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Alumni Answering the Call of the Nation’s Schools Issue 2, 2013

The Alumni Magazine of Peabody Demonstration School & University School of Nashville

2000 Edgehill is published by the Alumni and Development Office for the Peabody Demonstration School and University School of Nashville community.

Vincent W. Durnan, Jr. Director Anne Westfall Development Director Britt McCauley Alumni Director and Social Media Manager Connie Culpepper Communications Director, Editor

Our Mission University School of Nashville models the best educational practices. In an environment that represents the cultural and ethnic composition of greater Nashville, USN fosters each student’s intellectual, artistic, and athletic potential, valuing and inspiring integrity, creative expression, a love of learning, and the pursuit of excellence.

University School of Nashville admits qualified students of any race, color, sexual orientation, religion, disability, national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, gender, color, sexual orientation, religion, disability, national or ethnic origin in administration of its educational policies, financial aid policies, and athletic and other school-administered programs.

On the cover: four of the USN alumni who have become teachers: Nathan Steele ’95, Faith Broughton McQuinn ’97, Emily Brooks Bray ’01, and Patrick McHugh ’04. See Story Forum, page 10, to learn more about their work and why they chose it. The editor thanks our volunteer writers and photographers, who make the magazine possible; alumni who sent us news and photos for Class Notes or wrote to us for any reason; all the alumni teachers who responded to the survey about their careers and shared their thoughts in emails and conversations; Juliet Douglas, Lorie Hoover, Britt McCauley, and Anne Westfall for proofreading and editorial suggestions.

We would love to hear from you about anything you read in 2000 Edgehill, or, for that matter, whatever you have to say about your student days here. Email or write Connie Culpepper University School of Nashville 2000 Edgehill Avenue Nashville, Tennessee 37212


photo by Kimberly Manz


Teachers to Remember


Letters to the Editor


Story Forum Learning by Doing


How to Save the World photo by Kimberly Manz


6 10

Remembering How to Make Music


Edgehill An Educational Journey Begins


Sports News


The Evolution of a Sports Program


A Decade of Art in the Tibbott Center


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Issue 2, 2013




Class Notes


Friends for Life

photo by Rob Watts Photography

Mr. Steele, Principal “I Love Teaching�

36 40 41

n From the Editor


ince Peabody Demonstration School began to meet in the basement of Jesup Psychology Building in 1915, it has dedicated itself to nurturing and inspiring great teachers. In the last century, countless schools across the Southeast bore the imprint of a Peabody College graduate who walked across the street to the Demonstration School to see what good teaching looked like, then carried that ideal to other classrooms.

photo by Kimberly Manz

But those student teachers have never been the only ones to learn and draw inspiration from the likes of Miss Pitts, Dr. Holden, Miss McMullan, Dr. Yarbrough, Dr. Shane, and their successors in these classrooms and hallways. Our students, admiring their teachers as they do, sometimes decide before they graduate from high school—perhaps long before then—that they want to become educators too.

Even now, when far fewer of our graduates attend Peabody College than in the old days, and when women have many more career choices than their grandmothers did, USN graduates so often choose teaching. We’re proud of this history, especially as we begin to consider the legacy of a century of PDS and USN. This magazine offers a glimpse into the professional lives of a dozen or so of our alumni who have become teachers in the last two decades. It’s a subject worthy of a book, not merely a brief magazine article, and we know we have left out alumni who have equally compelling stories. We hope we’ll hear from and about more of them now. One of the alumni we spoke to called educational equity “the civil rights movement of our generation.” If he’s right, the work our teaching alumni are doing is even more important than we realized. Meanwhile, read about these teachers whose ideas about teaching began to form right here. If you have begun to despair about the future of education, you may feel heartened.

Connie Culpepper

From the Alumni Director n


reetings, PDS and USN alumni. I am honored to become your new Alumni Director. I came to USN two years ago and have spent the time working alongside Tom Bailey ’85 in your Alumni Office. Tom taught me so much about your school and about you. As you know, our school has a rich, interesting history and diverse, accomplished alumni. I love learning about the school’s past and present experiences and sharing USN’s stories through social media, the alumni app, and now, 2000 Edgehill.

photo by Kimberly Manz

I’m here to help you connect with, not just your classmates, but also with other alumni who now may work in the same field, live in the same city, or share the same interests as you. I’m here to tell your fellow alumni about your latest adventure, accomplishment, or life event and provide you with networking opportunities that may lead to your next chapter. I’m also here to hear your stories about the old days and add them to our store of PDS and USN lore. We welcome another new person in your Alumni Office, someone who isn’t new to USN—Dana Morris Strupp ’77. Dana will be managing alumni giving and launching an exciting new program for parents and grandparents of alumni. She’s mother to Emily ’07, Josh ’11, and recent Father Ryan graduate Suzanne and the widow of Dr. John Strupp ’77. Together, Dana and I will bring you special events, volunteer opportunities, and fun, easy ways to stay connected and engaged with USN.

photo by Kimberly Manz

Thank you so much for the opportunity to serve you. Please contact us with your ideas, questions, or news . We are always happy to hear from you.

Britt McCauley


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D i r e c t o r ’s N o t e s


V i n c e n t W. D u r n a n , J r .

False Daylight or Bright Future?


omehow the idea of taking classes online now fascinates a broad swath of the disparate educational reform community. Budget hawks, futurists, tech entrepreneurs, and even some neo-progressives find something compelling in the idea of self-paced, far-flung, broad-based, and “scaleable” curricula. The nation’s most prestigious colleges and universities crowded into MOOC (massive online open course) launches, notably Coursera and edX. Large urban and small rural public school districts now offer such classes. So what are K-12 schools like USN, founded on the centrality of the student-teacher connection, to do? As it turns out, something quite different and every bit as interesting. During spring break last year, we installed the components for USN’s pioneering foray into distance learning, in an arrangement that goes live this semester. As one of twelve founding members, we join the Malone School Online Network (MSON), and the idea is to provide the best of both worlds. Several years ago, USN was the beneficiary of a $2MM scholarship endowment gift from the Malone Family Foundation. As the roster of “Malone Schools” grew, with one per state for most of the country, a natural benchmarking group formed, and we began exchanging ideas. Then a few years ago, the Stanford Online High School suggested that we share teaching and learning, using emerging videoconference technology. Our colleagues at Stanford, aware of the alarmingly high attrition rate in typical online courses, where students work in relative isolation, in asynchronous fashion suggested a different model. They asked if we could set up synchronous classes, where students could see and hear each other (and their teacher) in real time, via HD video connection, and they offered to help make it happen. Clearly it would be a high-wire act with regard to technology, but the promise of extending our program in concert with some of the country’s leading schools, in the company of a powerhouse higher education partner, drew us in. And now USN has the option to sign up students, 1 or 2 per class, to more than a dozen offerings from the founding schools. Some classes made available at this point to highly motivated juniors and seniors include Arabic, Advanced Programming, Multivariable Calculus, Meteorology, and Ottoman History. We’ll offer an advanced math topics course, thanks to Dr. Justin Fitzpatrick of our Math Department. The course he’s making available has been successful here, in analog version, and MSON

w w w. u s n . o r g

schools have already shown interest in the digital version. He joined other MSON teachers in Palo Alto this June to work on the craft of teaching in a synchronous distance learning environment. Our partners in this venture include Stanford Online High School, Maret School in D.C., Hopkins Grammar in New Haven, Chadwick in Palos Verdes, Fort Worth Country Day, and Trinity Prep in Orlando. The plan is to open the option to another cohort of Malone Schools after this launch year. To our knowledge, no other consortium exists for this kind of direct, personal experience in distance learning.

photo by Kimberly Manz

The cost will be under $1,000 per student, per course, per semester. Since each school offering classes will receive credit against which course fees may be charged, little money will change hands as we barter, and no direct fees will be charged to the families of students enrolled in MSON classes—tuition should cover this element of their education. And just fyi, those fees are modest even relative to the very reasonable fees we currently pay Vanderbilt for our HS students registering for classes across the street. The physical space configured for MSON courses is in the library’s Eisenstein conference room, home to two 60 inch monitors (one to see classmates and one to display course materials), two cameras (one aimed at students and one available for a teacher), and the other infrastructure that goes with an HD connection. It’s a huge step ahead of the familiar Skype world. To say we’ll learn as we go only begins to capture this moment. And to think this kind of arrangement will replace school as we know it seems far off base. But the prospect of expanding what we offer to students, in a form that may become familiar in schools and offices worldwide, without corresponding upward pressure on tuition makes this an experiment worthy of our best effort. If not USN, who should lead? With our centennial in sight, it’s a perfect time to step forward. Come see for yourself,

Vincent W. Durnan, Jr. Director 2 0 0 0 Edgehill


PDS/USN archives

Mystery Photo

It’s no mystery who these teachers are: Ann Teaff on the left and Chris Tibbott on the right. Each photo captures an extraordinary teacher in a typical pose—sitting on her desk or paintbrush in hand. Since this is a magazine about teachers and the difference they make in their students’ lives, we hope you’ll write to us with your recollections of these two. In June Ms. Teaff will retire as the head of Harpeth Hall, and we are celebrating the tenth anniversary of our Christine Slayden Tibbott Center for Visual Arts.

Mystery Solved/ Letters to the Editor

n Imagine my surprise to turn the page of the latest Edgehill and there I am in the Rootop Mystery picture! And there is Eldon Gatwood and Eddie Sanders for sure and I searched for Sarah Frost but wasn’t sure which she was. My memory of things 70 years ago is not too good. But I remember the brown and green dress I was wearing. What are we doing on the roof? I haven’t the slightest idea. It warmed my heart to go to the 25th reunion of Peabody and be welcomed so warmly by my PDS/USN archives


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PDS grades kindergarten through eighth in 1948 courtesy of Marshall Frazer ’55

classmates I had been with since kindergarten with Miss Fenker. Catherine Jones Gaskill ‘44 n John Culley ’48 has some corrections to what we said about Trial by Jury to set the historical record straight: “Trial By Jury was presented in March of 1946. Charles Bryan became the Dem School choral teacher a year and a half later in the fall of 1947. (The 46-47 year had two choral teachers. Burney Morris, who had conducted Trial By Jury was appointed for the fall of 1946 but did not work well with the students. He was replaced midyear by Bill English who was, I believe, a grad student. Bill was very easy to work with and had an excellent tenor voice.) Singin’ Billy was produced at the Vanderbilt University Theater in the spring of 1952, six years later, when I was a VU senior. The VU Theater was on the south side of Garland Ave. across from where 23rd

Ave. met Garland. (At that time, 23rd was the only street which went all the way through the campus, running from West End Ave. at the “Old Gym” to Garland.) One tiny error is right under the clipping. Kay’s name was spelled Friar rather than Fryer. The clipping has it correct.” n Marshall Frazer ’55 sent us this photo, which is of grades kindergarten through eighth in 1948. It’s the photo we meant to publish in the last 2000 Edgehill, and we apologize for the mix-up. In this picture, Marshall was in the fifth grade and his brother Eugene was in the seventh. Here are the people Marshall recognizes in the photo: “Eugene Frazer, Jimmy Todd, Robert Harwell, Mark Nellums, Riley Short, Ann Jones, Steve Riven,

Helen Campbell, Judy Weinstein, Ogden Stokes, Ben Rowan, Nicholas Beauchamp, George Tucker, John Beauchamp, Charlie Barksddale, Allen Klein, Jeanette Sain, ? Elliott, Philip Parino, Marshall Frazer, Jerry Klein, Gail Frazer, Peter Scales, Richard Cummings, Peter Yoder, Scotty Sudduth, Steve Tippens, Charles Bramwell, Eleanor Harap, Jay Crouch, Susan Moore, Sue Workman, Mary Schlater, Mary Carol Lockey, Bob Johns, Phillip Clark, William Hines [cannot locate], Mary Michael Tippins, Nancy Hickman, Arville Wheeler, Joan Marks, Carey Hart, Dorothy Ghertner, Jean Jarman, Jean Davis, ? Gouch, Sam Dillard [cannot locate], Wally Wolfe, Charlie Appleton [cannot locate], Charlotte Wolfe, Margaret Whittiker, Louis Vodopya, Don Farris, Bernie Quinn, Sam Dillard?, Charles Smith, Connie Scales, Richard Bell, Audrey Riven, Clare Adams, Patricia Shelton.” Can anyone fill in Marshall’s blanks? Or does anyone recognize himself in the photograph?

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by Connie Culpepper, editor

Miss Pitts, Teaching Revolutionary by Connie Culpepper, Editor

PDS/USN archives


Stor y Forum


he legendary Miss May Pitts taught fifth grade at Peabody Demonstration School from 1916 until 1948, making an indelible impression on her pupils. Some Nashville octogenarians still talk about Miss Pitts. I had come to think of her as the stern and unforgiving teacher of folklore. Yet she was known for her garden, which bloomed for years on the corner of 21st and Edgehill, where the Sperling Center now stands. That garden was cultivated by fifth graders—willingly or unwillingly—under her supervision.

Recently, poking through our archives and looking for Peabody Demonstration School information online, I discovered another side of Miss Pitts. An article called “WHEN THE FIFTH GRADE ASKED, ‘WHAT IS FOOD?’” by Ada M. Fields of Peabody College and May Pitts of Peabody Demonstration School appeared in the May, 1924 Peabody Journal of Education. The article reveals in passing that the children will undertake large projects about “industries of the United States.” Most of these seemed related to food production in one way or another, so the class turned its attention to food.


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When Miss Pitts asked the children to name some stores that sell food and compare that number with other kinds of stores, they wanted to make a list of all the stores in Nashville so they could count them and compare that number to the others. “They found that 581 out of a total of 2,700 stores sell food.” A footnote reveals that the children themselves arrived at that number “after a painstaking study of the city directory.” Putting Dewey’s Principles to Work It’s significant that Miss Pitts let the children answer the question themselves, using a method only they could have devised. That detail sheds a new light on Miss Pitts, revealing her to be a revolutionary disciple of educational philosopher and pioneer John Dewey, who founded the University of Chicago’s Lab School in 1896. To Dewey, and it seems to Miss Pitts, education began with the child’s “powers, interests, and habits.” It wouldn’t include a teacher standing in front of the room telling them about

Every morning for two weeks, the children put their minds to the question “What is food?” A nutrition teacher visited the class to lead their discussions. Here’s how they dealt with the first question. (The “nutrition teacher” stood in front of class and Miss Pitts served as a sort of scribe in the back of the room.) Does the “means of life and health” mean something different from growth? How could you tell the difference between a living animal and a dead one? P. The living animal moves. 2nd P. He might be asleep and not move. 1st P. Well, the living one is warm. 3rd P. He breathes. And, besides, you can wake up a living animal, but you cannot wake up a dead one. (You can see the entire article at A Year in Fifth Grade Then in our archives I ran across a copy of “Odds and Ends, A partial record of work done through the year by the Fifth Grade of Peabody Demonstration School. 1938…..1938.” It’s a bound typescript thicker, no doubt, than the 1938 Nashville phone book. Our copy was a gift to the school from Martha Woodcock Teschan ’46.

This book provides a glimpse of a classroom where the children are free to explore the world they see out the window, not follow the exercises in a textbook. At year’s end, one girl described Miss Pitts’ class this way: “This year has been a happy year for me because we have had the garden. We didn’t have to open our science books to read something we didn’t know about but we could read about the things we had seen in the garden and other places that we wanted to study about. I also liked reading because we weren’t asked to read about any certain thing.

PDS/USN archives

Stor y Forum

science or math or literature. True education would be that which best helped the child become part of democratic society.




Miss Pitts at her retirement party in 1948 with Robert Harwell ’53; the man is unidentified.

--------One day's work in Miss Pitts' garden Thursday, March 16

Outline of Today’s Work in the Garden (Copied from the Blackboard)

1. Preparation Carry all necessary tools Fill red tank with water Bring large stones from lower campus for walls 2. Pansy Bed Take out buttercups Build stone wall at end of bed Put loose dirt in bed Plant peonies 3. Hollyhocks Prepare holes Dig plants Transplant

4. Fertilizing Dig trenches around peonies about ten inches from the shoots Put a scoop of 4-10-4 in the trench Mix fertilizer thoroughly with the soil Fill trench with water Cover with dry soil

5. Buttercups Dig around buttercups in bloom so that the forking will not be so heavy Transplant buttercups

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This plaque, found in our archives, is the one Miss Pitts is admiring in the photo taken on the day of her retirement celebration.

books that we could go by or get ideas from. The class agreed to make a chart for October. We will read some today and report tomorrow.”

PDS/USN archives

That’s the pattern—the children want to know something or learn how to do something. Then they—sometimes individually, sometimes in groups—research the question and report to the class what they learn. Sometimes a fifth grader falls short. “John Haggard shows us a piece of petrified wood. He tried to tell us how it was petrified but was wrong. He is going to read about it and then tell us.” Another student (Dr. Windrow’s daughter Anne) wrote of what seemed to her a spectacular failure, “As John could not tell us how petrified wood is cut through, whether the trees are standing or lying on the ground, or just where the petrified forest is, or whether people petrify, I think I can suggest some points that will help him make a better talk. 1. Show a piece of petrified wood.” She continues all the way to “5. Make the speech longer in places where it was not clear.” Then sometimes things like this happened: “We stopped work and listened a long time to a mocking bird singing in the poplar tree near our windows.” The class studied “Garden Inhabitants,” both plant and insect, and seeds, learning to do a bibliography as they researched. As they worked on their French and planned to put on a French play, they read poems. They went to Miss McMullan’s room to watch a “picture show” about the Ford plant, and some of the children began to read about Ford. For 25 cents a week, they would leave flowers on the desks of college administrators and professors each Monday and Wednesday. Miss Heath and Miss Mac were also customers.

Here is an example of how their inquiry-based learning worked. On the autumn equinox, Miss Pitts told the children that storms often come at that time of year. “Somebody in the class wanted to know if we can tell when storms are coming.” That question led to a discussion of weather signs, then to research about the weather bureau in Washington. They talked to the local weather man, Mr. Williamson. They made a list of weather sayings and judged which ones have a “true foundation” or not. Then they began to learn about clouds. Next, “Several in the class think we should keep a weather record. Roy, Toby, and Bob showed some charts in the science


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“WPFG” Every morning the class shared the day’s news. The children were particularly interested in disasters, such as the 1938 hurricane that struck Long Island and the “sinking of the Bermuda flying boat.” Listening to the news made them want to become radio broadcasters, and Miss Pitts was willing. “A corner of the room was quickly transformed, by the help of a large screen and some book cases, into a studio.” Then “a committee was appointed to see what equipment would be needed to construct a set from which we could send messages out into the room and to other rooms, and to find the cost of such equipment. They went to see Dr. Fountain [the physics


teacher] about the equipment and the cost and to ask Dr. Windrow about financing it.”

theft and murders were not suitable

When the first broadcast drew complaints that “the news was too long and uninteresting…and theft and murders were not suitable,” the children made a list of what they needed to work on to improve. They began to listen carefully to radio news programs to see how they were done. A Peabody College student who once worked for the Mutual Broadcasting Company “talked to the children several times about broadcasting.” They called their station WPFG for reasons now lost to us.

The class sent “a piece of news” to “Announcers for WSM” asking advice on “cutting the news,” explaining that “everyone was becoming more and more interested in broadcasting.” They decided to produce a play, with sound effects. “The need of a proper setting for the play led to the study of a stage in a studio.” Here is Miss Pitts’ assessment of what they learned in their weeks of working on broadcasts: Though the study of broadcasting and radio lasted many weeks, the pupils did not tire. Criticisms from the group were often severe, but they were usually taken in good spirit. Studio, programs, and personnel changed frequently. In the beginning the class broadcasted daily, then three times a week, then once a week. The pupils learned that much time was required to collect material, organize and rehearse it until it was good enough to satisfy their audiences. The audiences became more and more critical and demanded better and better programs as the project advanced. Out of all the worthwhile things gained from the study, the pupils felt that the contact with other elementary grades was one of the best. Many things were gained besides textbook learnings. Among these were: 1. Ability to cooperate with each other, with the entire elementary school, with the principal, and teachers 2. Ability to take criticism 3. Improvement in language skills and research techniques 4. Awakened interest in world problems.

These gains must have pleased the Dewey disciple we suspect Miss Pitts to have been, as they are as social as they are intellectual.

Recalling our earlier misimpressions, we asked former fifth grade radio broadcaster Jim Mark ’46, Professor of Cardiothoracic Surgery, Emeritus, at Stanford University, what he remembered about Miss Pitts. She was “not mean—demanding and formal, maybe, but not mean. She wanted to get the best from those of us in her charge. I remember her fondly as one of the differencemakers in my young life.”

Students in Miss Pitts’ class in 1938-1939 Comfort Adams Sammy Boney Mary Louise Cathcart Creason Clayton Frank Dillard Catherine Edwards Frank Ernst Jean Friedman James Garrison Roy Graves John Haggard Anne Hines Jimmy Johnson Martha Jane Keith Frank Leavell Mary Lloyd McKeel Emily Manchester Julius (Jim) Mark Bobby Mitchum Hugh Morgan Alyce Mousette Bob Norman Billy Norvell Larry Owsley Nancy Ross Helen Sharpe Toby Stewart Grace Trammell Patricia Van Sickle John Walker Mary Ready Weaver Anne Windrow Martha Woodcock

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Doing Important Work

by Connie Culpepper, Editor


ne person recognized her life’s calling while sitting in Alys Venable’s eighth grade English class. Another’s epiphany came in high school, when she was an aide in Kim Avington-Scott’s kindergarten class. Another wrote in her kindergarten “Special Book” in Mary McCullough’s class that she wanted to become a teacher. One young woman said, “I remember Debbie Davies telling me that I could be a teacher.”

room here, says, “Since I didn't have any formal [pedagogical] education or real experience as a teacher before I started at USN, in the beginning, I basically taught my courses the way I remembered being taught when I was a student here. Just trying to emulate the best of my former teachers was enough to get me off to a great start until I figured out what I was doing.”

An alumna near Washington, D.C. knows exactly which USN teachers inspired her. “I The path from Peabody Demonstration strive to emulate Mr. McKay, who was comSchool and University School of Nashville to fortable with silence and really did wait seven the front of the classroom has always been a seconds before expecting a response to any well-trodden one. given question. And Dr. Wheeler, who knew so much but let the students get there on their This summer, we asked a group of people who own. And Ms. Pearson [now White], who limhave graduated from University School in the ited our use of the verb ‘to be’ in writing. And Faith Broughton McQuinn ’97 last two decades to reflect on becoming teachMr. Flatau, who made Chemistry fun and ers. We found USN alumni teaching in public accessible (I never thought of it as a daunting elementary schools, college, and independent schools, including subject until I met other Chemistry teachers!).” right here at 2000 Edgehill Avenue. Another alumna assigns credit even more directly. “Dr. Klein We found USN alumni in classrooms from Boston to Seattle. and Mrs. Crenshaw helped me realize that I could do math...and We found a couple in principals’ offices—as principals. We to feel confident in my critical thinking and analyzing abilities. found them teaching students who live in Belle Meade and stuI’m a high school math teacher because of them. Sometimes you dents who live in public housing near New Orleans. We found need teachers to recognize things in you that you don’t them teaching second graders and college students, teaching know/can’t see...and it can be life changing.” math and art and English and environmental science, in public schools that give out free lunches and in independent schools Some career paths are less direct. “Honestly, I never wanted to that charge more than $30,000 a year in tuition. be a teacher,” this alumna says. “I decided to teach as a way to have a steady job. I didn’t realize I enjoyed teaching until I saw Though their circumstances differ, these alumni remember the the vast improvements one of my students made to his script. educational examples they found here, in this historic home not He came into the class hating writing, yet he left understanding only of good teaching but of demonstrating how to become and enjoying how to tell a good story.” good teachers. When we asked alumni to name those who had the greatest impact on them, the names poured out: Bibring, Now, she says, “I love helping students find something they’re Davies, Flatau, Gillette, Hicks, Lavine, McKay, Venable, passionate about—even if it isn’t something I teach. I was surWheeler, and many more. prised when I realized how much I was learning from the students. I don’t think they’ve realized how much their work had One alumnus, whose career path led back to a high school classinspired me to make better work.” 10

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“I love helping students work through their failures and improve” or, as another says, “I love to watch the kids learn and grow and make progress.”

We also asked these alumni what they love most about teaching and what surprises them about their jobs. More than one person continues to be surprised by its difficulty: “how much work it takes to be a good teacher” and how “emotionally draining” it is.

Why They Do It Nonetheless, one elementary school teacher says, “I love everything about teaching...not having a desk job, the excitement, the joy, the frustrations... everything.”

photo by Sid Niazi, Cameron College Prep

“It’s 24/7. If I’m not actively working—grading, lesson planning, meeting with students, responding to emails, planning with colleagues, writing recommendations—I’m still thinking about all of those things.”

“I love watching children grow; watching their understandings evolve—of themselves as people, of themselves as learners, themselves as agents of change. The a-ha content moments are great. The a-ha character moments are better.”

Jackson Wright ’07

Others mention the satisfactions of “helping students learn to think critically and ask challenging questions” and of “seeing students find—and trust— their own voices.” “I love when students make connections and arrive at different ideas on their own.” “I laugh every day all day—teenagers are hilarious.”

“What I love most about teaching is the relationships I’ve built over the years with students and colleagues, and the possibility that I've been able to help students learn how to live a considered life. What surprised me most in my first few years was how much more time I spend thinking about learning styles, methods, and student understanding than I do about content.” A middle school Latin teacher finds satisfaction in everyday classroom chores. “Honestly, I love lesson planning and analyzing how the lesson went or gathering data on it afterward. I love making handouts. I love analyzing a student’s work for errors (I would tell them ‘for strengths and weaknesses’) and then helping that student figure out self-guided improvement steps. What surprises and often entertains me most is the wackiness of my

Some answers to “What did you learn at USN that has helped you as a teacher?” n n n n n n n n n n

You don’t have to teach from the book to teach. Patience, understanding, and the importance of a good and supportive learning community. I learned how to ask questions, to think, read, write, and understood a strong sense that every one’s voice matters. I learned to love to learn. At USN I learned that everyone learns in a different way. I also learned that when teachers truly believe in their students, anything is possible. I learned that students really do want to work hard to meet your high expectations. I have learned that every child is different and no matter what their strength or weakness, they all have something to share with the world. Compassion. Love. Civic responsibility. Organization. Work ethic. Critical thinking. A great model for classroom culture! I had a million excellent role models and so I learned what good teaching looks like. Not to teach to the test. To approach subjects from several different angles and allow students to choose different ways to show their skills and knowledge when appropriate. How to set and maintain high expectations. How to use nerdy humor, especially bad puns, in class!

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middle-schoolers, especially when one thing suddenly becomes more compelling than my teaching, like a bug flying around the room, or a fart.” The students in many of these classrooms face challenges that these alumni didn’t encounter in their own schooling. Some of their students are working full-time while attending college. Some must worry about their basic needs being met every day. “’Where will I sleep tonight? Will we have dinner? What will happen in the neighborhood tonight?’” Some struggle to persevere “in the face of a history of failure.” Others left their families behind on the other side of the world. Still others struggle with the pressure to perform academically for worried parents who “have set the bar very high.” An alumnus reminds us of the common ground. “For all students, the questions that typify being 10 loom large—‘do other people like me? am I smart? how long is it until PE, again?’” A good teacher can help students cope with all of these problems. As one alumna says, “I grew up having trouble in school academically and I always knew I wanted to work with kids. Being able to make a difference in someone’s life is what I wanted to do.” Or, as another says, “I am a teacher because every single day I get to see something new, something exciting, something challenging, and something absolutely life changing.” Teaching for America: Patrick McHugh ’04 A parent/teacher conference in Jefferson Parish outside New Orleans at Woodland West, a school where almost all the students qualify for free or reduced-cost lunch. The fourth grader’s mother says, “Mr. McHugh, I just wanted to tell you. At the beginning of this year, M hated school, and he wanted to be a professional wrestler. Now, he wants to go to Yale to become a doctor. I can’t thank you enough.” Since joining Teach for America, Patrick McHugh has spent five years teaching remedial English and Language Arts to fourth and fifth graders. How did he end up at this school he describes as “high poverty, high potential”? It’s a path he began to follow years ago, having “felt, for a long time, that educational equity was the civil rights movement of our generation. When I left USN, I was pretty sure that I’d solve it single-handedly by driving reform through the political process.” But when he was at Yale, volunteering in the New Haven public school system as a coach and tutor, he discovered that he loved working with kids, and “the first-line work of teaching simply felt more meaningful.”


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“These are the kids who need the most love, planning—the most of everything. Teaching is really hard. Teaching in an under-resourced school in an under-served community is even harder.” Patrick McHugh ’04 Two years ago, Pat asked his principal to assign to him the kids with the lowest test scores and the highest rates of suspension. “Those years were the most meaningful to me and on paper were the most successful” in terms of the students’ outcomes. Yet now he’s on a slightly different path. He has left his classroom and begun training new teachers with Teach for America. Supporting Patrick McHugh ’04 first- and second-year Teach for America teachers, he will work with 8-10 teachers at a time for one to four weeks, helping some master the basics and working with others to “move from good to great.” As a Real Time Coach, he’ll sit in the classroom and try to avert disaster by speaking into the rookie’s earpiece just as things might be about to go wrong, giving the teacher “muscle memory” for good classroom management. Why did he make this switch? He was changing lives, just as he had hoped. One challenge he couldn’t overcome was what he describes as the school’s “limited capacity to provide meaningful professional development or facilitate effective collaboration.” Following a change in school leadership, he felt he was making less of an impact on the students’ lives. But another reason is a failure that Pat freely admits. “In five years of teaching, I had not figured out how to make the role sustainable.” An eighty hour work week was his norm. Now, he says, “I’m aiming for sixty or sixty-five hours a week.” He plans to spend a couple of years in this job, then return to a school, perhaps as a hybrid teacher/administrator. He’ll be looking for a school that is struggling. “Once they start succeeding, I’ll move on to one that needs me more.”

Our Alumni Teachers: A Sampling

Nathan Steele ’95 is the principal of a K-6 low-income public school in Evansville, Indiana.

Faith Broughton McQuinn ’97 teaches Screenwriting and Directing to college students in Nashville. Matthew Haber ’98 teaches high school history at USN.

We asked Pat to tell a story that illustrates why he loves teaching. (It sheds some light on the question of how he worked eighty hours a week.) Changing a Life When K entered fourth grade, he was reading at a first grade level, had been suspended for the maximum number of days the year before, had received the minimum possible score on the state exam the year before, and was suffering from a number of mental health issues, including explosive anger. He was unhappy and lacked direction. Through the beginning of the year, K continued to struggle, and he expressed his frustration in volatile relationships with peers and disruptive behavior in class. We worked together to build, in him, a sense of efficacy—by highlighting and quantifying successes, by finding literature that spoke to him, by making sure he participated in the afterschool phonics and reader’s workshop cohorts that I led each evening. As he came to understand himself as intelligent and capable, we moved towards focusing on leadership, which, of course, starts with self-regulation. K opened up and flourished. By the end of the year, he had grown nearly three grade levels in reading and passed the state test with a higher score than over half the grade. That was two years ago. It’d be misleading to say that the trajectory when he left was an uncomplicated upwards and onwards. He struggled to recreate the same success, but he hasn’t given up. He'll continue to need support along the way. Next Saturday, K and I, along with a few other kids from that year, are going to the pool. Thinking about his new job, Patrick says, “The thing I like least about this move is leaving behind the kids.” Read about the work being done by Emily Brooks Bray ’01, who teaches third grade in a Metro Nashville public school, and Nathan Steele ’95, the principal of an elementary school in Evansville, Indiana. Both were inspired at USN to become teachers. See pages 40-41.

Matthew Heard ’99 teaches Ecology and Conservation Biology to undergraduates at a public university. Katie Ries ’00 teaches art, design, printmaking, and drawing at a small Catholic liberal arts college in Wisconsin.

Freya Sachs ’00 teaches high school English and Environmental Science at USN.

Emily Brooks Bray ’01 teaches third grade at a Metro Nashville public school.

Ariel Neaderthal Voorhees ’01 teaches high school English and directs the Writing Center at an independent K-12 Quaker school outside Washington, D.C. Jennie Shepard Zagnoev ’02 teaches K-8 special education in a low-income public school.

Patrick McHugh ’04 has been with Teach for America teaching Remedial E/LA in 4th and 5th grades at a lowincome public school near New Orleans and now coaches and supports Teach for America teachers. Molly Tanner ’04 teaches 11th and 12th grade math at a JK-12 independent school near Washington, D.C.

Elisabeth Gillette ’06 teaches 7th and 8th grade Latin at an independent school in Massachusetts.

Jackson Wright ’07 teaches 5th Grade Mathematics at a Nashville low-income charter school.

Read some of their survey responses at Our Method We searched only among alumni who graduated from USN within the last twenty years and have become teachers. If you fit that description and we missed you, it may be that we don’t know you’re a teacher. Please write and tell us what you’re doing. If you’ve been teaching longer than that and would like to share your thoughts about your profession, we’d love to hear from you too. Email 2 0 0 0 Edgehill


A Musical Reunion Come won’t you tell me, now is the time. You tell me your dream and I’ll tell you mine. (“You Tell Me Your Dream and I’ll Tell You Mine” by Daniels, Brown, and Rice)


photo courtesy of Janet McGinnis Noble ’63

here were four of us. Janet was on top singing the melody, her clear true soprano always perfectly in tune. Ruth, whose golden voice matched her long blond hair, provided the foundation. Harriet and I were somewhere in the middle, often a third or a sixth below Janet, and sometimes above the melody in descant. We were in Mrs. Mitchell’s seventh grade class, and every day during recess we met on the playground near the swings and lost ourselves in the harmonies of “Tell Me Why?” “Hang Down Your Head Tom Dooley,” “I Believe.” The year was 1957. Eisenhower was president. Everybody I knew lived in a house in the suburbs whose back door was never locked and whose dog had never seen a leash.

photo by Kimberly Manz

None of us remembers how we started singing together. To us it seemed an ordinary activity, one not many people noticed. We did, however, once perform the lovely a cappella trio “Lift thine eyes” from Mendelssohn’s Elijah at an assembly. After eighth grade, Ruth’s family relocated to Texas, and I decided to try Harpeth Hall. Only Janet, our melody, stayed. And it was Janet who, fifty four years later, brought us together again. Now a New Yorker, I had never been to a reunion of anything. Then, one day last February, a large, intriguing envelope arrived in my mailbox. To my amazement and delight, it contained a letter signed by my dear friend from junior high inviting me to my fiftieth high school reunion. How could I say no? Pretty soon Harriet, who lived in Huntsville, Alabama, signed on. Then, from Texas, Ruth. The girls’quartet was coming! On April 20, 2013, Janet, Harriet, Ruth and I met again. After the reunion luncheon we went into a classroom about a hundred yards from our former spot in the playground to rehearse. We were going to sing “Hang Down Your Head, Tom Dooley.” We all felt the years drop away. Once again we were lost in harmony and filled with the delight of being together. However, I


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had learned something over the past fifty odd years that I hadn’t been aware of when we sang together on the playground: how rare it is for four friends to create something together without their happiness being clouded by disagreements or poisoned by rivalries. No doubt this rare concord is a testament to the rejection of intellectual and artistic competition which is at the heart of the PDS/USN philosophy. When I was young, I had not appreciated how lucky I was in my friendships or my school. After a delicious dinner at the Sunset Grill, we finally sang “Tom Dooley.” Everyone seemed to enjoy our performance and appeared to be touched by our story, told by Janet. Later in the evening we sang “Tell Me Why,” joined by classmates. More surprises! Ronnie Townes possesses a fine baritone, and Paul Stumpf is a first rate counter-tenor.

photo courtesy of Janet McGinnis Noble ’63

When we returned to our homes our group emails continued. Recently Janet wrote, “Our reunion has regenerated a bond that can never be broken even when we are miles away from each other. I KNOW that we will be singing again together.” Janet’s pitch is always true. I’ll be seeing you In all the old, familiar places…. (“I’ll Be Seeing You” by Fain and Kahal) Barrett Cobb ’63

Finding Our Voices

“Farewell, all joys, O death, come close mine eyes; More geese than swans now live, more fools than wise." Orlando Gibbons (1583-1625) “The Silver Swan” The 50th Reunion of the Class of 1963 brought together 20 classmates. Among them were Barrett Cobb, Ruth Morrow, Harriet Peyser Grable, and I, who as girls had found their collective voices as a quartet. It mattered not whether we had an audience. In fact, we sang more for ourselves in free moments than we ever did for others. For us, singing was freedom, and thanks to the freedom offered us by our choral music teachers (Jerry Williams and Mai Hogan) and several key student teachers, once we found each other, we never seemed to tire of four-part harmony, from ancient madrigal singing to the popular songs of the day, like "Sugar in the morning, sugar in the evening, sugar at suppertime..." (the McGuire Sisters). PDS students were never without one or two young teachers-intraining from Peabody College. We benefitted from the presence of these student teachers in the music department, learning that responding to a variety of conducting skills and interpretations was as important as the notes we managed to produce. One young woman with beautiful red hair and a kind manner amazed us all by her command of the classroom even though she was legally blind.

madrigal group. David Nicholas, David Morgan, and David Meadows filled out the tenors and basses. Mr. Vester was also a part of our group, a necessary male voice and the source of instruction about phrasing, dynamics, and repertoire. Before we graduated in 1963, choral director Jerry Williams would expand our group with other singers who would fill the places left by Ruth, Bari, and others who left us or moved away. However, we four would never forget our beginnings in seventh grade and how we became, at least in our minds, full-throated swans, whose voices would defy the one-note wonder of the silver swan and keep the madrigal alive. Janet McGinnis Noble ’63

Coming Home

The day of April 20 dawned bright and sunny, and the Reunion was a deep delight. I felt overwhelmed by so many people with whom I have so many long-ago feelings. They felt like my family then, and here they all were, all grown-up with families and grandchildren and lives that are still a mystery to me. I felt the flow of years in-between...musing now over the questionnaire, thinking of things that didn't come to me right then. Seeing the building helped memories come and thoughts recur as we walked past the rooms. PDS was a world that I trusted and felt safe in. When my family moved to Abilene, no one understood music or valued it. “Now what was that instrument you always played??....Oh, a fiddle!” Nashville—the home of the Grand Old Opry—didn't have the ignorance of classical music that I found myself in when I walked the halls of the junior high in Abilene that fall of 1959. Our PDS junior high quartet reunion was joy, a high point of our reunion weekend together. We just slipped into our souls as one and it felt like home. We sang as though we hadn't missed a day, even though years had passed and brought new growth to each of us. Ruth Morrow ’63

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REUNIO photos by Kimberly Manz


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IO N2 0 1 3 Apr i 18 & l 19

Top: Class of ’73 friends Bob Burko, Dena Boehms Walters, Bill Evans, and Jim McLaughlin; 2nd row from left photo: 2003’s Sumo Jayaraman, Bobby Perry, Zeynep Goral, Jana Friedman, Molly Shmerling Perry, and Sara Martin, then front row Nicole Thompson, Elyse Vasquez, Lauren Wolchok, and Dwight Chambers; Melissa Cohen Rittenberg ’89, former Director Harvey Sperling, and Betsy Greenbaum Hoffman ’83 with second graders at the Pen Pal lunch; Drew Covington ’98, Lorrie Loveman ’98, Jake Gunn, Sarah Trautmann, Simone Leblon, and Anthony Williams, class of ’78; Freya Sachs and Ellen Duke Haber ’00; Third row from left photo: Susan Logan ’73, Peggy Parker Cason ’72, and Amy Kurland ’73 at the All Alumni Party; the Class of 1963, new members of the Gold Circle; Keith Belton ’86 and Derek McLaren ’87 at the All Alumni Party; Charlie Smith ’63 styling USN shades; Heber Rogers during the “Heber and Haber” session on Friday; bottom row from left photo: Sunny Willoughby, Charlie Napier, and Anya Weitzman, all ’08, at the All Alumni Party; John Culley ’48 greeting a friend; Vince Durnan with Sara Kilian ’43.

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It could be argued that no University School class ever had an education, a preparation, as abundant as yours, over our 98 years on this spot, with programs and people and possibilities aplenty—we gave you the very best we had, to ready you for a life journey that will ask for your very best. —Vince Durnan



To read Commencement speeches and see more photos, visit

photos by Kimberly Manz


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People have told me that our class is “so USN.” We question. We debate. We criticize authority, because someday soon we will be the authority. —Margaret Rose ’13, selected by her classmates to speak at Commencement

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Lower School

Full Circle: A Kindergarten Journey


by Christy Plummer, kindergarten teacher

indergarten is an August-to-May journey of discovery that invites richer understandings of self, community, and world. Our classroom community begins with the first Morning Meeting on the first day of school. We’ve all met before, thanks to the teachers’ summertime visits to each child’s home and to the orientation and class party. But our life as a class begins that day. Just as when we open a new book by a favorite author, we expect to be surprised and delighted by the plot’s twists and turns, but we understand that the story coauthored by this particular community will come to its own remarkable and rewarding conclusion. We know that the path we travel together has been charted with the end in mind.

We interview classmates to continue getting to know one another, introduce the materials in our classroom, and craft our classroom rules. Teachers begin to interweave important ideas that help to shape our collective identity as friends and learners. We read books about characters that don’t give up when the going gets tough. In fact, we learn that kindergartners never give up; instead, we try and try again. We learn that we never say, “I can’t”; instead, we might substitute, “I’m still learning” or “I haven’t learned that yet.” We learn to ask for assistance and to share our expertise with others. Perseverance and seeing ourselves as a community of problem-solvers help us meet the academic, social, and physical challenges of kindergarten.


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photo by Kimberly Manz

Extended journeys often require special equipment, and ours is no exception. Two open-ended questions have emerged as powerful tools for cultivating children’s awareness and nurturing children’s curiosity. The first question—What do you notice?— underlines our belief that each child’s perspective is important. This question encourages children to attend closely to our world and allows them to develop the confidence and skill to share their observations.


Lower School

Teachers want the skill of noticing, introduced and developed in outdoor excursions with USN naturalist Cynthia Lee, to become a habit that students apply across the curriculum and in their social relationships. Over time, children begin to appreciate that what we notice is shaped by our experiences and that our friends’ “noticings” enrich our understandings. When a young reader exclaims, “I read the whole page!” or a budding mathematician says, “I am beginning to think about really big numbers,” teachers know that a child is beginning to apply the skill of noticing to his or her experience as a learner. The second question—What do you wonder?—is a natural extension of the first. It challenges children to put their curiosity into words that can be shared and collectively pondered. USN’s kindergartners ask big questions about our place in the universe: How did the earth start? They wonder about classroom experiences: Are all plants green when they start to grow? How long is the Cumberland River? What happens to earthworms in an earthquake? They ask things they’d like to learn: How does your body make you yawn? What sound do two ss make? What is 172 plus 172?

Photos on these pages show kindergarten children in USN’s outdoor classroom and in their classroom, learning to notice the natural world.

As a community, we come to know one another through our wonderings, and one child’s question frequently inspires broader interest. A kindergartner feels a particular kind of joy to respond to a friend’s wonders, just as it brings joy to the wonderers to know that friends regard their questions as worthwhile. Exploring children’s wonderings often leads to acquisition of facts, but the more significant result is helping children to recognize a question as a gift that invites us to think and learn about things we might not otherwise have considered.

When May arrives, signaling the end of our kindergarten journey, the last circle is bittersweet. Teachers look again at the faces of the children we have come to know so well, consider the community we have built together, and allow ourselves to be reminded of something we’ve known all along: The end of the kindergarten journey is the beginning of so much more. These children may forget how many unifix cubes it takes to span the length of their classroom, and they may not recall how to distinguish the call of a Spring Peeper from that of an American Bullfrog. But engagement with the big ideas of perseverance, community, awareness, and curiosity has given them essential tools for the next leg of their journey. 2 0 0 0 Edgehill



Middle School

Goodbye to Middle School by Jeff Greenfield ’84, Head of Middle School

photos by Kimberly Manz


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For over two decades now, eighth graders have celebrated the end of their middle school careers with a special event known as The Eighth Grade Breakfast. In a program highlighted by student speakers, musicians, and the unveiling of the eighth grade digital yearbook (compiled by students during a year-long electives course), families gather to acknowledge this major milestone along the path of each child's educational journey. This event provides a poignant occasion for reflection for parents, students, and teachers, at a time during the school year—and childhood—when everything is moving so fast. To see more photos and a video about middle school at USN, visit

(Clockwise from program cover): Talia Stein and George LaBour, chosen by their classmates to speak; head of the middle school Jeff Greenfield; Gracie Munson, Joi Holmes, Lauryn Cravens, Marie Gerber, Rebekah Doochin; the audience at the breakfast; Alice May, Jason Malkofsky-Berger; A.J. Dykens-Hodapp and Nathan Bollen; Evan Dickerson and other horn players; Hanan Fakhrudin and Olivia Bishop; center, flute player Puja Jagasia.

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High School

For the Love of the Game

by Justin Fitzpatrick, High School Mathematics Teacher and Math Team Coach


enior Matthew Hays is, in a lot of ways, a typical USN student. He’s academically talented, with a particular love of mathematics and the sciences. He’s a thrower on the track and field team. He enjoys the occasional video game. His interests are diverse, and he pursues all his interests with zeal and self-discipline.

I expected him to trot out the Vince Lombardi/ John Wooden truisms

When I was approached to write about academic contests, Matthew’s name came up frequently as a participant and also a winner. Last year Matthew was first in Tennessee in the precalculus portion of the TMTA (Tennessee Math Teachers’ Assocation) math contest. He was an integral part of many competitive teams, some of which have ended their seasons in victory, others in defeat. I asked him to speak with me about his experiences in contests, to


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tell me why he obviously loves them so much that he seeks out more of them each year. I expected him to trot out the Vince Lombardi/John Wooden truisms of the will to excel, industriousness and enthusiasm, preparing to win being greater than winning itself. He never spoke of them. He never spoke of winning at all. He spoke of learning historical facts that not only had intrinsic interest to him but motivated him to study different areas of history on his own. He spoke of loving the challenge of difficult math problems. I remember well when we won first place in the quiz bowl portion of the Interscholastic Math League last year, and Matthew came to me and mentioned that we won. It is USN’s first IML quiz bowl title in the history of the competition, and Matthew was understandably proud. Matthew however quickly shifted focus from the victory to what he thought was more interesting: some of the problems he enjoyed in the competition. “I liked this question about probability. There were two boxes and one had two red balls and the other one red and one black. They asked if you pull a ball out of a box at random, and the ball is red, what is the probability that the ball came from the box with two red balls?”

Opposite page: the math team at one of their lunch meetings; this page: on their way to a contest last year, Mr. Fitzpatrick, and Matthew Hays.

Matthew smiled as he repeated the question. He loves to talk about mathematics. He likes to talk about his knowledge of power series and how understanding the relationship between trigonometric functions and exponential functions helped him to understand Euler’s Identity in his precalculus course. As he discussed the contests, Matthew spoke of universal good sportsmanship. He spoke of friends made and sights seen across the country, of opportunities the contests had made available to him. This doesn’t mean that Matthew doesn’t love to compete. He just doesn’t love to win for the usual reasons: demonstrated superiority and associated glory. Rather, he spoke of winning as a reflection of knowledge gained. He spoke of winning as bringing recognition to the greatness of the school we all love so much. He spoke of defeat as an opportunity to find other areas in which he could know more, not so that he could win the next contest, but rather because the knowledge interested him. Matthew Hays seems in many ways a typical USN student. The typical USN student is proud to represent the school. The typical USN student represents the school on many stages and does so with great aplomb. This article could simply be a list of contests entered and trophies won. (I have such a list.) But lost in

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photos by Kimberly Manz

the mire of ribbons, trophies, and medals would be the people met and the places seen. Lost in the lengthy list would be the lessons learned and the personal development of those who competed and won and those who competed and lost. Our students participate in a plethora of diverse competitions with a high degree of success—debate, Quiz Bowl, Latin, History Bowl, art and writing contests. USN students love the challenge of contests more than the victories; they love the experiences more than any awards they might receive. Our students get it. They get that academic contests are not organized to glorify winners but rather to encourage each student at each ability level to push himself or herself to be their best. They do exactly that.

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High School Accolades Paul Wu, Joshua Yazdian

Peggy Weil Steine ’37 Visual Arts Award – Bennet LeMaster

Coco Coyle, 2013 Stanford Moore award winner, with Vince Durnan and her mother Jennifer and sister

Academic Awards Coco Coyle was the 2013 winner of The Stanford Moore Award for Excellence, established to honor “that student who most nearly approaches Stanford’s academic achievement and dedication.” Coco is now a freshman at Harvey Mudd College.

Other awards conferred at the annual high school assembly: Lois McMullan Scholarship – Sammie Chomsky, Whitley Cargile, Reid Dickerson,

Academic Honors in English – Katie Awh, Sonul Choi, Sean Clark, Zara Corzine, Coco Coyle, Alec Custer, William Doak, Karina Grady, Hannah Heitz, Madi Hunt, 2012-13 McMullan Scholars Eli Motycka (l.) and Mallory Leeper (r.) Sophia Jelsma, Larkin Johnson, Evie with 2013-14 Scholars Sammie Chomsky, Whitley Cargile, Reid Kennedy, Chloe Kibble, Bennet Dickerson, and David Shayne. LeMaster, Eli Motycka, Hayden Academic Honors in Science – T. J. Roche, Margaret Rose, Grayson Ruhl, Joey Caldwell, Sonul Choi, Zara Corzine, Coco Simon, Hannah Stein, Logan Sweet Coyle, William Doak, Adam Hudnut-Beumler, Academic Honors in Foreign Languages – Sophia Jelsma, Larkin Johnson, Ben Keffer, Katie Awh, Olivia Brown, Coco Coyle, Chloe Kibble, Mitchell Lutz, Nora May, William Doak, Hannah Heitz, Evie Kennedy, Grantly Neely, Alexander Roaldsand, Eli Motycka Hayden Roche, Nicholas Sherwood, Logan Sweet

Academic Honors in History – Katie Awh, Olivia Brown, Sean Clark, Alec Custer, William Doak, Hannah Heitz, Adam HudnutBeumler, Larkin Johnson, Evie Kennedy, Eli Motycka, Malcolm Moutenot, Hayden Roche, Margaret Rose, Cyrus Shick


Robert K. Massie Award for research in European History – Kelly McHugh Robert K. Massie Award for research in American History – David Doochin

Bredesen Leadership Award – Chloe Kibble Harry and Mary Zimmerman Memorial Award – Sophie Campbell, Evie Kennedy Outstanding Senior Awards – Larkin Johnson, Nora May, Eli Motycka, Grantly Neely, Hayden Roche

Academic Honors in Mathematics – Andrew Bridgers, Olivia Brown, Sonul Choi, Coco Coyle, Adam Hudnut-Beumler, Madi Hunt, Larkin Johnson, Ben Keffer, Nora May, Eli Motycka, Kishan Patel, Hayden Roche,

David Shayne

Faculty Awards – Olivia Brown, William

Logan Sweet

Subject Area Awards Academic Honors in the Arts – Elizabeth Allan, Katie Awh, Sonul Choi, Brian Gordon, Angela Henderson, Adam Hudnut-Beumler, Bryard Huggins, Chloe Kibble, Dalaina Kimbro, Linde LaChance, Bennet LeMaster, Nora May, Emma Smith, Brandon Waterman,


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Academic Honors in Physical Education – Malcolm Moutenot, Josh Yazdian Academic Honors in Computer Science – T. J. Caldwell, Ben Ghertner, Liam Nash, Jack

This summer Chantal Striepe traveled to China for language study, having received one of only 625 National Security Language Initiative for Youth (NSLI-Y) scholarships for 2013-2014 awarded nationally. This program, funded by the U.S. Department of State, provides meritbased scholarships for eligible high school students to learn less commonly-taught languages.

Academic Competition and More David Doochin and Hannah Heitz took their

history research papers to the Tennessee History Day competition and came in second and third. Hannah’s paper is “The Ripple Effects of Rationing: the Turning Point of American Nutrition,” and David’s is “America from A to Z: Webster, the Dictionary, and Defining National Identity.”


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This summer the novice debate team of George LaBour and Rohan Pethkar scored an upset over the top varsity team in attendance at the Samford University workshop tournament in a stunning 3-0 decision to take the championship, something no novice team had ever done there. Victor Borza received Honors level as one

of the top 147 students in the U.S. In the National Level of the American Chemical Society’s Chemistry Olympiad. In the American Mathematics Contest top USN scores came from Alexandria Yu (3rd), Bradford Johnson (2nd) and Connor Crenshaw (1st). The top 3 scores for the AMC12 came from Nora May and David Shayne (tie for 3rd), Karen Yang (2nd) and Dylan Young (1st). Dylan’s high score earned him the honor of taking the AIME, a 3 hour contest consisting of 15 questions, which qualified him to take USAMO, USN's first qualifier since 1975. In a math contest at Trevecca, more than half of USN’s results were in the top-twenty. Top-ten finishes: Brad Johnson, Youssef Doss, and Lucas Pao (geometry); Arpan Sarkar and Alden Neely (algebra 2); Dylan Young (calculus); and Matthew Hays (precalculus). Matthew finished first overall in precalculus. 18 USN students participated in the Habitat for Humanity Club’s annual build day, with the Habitat Club having met its fundraising goal of $10,000. Lucy Fox, Rob Dobie, Ali Landsman, and Elizabeth Dossett led the club.

conference, Alison Zhong served as the Chief Justice of the State Supreme Court, and junior Alexandria Yu served as Associate Justice. Winning the Outstanding Brief awards were Case Nieboer and Rebecca Clark. The team of Mira Wasserman and Caroline Zhao won the Outstanding Lawyer Team award. Silas Weurth won an Outstanding Statesman Award. Youssef Doss won an Outstanding Statesman Award. In the Red House, Emily Davis won an Outstanding Statesman Award. In the Red Senate, Cyrus Shick and Isaac Gabella won Outstanding Statesman Awards and were also selected by the conference staff to represent Tennessee at the YMCA’s Conference on National Affairs. Serving as Associate Justices on the State Supreme Court next year will be Case Nieboer, Caroline Zhao and Neil Zheng. Serving as Speaker of the Blue House will be Emily Davis, and serving as Assistant Clerk of the Red House will be Emily Baker. Julianna Lewis and Emilie Shepherd were elected officers in the state delegation to the National Junior Classical League Convention, Julianna as State Secretary and Emilie as Second Vice-President.

The Arts Three USN students won awards in the National Scholastic Art Awards competition. Bennet LeMaster received a gold medal for her drawing “Catal Huyuk,” which will appear in the exhibition in New York City. Silver medals went to Talia Stein for “Diptych” in the photography category and to Paul Wu in architecture for “Human Nature.”

“Catal Huyuk,” drawing by Bennet LeMaster ’13

and Carson Thomas earned Gold Key awards. Hannah Aaron, Honorable Mention (2), Poetry; Jessie Baskauf, Silver Key, Poetry; Sam Bollen, Gold Key, Short Story; Honorable Mention, Flash Fiction; Rebecca Clark, Honorable Mention, Flash Fiction; Honorable Mention, Poetry; Madi Hunt, Silver Keys, Poetry and Writing Portfolio; Jack Rayson, Silver Key, Short Story; Maya Riley, Silver Key (2), Flash Fiction; Honorable Mention (2), Flash Fiction; Silver Key, Poetry; Natalie TeSelle , Silver Key, Flash Fiction; Carson Thomas, Gold Key Short Story; Silver Key (2), Poetry; Honorable Mention, Short Story; Honorable Mention (2), Poetry. Chosen from more than 100 works, a drawing by Katie Awh won the 2013 Artistic Discovery competition. The selfportrait “A Work in Progress” will hang in Congressman Jim Cooper’s office in Washington, D.C. In the tenth summer that the Mary Interlandi Scholarship has funded a USN student’s attendance at Interlochen Arts Camp, Megan Kasselberg attended the six week repertory theatre program. Bhoomika Nikam was chosen as a finalist in

Photographer’s Forum magazine’s 33rd Annual College & High School Photography Contest.

Sydney Weinger and Fidan Baycora repre-

sented USN at a Peace Camp sponsored by the Sons and Daughters of Abraham project, a program to bring together Muslim, Christian, and Jewish students for dialogue. In the 60th Annual Youth In Government

In this year’s Scholastic Art and Writing competition in the Southeast Region-AtLarge, nine USN students received twentythree awards. Short stories by Sam Bollen 2 0 0 0 Edgehill


Spring 2013 Sports

photo by Rob Watts Photography

Tigers of the Year Bailey Conner

William Doak

Chanse Jones

Nick Williams

has been an outstanding athlete

is a four year contributor for our

has played four sports at USN.

competed in four sports during

field. This year she was unde-

track teams. A four year swim-

USN/DCA co-op team for three

country for two years and

in both basketball and track and feated in the shot put and earned the state championship with a throw of 38’10”. She had

already set a school record of

38’10” and been named shot put champion in the City Meet and the Great 8 meet. Bailey holds the school record in the discus throw as well with 103’5”. In

basketball, Bailey led the team in scoring with 11.5 points per

game and became a member of the 1,000 Point Club. She

received both MVP and the Best Offensive Player awards and was named to the All-District

Tournament team. She is a freshman at Tufts University, where she will compete in track and field and basketball.


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cross country, swimming, and

ming state qualifier, he ranks on USN’s all-time Top 10 performer list in 4 events. He swam on the Division championship team in

2010, 2011, and 2012. In ’12 and

’13 he was team captain. In cross country William was on the 2011 state championship team and

was three-time All-State and in 2012 was second team All-

Metro. His accolades include

2010 Cross Country Coaches’

Award, 2012 Cross Country coMVP, and swimming Academic All-America honors. He was a four year member of the track

and field team, specializing in

the 1600M and 3200M. He runs cross country and track at Bowdoin College.

He played football on the

years and basketball and baseball all four years. He led the

football team in interceptions

and was second in tackles and

receptions as a two-way player for the 2012 State Semifinalist team with DCA. He also

received All-Region accolades in football and baseball during both his junior and senior year. He was named to the Super

Sophomore Baseball Team by the Tennessee Sportswriters

Association. Chanse also joined the track and field team at the

conclusion of baseball in his junior and senior years. Competing in the long jump this year, he finished in seventh place at the Region Meet. He attends

Western Kentucky University.

his time at USN. He ran cross

played basketball and ran track for four years. For the past two springs, Nick has anchored the defense on our soccer team while still competing on the track team. His accolades

include Coaches’ Award in

Basketball and Track and Field as a senior. He was a member

of the 4x800M Relay team that won the City Meet and Region Meet and placed fourth in the

DII State Meet, setting a school record. He also received All-

Region and All-State recognition in 2013 in soccer. He is

joining the track and field team at High Point University.

Boys’ Ultimate

Spring 2013 Records and Results Baseball 11-13 overall record, District play-in game

Boys’ Lacrosse 8-10 overall record

Boys’ 4x400 team

Hop Mathews ’14

Girls’ Lacrosse

12-5 overall record

TGLA State Sweet Sixteen Boys’ Soccer

17-2-1 overall record

TSSAA State Semifinals Softball 10-7-1 overall record TSSAA Region Quarterfinals

Boys’ Tennis 13-3 overall record TSSAA State Semifinals

Girls’ Tennis 12-2 overall record TSSAA State Quarterfinals

Spring 2013 Awards Girls’ Ultimate

Defensive MVP - Josh Yazdian, All-District

Offensive MVP - Chanse Jones, All-District

Most Improved - Bob Minton

Worth Noting: Freshman Tevin Burdette was All-District

champs with school record of 3:26.5:


Simpson Tanner, Daniel Pannock, Christian Floyd, Dylan Groos

Golden Glove - Mia Phillips, All-Region MVP - Katie Roth, All-Region

intermediate hurdles with 41.25 and 2nd in Region with 40.29

4x800 Region champs and 4th in state with school record of 8:08.6: Simpson

Tanner, Nick Williams, Christian Floyd, Dylan Groos

Girls’ Track Bailey Conner Shot Put Champion,

Jameice Holmes 4th in High Jump Chloe Kibble 3rd in 300M Hurdles, 4x100 and 4x200

4x100, 8th in the state with 51.4 and 4x200, 4th in the state with 1:47.9:

Brooke Thompson, Savannah Groos, Joi Holmes, Jameice Holmes

Malcolm Moutenot ’13


Boys’ Track 4x400 State and Region

Daniel Pannock 3rd in the state, 300m

Kara Jade Gordon ’15

Golden Bat - Emma Oliver, All-Region

Worth Noting: Sophomore Hope Eidam was All-Region Honorable Mention

Boys’ Soccer

MVP - Malcolm Moutenot

Golden Boot - Evan Beiter

Coaches Award - Kishan Patel Track and Field

MVPs - Bailey Conner, Daniel Pannock

Most Improved - Chloe Kibble, Matthew Hays

Coaches Award - Mallory Leeper, the boys’ 4x800 Relay Team

Girls’ Ultimate

MVP - Metta Devine-Qin

Most Improved - Rachel Weaver Coaches Award - Coco Coyle

Josh Yazdian ’13

Boys’ Ultimate

Big 3 - Mitchell Lutz, Eli Motycka, Jack Spiva

Boys’ Lacrosse

MVP - Hop Mathews, 1st Team AllRegion Defense

Golden Stick - Sam May, 2nd Team AllRegion Attack

Will Lippolis ’15

Coaches Award - Liam Nash

Worth Noting: Walter Hindman named 2nd

Team All-Region Mid-fielder Girls’ Lacrosse

Leadership Award - Sarah Alberts Coaches Award - Olivia Brown

MVP - Lucy Fox All-Region Team

Worth Noting: Freshman Kara-Jade Gordon

named All-Region


MVPs - Francesca Eluhu, Will Johnston

Most Improved - Chantal Striepe, Will Lippolis

Coaches Award - Elise Blackburn, Skye Cameron

Boys’ Ultimate 40-2 overall record,

Southerns and State Champions Girls’ Ultimate State Champion 12-10 record

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Facing Forward by Lilly Sagar, High School girls’ lacrosse coach

Six and a half minutes. That was all that was left in the 2013 Tennessee Girls Lacrosse Association state playoff game— not enough time to win, but enough time to prove we deserved to be in it. So, with a win out of reach, the team was given a challenge: win the last six and half minutes.

photos this page by Rob Watts Photography

When the buzzer sounded, we walked off the field defeated, wet, and cold. We had lost the game, and not barely. The team had heads hanging and tearfilled eyes. But not me. I was proud. We won those last six and a half minutes two goals to one. But that wasn't enough for the players, not without the win.

Looking at the girls, seeing their disappointment, I began to think about the progress of the program. Would USN teams from years past be disappointed to qualify for the state playoffs two years in a row? to finish in the state top ten?


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My curiosity led me to a conversation with USN’s first varsity girls’ lacrosse coach, the legendary Bill Rodriguez. Bill reflected on the early years, when Tennessee programs were starting because a parent of an eager young girl was willing to coach and there were fewer than ten teams in the state. He said, “Many girls played on the boys’ lacrosse team in middle school before joining the varsity girls program.” Building girls’ lacrosse at USN was a slow process. The interest level, roster size, and winning percentage fluctuated over the early years. Bill coached for almost ten years, providing consistency and a base from which the program could grow. When I began coaching at USN in 2010, the team was small, and so was my depth of lacrosse knowledge. Those thirteen players and I set out on a journey together. We learned the game together, learned to compete together, and learned to love to win together. It took some time to know what it was to win, with only three games ending in our favor that first spring. But the team began to change physically, emotionally, and mentally. Roster size has more than doubled over the last four years. Our fitness level has increased significantly, and our competitive spirit has caught fire. I can recall when the preferred practice plan was working on a lax pinnie tan and sharing the latest gossip. This past season, the favorite drills were competitive, physical, and demanding. Even the fun, light-hearted games became

We learned the game together, learned to compete together, and learned to love to win together. surprisingly cut throat. In a game of “lacrosse baseball,” players were sprinting, diving, and yelling at their teammates to work harder. The competitive drive of these players spans beyond game day. The program’s focus is both short and long term. We strive to take each practice, game, and season as it comes. We isolate our successes and our defeats, improving at every opportunity. But we also focus on our longevity, increasing our successes year after year, bolstering the future of lacrosse at University School. We invest in our young players and value our veterans. In this way we have gained respect statewide and earned our place among the sixteen teams in Tennessee to be selected for the state tournament two years running. After our season ended, I spoke to the coach of Franklin High School, a top five program in the state, and he said, “The only team we didn’t want to face in the first round of the playoffs was USN. Your team is surprisingly dangerous.” As pleasing as his words were, I hope that our being a dangerous team won’t surprise opposing coaches for much longer. So there we were. Six and a half minutes to go. And there I was, thinking about how the focus of the program had birthed this opportunity. The chance to stand in that huddle with six and a half minutes remaining, squeezing in together, warding off the chill, with the seniors who had witnessed the program’s transformation and the freshmen who promised to break team records in every category. I saw in their faces, chapped and red from the wind, that they knew as well as I that the hope for a win in the playoffs was gone. But we still had six and a half minutes to gain a victory of our own. Not enough for those girls, maybe, who had lost only four other times that year. For them, a loss was a loss. But for me, always with an eye facing forward, it was a thrill to greet them on the sideline and tell them I was proud.

Shelley DuBois ’03

Elyse Vasquez ’03

Lauren Prince ’03

I can honestly say playing on the boys’ team was one of my favorite experiences in USN athletics. Boys’ lacrosse is such an excellent sport, and the guys were great to me. Don’t get me wrong, I still got checked pretty good a couple of times. But I loved that look on the other team’s faces when they’d realize I was a girl. Especially after coach put me in to take a face-off or something. Man, that fired me up. —Shelley DuBois ’03 Shelley, Elyse, Lauren and Sara [Martin] were wonderful to work with in the first few years. As the oldest players they performed many critical leadership roles, helping both their teammates and me as we moved the girls’ lacrosse program from a club sport to a varsity sport. I really appreciated and enjoyed their friendship and help during those times. — Science teacher and former girls’ lacrosse coach Bill Rodriguez

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The Arts


Groundbreaking with Vince Durnan, Steve Robins, Kathy Woods, and Jeff Greenfield with Ellie Greenfield ‘17

Years Old

Ten Years of Art in the Christine Slayden Tibbott Center


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Detail of Study for a Messy Drawing by George Rayson ’12

Morgan Wexler ’08 working with visiting artist Natalie Forsythe ‘02

Levi Hummon ’10 and Jonathan May ’10 in class with sculptor Charlie Hunt during Artclectic

Chris Tibbott with Vince Durnan and her son Terry Tibbott

A Decade of Art in the Tibbott Center

n 18 visual arts courses offered in high school and 13 in middle school

n PDS and USN alumni art shows and “See, Touch, Create” workshops for alumni at Reunion n Annual exhibits of Scholastic award-winning student art and other exhibits of student art

n Arts workshops for adults, including Charles Brindley’s popular classes since 2004 and Sarratt n

n n n

classes taught 2009-2011 Artclectic art show and sale held every year, attracting hundreds of visitors annually and featuring these artists in successive years: Alan LeQuire, USN Art Faculty, Rey Alfonso, Tommy Crow, Pinkney Herbert, Andrew Saftel, and Charles Brindley Solo exhibits in the gallery for artists Susan McGrew, David Chatt, and Olen Bryant (in partnership with TACA) 8-10 Evening Classes taught in the Tibbott Center each year Camps for children every summer

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n w w w. u s n . o r g / a l u m n i

Class Notes 1962


Jon Van Til became a grandfather in September with the birth of Graeme Wes Van Til in Colorado. Jon divides his time between Budapest, where he is a Fulbright Specialist, and Seelyville, Indiana. He shares his life with the Hungarian sociology professor Agnes Kover, and they will jointly teach next fall at the University of Illinois (Chicago) and Indiana State University. Jon’s most recent book, Tarka Ellenallas (Colorful Resistance) has just been published in Budapest, and describes the wide range social and political movements working for democracy in Eastern and Central Europe. An English edition of the book is expected later in the year.


Bill Alexander has moved from freezing Stillwater, Minnesota, to warm and wonderful Ojai, California. He’s still single, still writing, still reckless and happy, and in Ojai, is working together with Byron Katie, creator of The Work. (Google it, Bill says.)


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John Mowrey lives in Boerne, Texas, a small town about 30 miles northwest of San Antonio. He and his wife Donna celebrated 46 years of marriage surrounded by their family—children Amanda and Chad and families, including four grandchildren. Since he retired from Bernstein Global Wealth Management five years ago, John works with his son Chad in their subcontracting business—sales and installation of window commercial treatments. John’s favorite pastime is hunting. This fall, he has trips planned to Alberta and Wyoming, both for mule deer. He writes and publishes articles about his hunting adventures. This year, he won for a second time the Literary Award sponsored by Game Trails Magazine, a publication of the Dallas Safari Club, for best article. The article related his adventure in British Columbia for Mountain Goat. John writes, “If only favorite English teachers from PDS, Ms. Ballentine & Ms. Hitchcock knew! Sorry to miss the 50th reunion.”


Nancy Vining Van Ness, director of American Creative Dance in New York City, is grateful to USN second graders in Gail Ackerman’s class for sharing “beautiful paintings” to be used in a performance called “Children’s Songs.” Nancy writes, “As a member of the class of 1963 at Peabody Demonstration School, it is a great joy to me to be connecting to students there today. The company, which I direct, often collaborates with visual

Barrett Cobb ’63

artists, but this is an extraordinary opportunity for us.” Though they were in the early stages, they planned “to see the paintings projected into the entire performance space so that dancers are ‘moving in the art.’” She adds, “In addition to those talented children, we want to thank Ms. Ackerman, Mr. Douglas, a fine art teacher indeed, and Britt McCauley who was the person at the school who has moved this project forward.” Barrett Cobb is a singer, flutist, and painter living in New York. She is also a critic for the New York Concert Review. Visit her at, contact her at


Paula Underwood Winters works for Gabriel Communications, which produces Country’s Family Reunion DVDs and TV shows as well as Larry’s Country Diner on RFD-TV. She handles office duties and edits

R e u n i o n y e a r ? V i s i t w w w. u s n . o r g / r e u n i o n

with food. I’d love to know what you’re up

to–give me a shout at”


The family of Betsy Lukens Mikes ’82: Johnny (20), Andrew (15), Macauley (18), Betsy & Randy

their monthly country music newspaper, which focuses “on the older country artists and traditional country and bluegrass music. I’ve had a great time connecting with other alums such as Robyn Young and the late Deborah Pierce through the Gabriel Association.” Paula is working “on turning our family organic farm on Buffalo Road into an event venue called Mt. Airy Event Farm. I am still hanging out with several of my Peabody friends who have reconnected through facebook and would love to ‘friend' and visit with any PDS folks who wish to contact me!”


Sarah Land White’s daughter Maria Elizabeth White was graduated from Riverdale High School in Murfreesboro as the “only recipient there of a grades 1-12 perfect attendance award.” Lee Ann Harrod Merrick’s first job, in 1979 at Ruby Tuesday on the corner of West End & Murphy Road, hooked her for life on the food business. Now, after she has “invested over a decade working on Artclectic,” USN’s annual art show & sale, she has a

new career. “My kids are now 23 & 17 and I am returning full time to my true passion – food!” Ursula Norris and she have

launched TinWings. “We prepare weekly

meals, cater parties and help clients transform their living spaces. Check out our

Facebook page to see the art we make

Betsy Lukens Mikes has lived in Columbus, Ohio for 26 years. Her oldest son is at Wittenberg University, her daughter has begun Gettysburg College, and her youngest son is in tenth grade. “I enjoy watching the kids play their sports and create art. As the nest continues to empty, I envision myself volunteering even more at our local humane society, travelling with Randy and exploring the Gettysburg battlefield and other historical parks in that vicinity.”



Group for the United Nations Industrial Development Organization (UNIDO) as part of a study on the third industrial revolution and its implications for Africa. I am really looking forward to this! I hope to see some of my classmates in Sweden sometime soon!”


Kelly Bembry Midura and her husband Chris Midura are celebrating their daughter Rachel’s graduation from the University of Virginia. A Jefferson and Echols Scholar, she double-majored in History and Italian Studies. She is currently enjoying a job at a local history museum in Virginia, to be followed by an internship with a museum in Italy, and finally, plans to apply to doctoral programs in History after joining her parents in Vienna, Austria this fall.

Robin Hess Teigland writes that “the class of 1983 had an absolutely wonderful 30th reunion at Tami Sprintz's Meg Moynihan and house” with classmates her new husband “from far and near: Kevin Stuedeman have Valentine Sworts from a small organic dairy Montana, Susan Storey farm in South Central from Kentucky, and I came Minnesota. “We milk from Sweden. It was real80 cows and I also ly, really great to catch up direct market beef and with old friends—incredipork. I also work as the organic program ble to think I have known administrator for the several of these people State of Minnesota, since I was 5 years old. I Department of also enjoyed seeing the Agriculture. I still miss amazing additions to the Nashville. I am happy USN ‘campus’ while my to be in touch two youngest kids thought w/classmates like Meg Moynihan’s wedding announcement it was fun to visit with Kelly Bembry, Chris Mrs. Bradford’s second Chamberlain, Philippe Crist, Dana Levy, Caroline Hogge and grade class. During my US trip I also spent Tom (Ward) Walton. I would love to hear several days with Susan Storey in from anyone who remembers what was Lexington, KY and with Sarah Caldwell in on Miss McCutchan’s Death List. I would Nashville – feels just like yesterday we love a recipe for Chess Pie.” were hanging out on the steps of USN.” Robin’s life “continues at a fast pace with lots of exciting adventures. My oldest 1988 graduated high school and he will work as Claire Schneider, a curator at the Ackland my research assistant during his gap year. Art Museum at the University of North This July I will participate in an Expert Carolina, Chapel Hill, has brought a show continued on page 37

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PDS/USN archives

n w w w. u s n . o r g / a l u m n i

Lifelong Friends Robert Brown ’81


by Harold Jordan ’81

obert Brown ’81 and I became fast friends in kindergarten at PDS in 1968. You would find one of us walking to the other’s house on any weekend having sleepovers in tents we made from blankets and quilts. We stayed friends all through school, though hanging out became more about basketball and less about homemade tents. We are still close figuratively and literally (we live near each other in Atlanta). Being near to a good friend was never more important to me than during the summer of 2007 when, while jogging up a hill and with no warning signs, Robert suffered a cryptogenic stroke. Fortunately, his workout partner, a former EMT, was able to diagnose the stroke quickly. Robert remembers immediate details like being put in the ambulance, but he most remembers the support offered by family and friends. To anyone facing a similar challenge, Robert’s advice is: “Reach out and don’t be afraid to ask for help because you’ll definitely need it.” We were all there to help and did what we could, but it was Robert’s resilience and his resolve to work hard and do everything in his power to make the best of life that made the difference. He relearned to walk and took back control of his life. More than that, he continued to move forward. In 2011 he completed the Masters in Public Health he had started working on before the stroke. He then went on to become an Orise Fellow at the Center for Disease Control.

These achievements marked the continuation of his trajectory throughout his academic and professional life. He got his undergraduate degree in history from Brown University and went on to get his Ph.D. in political science from the University of Michigan, despite having only taken one political science course at Brown. How did this come about? In college and while working as a trade analyst for the New York Mercantile Exchange afterwards, Rob was trying to figure out what graduate degree to pursue. One constant throughout was that Rob liked to debate issues, particularly political and social issues. Michigan recruited him, and he was drawn to the rigor of their Political Science program. When he went to Michigan, he didn’t envision becoming a professor, but saw the life of professors while there and thought it would be a good career to pursue.


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High school photos of the friends: Robert Brown (l.) and Harold Jordan

Pursue it he did. In 1994 Rob started as an Assistant Professor of Political Science and African American Studies at Emory and went on to become the Assistant Dean for Undergraduate Education. It was in the classroom, however, that he gained the most satisfaction. There he relished the opportunity to engage students in touchstone issues like race and American politics and affirmative action. As a teacher, he drew on his experiences at USN. The discussion/ debate format he had experienced as a student with Ann Teaff became central to his teaching method. Robert cites Ann as a driving influence in his choice to major in history at Brown. He is also grateful to Tony Springman for giving the initial spark to his interest in social studies. Outside of the classroom, Robert’s favorite USN memories were from the basketball court, the track, and the many late nights in the annex working on the yearbook. He also treasures the memory of working on a project about the city jail. Robert gained a lot from the project and even interviewed Metro Chief of Police Joe Casey. If there was one thing he could change about his time at USN, it would be to have more opportunities to connect his studies with life in the larger Nashville community. Looking back, Robert takes pride in the resilience and reserves of strength he discovered in himself and in his academic achievements. But, the accomplishment he is most proud of is helping to raise his children Elena and Isabela to be good people. Not that being a father isn’t without challenge. “You can't answer every question that your child asks. You have to trust your instincts and how you were raised to guide you in guiding your kids.” I am proud to have Robert as a friend and think that his kids could do no better than to follow the example he has set when they go through life and raise their own children. His plans for the future? He is “sincerely devoted to having the best life possible.”

David ’99 and Heather Hewlett John Noel ’90 and Sam Kitchens (Bibb County Facilities Director) plug in the first electric car to be charged in downtown Macon, Georgia.

to Cheekwood. Her show More Love: Art, Politics, and Sharing since the 1990s is at Cheekwood from September 20January 5. “Presenting a broad spectrum of 45 works of art made over the last twenty years, More Love is the first major exhibition to investigate the ways in which contemporary artists have addressed love as a political force, as a philosophical model for the exchange of ideas, and as personal interaction within a rapidly changing landscape of text messages and social media.”


John Noel has been busy but found time to write that his green company has installed the first Electric Vehicle Charger in middle Georgia. It’s in Macon. He writes, “I’m still championing the environment and sustainability. We even installed the first commercial EV charging station in west Atlanta at the office of my company Energy +

James Keiper, Ellie McCarley’s son

McLean Johnston Barbieri‘s ’97 son James with big sisters Tate and Olivia ’25

Environment. Electric cars pull up to ‘refuel’ at the office—including Tennessee’s own Nissan Leaf all electric car that gets me around Atlanta for meetings and sales calls. Does USN have a charger (hint, hint)?”


Mollie Barksdale Gee recently “retired” from her 12 year career as a pediatric hematology/oncology nurse practitioner to be a stay at home mom. Mollie will also be heading back to graduate school this July to pursue her second Master’s degree, this one in Mental Health Counseling. She lives in Charlotte, North Carolina with her husband, Jon, and their two children, Katherine “Cassie” (3) and Wilkes (5). Lucas Middlebrook is mentioned on an ESPN blog for his work with MLS referees, who recently teamed up with the U.S. Soccer Federation to form the Professional Referee Organization (PRO). The blog says, “Lucas Middlebrook is one of the attorneys working with the PSRA, and is an associate with the firm Seham, Seham, Meltz & Petersen, who has also done work for the National Basketball Referees Association. He expects that some potholes will be encountered on the way towards a CBA and even beyond. ‘It's a sea change for an employer who’s used to telling you, ‘This is how it’s going to be done,’ he said. “Once

you get through that rocky portion and your CBA starts to live and breathe, then it actually produces a relationship that helps the game. We see that in the relationship between the NBA and their referees right now, where it’s one where they work together to get things done.”


For six years Yuki Fujimura was a nurse practitioner in Acute Care Cardiac Transplant and Mechanical Circulatory Support at St. Thomas Hospital, working under USN dad Dr. Mark Aaron. “I stumbled upon an opportunity to move back to Tokyo to start a Cardiac program there! My parents and brother live in Tokyo so it’s a great move and an amazing career opportunity to teach surgeons and cardiologists in Japan all I have learned here. If you are ever in Tokyo please look me up!” Though she will miss Nashville, she expects to return often. David Hewlett got married in August and is looking forward to bringing his bride Heather to Nashville and to USN “in the near future.”


Katie Ries is now an Assistant Professor of Art at St. Norbert College in De Pere, Wisconsin.

When Langhorne King married Andrew Coleman in Nashville, Tennessee in June at Westminster Presbyterian Church, Courtney King ’97 was matron of honor. continued on page 42

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n R e u n i o n y e a r ? V i s i t w w w. u s n . o r g / r e u n i o n

Convocation 2013

Distinguished Alumna Jenny Boucek ’92

Courage to Fail

“The most decorated Tiger ever to wear a uniform here,” according to Vince Durnan, was Jenny Boucek ’92, who this year became 34th in the line of Distinguished Alumni. WNBA pioneer and coach for the Seattle Storm, she told the 97 members of the class of 2013 that they should be prepared to fail, reminding them how often even the most successful people must face failure. She exhorted the seniors to do what they truly want to do, advice that she herself has followed all her life. After she graduated from the University of Virginia, Jenny signed with the brandnew WNBA, then became the youngest head coach in American professional sports. Now she is an assistant for the Seattle Storm, with fourteen years’ experience in the WNBA.

photos by Kimberly Manz

Jenny Boucek ’92

As Vince said when he introduced her, “She’s a winner who’s not afraid to fail,” one who “puts herself in a competitive arena, literally and figuratively, where getting bad news is almost inevitable. And still she strives, because that’s what she loves to do, and she wins.”

Shmerling Chair Goes to Nikki Hunt

At Convocation we also named the third holder of the Shmerling Chair for Excellence in Teaching, an honor that first went eight years ago to Dee Holder Bradshaw Hicks ’58 and then to Bill Rodriguez. This time, Vince Durnan said, “We chose a teacher of teachers, the kind of presence who makes others better as both a generalist and a specialist,” fourth grade teacher Nikki Hunt. “We chose a leader, by action, by example, by nature, and by word when it’s needed. We chose a renowned teacher notable also for humility. We chose someone who builds ties across grade levels for faculty and students


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Nikki Hunt, Shmerling Chair for Excellence in Teaching appointee

alike, an anchor presence whose excellence gives us courage to consider new ways of seeing best practice.”

w w w. u s n . o r g

w w w. u s n . o r g / a l u m n i


photos by Kimberly Manz

Seniors at Convocation: Chanse Jones, Dalaina Kimbro, Ashton Hood, Alexis Hood; Sydney Davis, Jessica Farren, Ariel Yazdian, Hank Powers, Brandon Waterman, Sarah White, Brandon Wen, Sophia Jelsma, and Olivia Brown; Zara Corzine, Sarah Alberts, Hannah Doyle; Bryard Huggins on the keyboard; Alexander Roaldsand; show choir members Adam Hudnut-Beumler, Nora May, Jaisal Merchant; Margaret Rose, Cyrus Shick, Griffin Tanner. See more photos of Convocation at

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n R e u n i o n y e a r ? V i s i t w w w. u s n . o r g / r e u n i o n


In the Principal’s Office Nathan Steele ’95 n his junior year at USN, Nathan Steele took librarian Jill Eisenstein’s Social Service class. It was his job to find a place where he could serve, and he wandered into the high school office to ask Mr. O’Hara’s advice. Consulting a list of community organizations that welcomed high school volunteers, Rick O’Hara suggested that Nathan try Bethlehem Center, which serves North Nashville with early childhood and afterschool programs. It proved to be a lifechanging suggestion.

for a free lunch. After two years as a Title I Instructionalist, giving extra support in the classroom to students who needed help the most, he taught fifth grade for five years. His most recent assignment was two years of sixth grade math and science. Nathan is now Delaware’s new principal, making the unusual move straight from the classroom to the principal’s office without stopping off for a few years as an assistant principal or other administrator. When we spoke in July, his office was relatively quiet. His most immediate problem was finding a new teacher to replace one whose husband had just been transferred.

We need to keep proving to people that kids who come from poverty can still perform in the classroom.

While he was taking Ms. Eisenstein’s class, Nathan made his way to Bethlehem Center on Charlotte Avenue every day. “I really got into it and helped out with their after-school program and then with their summer program.” Most of their kids lived in the projects near there, he recalls. His senior year, he volunteered at Bethlehem Center again.

Nathan didn’t know it yet, but his career path was set. When he graduated from the University of Evansville, he went to work teaching in the middle class suburbs of Evansville. But soon he requested a transfer to another school, one where the children would be more like those he had gotten to know at Bethlehem Center. He taught in that “high poverty middle school” for four years. Now he is at the K-6 Delaware Elementary School, which he describes as a Title I school where 94% of the students qualify


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That has all changed by the time you read this. Imagine Nathan in a busy school, handling all the discipline problems, whether little kindergarten children or much bigger sixth graders, while at the same time managing all the bureaucratic procedures and accounting to Evansville’s central office. He was excited about the opportunity to lead the school. A few years ago, the lowperforming (based on test scores) Delaware got a stimulus grant that paid for a 1:1 technology initiative, with netbooks and Lego engineering kits. For a few years, the school could afford an extended calendar (though they have now returned to the standard one). All these changes led to Delaware’s being named the “highest

growth” elementary school in Indiana— meaning their scores improved the most. Now Delaware is in good shape, with an effective reading program, a good math workshop, and great teachers. He doesn’t need to make any radical changes, and he has a “great staff” who work well together. Nathan says, “The school has a lot of energy. We’re on the upswing. We need to keep proving to people that kids who come from poverty can still perform in the classroom. Anybody can succeed.” Despite his optimism, he doesn’t imagine that success will come easily to the children at Delaware. “We can be the best school in the city, but the children still live in a challenging neighborhood.” They need support, he says, remembering Bethlehem Center. He thinks back to his own early schooling. “USN was a great place to prepare me for college and beyond. I learned collaborating, problem solving, and independence at USN.” He’s hoping to help the children at Delaware Elementary learn the same skills.

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The Love of Teaching Emily Brooks Bray ’01


e were having coffee in the Edgehill Café. Near the end of our conversation about the joys and frustrations of teaching, Emily Brooks Bray ’01 pulled a note from her purse. The mother of one of her first grade EL (English Learner) students at J. E. Moss in Antioch gave it to Emily at the end of the year.

With no EL training, her second year of teaching she walked into her new first grade class, which she describes as being so international it was “like the U.N.” At the end of that challenging first day, Emily went home and cried. She knew from her first year at Moss that she was on her own—well-intentioned colleagues are too busy to offer much help.

I love everything about teaching ...not having a desk job, the excitement, the joy, the frustrations... everything.

But she soon found her way, realizing that teaching EL was “just good teaching,” if perhaps at a slower pace. And she discovered that an EL classroom has some advantages over others. “There are no behavior problems in EL,” she says. The families have a different approach compared to other low income families. They place a high value on education and are more involved in their children’s schooling.

photo by Kimberly Manz

“Teacher thanks for helping my son to read and write. Thank you very much Mrs. Bray.” Emily took out this note after describing the difficult year she had had, the student she felt she was never able to reach. She carries it to remind herself that she is making a difference to these children and their families, whose lives are filled with challenges. When she first came to Moss, she noticed that its population is transient of necessity. After every long weekend, new children appeared in her class and familiar ones disappeared because their families moved around so much.

Emily was in high school when she realized she wanted to be a teacher. Working as a Lower School Aide in Kim Avington’s kindergarten class, she came to realize how influential a lower school teacher is. And Ms. Avington “made everything fun, and she was so caring. It was just a joy.” Now, after three years of teaching first grade EL at Moss and serving as the leader for a team of nine teachers, Emily is switching schools. She teaches third grade at Percy Priest Elementary School. Though she has found first grade rewarding because of teaching the children to read, she was looking forward to the greater independence and independent thinking of third graders. “I love everything about teaching...not having a desk job, the excitement, the joy, the frustrations... everything.”

She didn’t set out to become an EL teacher. (Emily majored in English Literature at Rhodes College and received her M.Ed. from Peabody College.)

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n R e u n i o n y e a r ? V i s i t w w w. u s n . o r g / r e u n i o n

The newlyweds honeymooned in St. Lucia and are living in Nashville, where Andrew works as a software developer and Langhorne works for Montgomery Bell Academy in Alumni and Development. Leeman Tarpley writes, “2013 was a year of change in the Tarpley Kessler household. Leeman successfully taught a semester of French at the Dragon Academy thanks to the wonderful inspiration of Madame Interlandi and helped direct a student production of Macbeth with no small help from the lessons he learned from Gus Gillette. Leeman and Rachel’s first child is expected mid-October and will no doubt keep them busy for years to come. This summer, Leeman was an invited guest at the Necromicon in Providence, Rhode Island, where he gave a live performance of his online comedy series, Ask Lovecraft. Canada has yet to ask him to leave and so the Leeman Tarpley Experience continues its international tour.”


In May Kimberlyn Owens-Hughes had a baby girl, Sofia, and the following week she and her husband moved into the house they had been building for a year. “We’re still living in Valparaiso, Chile, and this year I’m enjoying taking full advantage of my 7.5-month paid maternity leave available to all Chilean residents. I'll go back to teaching at the university in 2014.” Max Loosen has enrolled in a French MBA program at INSEAD starting this August as a first step in a move to Europe. Anyone in Paris should please let him know.


BJ Stein recently got engaged to Leah Elizabeth Harmuth of San Francisco. BJ also changed jobs and he is now the Director of Business Development for Taylor Precision Products, a leading measurement-products company. He and Leah


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will be spending more time in Chicago (where Taylor is based) and look forward to reconnecting with friends there.


George Brandes is delighted that “3 weeks after we released our report highlighting that insurance companies planned to exclude 8.5 million unbanked Americans from the health insurance tax credit program under the ACA and calling for the Feds to put a stop to it HHS issued a proposed rulemaking requiring insurance companies on the exchanges to accept all forms of payment used by unbanked consumers - including prepaid debit cards, cash, money orders, etc.” He calls the action a “huge policy reversal for the Feds and a major victory for our team (they had previously refused to take any action, citing concerns that insurance companies would be unhappy). My boss and I are still a little star-struck by the speed and accuracy of the Federal response. But it really happened!” In May Bobby Perry was graduated from Vanderbilt University Law School and the Vanderbilt Owen Graduate School of Management with a JD and an MBA in finance. “After studying for (and hopefully passing) the Tennessee Bar exam, I start work with Woodmont Investment Counsel, LLC here in Nashville in mid-August.”


Kathryn Tumen got married September 7 in Chicago. She and her new husband Joe met at Kenyon College in 2004. “Joe just graduated from Loyola University Chicago School of Law in May, and I am working in book publishing.” Emily Lefkovitz was Kathryn’s maid of honor. Rosie Siman and her fiancé had quit their jobs and were traveling around southeast Asia. Then she discovered “that a project for Oreo that I helped to lead called The

Elyse Vasquez ’03 and her fiance Walter Solomon

Daily Twist is winning some big awards at Cannes. To celebrate Oreo’s 100th Birthday, we put a twist on trending topics online and created Oreo art, including a Gay Pride Oreo, which made quite the splash. I was the lead strategist on the project and the Daily Twist was awarded a Cannes Cyber Grand Prix, one of the highest honors of the awards show!” More on the project here: And the awards here: /06/cannes_lions_32.php


Chelsea Quinn writes that she and William Donnell ‘03 are “finally engaged to be married.” This summer Margaret Brittingham was graduated from the University of New Orleans with a master’s degree in counseling.

After four years in Washington, D.C., Leigh Ivey is returning to Nashville to work in the Office of Development & Alumni Relations at Vanderbilt University Medical Center. She looks forward to reconnecting with the Nashville-area alumni. Buky Bamigboye lives in Washington, D.C. and is working with two non-profit organizations: the I Am Nation campaign and Age Africa.


David Patton has relocated to Baltimore to work in online community outreach at Catholic Relief Services. Joe Spradley writes, “안녀! Seoul is a spectacular marvel, the cultural heart of Korea, and an engine of growth for the region. Asia is booming and I am having a blast. The first six months of this year have held so much change and shifting that they have gone by like the sand between your fingers. I left my job!” He is still in Korea helping to make video games but with more time to travel, including a trip to Taipei. “Facebook friend me for pictures of ice cream beer on top of the world’s 3rd tallest building and live shrimp fishing. In March I sailed around the Philippines, hiked a volcano in Guatemala, crashed on Tessa Lamballe’s couch in Los Angeles and attended THE Game Developers Conference in San Francisco. I’m moving to a new, more centrally located apartment in Seoul and then making one more short trip to Japan before settling down for a while. I’ve decided to start a intermediary mobile social app consulting company called PlayFluent, with a few partners in Seoul and Los Angeles. PlayFluent’s goal is to help the growing game development com-

Joe Spradley ’06

munity in Korea reach a Washington DC, the Saint wider global audience Louis Art Museum, and the and provide support to Minneapolis Institute of western companies pubArts (MIA). “This summer, I lishing their games in am working as a research Asia. You can find out assistant in the Department more and follow us at of Prints and Drawings at, or on MIA, researching and cataMackenzie Richardson ’08 Twitter and Facebook. loguing objects for the While I am plugging upcoming exhibition away, my brother Henry’s [‘09] tumblr doc‘Master Drawings from the Minneapolis umenting his motorcycle trip across Institute of Arts.’ In September, I will be movAmerica with Marshal Moutenot is defiing to London to get my master’s degree in nitely worth checking out at art history at the Courtauld Institute of Art.” Nathan Schine reports “a lot of life events.” He was graduated from Williams 2007 College with a major in physics and is now Brooke Sgambati has begun attending at the University of Chicago working on a Columbia Law School this fall. PhD in physics. “More excitingly, on June 9th I married Rachel Hagler, whom I’ve 2008 been dating since the fall of freshman This summer Mackenzie Richardson year!” They honeymooned in Yosemite. clerked for a judge at the Arizona State Court of Appeals, Division I in Phoenix. She has finished her first year at University 2010 of Arizona James E. Rogers College of Avi Bregman has Law after graduating from Vanderbilt been named University. “I am loving law school and livDivision III Alling in the desert!” America in the steeplechase. The In March Charlie Napier passed his first Haverford College actuarial exam (the P/1 exam in Probability athlete won the Theory) and started looking for actuarial Centennial opportunities in Nashville. Conference chamAvi Bregman ’10 pionship with a time of 9 minutes, 2009 13.08 seconds. Joey Capparella was graduated from Rice University in May with a double major in William Green has started writing for the English and French and now works as an political news website The Daily Caller Associate Web Editor for Automobile Magazine in Ann Arbor, Michigan. william-green/ In May Elizabeth Allen was graduated from Macalester College in St. Paul, 2012 Minnesota with a BA in history. During colA year off since he graduated has left lege she became interested in museum Marcus Maddox “more mature and work and completed curatorial internships responsible… trying to refine my writing at the National Portrait Gallery in skills by working on a full length screencontinued on next page

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play. My goal is to finish the screenplay and sell it to a producer.” He has been “working creatively” on his own. A friend and I started a music promotion brand called, “Halcyon Lifestyle.” While promoting non-mainstream music, we invite people to be a part of a positive and beautiful culture. By using pictures and music, we showcase a life of leisure to our audiences. We released a free mixtape, made specifically for summer called, “California Coasting.” It’s good for long drives on a hot day.” He has begun attending MTSU.

Parent of Alumni

Ray Capp, father of Peter ’06 and Clay ’02, has received the Boy Scouts of America’s Silver Buffalo award in recognition of his years of leadership as Scoutmaster for USN’s troop.


Meg Moynihan ’84 and Kevin Stuedemann, October 11, 2012 Shooter Jennings ’97 and Misty Swain, June 4, 2013 David Hewlett ’99 and Heather Amarel, August 17, 2013

Edward McNulty, Suzanne Foy’s son

Hitesh Dayal’s daughter Avni


Zak and Ellie McCarley Keiper ’95, a son, James Zachary, June 3, 2012 Damon and McLean Johnston Barbieri ’97, a son, James McClellan, May 30, 2013 Patrick and Suzanne Foy McNulty ’00, a son, Edward Paul, July 8, 2013 Kimberlyn Owens-Hughes ‘01 and Cristian Aguilar, a daughter, Sofia, May 19, 2013

Emma and Zoe Zagnoev, daughters of Jennie Shepard ’02

Rupal and Hitesh Dayal ’01, a daughter, Avni Kusum, March 21, 2013

Brad and Jennie Shepard Zagnoev ’02, two daughters, Emma Brooke and Zoe Lauren, August 14, 2013

Kathryn Tumen ’04 and Joe Gavin, September 7, 2013

In Memoriam

Lura Bird Bainbridge Brothers ‘64

Nathan Schine ’09 and Rachel Hagler, June 9, 2013

Mary Sue Vaughn Cheek ‘35

Langhorne King ’00 and Andrew Coleman June 15, 2013

Hermine Lowenstein Herzfeld ‘30 Fanny Gordon Davis ‘32

Catherine Vaughn Branch Dunneback ‘46 Murray Short ‘48

Emily Martin Duncan ’57

Sally Hitchcock Bumpous ‘61

Mirta Silberman ’69

(died December 16, 2008)

Polly Fields, former high school history teacher

Obituaries of most of these alumni are at

Please email or call Connie Culpepper at 615-321-8011 to share your thoughts on anything in this magazine.


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Events of Interest to Alumni September 26-27 October 11 October 22 October 24-26 November 10-11 November 19 December 21 January 8 January 9 January-March February 16

Fall Book Frenzy Boston Alumni Event Chicago Alumni Event Artclectic art show and sale with “Popclectic” National Alumni Board of Visitors at USN New York City Alumni Event Young Alumni Party & Alumni Basketball Game at USN Seattle Alumni Event San Francisco Alumni Event Evening Classes at USN Music Night

October 11 Boston Alumni Event hosted by Michael Puett ‘82

October 22 Chicago Alumni Event hosted by Nancy Proctor Bieschke ’95

April 10 April 11 April 12 April 13 May 14 May 25

All Alumni Party Alumni Art Show/ Tibbott Center Anniversary Class parties Reunion 2014 Class parties Alumni Golf led by Matt Lukach ’04 Convocation Commencement on the Peabody Green

November 19 NYC Alumni Event

January 8 Seattle Alumni Event

January 9 San Francisco Alumni Event

Fan us at Follow us on Twitter: @USN_PDS and @USN_Sports

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Nearly a Century of Great Teaching

2015 marks the centennial of the founding of Peabody Demonstration School, and we have begun to prepare to celebrate that milestone.

A big part of that celebration is telling the story of this remarkable school from its beginnings in the basement of the Jesup Psychology Building on the Peabody College campus.

We need your help to tell that story, because you were there in Miss Pitts’ garden, in José’s building, in the gym with Coach Matthews. You were on the wall across the street in 1975 and in the swimming pool in 1950. You sat with your friends on the Senior Steps or on the front steps. Perhaps you even carved something on those steps.

No matter—you have stories to tell. Please email Connie Culpepper at, call her at 615-321-8011, or write to her at 2000 Edgehill Avenue, Nashville, TN 37212.

If you have photos or memorabilia you’d like to share, please email or contact Connie Culpepper.

2000 Edgehill - Fall 2013  
2000 Edgehill - Fall 2013  

The Fall 2013 issue of University School of Nashville's alumni magazine, 2000 Edgehill