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PRINCETON MAGAZINE SEPTEMBER 2018

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CONTENTS

14 60

SEPTEMBER 2018

82 34 Q&A WITH WENDY KOPP

BOOK SCENE

Novel approaches to the college search

BY WENDY GREENBERG

How Princeton played a role in Teach For America and Teach For All

BY STUART MITCHNER 42

PRINCETON SPIRITS

GIRLS WHO CODE

BY TAYLOR SMITH

BUILDING A CHAMPIONSHIP CULTURE

Laying the groundwork for future female tech leaders

BY DONALD GILPIN

AD Pat Hobbs and Rutgers have big hopes in the Big Ten

FOUNDATION FOR LIFE

DESTINATION: NEW BRUNSWICK

BY ANNE LEVIN

Foundation Academies Charter School provides an education alternative in Trenton

BY WILLIAM UHL 70

THE EARTH IS CALLING BY ILENE DUBE

IT’S CIDER TIME!

Though not a memorial, Maya Lin’s newest works pay homage to Einstein and the Dinky

BY LAURIE PELLICHERO

Hard cider is making a comeback in New Jersey and New York 48

FASHION & DESIGN

A Well-Designed Life 92

ON THE COVER: Wendy Kopp, founder of Teach For America and Teach For All. Photo courtesy of Teach For All.

PRINCETON MAGAZINE SEPTEMBER 2018

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| FROM THE PUBLISHER It is truly special to live in a region that is so dedicated to education, both public and private. Certain polls list Princeton as the No. 1 university in the world, others list Lawrenceville as the top prep school in the nation, with Peddie in the top ten, and there is no doubt that Princeton Public Schools is one of the strongest districts in New Jersey. It is interesting to hear the very serious discussions, fortunately without rancor, over the school construction referendum designed to meet the needs of today’s students while also trying to minimize the financial impact on an understanding, but already tax-burdened, citizenry. Most importantly, whether for or against, you should vote! As you go through this Education issue of your magazine, you will be amazed at the new and interesting things going on right here in our backyard. To me, one of our most encouraging stories is Anne Levin’s “Foundation for Life.” It is about a terrific charter school in Trenton that just graduated its fifth class. The school, headed up by CEO Graig Weiss, is called Foundation Academies and has over 1,000 students with almost 100 percent of the graduates going on to college. This is the kind of positive energy that Trenton needs as it works its way toward its long overdue Renaissance under the new leadership of Mayor Reed Gusciora. Then there is our story “Girls Who Code,” by Taylor Smith, about a national nonprofit organization working to close the gender gap in technology and also change the nerdish image of a computer programmer. Over 90,000 girls are in the program and it is already being offered here at Princeton Public Library, Plainsboro Public Library, and a host of schools in the Bucks County area. Speaking of schools, take a look at the Q&As offered by many of the leading private schools in our region. If you are considering a private education for your children, reading these articles should be helpful. Incidentally, I heard recently at a private school convention that the Princeton area has more private schools per capita than any other area on the East Coast. Have you heard about Teach For America? It is a program that takes the brightest graduates directly out of college and puts them in schools in impoverished regions where teachers are sorely needed. I understand from friends whose children have applied for the teaching positions that it is extremely competitive and so popular with today’s generation that not everyone gets a job! Well, further to the point that Princeton is an education “capital,” Teach For America was originally put forth in the senior thesis of Wendy Kopp, Princeton Class of 1989, who went on to become the founder of this program nationally. Today Wendy, who graces this issue’s cover, is the head of Teach For All, a network of independent nonprofits looking to expand educational access across the globe. Read Wendy Greenberg’s story, “Ten Questions for Education Reformer Wendy Kopp,” and you will be really impressed by this amazing woman. Another amazing woman is the designer of the Vietnam War Memorial on the mall in Washington, D.C., Maya Lin — and she was only a student at Yale at the time! The Princeton campus will now have its own Maya Lin outdoor land sculpture at the Lewis Center for the Arts on University Place. As an architect, I enjoyed seeing Ilene Dube’s article come together as you will see the project come together, from Maya Lin’s drawings, to her scale model, to her field work, and then to the actual construction. The University has made a huge commitment to having remarkable artworks throughout the campus, and this latest work by a world famous landscape artist extends that commitment in a new direction. Congratulations Maya!

PRINCETON MAGAZINE SEPTEMBER 2018

COURTESY OF STUDIO HILLIER ARCHITECTURE

Dear Princeton Magazine readers,

With the opening of schools, football season is also here. Right up the road in New Brunswick, Rutgers University, Princeton’s rival in the “very first ever college football game,” is starting its fifth season in the Big Ten Conference. Rutgers Athletic Director Pat Hobbs is all about “Building a Championship Culture,” as Donald Gilpin writes in his story of hope for the Scarlet Knights and their place in the Big Ten. With the start of football, apple harvesting will soon follow, which means apple cider, and, with a little aging and a little fermenting, we have “hard” cider, which was apparently a favored drink of George Washington! “It’s Cider Time!” by Laurie Pellichero tells all about the rebirth of this early-American drink. If you are the parent of a rising high school senior, you might want to take a peek at Stuart Mitchner’s Book Scene, which features the top books on how and where to apply to college. These are helpful guidebooks for one of the most trying times in a young person’s life, not to mention their parents’ lives also. Happy reading from Lynn Adams Smith and myself!

Respectfully yours,

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Ten Questions for Education Reformer

Wendy Kopp

(AND HOW PRINCETON PLAYED A ROLE IN TEACH FOR AMERICA AND TEACH FOR ALL) PHOTOS COURTESY OF TEACH FOR ALL

Wendy Kopp, founder of the successful education access nonprofit organizations Teach For America, and more recently, Teach For All, was inspired by her time at Princeton University â&#x20AC;&#x201D; as a 1989 graduate of the Woodrow Wilson School of Public and International Affairs. She realized she had access to a good public and college education, but not everyone did. Since then, she has worked tirelessly to make a quality education accessible to all.

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PRINCETON MAGAZINE SEPTEMBER 2018

IMAGES COURTESY OF TEACH FOR ALL

Proud students with their diplomas in Manila, Philippines. Instagram by @ryanquisest.

Teach For All’s global network of partner organizations spans 48 countries on six continents.

er newest organization, Teach For All, is a global organization with the goal of eliminating educational inequity, tackling the complex challenges facing children in disadvantaged communities, and developing leaders to address the educational access problems. She has spent her adult life trying to ensure that all children are able to fulfill their potential. Kopp has written and published two books: One Day, All Children: The Unlikely Triumph of Teach For America and What I Learned Along the Way, released in 2001; and A Chance to Make History: What Works and What Doesn’t in Providing an Excellent Education for All, published in 2011. Princeton Magazine writer Wendy Greenberg asked Kopp about how Princeton University set her on her path in education, and about her life and work today. As a child in Texas, what was your own education like? Was there anything in your K-12 experience that ignited a passion for providing a quality education for all children? Or, in the culture at Princeton, which does not have an education major? My parents ran a small business and were determined to buy a house in a community in Dallas that was known for its public schools. And so I was lucky to attend a high school that was

Network partners are independent, locally led and governed organizations that share a common core purpose, approach, and commitment to the network’s core values when working together across borders.

always ranked as one of the best public schools in the country. Because of my secondary education as much as my Princeton education, I graduated from college feeling that the whole world was open to me. I was very conscious that I felt this freedom only because of the education I had access to. Meanwhile, while it would be impossible to see the depths of educational inequity at Princeton, I saw there that where kids are born does determine educational opportunity. My freshman year roommate was a brilliant first-generation college student from the South Bronx, and initially she struggled to meet the academic demands of our classes. We lived next door to a roomful of women who had gone to prep schools on the East Coast and referred to Princeton as a “cakewalk.” These experiences all came together to lead me to conclude that the most important thing I could do would be to devote myself to ensuring that all young people have access to an excellent education. You had said in a Daily Princetonian interview that a conference you organized alerted you to the many young people who wanted to teach in urban and rural areas (which was contrary to the prevailing attitude that young people were more selfish). Can you tell us a little about how that became your senior thesis and how you came to work with the late Marvin Bressler, chair of the Sociology Department?

Wendy Kopp (opposite) speaking with a new cohort of Teach For All Fellows in Ghana.

I organized a conference on education during my junior year, as part of the Foundation for Student Communication which published magazines and organized conferences to foster communication between today’s and tomorrow’s leaders. At that conference, student leaders from all over the country were saying they would jump at the chance to teach in urban and rural public schools if called upon to do so. This was the late 1980s, and our generation at the time was known as the Me Generation — supposedly we all just wanted to go work on Wall Street and make a lot of money. But I realized this would be different if we were recruited as aggressively to commit two years to teach in urban and rural public schools as we were being recruited to commit two years to work on Wall Street. I became obsessed with the difference this would make. In the short run, it would expand opportunity for kids growing up in urban and rural communities. In the long run, it would change the consciousness of our nation by changing the priorities, beliefs, and career trajectories of a generation. By the time I decided to propose this idea in my undergraduate thesis, all the advisers in the Woodrow Wilson School were committed to other students. Finally, someone sent me over to talk with Marvin Bressler, who was the chairman of the Sociology Department and a larger-than-life figure. SEPTEMBER 2018 PRINCETON MAGAZINE

| 15

When I shared my proposed topic with him, he said, “You can’t propose an advertising campaign for teachers as your senior thesis.” But he said that if I proposed mandatory national service, he’d be my adviser, because that was his lifelong passion. Having no real option, I said okay. He signed on as my adviser, and four weeks later I turned in “A Plan and Argument for the Creation of a National Teacher Corps.” I was pretty sure this wouldn’t go over too well, but in fact he loved it! He thought the thesis was great, but he also thought there was no way I was actually going to be able to start it. He told me I was absolutely delusional.

What is Teach For America’s most important contribution to society at this point? Leadership is the core of all solutions. Our biggest contribution has been channeling a diverse group of not just a few, but many of our nation’s most educated and capable young people into the arena of expanding opportunity for children in urban and rural communities, and developing their leadership. PHOTO COURTESY OF TEACH FOR ALL

Following your thesis, how did Teach For America actually get off the ground? What were the funding challenges? And what would you tell others about how to make an idea a reality? The day after I turned in my thesis, I boiled it down into a 30-page prospectus and sent it to 30 business executives – people quoted in articles on the topic of education, and others who led big companies I’d heard of. A few of those executives actually agreed to meet with me. One incredible executive at Mobil agreed to make a seed grant of $26,000, and the chair of the Business Roundtable, which had made a commitment to strengthening public education, gave me free office space in Manhattan. Still, it was slow going. I would send out 100 letters and just two people would agree to meet with me. But one thing led to another and by the end of the summer after my senior year I had met a lot of people – educators and potential donors. Virtually

everyone I met told me this was a great idea but that it wouldn’t work. They didn’t believe the college students would do it. This was the one thing I had reason to have confidence about, having just been a college student. So my plan became to show people that college students would do this. A few other recent grads had joined me, and we set out to find students at a diverse set of 100 campuses to spread the word through a grassroots campaign (flyers under doors, since there was no email back then!). About 2,500 people applied within four months. Fred Hechinger at The New York Times wrote a column about this, remarking at this incredible outpouring of idealism from the Me Generation. Supporters came out of the woodwork, inspired to help enable our generation to channel our energy in this direction. Donors committed the necessary funds, veteran urban and rural teachers clamored for the opportunity to train them, school districts agreed to hire them. So, one year after I graduated from college, I was looking out on an auditorium full of Teach For America’s first 500 corps members.

“Today l got the opportunity to visit the Krisan Refugee Camp in the Western Region of Ghana and was literally blown away by the power of community and diversity. These kids are brilliant and they’ve learned to live with each other though they come from more than 10 different countries on the continent,” said Doe Dotse of Teach For Ghana, on Instagram.

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PRINCETON MAGAZINE SEPTEMBER 2018

More than 50,000 young people have joined Teach For America over these last 30 years, and they haven’t left the work – 85 percent of 50,000 Teach For America alumni are still working full time to address these challenges, whether in education (two-thirds of them) or to take on some of the surrounding issues from sectors like policy and public health. And they’ve assumed real leadership roles in the fight for change — as veteran teachers, school principals, school district leaders and superintendents, social innovators, elected officials, and more. In part because of the energy, leadership, and entrepreneurship they’re contributing, we’re seeing student outcomes change across whole communities. Take Camden, for example. When Teach For America alumnus Paymon Rouhanifard assumed the superintendency there, as a recent New York Times article noted, “23 of the city’s 26 public schools were on the list of New Jersey’s worst performing, [and] eight are now.” Beyond Paymon’s extraordinary leadership, Teach For America alumni played significant roles in contributing to this progress. Five of the eight leadership team members in the district were Teach For America alumni, as were the leaders of functions including high school academics, human resources, restorative justice, and trauma-informed care. More than a quarter of all public-school principals in Camden — 10 of 38 — are Teach For America alumni. Paymon and his team embraced a collaborative approach: they engaged students, parents, and community stakeholders and developed partnerships with the mayor’s office and the local police department as well as a host of community organizations and companies. Together, they increased the district graduation rate from 49 percent to 70 percent while cutting the dropout rate from 21 percent to 12 percent and halving the suspension rate. Camden is one of so many examples of meaningful progress we’ve contributed to all across the country. What makes a good teacher? I’ve seen that truly transformative teachers operate like the most extraordinary leaders I know. They build relationships with students and families, work with them to set ambitious visions for the future, and go to all ends to overcome any obstacles in the way to achieving goals that will put them on a path to these visions. Teach For All is a global network of partner organizations committed to the principles of recruiting, training and developing, and placing participants, and accelerating the leadership of alumni. What was the seed of Teach For All, and where do you see it 10 years from now? About 12 years ago, I began meeting people all over the world who were interested in developing something like Teach For America in their countries. Ultimately, this led to the launch of Teach For All as a network of independent organizations all committed to galvanizing the rising generation of leaders in their countries to channel their energy towards ensuring all children fulfill their potential. I couldn’t have imagined then that a decade later

PHOTOS COURTESY OF TEACH FOR ALL

Changemakers in sneakers! Teach For America alum T. Morgan Dixon started GirlTrek, a health revolution to empower African American women and girls in the United States to lead healthy lives and become change agents in their communities.

there would be 48 network partners from Teach For India to Teach For Nigeria to Teach For Lebanon and Ensina Brasil. Two years ago we stepped back in a networkwide, inclusive process to consider our 25-year vision. We came together around an ambitious vision of whole communities in every part of the world that are enabling all their children to have the education, support, and opportunity to shape a better future for themselves and all of us. To get on a path to this, we’re focused on producing more extraordinary leaders, by growing our network particularly in low-income countries and supporting network partners to scale with quality. We’re also focused on supporting network partners to orient towards a broader set of outcomes for children, so that the educators we’re developing are growing students as leaders with the competencies, awareness, agency, and dispositions to navigate a turbulent economy and solve increasingly complex problems with empathy and compassion. Finally, we’re focused on enabling these locally-rooted leaders to learn from each other across borders, in order to accelerate progress. You recently visited Armenia, which is just one of the 48 countries in the Teach For All network. What hope did the trip give you for the future of education reform? Teach For Armenia has been attracting some of Armenia’s most promising recent graduates, half of whom themselves grew up in the rural communities where they work. These fellows are so inspiring

From a programming language group, to a robotics laboratory, to plans for a regional ArtsakhTechExpo, Teach For Armenia fellow Ara Harutyunyan is working hard to bring technology into his classroom.

— they’re throwing themselves into extremely under-resourced, economically depressed, remote contexts and working to put their students on a path to developing their economies and becoming the teachers and educators who will shape a better future! Their deep immersion in their communities and commitment to fostering students’ leadership were so inspiring to see. Describe a typical work day for Wendy Kopp. I’m not sure there’s a typical day, but wherever in the world I happen to be I’m typically up early to respond to emails and go for a run. Much of my day is spent in meetings, whether in-person or by video, which are either about getting on a path to realizing our vision or securing the resources we need to keep going! My favorite working days are the ones I get to spend out in the field — visiting the network partners and their teachers, alumni, and community partners and learning from their innovations. As the spouse of another successful education reformer, raising four children in New York City, what do you make sure is happening in your own children’s education? One thing we keep realizing — in our work and at home — is that society often underestimates kids. They’re capable of so much more than we realize. I’m not sure we always succeed, of course, but we try to meet our own kids with high expectations and give them the space and autonomy to explore their interests and find their way. I also feel so fortunate to be able to expose my kids to my own work. I just

returned from visits to Teach For Ghana and Teach For Nigeria and took my 14-year-old son along. He was simply amazed by the extent of the needs these organizations are addressing, by the brilliance and commitment of their fellows. He told me he’ll never see the world the same way. What a gift to be able to have this exposure at this age! What do you want readers to know about Teach For All, education reform, and access? How can they help? How can the average person get involved? A quarter of Princeton residents were born outside the United States, so odds are that many of your readers have a personal connection with one of our network organizations. Check out our network partners (https://teachforall.org/network-partners) and learn about the locally-led, globally-informed movements they’re working to build to ensure that young people are equipped to shape a better future for all of us! Social entrepreneurs don’t receive nearly the support that for-profit entrepreneurs do, so I always encourage people interested in our work to consider supporting them, especially those in low-income countries. Readers can also follow us on social media (Teach For All is @TeachForAll, and I’m at @WendyKopp) to stay up-to-date on our efforts and find out more about how to get involved.

SEPTEMBER 2018 PRINCETON MAGAZINE

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Q&A with Dr. Ronah Harris,

AP Psychology and US Computer Science Teacher, Stuart Country Day School of the Sacred Heart

Q&A with Alicia Testa,

US Computer Science Teacher and Coordinator of STEM and Stuart Institute of Finance and Economics (SIFE)

Interviews by Taylor Smith

PHOTOGRAPHS COURTESY OF STUART COUNTRY DAY SCHOOL OF THE SACRED HEART

Describe your educational background and what led you to Stuart Country Day School? I have my doctorate in technology and learning, from Teachers College, Columbia University. Here at Stuart, I am able to apply my educational background and my academic research, which included topics on how we use technology to expand our creativity, and innovative thinking, into the work I do here at Stuart supporting high school students. The girls at Stuart are college bound, and in addition to learning context, the skills I integrate into my courses are grounding students with learning theories, ideas about how to make products, and the design thinking process. Why is it significant to combine and teach the fields of art, craft, design, and technology to young women? The intersection of technology, art, craft and design will set the stage for our future innovations. In so many ways these topics have already driven traditional product development (automotive, consumer and communication devices, the internet), and will lead to inventions in fields that are just emerging such as 3D printing, robotics, nanotech, and AR/VR. Young women are poised to offer a new perspective to these fields. Crafting and design in particular enhance fine motor skills, dynamic multidimensional thinking, and problem solving and are present in the arts, crafts, and design disciplines. While we have tended to diminish the value of these traditional skills (sewing, metal, wood, etc.), while highlighting the other academic skills, I can see that we have to find a balance. I have found the closest approaches in the tenets espoused in the maker education movement — and in that space, as with most of technology, women are not leading the conversation. I want to see that change. I want my emergency room doctor to know about my aliments (the content), and to sew great stiches (a tangible skill). But I also see the same skills translating into the design of amazing prosthetics, and other augmented and digital products. The traditional crafts and arts are as important as learning computer science and other new technologies.

Describe your role at Stuart and give an example of some of the classes that you typically teach. My role of STEM/SIFE coordinator allows me to collaborate with teachers to infuse STEM, finance, and economics into the curriculum. As one of the three technology innovation specialists at Stuart, I work with the Upper School to integrate technology. Also, I teach computer science in the Upper School. My classes include Robotics, Design of Emerging Technologies, and AP Computer Science Principles. Design of Emerging Technologies is a projectbased class where students utilize design thinking to build their own creation using programming, a microcontroller, and sensors. Students have created touch panels that work with LED boards, balls that record their velocity, virtual reality applications, and even built a piano staircase. What does the MakerSpace look like, and what types of projects can Stuart girls accomplish there? The MakerSpace allows students and teachers across all grades to collaborate, innovate, and be creative with projects in all curriculums. Students utilize their knowledge, creativity, and artistic talents. Whether it is 3D printing, laser engraving/cutting, or coding, students build and prototype. Third-graders have designed butterflies in science; Middle Schoolers have built places of worship for theology. The Upper School students have created paper dolls based on Pride and Prejudice, 3D printed skulls for Día de Muertos celebrations in Spanish, sewed oceanography quilt panels, programmed animations for biology, created stickers or buttons for Social Justice projects, and built lamps that cast different shadows for Honors Photography. How are your students better prepared for continued STEM study at the college level and beyond once they graduate from Stuart? Our students have continually reported being extremely prepared for their STEM classes. They have a strong understanding of the material and can balance the workload. Students have indicated that they were more aware of newer technology thanks to the MakerSpace. As a faculty, we work hard to stay up to date with the latest research and best practices. We give students experiences that build confidence, utilize creativity, and encourage independent thinking. My colleagues and I try to lead by example and take risks with our own learning as we build an amazing community that fosters the whole child. Former students report feeling well prepared for all fields based on their education at Stuart. We aim to build resilience that will prepare them to face each and every endeavor. Stuart is an amazing place that fosters creativity, education, and leadership in each individual student.

Discuss your efforts towards diversity in technology as it relates to your work at Stuart. I have always thought that our humanity has many challenges. From global climate changes, to our needs for a very growing and aging population, or needs for more renewable resources — we have a lot of problems to solve. I believe that we cannot afford to lose one voice, or one person, who can contribute to solving these issues. Diversity to me is about ensuring that all possibilities are explored and that we don’t overlook the potential for the next Nikola Tesla or Albert Einstein to participate in bettering our human condition. We throw away potential genius through institutional hurdles, and cultural barriers. We tend to ignore those who do not fit the ideal caricature of those who we feel should be an inventor, or scientist, or genius. There is greatness in all parts of our society and we cannot afford to overlook those potential contributors because they come from poverty, are born a female, or look other than what we have historically seen in the media. SEPTEMBER 2018 PRINCETON MAGAZINE

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<h1>Laying the Groundwork for Future Female Tech Leaders</h1> <h2>By Taylor_Smith Photos courtesy of Girls Who Code</h2>

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PRINCETON MAGAZINE SEPTEMBER 2018

{

“Girls Who Code was founded with a single mission: to close the gender gap in technology.”

SEPTEMBER 2018 PRINCETON MAGAZINE

}

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<G>

irls Who Code was founded by Reshma Saujani six years ago with the aim of closing the gender gap in computing classes in schools across the nation. Girls Who Code is now 90,000 strong in all 50 states, building the largest pipeline of future female engineers in the United States. Its Clubs Program, Campus Program, and Summer Immersion Program help to create accessible pathways for Girls Who Code alumni to enter into university and workforce computing programs. The organization also offers continued learning opportunities for Girls Who Code alumni to enhance their professional computer science skills. Saujani’s original vision for the nonprofit organization has proved to be effective. Girls Who Code alumni are entering higher education and choosing to major in computer science or related fields “at a rate of 15 times the national average,” according to the organization’s website, www. girlswhocode.com. Even more noteworthy, “African American and Latina alumni are choosing to major in computer science or related fields at a rate of 16 times the national average.” Jack Dorsey, co-founder and CEO of Square and Twitter, says, “diversity and inclusiveness are essential in every industry, and they are critical in tech. Building companies that are as diverse as the people who rely on our products is not only the right thing to do, it is good business. Girls Who Code helps us to create a stronger community around girls and women that will empower the next generation to be leaders in technology.” The community created by the Girls Who Code programs aims to build a supportive sisterhood of young students and alumni who are better prepared to meet the demands of computing job opportunities. Statistics show that while tech jobs are among the fastest growing in the country, girls are falling behind. “While interest in computer science ebbs over time, the biggest drop off happens between the ages of 13-17,” as noted on girlswhocode.com. Leslie Landis, a student from New York City who participated in Girls Who Code, says, “Before Girls Who Code, I never saw myself as a coder or an engineer. Girls Who Code gave me not just valuable coding skills,

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but a valuable opportunity to see myself in a whole new way. Now, I see myself as someone who can take on a big industry regardless of the gender gap. I am a more able, confident, and ambitious girl with big dreams and I want to share that with everyone around the world.” The Clubs Program is organized by grade. Groupings are usually girls in grades three to five and six through 12. According to Girls Who Code website, the Three-Five Clubs can be run entirely unplugged, with optional online aspects. The curriculum has girls read and discuss a nonfiction book, Girls Who Code: Learn to Code and Change the World. They then work together to complete thematically-related challenges. Princeton Public Library has teamed up with the Princeton High School division of Girls Who Code, hosting bi-monthly meetings in their second floor Technology Center. The group is open to elementary through high school students from all area Princeton schools with an emphasis on early conceptual programming and inclusivity. Meeting dates, times, and scheduling are posted at princetonlibrary.org. Arta Szatharmy, a Girls Who Code educator, believes that the program is particularly impactful for middle school-aged girls. Szatharmy facilitates programs in the Bucks County region and frequently utilizes the facilities at Bucks County Community College. As a retired teacher, Szatharmy has taught both high school- and college-aged students but emphasizes that girls ages 10-14, “haven’t yet made up their minds whether they want to pursue STEM fields or computer programming. In this sense, they are like sponges and soak up the Girls Who Code curriculum rapidly.” Szatharmy notes, “Girls Who Code addresses girls who are homeschooled, as well.” Under her tutelage, young girls have learned to program a robot and how to write a game for a skyscraper in Philadelphia. Liz Palena, a youth services librarian at Plainsboro Public Library, recently initiated a local Central New Jersey Chapter of Girls Who Code for grades three to six and seven to 12. The afterschool programs will include 12 sessions over the course of three months, meeting once per week at Plainsboro Public Library. Personal laptops are not required for attendance as girls will have full access to the library’s many computers. Thanks in part

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to Palena’s efforts, as well as the current director, Plainsboro Public Library will be receiving an additional 10 new laptops and three 3D printers. Girls Who Code afterschool programs are entirely free to attend. Palena says, “it’s important to introduce elementary- and middle schoolaged girls to computer coding in order to let them know that this is an option.” “What people also don’t realize is that coding can serve as a creative outlet,” she adds. Girls have used their computer coding skills and applied them to everything from fashion design to the fine arts and art installations.” When asked about outreach, Palena says she mainly worked with school librarians at the local Plainsboro public elementary, middle, and high schools. She notes that STEM education is a particularly important part of the culture at the Plainsboro public schools, having gone through the system herself. “Back then, I was one of four girls on the school’s robotics teams. It’s since changed a lot. The Plainsboro teachers are really pushing for boys and girls to get equally involved in STEM activities.” Palena will be following and closely leading the Girls Who Code curriculum over the course of the three months beginning this September.

Amazingly, she also balances her full-time job commitments at Plainsboro Public Library with completing her graduate degree in information science at Rutgers University. “I started out teaching after finishing my undergraduate degree, but found that I wasn’t connecting with students in the ways that I had hoped,” she says. “I had always worked in the school library when I was in college and Plainsboro Public Library is my hometown library and that seemed like a better fit. As a librarian, I was obtaining the level of outreach with young people that I had strived for as a teacher.” But boys don’t have to miss out on all the fun! For example, Plainsboro Public Library offers a very popular Junior Engineer Club. This September, the club will be using the 3D printers for the Annual Egg Drop Off. Boys and girls will use the printers to build a wellengineered cage to hold one egg. The cages will then be dropped off the roof of the Plainsboro Public Library. The winning design will keep the egg perfectly intact. To find a Girls Who Code Club and/or campus activities in your area, visit www.girlswhocode.com/locations. Learn to code, have fun, and join the sisterhood!

The Hill School the family boarding school Join us FOR AN ADMISSION OPEN HOUSE Saturday, October 20, 9 a.m. The Hill School Center For The Arts 760 Beech Street | Pottstown, Pennsylvania 19464

RSVP: www.thehill.org/FallOpenHouse

Contact: Kim Marburger | 610-326-1000, ext. 7252 | kmarburger@thehill.org

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Q/A with Chantra Reinman, Assistant Head of School and Director of The Lewis Clinic, The Lewis School of Princeton Interview by Laurie Pellichero

Describe the mission and campus of The Lewis School of Princeton. Like the town of Princeton, The Lewis School is both traditional and progressive. We are housed in a 100-year-old mansion, but our learning canvas is the town. We’ve visited Princeton Plasma Physics Lab to advance our STEM program, and we’ve hosted artistic events at various locations in Princeton. We use the YMCA for our physical education classes and Princeton University gym for our athletics programs. We also use the many cafes and ice cream parlors for special celebrations in our Lewis Community! When Marsha Gaynor Lewis founded The Lewis School in 1973, her mission was “to educate and empower bright young people whose scholastic achievement and human potential are compromised by unresolved, language-based learning differences related to dyslexia, ADHD, auditory processing, and executive functioning.” For 45 years, that is exactly what we have done. Through our unique approach to teaching and learning, we realize the gifts and great promise of our children. What is your role at the school and what is your history there? Over 15 years, I have had many roles at The Lewis School. I was a teacher, a master learning therapist, senior test administrator, and head of the Upper School. I was also a dance instructor and the choir director. In 2012, I went on a five-year sabbatical to return to my roots of international education. With Marsha Lewis’s permission, I used the Lewis approach in Indonesia and Ghana. I integrated the Lewis multisensory mechanics of language instruction into the international curriculum and was able to marry it successfully to the framework of the rigorous International Baccalaureate program. Last year, I returned to The Lewis School as director of The Lewis Clinic. This year, I am honored to take on the leadership role of assistant head of school. Throughout all of my years in education, I have believed in the mission and vision of this school. Optimal learning happens when a teacher addresses a child’s specific learning strengths and needs, and finds ways of integrating learning how to learn into every lesson without sacrificing the content of the lesson itself. When the mechanics of learning to learn are addressed, children are free to be the creative explorers they were always meant to be. We believe in the potential of every child. Not only have you taught internationally, you have also been raised in different parts of the world. How does that inform your work at The Lewis School? I was born in Thailand, but every part of the world has contributed to who I am as a person and as an educator. I learned English in the Soviet Union, and spent my formative years in Iran, Austria, and Switzerland. But it’s not just a global perspective that I bring to The Lewis School. My background informs my educational philosophy, and that, in turn, informs my work. I was 10 years old when I found myself navigating the twin perils of fifth grade and the Islamic Revolution in Iran. I was a student in Tehran during a time when the city — indeed, the country — was in turmoil. By November of 1979, holding

classes at the school was so perilous that a Persian businessman offered us the use of his basement for our classes. One day in mid-December, we were huddled together attempting to learn math when we heard pounding on the door above us. My three teachers told us in no uncertain terms to be quiet and then went upstairs to see what was the matter. Moments later, we heard noises of a scuffle. A classmate crept up to see what was happening and then barreled down to report that there were men with guns in the stairwell. My best friend and I clutched each other’s hands and closed our eyes. We all did as we were told: we were quiet. And then, loud and clear, Mr. Barlag’s voice boomed above us: “You have to get through us before you can get to these children.” After a long, tense silence, we heard the door close. Then, the teachers came back down the stairs and calmly continued with the lesson. From that moment, I knew one thing: I wanted to be a Mr. Barlag. Now, over 30 years later, I’ve come to understand that protecting a child is not just a matter of shielding him from bullets. Ultimately, protecting a child means ensuring that he is given options that allow him to believe in his own self-worth and to discover the path that will help him realize his true potential. That is the work of The Lewis School. Describe your time as a teacher in Ghana, West Africa, and how it relates to The Lewis School’s commitment to community service and philanthropy. My time in Ghana taught me two things: The first is that The Lewis Approach allows children to succeed in both specialized and mainstream environments; and the second is that for community service to truly be meaningful, it must be connected to what students are learning. As head of the English Department and member of the Curriculum Council, I taught language and literature to students from all over the world. When I taught my sixth graders Linda Sue Park’s A Long Walk to Water, I integrated the study of literature with service learning. The water crisis described in the book was made real to students when we went to Nima, a slum community a mere 15 minutes away from the school. They may not be old enough to solve the water crisis, but they were old enough to advocate for those whom they met but who have no voice. At The Lewis School, both teachers and students are empowered to serve — and to serve in ways both big and small. While we have launched student-led initiatives like collecting mosquito netting, we have also served by singing with nursing home residents. At the heart of all service is the recognition and elevation of human dignity. Are there any new programs at The Lewis School this fall? Our programs are as rich and varied as the creativity of our teachers. We continue to excite the imagination with science, art, mathematics, and literature, and engage the thinker in history, music, athletics, and creative writing. Additional programs are offered in Speech and Language, College PREP, and after-school tutorials. With each class, we reinforce 21st century skills of collaboration, creativity, and communication, while honing in the timeless skills of reading, writing, and organization. SEPTEMBER 2018 PRINCETON MAGAZINE

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What is the history of the Chapin School and where is it located? Chapin School was founded by Francis Chapin, a woman dedicated to educating children. In the beginning, she taught reading in her home at 23 Chambers Street, Princeton. Francis Chapin’s contribution as an educator in the Princeton community grew, and so did school enrollment. In 1958, Chapin School moved to its current location at 4101 Princeton Pike. This location offered Chapin students exceptional options for learning then and it continues to do so today. Chapin proudly fulfills its mission to provide a richlytextured education that inspires academic achievement and builds strength of character. What grades does Chapin School serve and what are the academic and developmental advantages of this decision? Chapin School is an age three through grade eight, co-educational, independent, learning community. The wonderful benefit of the Chapin experience is that elementary and middle school students have the opportunity to be the leaders, “top dogs,” of their community. They are empowered to lead without the pressure of emulating older high school students. Our students are met with engaging, age-appropriate experiences that challenge them: to think critically and expansively, to work collaboratively in diverse groups, and to reach beyond comfort zones. These experiences occur in an encouraging, supportive environment where students “grow up” at their own pace, building confidence each step of the way. Explain the meaning behind Chapin’s five virtues. Chapin’s five virtues are the foundations of leadership: Respect, Responsibility, Honesty, Kindness, and Perseverance. Our virtues are community norms that are woven into every aspect of student life. We know that the demonstration of these characteristics prepares our students well to be good citizens in the classroom and in life.

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Interview by Taylor Smith

Name some of the local and regional high schools where Chapin students frequently matriculate. As an age three through grade eight school, we have the opportunity and responsibility of preparing students to contribute to high school communities as confident leaders and inquisitive learners. Our focus is not limited to a particular high school experience or curriculum, but rather giving our students the tools (critical thinking, social engagement, confidence) to be successful at any high school. Through a robust secondary school guidance process, Chapin students have choices both here in New Jersey and farther afield. In recent years, they have matriculated into The Hun School, The Lawrenceville School, Peddie School, The Pennington School, and Deerfield Academy, to name a few. What steps should prospective families and students take to learn more about life at Chapin? We know that choosing a school for your child is an important investment of resources, both in time and finances. Our application process is intended to give you an opportunity to learn about Chapin and consider the benefits of your family joining our community. The very best way to get to know Chapin is to visit. Our admission events or private tours allow you to see the interactions and everyday experiences that make the difference in a child’s learning. Scheduling a visit is just a phone call away. Current Chapin students and Chapin alumni are also excellent resources. If you know one, ask them about their Chapin experience. We share admission decisions on March 10, so we encourage prospective families to complete their application process by January 15.

PHOTOGRAPHS COURTESY OF CHAPIN SCHOOL

Q&A with Christy Welborne, Director of Admission & Enrollment at Chapin School

Q&A with Ryan Lilienthal, Middle School Art Teacher, Princeton Academy of the Sacred Heart Interview by Taylor Smith

PHOTOGRAPHS COURTESY OF PRINCETON ACADEMY OF THE SACRED HEART

What subject matter do you teach at Princeton Academy of the Sacred Heart and what initially attracted you to the school? I teach Middle School art at Princeton Academy of the Sacred Heart, which includes grades 5 through 8. I first learned about Princeton Academy as the parent of a prospective student over nine years ago. My wife and I were looking for a school that prioritized individualized attention while embracing each student as part of a community. We were particularly concerned about our middle son, who didn’t receive teacher attention as a quiet and well-behaved student. As parents of boys, we wondered whether an all-boys environment would resonate with our son’s personality. So, we took the plunge. Within a short period, our son transformed from the boy in the background at his earlier school, to a Princeton Academy student, who, like the other students, confidently participated in the full range of school activities including assemblies, which at times involved speaking as a second grader in front of the entire Lower School. This set the pace for his entire Princeton Academy experience where he found his footing, particularly in musical drama. He graduated one year ago, and, as a student at Princeton High School, has independently sought out singing and acting opportunities through off-Broadway youth programs in New York City and in summer programs, where he’s been fortunate enough to have leading roles. The presence and poise he projects on stage reflect the person Princeton Academy helped him to become. It is this personal experience as a parent that attracted me to the Princeton Academy community as an educator. Describe your career prior to entering the world of teaching. For the past 25 years, I have worked professionally in the public policy and legal worlds. I believe the crux of my responsibilities in these worlds, and certainly the function I have enjoyed most, is teaching. To be sure, I had intended to become a teacher out of college but followed a unique opportunity that took me to Washington, D.C. and into the work of social justice. Remarkably enough, it is my passion for visual art that has brought me full circle. A friend, knowing my passion for painting, which stems from the many fine art courses I have taken over the years (including the numerous ones at The Boston Museum School I took while a religious studies major at Tufts University), introduced me to local Princeton artist, Heather Barros, who taught night classes for adults at, of all places, Princeton Academy. Heather, a gifted painter and teacher, first welcomed me as a student, and then as a squatter by carving out some of her studio space for me to use. As I began to spend more time painting (and less lawyering) with a growing number of commissions, I eventually rented my own studio from Princeton Academy — a convenient location for

a Princeton Academy parent. When Gail Morford, who built the Art Program at Princeton Academy, retired last winter, I threw my hat in the ring and applied for the new opening. Why are the visual arts such a key element to the development of Princeton Academy boys’ learning experience? In my view, the visual arts program nurtures, among other traits, a student’s attention to see, to imagine, and to express. These qualities mirror Princeton Academy’s objective to cultivate creative, compassionate, and courageous young men. It may seem obvious, but an essential purpose of visual arts is to see. So often we make assumptions about what we are looking at. In art, we challenge students to carefully and honestly look at a subject. The process can be uniquely meditative and through drawing, painting or sculpting, we develop skills to see a subject for what it is and look beyond our assumptions. This quality equally applies to the development of compassion, seeing the fullness of others, and appreciating their unique experience. Imagination, of course, is a cornerstone of the creative arts and is what allows us to grow as innovators. Expression involves taking risks and courage to share with the world outside of ourselves something that comes from within. In this context, art can provide an environment that welcomes failure, which is a cornerstone of risk-taking and personal growth.

defines design thinking as “a way of solving problems that encourages positive risk-taking and creativity.” The L.A.U.N.C.H. cycle described in the book lays out a process in which students actively engage in developing the program of their own learning, as creators and not just consumers of educational content (and context). This approach presents a huge opportunity to transform the art experience into a maker experience. In practical terms, this means identifying the skills students want or need to learn to problem-solve in response to a prompt, rather than just being taught skills out of context. In what ways is Princeton Academy of the Sacred Heart pushing the definitions of visual arts and graphic design? In the spirit of design thinking, and with the intent to develop an environment that cultivates seeing, imagination, and expression, Princeton Academy’s Art Program is more than just learning fine art or visual art skills, but about creating a space where students can explore tools of visual art and communication as vehicles for understanding the world around them. In turn, our hope is that they will use their creativity, compassion, and courage to make the world a better place.

Give some examples of the ways in which the visual arts translate to other subject matters? The same type of welcoming environment Princeton Academy builds for its boys, it also builds for its faculty. This is reflected in the faculty’s collaborative spirit. No sooner had I hit the ground running as a new teacher that I also found myself part of a collaborative team including the Middle School science teacher and curriculum coordinator, the director of technology, and the Lower School art and makerspace teacher. Just as we’ve been working together to synthesize and expand our art and technology curriculum, I have also been collaborating with other teachers to use Princeton Academy’s Art Program to amplify teaching content in other areas such as science and social studies. For example, students may build Rube Goldberg devices in art as part of understanding energy transfer being taught in science. In addition, students may use filmmaking as part of exploring historical narrative in social studies. How does “design thinking” shape your curriculum? One current teaching innovation is reflected in “design thinking” trends. A fairly recent and seminal book, LAUNCH: Using Design Thinking to Boost Creativity and Bring Out The Maker in Every Student, by John Spencer and A.J. Julian (2016), SEPTEMBER 2018 PRINCETON MAGAZINE

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Q&A with Jason Park, Department Chair, 5th-12th Grade Science, Princeton Day School

What are some examples of changes in science curriculum at PDS? As a team, we’re transforming the science program experience for students across grades, with inquiry-based, applied science curricula designed to help students tap into their interests and passions as they build a framework to understand science and apply it. New and redesigned courses include: a STEAMINAR for all 9th graders; a new Upper School robotics and information processing elective; an 8th grade physical science curriculum with inquiry-based

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and constructivist approaches to applying physics principles and chemistry; a 6th grade life science curriculum animated by an advanced level of student-inspired garden research projects; and the redesigned 5th grade science curriculum focused on innovation experiences. In the Lower School, every grade delved into a seven-week STEAM elective last year, and this year we’re asking homeroom teachers to thematically connect more of their existing curriculum to innovation projects. New initiatives and scheduling are coming out of our Innovation for Impact Task Force that will bring all grades into the maker space. How would you describe the impact of this reinvigorated science approach on students? What we’ve seen is how much this approach allows students to engage as true scientists – students are the ones looking for patterns, asking questions about data, and reflecting on observations, rather than us as teachers delineating the patterns, questions, and conclusions to draw. We find that kids love to engage when they are owners of their own knowledge. A key program aspiration we achieved last year is a capstone opportunity designed for the most passionate Upper School science students: an intensive in-class and in-thefield research experience, PDS’s REx (Research Experience) program, developed and directed by Upper School science teacher Dr. Carrie Norin. Through REx, our highest-level science students have tangible experience in real-world academic research labs and also find applications for what they’re learning in the classroom that goes beyond what’s reflected in the AP test. This junior year course involves independent classroom study for each student to develop lines of inquiry and research, identify summer lab possibilities, reach out to labs, and secure summer internships to pursue their work begun at PDS. A big component is about developing self-reliance, self-advocacy, and interpersonal skills – starting with how to broach their research questions and leading to their requests for consideration to intern with researchers working in labs that are on the leading edge in their fields. As someone with deep experience of scientific research labs, Carrie helps guide them through the inquiry process – how do we make sense of some of these conclusions? How do we gain knowledge of their methodologies? And where Carrie’s areas of scientific expertise ends, there are others on the PDS science team with other skills, many at the Ph.D. and medical professional level – civil engineering, chemical engineering, organic chemistry, to name a few. We also advise on possibilities in the professional community to go to for expertise beyond PDS. When the students go into real-world labs for their summer internships, their scientific learning curve grows exponentially. The learning they’re doing beyond the science is also substantial – interacting with diverse team members across age groups and styles, navigating public transportation in new cities, acclimating to dorm or apartment life, and more. This fall, as seniors, they will deliver their final presentations as we launch this year’s new group of junior Rex participants.

How do new programs like REx inspire and challenge PDS teachers? For PDS at large, the program clarifies our mission and helps shape what we do because it helps us see the rest of the curriculum as it relates to this kind of pinnacle experience. We’re fortunate at PDS that there’s an entrepreneurial, R&D spirit where teachers feel the freedom to break new ground to enhance programs and methods. We have so many veteran faculty with deep experiences and skillsets who want to continue learning skills and exploring passions. What we’re doing parallels what we’re asking the kids to do. Our leadership expects that of us, pushes us toward it, and encourages and supports our development. Our Innovation for Impact Task Force came out of this collective desire to maximize student engagement in science, technology, math, and engineering experiences. Building off PDS’s core values, we’re not just innovating for innovation’s sake, we’re pursuing innovation for real-world problem-solving. And we’re using a variety of tools — from microprocessors to 3D printing and maker-space resources, to coding and app development. Across academic disciplines, we want PDS kids to learn skills in the context of solving specific challenges. In the humanities, for example, innovation ideas abound that look to the past as they connect to present-day problem-solving; and in math, innovation and design is being applied to real-world issues. In foreign language, faculty are looking at ways to engage students through innovation-based explorations. Our goal is for each grade level to experience the innovation space across a spectrum of academic disciplines by the 2020 school year. At PDS, there’s agreement that for a growth mindset to be realized, it has to be lived. Going through the process of iterating, revising, benchmarking, designing, and redesigning benefits our faculty tremendously along with every student at PDS.

PHOTOS COURTESY OF MICHAEL BRANSCOM

What fueled your passion to rework the science curriculum at Princeton Day School? While chair of the science department at a New Jersey boarding school, I connected with the highly regarded interim head of the science department at PDS, Dr. Leon (Lee) Rosenberg, to talk about what our science departments were doing and see if we could start a larger conversation about the future of science education in our respective schools. Two years ago, I joined PDS because I strongly connected with the School’s commitment to teaching students how to use content to innovate, experiment, and ask the right questions. Moreover, it was clear that PDS was truly positioning itself to make elevated moves in the quality of science education through the development of a STEAM initiative and dedicated STEAM space. Another key factor was the alignment and support of the Head of School, Paul Stellato, the Board, the science faculty, and the community, all of whom wanted to look at the science program at PDS in a thoughtful, reflective way to best prepare students for the future. Another big draw I observed was the open and accepting nature of student and teacher interactions. It’s very clear that PDS is an environment that embraces people for being individuals and gives each community member the space to flourish and really delve into who you are and can be. The philosophy that Lee and I championed launched a thorough self-assessment process and drove the evolution in PDS’s science approach. Some key results have emerged: One was alignment, both vertically and horizontally. Not every school has a PreK-12 program in one place, like PDS, and this distinct physical advantage allowed us to create a thoughtful, visible curriculum that could build from Lower through Upper School. It also helped us more easily ensure that the students’ experience across any grade would be comparable and consistent. Another goal was to define the STEAM initiative, and a big component in achieving that goal was assembling the best team. We had a unique opportunity to focus on adding several new members with similar values and approaches toward science education who also brought a range of different strengths, skillsets, and experiences, totaling about 40 percent of the science department over the past few years. The chemistry – pun intended – has been pretty good!

PHOTOGRAPHS COURTESY OF THE WILBERFORCE SCHOOL

Q&A with Cindy Willett, Physics and Math Teacher at The Wilberforce School

Describe your work and educational background before your entrance into teaching. Immediately after receiving my undergraduate degree in computer science, I started working on ground system processing and satellite computer designs for the Strategic Defense Initiative (SDI) in Colorado in the late 1980s. While working on various space-related projects, I fell in love with designing satellites, but I wanted to work on remote sensing systems in the earth sciences. After working in defense contracting for five years, I moved to England to study ocean physics and satellite oceanography at the University of Southampton. After many adventures on the English Channel, I came back to complete my PhD under Dr. George Born at the Colorado Center for Astrodynamics Research (CCAR), using satellites to study ocean physics funded by NASA. Ironically, after graduating, I went back to work on a Navy satellite that uses radar altimetry to measure the ocean’s sea surface height. Finally, when The Wilberforce School started their high school in 2014, they needed someone who could teach physics and had experience using MATLAB (Matrix Laboratory Programing). My daughter was attending the Wilberforce lower school at the time, which is how they knew of me, and they asked if I would consider teaching at the high school since I had studied physics (oceanic and atmospheric), and I had experience with MATLAB. What is MATLAB, how is it used in physics and math class, and how do some of your recent students use it in physics projects? MATLAB (short for MATrix LABoratory) is a programming language that runs on a laptop, and it is frequently used in industry and academics for numerical computation and analysis. For example, I used it in graduate school to analyze ocean basin waves, oceanatmospheric boundary interactions, sea surface temperature, and sea surface height. Students in the first three months of their junior year learn how to use MATLAB to solve physics problems and animate physics environments. MATLAB enables students to see and experience the integration of physics and calculus. This especially helps the students who are more visual learners. Students continue to program in MATLAB in their second year of physics, and they also use it in their second year of calculus to help graph and visualize multiple solutions of differential equations and linear algebra. Examples of three vastly different final junior physics projects that used MATLAB to study physics concepts chosen by the student include interfacing MATLAB with a homebuilt sonar for a student who loves to fish, building a music tuner based on the shape of a sound wave by students who are in a rock band together, and a study of air drag on the shape of a rocket by students interested in aerospace engineering. In what ways do you see your teaching role as that of a student or career advisor? The experiences that I had before teaching at Wilberforce help me to weave stories about computer science, aerospace engineering, oceanography, and atmospheric physics

Interview by Taylor Smith

throughout my lesson plan. As students hear more about the connections between math, physics, and these different fields that I get excited about, they are more motivated to engage with the material in the classroom. The classroom stories also help the students who are unsure of what they want to do, and a particular story may spark an interest in any one of these fields. I have learned, over the past three years of teaching, that exposing students to how I have used these subjects throughout my career and why I am enthusiastic is as important as teaching the fundamentals. Conversations about potential career paths or university choices are a natural product of these stories, once students realize they are able to master the fundamental material. Describe the history and philosophy behind the Trinity curriculum and how it is used to shape your yearly coursework. The high school Trinity curriculum was developed by two engineering professors at Notre Dame University who wanted to help students truly understand the why behind what they are learning in all subjects. In this curriculum, the goal is to elevate math and science to the same standards as the humanities within a classical Christian framework; thus, every student takes calculus and physics in their junior and senior years. At Wilberforce, our philosophy is ‘A Community of Learners’ built on the scaffolding of the Trinity curriculum. Students seem to be infected by their teachers’ enthusiasm for each subject as our goal is to help the students engage on a deeper level with the material, not just memorization. One last aspect of the Trinity curriculum is to put all teachers in one office. In the faculty room, though the students do not see it, spontaneous conversations break out ranging from the historical development of the definition of beauty to the scientific issues of making the perfect cold-brewed coffee. You believe that there is “no such thing as a non-math kid.” How do you enable students to breakthrough their potential insecurities when it comes to high school science coursework? At Wilberforce, we take this philosophy very seriously because every student gets to take two years of calculus. Each student learns math differently, though some students are convinced that they are not able to master math concepts. We math and science teachers come alongside the students to help them understand their learning style — visual, auditory, or kinetic — to help them better engage with the material. Frequently, these students are delighted to find they can understand and solve problems. Writing programs in MATLAB to solve problems also helps students work with the material with a tangible goal that also gives a visual solution. An example of this is an assignment in the second semester of physics to animate shooting a basketball into a hoop. The students are focused on the end product, and so learning the basics equations of motion and necessary MATLAB programming are merely stepping stones. Enabling students to engage with the math in all these different ways helps each to thrive in our accelerated curriculum from Trinity, and gives them the confidence to tackle even very high-level math. SEPTEMBER 2018 PRINCETON MAGAZINE

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PRINCETON MAGAZINE SEPTEMBER 2018

FOUNDATION

for life

Foundation Academies Charter School Provides an Education Alternative in Trenton By Anne Levin Photos courtesy of Foundation Academies Charter School

very spring since 2007, Foundation Academies in Trenton holds a lottery to determine which children will attend the following fall. It is an emotional evening — at once joyous and mournful. “It is one of the most gratifying, but also the saddest nights of the year,” says Graig Weiss, CEO of the charter school that teaches children from kindergarten through 12th grades. “We now have more than 800 kids on the waiting list. People go away either crying or screaming with joy.” Trenton parents are clamoring to get their

children into Foundation Academies Charter School because it provides a positive alternative to the city’s beleaguered public schools. Since 2014, Foundation has graduated 228 students, every one accepted into four-year colleges. “This year we had our ﬁrst Ivy Leaguer,” Weiss said, proudly. “He got accepted to Princeton, with a full ride.” Charter schools have exploded across the country in the past two decades. They are privately run but publicly funded, which is part of what makes them controversial. They are schools of choice. Students are not assigned to a school because of

where they live; instead, parents choose to enroll their child in a charter school. In New Jersey, the Department of Education is the authorizer of charter schools. While several other charters in the capital city have foundered, Foundation Academies has thrived. The school opened 11 years ago with 80 ﬁfth- and sixth-grade students. High school and primary school were added later, and the student body currently numbers 1,100. The ﬁrst graduating class was in 2014. “The Trenton district schools really struggle,”

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Graig Weiss, CEO of Foundation Academies Charter School, with graduates at a recent ceremony held at The College of New Jersey.

says Weiss, who was previously the principal of Foundation’s intermediate school. “The whole idea, at first, was just to run a good middle school. But by 2010, we realized these kids were graduating, and where would they go? We took a big leap of faith and opened a high school. We knew we just had to do this for our kids. Without a high school, we weren’t fulfilling our mission.” Weiss is in his office at 363 West State Street, once the headquarters of New Jersey Manufacturers before the insurance giant left Trenton for the suburbs. Foundation Academies now owns the spacious building, home to the primary, intermediate, and middle school grades. The high school, Foundation Collegiate Academy, is in a recently purchased building at 22 Grand Street. College is clearly the goal for Foundation students. Every classroom at 363 West State Street is named for a college or university. The building’s hallways are lined with pennants. Academic standards are high, and the students are expected to work hard — with no exceptions. “I came in fifth grade,” says Courtney Boone, now a junior at The College of New Jersey. “I was in Student Daniela Pardo.

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PRINCETON MAGAZINE SEPTEMBER 2018

Valedictorian Brayan Mata Madrigal.

the second graduating class. It was hard. They really pushed me. But they got me to where I need to be, not just with academics, but with life skills, too. I had four to five hours of homework every night. It was challenging.” Re-enrollment is 91 percent. Families moving out of state account for some of that statistic, but students who can’t take the rigorous standards account for some, too. “Once in a while, it doesn’t work out,” says Weiss. “But often when the kids who leave see what it’s like elsewhere, they want to come back. And unfortunately, they can’t just step back in.” There is that lottery to contend with, even for those who work at the school. It took three years for Cintella Spotwood, a teacher’s aide at Foundation Academies, to get her daughter, son, and niece accepted by repeatedly entering the lottery (her niece was on the most recent waiting list and got in when a spot opened up). “I graduated from Trenton High and I worked for Trenton Public Schools,” Spotwood says. “I see what it can and cannot do. Seeing the support here, I really wanted my kids to go. It was very disappointing when we didn’t make it, but we kept at it. This is the best the city has to offer, and I wanted my kids to have that chance.” Foundation’s academic calendar is 191 days, as opposed to the public schools’ 182. The school day is longer, varying by grade level but usually from 7:30 a.m. to 3:45 p.m. Every student from fourth grade on plays a string instrument — violin, viola,

or cello — because the discipline involved has proven to help them in academics and their personal lives. Musical standards are high. At the high school level, orchestras are often led by students, under the supervision of an instructor. “The program is pivotal,” says Weiss. Students also take part in programs to encourage character-building and civic service. They work in teams on projects that can require them to write grant proposals and organize community gatherings. Audrey Vargas, a senior who came to Foundation Academies in seventh grade and hopes to pursue a career in criminal justice, chose sexual assault as her topic in the Service Learning class. “It’s a big issue in Trenton, but it’s not really talked about,” she says. “We hosted an information session with Womanspace, and it went really well. It taught us to have initiative, and not wait for anyone else to do what needed to be done.” Jennifer Araya, also a senior, is the child of a single mother who only speaks Spanish. With her mother’s challenges in mind, she made single parenthood the focus of her project. “We put together an event, and we had to do it all ourselves,” she said. “Single parents came and went. We started with three and ended up with about 20. My mom came and it was good, because it gave her an opportunity to vent. And I learned a lot about communication skills.” Foundation’s curriculum is developed internally, based on New Jersey learning standards. “It is very objective-driven,” says Weiss. “I tell my teachers,

‘this has to be a school we would send our own kids to. I want to see furrowed brows in math class and smiling kids having fun at recess.’” Some teachers have complained on websites where they can post anonymous reviews that the school is too demanding. “Good environment; terrible workload,” writes one. “Great kids, but poor leadership and unrealistic expectations,” writes another. Weiss counters, “This work isn’t easy, but it is incredibly rewarding. We have a track record of success…over 11 years of academic success and all five graduating classes with 100 percent of our graduates earning admissions into four-year colleges. Our staff members work incredibly hard to produce these results for our kids. And all that hard work is changing the trajectory of many of our students’ lives.” Future plans for the school include a new playground at the West State Street building, funded by BAI Brands beverage company. With its growing reputation and long waiting list, the school continues to focus on character-building, self-advocacy, and academic growth. “It’s about believing in kids,” says Weiss. “And it’s about excellence, always. From what we feed them for lunch to what we teach them in class, we want to give them the best. Because society has put our kids at a disadvantage. We’re not where we want to be, but we keep driving toward it.”

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| BOOK SCENE

Novel Approaches to the College Search BY STUART MITCHNER

never had to deal with the college search process. The Indiana University campus was five blocks away, and since my father was on the faculty, the cost was minimal. I’ve never regretted staying at home. Besides making some lifelong friends, I wrote a novel, having figured out a plot in a sophomore geology class taught by a man whose amusingly morbid mannerisms influenced my depiction of a predatory professor at a fictional Eastern college. So even though I didn’t go away to school myself, my main character did, and came home to Indiana disillusioned about love and life. When the book was published the summer before my senior year, several reviewers gave me credit for at least not imitating J.D. Salinger, while others took the patronizing tone of the notice in the New York Times snidely titled “College Capers.” The Saturday Review quoted Picasso to the effect that “it takes a very long time to become young.”

YOUNG ADULT FICTION

High school students looking for a fictional preview of the college experience can find it in young adult novels like Rainbow Rowell’s Fangirl (St. Martin’s Griffin $18.99). For instance, the main character, who has just moved in, is about to make her first trip to the dining hall for breakfast, except she doesn’t know where it is or how it works: “In new situations, all the trickiest rules are the ones nobody bothers to explain to you. (And the ones you can’t google.) Like, where does the line start? What food can you take? Where are you supposed to stand, then where are you supposed to sit? Where do you go when you’re done, why is everyone watching you?” Others books in the genre are Nina LaCour’s We Are Okay (Dutton $17.99), where the world she creates is “fragile but profoundly humane” (The New York Times Book Review), and Megan McCafferty’s Charmed Thirds (Broadway $13.99), which “captures the college years with incredible grace and insight,” according to YA author Joseph Weisberg. The one college guide that combines the semblance of a narrative with slick imagery, splashy design, and unplugged information from students around the country is Seventeen Ultimate Guide to College: Everything You Need to Know to Walk Onto Campus and Own It! (Running Press $19.99). Put together by Ann Shoket and the editors of Seventeen, it lives gaudily up to its Trumpish title. Parents looking for prestigious placements may see the book as the epitome of bad taste and doubtful advice, with its glossy ad-style photography and confessional titles like “I Went Hookup Crazy!” from a coed at the University of Michigan, who admits that “hooking up with so many guys in the same frat made me embarrassed.” She tried texting her “guy friend” but “after seeing me hook up with so many of his frat brothers, he stopped answering.” Parents may wonder what “hooked up” signifies and conclude that the only way to own the campus is to join the Girls Gone Wild crowd. STANDARD SOURCES

The standard sources for information about choosing and gaining admission to college are guides like The Princeton Review’s Complete Book of Colleges ($29.99) and The Best 382 Colleges. The Complete Book promises user friendly profiles of 1,355 colleges and universities. Barron’s Profiles

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PRINCETON MAGAZINE SEPTEMBER 2018

COLLEGE NOVELS

of American Colleges tops that by describing more than 1,650. Creating College Lists: Your Guide to Using College Websites to Pay Less for a Better Education by Michelle Kretzschmar (Kindle edition $2.99) focuses on “one of the most ignored resources in creating a college list: the college website.” Loren Pope’s Colleges That Change Lives (Penguin paperback $18, revised by Hilary Masell Oswald) is “smart and credible,” according to The New York Times. Pope (1910-2008) was education editor at the Times “during the college-going chaos of the late 1950s started by the GI Bill.” In 1965 he opened the College Placement Bureau in Washington, D.C. Believing that “uninformed choices could account for heavy dropout, transfer, and failure rates,” he had a personal stake in the enterprise, having been given poor advice from what was then called the Office of Education.

Not long after graduating from Bowdoin College, Nathaniel Hawthorne wrote and published at his own expense ($100) a novel based on his experiences there. Fanshawe appeared anonymously in 1828. Although it was well reviewed, Fanshawe did not sell well, and Hawthorne burned the unsold copies. While poor or indifferent sales are the norm in the college novel genre, a notable exception is Erich Segal’s Love Story (1970). Some significant 20th century novels with campus settings include Bernard Malamud’s A New Life (1961), Vladimir Nabovov’s Pnin (1957), and Mary McCarthy’s Groves of Academe (1952), which is based on the author’s teaching experiences at Bard and Sarah Lawrence. A roman à clef set in Princeton was literary critic John Aldridge’s Party at Cranton (1960). Among other novels of literary merit set in Princeton, the most famous is F. Scott Fitzgerald’s This Side of Paradise (1920). ADMISSIONS AS A SUBJECT

A Princeton University admissions officer is the protagonist of Jean Hanff Korelitz’s Admission (Grand Central $24.99), which “gleams with acute insights into what most consider a deeply mysterious process,” according to The New Yorker. Another more recent novel in the genre is Korelitz’s The Devil and Webster, (Grand Central $27). An NPR review finds the novel “wittily on target about, among other things, social class, privilege, silencing, and old-school feminist ambivalence about power. It also takes on Korelitz’s home subject, the insanity of the college admissions process.” A VOTE FOR “FRANNY”

Herman Melville, Mark Twain, William Faulkner, and Ernest Hemingway never went to college. Scott Fitzgerald and Stephen Crane went but never graduated, like J.D. Salinger, the creator of literature’s most famous drop out, Holden Caulﬁeld. That said, my vote for the best ﬁction on the subject would go to Salinger for his novella, Franny (1961), which begins on the platform of the Dinky station in Princeton the weekend of the Yale game. In the dedication, Salinger mentions his 1-year-old son Matthew, who would land on the same station platform two decades later as a Princeton student.

SEPTEMBER 2018 PRINCETON MAGAZINE

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FALL 2018 AUTHOR EVENT HIGHLIGHTS All events are held at 6:00 pm in Labyrinth’s downstairs event space, unless otherwise noted. Find more information and a complete calendar at labyrinthbooks.com/events

Roy Scranton - We’re Doomed. Now What? Essays on War & Climate Change

10/22

Ramie Targoff - Renaissance Women: The Life of Vittoria Colonna

10/24

John McPhee (Faculty, Creative Writing) with students Kushanava Choudhury & Elisabeth Cohen (alumni) - The Epic City: The World on the Streets of Calcutta (Choudhury) & The Glitch: A Novel (Cohen)

11/6

Sarah Churchwell - Behold America: The Entangled History of ‘America First’ and ‘The American Dream’

11/7

Beth Lew-Williams (Faculty, History) - The Chinese Must Go: Violence, Exclusion, and the Making of the Alien in America

11/8

Peter Covello & Sophie Gee (Faculty, English) Long Players: A Love Story in 18 Songs

9/27

Naomi Klein & Yarimar Bonilla at the Trenton Public Library The Battle for Paradise: Puerto Rico Takes on the Disaster Capitalists

10/1

Phonographic Memory - An Evening of Music and Stories

10/2

Levis Sullam & Mitch Duneier (Faculty, Sociology) The Italian Executioners: The Genocide of the Jews in Italy

11/13 Didier Fassin - Life: A Critical User’s Manual & The Will to Punish

10/3

Sean Wilentz (Faculty, History) No Property In Man: Slavery and Anti-Slavery at the Nation’s Founding

11/14 LLL: Anthony Appiah (Faculty, Philosophy) The Lies That Bind: Rethinking Identity

10/10 LLL:* Fred Lepore - Finding Einstein’s Brain 10/11 Gayle Salamon (Faculty, English) & Jordy Rosenberg - The Life and Death of Latisha King (Salamon) & Confessions of the Fox (Rosenberg) 10/12 LLL: Blair Hurley, Lillian Li, & Rachel Lyon with Joyce Carol Oates The Devoted (Hurley), Number One Chinese Restaurant (Li) & Self-Portrait With Boy (Lyon) 10/16 LLL: A. M. Homes (Faculty, Creative Writing) - Days of Awe: Stories 10/17 Imani Perry (Faculty, African American Studies) - Looking For Lorraine: The Radiant and Radical Life of Lorraine Hansberry 44 |

10/18

PRINCETON MAGAZINE SEPTEMBER 2018

11/15 Princeton University Press Poets: Austin Smith & Dora Malech with Susan Stewart (Faculty, English) - Flyover Country (Smith) & Stet (Malech) 11/28 Tamsen Wolff (Faculty, English) - Juno’s Swans: A Novel 11/29 LLL: Stephen Greenblatt & Jeff Dolven (Faculty, English) Tyrant: Shakespeare on Politics

Get announcements and up-to-date info in our weekly events email at labyrinthbooks.com/subscribe *Library Live at Labyrinth (LLL) events are co-sponsored with the Princeton Public Library

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HARD CIDER IS MAKING A COMEBACK IN NEW JERSEY AND NEW YORK BY LAURIE PELLICHERO

A favorite beverage of our Founding Fathers, hard cider has been experiencing a resurgence in popularity. Similar to the path of the craft beer and spirits industries, hard (fermented) cider production has been growing each year as new makers join the fold in the region and across the country.

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PRINCETON MAGAZINE SEPTEMBER 2018

PHOTO COURTESY OFSHUTTERSTOCK.COM PHOTO COURTESY OF MELICK’S HARD CIDER

ard cider has been enjoyed in the United States for hundreds of years, with its history dating back to the first English settlers. The colonists used apple seeds brought from England to cultivate orchards, and cider soon became a staple of every American table. It was consumed morning, noon, and night, and seen as a more sanitary substitute for water. New Jersey cider was especially popular. Rumor has it that George Washington even called Newark cider “the champagne of ciders.” When immigrants from Germany and other regions brought beer to the U.S. in the 20th century, interest in hard cider waned. Orchards began to dwindle, and then the Temperance movement led to an end to all legal production. After Prohibition, orchards began to make a comeback, but cider wasn’t made on the same scale. The recent revival of hard cider has come in the wake of the microbrewing culture that started more than 20 years ago, as craft makers began experimenting with small batch cider as well as beer. In New Jersey, Melick’s Hard Cider is produced fresh from the farm to the bottle at Melick’s Town Farm in Oldwick, Hunterdon County. Melick’s Farm is the largest apple grower in New Jersey, with 25,000 apple trees. True representatives of the Garden State, they also have 50 acres of peach, nectarine, plum, and pear trees, along with four acres of wine grapes.

Founded nearly 300 years ago, the farm is run by 10th generation farmers, siblings Peter, Rebecca, and John Melick, with continued support from their parents George and Norma. The apple orchards cover nearly 120 acres of their 650 acres of land. John Melick said the farm has been producing and selling fresh cider for more than 50 years, and they added hard cider to the mix four years ago. “The time was right to add it as a new product,” he said. “We used experts and employed traditional and modern techniques to produce and perfect the blends.” Melick’s now produces about 10,000 gallons of hard cider each year, along with 100,000 gallons of fresh “sweet” cider. The apples in their hard cider are handpicked and crafted into cider on their traditional “rack and cloth” cider press. The cider is then fermented in small batches to preserve the unique character of their farm. Melick’s Hard Ciders include Lemon Shandy, an unfiltered cider shandy that combines a blend of apples, lemons, and pure cane sugar. Their new Semi-Dry Traditional Cider uses champagne yeast to produce a crisp, refreshing hard cider that is light on the palate with no added sugar. The 1728 Traditional combines champagne yeast with Old and New World cider apples to create a crisp, semi-sweet, and full-flavored hard cider. Jersey Ginger combines fresh ginger, a touch of sweetness, and a blend of Old and

Washington at Princeton (opposite), by Charles Willson Peale. 1779. Wikimedia Commons. SEPTEMBER 2018 PRINCETON MAGAZINE

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PRINCETON MAGAZINE SEPTEMBER 2018

PHOTO CREDITS FROM LEFT: PHOTO COURTESY OF MELICK’S HARD CIDER; PHOTO COURTESY OF TERHUNE ORCHARDS; PHOTO COURTESY OF STEPHEN JOHNSEN FOR IRONBOUND HARD CIDER.

New World cider apples to make a crisp, semi-dry, full-flavored hard cider. their ciders a “bold, fresh taste.” They pride themselves on using 100 percent George’s Tart Cherry is made with Balaton and Montmorency cherry American apples, not from concentrate or from overseas. juices, and John Melick said they have a new hops variety hard cider, King Ironbound Hard Cider was founded by Charles Rosen with the mission Street Hops, aimed those who like beer. of reestablishing the maker economy in the Newark area, and helping to Melick’s also produces an apple wine that is fermented using champagne rekindle the once powerful Newark economy by actualizing the potential yeast and a blend of fresh-pressed apples, as well as a Pinot Noir and of chronically underemployed workers including refugees, immigrants, and Chardonnay crafted from their four-acre vineyard. those previously incarcerated. The Melick Town Farm Cider Mill Newark has been home to a wide and Orchard features pick-your-own range of industries, and its first, along apples, along with hayrides and hard with quarrying, was the making of hard cider sampling on most weekends in apple cider for export to New York City September and October. The farm store and beyond. is open seven days a week in the fall. Ironbound is the name of a district Melick’s Cider Mill and Orchard is in Newark, alluding to the company’s at 19 King Street in Oldwick. Their hard roots as both a hard cider company and cider can be purchased in bottles, cans or collective of businesses born out of on tap to taste or take home in a growler. Newark’s rich history and embracing its It is also available as many liquor stores contemporary landscape. throughout the state, and is featured at “This historic and cultural local festivals. 908.439.2318; www. connection between the city and cider melickstownfarm.com. makes the revival of Newark cider, and Speaking of apple wine, Terhune the return of its prized cider apples, the Orchards Vineyard and Winery, owned logical foundation upon which to build and operated by the Mount Family, meaningful jobs around the production also produces an apple wine made of place-appropriate goods,” said Rosen. from their own apple cider. You can “New Jersey has been making try it in the tasting room at the winery John Melick, co-owner of Melick’s Hard Cider. Photo courtesy of Melick’s Hard Cider. the best American cider since before Friday through Sunday from noon to 5 America was America. And believe it or p.m. Bottles are also available seven days a week at the farm store. Terhune not, the most celebrated cider in the country was Newark cider! Yes, Newark! Orchards Vineyard and Winery is located at 330 Cold Soil Road in Princeton. Not Boston. Not the Hudson Valley. Not New England. But Newark.” Call 609.924.2310 or visit the website at www.terhuneorchards.com. He noted that in the 18th and 19th centuries, the best versions of Newark Sitting on 108 acres in the New Jersey Highlands, Ironbound Hard Cider cider were made from Harrison, Canfield, and Graniwinkle apples — varieties uses fresh apples from the orchard at Ironbound Farm as well as apples from that originated in and around Newark. Ironbound is bringing these old Newark local, small-scale farms in New Jersey, New York, and Pennsylvania to give cider apples back to life at its farm.

PHOTOS COURTESY OF IRONBOUND HARD CIDER, FACTIONED STUDIO; SKETCH COURTESY OF SHUTTERSTOCK.COM

“Ironbound Hard Cider uses both bittersweet and juice apples to produce an accessible blend that is more traditionally crafted than mass-produced hard ciders,” said Erin Baschwitz, sales and marketing director at Ironbound Farm, who noted that the Harrison apple is the focal point of their orchard. Baschwitz said that New Jersey is following the craft beer trajectory with local, artisanal ciders. “It is growing — Ironbound is a badge of what it means to be a Jersey cider.” She added that Cameron Stark, Ironbound’s cider maker, is a winemaker who trained with legendary Napa Valley winemakers Robert Sinskey and Bob Levy. “Cameron works with apples in an ingenious way to get the best ﬂavor,” she said. Ironbound Hard Cider varieties include Original Ironbound, a semi-dry classic hard cider; Gooseberry Ginger, made with farm-grown ginger and locallysourced gooseberries; Summer Cider, infused with fresh-squeezed lemons and farm-brewed ice tea; and Wood’s Folly, a hopped cider. This fall’s Devils Harvest features sour cherry, white pepper, and cranberries from the New Jersey Pine Barrens. Their tasting room, scheduled to open this fall, will also feature special limited varieties. They plan to host special events pairing the cider with food made from local ingredients, and also make the space available for corporate and special events. Ironbound Hard Cider is available throughout New Jersey. Ironbound Farm is located at 360 County Road 579 in Asbury, N.J. Call 908.940.4115 or visit the website at www.jerseyciderworks.com.

producing state in the country. Only Washington state produces more apples than the Empire State, which averages 29.5 million bushels of production annually. It makes total sense then that craft hard cider is especially popular in the state, with at least 83 makers throughout New York according to ciderguide.com. Just a sampling includes Original Sin in New York City; Kings Highway in Brooklyn; Furnace Cider in Sag Harbor; Brooklyn Cider House, Kettleborough Cider House, and Yankee Folly Cidery in New Paltz; Graft Cider in Newburgh; Hardscrabble Cider in North Salem; South Hill Cider in Ithaca; Orchard Hill Cider Mill in New Hampton; Angry Orchard in Walden; Stone Bridge Cider in Hudson; and Empire Cider in Geneva. New York is also host to a number of cider festivals. This fall, Cider Week Finger Lakes runs from September 28 to October 8 (www.ciderweekflx.com). Pour the Core Long Island, in Heckscher State Park in East Islip, is on September 29 (www.pourthecore.com). Cider Week New York City, a production of the New York Cider Association, is November 2 to 11 (www.ciderweeknyc.com). The weeks are “intended to cultivate an appreciation for New York’s orchard-based cider by showcasing its diversity, food-friendliness, and excellent quality.” Cheers!

HARD CIDER IN NEW YORK STATE

New York State also has a long history of apple farming and production. According the njapplecountry.com, New York is the second-largest apple SEPTEMBER 2018 PRINCETON MAGAZINE

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an exceptional product. The mixed assortment of botanicals allows each of the flavors to “dance” harmoniously. This produces a flavorful and aromatic gin accompanied by a sophisticated ambiance. In the end, the charismatic aroma displays a striking sense of congruence with its delicious taste. 130 Hopewell Rocky Hill Road, Hopewell. 609.333.8575; www.sourlandspirits.com.

2. Hopewell Valley Vineyards: Support Autism Pinot Grigio — an estate-grown, light, crisp, and aromatic delight. 609.737.4465; www.hopewellvalleyvineyards.com.

5. Ironbound Hard Cider: Ironbound creates well-structured, perfectly balanced, complex ciders from 100 percent freshpressed apples grown in New Jersey and surrounding states using no product from concentrate, no added sugar, and no added sulfites. Devil’s Harvest, their fall seasonal release, is infused with tart cherries, wild cranberries from the New Jersey Pine Barrens, and white pepper. You can find their ciders in more than 600 bars and liquor stores throughout the state of New Jersey. 908.940-4115; www.jerseyciderworks.com.

3. Sourland Mountain Spirits: The Gin Is In — our gin manifests the authentic nature of pure craftsmanship. Only a year and a half old, the resulting formula materialized after 70 consecutive test runs. Comprised of 12 unique botanicals, the distillation process macerates each botanical in a cornbased neutral grain spirit. Deviating from convention, our goal is to pull back on the juniper flavor in an effort to create

6. Princeton Corkscrew: The Princeton Corkscrew has been proudly serving our community since 1996 with a selection of curated wines from around the world, offered at a range of price points, each one hand-selected by owner Laurent Chapuis and sampled and approved by our friendly and knowledgeable staff. Free delivery in Princeton, and free shipping throughout New Jersey. 2017 Château Val d’Arenc, Bandol: 80 percent Mourvèdre, 10 percent Grenache, 10 percent Cinsault. From Bandol, the “Grand Cru” of Provence, this rosé is as versatile on the dinner table as it is easy to drink on its own. $27/bottle. 49 Hulfish Street, Princeton. 609.430.1200; www.princetoncorkscrew.com. 7. Labebe: Labebe’s Sangria, served white or red, blended with fruit and a signature recipe. Perfect for fall! 2150 U.S. 130, North Brunswick. 732.658.6400; www.labeberestaurant.com.

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BUILDING A CHAMPIONSHIP CULTURE: AD Pat Hobbs and Rutgers Have Big Hopes in the Big Ten

PHOTO BY BEN SOLOMON/RUTGERS ATHLETICS

BY DONALD GILPIN Rutgers is embarking on its fifth year in the Big Ten Conference, and Athletic Director Pat Hobbs, in his third season with the Scarlet Knights, has a clearly defined goal in sight: the creation of a championship culture. Hobbs refers to his “five-year turnaround plan,” which he adopted when he arrived in November 2015, and he looks forward to exciting developments on the field, in the classroom, and in the institution as a whole as Rutgers’ impact on the Big Ten and the Big Ten’s impact on Rutgers continue to grow in the coming years. “One of the reasons I was attracted to the job was because Rutgers is now part of the Big Ten Conference,” says Hobbs, who had previously served as law school dean and athletic director at Seton Hall University. SEPTEMBER 2018 PRINCETON MAGAZINE

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PROUD OF BEING JERSEY For Hobbs, the key to the success of Rutgers’ teams, as well as financial success for the athletic department and the success of the whole Big Ten enterprise, revolves around building that championship culture. But he acknowledges that even with positive attitude and focused investment of financial and human resources, it won’t happen overnight. “That takes time,” he said, “and depending on the sport it can take a little bit more time. We’re now making the investment that’s required in order to develop our student athletes and provide the coaches with the resources they need so that they can be successful, so they can recruit against the best and develop our students when they come here, and then go on to success on the field.” After taking charge, Hobbs wasted little time in making two major investments in personnel, hiring head coaches Chris Ash in football and Steve Pikiell in basketball. He noted the investments in facilities that are accompanying Rutgers’ progress in the Big Ten: the RWJBarnabas Health Athletic Performance Center, scheduled to be completed by July 2019, which will feature a stateof-the-art practice facility for the men’s and women’s basketball, wrestling, and gymnastics programs; and this year’s groundbreaking for the Gary and Barbara Rodkin Center for Academic Success, which will consolidate athletic support services and provide a home for men’s and women’s lacrosse and soccer programs. “We’re really making the investment across our programs in ways that are going to have a dramatic effect in terms of our on-field success as we go forward,” he said. “So we don’t just say we’re going to build a championship culture. We have a confidence about that. And we have a grit about that, and that’s part of being Jersey, right? We’re proud of being Jersey, and we have to make the investment if we’re going to compete against the Ohio States and Michigans of the world.”

BRIGHTENING FINANCIAL PICTURE Though budgetary concerns have been almost as challenging as the daunting competition on the field for Rutgers Athletics in recent years, the financial outlook is brightening. “Our budget and financial picture will continue to improve as we move forward,” Hobbs said. A six-year Big Ten phase-in for Rutgers brings increasing funds to Rutgers each year with the first full-share check from the Big Ten, some $44.5 million, scheduled for 2021 and annual increases anticipated each year after that. “We become full participants in Big Ten revenue share in 2021, and they’ve positioned themselves well in media rights revenue,” Hobbs said. “But that’s just one source of revenue to us. I say to folks, ‘we don’t have an expense problem, we have a revenue issue.’ Our expenses in terms of our overall budget rank near the bottom of Big Ten teams. We’re not spending at the level of most of the other institutions in the Big Ten, but we’re spending what we need to spend.” He continued, “We’re very careful about our resources, but as we have success on the field, ticket sales grow and contributions from donors grow. Also, sponsorship dollars to the institution grow, and, ultimately, we get better deals, whether it’s an apparel deal or a media rights deal, all that comes from a championship culture, creating success and then capitalizing on that success as we go forward.”

PHOTO BY BEN SOLOMON/RUTGERS ATHLETICS

he challenges are formidable, and the past two and a half years, on the field and off, have been difficult. In addition to overall winning percentages at just around .250 (about three losses for each win) in conference play since 2014, Hobbs also inherited a program afflicted by various scandals entangling two previous athletic directors, football players dismissed from the team for alleged criminal conduct, a suspended head coach, and more. “When I took the job, I met with the staff on the first day and we talked about the negative feedback loop that we were in, and the need for that to end,” Hobbs said. “There’s lots of different metaphors that people use. ‘If you’re in a hole, stop digging,’ is one. We’re going to think positively, and we’re going to work positively, and we’re confident as we go forward you will start to see more and more moments where we’re performing on the Big Ten level.” Hobbs emphasized the importance of the Big Ten Academic Alliance and the Big Ten influence on scholastic matters as well as athletics at Rutgers. “It’s the premier athletic conference in the country, with a great focus on the quality of the academic institutions that are a part of it,” he said. “All of the schools in the Big Ten are part of a consortium, where we share research and faculty work together. It’s the power of many.” He described research projects underway with extensive collaboration among Big Ten institutions. “The Big Ten receives more research dollars than other conferences. There’s great work going on. There’s collective work in the field of cancer research that’s very significant, and we’re a part of that with our Cancer Institute at Rutgers.” Hobbs continued, “So there’s the simple pride of membership, but also there’s the real academic work and research that’s going on in ways that are benefiting everyone in the country. It’s something we can all be very proud of.” The 14 Big Ten Academic Alliance member institutions collaborate on a number of programs, collectively educating almost 600,000 students and conducting more than $9 billion in funded research, from which Rutgers has benefited significantly. Hobbs went on to discuss the exposure, publicity, prestige, and status that Big Ten membership has brought to Rutgers, affecting prospective students and others. “There’s much more interest in Rutgers University on the part of students applying from states where other Big Ten schools reside,” he noted. “We’re getting more applications from the West than Rutgers has ever seen before.” He emphasized the national exposure and the positive effects of Big Ten Network media coverage. “Because we’re participating in athletics on the big stage, more people are seeing what Rutgers is all about on a football Saturday. We’re nationally televised every Saturday. Watchers are also seeing our basketball participation and our other sports.” Traditionally benefiting from strong interest and many admissions applicants from New Jersey, Rutgers, according to Hobbs, now has also grabbed significant attention from outside the state. “The Big Ten footprint,” he notes, represents a population of about 85 million. “We’re recruiting now at a level we were not recruiting at five years ago,” he said. “Some of the best athletes in the nation are now looking at Rutgers and giving the school consideration. This bodes very well for our performance on the fields and the courts in the years ahead.”

Rutgers Athletic Director Pat Hobbs, shown above in the student section at a football game, is looking forward to a “very exciting football season in 2018.” (Photos courtesy of Rutgers Athletics)

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Head Football Coach Chris Ash at Big Ten Football Media Day. (Photo by Ben Solomon/Rutgers Athletics)

Hobbs compared himself to a CEO hired to rebuild a troubled business. “When I got hired about two and a half years ago, I told everyone this was a five-year rebuild, not unlike taking over a company that has struggled, making investments that are required to turn that company around. We’re in the middle of year three of a turnaround.” Excited about the increasing momentum of the rebuilding, Hobbs predicted visible progress in the year ahead and significance success over the next two to three years. “We’ll see some nice success with some of our programs this year, a preview of what’s coming down the road, and by year five we’re going to be percolating along pretty nicely,” he said. Looking forward to “a very exciting football season in 2018,” Hobbs pointed out the rebuilding that had taken place in the first two years under Ash, but admitted “We’ve not had the success yet that drives ticket sales.” He did not hesitate, however, to present the solution, with evidence to support his vision. “Winning solves everything,” he said. “We’ve had a significant uptick in wrestling and men’s basketball season ticket sales, and in women’s basketball. As people see more success this year, that picture’s going to look a lot brighter by the end of this academic year. I would say morale is good, and it’s going to get even better.” Hobbs cited a “great moment” in the men’s basketball team’s performance last spring in the Big Ten Championship Tournament in Madison Square Garden. “I think we surprised some people by getting into the third round of that tournament,” Hobbs said. “We had very

64 | PRINCETON MAGAZINE SEPTEMBER 2018

significant wins against Indiana and Minnesota in the first two games, then playing Purdue, one of the top teams in the country, in the third game. We were the talk of the town in a very positive way, whether you turned on sports radio or watched the nightly sports report. “And that affects income and morale, too. We’ve got a long way to go, but people are working hard. They see success in pockets in ways that get people excited about where we’re going.” In looking back over the past two and a half years as athletic director at Rutgers, Hobbs reflects on the pressures, responsibilities, and rewards that come with the job and the particular challenges of Big Ten membership. “There are no days off for the athletic director at Rutgers,” he said. “This is the State University of New Jersey, and we’re very proud of that. We take that as a responsibility, not just to the folks who have attended Rutgers or are at Rutgers, but to the citizens of New Jersey. We receive tax dollars to support what we do and we want to deliver for the folks of New Jersey.” He concluded, “I take that responsibility very seriously every day. I like walking around the state of New Jersey and hearing people speaking encouragingly of the vision, the plan we’re putting forward. When we get to a certain level of success then we can take a deep breath and keep marching, because the rest of the conference is not going to lie back and let Rutgers come in and dominate. We’re going to have to earn every piece of it.”

A BALANCED EQUATION

THE HUN SCHOOL OF PRINCETON is a joyful, striving community of learners and teachers who want to experience something profound every day: that sweet spot between challenging academics that push our brains and the personal endeavors that soar our hearts. This is what we call “a balanced equation”—a thoughtful way of teaching that brings out the best in our students and best prepares them for life.

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Rutgers Gardens, courtesy of Yelp.

Rutgers Scarlet Knights football team, 1897, Wikipedia.

The Frog and the Peach, courtesy of Yelp.

Destination:

New Brunswick Nestled by the Raritan River in New Brunswick, Rutgers University is home to a diverse range of history and traditions. An intercollegiate rivalry with Princeton University, a real-life armored and mounted Scarlet Knight, and a romantic ritual connected to the legendary Passion Puddle are all classic traditions — and so is eating a Fat Sandwich, a sub roll packed with enough French fries, chicken fingers, and mozzarella sticks to earn the name. That mix of thoughtfulness and playfulness is everywhere in New Brunswick, and you can find plenty of both in just a day’s travel. Starting the day at Rutgers’s New Brunswick campus offers a bevy of options. If you’re feeling quiet, the Zimmerli Art Museum hosts eight revolving exhibits at once, ranging from galleries of paintings commemorating the Russian Revolution, lithographs from 19th-century Paris, or photographs capturing everyday working life in 1970s America. The museum’s permanent collection contains over 60,000 works, ranging from 20th-century American sculptures and Italian Renaissance paintings to

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PRINCETON MAGAZINE SEPTEMBER 2018

Soviet nonconformist art. The PaparazZi Café is also conveniently located nearby. Venturing from the abstract to the concrete, the Rutgers Geology Museum houses a 2,400-yearold mummy, fluorescent minerals, and a mounted mastodon skeleton. Founded in 1872, the museum has kept its Victorian aesthetic intact as local geologists have donated more and more samples of fossils, rare minerals, and Native American artifacts. If you’re more interested in venturing outside and appreciating a beautiful day, grab a Fat Sandwich from a grease truck and walk it off in the Rutgers Gardens. Dozens of seasonal flowers are in bloom at a time, and over 20 specialty gardens like the Shade Tree Collection and the Bamboo Forest blanket the expansive garden grounds. Rutgers Gardens is open 365 days a year and is one of the few botanical gardens in the country that does not charge an admission fee. Heylar Woods, adjacent to the gardens, has winding trails through nearly 70 acres, along with features including a

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stream, an old quarry, and a labyrinth. Be sure to stop by Passion Puddle before you leave campus — old Rutgers legend has it that if student couples from Cook and Douglass dorms walk three times around the pond together, they’ll live happily ever after. For lunch, the options are similarly diverse. Hansel ‘n Griddle offers snappily-named wraps like the veggie-filled Crop Circle and the cheesepacked Mouse Trap, quesadilla-like crisps, freshpressed paninis, and the “Best Wings in Town” (“And we mean that!”, the menu adds). Open from 8 a.m. to 3 a.m., breakfast or lunch are ready whenever you need it. For a more formal sitdown meal, the highly acclaimed The Frog and the Peach is only a 15-minute walk away from Rutgers. For smaller meals, the restaurant offers fancy treats like Chicken Liver Pâté, Za’atar Spiced Flatbread, and Peekytoe Crab Salad; for larger appetites, there’s Black Truffle Ricotta Gnocci, Pork Loin Schnitzel, and Braised Spanish Rabbit. Between its high-class menu and relaxing

atmosphere, The Frog and the Peach has a smallcity sophistication to match the abundance of art and entertainment New Brunswick has to offer. For evening entertainment, New Brunswick has year-round offerings in the many theaters in town. The Crossroads Theatre, “the nation’s premiere African American theater,” offers energetic performances, such as the off-beat comedy Back to the Real or the NAACP Image Awardwinning musical Fly. Similarly, the George Street Playhouse’s 2018-2019 season is packed with both thoughtful plays, like the courtroom drama The Trial of Donna Caine and The Immigrant, and playful musicals like Little Girl Blue: The Nina Simone Musical, which weaves together jazz singing and civil rights activism. In addition

to its theatrical seasons, the State Theatre New Jersey also hosts performances like classical violinist Itzhak Perlman, the Brooklyn Paramount Reunion Jubilee of Stars, eclectic performer Alan Cumming, and improv comedy duo Colin Mochrie and Brad Sherwood. Stepping out of the theaters, the streets of New Brunswick are lined with culture from the past and present. The New Brunswick Jazz Project organizes musical performances all throughout the year, with the Central Jersey Jazz Festival taking place mid-September and featuring musicians like Teri Lyne Carrington, Dave Stryker, and Carla Cook, with venues ranging from the Historic Court House to the open-air stage on George Street. Before heading home, you can stop by one of the many eclectic restaurants for dinner. The Frog and the Peach’s dinner options are just as formidable as lunch, but KBG, the Korean barbeque and grill, poses a more casual alternative. Its menu combines Korean classics like kimchi and bulgogi (literally “ﬁre meat”) with tacos and burritos, bringing an East-meets-West spin to its savory meals. And for $9.45, the I Want KBG Bowl has everything but the kitchen sink. However, if you want to recapture that college night-on-the-town feel, Stuff Yer Face has the perfect combination of beer, burgers, and signature strombolis. Its menu boasts over 30 kinds of “bolis,” including the Meatball and Eggplant Boli, the Vegetaboli, Big Mac Boli, Barbecue Chicken Boli,

Image courtesy of New Brunswick Jazz Project.

and the build-it-yourself My Favorite Boli. What it lacks in high-class ritz, it makes up for in nostalgia — you can practically taste the youthful energy, looming exams, and camaraderie of college life. A city shaped both by Rutgers’ students and scholarly educators, New Brunswick bridges the gap between exuberant adventure and thoughtful tradition in its art, entertainment, and food. While you might have missed the chance to meet a college sweetheart by Passion Puddle, there’s still time to take your love to see New Brunswick’s gardens and galleries — right after you get a Fat Sandwich.

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PRINCETON MAGAZINE SEPTEMBER 2018

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PRINCETON MAGAZINE SEPTEMBER 2018

THOUGH NOT A MEMORIAL, MAYA LIN’S NEWEST WORKS PAY HOMAGE TO EINSTEIN AND THE DINKY BY ILENE DUBE | Photography courtesy of Princeton University Art Museum

At the heart of the Lewis Center for the Arts complex on the Princeton University campus — just south of Ai Weiwei’s Circle of Animals/Zodiac Heads and Cargot Brasserie, the restaurant in the repurposed cargo shed of the old Dinky train — the earth undulates in wave-like craters.

SITE PLAN COURTESY OF MAYA LIN STUDIO

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ike quirky hillocks with straight edges, they beckon a visitor of any age to climb to the top and roll down sideways, just as a child might. And I can’t help thinking that’s just what the earthwork’s artist, Maya Lin, hopes we’ll take away — not her name and bio as one of the most important artists working today, but rather a place to honor and connect with earth and grass. The Princeton Line, as it’s called, will be joined by a second Maya Lin work commissioned by Princeton University Art Museum. Fifty or so feet away, a water table will be installed sometime in late 2018/early 2019. Made from jet mist granite with a base that will form an oblate spheroid, the fountain will be situated within a gravel plaza and appear to float above the ground. Concrete seating will edge the back. The fountain’s veil of water is planned to be wispy as it falls from the 12-foot-long tabletop. The table’s elliptical shape was inspired by diagrammatic drawings of the Earth’s orbit around the sun. The idea for the water weir is based on the black hole, and the jet mist granite, which has a white, almost starry patterning, is intended to “reflect the galaxy” — an allusion to the work of one-time Princeton resident and physicist Albert Einstein. Princeton’s John McPhee served as yet another inspiration for Lin — his writings on the stratified layers of the earth were the basis for her wire-drawing in space. “I like to reveal things you might not be thinking of,” she says.

“WHEN I FIRST VISITED THE CAMPUS I FELL IN LOVE WITH THAT STEEP HILL IN AN UNDERUTILIZED FIELD,” LIN SAID OF THE LOCATION FOR “THE PRINCETON LINE.” “Every water table needs a weir (a fence or dam placed in a body of water to divert or regulate its flow),” Lin said during a visit to the Princeton University campus in spring. Her earlier water tables are sited on the campuses of Yale and Brown; each has inscribed text. This water table is planned to be the most abstract of the three. Lin considers both The Princeton Line and the water table to be in dialogue with one another, “an exploration of a drawing on an angled plane that walks you down a steep slope, and the more formal water table which returns the form to where it originated. Scott Burton’s piece Public Table was the inspiration for my very first water table, the Civil Rights Memorial — and now I can come full circle with this new work.” Installation began in April. This is Lin’s first Earth Drawing in a public space in the United States — another of its type is the Eleven Minute Line (2004) at the Wanås Foundation in Knislinge, Sweden. “By making a work in which she shapes and draws a line in the earth, together with the most abstract of her water tables to date, I am certain that Maya will make a lasting and engaging mark on our campus,” says Princeton University Art Museum Director James Steward, who has known Lin since his days as director of the University of Michigan Museum of Art, where he served from 1998 to 2009 prior to coming to Princeton. It was there that Lin’s first Wave Field work was commissioned. “When I first came to Princeton I thought [a work by Maya Lin] would be a great addition to the Campus Art Collection, and I reached out early in my tenure,” Steward recounts. “Her response was favorable,” although the first sites he’d pitched did not resonate with her. “Because she is passionate about the environment I thought the space in front of the Andlinger Center for Energy and the Environment would appeal, but the

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site was too constrained for her,” he says. (That space was subsequently filled by Ursula von Rydingsvard’s Uroda.) “When I showed her the site plans for the Lewis Center, she found the site more open.” “When I first visited the campus I fell in love with that steep hill in an underutilized field,” Lin said of the location for The Princeton Line, thus titled because it is sited where the Dinky tracks once traversed the campus before it was moved 400 feet to make way for the Lewis Center, completed a year ago. It is also a play on the name of the line that connects Princeton to the transit world beyond. She says her pieces usually title themselves right before they are finished — the water table is yet to be named. A 2016 recipient of the Presidential Medal of Freedom, Lin first achieved national recognition for her design for the Vietnam Veterans Memorial in Washington, D.C., while she was still an undergraduate at Yale. Lin received her bachelor of arts in 1981 and a master of arts in architecture, also from Yale, in 1986. Her design was chosen in a national competition, but went on to stir controversy. The starkly simple slab of polished black granite was inscribed with the 57,661 names of those who died in Vietnam, arranged chronologically by date of death. Since its completion, Americans have flocked to the site to grieve, to contemplate the consequences of war, and to heal. “…the cost of war is these individuals,” she said. “And we have to remember them first.” Lin’s body of work includes large-scale, site-specific installations; intimate studio artworks and memorials; houses, apartments, a library, a skating rink, a bakery, two chapels, and a museum; gardens and landscape architecture; and a line of furniture and clothing. Her 59 Words for Snow consists of thin layers of paper waxed over with encaustic. She has questioned whether she is an artist who practices architecture or an architect who makes art. Frank Gehry, one of her professors at Yale, told her to forget about the distinction and just make things, according to a 2002 New Yorker profile of Lin. She likes working on outdoor projects that are open to the public, where she can have greater impact than with buildings, where only a few can enter. She has used sonar to map the ocean floor and satellites to reveal things about the natural world, such as disappearing arctic ice. Lin’s earthworks begin with a model, just as with buildings. When working on architectural projects, she told an audience on campus, there may be only slight modifications from the model, but with art, “you’re expected to morph the model and change it to fit the site.” For The Princeton Line, “the scale is human and playful, with the curves leading you up or down hill.” It is “unique to the terrain,” she says. “How can I talk to people through the curvature of the earth?” The Princeton Line has been compared to Lin’s Storm King Wavefield (2007-8) at Storm King, the sculpture park in New York state. Viewed from above, the undulating swells of earth appear to naturally rise from and roll along the grassy terrain. Set against a backdrop formed by Schunnemunk Mountain to the west and the Hudson Highlands to the south and east, the seven nearly 400-foot-long waves, ranging in height from 10 to 15 feet, recall the experience of being at sea. Lin’s earlier wave fields are located in Ann Arbor, Michigan, and Miami, Florida. Storm King Wavefield was an environmental reclamation project, a sustainable reworking of the former gravel pit that supplied material for the New York State Thruway. When Storm King was founded in 1960, a significant portion of its grounds consisted of large stores of gravel in surrounding fields. The ravaged landscape was in turn landscaped and shaped anew by the very same gravel. This back story excited Lin. Working with the New York State Department of Environmental Conservation, which sanctioned and supported the reclamation of the site, Lin collaborated with landscape architects to utilize the existing gravel and topsoil at the site. Lin has been “extremely concerned about the environment” since growing up when the Clean Air Act was taking shape, and Ohio’s Lake Erie caught fire, leading to petitions to ban steel traps. Lin’s parents, having escaped Communist China, settled in Athens, Ohio, near the Appalachians.

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Names of Vietnam war casualties on Vietnam War Veterans Memorial in Washington D.C. Names in chronological order, from first casualty in 1959 to last in 1975. Shutterstock.com

The project that she is devoting herself to these days — what she terms her “last memorial” — is “What is Missing?” It is a “global memorial to the planet” and includes a book, materials in scientific institutions, and a website. Whatismissing.net traces the ecological history of the planet and is intended as a global effort to help protect and restore nature. Looking at “species that have or will go extinct; that we will never know because we destroyed their habitats before we ever could get to know them,” it “emphasizes that by protecting and restoring forests, grasslands, and wetlands, we can both reduce carbon emissions and protect species and habitat. ‘What is Missing?’ is a wakeup call and a call to action, showing us how to reimagine our relationship to the natural world and showcasing how we could live in ways that balance our needs with the needs of the planet.” “One-third of our soil is missing,” Lin notes. “Because of the songbirds in decline, our sound landscape is missing. How can we protect it if we don’t realize it is missing? As an artist, how can I get us to rethink what we’re doing? More gas is spent every year refueling lawn equipment than was lost in the Exxon Valdez.” Sustainable grasses were used for Storm King Wavefield, but sod was employed for The Princeton Line. “In order for the heavy clay soil to hold its form over time, it was supplemented with soil amendments, and to keep it from eroding, we had to use sod instead of seeding it,” says

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Steward. Lin gave the nod to sod because “she is a pragmatist as well as an idealist.” The Princeton Line is surrounded by newly planted trees to frame the site, using native plants where possible. Lighting, also designed by Lin, illuminates the scape for nighttime visitors. Her mantra is “Through conservation, nature comes back,” she says. “You have to give people hope.” At press time, The Princeton Line was barricaded with orange construction fencing as the sod settled, but in fall it is expected that visitors can enter and lounge in the bowl shapes, as if a chair, or enjoy outdoor performances in the “natural” amphitheater. With the art museum’s plans for expansion — an architect is expected to be announced this month — the museum is making plans for a two-or-more-year closure. A new building will replace the existing building. “A simple addition is not possible,” says Steward. “We are landlocked.” He is exploring different ways of keeping the museum “open” off site, such as the Titus Kaphar installation in front of Maclean House did last winter. “We have to try diverse approaches to show we are still able to put interesting art in front of the public,” he says. Maya Lin’s The Princeton Line and to-be-named water table, along with the entire Campus Collection, are yet other ways to keep the museum in the public eye.

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