General Catalogue - The Brearley School

GENERAL CATALOGUE 2019 . 2020 Kindergarten – Class XII

590 East 83rd Street New York, NY 10028 (212) 744-8582 610 East 83rd Street New York, NY 10028 (212) 744-8582 www.brearley.org

n The Brearley School, in observance of state and federal laws and regulations, does not discriminate on the basis of race, color, religion, sexual orientation, disability or national or ethnic origin in administration of its admission, financial assistance, educational or other school policies. Every Brearley student is admitted to all of the rights, privileges, programs and activities generally accorded or made available to students at the School. n Brearley is chartered by and registered with the Education Department of the State of New York. It is accredited by the New York State Association of Independent Schools.

Table of Contents Table of Contents

Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 History of the School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Administration and Department Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Faculty and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Academic Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

The Lower School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

The Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

The Upper School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Staff and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Diversity, Equity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Counseling and Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Community Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 College Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 College Entrance 2015–2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Greater Brearley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Endowed Funds of the Brearley School . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 2019–2020 Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 School Office Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

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Mission Statement Mission Statement

The Brearley School Established 1884 K–XII independent school for girls in New York City Academic excellence. Liberal arts tradition. Cross-divisional teaching.

The Brearley School challenges girls of adventurous intellect and diverse backgrounds to think critically and creatively and prepares them for principled engagement in the world.

Guided by a dedicated community of adults, students develop a command of many disciplines, a love of learning and a resilient and generous spirit.

The bond among students and with their teachers is rooted in a passionate exchange of ideas and an appreciation for the unique and lively contributions of each individual.

A Brearley education unfolds over a lifetime. The School instills in its alumnae the confidence to pursue their ambitions and the wisdom to live balanced and purposeful lives.

2 2

History of the School History of the School

The Brearley School was named for its founding Headmaster, Samuel A. Brearley, Jr. After graduating from Harvard in 1871, Mr. Brearley worked as a private tutor until 1880, when he went to study at Balliol College, Oxford. He came to New York in 1884, when it was commonly thought that “intellectual activity took the bloom from ladies,” and opened a school that was designed to provide young women with an education comparable to that available to their brothers. With courses in English, Greek, Latin, French, German, modern history, drawing, physics, botany, geography and geometry, the Brearley School offered strong preparation for college. An early graduate of the School later wrote that this “first intellectual experience had a novelty and excitement that it is almost impossible for a person born in the twentieth century to understand.”

When Mr. Brearley died of typhoid in December 1886, the School consisted of one hundred twenty pupils and a faculty of twenty. James G. Croswell, an Associate Professor of Greek at Harvard, served as the next Head until his death in 1915. Since 1930, Brearley has been led by five women Heads: Millicent Carey McIntosh, who came from Bryn Mawr College in 1930, went on to Barnard College in 1947 and later became its first president; Jean Fair Mitchell, who had taught in many institutions in the US as well as in her native Scotland; Evelyn J. Halpert, a Brearley alumna and former Head of the History Department, who became Head when Miss Mitchell retired in 1975; Dr. Priscilla M. Winn Barlow, a biologist, who had been Principal of Havergal College in Toronto before succeeding Mrs. Halpert in 1997; and Dr. Stephanie J. Hull, who taught French and women’s studies at Dartmouth College and was Assistant to the President and Secretary of the College at Mount Holyoke before serving as Head of the School from 2003 to 2011. Jane Foley Fried became the fifteenth Head of Brearley in the fall of 2012, following Dr. Winn Barlow, who returned to the School as Interim Head for the 2011–2012 academic year. Ms. Fried previously held the position of Assistant Head for Enrollment, Research and Planning and Dean of Admission at Phillips Academy in Andover, MA. Brearley outgrew its original quarters on East 45th Street when it added an elementary program to its six-year college preparatory sequence, moving twice before commissioning its current building at 610 East 83rd Street in 1929. In its ninety years at 610, there have been numerous renovations, most notably expanding the library, art and science facilities; creating space for a Common Room on the first floor and adding two stories to the building. The future master plan for 610 includes the renovation of all floors over a period of time following the opening of a partner schoolhouse at 590 East 83rd Street in September 2019. The new space at 590 will help to accommodate Brearley’s expanded program for our 750 students.

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Administration Administration Head of School

Jane Foley Fried

Assistant Head of School for Academic Life

James Mulkin, Jr.

Assistant Head of School For Student Life and Head of the Lower School (K–IV)

Maria-Anna Zimmermann

Chief Financial Officer and Chief Operating Officer Rahul Tripathi Dean of Students

Sheila Kramer

Director of Athletics

Danielle King

Director of College Advising

Carolyn W. Clark

Director of Communications

Director of Construction and Facilities

Director of Counseling and Wellness

Josephine B. David ’61 Doris Coleman

Director of Development

Elizabeth Donovan Anne S. Bergen

Director of Equity and Community Engagement

Tanya Huelett

Director of Human Resources

Arlene Fabio

Director of Lower School Admission

Winifred M. Mabley

Director of Middle and Upper School Admission and Financial Assistance

Melissa Cassis

Director of Publications

Jane Newman

Director of Security and Safety

Noel Lamberty

Director of Technology

Colin Samuel

Head of Middle School Student Life

Tim Brownell

Head of Upper School Student Life

Evelyn Segal

Registrar

Joan Krause

Department Heads

Art

Classics Drama

Robert D. Duke, Jr.

English

Sherri Wolf

History

Robert Raoul Meyer

Learning Skills

Annah Clontz and Kevin McCoy

Library

Celia Dillon

Mathematics

Maggie Maluf

Modern Languages

Music Physical Education

Science

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Dale Emmart Tom Wright

Sylvie Lucile Matthew Aiken Susan Seufert James Karb

Faculty and Staff Faculty and Staff

JANE FOLEY FRIED, Head of School; Advisor, Class XII

B.A., Bowdoin College; M.A., Tufts University MICHAEL ABBOTT, Piano

B.Mus., Hampshire College, California Institute of the Arts; Charles Banacos, Lennie Tristano, Roland Hanna SARAH ABRAHAM, Room Teacher, Class IV

B.S., Pennsylvania State University; M.S., Touro College UTSMAN AFIFI, Desktop Support Technician

B.Tech., New York City Institute of Technology MATTHEW AIKEN, Head of the Music Department, Percussion; Advisor, Class X

B.Mus., University of Oregon; M.Mus., Eastman School of Music; John Beck, Charles Dowd JULIÁN ALTSCHUL, Mathematics; Room Teacher, Class VII

B.A., Rice University; M. Ed., Hunter College ERIC ANTANITUS, Website and Administrative Systems Specialist

B.F.A., New York University; M.S., Polytechnic Institute of New York University CLEVELETTE AUSTIN, Assistant CFO; Controller

B.A., University of the West Indies; M.B.A., Dowling College; CMA MICHAEL BALDWIN, Drama

B.A. Skidmore College; M.A., City College, CUNY OLIVIA BALL, Drama; Grade Head, Class IX

A.B., Harvard College; M.A., Columbia University MARISA BALLARO, Dance

B.A., SUNY Brockport JOY BARBOSA, Learning Skills

B.S., Syracuse University; M.A., Bank Street College of Education DINA D. BARKER, Physical Education

B.S., SUNY New Paltz JANELLE BARTH, Room Teacher, Class II

B.S., Carnegie-Mellon University JENNIFER M. BARTOLI, Director of Graphic Design

B.A., East Stroudsburg University *** Sabbatical Leave, 2019–2020

† Leave, 2019–2020

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ANNE S. BERGEN, Director of Development

B.A., Colgate University NATHAN BLANEY, Art

B.F.A., University of Rhode Island; Graduate Study, Parsons School of Design and Teachers College, Columbia University SHERI L. BLAU, Mathematics

B.S., University of Michigan; M.A., Teachers College, Columbia University KAREN BLUMBERG, Math and Technology; Room Teacher, Class VIII

B.A., Bryn Mawr College; M.A., Teachers College, Columbia University; Ed.M., Teachers College, Columbia University ARIELA BOHROD, Accompanist

Mannes College of Music; Piano: Pavlina Dokovksa, Vladimir Valjarevic CAIT BRADLEY, Mathematics; Room Teacher, Class VI

B.A., Dickinson College; M.A., Teachers College, Columbia University MATTHEW BRADY, Music; Advisor, Class IX

B.Mus., Eastman School of Music; Artist/Teacher Diploma, Association for Choral Music Education; Seymour Bernstein, Doreen Rao TIM BROWNELL, Head of Middle School Student Life; Drama

B.A., Middlebury College ANNIE SPADER BYERLY, Room Teacher, Kindergarten

B.A., Wellesley College; M.S., Hunter College of Education PAUL J. BYRNES, Science; Advisor, Class XII

B.S., SUNY Buffalo; M.S., Pace University ALISON CARDOSO, Learning Skills; Advisor, Class VII

B.A., SUNY Geneseo; M.S., SUNY Geneseo RACHAEL CARTER, Associate Teacher, Class IV

B.S.Ed., Westfield State University MELISSA CASSIS, Director of Middle and Upper School Admission and

Financial Assistance; Advisor, Class VIII B.A., Middlebury College; M.A., Teachers College, Columbia University KRISTEN CHAE, Assistant Director of Admission

B.S., B.A., Boston University CAROLINE CHANG ’08, English; Advisor, Class XI

B.A., Yale University; M.A., Middlebury, Breadloaf School of English ANNIE CHEUNG-LIVHITS, Science

B.A., Colgate University

6 6

SARAI CHICO, Administrative Assistant to the Head of Middle School

Student Life Lehman College, CUNY AMY CHOW, Library

B.Mus., McGill University; M.L.I.S., Dalhousie University, Halifax BRIAN CHU, English; Advisor, Class IX

B.A., M.F.A., Columbia University LUIGI CICALA, Art and Technology

B.A., Colorado College; M.F.A., The New York Academy of Art JOSEPH CIVITA, Food Service Consultant

New York Community College ANA CLADERA, Spanish; Advisor, Class VIII

Universidad Complutense de Madrid; L.L.M., London School of Economics and Political Science; M.A.T., Manhattanville College CAROLYN W. CLARK, Director of College Advising; Advisor, Class X

B.A., Wesleyan University; M.P.A., Columbia University School of International and Public Affairs PERRY CLEMONS, Room Teacher, Class III

B.A., Morehouse College; M.A., Georgia State University ANNAH CLONTZ, Assistant Head of the Lower School; Co-Head of the

Learning Skills Department B.A., Elon University; M.Ed., University of North Carolina, Charlotte DORIS COLEMAN, Director of Construction and Facilities; Advisor, Class VII

B.S., Cornell University; M.B.A., Pepperdine University ANDREA COTLOVE, French

B.A., B.S., Westmont College BENDA CRAIG, Accountant

B.S., York College KENNETH M. CRONIN, JR., Building Superintendent SIDONIE CYPHER, Administrative Assistant for the College Advising

Office/Coordinator of Testing B.A., Villanova University JOSEPHINE B. DAVID ’61, Director of Communications

B.A., Wellesley College; Graduate Study, University of Oxford; M.A., New York University LEILANI DELEON, Administrative Assistant to the Registrar

7 7

JENELLÉ DEODATH, Administrative Assistant to the Assistant Head of

School for Student Life and Head of the Lower School B.S., M.S., New York Institute of Technology JILL DIJOSEPH, Receptionist

Fordham University; New School for Social Research; Hunter College CELIA DILLON, Head Librarian

B.A., College of the Holy Cross; M.L.I.S., Queens College ELIZABETH DONOVAN, Director of Counseling and Wellness

B.A., Sarah Lawrence College; M.S., University of Hartford; Ph.D., Kent State University ROBERT DOREMUS, Security Officer KEITH DRISCOLL, Associate Teacher, Class I

B.A., Marymount Manhattan College MARIA DUCKETT, Director of Special Projects and Research Initiatives;

Room Teacher, Class VII B.A., Loyola University (Maryland); M.A., New York University ROBERT D. DUKE, JR., Head of the Drama Department

B.A., Williams College DALE EMMART, Head of the Art Department; Advisor, Class VI

B.F.A., Cooper Union School of Art; M.F.A., Rhode Island School of Design PIETRO ENNIS, Technology

B.F.A., New York Institute of Technology; M.A., Teachers College, Columbia University ARLENE FABIO, Director of Human Resources

B.A., Tufts University; M.B.A., Clark Atlanta University TANIA FLORES, Associate Teacher, Class I

B.A., Middlebury College PAUL FOGLINO, Mathematics

B.A., B.S., Columbia University JENNA FOTI, Learning Skills

B.A., University of Michigan; M.A., Teachers College, Columbia University ROBERTA D. FRANK, Piano

B.Mus., M.Mus., Manhattan School of Music DARCY R. FRYER, History; Advisor, Class XI

B.A., University of Michigan; M.A., Ph.D., Yale University

8 8

YUSI GAO, Mandarin

B.A., Hebei University; M.A., New York University; Graduate Study, Irkutsk State Linguistic University YAMELL GARCIA, Associate Teacher, Kindergarten

B.A., Lehman College ROSE GARDNER, French

B.Phil., University of Pittsburgh; M.A., Hunter College; Master’s I, Université Paris-Sorbonne; Pensionnaire étrangère, École Normale Supérieure; Ph.D., Columbia University PHOEBE T. GEER ’97, Associate Director of Development

B.A., Williams College; J.D., University of Virginia School of Law ANDREA M. GILROY, Mathematics

B.A., Hartwick College; M.A., SUNY Stony Brook ROBERT GINGERY, Guitar

B.A., California State University; Diploma, Berklee College of Music; M.A., City College of New York DEBRA EVE GLICK, Mathematics; Grade Head, Class X

B.A., Hunter College; M.A., New York University SUSANNAH GOLDSTEIN, Librarian; Advisor, Class X

B.A., Barnard College; M.L.I.S., Rutgers University MARSHA GOMEZ, Food Service Manager ANNABEL GORDON, Cello

B.Mus., Mannes College of Music; Timothy Eddy, Jerry Grossman NATASHA GRAY, History; Advisor, Class IX

B.A., Bryn Mawr College; M.A., Ph.D., Columbia University BELINDA HAAS, Learning Skills

B.A., Leicester Polytechnic; M.A., University of Minnesota; M.A., Teachers College, Columbia University ANALISA CIPRIANO HEINZ, Associate Director of College Advising;

Advisor, Class XI B.A., Connecticut College; M.A., Ed.M., Teachers College, Columbia University MICHELLE HEYL, Assistant Director of Athletics

B.A., Salisbury University AMINA HOLMAN, Annual Fund Director

B.A., Howard University; M.S. Ed., Baruch College SAMANTHA HOSEIN, Student Life Coordinator; Room Teacher, Class VIII

B.A., University of Pittsburgh

9 9

***JACQUES F. HOUIS, French

B.A., Temple University; M.A., New York University TANYA HUELETT, Director of Equity and Community Engagement; History

B.A., Spelman College; Ph.D., New York University MARIEL ISAACSON, History; Advisor, Class XI

B.F.A., M.A., New York University; Ph.D., The Graduate Center, CUNY MARINA JACKSON, Technology; Advisor, Class IX

A.B., Harvard College; M.A., Teachers College, Columbia University JASMINE JACOB, Associate Teacher, Kindergarten

B.S., University at Albany, SUNY WHITNEY JACOBS, Physical Education, Dance

B.F.A., Ohio University; M.F.A., University of Wisconsin-Milwaukee KATE JANOVER, Associate Teacher, Kindergarten

B.A., Brown University KATE JAVENS, Art; Advisor, Class X

C.F.A., Pennsylvania Academy of Fine Arts KARYN JOAQUINO, Music; Advisor, Class IX

A.B., Princeton University; M.A., Teachers College, Columbia University; Clifford Herzer, José Ramos-Santana KATHARINE JONES, Art; Advisor, Class XII

B.A., Columbia University; M.F.A., University of New Mexico ELIZABETH KAHN, Science

B.A., Temple University; Graduate Study, Drexel University; M.S. Ed., University of Pennsylvania JAMES KARB, Head of the Science Department

Sc.B., M.A., Brown University TRACEY KEE, Physical Education

B.S., M.A.Ed., East Carolina University KELLY KEHOE, Business Office Assistant

B.S., Marist College; M.P.A., Baruch College RACHEL KERCHMAN, Mathematics; Grade Head, Class XII

B.A., Bucknell University; M.A., Johns Hopkins University INDIA KERZ, Associate Teacher, Class I

B.A., Middlebury College

10 10

JIA KIM, Cello

B.Mus., M.Mus., The Juilliard School; Joel Krosnick JU YEON KIM, Room Teacher, Class IV

B.A., Smith College; M.A., Teachers College, Columbia University DANIELLE KING, Director of Athletics

B.A., University of Maryland; M.A., State University of New York at Cortland JEE LEONG KOH, English

B.A., University of Oxford; M.A., Sarah Lawrence College; Postgraduate Diploma in Education, National Institute of Education, Singapore SHEILA KRAMER, Science; Dean of Students; Room Teacher, Class VIII

B.A., Truman State University; M.F.A., Kent State University; M.A., Columbia University JOAN KRAUSE, Registrar; Voice; Advisor, Class IX

B.Mus.Ed., Northwestern University; M.Mus., Hartt School of Music; Artist’s Diploma, Cleveland Institute of Music; Maria Farnworth, Benton Hess TAMMY H. KUO, Mandarin

B.S., University of British Columbia; M.Ed., Boston College CHRISTOPHER LA MORTE, Physical Education

University of New Mexico; B.S., Hunter College NOEL LAMBERTY, Director of Security and Safety

B.A., Clark University; M.A., John Jay College of Criminal Justice SARAH LANNOM, Classics; Advisor, Class XII

B.A., Swarthmore College; A.M., Ph.D., Harvard University PENELOPE JANE LEMIRE, Room Teacher, Class IV

B.A., Vassar College; M.A., Teachers College, Columbia University DOUGLAS LEVINE, Physical Education; Advisor, Class XII

B.S., University of Maryland; M.S., University of New Mexico LAURA LONDON, Athletic Trainer

B.A., University at Buffalo, SUNY; M.A., Seton Hall University SYLVIE LUCILE, Head of the Modern Languages Department

B.A., M.A., L’Université de la Sorbonne Nouvelle Paris 3 FRANCES LYONS, Associate Director of Athletics

B.S., CUNY Brooklyn College MAURA LYONS, Physical Education

B.S., SUNY Cortland

11 11

WINIFRED M. MABLEY, Director of Lower School Admission

B.A., University of Pennsylvania; Graduate Study, Bank Street College of Education MAGGIE MALUF, Mathematics; Advisor, Class X

B.A., Vassar College; M.A., Teachers College, Columbia University THOMAS M. MARCH, English

B.A., Northwestern University; M.A., Ph.D., New York University ALLISON MARCHESE, Physical Education

B.S., Southern Connecticut State University; M.S., Management of Sports Industries GAIL SUSSMAN MARCUS, History; Room Teacher, Class VII

B.A., Cornell University; M.A., M.Phil., Yale University RAQUEL MARTIN, Assistant to the Director of Facilities

B.A., John Jay College of Criminal Justice OLIVIA MARTINEZ, Viola, Violin

B.Mus., University of Massachusetts, Amherst; M.Mus., Mannes College of Music; Michelle La Course, Karen Ritscher KEVIN MCCOY, Co-Head of the Learning Skills Department;

Room Teacher, Class VI B.A. Fordham University; M.Ed., Manhattanville College; M.Ed., Fordham University JAMES MCDONALD, Room Teacher, Class V

B.A., Dickinson College; M.Ed., Rutgers University PETER MCKAY, Development Database Manager

B.A., James Madison University ARACELIS MEDINA, Executive Assistant to the Head of School

B.A., Lehman College VALERIE MENDELSON ’75, History

A.B., Harvard College; M.F.A., Brooklyn College; Ph.D., CUNY MAUREEN MERVIL, Room Teacher, Kindergarten

B.A., Hunter College; M.S., Bank Street College of Education ROBERT RAOUL MEYER, Head of the History Department

A.B., Brown University; Ed.M., Teachers College, Columbia University; J.D., New York University School of Law JILLIAN MINELLO, Associate Teacher, Class III

B.A., Marist College DAVID MORONEY, Science; Advisor, Class XI

B.A., Hamilton College

12 12

JIBRILL MORRIS, Administrative Assistant to the Assistant Head of

School for Academic Life B.A., Brooklyn College JAMES MULKIN, JR., Assistant Head of School for Academic life; Advisor,

Class XII B.A., University of the South; M.F.A., Carnegie-Mellon University; M.A., Ph.D., The Graduate Center, CUNY ARIELLE MULLER, Room Teacher, Class III

B.S., University of Vermont; M.Ed., Hunter College RAQUEL MUSLIN, Art

B.A., Vassar College; Graduate Study, Bank Street College, Pratt Institute ERICA MUÑOZ-GONZALEZ, Library Assistant; Advisor, Class XI

B.S.W., University of Cincinnati; M.S.W., Fordham University TIA MURKISON, Development Events Assistant

B.A., Northeastern University KAREN A. NEDBAL, Science

B.A., Vassar College; M.Ed., Harvard University; Graduate Study, Teachers College, Columbia University JANE NEWMAN, Director of Publications

B.A., Kenyon College; Graduate Study, New York University ANDREW NOBLE, Associate Director of Finance

B.S., Ohio State University ZACHARY PAPAS, Room Teacher, Class I

B.A., University of California, Berkeley; M.A., Teachers College, Columbia University KARL PARANYA, Mathematics; Advisor, Class XI

B.S., Haverford College ALLISON PATRICK ’02, Lab Assistant

B.A., Tufts University; M.Arch., Columbia University College DIANA PETRELLA, Clarinet

B.Mus., M.Mus., Canterbury Christchurch University; David Campbell, Leon Russianoff LISA A. POLLACK, Administrative Assistant to the Head of Upper School

Student Life B.A., Beloit College ALISON POLLOCK, Director of Clubhouse

B.S., Tulane University; M.Ed., Bank Street College of Education

13 13

SCOTT POMERANTZ, Drama; Technology

B.F.A., Five Towns College ALIYA QUENTIN, French; Advisor, Class X

B.A., University of the Punjab; M.A., National University of Modern Languages, Islamabad; Licence, Université Aix-Marseille; M.S.Ed., City College EILEEN RACANELLI, B.S.N., R.N., School Nurse

B.S.N., C.W. Post College, Long Island University; Diploma, Queens Hospital Center School of Nursing WANDA RIVERA-RIVERA, Spanish

B.A., M.A., University of Puerto Rico, Río Piedras; Ph.D., Harvard University LUIS GABRIEL SANCHEZ ROSE, History; Advisor, Class VIII

B.A., M.A, University at Albany, SUNY HEYDEN WHITE ROSTOW ’67, Classics

A.B., Harvard College; M.A., Cambridge University; Graduate Study, Columbia University ANA SABATER, Spanish

B.S., M.S., Universidad Complutense de Madrid; M.S., Universidad Pontificia de Comillas, ICADE, Madrid; M.Ed., Manhattanville College School of Education COLIN ANTON SAMUEL, Director of Technology

B.S., Cooper Union; M.S., University at Buffalo, SUNY VALERIE SAMUELS, Assistant to the Dean of Student and Director of

Equity and Community Engagement B.B.A., Baruch College ARIEL SANABRIA, Room Teacher, Class I

B.S., Fordham University; M.S.Ed., Hunter College KRIS SANTOS, Archivist, Lower School Library Assistant

B.A., Hunter College; M.L.I.S., Long Island University Post ANNE SAUNDERS, Science; Advisor, Class IX

B.S., Yale University; Ph.D., Brown University LAURA SCHMIDT, Room Teacher, Class I

B.A., MacMurray College; Graduate Study, Teachers College, Columbia University EVELYN SEGAL, Head of Upper School Student Life; Mathematics

Sc.B., Brown University; M.A., Teachers College, Columbia University LAURIE SEMINARA, Science; Grade Head, Class XI

B.S., Barnard College; M.A., Ed.D., Columbia University SUSAN SEUFERT, Head of the Physical Education Department

B.A., M.Ed., University of North Carolina, Greensboro

14 14

KAITLIN SIMONSON, Music; Advisor, Class VI

B.M.E., Northern Arizona University; M.M., University of Nevada, Las Vegas IVAN SMITH, Building Night Supervisor

A.A.S., Bronx Community College LORRE SNYDER, Physical Education; Advisor, Class VII

B.S., SUNY Brockport; Graduate Study, Teachers College, Columbia University CLAYTON SQUIRE, Science

A.B., Harvard University; M.A., San Francisco State University; M.A., Teachers College, Columbia University ELIZABETH STAINTON ’77, Art; Advisor, Class IX

B.A., Wesleyan University KASANDRA STARK, Science; Room Teacher, Class VI

B.S., University of Rhode Island; M.A., Brooklyn College HANNAH STEBBINS ’88, Community Life Associate

B.A., Trinity College; M.A., University of Montana KELLY STEIN, Room Teacher, Class II

B.A., Marist College, M.S.Ed., SUNY Oneonta DARYL GURIAN STERN, Director of Events and Alumnae Relations

B.A., Brandeis University ***AKIYO SUZUKI, Music

B.A., Musashino Academia Musicae, Tokyo; M.A., New York University; Kodály Certificate, New York University KATHERINE BARRETT SWETT ’78, English

A.B., Harvard College; M.A., M.Phil., Ph.D., Columbia University AMANDA TALLY, Associate Teacher, Class I

B.A., Franklin & Marshall College YUE TANG, Mandarin

B.A., Beijing Union University; M.A., Point Park University; Coursework at University of Pittsburgh; TCFL, Beijing Language and Culture University RUNAKO TAYLOR, Classics; Advisor, Class X

B.A., M.A., Hunter College SUSANNA CHANG TERRELL, Room Teacher, Class V

B.A., M.Ed., University of California, San Diego ***DARA TESSE, Art

B.A., Wellesley College, M.A., New York University, Graduate Study, Bank Street College of Education

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SHARON THOMAS, Educational Consultant, Upper and Middle School

B.A., Georgetown University; M.S., University College London; M.S., Hunter College School of Education RANDI TIMAN, Room Teacher, Kindergarten

B.A., SUNY Binghamton RAHUL TRIPATHI, Chief Financial Officer and Chief Operating Officer

B.A., Trinity University; M.A., Claremont Graduate School GABRIELLA TUBOLY, Academic Technology Specialist

B.S., Teachers Training College, Budapest; Technical Career Institutes BRYNN TURKISH, Lower School Math Coordinator

B.S., Vanderbilt University; M.A., New York University; M.Ed., Arizona State University ANDY VERNON-JONES, Art

B.A., Wesleyan University; M.Ed., City College RENATE VON HUETZ ’72, English

B.A., Sarah Lawrence College ELLA VORENBERG, Room Teacher, Class V

B.A., Colorado College; M.Ed., Lesley University ELIZABETH WARREN, Room Teacher, Class II

B.S., Skidmore College; M.A., Teachers College, Columbia University BRITTANY WEINSTEIN, Administrative Assistant to the Directors of

Admission and Financial Assistance B.A., St. Joseph’s University FRANCES S. WHEELER, Learning Skills

A.B., Vassar College; M.A., Teachers College, Columbia University IRIS WILLIAMSON, Teaching Fellow in English and Middle School; Advisor,

Class VI B.A., M.S.Ed., University of Pennsylvania BETTY WILSON, Human Resources Assistant SHERRI WOLF, Head of the English Department; Advisor, Class XII

B.A., Yale College; M.A., M.Phil., Ph.D., Columbia University TOM WRIGHT, Head of the Classics Department

B.A., Dickinson College; M.A., Ph.D., University of Virginia NORA YANAI, Associate Teacher Class II

B.S., Vanderbilt University

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CORALIE (COCO) HINES YANG, Room Teacher, Class III; Co-Supervisor of

Associate Teachers B.A., Connecticut College; M.A., Teachers College, Columbia University REVA YOUNGSTEIN, Flute

B.Mus., Manhattan School of Music; M.Mus., Yale University School of Music; Julius Baker, Ransom Wilson SIAN ZELBO, Mathematics

B.A., Louisiana State University; J.D., University of Texas; M.A., Ph.D., Teacher’s College, Columbia University MARIA-ANNA ZIMMERMANN, Assistant Head of School for Student Life;

Head of the Lower School Juilliard Pre-College; B.A., Barnard College; M.Mus., Manhattan School of Music; M.S.Ed., Bank Street College of Education; Violin: Louise Behrend, Hamao Fujiwara CORDELIA ZUKERMAN, English; Advisor, Class X

A.B., Dartmouth College; M.A., Ph.D., University of Michigan

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Academic Life Academic Life OVERVIEW

At Brearley, students learn to think for themselves and to challenge assumptions.

From Kindergarten on, they relish the work of sifting and evaluating the wealth of information available to them, and they rejoice in the life of the mind. Our curriculum is the product of the collective expertise of a highly skilled faculty and is guided by the belief that preparation for the demands of the future is based on a strong foundation in the liberal arts disciplines.

Small section sizes ensure that students probe ideas daily—their own, their classmates’ or their teachers’, as well as those of Charles Darwin, Zora Neale Hurston, Mohandas Gandhi or Martha Graham, among others. Teachers balance the intellectual appetite of eager students with developmentally appropriate experiences that can be fully assimilated. The increasing choice of courses teaches lessons in independence and individuality, so that by the time a girl graduates she has assumed ownership of the shape of her educational program.

Brearley encourages each girl to consider for herself how she best learns. This focus begins with the strategies that help girls learn to read and write in the Lower School and continues with attention to how they work on their own in the Middle School. In the Upper School, as they begin to tailor their own course programs, girls are able to take into account their personal academic strengths as well as their interests so that they can both continue to increase their skills and exploit, with growing exuberance, those they have mastered.

Teachers are eager to give appropriate help in individual sessions or in small groups. Occasionally, especially in the lower grades, a student may benefit from help provided by learning specialists and faculty in the Learning Skills Department as a regular part of the school program. The Department works closely with the teachers in all divisions of the School, and every effort is made to identify issues and develop helpful strategies early on. The three Division Leaders and the Dean of Students also attend carefully to the progress of each student.

There are fourteen curricular disciplines: the traditional academic subjects, the arts, Physical Education and the more interdisciplinary Library, Learning Skills, Elementary Education and Technology. Department Heads, the Head of the Lower School and the Director of Technology oversee the academic program in their respective disciplines; they are responsible for maintaining standards and for encouraging the development of new curricula. Teachers who share sections of a course meet once a week to discuss, plan and reflect on their work.

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The faculty is made up of teachers at all stages of their careers, from talented novices to masters of the art. What draws them to Brearley is the triple inspiration of talented, spirited students; dedicated, thoughtful colleagues; and the high level of intellectual work that all participate in together. With most of the faculty teaching in more than one division of the School, their experience with students at several stages of learning informs thinking about how the curriculum should unfold. A math teacher may well teach linear algebra to older students and fractions to younger, for example, and art teachers regularly teach both Class II and Class XII. Cross-divisional teaching allows faculty the satisfaction of watching students grow and often leads to lifelong friendships between students and their former teachers. Academic excellence at Brearley is dynamic: it grows out of responses to what happens in the classroom and exploration within departments, and it is further stimulated by a cross-fertilization of ideas within the larger school community and the world.

School begins after Labor Day in September and ends mid-June. Classes meet on a six-day rotation that was designed to balance more effectively the student’s desire to learn with her need for reflection and refreshment. School days begin at 8:10 am for Lower School students and 8:15 am for Middle and Upper School. Two days of each rotation in Middle and Upper School begin at 8:30 am so that students may have more time for sleep. The academic day for all ends at 3:00 pm. Each rotation has an assembly period, during which students attend music, dance or dramatic performances, hear speakers, enjoy demonstrations of student public speaking skills and, in the Middle and Upper Schools, consider the merits of candidates running for school offices. Both the Middle and Upper Schools have weekly gatherings of a more informal sort for announcements and for sharing.

 

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The Lower School The Lower School

The Brearley Lower School cultivates five core values: honesty, kindness, respect, responsibility and courage. Character development, problem solving and the expression of ideas, along with the acquisition of skills across a variety of domains, are the primary focus of the Lower School. Full of energy, enthusiasm and curiosity, Brearley K–IV students inspire their peers and teachers to learn and think in interesting and varied ways. The School encourages integrity and dignity in its youngest students, as well as an awareness and mindfulness that they exist not only as individuals but as members of a community of eager learners.

There are many opportunities for responsibility and independence in the Lower School. At first, they may act as messengers or visit other classrooms at snack time; later on, as they become more adept at individual decision making, they take on the responsibility of trips to the gym, music rooms or cafeteria on more distant floors, sometimes on their own. While the homeroom is the center of the girls’ academic and social lives, they congregate once during a rotation in Assemblies to share songs, plays and recitations and to welcome guest speakers on topics such as the history of jazz, children’s literature and science-related topics.

The development of character forms a substantial part of the Lower School curriculum through formal lessons in social and emotional learning as well as during the informal interactions during the school day. Children learn how to express and manage themselves as they explore notions of cooperation, respect and community responsibility. In addition to service projects and the beehive of daily life in every homeroom, studying literature and drama helps students to think beyond themselves. In all Lower School classes, conversations about relationships arise from reading and other activities. With teachers as guides, Lower School students establish the social and academic skills that will support their learning and growth throughout a lifetime of education.

Classes run in fifty-minute blocks in a six-day rotating schedule. There is a mid-morning snack, a lunch period and a time for recess. At the beginning and end of each day, a transitional period allows girls to begin and end the fast pace of a kaleidoscopic day to a more serene one, taking stock as they organize themselves, listen to announcements, do morning work or finish up projects begun earlier in the day. While the majority of the girls’ studies take place in the classrooms, teachers take advantage of the rich tapestry of experiences that New York City as a backyard provides. The students travel by foot, train, bus, ferry and tram to reach destinations in and among the five boroughs to explore such sights as Ellis Island, Union Square Greenmarket, Wyckoff Farmhouse, or to see a performance at Alvin Ailey Dance Theater.

Families are expected to read aloud with their children daily from Kindergarten on, and girls are expected to read to themselves daily once they have developed the skills to do so. In addition to reading for pleasure, formal homework assignments begin in Class II, and the demands increase incrementally as students make their way through the Lower School.

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Kindergarten Kindergarten

LANGUAGE ARTS: phonemic awareness, phonics and sight word reading;

reading aloud from several genres; listening and reading comprehension through discussion; D’Nealian handwriting; self-expression through creative writing.

MATHEMATICS: number relationships; number combinations to ten; sorting

and classification of objects; measurement of length, weight and time; attributes of shapes; data collection and recording; identification, description and extension of patterns.

SOCIAL STUDIES: An exploration of identity through self, family, classroom

community and school community; the impact of changemakers and the introduction and application of Brearley’s core values.

SCIENCE: characteristics of leaves; the biology and ecology of earthworms;

the process of composting; study of motion and forces, using marbles; water on Earth; sinking and floating; dissolving and evaporating; day and night.

WORK AND PLAY: time to play, learn, explore and experience; block building,

board games, puzzles and self-initiated projects.

RESPECT & RESPONSIBILITY: character development, social and emotional

learning, friendship and resolving conflicts through discussions, team-building activities, art projects and dramatic role playing.

SERVICE LEARNING: partner with All Souls Soup Kitchen as part of the

Basic Needs curriculum; focus on why soup kitchens are important in the community and debunking stereotypes about people who rely on them; make baked goods in the classroom and deliver them to All Souls; partner with local community center Stanley Isaacs for MLK Day of Service.

HEALTH AND WELLNESS: topics include our wonderful bodies, healthy

bodies, safe bodies, families and feelings.

LIBRARY: weekly period for listening to stories, working on story-related

projects and checking out books.

ART: exploration of many media through work in two and three dimensions;

development of strong fine-motor skills.

CRAFTS: three-dimensional art projects; sewing as a lifelong skill.

MUSIC: exploration of high and low, loud and soft, slow and fast, up and

down, and beat and rhythm through singing and percussion instruments.

PHYSICAL EDUCATION: basic locomotor skills, body control and body

awareness are explored through FunFit, physical education and dance classes.

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Class I Class I

LANGUAGE ARTS: small group classes focusing on phonemic awareness,

phonics and sight word reading; nonfiction and fiction, plays and poetry for guided reading; listening and reading comprehension; spelling regular and irregular words; D’Nealian handwriting; creative writing.

CREATIVE WRITING: emphasis on writing freely from the imagination and

from the inspiration of literature; story structure, sequencing of events and character development; elementary editing of grammar and punctuation.

MATHEMATICS: place value; number relationships and properties to 100;

number combinations to 40; creation and solution of story problems; measurement of length, weight, time and money; identification and classification of two- and three-dimensional shapes; organization, representation and comparison of data; creation, description and extension of patterns; introduction to fractions, multiplication and division.

SOCIAL STUDIES: a yearlong study of the five boroughs of New York City

with attention to Transportation, geography, cultures and landmarks.

SCIENCE: comparative study of human and animal teeth; behavior, anatomical

structure and ecology of mollusks; states of matter; the solar system; comparison of seeds and germination; bird anatomy, identification.

MANDARIN: poems, songs and games designed for a playful introduction to

oral communication in a language other than English.

RESPECT & RESPONSIBILITY: continuation of program begun in Kindergarten.

SERVICE LEARNING: service-learning work through partnerships with

Citymeals on Wheels, including delivering meals to homebound seniors during MLK Day of Service, Harlem Grown and God’s Love We Deliver.

HEALTH AND WELLNESS: babies and families, their births and celebrations.

LIBRARY: listening to stories, studying authors’ work, reading and re-telling

folktales, checking out books.

ART: introduction to the tools, techniques, materials and practices of the art

studio. Students learn the basic concepts associated with art-making through a variety of imagination-based projects, including travels through space and the sequential journey of a dot as it becomes a line.

CRAFTS: continuation of program begun in Kindergarten.

MUSIC: introduction to rhythmic and five-line staff notation; songs sung

during the year are collected in a music book that grows through the L.S. years.

PHYSICAL EDUCATION: one FunFit, one dance and three P.E. classes per

rotation; locomotor and basic sports skills; trimester of swimming; study of Isadora Duncan, creating and performing dances about nature in conjunction with science program.

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Class II Class II

LANGUAGE ARTS: small group classes focusing on phonics, fluency and reading

multisyllabic words; story structure and nonfiction reading strategies; listening and reading comprehension including inferential and analytical skills; writing sentences and simple paragraphs; spelling patterns in longer words; handwriting.

CREATIVE WRITING: emphasis on the stages of the writing process; introduc-

tion to free-form poetry.

MATHEMATICS: place value; estimation; addition and subtraction; intro-

ductory multiplication and division; introduction to fractions; time; money; properties of numbers; units of measurement; identification and classification of two- and three-dimensional shapes; data analysis; number patterns.

SOCIAL STUDIES: exploration of students’ names and family histories; life-

style and culture of the Lenape people; the development of New Amsterdam; leaders in the Harlem Renaissance and the influence of jazz, art and poetry as unifying forces in American society.

SCIENCE: study of rocks and geological change; sound and light energy, in-

cluding stars; structure and function of the eye and ear; mineral identification: behavior, anatomical structure and ecology of snakes; structure and growth requirements of plants.

MANDARIN: simple character writing, pinyin reading and basic sentence

building; continued exploration of Chinese culture.

RESPECT & RESPONSIBILITY: continuation of program begun in Kindergarten.

SERVICE LEARNING: partner with New York Common Pantry (NYCP) to

examine hunger and homelessness: make sandwiches as part of MLK Day of Service; lead a toiletry drive for its “Project Dignity” program.

LIBRARY: further building of skills and exploration of reading for pleasure; a

study of nonfiction exploring information on animals using print books and the database World Book Online.

TECHNOLOGY: introduction to computer graphics, including copying and

pasting objects; introduction to the file server, network login, saving and retrieving files; learning how to explore new programs; robotics and basic computer programming.

ART: an exploration of visual density through the creation of overlapping

shapes. Subject matter varies but emphasizes imagination and learning about the world of art.

MUSIC: expansion of rhythmic and intervallic vocabulary through songs with

richer texts and more complicated melodic structure; continued work with the full five-line staff and pentatonic melodies. Any student who studies an instrument privately has the opportunity to perform in school-sponsored recitals.

PHYSICAL EDUCATION: one FunFit, one dance and three physical education

classes per rotation; sports skills in static and dynamic situations; jazz and ballet; modern dance through the work of Merce Cunningham; basic gymnastics routines; improving conditioning and increasing flexibility.

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Class III Class III

LANGUAGE ARTS: small group classes focusing on advanced phonics concepts,

multisyllabic words and fluency; story structure and nonfiction reading strategies; listening and reading comprehension including inferential and analytical skills; the writing of simple and expanded paragraphs; advanced spelling patterns; grammar and punctuation.

COMPOSITION: guided writing of a variety of assignments in connection with the

social studies curriculum.

MATHEMATICS: place value; whole number operations; relationships between whole

numbers, fractions and decimals; time and money; patterns and functions; comparison of two- and three-dimensional shapes; simplification of and solutions for simple number relationships; probability and data analysis.

SOCIAL STUDIES: exploration of identity and community; building classroom

community; encouraging empathy for a wide range of human behavior; American Women’s Rights and Civil Rights movements and the injustices and historical context that prompted them; democracy; rights afforded to American citizens.

SCIENCE: design and construction of bridges using newspaper; chemical and physi-

cal properties of common household powders; reasons for seasons; investigation of acids, bases and pH; behavior, anatomical structure and ecology of crayfish.

MANDARIN: continued practice in character recognition and writing of simple

characters; sentence composition; continued exploration of Chinese culture through the celebration of various holidays.

RESPECT & RESPONSIBILITY: continuation of program begun in Kindergarten.

SERVICE LEARNING: examination of the crisis of homelessness as it relates to

young children, through classroom discussion and presentations from Coalition for the Homeless and Brearley faculty.

LIBRARY: introduction to the library online catalog and Dewey Decimal System;

reading aloud of stories or chapter books; pleasure reading; exploration of nonfiction about crustaceans in collaboration with the science curriculum.

TECHNOLOGY: introduction to touch-typing and digital citizenship; continued

exploration of computer graphics and animation, saving and retrieving files, copying and pasting objects; learning new applications; robotics and computer programming.

ART: multifaceted projects inspired by different artistic traditions and involving

preliminary planning and revision as well as spontaneous creative choices.

CARPENTRY: development of spatial and mechanical skills through the use of basic

tools and practices of a wood shop; building a small functional object.

MUSIC: one period of vocal music and one period of ensemble study per rotation in

either a stringed musical instrument or soprano recorder and Orff instruments.

PHYSICAL EDUCATION: one FunFit, one dance and three P.E. classes per rota-

tion; basic sports rules, concepts and terminology; building of strength, mobility and anaerobic capacity through daily workouts and cooperative games; basic concepts of dance choreography through the work of Anna Sokolow.

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Class IV Class IV

ENGLISH: small group classes focusing on reading comprehension, vocabulary

development, analytical and creative writing, and spelling; guided reading strategies such as character mapping, self-questioning, note-taking, use of textual evidence to draw conclusions, and summarizing; reading of novels and poetry, including those that connect to History.

WRITING: small group classes focusing on expository writing, grammar, parts

of speech, sentence structure, expanded paragraphs; strategies for planning, writing and editing.

MATHEMATICS: whole number operations; geometry and spatial relation-

ships; area and perimeter; fractions and decimals.

HISTORY: yearlong study of immigration and migration in the USA; compari-

son of the major waves of migration from the 1840s to the present day; Chinese, Irish and German immigration in the 1800s; Angel and Ellis Islands; The Great Black Migration. Students consider the pushes and pulls of migration, the enrichment of culture through the contributions of migrant communities, and issues of social justice.

SCIENCE: factors affecting mold growth; mold structure, uses and prevention;

properties of magnets; behavior, anatomical structure and ecology of selected insects; phases of the moon; simple machines including levers, gears and mechanical advantage.

MANDARIN: continued speaking, writing and listening, with a focus on

consolidation of previously learned materials; students perform a short play in Mandarin.

LIBRARY: further study of the Dewey Decimal System and exploration of

works of nonfiction; reading aloud of historical fiction; using appeal terms to identify qualities of a book and developing deeper understanding of personal reading interests.

RESPECT & RESPONSIBILITY: continuation of the program begun in

Kindergarten.

HEALTH AND WELLNESS: topics include sexuality and values, images in

popular culture, body image, and the changes of puberty.

SERVICE LEARNING: students work as servers at All Souls Soup Kitchen in or-

der to better understand hunger in the community. For the MLK Day of Service, students make placemats and other needed items in the classroom for All Souls.

TECHNOLOGY: continued development of touch-typing skills and computer

programming; creation of slideshow presentations; digital citizenship.

ART (rotating ten-week courses): CERAMICS: working in clay to make a functional object, including

wedding, handbuilding, throwing and glazing.

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CARPENTRY: designing and constructing a wooden object.

PHOTOGRAPHY: working with traditional and non-traditional cameras

and darkroom techniques in the practice of basic photography.

MUSIC: continued vocal and instrumental study of strings or the alto recorder;

English handbells for performance at the Winter and Last Day Assemblies.

PHYSICAL EDUCATION: with a focus on strength, flexibility and overall

fitness, positioning and movement strategy and its application in cooperative games; dance; FunFit.

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The Middle School The Middle School

The Middle School encourages each girl to develop a sense of her strengths as she learns new material and masters new intellectual, social, emotional and physical skills. Recognizing not only the individual needs of each student but also the fact that those needs change from year to year, the program leads students to take on responsibilities that are appropriately and progressively greater each year. As in the Lower School, students in Class V learn English, history and geography with their room teacher, but beginning in Class VI, girls learn to navigate a more complicated academic day. From this point on, all subjects are taught by faculty of the different departments, and students assume increasing responsibility for their work through supervised study halls and through “floats,” extra help sessions that a teacher may propose but that students learn to seek for themselves if needed.

Most girls take a language in Class V, either beginning Spanish or French or continuing with Mandarin. Those who would still benefit from reinforcement of their English reading and writing may take a series of skills courses throughout the Middle School instead. In Class VII all students start Latin, and entering students or those who no longer need additional support may begin French.

Visual arts, music and drama provide an opportunity for students to express their own perceptions and feelings and to appreciate the artistic expression of others.

Physical education challenges and nurtures students, whatever their level of ability, as they refine their motor skills and apply them to sports and dance. A no-cut policy for participation on teams further encourages girls to explore and feel comfortable in varied athletic settings.

Several important disciplines are taught mostly through integration into other courses. Technology—including word processing, spreadsheets, robotics, programming, presentations and audio resources—is incorporated into the curriculum to support and extend learning, and students in Classes VII and VIII receive iPads for this purpose. In addition, the curriculum of the Library course in V and VI is integrated into the research programs of other subjects including Class V homeroom and Class VI History. Public speaking projects form part of the curriculum each year in the Middle School, increasing girls’ confidence through the delivery of speeches they have written or memorized, until Class VIII when students participate in a semester-long Public Speaking course.

The Middle School begins with a homeroom period three times per cycle, a Middle School community morning meeting once per cycle and two days on which school begins later so that students may have more sleep. During every lunch period, Middle School students also have outdoor recess at Carl Schurz Park or on the Pier.

They also have an advisory period once per cycle where, in small groups, they focus on interpersonal skill building and an understanding of identity. A wide variety of activities, including photography, ceramics, chorus, orchestra, robotics and drama, are offered after the school day has ended.

The number of homework assignments gradually increases: a student who normally has two, or occasionally three, assignments a night in Class V can expect three, or sometimes four, assignments in Class VIII. A test calendar regulates the number of large assignments that may be due in any given week.

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Class V Class V

ENGLISH: composition, creative writing, grammar, spelling and public speak-

ing; reading includes The Witch of Blackbird Pond, Johnny Tremain and Roll of Thunder, Hear My Cry, as well as short stories and poetry in connection with work in American history.

MATHEMATICS: continued development of number sense; computation with

positive rational numbers in both fraction and decimal forms; percentage; probability; geometry, including area and perimeter; applications and problem solving.

HISTORY: American history from the study of Native American cultures through

the Civil War, with related work in English; introduction to global geography.

SCIENCE: exploration of electricity, robotics and properties of matter.

Activities include wiring a household circuit, building and programming a robot to complete a variety of challenges, and exploring physical changes and chemical reactions.

MODERN LANGUAGES FRENCH: the beginning of a five-year integrated French curriculum, with

initial emphasis on oral communication through the memorization of poems, dialogues and songs. Basic grammar and the reading of simple stories help to increase oral and written comprehension.

MANDARIN: continued development of writing, listening and speaking

skills through dialogue, poems, nursery rhymes, songs and games; exploration of Chinese culture and further work with simplified Chinese characters.

SPANISH: the beginning of a five-year integrated Spanish curriculum, with

a focus on listening and accurate pronunciation. Students develop their ear for the language while learning vocabulary and basic grammatical structures.

READING AND WRITING PRACTICUM: the first year of a two-year sequence

for students who benefit from reinforcement in language arts; focus on expository writing, close reading of increasingly complex material and the practice of study skills including outlining and note taking.

DRAMA: exploration of the craft of acting through the rehearsal and perfor-

mance of an adapted play by Shakespeare at an assembly in the spring.

MUSIC: singing, solfège, theory fundamentals and group instrumental instruc-

tion. All students in Classes V–VIII have the opportunity to participate in extracurricular choral, jazz and orchestral ensembles, handbells and a recorder consort. Girls who study privately may perform in school-sponsored recitals.

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STUDIO ART: projects inspired by historical subject matter with attention

to the basic elements of line, texture, shape and color; subsequent units take up world crafts, digital photography and an introduction to the design and creation of 3D prints.

LIBRARY: development of personal reading taste through stories read aloud

and selection of pleasure reading; practice of research skills in connection with student reports on the colonies and on world geography.

TECHNOLOGY: final year of touch-typing instruction; transfer of files between

home and school, file management, introduction to email and exploration of other software tools.

PHYSICAL EDUCATION: transition from learning motor skills and movement

concepts to learning how to use sport-specific skills in increasingly complex game play and performance situations; continued focus on social-emotional learning as students are exposed to the demands of competition and higher expectations for decision making, collaboration, and sportsmanship; fitness, dance—salsa, swing, jazz; monthly Red/White competitions that offer leadership opportunities and emphasize good sportsmanship.

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Class VI Class VI

ENGLISH: folktales, ballads and poetry, Genesis (KJV), Greek mythology, The

Odyssey; analytical and creative exercises; a Greek or medieval mystery play.

MATHEMATICS: review of fundamental operations with whole numbers,

fractions and decimals; order of operations; negative numbers; ratios, rates and proportions; percentage, with practical applications; area and perimeter, volume and surface area; introduction to algebraic expressions and equations.

HISTORY: complex ancient societies: Egypt; the development of Judaism from

Moses through Solomon; the rise and fall of the Persian Empire; Greek history through Alexander the Great; Indian history through the Mauryan Dynasty; Roman history through Augustus; Chinese history through the Han Dynasty.

SCIENCE: the human body; study of physiological systems with an emphasis on

their interdependence and on the relationship between structure and function.

MODERN LANGUAGES FRENCH: continued acquisition of basic grammar and ongoing practice in

oral and written communication; introduction to cultural topics pertinent to France and francophone countries.

MANDARIN: continued emphasis on communication through the use of

authentic materials; more extensive classroom activities to develop speaking, reading, listening and writing skills and research projects to strengthen understanding of Chinese culture.

SPANISH: continued emphasis on communication skills; present, preterite

and present progressive tenses and introduction to cultural topics pertinent to Spanish-speaking countries.

READING AND WRITING PRACTICUM: the second part of a two-year

sequence (see Class V); researching and delivering an oral report; highlighting, outlining, mapping and note taking, informal debating.

DRAMA: each English section presents an ancient Greek comedy or tragedy or

a medieval English mystery play.

MUSIC: continuation of program begun in Class V. STUDIO ART: continued work on the basic skills of visual expression through proj-

ects relating to the architecture and mythology of the ancient or non-Western world.

LIBRARY: genre study including biographies, poetry and nonfiction titles; re-

search skills integrated with history classes for a presentation on ancient Rome; instruction on and practice of media literacy skills.

LANGUAGE: studies in grammar and composition; public speaking; the nature

of language; introduction to philology through etymology and the relationship of English to other Indo-European languages.

PHYSICAL EDUCATION: see Class V. TECHNOLOGY: an introduction to block coding and an intensive look at cyber

safety and digital civics.

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Class VII Class VII

ENGLISH: poetry; grammar; Great Expectations; Julius Caesar; formal

introduction to poetic terms; critical and creative writing.

MATHEMATICS VII MATH: review of order of operations; solving equations, solving

applications with equations; geometry topics including parallel lines, polygons, area, volume and surface area; set theory and inequalities; combinatorics and probability; equations and graphs of lines; computer programming; guided problem solving throughout the year to reinforce and deepen conceptual understanding.

VII MATH EXTENDED: review of order of operations; equations with

applications; geometry topics; set theory and inequalities; combinatorics and probability; graphs of linear equations and inequalities; systems of linear equations and inequalities; introduction to exponents, polynomial operations and factoring; computer programming with processing; graphing utilities used as needed; integrated challenges and active problem solving throughout the year to reinforce and deepen conceptual understanding.

HISTORY: world history from 200 through 1500 C.E., including the origins of

Christianity and the fall of the Roman Empire, The Byzantine Empire, the Rise and Spread of Islam in Asia, to India and to Sub-Saharan Africa on the Swahili Coast and in the Mali Empire, Hinduism and the spread of Buddhism to China, the Chinese Empire from Han to early Ming, China’s impact on Japan; the impacts of the Mongol conquests on Eurasia, ending with the emergence of Europe from feudalism through the Renaissance.

SCIENCE: the first year of a two-year program on matter, energy and the

atmosphere. Topics include the law of conservation of matter and energy; density; heat; wave energy; weather and climate change; Newton’s laws of motion.

MODERN LANGUAGES BEGINNING FRENCH: introduction through oral and written exercises,

skits and poems, using elementary grammar and vocabulary.

FRENCH: for those continuing from Class V, further development of oral

and grammatical skills through discussion, storytelling, reading, skits and oral presentations.

MANDARIN: further development of listening, speaking, reading and

writing; reinforcement of character writing and typing skills; reading of simplified stories; regular journal entries; oral presentations and multimedia projects.

SPANISH: further development of listening, speaking, reading and writing,

continued grammar immersion; reading of a short novel in Spanish.

WRITING WORKSHOP: for students who do not study a modern language

and who benefit from reinforcement in language arts, practice in organization, written expression, comprehension and analysis of fiction and non-fiction.

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LATIN: introduction through reading about daily life in a first-century Roman

family, combined with practice in declensions, conjugations and elementary grammar using the Cambridge Latin program.

MUSIC, DRAMA: Music and Drama collaborate to produce an operetta by

Gilbert and Sullivan in the spring term; the class also attends a dress rehearsal at the Metropolitan Opera. The study of music also continues as it began in Class V, with the addition of percussion to the offerings in instrumental music.

STUDIO ART: exploration of elements of design through layering patterns,

simple printmaking techniques and the study of human figures. One museum study assignment is required.

PUBLIC SPEAKING: lessons on practical application of public speaking skills,

including interview etiquette; storytelling without filler language; introducing and greeting with confidence.

PHYSICAL EDUCATION: see Class V. HEALTH: health-related topics such as drugs, nutrition, human sexuality,

safety and peer pressure are integrated into the Middle School advisory program. This course follows guidelines established by New York State for health education and is taught through films and discussions.

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Class VIII Class VIII

ENGLISH: short stories; grammar; Jane Eyre; poetry; Twelfth Night; formal

introduction to narrative structure; critical and creative writing.

MATHEMATICS ALGEBRA I: development of problem-solving skills and conceptual under-

standing of algebra; review of equations, inequalities and applications; polynomial and rational expressions; radicals; solutions of linear, quadratic and rational equations; quadratic functions and models; computer programming with Arduino boards; graphing utilities used as needed; guided problem solving throughout the year to reinforce and deepen conceptual understanding.

ALGEBRA I EXTENDED: development of problem-solving skills and

conceptual understanding of algebra; review of equations, inequalities and applications; polynomial and rational expressions; radicals; functions; solutions of linear, quadratic, rational and radical equations; quadratic models; geometry topics including coordinate geometry, algebraic proofs, constructions and locus; computer programming with Arduino boards; graphing utilities used as needed; integrated challenges and active problem solving throughout the year to reinforce and deepen conceptual understanding.

HISTORY: global history from 1500 to the late nineteenth century. Top-

ics focus on the emergence of globalization including the European conquest of the Americas; the Ottoman and Mughal Empires; Ming and Qing China; Tokugawa Japan; the American, French and Latin American Revolutions; the Industrial Revolution; nineteenth-century European imperialism; and the Meiji Restoration in Japan.

SCIENCE: the second year of a two-year physical science program on matter,

energy and the earth. Topics include an introduction to concepts of chemistry and geology and study of the conservation and sustainable use of the Earth’s resources.

MODERN LANGUAGES BEGINNING FRENCH: for students who began in Class VII, development

of listening, speaking, reading and writing through structured class conversations, skits, student-created videos, the reading of French texts and poetry, the study of grammar and the writing of narrative paragraphs using the past, present and future tenses.

FRENCH: for students who began in Class V, emphasis on more advanced

grammar skills through class conversations, written compositions, the reading of an extended narrative and the viewing of selected scenes of films.

MANDARIN: continued development of skills through supplementary

audio and video materials that present students with real-life situations and exercise their ability to listen and speak; further practice in character writing and enrichment of vocabulary; exploration of Chinese culture.

SPANISH: continued development of listening, speaking, reading and

writing; expansion of vocabulary and knowledge of syntax. Emphasis on the use of past tenses in narrative; introduction of the subjunctive. Students read a short novel.

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WRITING WORKSHOP: continuation of the program from Class VII. LATIN: continuing study of vocabulary and syntax, with attention to uses of the

participle and subjunctive in subordinate clauses, in the Cambridge Latin program.

MUSIC: see Class V. STUDIO ART: drawing and painting from direct observation of the natural

world. Techniques may include collage and mixed media. One museum study assignment is required.

PUBLIC SPEAKING: introduction to formal and extemporaneous skills of presen-

tation and exchange, with applications in several disciplines throughout the year.

PHYSICAL EDUCATION: a continuation of the program began in Class V,

with the addition of one trimester of West African dance and spring electives designed by the students.

HEALTH: discussion of health-related topics through the Middle School

advisory program. Articles from periodicals serve as background, and the girls are encouraged to bring their questions to the groups. Topics include nutrition, body image, healthy diet, decision making, relationships with parents and peers, human sexuality and substance abuse. This course fulfills the New York State requirement for health education.

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The Upper School The Upper School

The Upper School represents the final stage in a program that develops a student’s confidence in herself and her growing skills in many disciplines. Its rich and rigorous academic, athletic and artistic curriculum, centered in a strong community that supports students in their self-discovery, produces resourceful young women who are prepared to find their places in the world outside of Brearley.

As they learn to make academic choices, students may take advantage of conversations with a wide range of adults who help them assess their interests and talents and encourage them to take appropriate risks. Most students in Classes XI and XII take five or five and a half courses. All students fulfill basic requirements: 1. English through Class XII. 2. Mathematics through Class XI. 3. Biology plus two additional years of science, one of which must be a full laboratory course.

4. Four-credit sequence in one foreign language, or three credits in one language plus two credits in a second language (a language begun in the Middle School receives two points of credit if continued through the end of Class IX).

5. Twentieth-Century World History, US History and one history elective with a research component.

6. Studio Art, Drama or Music in Classes IX and X. There is no prerequisite in either year.

7. Physical Education through Class XII, including CPR/First Aid; Health in Class IX. 8. Community Service in Classes IX–XI. 9. Sophomore, Junior and Senior Seminar.

Students have many opportunities to pursue their interests beyond the curriculum. The School offers arts activities—photography, sculpture, ceramics, dramatic productions, orchestra and chorus, for example—in addition to the regular courses, as well as writing and publishing opportunities. Students in the Upper School may be admitted to Brearley’s Advanced Science Research Seminar or Poetry Workshop; they may also participate in math or robotics clubs or join Interschool advanced math courses as juniors or seniors. Seniors who have exhausted the offerings in a particular discipline are eligible to apply for an independent study program. Acceptance depends on a student’s capacity for extended work on her own, the availability of an appropriate teacher and the nature of the proposed study. In the spring of senior year, most students petition to create their own program, which may include dropping some academic courses to sample new topics in mini-courses taught by faculty or to concentrate on one particular subject through individual independent study.

A senior may also pursue an extracurricular project or internship that worthily replaces some or all of her academic work.

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Each year, a few members of Class XI spend a semester in New England, either in the Mountain School program of Milton Academy in Vershire, Vermont, or in the Maine Coast program of the Chewonki Foundation in Wiscasset. Juniors may also study in France, Spain, Italy or China under the auspices of School Year Abroad. Brearley offers language immersion programs in French, Mandarin or Spanish to students in selected grades and alternating years. Students entering Classes X, XI and XII may apply to join a June travel/study program in Vermont, India or Alabama.

In the Upper School, students assume increased responsibility for themselves and others. Heads of student organizations participate in leadership training sessions and learn to guide the younger students who will eventually succeed them. Students learn to lead in other arenas as well as athletic team captains or stage managers of the drama productions, for example. The major school publications are run by members of Classes XI and XII and are staffed by members of all the classes.

The Upper School follows a six-day rotating schedule; each day includes five teaching periods and a morning community time for advisory, club meetings or assembly, depending on the day; an hour-long break later in the day provides each student with thirty minutes for lunch and thirty minutes to meet with teachers or relax with friends. Each course meets four times in a six-day cycle, and the schedule varies so that classes meet at different times each day and no two days are the same. In addition to the thirty minutes each day at lunchtime, most students will have at least one fifty-minute period free each cycle.

The number of assignments each student takes home at night varies according to her individual schedule, but the average time assigned per day for work outside of class is designed to increase gradually from approximately two and a half hours in Class IX to three hours in Classes XI and XII. A new homework policy will be available in the fall of 2019.

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Class IX Class IX

[Courses are full credit, lasting a full year, unless otherwise noted.]

ENGLISH: essays; grammar; sonnets; Macbeth; Pride and Prejudice; Their Eyes Were

Watching God; practice in close reading and analytical writing; creative assignments.

MATHEMATICS GEOMETRY: an intuitive and analytical approach to the mathematics of

shapes and space. The properties of triangles, quadrilaterals, polygons and circles are studied through the use of logic and deductive proofs. Algebraic problem-solving skills are reinforced throughout.

GEOMETRY WITH EXTENDED EXPLORATIONS: an investigation into

geometric concepts through a more abstract lens. The course will explore the properties of triangles, polygons and circles from first principles through the use of logic and deductive proofs, geometry of motion and algebra of transformations, and will provide an introduction to Algebra II through mappings and functions. Computer software (Geometer’s Sketchpad) will be used to extend and explore concepts.

TWENTIETH-CENTURY WORLD HISTORY: global history from the late

nineteenth century to the present, with a strong emphasis on reading, interpreting and contextualizing primary sources.

BIOLOGY: study of life processes, with emphasis on cell biology, DNA, biotech-

nology, genetics, evolution, plant reproduction and animal physiology. The course culminates with a field trip to investigate the ecology of an intertidal zone.

MODERN LANGUAGES FRENCH II COMPREHENSIVE: for those who began in Class VII, a con-

solidation of students’ knowledge of syntax, and the beginning of the study of literature.

FRENCH II: for those who began French in Class V, consolidation of gram-

mar and expansion of vocabulary, continuation of the study of short literary works and the skills of textual analysis.

MANDARIN II: for those who began in Class V, continued study of listen-

ing, speaking, reading and writing with emphasis on formal grammatical structures; exploration of Chinese culture through project-based learning and field trips to local Chinese communities.

COMPREHENSIVE SPANISH I: this introductory course emphasizes lis-

tening and speaking, vocabulary acquisition and grammar, and explores the culture and customs of Spanish-speaking countries.

SPANISH II: for those who began in Class V, a thorough review of gram-

mar and introduction of advanced structures, and the reading of adapted versions of classical literature such as Don Quijote de la Mancha as well as selections of fictional work, poetry and short films by Latin American and Spanish writers. Presentations on cultural and historical topics enhance students’ oral proficiency and confidence.

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LATIN II: completion of the introduction to basic vocabulary and syntax using

the Cambridge Latin program, followed by stories from the Fabulae Faciles collection and excerpts adapted from Roman authors.

DRAMA (half credit; throughout the year): introduction to the art of playmak-

ing in all of its aspects, from the actor’s approach to the script to the creation of scenery, props and costumes. Particular attention is paid to vocal projection, physical poise and strengthened concentration. Students rehearse and perform a full-length play during the second semester.

MUSIC (half credit; throughout the year): VOCAL TECHNIQUE AND LITERATURE: fundamentals of vocal technique

and introduction to the solo song literature, ending with a performance. Participation in the Upper School Chorus is required (open also to X–XII).

CHAMBER MUSIC/ORCHESTRA: study of standard chamber repertoire

in small groups, ending with a performance. Participation in the Upper School Orchestra is required (open also to X–XII).

INSTRUMENTAL TECHNIQUES: exploration of technique in a small group

setting of like instruments. This course extends the work accomplished in Middle School instrumental classes and supports the repertoire played in the Upper School Orchestra. Each semester ends with a performance. Participation in the Upper School Orchestra is required (open also to X–XII).

STUDIO ART (half credit; throughout the year): fundamentals of oil paint-

ing, color and composition taught through direct observation and imaginative invention of still life. Participation in conceptual and historically based discussions, group critique and one museum study assignment are required.

PHYSICAL EDUCATION: with an emphasis on lifelong fitness and exercise,

department offerings vary by trimester and include courses offered in fitness, dance, sports, special programming and mindfulness. Students are also required to complete one semester of Health in Class IX and to become certified in First Aid/CPR before graduation. The course, offered in Classes XI and XII, follows the American Heart Association training course for first responders.

HEALTH: integrates the five core competencies of social and emotional intel-

ligence into a solid health education. Curriculum covers mindfulness, values clarification, relationships, human sexuality, media literacy, drug and alcohol education. Classes are designed to promote small group discussion and culminate in a project in which students design public service announcements on topics of their choice.

CO-CURRICULAR ACTIVITIES: see page 53.

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Class X Class X

ENGLISH: American literature, novels, short stories, essays, autobiographies

and poems from the Puritans through the moderns. Authors include Bradstreet, Douglass, Hawthorne, Thoreau, Melville, Twain, Cather, Fitzgerald, Morrison and selected poets.

MATHEMATICS ALGEBRA II: study of mathematical relations, functions and transforma-

tions; specific topics include polynomial and rational functions, trigonometric functions, exponential and logarithmic functions, and the complex number system. The TI-84 graphing calculator is used as a tool for extension, exploration and solution.

ALGEBRA II WITH EXTENDED EXPLORATIONS: in-depth study

of mathematical relations, functions and transformations; specific topics include polynomial and rational functions, trigonometric functions, exponential and logarithmic functions, and the complex number system.

The TI-84 graphing calculator is used as a tool for extension, exploration and solution.

ALGEBRA II AND PRECALCULUS: in-depth study of Algebra II and

Precalculus; specific topics include polynomial functions, rational functions, trigonometric functions, exponential and logarithmic functions, sequences and series, vectors, parametric equations, polar coordinates and graphs. An introduction to the study of Calculus will include the topics of limits, continuity and derivatives. This course prepares students for Advanced Calculus and may be taken with the permission of the Math Department.

UNITED STATES HISTORY: chronological survey introducing students to

political, economic, social and cultural developments in American history from 1492 to the present, incorporating the study of the US Constitution and federal government, extensive work with primary sources and a focused introduction to historiography. Students travel to Washington, DC, in April to meet with people who work in or with the US government.

CHEMISTRY: investigation into the nature of matter and chemical change.

Specific topics include electron configuration, bonding, gas behavior, the concept of moles, stoichiometry, redox reactions, thermochemistry and acid-base chemistry. Whenever possible, the course explores the chemistry of environmental issues, and the year culminates with an independent research project (open also to XI and XII).

MODERN LANGUAGES FRENCH III COMPREHENSIVE: for students who began in Class VII,

this course emphasizes speaking, reading and writing through the study of increasingly advanced vocabulary and grammar, the examination of French society and culture and the reading of literary and expository texts.

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Class X FRENCH III: expansion and refinement of speaking, writing and reading

skills through the continuing study of grammar and in-depth analysis and discussion of current events and literary works.

MANDARIN III: for students who began in Class V, continued study of

increasingly advanced syntax and vocabulary, with discussion of a broader range of issues in Chinese society, history and culture.

COMPREHENSIVE SPANISH II: for students who began in Class IX,

continued study of syntax, vocabulary and cultural understanding of the Hispanic world. Media resources are used to enhance reading, writing, listening and speaking skills.

SPANISH III: for students who began in Class V, strengthening of com-

munication skills and cultural competency in Spanish through the study of literary texts and films from Latin America and Spain, with emphasis on textual analysis, cultural understanding and analytical writing.

LATIN III: in the fall, readings from either Caesar’s De Bello Gallico or Cicero’s In

Catilinam; in the spring, selections from Books I, II, and IV of Virgil’s Aeneid.

DRAMA (half credit; throughout the year): see Class IX. MUSIC: (half credit; throughout the year): see Class IX. STUDIO ART (half credit; throughout the year): see Class IX. PHYSICAL EDUCATION: see Class IX. CO-CURRICULAR ACTIVITIES: see page 53.

ADVANCED SCIENCE RESEARCH SEMINAR: three-year sequence that

includes reading and discussion of peer-reviewed scientific articles with authors who visit from New York City research institutions; cutting-edge laboratory experiments that may include RNA interference, Polymerase Chain Reaction and DNA barcoding. Program accepts 5–7 new students from Class X each year for a total of 15–21 enrolled students. Not for credit.

COMMUNITY SERVICE (required of all students in Class X): see page 51.

POETRY WORKSHOP: offering a rigorous apprenticeship to the art of poetry

writing, this yearlong course is conducted as a workshop, the focus of which is student work. Students learn to write about what they know (family, grief, place) as a metaphor for the broader human experience and develop their skills in using imagery, figurative language, lineation, repetition, meter, rhyme and syntax. In addition to completing writing assignments, students are expected to read modern poetry and other relevant literature to deepen their understanding of their practice. Not for credit.

SOPHOMORE SEMINAR: a yearlong class in health education, service lead-

ership development and public speaking (required of all students in Class X).

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Class XI Class XI

ENGLISH: elective in poetic analysis (for example, John Donne and Emily

Dickinson; Poetry of the Modern Era; Four Contemporary Poets; or An Intersectional Approach to the Poetry of Gwendolyn Brooks, Audre Lorde, Lucille Clifton and Marilyn Nelson); a required trimester on Greek tragedy and King Lear; and a spring elective on narrative works (Moby Dick; James Joyce; Three Short-Story Writers: Lahiri, Yamamoto and Munro; Paradise Lost).

MATHEMATICS PRECALCULUS AND AN INTRODUCTION TO DIFFERENTIAL CALCULUS: extended study of functions and trigonometry begun in Class

X. Additional topics may include vectors, conic sections, parametric equations, polar coordinates, probability and statistics, and sequences and series.

Calculus topics include limits and derivatives. This course prepares students for the study of AB Calculus.

PRECALCULUS EXTENDED AND DIFFERENTIAL CALCULUS:

extended study of functions and trigonometry begun in Class X, as well as vectors, conic sections, parametric equations, polar coordinates and graphs, probability and statistics, and sequences and series. Calculus topics include limits, derivatives and applications of derivatives. This course prepares students for the study of BC Calculus.

ADVANCED CALCULUS: differential and integral calculus of functions

of one variable with applications; power series. Students wishing to take the College Board AP BC Calculus exam will find that this course provides suitable preparation.

STATISTICS AND STATISTICAL MODELING: an introduction to the

practice of statistics. Topics include organization of data; probability and random variables; and drawing inferences from data. Computers and calculators are used extensively.

INTERSCHOOL GAME THEORY (half credit; throughout the year): theoreti-

cal analysis of game theory taught through applications in economics, politics, business, evolutionary biology, religion, philosophy, computer science and sports, as well as through games such as poker and chess. Quantitative models are developed for strategic situations, and analysis includes optimization and graphical analysis. This course is offered through the Interschool consortium.

INTERSCHOOL PROBLEM SOLVING (half credit; throughout the year):

A collaborative exploration of problem-solving skills and strategies including topics from combinatorics, number theory, advanced algebra, geometry, probability and graph theory. Problems studied include examples from past AIME and US Math Olympiad competitions. This course is offered through the Interschool consortium.

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Class XI HISTORY

[The following list of electives is representative; some may not be offered in 2019–2020.]

HISTORY OF CHINA AND JAPAN: The course starts with the history of

the 20th and 21st centuries in China, and then looks back chronologically at political, social and cultural developments in China and Japan, culminating in a consideration of disparate Chinese and Japanese responses to European incursions in the modern period, the legacies of World War II and Japan’s position in the world today (open also to XII).

MODERN EUROPEAN HISTORY: a survey of European history from the

Renaissance to the present, with particular attention to nationalism and other sources of identity (open also to XII).

MODERN LATIN AMERICA: an introduction to issues and themes in the

history of Latin America since 1800. Students explore the most important political, economic, social and cultural developments that characterize the region as a whole, while keeping in mind the considerable variation among the countries in the region (open also to XII).

HISTORY OF WARFARE: a survey of the history of war from the gunpow-

der revolution of the 15th century to the present. Students will examine the development of modern armies, military technology and insurgency warfare MODERNISM IN ART: a study of significant developments in art begin-

ning with the French Revolution up until the present (open also to XII).

LAW, ECONOMICS AND PUBLIC POLICY: an introduction to the history

and structures of American civil and criminal law, with a focus on the ways that law and economic thinking structure foreign and domestic policies (open also to XII).

URBAN HISTORY: an exploration of different ways of studying and analyzing

urban environments locally and globally. The course will begin by using New York City as a case study in which we examine aspects of neighborhood, community and urban expansion. Next, we will apply what we have learned about New York to an exploration of the urban world outside the US as we consider the relationship between the environment and urban life around the Bay of Bengal. Finally, we will consider mid-twentieth century ideas of urban planning and examples of utopian cities as we take up the question of what an ideal city might look like to different people at different times in different places.

WORLD ART: A survey of world art from Prehistoric through the con-

temporary period. Formal, contextual and methodological problems in art history are explored in a wide range of cultures. Regular visits to local museums are part of the course (open also to XII).

MODERN AFRICAN HISTORY: an exploration of twentieth-century

African history, giving special attention to political, military and religious history (open also to XII).

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SCIENCE ADVANCED BIOLOGY: intensive investigation of selected topics, including

biochemistry, energetics, information transfer, structure, function and regulation of genes, population genetics, biotechnology, morphology and physiology of plants and animals, evolution and ecology. Investigations include applications using statistics and mathematical modeling. Students write grant proposals on topics of their choice. Prerequisites: Biology and Chemistry (open also to XII).

ADVANCED CHEMISTRY: a deeper exploration of equilibrium, acids and

bases, and electrochemistry introduced in Chemistry and new topics including kinetics, thermodynamics, molecular architecture and orbital hybridization. Prerequisites: Biology and Chemistry (open also to XII).

CHEMISTRY: see Class X. PHYSICS: the investigation of the nature of forces and energy and their

interactions with matter. Topics include mechanical, thermal, wave, electromagnetic and nuclear energy (open also to XII).

ENVIRONMENTAL SUSTAINABILITY (full-year non-lab course): explo-

ration of the role of science, economics and government policy in developing an environmentally sustainable world. Topics include human population growth, energy production, climate change, freshwater resources, agriculture, fisheries, waste management and biodiversity (open also to XII).

MODERN LANGUAGES FRENCH IV: a consideration of classic and contemporary French literature

and culture with an emphasis on speaking and writing. Students learn contemporary idioms, review grammar, and read and interpret texts from a variety of sources.

MANDARIN IV: extensive reading of essays, stories, and newspaper and

magazine articles; discussion of current events; analytical and creative writing; participating in Chinese culture workshops and communicating with native speakers of Mandarin.

COMPREHENSIVE SPANISH III: for students who began in Class IX,

continued study of grammar with an emphasis on advanced grammar structures. Readings include short stories, excerpts from novels and adapted versions of literary masterpieces.

SPANISH IV: for students who began in Class V, continued formal study of

a selection of short stories, poetry and non-fiction about the history of Spain and Latin America. Grammar usage and literary analysis will be reinforced through writing assignments and oral communication activities.

CLASSICS LATIN IV: selections from Ovid’s Metamorphoses and from the poems of

Catullus.

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Class XI GREEK I (half credit; throughout the year): introduction to Attic Greek.

Topics include the principles of word formation and syntax, Aesop’s fables and the life of Alexander the Great (open also to XII).

ART STUDIO ART (half credit; throughout the year): advanced work in the stu-

dio with in-depth exploration of various drawing and painting media. One museum study assignment is required.

ART INTENSIVE (half credit; fall or spring semester): for curious and

committed students, an opportunity to explore the visual arts and self-expression through a range of traditional and contemporary media, including painting, drawing and printmaking. Thought-provoking and interpretive concepts will be examined in a relaxed, inclusive studio setting focusing on student-driven projects.

DRAMA PLAYWRITING (half credit; spring semester): introduction to the art and

craft of playwriting. Students write and edit their own short plays; at the end of the semester there is a lightly staged presentation to the public using student actors.

MUSIC: see Class IX. PHYSICAL EDUCATION: see Class IX. TECHNOLOGY INTRODUCTION TO COMPUTER SCIENCE (half-credit): introduction

to the concepts of computer science utilizing the Python programming language. Topics include recursion, computer security, algorithm complexity and game programming.

CO-CURRICULAR ACTIVITIES: see page 53.

COMMUNITY SERVICE (required of all students in Class XI): see page 51.

JUNIOR SEMINAR (required of all students in Class XI): a yearlong class

that encompasses health education, life skills, college advising and the transition to college.

POETRY WORKSHOP: see Class X. SCIENCE RESEARCH SEMINAR: see Class X. UPPER SCHOOL ARTS ACTIVITIES: see Class IX.

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Class XII Class XII

ENGLISH: required unit of essays; electives from late fall through the winter

term (for example, Russian literature; Imagining India; Virginia Woolf and James Baldwin; or Memory, Identity and Narrative; electives in the spring term determined by interests of students (in recent years, primarily individual projects in fiction, drama or writing).

MATHEMATICS FUNDAMENTALS OF CALCULUS: covers the principal topics of differen-

tial and integral calculus with an emphasis on applications.

CALCULUS: differential and integral calculus of functions of one variable

with applications. Students wishing to take the College Board AP AB Calculus exam will find that this course provides suitable preparation.

ADVANCED CALCULUS: see Class XI. LINEAR ALGEBRA: vectors, linear transformations, general vector spaces

and the algebra of matrices.

STATISTICS AND STATISTICAL MODELING: see Class XI. INTERSCHOOL GAME THEORY: see Class XI. INTERSCHOOL PROBLEM SOLVING: see Class XI. HISTORY: see Class XI for the list of electives.

SCIENCE ADVANCED BIOLOGY: see Class XI. ADVANCED CHEMISTRY: see Class XI. ADVANCED PHYSICS: extended study, based on calculus, of relationships

between forces, matter and energy. Selected topics include kinematics and dynamics, rotational mechanics, electrostatics, circuits, and nuclear and particle physics. Prerequisite: Physics.

CHEMISTRY: see Class X. PHYSICS: see Class XI. ENVIRONMENTAL SUSTAINABILITY: see Class XI. MODERN LANGUAGES FRENCH V: culmination of the study of classic and contemporary French

literature and culture. French, francophone and world cultural and societal issues are explored through communication and textual analysis. The use of various media sources and classic and contemporary texts foster conversation and thoughtful debate.

MANDARIN V: culmination of the study of Mandarin through reading,

writing and discussion.

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Class XII COMPREHENSIVE SPANISH IV: completion of the course of study begun

in Class IX. Emphasis is placed on the discussion and written analysis of literary and cultural topics. Critical thinking is encouraged, reinforcing the four skills in the target language.

SPANISH V: for students who began in Class V, culmination of the study

of literature from different Hispanic countries; investigation of their art, film and non-fiction enhances students’ cultural understanding. Advanced grammar and literary analysis will be reinforced through analytical writing assignments and oral communication activities.

CLASSICS LATIN V: study of a particular author or genre; for example, the speeches or

letters of Cicero, the comedies of Plautus, Horace’s Odes or selections from the Roman historians.

GREEK I: see Class XI. GREEK II (half credit; throughout the year): continuation of the study of

Attic Greek. Students read adapted versions of the Apology, the Clouds and the histories of Herodotus.

ART STUDIO ART: see Class XI. ART INTENSIVE: see Class XI. DRAMA ACTING AND DRAMATIC LITERATURE (half-credit; throughout the

year): combines the study of major plays, predominantly modern, with the chance to perform in an intensive scene workshop. Playwrights in the syllabus include Williams, Miller, Ibsen, Treadwell, Hellman and Kushner. The class meets at least two evenings in the semester to attend professional theatre.

MUSIC: see Class IX. TECHNOLOGY INTRODUCTION TO COMPUTER SCIENCE (half-credit): see Class XI. ADVANCED COMPUTER SCIENCE: write, test, and debug efficient

programs using multiple classes and interacting objects. The focus is on object-oriented programming using Java, although students will be exposed to a variety of languages. Students who take this course will be prepared for the AP Computer Science A exam.

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PHYSICAL EDUCATION: see Class IX. CO-CURRICULAR ACTIVITIES: see page 53.

ADVANCED SCIENCE RESEARCH SEMINAR: see Class X. POETRY WORKSHOP: see Class X. SENIOR SEMINAR (required of all students in Class XII): a yearlong class

that encompasses health education, life skills, college advising and the transition to college.

 

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Student Life Student Life OVERVIEW

In order to fulfill its mission of helping students develop “a resilient and generous spirit” and preparing them for “principled engagement in the world,” Brearley offers a variety of programs that complement and enrich the academic curriculum. These programs, and those who lead them, nurture a healthy and integrated sense of self, instill an understanding of how that self relates to others, and underscore the responsibilities this relation entails.

STAFF AND SUPPORT

The Assistant Head of School for Student Life serves as both a divisional and cross-divisional leader of student life. In these capacities, her responsibilities include, but are not limited to, convening a K–XII Student Life Committee; supervising some administrative staff who oversee K–XII programming; and supporting the resolution of challenging student life issues, as necessary.

The Division Heads, who are responsible for the lives of students in the Lower, Middle and Upper Schools, are well informed about each student’s circumstances and her progress over a period of years, and can put immediate concerns in the larger context of their work with students, families and teachers. Classes VII–XII are also supported by a Dean of Students and Student Life Coordinator, who work together to support significant student transitions and facilitate the activities program. The Director of Counseling and Wellness, the Lower School Psychologist, who works with students in the Lower School, and the School Counselor, who works with students in the Middle and Upper Schools, are important resources for the whole community.

Homeroom teachers serve as a home base in the lives of students in each grade.

There are three homerooms for each grade in the Middle School; in the Upper School the whole class is together in a single homeroom. In addition to the academic subjects they teach, homeroom teachers work with individual students and coordinate the life of the class as a community. Homeroom teachers see the girls in homeroom every day; they are resourceful adults who can give information or offer advice. Life in the Lower School is centered in the individual homerooms, with most academic subjects being taught by the room teacher.

Even after homeroom teachers relinquish their role as subject teachers for the entire homeroom, they join with grade-level advisors in Classes VI–IX to lead weekly advisory group discussions. In Class X, girls request an advisor from among a group of teachers and administrators who have been designated to work with the grade in its last three years at Brearley.

The Assistant Head of School for Academic Life, who focuses mostly on academic matters, works especially closely with Upper School students as they select courses for the next year, as well as with the heads of the academic departments.

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DIVERSITY, EQUITY AND INCLUSION

When a student joins the Brearley community, she joins a school that considers the pursuit of a diverse, equitable and inclusive culture to be an essential part of its program. While the Brearley community holds shared values and a collective belief in the School’s mission, we strive to acknowledge and respect the different ways that members of our community experience the School and life outside its walls. Therefore, we engage in ongoing work to celebrate what makes us different, to challenge manifestations of inequality and to foster an enduring sense of belonging. In order to sustain this work, the Office of Equity and Community Engagement creates, coordinates and manages a range of programs for students, faculty, staff, parents and alumnae that are designed to help them engage thoughtfully and compassionately at Brearley and in the world.

Brearley draws families from all socioeconomic groups and throughout the metropolitan area: Manhattan, Brooklyn, Queens, the Bronx, Connecticut, Long Island, Westchester and New Jersey. Both the percentage of students receiving financial assistance and the percentage of institutional resources dedicated to financial aid are among the largest in New York City independent schools. The School emphasizes ethnic and cultural diversity as well: students of color make up 53 percent of the student body.

In recent years, the Office has overseen a significant effort in the professional development of all faculty and staff on the subject of race. Through small group discussion, large seminars and individual reflection, every member of Brearley’s faculty and staff is learning how race impacts individuals and groups in our school and our society. The goal is for all faculty and staff to evaluate their own beliefs and practices through the lens of race, and to apply their learning to better supporting the students they teach, guide and influence. The same approach is used to examine other aspects of identity.

The Office assists teachers and advisors by division as well. In the Lower School, teachers devise effective approaches to issues of identity in the classroom, strive to increase their students’ understanding of difference and encourage a sense of responsibility to act against injustice. Middle School students, with the help of their advisors, address similar questions when they arise in the burgeoning social world of early adolescence. Interested students can join the V/VI or VII/ VIII Diversity Club, which meets weekly with a faculty advisor. The students on the Upper School Diversity Committee also hold weekly meetings as well as lead discussions on issues such as race, gender and political ideology. Among the student clubs in the Upper School are several groups that offer opportunities for celebrating shared identity and creating cultural programming for the whole community. As some students show a particularly strong commitment to supporting Brearley’s ongoing equity efforts, the School commits to sending those in Upper School to the Student Diversity Leadership Conference, hosted annually by the National Association of Independent Schools.

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Student Life A student’s intellectual understanding of diversity, equity and inclusion is enriched by her formal encounter with the Brearley curriculum and made real by meaningful engagement with others through discussion and experience. Broad exposure in the Lower School to cultures around the world is accompanied by an equally important focus on culture within the student’s own communities. The Middle School’s history curriculum explores cultures over time and around the world through the comparative method, and students encounter cultures firsthand in their study of French, Spanish or Mandarin. In the Upper School, girls learn to see a culture on its own terms rather than chiefly through comparison with others. Students may take part in a Civil Rights Travel Study program in Birmingham, Alabama, to support their desire to deepen both their cultural competence and ability to listen to and learn from diverse perspectives.

The parents’ diversity forum, Community Life and Diversity (CLAD), hosts programs and events that celebrate and encourage Brearley’s commitment to diversity. Additionally, parents are invited to work with the School to promote and support diversity; through partnership with the Director of Equity and Community Engagement they can collaborate on providing opportunities such as quarterly parent equity events for parents to learn and build community— programming may range from guest speakers to interactive workshops on issues of identity, equity, and moral and ethical education. In recent years the School has offered parents the opportunity to receive the same training on race, equity and inclusion that it currently provides its faculty and staff.

The School sees this work as part of the ongoing maintenance and betterment of its community. As its members are called to develop deeper empathy, find richer insights and continually engage with different perspectives, experiences and expressions, we must continue to reconfirm the School’s founding precept—to prepare its alumnae for principled engagement in the world.

COUNSELING AND WELLNESS

As a Brearley student learns over time to reason with greater precision and to express herself with greater clarity, she also learns to care for and value herself and others with ever deeper insight into the meaning of wellness. This aspect of her education starts with the Lower School course “Respect and Responsibility,” continues through the Middle School advisory program and culminates in the advisory, health and seminar programs of the Upper School. The School has paid careful attention to strengthening and consolidating its curriculum in social, emotional, physical and mental health. Over time students learn lessons in self-awareness (identifying and speaking about feelings, recognizing strengths, improving self-confidence); self-management (setting goals, sharpening organizational skills); social awareness (gaining perspective, increasing empathy, appreciating diversity); relationship skills (communication, teamwork); and responsible decision-making (identifying and solving problems, analyzing situations, taking responsibility). In 2017 the School adopted the sexuality health education curriculum Our Whole Lives so that Brearley students may learn about their bodies and how to keep them healthy and safe.

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The K-XII program encourages students to have “a healthy mind in a healthy body.” Kindergarteners celebrate their families; students in Classes V-VIII are taught about body changes, gender, consent and peer pressure; receive lessons in science on anatomy and physiology of the reproductive system; and participate in conversations on topics such as healthy diet or stress reduction facilitated by faculty, members of the Counseling and Wellness Department or outside experts.

The Freedom from Chemical Dependency organization runs workshops on substance abuse with students and meets with parents in Classes VII–X. They follow up in Classes VIII, IX and X and meet with parents again as well. In the Upper School, Class IX participates in a trimester-long health course and meets weekly with Peer Leaders selected from Class XII for informal discussions. Beginning in Class X, students are in touch regularly with their advisors about academic and personal decisions and must fulfill a community service requirement. Class X students will also attend Sophomore Seminar, which offers instruction in health and wellness, public speaking, service leadership and college application readiness. These and other topics that pertain to transitioning easily to college and preparing young alumnae for more independent living (how to write a résumé and manage finances, for example) are reinforced in Junior and Senior Seminars where students meet with the College Advisors, the School Counselor and outside experts in medicine, sexuality and substance abuse. The School Counselor, School Psychologist, School Nurse and Director of Counseling and Wellness are available to talk to girls and parents about individual concerns and, when appropriate, refer families to external resources for additional support.

COMMUNITY SERVICE

Brearley’s long-standing commitment to community service complements and supports academic education, in that it requires understanding, compassion, hard work and perseverance. In this way, students come to see community service not as a task to complete but as a responsibility connected to the society around them. Their ongoing, engaged participation in their various communities helps them develop and refine their emergent sense of self.

Service begins in the Lower School, with a sequence of projects and trips that give students a sense of their potential, even at a young age, to contribute in the world. In addition to joining activities at the nearby All Souls Friday Lunch Program, students also work within their own school community and post reminders of standards, such as holding doors for others, around the building.

Girls in Class III become reading buddies with girls in Class I, and girls in Class II with Kindergarteners.

The Middle School Service Committee is an active group whose wide range of projects appeals to diverse interests. With support from the Office of Equity and Community Engagement, girls select a variety of activities for the year and advocate for them: these may range from delivering wrapped gifts to hospitalized children to volunteering at an after-school Head Start program. One constant is the annual Class VIII Carnival, which raises funds for a nonprofit organization chosen by the class. In proposing specific projects and arguing their relative merits, students see the impact of their collective efforts and realize their power to effect positive change.

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Student Life The program in the Upper School is founded on the premise that community service is a personal habit and that it works best when students are guided in their exploration of possible commitments. In Class IX, students participate as a group in a Saturday soup kitchen program and also research and engage in volunteer opportunities. In Classes X and XI, students are required to make a long-standing commitment to a specific cause, activity or organization. Upper Schoolers may also work through school groups like the Brearley Service Committee, assist in Lower School classrooms or tutor children elsewhere. In the spring of senior year, students may choose to devote themselves nearly full time to a project of their choice.

The Upper School also participates in a service day with the Collegiate School.

Classes are suspended so that each grade can work together on a project in the community, ranging from planting trees on Randall’s Island to volunteering at the New York Public Library. In recent years, students have focused on youth homelessness, educational inequity and leadership development for girls at a partner charter school. Increasingly, in the Middle and Upper Schools, students are making a connection between identity, diversity, justice and action. By understanding the differences that exist between themselves and others, and the challenges that ensue, they learn to be advocates for themselves and for others through their personal and collective commitment to service.

ATHLETICS

Brearley has one of the most extensive athletic programs among independent schools in New York City. Athletic programs in Classes VI–VIII introduce students to competitive play outside the School. Seven club sports are offered during the year to girls in Classes V–VI. Participation in the program gives many girls their first opportunity to be on a team, where they learn valuable lessons in cooperation and skill development. The VII–VIII interscholastic program features nine different sports over three seasons. Brearley’s no-cut policy at this level enables girls to explore their athletic interests, since they are guaranteed a spot on the team of their choice regardless of prior experience or ability.

In Classes IX–XII, the School fields teams in fourteen different varsity sports, with a primary goal of providing opportunities to as many girls as possible.

Many students thrive on the experience of playing several sports a year, and Brearley teams have frequently won league championships and New York State championships in cross country, track and volleyball.

The School is a founding member of the Athletic Association for Independent Schools (AAIS) and competes with many coed and single-sex schools. Training and competition often provide opportunities for travel outside of the greater metropolitan area: recently, teams have traveled to Florida for spring training; the track team has qualified for the Penn Relays; and the cross-country team competes in the Brown (University) Invitational. Brearley athletes have the support of a coaching staff of experienced and dedicated professionals, many of whom have college and international sports backgrounds. Over the last decade, Brearley teams have captured more than twenty AAIS championships, as well

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as nine New York State Association of Independent Schools Athletic Association Championships in cross country. Brearley athletes each year go on to play Division I and III-level college sports. Offerings in the Physical Education curriculum promote not only bodily health and fitness but also leadership, teamwork and good sportsmanship, both for the present and in the years to come. Each student in Classes V–XII is assigned to the Red or the White team, a tradition that dates from 1923.

ACTIVITIES

An integral part of the educational experience, activities provide opportunities to explore new areas, develop talents and become acquainted with students in different grades. Girls in the Lower School may choose from among three optional after-school programs. Clubhouse, in collaboration with the Chapin School, offers activities like inline skating, cooking and baking, and a variety of STEAM offerings. On Fridays, girls may stay for a program of play and crafts or organized sports. A further Extended Day program, ending at 5:45 pm, includes reading stories, quiet time and indoor/outdoor play.

Activities in the Middle and Upper Schools offer greater opportunities for girls to shape their own programs. Brearley’s numerous co-curricular activities include Middle and Upper School branches of the robotics team, coding and maker clubs, orchestra and chorus, math team, environmental action committee, student publications (the newspapers, literary magazines and the yearbook), drama productions, debate team and an array of art courses, from photography to bookmaking.

In the Upper School, students may participate in the Model UN and Model Congress programs and affinity groups like Asian Awareness or Umoja. Organizations like the Athletic Association and the Middle and Upper School Student Government groups are led by students elected from each grade and advised by faculty. These organizations offer opportunities for leadership, public speaking and the planning and execution of events.

Some programs take place after school has ended. Upper School students may serve as counselors in Brearley’s two-week June Summer Start and Summer Interlude programs for younger Brearley students. Summer Start, also open to girls in New York City in K–VII, offers non-academic activities taught by members of the Brearley faculty. Summer Interlude, a music program emphasizing chamber music, is open to students in III–VIII from other New York City schools. In recent years, a maker camp has been added to the offerings.

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College Advising College Advising

The search for and application to college provides students with many opportunities to exercise their decision-making skills, independence and selfknowledge. The College Advisors offer a comprehensive advising program that begins formally in the fall of Class XI, although they and class advisors will offer information and counsel to students in Classes IX and X on such topics as college entrance examinations. Although the College Advisors oversee the entire college application process, it is vital that each girl feel confident taking responsibility for and making choices appropriate to her academic and personal goals. The students meet in seminars with them throughout Class XI and through the fall and winter of their senior year. A student in Class XI begins to meet individually with the Advisors during the winter for a series of conversations that eventually includes her parents. The process is a very personal one, in which the Advisors come to know each girl quite well and are thus best able to serve as her advocate throughout.

The College Advisors program a series of events to educate families about college, and meet frequently and correspond regularly with students and their parents.

All of these exchanges depend on honest and open communication. Families are also invited to attend college-related events, including a college fair and financial aid event, sponsored in conjunction with other Interschool institutions. During the autumn of each year, over eighty college representatives visit Brearley to meet with students in Class XII who may be interested in their college or university.

The College Advisors, as the School’s representatives to colleges, write a lengthy letter of recommendation for each student, drawing upon their knowledge of the individual girl; the recommendation is supplemented by substantial commentary from teachers and advisors and is endorsed by the Head of School. The College Advisors are available as counselors and editors as the students complete their applications, and they remain a source of information and guidance until a student has made the decision about which college she will attend. While the primary relationship is forged with the student, the College Advisors serve as a resource for parents as they, too, navigate the college application process.

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n COLLEGE ENTRANCE 2015—2019 Total

Total

Amherst College

3

Macaulay Honors College at CUNY 1

Bard College

1

Massachusetts Institute of Technology 3

Barnard College

2

Middlebury College

4

Bates College

4

New York University

4

Boston College

3

Northwestern University

5

Boston Conservatory

1

Oberlin College

5

Bowdoin College

3

Occidental College

1

Brandeis University

1

Pomona College

2

Brown University

9

Princeton University

California Institute of Technology

1

Reed College

2

Carleton College

3

Rhode Island School of Design

1

Carnegie Mellon University

4

Rice University

1

Case Western Reserve University

2

Sarah Lawrence College

1

Claremont McKenna College

1

Skidmore College

1

Clark University

1

Stanford University

5

Colgate University

4

Swarthmore College

4

Tufts University

2

13

Columbia University

22

Connecticut College

2

Union College/Albany Medical School 1

Cornell University

8

University of Chicago

Dartmouth College

3

University of Cambridge

1

Davidson College

1

University of Miami

1

Dickinson Colleg

1

University of Michigan

3

Duke University

3

University of Oxford

1

Emory University

1

University of Pennsylvania

7

Georgetown University

8

University of Rochester

1

Grinnell College

2

University of Southern California

1

Hamilton College

5

University of St. Andrews

5

Harvard University

34

University of Tokyo

1

11

Harvey Mudd College

1

University of Vermont

1

Haverford College

2

University of Virginia

2

Hobart & William Smith Colleges 1

University of Zurich

1

College of the Holy Cross

1

Vanderbilt University

4

Johns Hopkins University

2

Washington University in St . Louis 6

Kenyon College

1

Wesleyan University

Lafayette College

1

Williams College

Lehigh University

2

Yale University

3 7 13

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Greater Brearley Greater Brearley

Once a Brearley Girl always a Brearley Girl: If a girl attends Brearley for even a single year, she is considered an alumna. A proud group of women known for their confidence, intellectual curiosity and determination, Brearley alumnae pursue lives and careers across the country and around the world, although many gravitate to the vibrancy of New York City. The active Brearley Alumnae Association, formed in 1893, fosters meaningful alumnae connections through events covering a broad spectrum of areas, from professional networking to unique opportunities to enjoy the arts to alumnae panels and speakers on topics including entrepreneurship, technology, politics and parenting. Special programming is developed for classes celebrating milestone reunions as well as the youngest alumnae and community groups such as alumnae of color. Alumnae honor each other’s achievements through the Frances Riker Davis 1915 Award, an award given to an alumna for her commitment to public service, and the Lois Kahn Wallace ‘57 Award, which honors newly published alumnae authors.

Alumnae across generations take an active interest in today’s students, sharing college experiences, providing career advice and offering internships at their workplaces.

Brearley parents are also vital members of the school community. Organized through the Parent’s Association (P.A.), parent volunteers create a larger network of support for students as well as a deeper sense of belonging for all families. The P.A. organizes a wide range of events and activities—including community author panels, the Festival of Cultures, a speaker series for adult education, community service opportunities, safety patrol, social gatherings and the annual Brearley Benefit. P.A. communications complement school communications; a key source of information, they include a monthly newsletter and “This Week at Brearley,” a listing of current happenings. The P.A. knits together the parent community, fostering friendships and connections among parents and their Brearley daughters.

In addition, both alumnae and parents, as well as past parents, grandparents, faculty and other friends, take responsibility for stewarding Brearley’s future through generous philanthropy. The School relies on the Annual Fund and the P.A. Benefit for general operating support each year. In addition, income from Brearley’s endowment, funded with both recent gifts and those given many years ago, subsidizes faculty salaries, financial assistance and additional educational activities. Gifts for capital improvements, including construction and renovation projects, are crucial to maintaining and advancing the School’s legacy of excellence in girls’ education.

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Endowed Funds Endowed Funds of the Brearley School n FOR THE ARTS ART HISTORY FUND (2001)

Eugene V. and Clare E. Thaw Charitable Trust and Henry and Patricia Tang. To support and enrich the study of art history.

TONY BARLOW DANCE FUND (1999)

In memory of Tony Barlow, husband of Dr. Priscilla M. Winn Barlow, Head of the School from 1997 to 2003 and Interim Head from 2011 to 2012. To enhance the dance program.

URSULA LOENGARD BERENS ’47 MEMORIAL ART FUND (1987)

To enhance the visual arts program through demonstrations by practicing artists and trips to view art and architecture.

ELSMITH MUSIC FUND (1966)

In memory of Berta and Leonard Elsmith. To award a music prize and to support the work of the Music Department.

SALLY W. GANZ VISITING ARTISTS FUND (1998)

Established by her daughters. To bring visiting artists to work with students.

ELINOR LAMONT HALLOWELL ’53 MUSIC FUND (1998)

To encourage an appreciation of music in future generations of Brearley girls.

RACHEL BARRETT SWETT ’07 PHOTOGRAPHY FUND (2011)

Established by Benjamin and Katherine Swett, family and friends, in loving memory of Rachel Barrett Swett, Class of 2007. To support and enhance the teaching of photography, as a reflection of Rachel’s interest and passion for photography.

ALICE BEMIS THOMPSON FUND (1985)

Charles G. Thompson, in memory of his wife. For honoraria for guest speakers, particularly in the arts n FOR GENERAL CURRICULAR ENRICHMENT TAMMY ZAZURI ATHLETICS FUND (1995)

Peter and Mike Gilbert. Renamed upon Tammy Zazuri’s retirement in 2019.

FISHER/NADOSY LIBRARY FUND (1995)

Robert and Barbara Liberman and Peter and Patricia Nadosy.

ALICE F. GOODWIN ’50 LIBRARY FUND (2002)

Bequest of Mrs. Marion F. Goodwin, in memory of her daughter.

ISEMAN FUND (2001)

Frederick Iseman and Marguerite Nougué-Sans. To support the teaching of fresh, articulate and effective spoken English as a recognized valuable part of a Brearley education.

MARGARET R. LAWRENCE FUND (1983)

A Brearley alumna and her husband, in honor of a longtime teacher in the Lower School. To support the teaching of reading in the Lower School program.

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Endowed Funds Endowed Funds of the Brearley School n FOR FACULTY ART CHAIR FUND (1958)

Barbara Whitney Headley ’21, in memory of her mother, Gertrude Vanderbilt Whitney, 1894.

ANNE LLOYD BASINGER LEGACY (1987)

Bequest of Miss Basinger, Head of the Middle School from 1934 to 1972. For vacations, travel and recreation of members of the faculty.

EDNA H. CARLING PHYSICAL EDUCATION CHAIR FUND (1962)

In honor of the Head of the Physical Education Department from 1933 to 1963.

CHAIRS FOR EXCELLENCE IN TEACHING (1984)

To support and augment the salaries of three outstanding teachers, in recognition of Brearley’s commitment to excellence.

HELENE CHAMPRIGAND CHAIR OF MODERN LANGUAGES (1982)

Margarita Delacorte ’49, in memory of the former Head of the French Department.

PHYLLIS GOODHART GORDAN ’31 CHAIR OF CLASSICS (1976)

In honor of Brearley alumnae, parent and President of the Board of Trustees from 1969 to 1973.

ENDOWMENT FOR FACULTY SALARIES (2015)

Bequest of Lois Kahn Wallace ’57 for support of faculty salaries.

EVELYN J. HALPERT ’52 HISTORY CHAIR FUND (1924)

Originally established in 1924, the fund was augmented by additional gifts and renamed in 1997, in honor of the Head of the School from 1975 to 1997.

MARGARET RIKER HARDING LOWER SCHOOL FELLOWSHIP FUND (2002)

In memory of the Head of the Lower School from 1963 to 1985 and a faculty member for forty-four years.

SANDRA LEA MARSHALL ’73 FUND (1974)

For travel or other pleasurable purposes in recognition of extraordinary personal support of students.

MASTER TEACHER FUND (2000)

In honor of retiring faculty each year. To support the mentorship by longtime faculty members of less experienced teachers.

MILLICENT CAREY McINTOSH ENGLISH CHAIR FUND (1951)

In honor of the Head of the School from 1930 to 1947.

MUSIC CHAIR FUND (1959)

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NADOSY AND MAGYAR ENDOWED FACULTY SABBATICAL FUND (2016)

To support the faculty sabbatical program.

LAURA SPELMAN ROCKEFELLER FUND (1984)

Mr. and Mrs. Laurance S. Rockefeller. For faculty salaries.

DOROTHY SCHIFF ’20 SCIENCE CHAIR (2004)

The Dorothy Schiff Foundation, in memory of longtime editor and publisher of the New York Post and member of a multi-generation Brearley family.

EMILY TOWNSEND VERMEULE ’46 CLASSICS FUND (2002) EMILY V. M. WALKER ’06 FACULTY FUND (2014)

Established by Thomas B. Walker III in honor of his daughter. To support faculty compensation.

SERENA MARSHALL WELD ’01 FUND (1934)

Bequest of Miss Mildred Du Bois. To benefit a teacher on sabbatical leave.

PRISCILLA M. WINN BARLOW FACULTY SALARY FUND (2003)

In honor of the Head of the School from 1997 to 2003 and Interim Head from 2011 to 2012. n FOR SCHOLARSHIPS AND STUDENT AWARDS ALESSANDRA CHENEY APPLEBY ’44 SCHOLARSHIP FUND (1959)

Mr. and Mrs. Ward Cheney, in memory of their daughter.

ANNE LLOYD BASINGER FUND (1972)

In honor of the Head of the Middle School from 1934 to 1972. For scholarships, especially for Middle School students.

BLUTT FAMILY ENRICHMENT OPPORTUNITY FUND (2008)

Mitchell and Margo Krody Blutt. To make all aspects of a Brearley education accessible to students.

LOUISE CLARKE BODMAN 1911 MEMORIAL SCHOLARSHIP FUND (1983)

The Bodman Foundation.

BARBARA SCHNEIDER BRUCKNER ’68 MEMORIAL SCHOLARSHIP FUND (1988)

For scholarships, especially for students who exhibit an interest in and commitment to community service.

SARAH C. CARSLAKE SCHOLARSHIP FUND (1977)

In honor of the Registrar and Director of Admission from 1929 to 1977.

ELIZABETH DODGE H. CLARKE 1903 AND JULIA DODGE REA 1904 MEMORIAL SCHOLARSHIP FUND (1977)

The Cleveland H. Dodge Foundation, Inc.

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Endowed Funds Endowed Funds of the Brearley School FRANCES RIKER DAVIS 1915 MEMORIAL FUND (1966)

To provide a scholarship annually to a girl who has shown leadership in service to the School and to honor an alumna who exemplifies the spirit of service characteristic of Mrs. Davis.

MARY DE KAY SCHOLARSHIP FUND (1982)

In memory of the Head of the English Department and Head of the Middle School. Middle School scholarships.

MILDRED M. DONNELLY MEMORIAL FUND (1964)

Lower School scholarships.

ANNE DUNN SCHOLARSHIP FUND (1924)

Mr. and Mrs. George D. Selden and a bequest of Miss Frances Arnold. For a student entering Bryn Mawr College.

ELIZABETH WHEELER ELLISON ’38 SCHOLARSHIP FUND (1987)

Bequest from John Wheeler in memory of his daughter.

AMY MAZZOLA FLYNN ’81 MEMORIAL FUND (2014)

Established by family and friends in loving memory of Amy Mazzola Flynn, Class of 1981. For scholarships, especially for students interested in the arts.

EDWARD E. FORD FOUNDATION ENDOWMENT FUND (1981)

Upper School scholarships.

ELINOR FRESTON ’51 MEMORIAL FUND (2001)

Katherine F. Freston ’48, in memory of her sister. For special assistance in language and/or mathematics for Lower and Middle School students.

CAROLINE ZELAZNIK GRUSS SCHOLARSHIP FUND (1999)

Evelyn G. Lipper and Tamara Lipper ’91, in memory of their mother and grandmother. Scholarships, with preference given to a student from a recent Jewish immigrant family.

ELIZABETH FRENCH HITCHCOCK MEMORIAL SCHOLARSHIP FUND (1977) MARIAN L. HOGUE ’41 SCHOLARSHIP FUND (1985) JANE FENNELL HOOPS ’37 SCHOLARSHIP FUND (2005)

Bequest of Herman L. Hoops in honor of his daughter.

KAUFMAN FAMILY FUND (2000)

Eric and Eileen Kaufman. For supplementary financial assistance, with preference given to members of minority groups.

CLARA B. KELLNER SCHOLARSHIP FUND (1987)

George A. Kellner, in honor of his mother. For scholarship assistance to deserving students, with preference given to children of employees of not-for-profit educational or research institutions.

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HEDWIG RIDDER LEACH ’35 SCHOLARSHIP FUND (1991)

Orin T. Leach, in memory of his wife. For scholarships, with preference given to students with a strong interest in the study of history.

LOUISE LITTAUER SCHOLARSHIP FUND (1985)

Lucius N. Littauer Foundation. For scholarships for students who show the “mental superiority and considerate disposition” of Louise Littauer, a young New Yorker who died in 1876 and “who would have attended the Brearley School had it existed in her time.”

LEWISE H. LUCAIRE SCHOLARSHIP FUND (2016)

For scholarships with a preference for the daughter of faculty or staff member.

MILLICENT CAREY McINTOSH SCHOLARSHIP FUND (2017)

A scholarship for a student who exhibits leadership in the community and has a single mother.

MCLEAN FUND (1920)

Bequest from Ethel McLean. To support financial assistance.

JEAN FAIR MITCHELL SCHOLARSHIP FUND (1997)

In honor of the Head of the School from 1947 to 1975. For a partial scholarship for a student in Class VI, VII or VIII who has demonstrated academic ability but whose parents, working in nonprofit educational, research or public service institutions, cannot comfortably cover the entire cost of a Brearley education.

ELISABETH MOSER MEMORIAL FUND (1990)

Esther Ridder ’43 and Joan Ridder Challinor ’45. For extra assistance to students in the Middle and Upper Schools.

READER’S DIGEST ENDOWED SCHOLARSHIP FUND (1980)

Dewitt Wallace Fund, Inc. For partial scholarships for students from middle income families beyond their first year at Brearley.

TIESHA SARGEANT ’98 SCHOLARSHIP FUND

Established in Tiesha’s memory by her classmates on the occasion of their 20th reunion.

SYDNEY JOELSON SEGAL MEMORIAL SCHOLARSHIP FUND (1998)

In loving memory by her family. For scholarship assistance to a Middle or Upper School student with an interest in science or math.

LOUISE G. AND JACOB SKLAROFF MEMORIAL FUND (2011)

Established in their memory by Rachel and Donald Strauber. To help ensure that all Brearley students can enjoy every aspect of life at the School.

C.V. STARR SCHOLARSHIP MEMORIAL FUND (1995)

The Starr Foundation.

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Endowed Funds Endowed Funds of the Brearley School

SHEILA MULDOWNY STONE ’53 SCHOLARSHIP FUND (2000)

Robert L. Stone, in honor of his wife and augmented by a bequest from Mr. Stone in 2009. For financial assistance for students who strive to be the best that they can be in the classroom, in the Brearley community and in sports or dance.

DELIGHT TOLLES FUND (1990)

In memory of longtime Classics teacher and Chair of the Classics Department from 1964 to 1979. For scholarships and tutoring or other assistance, especially for students who show an interest in Classics.

FRANCES HYDE ZABRISKIE 1914 SCHOLARSHIP FUND (1973)

The Lillia Babbitt Hyde Foundation. n STUDENT TRAVEL FUNDS JACQUELINE DE COPPET BERTHET ’52 MEMORIAL FUND (1980)

For study in France.

CLASS OF 1948 TRAVEL FUND (1998)

In honor of their 50th reunion and in memory of their deceased classmates. For student foreign exchange programs.

PEGGY LEHMAN KORN ’37 FOREIGN EXCHANGE AND TRAVEL FUND (2000)

Bequest. To provide financial assistance to broaden students’ horizons with travel and exchange programs.

KATHRYN SCHAEFLER PERSHAN ’49 SCHOLARSHIP FOR STUDY AND TRAVEL (1999)

For travel grants to Upper School students participating in programs related to classical studies or art history.

ANDREA V. ROSENTHAL ’84 SCHOLARSHIP FOR OVERSEAS STUDY AND TRAVEL (1990)

Mr. and Mrs. Charles M. Rosenthal, in memory of their daughter. To enable a deserving Upper School student to travel or participate in summer study, community service projects or other programs overseas. n SPECIAL PURPOSE FUNDS CLASS OF 2018 FUND FOR BUILDING, KITCHEN AND ADMINISTRATIVE STAFF SUPPORT COLLEGE FUND (1998)

Tony and Amie James. To support the work of the College Advisor through enhanced contact with colleges and universities.

INDEPENDENCE FOUNDATION STUDENT LOAN FUND (1982)

For student loans to accompany the School’s scholarship grants.

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JEAN FAIR MITCHELL FUND (1975)

In honor of the Head of the School from 1947 to 1975. To give future Heads of School a special resource for curricular or administrative projects that lie outside the regular budget of the School.

SCHOLASTIC LOAN FUND (1976)

The Uris Brothers Foundation, Inc. For loans to families in need of temporary financial assistance.

LOIS KAHN WALLACE ’57 BREARLEY WRITERS AWARD FUND (1999)

To honor Brearley for honing her appreciation of good writing. An award to honor and encourage a Brearley alumna who has begun to publish well-crafted prose.

PHYSICAL EDUCATION FUND (1986)

For rental of athletic facilities outside the School, transportation for students and salaries for part-time physical education teachers and coaches.

GEORGE Z. TOKIEDA FUND FOR ENVIRONMENTAL EDUCATION (2007)

An alumna in the Class of ’81, in memory of a much-loved science teacher. To support all aspects of environmental education.

TWEEDY LOWER SCHOOL LIBRARY FUND (1987)

Mrs. Gordon Tweedy and her three Brearley daughters.

ZAHLER VISITING WRITERS FUND (2004)

Eric and Karen Gantz Zahler. To support the visiting authors program.

NINA ZINSSER ’76 MEMORIAL FUND (1979)

To support the School’s literary magazine, the Beaver.

SELF-GOVERNMENT ASSOCIATION FUND (1996)

Toni Krissel Goodale ’59. To encourage and support student involvement and leadership in the life of the School through the activities of the Brearley Association for Self-Government. n FOR GENERAL SCHOOL PURPOSES CROSWELL MEMORIAL PENSION FUND (1915) HELEN LANCASTER HALL ’18 FUND (1993) SOPHIE CONNETT JOHNSON ’25 FUND (1993) ALICE MacRAE KISSEL ’29 FUND (2004) PRISCILLA KENNADAY PICK ’29 FUND (2016) MEMORIAL FUND OF THE ALUMNAE (1955) SIMKOWITZ FAMILY FUND (2017) RICHARD B. STEARNS, JR., MEMORIAL FUND (1993)

In memory of a Brearley parent and trustee (1986 to 1993).

VALERIE VONDERMUHLL ’36 FUND (1979)

Income supports the Annual Fund.

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Facilities Facilities

In order to create the modern facilities necessary to sustain Brearley’s legacy of excellence in education, in 2015 the Board of Trustees decided to increase programmatic and instructional space in tandem with the renovation and modernization of the schoolhouse at 610 East 83rd Street. With indoor and outdoor athletic facilities in the neighborhood and its setting overlooking the East River, the School will create a campus amid the artistic, cultural and other resources of New York City.

In the fall of 2019, Brearley will add a new facility, 590 East 83rd Street, which will house the Lower School and its library and contain spaces for the use of all divisions, including an auditorium, a gymnasium, laboratories, music and dance rooms. The building will house state-of-the-art science labs for Classes VII-XII, a 600-seat, flexible performance hall that has been designed to maximize acoustics, and a regulation-size gym, where Brearley will host varsity games and tournaments. It will also become home base for the Lower School with its own library, a dedicated Lower School science classroom and art studio and indoor and outdoor play spaces. There will be a dance room with a sprung floor available to all grades and an “Idea Kitchen” where students may engage in a range of creative activities. A field house on East 87th Street completes the Brearley campus.

The twelve-story building at 610 East 83rd Street, with its airy interior spaces and sweeping views, will serve as the academic home of all students in Middle and Upper School. While the homerooms of the Middle and Upper Schools are grouped in different parts of the building, classrooms and offices of the academic departments are situated throughout.

The Assembly Hall, with its classical architecture, is the frequent scene of theater productions, lectures, concerts, recitals, rehearsals and community gatherings throughout the school year. Students and teachers will make daily use of Brearley’s two libraries, with their combined collection of 30,000 volumes, dozens of print and online subscriptions, musical recordings, audio books and a film collection of over 2,000 titles.

Classrooms for most subjects are structured around seminar circles of desks or tables and are equipped with touchscreens, projectors, laptop sets, wireless access points or other technology; in addition, the Physical Education, Technology, Science and Art Departments have dedicated gyms, laboratories and studios in both buildings.

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Brearley’s art floor features three dedicated rooms for painting, drawing and sculpture, along with a ceramics room and a photography lab and darkroom.

Students’ evolution as artists is richly evident in the sketches, paintings and photos that are displayed in the studios, the gallery-like walls of the seventh floor and the lobby and common areas throughout the School. The carpentry room on B Deck serves additional offerings of the Art Department and provides space and equipment for building theater sets.

The School’s Field House, with regulation-size basketball and volleyball courts and bleachers, is a short walk away on East 87th Street. This multi-purpose space serves primarily as a site for Middle and Upper School basketball, volleyball and other games and practices. Brearley also makes use of many outside facilities, including the swimming pool and artificial turf fields at Asphalt Green and fields on Randall’s Island.

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Calendar 2019—2020 Calendar ■ 2019 Tues.–Wed., Aug. 20–Sept. 4 Mandatory team practices and tryouts for

Upper School Monday, August 26

Opening Faculty Meeting

Monday, September 2

Labor Day: School closed

Monday, September 9

Opening Day

Thursday, September 19

Upper School Curriculum Night

Thursday, September 26

Middle School Curriculum Night

Monday, September 30 Rosh Hashanah: School closed (no homework

due Tues., Oct. 1) Wednesday, October 9 Yom Kippur: School closed (no homework

due Thurs., Oct. 10) Thursday, October 10

Lower School Curriculum Night

Monday, October 14

Fall Weekend: School closed

Friday, November 15 Lower School Parent-Teacher Conferences

and IX Teacher/VI–VIII Advisor-Parent Conferences: No classes Wed.–Fri., November 27–29

Thanksgiving Recess: School closed

Wednesday, December 18

Last day before Winter Vacation for K–IV

Thursday, December 19

Last day before Winter Vacation for V–XII

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Calendar 2019—2020 Calendar ■ 2020 Monday, January 6

School reopens

Monday, January 20

Martin Luther King, Jr. Day: School closed

Tuesday, January 21

Professional Development Day: No classes

Friday, February 7 VI Teacher/IX–XII Advisor-Parent

Conferences: No classes VI–XII Mon.–Tues., February 17–18

Presidents’ Weekend: School closed

Friday, March 13

Last day before Spring Break for K–XII

Monday, March 30

School reopens

Thursday, April 9

Passover: School closed

Friday, April 10

Good Friday: School closed

Monday, May 25

Memorial Day: School closed

Tuesday, June 9

Lower School Last Day

Wednesday, June 10

Middle School Last Day

Thursday, June 11

Upper School Last Day

Monday, June 15

Closing Faculty Meeting

Wed.–Fri. June 17–19

Professional Development Seminars

■ TUITION 2019–2020

K–XII $51,790 Tuition includes lunch, books, supplies and class trips.

■ SCHOOL OFFICE HOURS

Weekdays: 8:00 am to 4:30 pm Summer Hours: 9:00 am to 5:00 pm Closed Fridays in July and August

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2019–2020 Board of Trustees 2019—2020 Board of Trustees Christine Frankenhoff Alfaro ’91, President David Philip, Senior Vice President Nicholas Bienstock, Vice President Jocelyn Strauber ’91, Secretary Modupe Akinola Robinson ’92, Treasurer

Tara Abrahams

HONORARY TRUSTEES

Reza Ali

Georges F. de Ménil

Gideon Berger

Evelyn Janover Halpert ’52

Susan Berresford ’61

David T. Hamamoto

Elizabeth Chandler

Stephanie J. Hull

Joseph DiMenna

Alan Jones

Thomas Farrell

Edward F. Rover

Jane Foley Fried

John F. Savarese

Jane Gladstone ’86

Priscilla M. Winn Barlow

Ivan Hageman Rebecca Haile Munib Islam

FACULTY REPRESENTATIVE

Stephanie Perlman

Debra Glick

David Raso Paula Campbell Roberts ’94 Terri Seligman ’78 Lita Tandon ’06 Athena Tapales Andrew Tsai Alan Yan

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n The Brearley School, in observance of state and federal laws and regulations, does not discriminate on the basis of race, color, religion, sexual orientation, disability or national or ethnic origin in administration of its admission, financial assistance, educational or other school policies. Every Brearley student is admitted to all of the rights, privileges, programs and activities generally accorded or made available to students at the School. n Brearley is chartered by and registered with the Education Department of the State of New York. It is accredited by the New York State Association of Independent Schools.

GENERAL CATALOGUE 2019 . 2020 Kindergarten – Class XII

590 East 83rd Street New York, NY 10028 (212) 744-8582 610 East 83rd Street New York, NY 10028 (212) 744-8582 www.brearley.org