken from a terrible accident suffered by Dan Funkenstein ’60 who was actually making a pipe bomb which went off and shattered his hand. I happened to be in the house along with many others when that happened.  It was a sobering experience. Dan is now an M.D., I believe. The Winsor School was, of course, a school at which we found girls from the same background as ours. In fact, my sister went to Winsor and most of the girls I dated in school were Winsor girls. I even married a Winsor girl. “Mr. Wiggins,” not to be confused with our own Charles Wiggins, is an exact portrait of Eliot Putnam. His wife, Laura Putnam, was the daughter of Charles Wiggins, his predecessor. And, yes, she was a Winsor girl. I know for a fact that Selden named his heroine “Weezie Putnam” as an homage to the woman we all admired greatly. We all held Mr. Putnam,

The Deke, in awe. His smile could make our day. His frown was devastating. “Weezie’s” beloved headmistress at her Winsor is the fictional “Miss Hewins," a legend in her own right. Selden’s father grew up in Dedham and attended Miss Hewins’ School, which later became Dedham Country Day. “Coach Storer” is modeled on Wilbur Storer, chemistry teacher and wrestling coach. “Zoof Warner” is former teacher Zoof Warner exactly as described. I had further reason to find the book tailored to my interests. My mother was born and grew up in Vienna and used to tell us stories of the city before the War, with its music, opera, arts and elegant intellectual life. Most of my relatives of that generation on the Austrian side wrote plays, short stories or poetry as a hobby, and kept current with the artistic and intellectual life of the time. Being actively engaged in the cultural life is what was important. My step-grandfather was a psychiatrist and took over the Freudian Institute from Freud. So in both phases of Wheeler’s life, I felt like a spectator. Unfortunately I cannot play rock ’n roll and I can’t throw a 90-mph spitball.

C apturing the H uman C ondition By Jim Wood ’59

I

t is clear that after nearly 50 years of reflection and struggle, Selden Edwards has caught the complex reality of our era and has been able to articulate both the shortcomings of traditional Boston and the unique preparation for the battles of the ’60s that we received at Nobles in the ’50s. This is a novel about the complexity of the human condition. And for those of us who were lucky enough to have Selden as a classmate, it brings back memories and lessons that remind me how fortunate I was to be at Nobles during that formative period of my life.

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Jonathan Kozol ’54 Returns to Nobles

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n an emotional return culminating in a standing ovation for his halfcentury’s work on behalf of underprivileged students and the underpaid teachers who serve them, Jonathan Kozol ’54 lauded his alma mater: “Nobles prepared me for my lifelong struggle against injustice and racial bigotry,” he told a riveted Assembly audience. “[This school] taught me to speak out against cruel and evil voices in society. I feel I’ve brought the spirit of Nobles with me wherever I go.” The small-framed educator/social reformer, who has written 14 books and numerous articles documenting the pitiful conditions pervading much of urban education, credited his father, along with Nobles, for making him the force for societal good that he is today. This was Kozol’s first visit back to Nobles in 25 years. Kozol described Nobles as “one of the finest, most enlightened, decent educations to be found in the United States… Nobles is so good it is like the whole school is one, long Advanced Placement program.” During a luncheon with students from Marcela Maldonado’s “Politics and Ethics” class, Kozol said he would hope to send his own children, if he had any, to an urban public school although he would never advise others not to attend independent schools. A Nobles student questioned whether there was some inconsistency there. “With that attitude, how do you expect to change the face of America’s public schools?” she persisted. “Because places like Nobles generate a kind of leadership that might someday have a payoff in a public school,” Kozol responded. Of his father, a nationally renowned neurologist who died a few weeks before Kozol’s appearance at Nobles, Kozol conceded: “I wanted to be a healer just like him, but I was hopeless in the sciences…I decided to become a healer in another way, by trying to relieve those

Kozol gave a nod, at right, to his seventh-grade English teacher Tim Coggeshall, who was in the audience Oct. 1. “One of the sweetest guys I’ve ever met,” Kozol said, adding “You look so young to me.”

larger, self-inflicted wounds that our nation has suffered for its own failure to do the right thing. My father taught me, by example, never to be afraid to take an unpopular stand. He took lots of risks and came out that much stronger.” This penchant to heal led him to an inner-city, fourth-grade classroom in Roxbury, Mass., where, in his first experience, he was fired for deviating from the assigned curriculum by reading a

“[This school] taught me to speak out against cruel and evil voices in society. I feel I’ve brought the spirit of Nobles with me wherever I go.” Langston Hughes poem to a group of 35 elementary-school-aged black children. “I was dismissed for curriculum deviation,” he said. “That experience radicalized me.” One month later, Kozol was hired by the federal government to work on curriculum development! Kozol was highly critical of charter schools, standardized testing and vouchers. He charged charter schools with “skimming off the students of the most ambitious parents with the most middle class values and aspirations.” He referred

to standardized testing as “ignorant standardized exams with no diagnostic value…I am against testing whose purpose is to humiliate teachers and make lives miserable for the students.” In another context he described the No Child Left Behind Act as “killing the motivation of minority children and demanding the impossible of inner-city principals.” Of school vouchers, he also minced no words: “This is the most dangerous idea in my lifetime…a direct assault on the democratic, universal public education system that dates back to Thomas Jefferson.” His most dire warning: “A full-fledged voucher system would rip apart the social fabric of this nation.” What works? In his opinion, Massachusetts’s METCO program, for one. The 40-plus-year-old effort to bus inner-city students into affluent suburbs with excellent school systems has had amazing successes in the Bay State. Kozol suggested to Nobles students that the social service work they start at Nobles be considered a jumping-off point. “Service is not a substitute for systemic justice,” he said. “When you finish school, go out into the public, work to end inequality and fight against injustice… Take lots of risks; don’t be afraid…Life goes so fast; use it well.” — Joyce Leffler Eldridge

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The Gift of a Lifetime By Lauren Bergeron

M

ost people ring in the New Year by sleeping in and eating breakfast in bed, but in 2002 Andy Colligan ’90 woke up early to coach youth hockey in Charlestown, Mass. In the middle of the game Colligan collapsed, was rushed to the hospital, and passed away after suffering a brain aneurysm. Devastated were his family and friends, to whom Colligan was a loving son, gregarious friend, fountain of jokes, and lover of all things sports. At some point in Colligan’s 30 years, he made a crucial decision that continues to impact countless lives; he chose to become an organ donor. He had always been a giver, from teaching his childhood neighbor how to ice skate to being a dependable friend to many of his Nobles classmates. Donating his organs only seemed fitting. Colligan’s mother, Sheila, admitted, “I didn’t even know that Andy had decided to become an organ donor, but I am so proud of him for it.” With that one selfless decision, Colligan has offered numerous families hope. Eight of his organs and several tissues were donated, one to 70-year- old Peter Kenyon, who has lived for the last seven years with Colligan’s heart. Eighteen months after the transplant, Kenyon made the decision to reach out to the Colligan family, in order “to be able to say thank you in person.” The families have maintained a strong friendship ever since. Kenyon said, “Knowing the Colligans has made my life richer, like I have two families—they’re very welcoming and accepting.” Recently, Kenyon participated in the Duxbury Beach Triathlon with Colligan’s father, Tom, swimming and biking to create awareness for organ donation, while demonstrating the quality of post-

Andy’s father, Tom Colligan, left, competed with the recipient of his son’s heart, Peter Kenyon, right, and George Senerchia, middle, at the Duxbury Beach Triathlon in September.

transplant life and honoring Andy, who was also a triathlete. Prior to his second chance at life, Kenyon lived with an artificial heart pump for “three years, four months and 22 days,” which, at the time, was the North American record. With Colligan’s heart, Kenyon has since enjoyed “walking my youngest daughter down the aisle, witnessing the birth of three grandchildren, traveling to London and Paris, and renewing my love of swimming.” In addition to swimming with Tom Colligan in the Duxbury Beach Triathlon, Kenyon has competed

Andrew Thomas Colligan ’90, 1971–2002

in the U.S. Transplant Games, winning gold, silver, and bronze medals, several of which he has given to the Colligans, while setting the national record for the 200-meter freestyle for his age group. After Colligan’s passing, his family continued its relationship with Nobles, remembering several of his teachers and staying in close touch with his friends.

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A Manny f

“Nobles was one of the best things that had ever happened to Andy,” his mother said. She recalled one of the many Dedham dinner outings she and Colligan shared, during which she realized that her youngest son had turned into a man who exuded confidence and charm. His father also noticed how much Colligan had grown at Nobles, sharing a story about a college tour. En route to the offices of the soccer, hockey, and lacrosse coaches, the athlete recited Shakespeare that he had memorized in a Nobles English class. Beginning in 2005, Colligan’s closest friends organize the annual ATC Open Golf Tournament, of which Kenyon is a participant and supporter. Family and friends from Nobles, Colby College, and beyond have the opportunity to come together and celebrate Colligan’s life and memory. The tournament also acts as a fundraising event, the proceeds of which benefit Nobles’ Andrew T. Colligan ’90 Scholarship Fund.

“Nobles was one of the best things that had ever happened to Andy.” — Sheila Colligan

Kenyon even visited Nobles, where he picked up a Nobles Bulletin, and saw a familiar face from his Kent School Class of ’57—English teacher and former Head Dick Baker. “I know him!” Kenyon exclaimed. “I was amazed to find that Pete was so intimately connected to Nobles and he, of course, had no idea that I worked here. It was serendipity all-around,” said Baker. The story is bittersweet because, sadly, Colligan is still gone. But watching the heart-healthy Kenyon leaves his friends and family with an overflowing sense of pride in Colligan’s selflessness. His mother avows, “I miss everything about him. I loved his essence and feel blessed to have known him as long as I did.”

By John Paine, former History teacher

By John Paine, former History faculty

John Paine teaching a history class

J

.P., come here!” The imperious voice of a 5½ year old rings out across a crowded room in Kid City, a children’s museum in Middletown, Conn., bringing smiles to the mums, grandmums, and au pairs who have also brought charges to this safehaven on a wet afternoon. I look across at Joey. “Come here, what?” “Come here, please!” As I start to cross the room, an equally demanding voice comes from behind me. “J.P., here!” Emily, Joey’s 3-year-old sister, is usually very independent, but at this moment she needs me to fetch a train for the track that is just out of reach. So for the next two hours I try to keep each of my charges happy and—even more important—within my sight as we visit the pirate ship, the shop, the fish market, and the many other rooms that keep children occupied but which also provide numerous hiding places. So what am I doing here after 41 years

of teaching at Nobles? In the year before I retired—2000 —many of my friends would raise the question, “John, what are you going to do after Nobles?” If I answered at all, it was to sketch out a life where I sat back in an easy chair and finally read many of those books which I had gathered on the shelves during my career but had never read cover to cover. Then there would be leisurely walks through the woods in the early mornings and perhaps even time to write that book on historical mysteries that would become a bestseller and allow me unlimited trips back to my favorite places in Europe. But life did not work out exactly as I had planned. In the first place, my wife Karen, who was still working, felt that it was only fair that I should take over all the minor household chores such as laundry, shopping, cleaning, and all the cooking. Now, although I was a relative expert when it came to “welsh rarebit” and “toad in the hole” (some readers may

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y for All Seasons need to consult former inhabitants of the British Isles for a translation of these culinary masterpieces), Julia Childs was not a close friend. But I soon discovered that the instructions in most cookbooks were fairly easy to follow. I was even finding time to enjoy walks in the woods with Merton, the 100-pound Golden Retriever/Rottweiller mix we had acquired. Pride comes before a fall, for the condo we had moved into had an unfinished basement and I foolishly announced one day that I would turn it into a combination office, family room, and bar area. Now for most of my years at Nobles, I had lived on campus and those of you who have been in that situation will know that the only task that the maintenance staff permitted us to undertake was to change our own light bulbs—and some were even suspicious when we took on that duty. But once again I found the appropriate manuals and very soon—with the help of friends who were far more knowledgeable than I—the bare walls were covered with drywall and electrical outlets. But then, just as I started to relax, fate intervened—or rather my wife. A good friend was looking for someone to take care of her 2-month-old son one day a week. My wife spoke up immediately! “Oh, John would love to do it. He’s quite expert at changing diapers.” This statement was an absolute lie but, funnily enough, within a few weeks I discovered that yes, changing diapers was not exactly rocket science and yes, I did enjoy the time I spent with Joey. But matters did not rest there. Three years after Joey, his sister Emily appeared on the scene and it was necessary to add another infant car seat to our small V.W. I must not forget another friend, a single mum, whose daughter, Ruth, became our goddaughter. Ruth was in daycare full-time, but before I knew what was happening, I fell into the habit of picking

her up from there at lunchtime on Tuesdays and taking her to the playground or library, before returning home to cook a meal for the four of us. Ruth and her mother recently moved away but will return to the area soon, so I presume that I shall take up the task of trying to teach her the alphabet. I mentioned earlier that we had acquired a large mutt whom I would take for walks through our local woods. Three years ago we met up with a neighbor who was walking his Rhodesian Ridgeback. At first Daisy was scared stiff of Merton but soon learned that his snarl meant nothing and that she could jump on his head and pretend to bite his ears without fear of retaliation. It was not long before Peter, Daisy’s owner, and I had reached an arrangement so that any morning when he was off on his job of trimming trees, I would pick up Daisy and take her along with Merton on our walk. Little did I realize that two daughters would soon become part of Peter’s household and, since he and his wife, Jill, knew of my “manny” [male nanny] activities, a deal would be offered. In

return for taking care of Merton when we had friends to dinner who were allergic to dogs, I would look after Tori and Kate for the odd hour or two. Now I have to admit that these “manny” duties have their compensations in addition to the bottle of chardonnay that I receive each Christmas per child. My wife and I were walking through Stop & Shop one Saturday afternoon when a glamorous young blonde passed us with a small toddler in her shopping cart. She smiled at me and said, “John, how is everything going?” “Oh, hi, Helen, life’s great. How’s everything with you?” We exchanged a few more remarks and then moved on. My wife looked at me suspiciously. “And how exactly do you know Helen?” “Oh, didn’t I tell? We attended ‘Bonding with Baby’ classes together at the local library.” So, senior members of the faculty, take heart: there is a full life awaiting each of us in retirement. “Hold on, Joey, Emily, Ruthie, Tori, and Kate. I hear you. I hear you. Everyone will be walked and fed and changed in due time.”

The happy "manny" poses with his brood, minus dogs.

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Greek Tragedy f

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y for a Modern Age

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he Nobles Theatre Collective packed the Vinik Theatre this fall with a presentation of Timberlake Wertenbaker’s The Love of the Nightingale, a provocative modern re-make of a Greek tragedy. Director of Nobles Theatre Dan Halperin said of the play, which opened on Nov. 5, “This was a great way for us to dabble in Greek drama.” The Love of the Nightingale tells the story of two Athenian sisters; “Procne” (Melina Chadbourne ’09) is separated from her sister “Philomele” (Sarah Mitchell ’09) by an arranged marriage with “Tereus,” the King of Thrace (Phillip Cohen ’10). Along the journey to visit her beloved sister, Philomele endures love and loss, is raped by her sister’s husband, and suffers the volatile repercussions of power and greed. The play included many elements of a traditional Greek drama. “While the play is largely modern, some scenes are more traditional, like reading Sophocles,” said Halperin. Male and female choruses narrated the story to the audience, who also enjoyed viewing a “play within a play.” The choruses performed as actors for the royal characters who, historically, were avid fans of theatre. Costume designer Joy Adams cloaked the actors in draped garments, roped belts, and leather sandals, while scenic designer Jon Bonner, in his debut production as the newest member to the theatre faculty, created a true Grecian scene, complete with Doric columns. “We were doing touch-ups five minutes before opening!” Bonner said. Since the play tackled some serious issues such as rape and the silence surrounding the crime and its aftermath, Halperin invited a representative from the Boston Area Rape Crisis Center (BARCC) to speak with the cast and crew about the timeless struggles of women. Sarah (Philomele) said, “We saw that the play also included several metaphors for rape. There are many ways to silence people.” Silence was also symbolized through the muted costume colors that Adams chose for the less powerful female chorus. One hundred percent of the net proceeds from ticket sales were donated to BARCC. A violent play, The Love of the Nightingale captured scenes of war and murder. To better portray sword fighting, death and resistance, Halperin invited fight choreographer Angie Jepson to the set. “Fight choreography was really fun! It was a great opportunity to learn how to create a realistic death,” said Edwin To ’10. To see more photos from The Love of the Nightingale, and other Nobles Theatre Collective productions, please visit www.nobles.edu/nightingale. — Lauren Bergeron 1. Melina Chadbourne ’09; 2. Jon Bonner, Director of Technical Theatre/Design; 3. Karan Lyons ’09, crew member; 4. Sarah Mitchell ’09; 5. Cyrus Veyssi ’13 (left) and Phillip Cohen ’10

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5 Winter 2008–2009  l  the Nobles Bulletin  l  33

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The Oneida F ootb a l l C l u b

Nobles and the Origins of American Football By Louis Newell ’53

T

Gerrit Smith Miller

his fall marked the 112th meeting between Nobles and Milton on the gridiron. It seems an appropriate time to tell the story of a surprising link between Nobles and the first organized football games in America. The game of soccer can be traced back many centuries in Western Europe and in colonial America and its early colleges. A major alteration occurred in 1823, when a young man in Britain, in total violation of the rules, first picked up and ran with the ball, “thus instituting the most spectacular feature of modern rugby football.” (Gerrit Smith Miller, A Sketch of his Active Life, by Dr. Robert Means Lawrence). Forty-six years later, in 1869, 15-man teams from Rutgers and Princeton engaged in a game—often represented as America’s first football game. In fact, this was a game of soccer, played with a round ball which could not be picked up. Five years later, in 1874, Harvard and McGill University engaged in the first intercollegiate game of football, incorporating the rules of rugby and the “Boston game,” which leads us to Nobles. Back in the 1850s, a group of school-aged boys in Boston had developed the “Boston game.” According to the rules of this new game, players could carry the ball in their arms, unlike in the game of soccer. In 1862, a group of young men at the Dixwell School in Boston, led by Gerrit Smith Miller, organized the Oneida Football Club (OFC), named after Lake Oneida in New York, where Miller lived as a young boy. For three years, the OFC battled teams of boys from Boston Latin and Boston English, and the team never lost a contest. Nobles is a lineal descendant of the Dixwell School (1851–1872), succeeded by Hopkinson School (1872–1897), and the Volkmann School (1897–1917), which merged into Nobles. Today, a significant heritage from the original Oneida team exists at Nobles, including four prizes which are awarded annually to Nobles students, named in memory of the head of Dixwell School and some of its students: the Epps Sargent Dixwell Medal, the Winthrop S. Scudder Medal, the James DeWolfe Lovett Medal, and the Gerrit Smith Miller Medal. Scudder, Lovett and Miller were all original members of the Oneida team. In 1925, a monument was erected on the Boston Common to commemorate the Oneida Football Club’s games and its players. This monument still stands on the Boston Common today.

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Keeping You Up-to-Date 2008 Awards for Excellence in Teaching Babson College’s 2008 Deans’ Award for Excellence in Teaching by an adjunct faculty member in the Entrepreneurship Divison went to longtime Nobles trustee and parent Ernie Parizeau P’05 ’07 ’12. Since 1999, Parizeau has taught 16 courses at the undergraduate level. He was cited as “the epitome of the dedicated parttime faculty member, creating new materials and engaging the students.” A co-teacher noted: “Ernie is a fountain of wisdom about the venture-capital world.” Another faculty member said, “Parizeau shows students that entrepreneurship is a path that requires rigorous study and commitment.”

Lauren Valle ’05

A Priebatsch Sighting in Boston

The Olympic Connection Ben Harrison ’03 spent the past year training for the U.S. Olympic rowing team at the U.S. Rowing Training center in Princeton, N.J., hoping to earn a spot for the summer games in Beijing. Ultimately, he finished 1.5 seconds behind the U.S. Olympic pair that went to Beijing. In late June, having missed selection for the Olympic team, he won the coxed pair trials and was named to the U.S. National team, representing the U.S. at the 2008 World Championships in Linz, Austria, finishing ninth.

Ben Harrison ’03

Major League Soccer (MLS) for the New England Revolution. The rookie has already seen a lot of playing time. While at Nobles, he helped coach Boys’ Varsity Soccer.

On Another Olympic Note: While many Nobles grads and current students may have had some direct or tangential involvement with the summer Olympics in Beijing, none was a more memorable footnote than Lauren Valle ’05, who was one of five protesters arrested for hoisting a banner that read “Free Tibet.” All were identified as representatives of the group “Students for a Free Tibet.”

A Videira Sighting in Scotland Mike Videira ’04, who was a second-round pick by the New England Revolution in January’s MLS SuperDraft, ended his search for a European team by signing with Hamilton Academical of the Scottish Premier League. A former Nobles and all-New England midfielder, Videira was signed by the Accies. Bi-continental faculty member Chris Smick, who spends every summer at Cambridge University, describes the Scottish Premier League as “the top league in Scotland.” Smick also notes that soccer (a.k.a. football) is as important in Scotland as the National Football League and Major League Baseball combined in the States. Smick concluded by noting that “Videira,“ he believes, “is the only American playing for a Scottish premiership team.” Another soccer standout: Chris Tierney ’04 returned to the Bay State, after attending the University of Virginia, to play

Seth Priebatsch ’07, who already seems destined for a MacArthur grant, has invented a new electronic medium, this one named “Scvngr,” a game engine that runs a mobile phone-based scavenger hunt. Several colleges, universities and museums signed on immediately as clients to use the hunts for orientations and special events. Priebatsch was recognized by Princeton in his first year there for an invention, PostcardTech, that began as a senior project here at Nobles. He was granted a leave from Princeton after “Scvngr” took first place in the school’s TigerLaunch Business Plan Competition. Priebatsch and his employees have set up an office in Boston’s South End, preparing for a full “Scvngr” launch in the spring. The City of Boston plans to use both “PostcardTech” and “Scvngr” to draw attention to under-visited Boston sites.

Once Every 100 Years Laura Ahrens ’80 was recently elected Episcopal Bishop Suffragan of the Diocese of Connecticut; the last Nobles graduate to be similarly elevated was William Appleton Lawrence in 1907! Mike Videira ’04

Winter 2008–2009  l  the Nobles Bulletin  l  35

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Keeping You Up-to-Date Big Feature on Bassey Offiong Bassey ’03, a former Steppingstone Scholar, is the cover story and sole subject of a booklet produced by the Steppingstone Foundation, which identified her early in her educational life as a promising student. Nobles, her first choice, was deemed to be the right school. The eight-page book—replete with numerous pictures from her Yale undergraduate days, her job at Bain & Co., and a Nobles field trip to New Hampshire—also recounted Bassey’s Nobles community-service trip to Panama, summer literature trip to Ghana and junior-year abroad program in Zaragoza, Spain. For her work while at Nobles in establishing a cultural-affinity group for members of her Nigerian tribe, Bassey was awarded a National Toyota Community Scholarship. Offiong Bassey ’03

The Wiki Connection Aaron Roth ’08, a freshman at the University of Pennsylvania, has created a website, www.wikistory.com, that allows budding writers to contribute stories, poems, plots or character descriptions that will entice others to give feedback, edit or leave written comments. In its first couple of months, 70 people registered to use the website, some writing long poems and stories, others altering original postings. Roth said the “wiki” idea came from the satisfaction he derived from doing projects such as writing in collaboration with others at Nobles. “You get multiple minds and different perspectives. You can bounce ideas around with other people and make changes and improvements,” he noted.

Katherine Doherty ’12 singing before a sold-out crowd at Gillette Stadium

Competing for the U.S. Dori Rahbar ’10, co-captain of the Nobles Squash Team, was invited by the U.S. Squash Federation to represent her country in the girls’ under-17 team of four players in a match called the Battle of the Borders—U.S. vs. Canada, wherein the United States is the defending champion. Dori was twice named a national squash scholar-athlete. For her age group, she currently ranks No. 4 in Massachusetts and No. 11 in the country.

Battle vs. Breast Cancer Attracts Media Attention Nobles graduates across the country were caught off-guard when they saw Marisa Zona ’88 on a Good Morning America segment during Breast Cancer Awareness month. A six-year Girls’ Ice Hockey veteran at Nobles, Zona was featured prominently in a marketing campaign put forth by the Under Armour® Co., which led to the media attention. In the October segment, she shared how her athletic spirit contributed to her personal fight for survival. “I think athletes, especially at competitive levels, really channel their fear into positive emotion,” said Zona, who was diagnosed with the disease in February of 2007, and since then has undergone a bi-lateral mastectomy, chemotherapy, and reconstructive surgery. “Having a positive body self-image is directly related to my experience in sports,” she said in the segment. “That I didn’t define myself by my body

parts made it easier for me to separate myself from my breasts.” This selfassurance allowed Zona to act aggressively in her own self-interest, electing to remove both breasts despite the fact that cancer was only in only one. Zona’s strength has been an inspiration to everyone who has been a part of her care-giving team. “As the captain of a team, your teammates rally around you and you carry them all, as a group, to victory,” wrote Nobles classmate John McManus ’88, who nominated her as one of Under Armour’s Power in Pink 2008 Undeniable Survivors. “Breast cancer was no different. We were the ones with all the fear, anxiety and unspeakable ‘what if’ scenarios. She, however, rose a few feet above the team and led by example.” With the determination that led her to be the first-ever seventh-grader to achieve varsity status at Nobles, and the support of doctors, friends and family, Zona fought the disease head-on and was certified cancer-free by April of ’07. She still undergoes frequent monitoring and, still cancer-free, has become an active advocate for Breast Cancer Awareness. Web-based versions of Zona’s interviews can be seen online at http://abcnews.go.com/Video/player Index?id=6086802 and http://www. underarmour.com/powerinpink/

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Keeping You Up-to-Date Singing with the World Champions Class IV student Katherine Doherty performed the “Star-Spangled Banner” on Oct. 26 at Gillette Stadium. The 14 year old with the highly-trained voice belted out the national anthem, then witnessed the New England Patriots defeat the St. Louis Rams by a score of 23 to 16.

A Starring Role Andrea Ross ’09, known heretofore as a major musical talent first discovered by British theatrical legend Sir Andrew Lloyd Webber, made her non-musical debut this fall in the Wheelock Family Theatre production of Saint Joan, where she played the title role, Joan of Arc. The demanding lead, which kept her on stage for close to three hours, called not only for stamina but also for a wide range of emotions, from fiery indignation to pathetic hurt to outright alienation and back to teary compassion. Wheelock’s theatrical producer Sue Kosoff said the play, set in the 15th Century, was selected because it “raises timely and provocative questions that are always worth pondering” such as “What can the idealistic young teach others?” and “What happens to those who risk everything for what they believe?”

Andrea Ross, Class I, starring at Wheelock Family Theatre in Saint Joan (here with the Dauphin)

Beating the Odds (Reprinted in part with permission of Bowdoin College Sports Information Department)

A student-athlete with exceptional perseverance and leadership, Kate Chin ’04 entered Bowdoin College uncertain about her personal health, let alone her ability to play a varsity sport. She graduated this past May as one of the most highly-respected students in the school, earning one of the Athletic Department’s most prestigious honors in the process. A victim of a concussion her senior softball season at Nobles, Chin missed several months of her senior year and was unsure about her ability to attend Bowdoin in the fall. She entered Bowdoin and excelled, majoring in Government and minoring in Spanish, while playing women’s golf and softball. A captain on the softball team for two seasons, she also captained the women’s golf program as a senior. But Chin was most visible in other roles on campus, spearheading Bowdoin’s impressive “Girls and Women in Sports Day” that included nearly 200 participants, ages 5 through 16. At the annual All-Sports Banquet, Chin was honored with the Athletic Department’s Anne L.E. Dane Award for Outstanding Leadership, honoring the female student-athlete who best exemplifies the highest qualities of character, courage and commitment to team play. She shared these thoughts with the Bowdoin Sports Information Department: What is your most memorable moment as an athlete? I have two moments. During my senior season of Nobles softball, I suffered a concussion. I was out of school for months. It was questionable whether I would enter Bowdoin with the class of 2008. When I did, I began a biweekly year-long process of physical therapy. I suffered a second concussion my junior year at Bowdoin. The recovery process once again reminded me never to take anything for granted. I will never forget the two moments when I was cleared to play softball. To be able to participate in a sport that I love, with my teammates, and to do so, especially after I had been told my career was over, was the best news anyone could ever give me…

Both memories have taught me to appreciate the physical and emotional ability necessary to participate in a sport and to understand that it is a gift to be able to play.

A Memoryable Role Courtney Smith ’03 performed the role of Grizabella in the Tony award-winning musical Cats, which was performed at the Mount Washington Valley Theatre in North Conway, N.H., this summer. Grizabella, the lead cat, sings the memorable Andrew Lloyd Webber song “Memory.” Smith also appeared at the same theatre in Cabaret, Fiddler on the Roof and Baby.

Courtney Smith ’03

Field Hockey Standout Kaleigh FitzPatrick ‘11 has been named to USA Field Hockey’s Futures Elite Squad 2009. She is among six in the state and 150 in the country to receive this distinction. The Futures program is a USA Field Hockey initiative that aims to identify and train the nation’s top field hockey players to eventually compete at the Olympic level. This is Kaleigh’s third consecutive selection; she represented Massachusetts at the National Championship in Virginia Beach in June 2007 and 2008. Kaleigh was also selected to the 2008 Junior Olympic Field Hockey team and has led “Team Massachusetts Private” to consecutive tournament championships at The Cape Cod Classics Tournament the past two summers. — Joyce Leffler Eldridge

Winter 2008–2009  l  the Nobles Bulletin  l  37

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Window on

Nobles

by Tim Carey, English faculty As I get older, I find myself drawn more strongly to place. These photographs reflect three places that have affected me in important ways over the years. The first is Tenants Harbor, Maine, a small town on the coast, where I have vacationed for my entire life. The second is Cape Town, on the southern tip of South Africa. I have visited the country twice and am about to lead a

Sunset at Tenants Harbor, Maine

Nobles trip in the summer of ’09. The most influential place has been Nobles, and the photograph of autumn on the Charles was taken on the pathway that runs by the river and lies just below the Head’s home. Each of the photographs conjures for me strong memory and sentiment.

Table Mountain Morning in Cape Town

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Cove Fog at Tenants Harbor, Maine

Cape Town from Table Mountain, South Africa

Autumn on the Charles

Cloud view of Cape Town, South Africa

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reunion

ON the

P r of i l e s

Playing Fields

Fall Varsity Sports Results and Awards

Boys’ Cross-Country Season Record: 3-12 ISL Championships: 12th Place NE Division II Championship: 10th Place Honorable Mention: Nick Balsbaugh ’09 Awards: Coaches’ Award— Nick Balsbaugh ’09 2009 Captains: Mike Dodek ’10, Sam Cheney ’10, Ellis Tonissi ’11 Girls’ Cross-Country Season Record: 13-0 (2nd consecutive undefeated season) ISL Championships: 2nd Place New England Division II Champions (3rd consecutive) ISL MVP and Globe All-Scholastic: Marissa Shoji ’11 All-ISL: Jennifer Donnelly ’09, Ava Geyer ’11, Marissa Shoji ’11, Kerrin Smith ’10 Honorable Mention: Meghan Hickey ’12 All-New England: Jennifer Donnelly ’09, Ava Geyer ’11, Marissa Shoji ’11, Kerrin Smith ’10 Awards: Coaches Award—Brett Hayes ’09; Team of ’99 Award— Kerrin Smith ‘10 2009 Captain: Kerrin Smith ’10

Brooke Hammer ’09

2009 Cross Country Captain Ellis Tonissi ’11

Varsity Field Hockey Season Record: 15-3-0 (11-1-0) 2nd Place in ISL New England Class A Semifinalist All-ISL: Sarah Duncan ’10, Caitlin Fai ’10, Kaleigh FitzPatrick ’11, Casey Griffin ’09 Honorable Mention: Kelly Cooke ’09 NEPSAC All-Tournament Team: Sarah Duncan ’10, Casey Griffin ’09

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reunion

P r of i l e s

Awards: Walker Cup—Casey Griffin ’09 2009 Captains: Sarah Duncan ’10, Marissa Gedman ’10, Jackie Young ’10 Varsity Football Season Record: 5-3 All-New England: McCallum Foote ’09, Michael Reardon ’11 All-ISL: McCallum Foote ’09, Devan Luster ’09, Peter Owen ’09, Michael Reardon ’11 Honorable Mention: Ian Graves ’09, Bobby Kelly ’09, Sean Shakespeare ’11 Awards: E.T. Putnam Award— McCallum Foote ’09; Coaches Award —Andrew Bishop ’09, Bobby Kelly ‘09; Nicholas F. Marinaro Award-12th Player Award—Ian Graves ’09, Peter Owen ’09 Career Passing Records: McCallum Foote ’09: 253 completions: 440 attempts; 4,474 yards; 60 TDs 2009 Captains: Jack Allard ’10, Cam Dupré ’10, Tommy Kelly ’11, Sean Shakespeare ’11 Boys’ Varsity Soccer Season Record: 10-5-1 (10-4-1) New England Class A Quarterfinalists All-ISL: Scott Prozeller ’09, Max White ‘09 Honorable Mention: Chris McDonald ’09 Awards: Coaches Award— Scott Prozeller ’09, Max White ’09; Weise Bowl—Chris McDonald ’09 2009 Captains: Colin Coughlin ’10, Dylan Cowley ’10, Chris Pratt ’10 Girls’ Varsity Soccer Season Record: 16-0 (12-0) ISL Champions New England Class A Champions All-ISL: Maddy Cohen ’09, Alexandra Conigliaro ’09, Lauren Martin ’09, Emily Wingrove ’10 Honorable Mention: Alexandra Johnson ’11, Corey Moynihan ’11

Max White ’09

Marissa Gedman ’10

Awards: Senior Bowl—Maddy Cohen ’09, Lauren Martin ’09; Ceci Clark Shield—Ellen Crowley ’09, Carey Favaloro ’09 2009 Captains: Darcy Banco ’10, Emily Wingrove ’10, Mollie Young ’10 First Time Varsity Letter Winners Fall 2008 Cross-Country: Eric Chang ’09, Michael Dodek ’10, Ava Geyer ’11, Meghan Hickey ’12, Paul Toribio ’09, Wilson Turner ‘11, Kenny Yang ‘10

Football: Nick Beer ’11, Michael D’Angelo ’10, Sam Freeman ’12, Chris Geary ’11, Karl Greenblatt ’11, Andrew Inches ’12, Peter Juviler ’11, Andrew Kenealy ’11, Michael Mussafer ’11, Matt Resor ’11, Gene Robinson ’11 Soccer: Gordon Bailey ’10, Will Bliss ‘10, Eliza Loring ’12, Corey Moynihan ’11, Ed Stansky ’10, Aaron Trachtman ’12, Danny Vinik ’09, Oliver White ’12, Colby Woeltz ’12

Field Hockey: Kaleigh FitzPatrick ’11, Holly Foster ‘10, Mahlon Henderson ’10

Winter Winter 2008–2009  2008–2009  l   the the Nobles Nobles Bulletin  Bulletin  l   41 41

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How Does Nobles’ History and Social Sciences Curriculum Stack Up? bulletinblletinlletin Winter 2008–09 • Noble and Greenough School Look ins...

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