bulletinboardSPRING 2009

For A lumni , Fami l i es , and Fr iends o f E lmwood Frank l in Schoo l www.e lmwoodfrank l in .org

S U P P O R T T H E 2 0 0 8 / 2 0 0 9 E L M W O O D F R A N K L I N S C H O O L A N N U A L F U N D C A M PA I G N T O D A Y !

A painting that starts them thinking. A question that startsthem talking. A perspective that starts them creating.

At Elmwood Franklin, what begins as a simple experience isoften the start of something much bigger. By exploring avariety of subjects and activities both in and out of theclassroom, our children receive the kind of education thatis truly life-shaping.

It doesn’t just happen on its own, however. It takesdedicated teachers and abundant resources—things madepossible by the families, alumni, and friends who give tothe Annual Fund each year.

* IT ALL STARTS HERE.

M A K E Y O U R G I F T O N L I N E W W W . E L M W O O D F R A N K L I N . O R G

** *

F E AT U R E S

8 Who’s New?

10 Faculty Profile: FOREIGN LANGUAGE

16 Teaching Beyond: TEACHER AT SEA

20 Teaching Beyond:OH, THE PLACES THEY GO!

24 Student Perspective:FIRST IMPRESSIONS

26 Learning Along:THE FRENCH CONNECTION

34 Alumni Profile: HARRY MURSTEN ’44

40 Alumni Perspective:ADRIAN BENJAMIN BURKE ’89

D E PA RT M E N T S

4 From the Head of School

6 From the Board President

32 From Development

36 Names in the News

38 Day to Day

31 Just for Fun

44 Class Notes

bulletinboardSPRING 2009

Elmwood Franklin School is Western New

York’s oldest pre-primary through eighth

grade independent school, emphasizing

high academic achievement, good study

skills, and positive character development.

Elmwood Franklin accepts qualified

students without regard to race, color,

religion, or national origin.

2008 • 2009 BOARD OF TRUSTEES

President Alice Jacobs

Vice President Philipp L. Rimmler

Vice President Elizabeth Maloney ’70

Secretary Alison Keane

Treasurer Michael Hogan

Paula Ciprich

Shashi Davae

Ravi Desai

Matthew Enstice

Annette Fitch

Arthur Glick ’71

George Kermis

Madeline Ambrus Lillie ’64

Eric Lipke

Gail Mitchell

Nena Rich

M. Bradley Rogers

Trini Ross

Michele Trolli

2008 • 2009 ALUMNI COUNCIL

President Stephen Kellogg, Jr. ’77

Amy Decillis Bard ’86

Gitti Barrell ’71

Tricia Barrett ’92

Kristin Schoellkopf Borowiak ’82

Rob Drake ’96

Charles Hahn ’68

Susie Lenahan Kimberly ’64

Madeline Ambrus Lillie ’64

Elizabeth Duryea Maloney ’70

Samantha Friedman Olsen ’00

Howard Saperston III ’85

Mary Franklin Saperston ’60

Eric Saldanha ’85

The bulletinboard ispublished twice a year by theDevelopment Office foralumni, families, and friendsof Elmwood Franklin School.

E D I TO R / W R I T E RSally Jarzab

D E S I G N A N D L AYO U TRebecca Murak

D I R E C TO R O F D E V E L O P M E N TJulie Berrigan

F O R C H A N G E O F A D D R E S SPlease mail any address updates to:

Elmwood Franklin SchoolDevelopment Department104 New Amsterdam AvenueBuffalo, NY 14216

Call 716-877-5035 or emaildevelopment@elmwoodfranklin.org.

TO S U B M I T C L A S S N E W S , visitwww.elmwoodfranklin.org or e-mailnews and photos todevelopment@elmwoodfranklin.org

T E L L U S W H AT YO U T H I N KPlease email opinions, editorials, andletters to the editor tosjarzab@elmwoodfranklin.org. Lettersmust contain sender’s name andcontact information for verification.

F R O N T C O V E R A RTBy Grace Louise Munschauer ’10

B A C K C O V E R A RTBy Natalie Nuchereno’13

Contents

26 16

“4 FROM THE HEAD OF SCHOOL

After eighteen months of planning,meetings, writing, editing, moremeetings, and a three day visit from

a team of independent school educatorsfrom across the state, I am pleased toreport that Elmwood Franklin School hasbeen reaccredited by the New York StateAssociation of Independent Schools. Intruth, there was never much doubt that aschool like ours, with an outstandingprogram, experienced and passionatefaculty, dedicated alumni, involved parents,and engaged board of trustees, would clearthis hurdle, but there was plenty of anxietyaround the process nevertheless. Needlessto say, it’s not something we would want totake for granted, and I am exceedinglyproud of the hard work by all of the facultyand staff as well as the students, boardmembers, parents, and alumni who helpedto pull the report together and met withthe Visiting Committee. It was a community

effort and EFS showed itself in the bestpossible light.

The Committee’s final report is full ofcommendations, detailing what they feel wedo very well. In its thirty-plus pages, thereport examines every aspect of ourprogram—from the emphasis we place onthe development and mastery of readingskills in Lower School to our “creating anexciting school atmosphere around math”;from our collaborative approach to teachingresearch across the grades to the successfuland innovative integration of technology byour foreign language teachers—and thereis much to commend. Using our own tagline for inspiration, the Committee wrote,“The program provides experiences thatoften go beyond the norm and allowstudents and their teachers to look andthink beyond.”

There are a few areas, those that manyagree make EFS a truly special place,notably faculty, community, and character,that were highlighted in the report. Thestrength of our faculty in terms ofexperience, dedication, and inspiration wasclear to the Committee. They wrote,“Faculty and staff possess a unified andinspiring dedication towards meeting theindividual needs of students,” and alsonoted that “an atmosphere of collegiality,professionalism, and support is pervasivethroughout the school.” As for community,the Committee was struck by the “warm andpositive relationship fostered betweenparents and between students—not only inrelationships with the school but in thosewith each other.” During the time theVisiting Committee spent with us, theyremarked how impressed they were withwhat a happy place EFS is. I couldn’t agreemore. Finally, the Committee seemed

f r o m t h e

H EAD OF SCHOOLTony Featherston

“FROM THE HEAD OF SCHOOL 5

particularly impressed with how “charactereducation is woven into the school cultureand is intended to foster the values endemicto ethical and moral behaviors,” noting overtprograms such as monthly Lower Schoolassemblies with specific character themes aswell as some more subtle approaches likeour Upper School advisory program. Thecommitment to positive characterdevelopment as a critical piece of ourmission came through loud and clear.

While everyone enjoys a pat on the back,we were equally anxious to hear what theCommittee might recommend for us topursue over the coming years. I’m happy toreport that there were no real surpriseshere: “Like any modern independent school,Elmwood Franklin has challenges for thefuture, most notably in the areas ofstrategic planning and visioning for thefuture.” The board of trustees agrees and is

actively engaged in a visioning process thatwill clearly lay out a plan for meeting theschool’s programmatic, financial, and facilityneeds for the foreseeable future. In our ownself-study, we recognized the need toclosely examine issues and outreach effortsrelated to diversity and financial aidprograms, and the Committee agreed. Theyalso believe that our character educationprogram would be enhanced by theaddition of a comprehensive servicelearning component, something that isalready in the works as well. Finally, theVisiting Committee recommended that EFS“examine the many potential avenues ofcommunication—both internal andexternal—that can be optimized throughexpanding and fine-tuning the school’swebsite.” As technology advances we see itas a vital piece of our community building,so we’ll certainly be exploring ways toimprove this mode of communication.

In the end, the process, while long andarduous, was very rewarding. EFS adopted arevised mission statement that restatedwhat is most important to our school.* Weclosely examined our entire program andmade improvements where appropriate. Andwe received critical feedback from peereducators who, by affirming our strengthsand pointing out challenges, will help makeEFS more vibrant and viable well into thenext decade.

Once again, I hope that you enjoy thisedition of the Bulletin Board and itscoverage of all things Elmwood Franklin.

*To read our new mission statement, visitwww.elmwoodfranklin.org and select“Mission Statement” under About Us.

I am exceedingly proud of the hard work by all of the faculty

and staff as well as the students, board members, parents, and

alumni who helped to pull the report together and met with

the Visiting Committee. It was a community effort and EFS

showed itself in the best possible light.

“6 FROM THE BOARD PRESIDENT

Greetings from the Board ofTrustees. In light of theeconomic environment today, I

thought it appropriate to share with ourextended community the questions theBoard of Trustees has been asking itselfand how we feel the school shouldaddress the resulting issues facing theschool and our constituency.

First of all, we recognize that we owe agreat deal of gratitude to all of our loyaldonors who have supported ElmwoodFranklin consistently throughout theyears, and especially to those formerTrustees who had the foresight toestablish and steward our endowmentand to rely on fundraising for our capitalneeds rather than debt, as the schoolenters this period of economicuncertainty with a healthy financialpicture. And yet there are someuncertainties. How will the economy

affect people’s choices for independentschools? Will the fundraising we rely onto cover a portion of our annualoperating budget be significantlyaffected?

In discussing these issues and how weaddress them, the Board has made anumber of fundamental decisions. Ourfirst priority is to firmly uphold themission and values of our school. Ourmission and values are what hasconsistently drawn families to decide thatan EFS education is worth the cost. Whileit is fiscally responsible for the Board toensure that the administration keeps allexpenses to as economical a level aspossible, diminishing our program wouldbe detrimental to our current students aswell as the future of the school. Secondly,we must continue to think and actstrategically with respect to building andimproving our programs and planning for

the future. While our planning phases forcapital projects may be longer thananticipated, they need to continue toensure that when we are able, we areready to pursue improvements that willenhance our program. Additionally, weneed to continue to invest in upgradingour technology and furthering facultyprofessional development, both effortscritical to maintaining a program whichreflects the skills and values necessary forour students to form a solid foundationto prepare for life in the 21st century.

Lastly, we must all work harder, Board,faculty, staff and administration, toconvey to our constituents the value ofan EFS education. Yes we provide anacademically rigorous curriculum witharts and music as an integral part;dedicated faculty who are bothknowledgeable and extremely skilled atteaching, but also demonstrate care and

f r o m t h e

B OARD PRES I DENTAlice F. Jacobs

“FROM THE BOARD PRESIDENT 7

concern for each student; a program withan emphasis on character development;and a safe and comfortable environmentto help each child to realize their fullpotential, but how can we effectively putacross all of the things that we do better,that set us apart from other educationalchoices available to families?

In an effort to help answer this, we haveasked alumni, former parents and facultyto share with us their top ten thoughtsabout their EFS experience. While theresponses, which are still coming in as Iwrite this, range from funny toheartwarming to serious, they all serve toinspire one’s belief in our mission. Hereare a few of my personal favorites:

“The fact that to this day, after 20+years of education I can still say that EFSwas my foundation and the best school Iwent to!”

“Did I mention the teachers…one moretime… the teachers…Amazing, caring knowledgeable people who love whatthey do which shows…”“The cool board game at school in 5thgrade was chess”“Leadership is gradually developed andcomes to fruition in the 8th grade. EFS is truly a school where leaders who care aredeveloped.”“Maintaining the importance of traditionwhile always moving forward.”“There are many wonderful things aboutEFS…but I think the long lasting deep friendships created by such a small,intimate learning atmosphere are at thetop of my list.”

I could go on, and we will share more of these comments in the future, but whatcomes through as one reads them is themany positive and unique influences thatan EFS education instills, and the thingswhich set us apart, which are clearly andfondly remembered, and valued, manyyears later.

Finally, I would like to thank all of ourdonors, but especially those who havestepped up to support Elmwood Franklinat a greater level this year, some inrecognition of the extra stress the schoolmight face in our current climate. Thankyou all for being a part of our community,and for helping the school provide anextraordinary educational opportunity forour former, current and future students.

We asked alumni, former parents and faculty to share with us

their top ten thoughts about their EFS experience. While the

responses range from funny to heartwarming to serious, they

all serve to inspire one’s belief in our mission.

8 WHO’S NEW

Who’s New. Meet the new faces of

Elmwood Franklin. This year we welcomed four new

faculty members and one new staff member to our

community. Read up on their first impressions of our

community, what they like best about their jobs, and

what stands out most to them about EFS.

JEN COSTANZOGrade 3

So what is Jen’s firstimpression of EFS?“EFS is so welcoming.That was the first thing Inoticed. That andeveryone really wants tobe here. I love beingable to teach studentswho want to learn, andthe students here do!EFS is a family, and I feltlike a part of that familyfrom the beginning.”

KATIE CROUTHAMELGrade 4

So what does Katie likemost about EFS?“EFS is composed ofhelpful and passionateindividuals, from my co-teachers to theadministration, from mystudents to the parents.The tight-knitcommunity makes it aunique and wonderfulplace to be part of.”

LEIGH MIKULKAGrade 4

So what stands out mostto Leigh about the EFScommunity?“The extraordinarydedication to thechildren. Everyone isfocused on the studentsand incredibly generouswith their time and theirtalents—something thatis truly unique to thisschool. I am fortunateto call myself a part ofthe EFS community.”

JONATHAN GARRAHistory/Grades 7 & 8

So what does Jonathanlike best about his job?“Everyone at EFS iswilling to help, andeveryone is driven tosucceed. Teachers,parents, and students allhave a collective vision,and we all work hard toachieve our goals.”

K IM RUGGSpanish 1-6

So how does Kim likeworking at EFS?“I have never felt sowelcomed as I do here atElmwood Franklin. I loveworking with the kidseveryday, so it doesn’teven feel like I amcoming to work! For thefirst time, I’m excitedabout leaving home inthe morning.”

WHO’S NEW 9

Grade 3 teacher Jen Costanzo takes on an EFS tradition—and the role of an 18th century schoolmarm—on her firstever Colonial Day in January.

K IM YARBROUGHReceptionist

So what stands out mostto Kim about EFS?“I have been a part ofthe EFS community for10 years as a parent,and I have alwaysadmired the faculty andstaff ’s commitment tothe school and thestudents. I am now soexcited to be part ofthat great commitment.”

10 FACULTY PROFILE

Fro m l e f t to r i g h t : MARIA PESQUERA, Span i sh , Grades 4–8 ; MARIGRACE PAPAGNI , French , Grades 1 , 3 , 4 , 6 –8 ;

o t h e r

WORDS,

FACULTY PROFILE 11

CHRISTINE CURTIS , French , Grades 2 , 5 , 8 ; J ENNA P IAZZA, Span i sh , Grades 1–3 , 7, 8

At Elmwood Franklin, English

isn’t the only language kids are

learning to master.

o t h e r

WORLDS.

12 FACULTY PROFILE

Esta es la historia de unachica Espanola que viviacon su padre en un pequeno

pueblo en las montanas. Se llamabaBella. So begins the story ofBeauty and the Beast, as presentedby the sixth grade Spanishstudents. After going over theirtextbook lessons in class, thestudents put them aside topractice the play. Down the hall,the fourth grade French studentsrehearse their own production ofCendrillon, Cinderella in French.

FACULTY PROFILE 13

IT’S NOT UNUSUAL—walk into a foreign

language class at EFS on any given day and you’re likely to

find kids writing poetry, singing karaoke, playing games,

telling stories, or even cooking ethnic foods, in addition to

studying vocabulary and grammar. In the French and

Spanish classrooms, there are frequent opportunities for

role play, dialoging, use of authentic materials, interaction

with native speakers, guest speakers, and special

presentations and performances. Seventh graders

correspond with pen-pals in both French and Spanish and

also make a yearly trip to Quebec. Eighth graders run a

multi-cultural food festival for fourth through eighth grade

students and also cook authentic recipes as part of the

French and Spanish luncheons. There are many ways to

learn another language, and Elmwood Franklin teachers rely

on an integrated approach to help students develop skills

in listening, speaking, reading, and writing in languages

other than English.

It makes good sense, for the focus of foreign language

instruction is more than just language itself. Beginning as

early as first grade, students begin study in French or

Spanish, and in doing so, they gain a whole new

perspective on the world. Providing a sense not just of

another language but of another culture makes learning

more interesting and more meaningful and it helps prepare

students to interact in the global community of the future.

Through integrated, sequential study, the kids get a

window into other cultures—as well as the vocabulary that

goes with it. In fact, after completing the foreign language

program at EFS, the majority of students enter a level II

French or Spanish program at an independent high school

or a level III at a public high school program.

M O R E T H A N

You Can SayAccording to the New York State Association of ForeignLanguage Teachers, sequential foreign language studyyields many benefits.

Listening Skills: Foreign language study has been shown toenhance listening skills and memory, contributing to asignificant additional dimension to the concept ofcommunication.

Reading Skills: In the area of language arts, students ofsecond languages improve their reading comprehension inthe native language and also score higher in readingachievement.

Higher Scores: Data from the Admissions Testing Programof the College Board show a positive correlation betweenSAT scores and the study of foreign languages:

Each year of study correlates to increasinglyhigher scores. No other subject area, when isolated,produced these results.

English and mathematics performance levels of studentswho have studied a foreign language in high school arehigher than those of students who have not.

Detailed studies also suggest that the mental processingskills required for mathematics problems are also developedby language processing, and vice versa.

Cultural Pluralism: Children who have studied a foreignlanguage develop a sense of cultural pluralism, openness toand appreciation of other cultures.

Career Development: Learning a foreign language providesa competitive edge in career choices in today’s andtomorrow’s world.

14 FACULTY PROFILE

M E E T T H E F O R E I G N L A N G U A G E D E P A R T M E N T :

M A R I A P E S Q U E R ABirthplace: San Juan, Puerto RicoEducation: B.A., Romance Languages and Literatures, University ofPuerto Rico; M.A., Spanish Language and Literatures, SUNY Buffalo.At EFS since: 1992If Maria wasn’t a teacher, she’d probably be a: professional dancerWhat she likes best about her job: Maria enjoys helping childrendevelop new language skills that lead to bilingualism and allow them toappreciate different cultures, adding “and, of course, I like to spend timewith my colleagues.” Her job is one of the things that has kept Maria andher family in Buffalo. “Our original plan was to stay only three years. HereI am 18 years later! We have been able to stay here thanks tooutstanding professional careers and great friendships.” Biggest professional challenge: To be able to reach every single studentwho comes into her classroom and to keep them motivated.Favorite place she’s visited: It’s nearly impossible to decide! Maria hascherished memories of living in both Puerto Rico and Spain, and hastraveled as far east as Tunisia, as far south as Chile, as far west as Hawaii,and as far north as Canada. Place she’d like to visit but hasn’t: Buenos Aires, Argentina. “I wouldlove to visit the various tango clubs and learn to dance Argentineantango.” Favorite food: all Italian food, especially pasta alla carbonara Heroes: Maria’s list of people she admires includes Salma Hayek, theMexican-American actress, director, and producer. Hobbies: dancing, traveling, gardening, sunbathing, sailing, and readingA few things you may not know about Maria: One of her first jobs wasas a flight attendant for American Eagle out of San Juan. For 15 years, shewas a member of the National Folkloric Ballet of Puerto Rico, AREYTO,for which she traveled all over the world to perform in festivals. Now, sheoften takes flamenco lessons when she visits Spain.

M A R I G R A C E PA PA G N IBirthplace: Buffalo, NYEducation: B.S., Buffalo State College: M.S., SUNY Buffalo. (Marigrace also studied at the Universite de Montpellier, France and won ascholarship from the Canadian government and the American Associationof Teachers of French to study at the Universite de Montreal.)At EFS since: 1979 (English teacher Margot Vincent was once her student.Marigrace says, “It came full circle when she taught my daughter Emma!”) If Marigrace wasn’t a teacher, she’d probably be a: veterinarian orNational Geographic photographer What she likes best about her job: “The students! They keep me on mytoes, they make me laugh, and I love all the different ages that I teach.”Marigrace adds that she also values the people she works with, who are“true professionals and true friends. I would never have jumped on theback of a horse or slapped on skis again if it weren't for Debby (Clark)and Dee (Drew)!”Favorite place she’s visited: So far, Marigrace says its the Languedocregion of France, “but I also love the Caribbean.”Favorite food: Marigrace narrows it down to things in the crustaceanfamily—shrimp, scallops, crab, and lobster—and adds that she couldn’tlive without olives. Heroes: “My mom. She pulled our lives together after my dad died,leaving her with four girls under the age of 14. She went back to schooland got a bachelor’s and a master’s degree, while cooking great Italiandinners every night!”Hobbies: skiing, photography, yoga, gardening, knitting, sailing, andhorseback ridingA few things you may not know about Marigrace: She’s done “team-penning” at a ranch out West (that’s cutting a cow away from the herdand directing it into a pen, while on horseback—a skill that must come in handy as a middle school teacher!). She’s won awards for her naturephotography. And she’s a member of the national French honor society Pi Delta Phi.

FACULTY PROFILE 15

C H R I S C U RT I SBirthplace: Evanston, IllinoisEducation: B.A. in education, Western Illinois University; graduate workin education at SUNY BuffaloAt EFS since: 1991If Chris wasn’t a teacher, she’d probably be a: world traveler or amaster gardenerWhat she likes best about her job: “Introducing my students to theFrench-speaking world and their culture, as well as to the language itself,”says Chris. She loves to see students grasp and successfully use thevocabulary and grammar that she has introduced in class. Biggest professional challenge: “Staying abreast with the ever-changingtechnology that is useful to my job.”Favorite place she’s visited: The Highlands of Scotland (and that mustnot have been an easy choice, considering that Chris has traveled tonearly 20 other countries in her lifetime, including England, Wales,Ireland, Luxembourg, France, Germany, Austria, Belgium, Italy, Switzerland,Netherlands, Spain, Iceland, Ukraine, Finland, and Costa Rica!) Place she’d like to visit but hasn’t: AlaskaFavorite food: “Many....but I especially love rack of lamb, dark chocolateand homemade soups.”Heroes: Chris cites Eleanor Roosevelt because she was “a straightforwardwoman with a no-nonsense attitude toward life,” and her mother—“awarm, caring person and a great cook,” as well as her mother-in-law, whoshe says is “the epitome of Eleanor Roosevelt.”Hobbies: knitting, sewing, quilting, gardening, reading, hiking, travelingA few things you may not know about Chris: She has sung in herchurch choir for 33 years, lived in Germany as a newlywed, and has adaughter who holds a doctoral degree in atomic physics. And, she adds,“My great aunt was a pickle broker during WWII.”

J E N N A P I A Z Z ABirthplace: Buffalo, NYEducation: B.S., education/Spanish, SUNY Oswego; M.S., specialeducation, Daemen CollegeAt EFS since: 1996If Jenna wasn’t a teacher, she’d probably be a: labor and delivery nurseWhat she likes best about her job: So much: it’s the kids and their loveof learning; the challenges that come with teaching adolescents; thefaculty, whom she says are some of the smartest and most dedicatedteachers in the area; and the atmosphere at EFS, which she describes asnurturing and kind, but rigorous. “I hope to be what we refer to as a ‘lifer’here at EFS. I feel privileged not only to do something I love, but to bedoing it in a place I really love.”Biggest professional challenge: “The kids learn so fast and the newtechnology does so much, it is always a challenge to keep up with whatthey are doing,” says Jenna. Enforcing dress code is the least favorite partof her job. “Making sure everyone is in dress code could be a full-timejob on its own.”Favorite place she’s visited: Madrid, Spain and Maui, HawaiiPlace she’d like to visit but hasn’t: Greece, Italy, and Puerto RicoFavorite food: Jenna says it’s anything Italian, and also her mother’sfamous potato pancakes and homemade applesauce.Heroes: Jenna looks up to her mother for “her strength, determination,perseverance, and values and for showing me how to live each day to its fullest.”Hobbies: traveling, reading, swimming, scrapbookingA few things you may not know about Jenna: She’s the eldest of sixchildren (three boys and three girls). She loves photographs—takingthem, sharing them, scrapbooking them. And no matter what continentshe’s on, her all-time favorite place to be is “at a beach, with the sunshining bright and the hot sand between my toes.”

16 TEACHING BEYOND

TeacheratSea

LAST JUNE, EFS SCIENCE TEACHER CLARE WAGSTAFF

SAILED THROUGH THE BAYS OF ALASKA HELPING

SCIENTISTS CONDUCT HARBOR SEAL RESEARCH AS

PART OF THE NATIONAL OCEANIC AND ATMOSPHERIC

ADMINISTRATION’S TEACHER AT SEA PROGRAM.

18 TEACHING BEYOND

On June 1, Clare boarded the John N. Cobb, a 1950s-

era wooden-hull research ship, where she was to work

side-by-side, day and night, for 12 days with the small

crew. Based out of Juneau, the capital of Alaska, the

expedition aimed to study the Alaskan harbor seal,

visiting known “haul-out” sites (places where seals

temporarily leave the water for breeding and other

purposes) and looking closely at its “pupping

phenology,” the seasonal occurrence of the birth and

care of baby seals.

Although engine failure cut the expedition short,

Clare’s adventure lasted long enough for her to gain

first-hand knowledge of science and life at sea—and to

bring plenty back for her students to share. Printed here

are some excerpts from her logs and photographs of her

scientific voyage in the Alaskan waters.

DAY 1 The first morning on the JOHN N.COBB started early. I have never been on a shipfor any great length of time, so this will truly bea test of my seafaring legs! The ship has threedecks, with sleeping quarters spread out over allthe levels. The amenities on the ship are basicbut comfortable and include two toilets and ashower. The COBB carries all the water itrequires for the entire two week cruise, so waterconservation is a high priority. No long showersfor anyone!

It’s only the first day, yet while standing on thebridge we spot a humpback whale! The crewassured me that that wouldn’t be the best viewI would get of one, but I was still very excited!

DAY 2 Late last night we reached our anchorsite at Tebenkof Bay. We boarded a small skiffto go visit known seal haul-out sites to countharbor seals, focusing particularly on thenumber of pups.

One of the most interesting animals weobserved today was a large number of seaotters. The otters regularly haul themselves outon to the rocks, like seals do. A large number ofthe females were floating or swimming with ayoungster on their stomachs! Otters, unlikeseals, have little insulation, so this behaviorcould be a method to protect the young fromthe elements and keep them safe.

After a couple of hours of observations, wereturned back to the COBB. The ship then setcourse for Little Port Walter, a NOAA BiologicalField Station. Each year the hatchery onsitethere breeds a variety of fish—most recentlyking salmon—for release into the wild.

DAY 3 This morning we headed out at low tideto explore an area called Big Port Walter, wherewe came across a rocky reef and a group ofharbor seals. We brought the skiff around tothe opposite side of the small island to

TEACHING BEYOND 19

disembark and walk carefully over the slipperyrocks covered with kelp and algae to get acloser look at these beautiful mammals.

Seeing my first group of seals up close wassomething magical! Each seal seemed to have apersonality. One scratching its face, anothermaking grunting noises at another seal thatappeared to be too close. As we sat there, itbecame obvious that a few of the seals wereaware of our presence, their heads poking uplooking at us. It made me wonder: who wasreally studying whom?

Back onboard, around 17:00 hours, the crewheard a loud grating sound coming from theship as we made our way to San FernandoIsland. A mechanical problem has left usanchored near Warren Island, and the USCoast Guard is in transit to tow us part of theway back to Juneau. Hopefully, a dive teamthere will be able to assess the damage to theship. If the damage is minor and easilyrepairable, then we will resume the missionfocusing on last leg of the planned trip, theglacier area.

DAY 4 Oh, what a rough night! Our anchorsite was in a rather exposed channel just eastof Warren Island and the ship was definitelyrolling. So much so, I found the best way tosecure myself in bed was to wedge my body inbetween the mattress and the wooden bedframe! At approximately 02:00 this morning aU.S. Coast Guard cutter arrived from Juneau totow us part of the way back to port.Disappointed that this might signal the end ofthe cruise, we were left with little to do butread, listen to music and partake in a few hoursof whale watching. I was able to observe anumber of humpback whales.

DAY 5 We are anchored just outside of thenative Alaskan village of Kake. Apparentlyanother NOAA ship, the Rainier, is on its way

to tug us back to Juneau late tonight. Therewas good news though. Some haul-out siteswere within seven miles of where the COBBwas stuck, so once again, we boarded the skiffand off we went!

DAY 6 I write this last log seated at the diningtable in the galley of the COBB. Unfortunately,the mechanical problems have proven to bemore serious than originally hoped. Here inport in Juneau, the COBB’s engineersdiscovered that the crankshaft had a largefracture in it. It seems as if the COBB may havesailed for the last time under her own power.

One of the biggest aspects of our cruise wasplanned for the last week: studying the haul-out sites in two large glacial areas in Tracy Armand Endicott Arm. With the COBB out ofaction, I decided to jump onboard a touristcruise that took a small group of us to theTracy Arm fjord. Two picturesque tidewaterglaciers are set at the end of this long fjord.Along the journey down the fjord, the steepcliff face rises vertically out of the water. Thecaptain maneuvered the small boat aroundmassive icebergs. With the thought of theTitanic always in the back of my mind, I ampleased he went so slowly. These are massivechunks of ice that have broken off a glacier andcan float for many miles down stream and outto open water. They can be made of ice,possibly a thousand years old, and are veryimpressive floating ice blocks with an intense,bright blue color.

As we got closer to the North Sawyer glacier,there were seal pups galore. It seemed everydirection I looked there was a mother and herpup! While the boat sat stationary in the waternear the South Sawyer glacier, there was a loudcracking sound. This signaled a carving of theice from the face of the glacier. It sent icecrashing into the water and created a wave thatsent our boat rocking. Over the 45 minutes we

were there, this breaking up of the glacial icehappened four times. Looking out to the sealson the ice in this area, I wondered why theywould stay on the ice so close to where thiswas happening, as it couldn’t be a pleasantride with all the rocking. As it happens, theseseals love this area, for exactly that reason. Asthe ice hits the water, it mixes the water below,sending the seal’s food source such as shrimpcloser to the surface. Basically the carvingaction just brings dinner one step closer tothem – buffet service with a great view!

SO WHAT HAPPENS TO THE DATATHAT CLARE HELPED TO COLLECTOUT AT SEA? Data is first collected on a spreadsheetorganized by ‘waypoint’ (name of locationand/or latitude and longitude); it also displaysthe number of adult seals and pups, a longwith environmental data such as tide height.Through some fancy GPS work, the route,speed, and time of each excursion is alsorecorded. Plotting all this information togethergives a clear picture of patterns in the resultscollected. Photographs taken of the seals aresynchronized with the GPS information, linkingpictures taken at a specific site electronicallyto the recorded data. In the previous five yearsof this study, the proportion of adult sealspresent with a pup has remained approximatelythe same: 25% on rock substrate andapproximately 70% on ice. Unfortunately,because the team was unable to study manysites this season, the data collected from thistrip is inconclusive. However, with the effects ofglobal climate change it seems unlikely thatthese percentages, particularly of pups on icehaul-out sites, will continue to be as high.Adding to this data over the preceding yearsseems an absolute necessity for scientists toget a greater picture of the harbor sealpopulation and its habitat.

EFS TEACHERS TRAVEL TO ALL KINDS OF PLACES THAT

ENRICH THEIR CLASSROOM TEACHING. HERE IS A

SAMPLING OF WHERE THEY’VE BEEN AND HOW THEIR

TRAVEL EXPERIENCES BENEFIT OUR STUDENTS.

TEACHING BEYOND 21

Oh, thePlacesthey Go!“I've been to some wonderful places that I've incorporatedinto my curriculum. I’ve visited Kenya and Tanzania andshare with my students information about the Africansavanna wildlife and the Maasai culture. I traveled to Belize,which I use in lessons about the coral reef, the rainforest,and the Mayan ruins and culture. In Peru, I visited theAmazon rainforest, studying the wildlife, indigenous people,and ecology (I got to walk on a canopy walkway 100' abovethe ground!), and the mountains, where we learned aboutthe Inca ruins and culture. I participated in Earthwatchprograms studying bald eagles in Michigan and orca whalesin Puget Sound.”

Diane Evans, LS science teacher

Left: Maasai villager greet a group of visitorsincluding Lower School science teacher Diane Evans.

Baobab tree inAfrica

“I spent the summer of 2005 in a town just outside ofDenali, Alaska giving tours about the area’s naturalhistory. This year, I did an Options class with third andfourth graders about Denali National Park exploring someof the different flora and fauna of the area.”

Katie Crouthamel, Grade 4 teacher

“A few years ago, I visited Gallaudet University inWashington, D.C. with former EFS Prep teacher LynneSinger. Gallaudet was the first college for the deaf in thenation. We toured the campus, met with some students, andimmersed ourselves into the deaf community. We even hadthe opportunity to meet the president of the university, Dr.Robert R. Davila, and speak with him in sign. It was anamazing weekend, because it gave us an opportunity toexperience deaf culture firsthand. We were the minority in asea of sign language! Whenever I teach the EFS children tosign, I recall my experiences from that weekend.”

Molly Sanders Clauss, Prep music and Friendship Club teacher

“I spent a week at the Savannah College of Art AndDesign participating in studio workshops with SCADfaculty and other art teachers from across the U.S. I alsoattended the Guggenheim Conference ‘Learning throughArt’ over the summer of 2006 learning about the benefitof arts education on literacy skills.”

Amy Hartman, LS/US art teacher

“I’ve taken the Chunnel train from England to France. It’s a great way to travel from one country to another. I’vealso taken the TGV, France’s bullet train, which providesvery fast, direct transportation within France and to other countries.”

Chris Curtis, LS/US French teacher

“I have traveled the Oregon Trail for two weeks, and I havevisited several Revolutionary War battlefields and Civil Warbattlefields on two separate week-long trips. I have been tomany forts. I have toured Williamsburg, SturbridgeVillage, and the historic buildings in Washington, Boston,and Philadelphia. Last summer I went to Valley Forge. Thethird grade studies US history, and wherever I go, I buybooks and souvenirs and keep journals of my travels andbring these experiences into my classroom teaching.”

Sybil McGennis, Grade 3 teacher

Mt. McKinley, DenaliNational Park

A garden seen on awalking tour with thedean of architecture ofthe Savannah College ofArt and Design

The view from theLondon Eye

Sybil McGennis withgrandsons Peter ’11 andWilliam ’14 at ValleyForge

“I have traveled to France and learned about andphotographed the Cathar region of the Languedoc, arelatively tourist-free part of France. I shared thisexperience with my students. I have also done Frenchimmersion in Quebec.”

Marigrace Papagni, LS/US French teacher

“I spent a month in Spain for several summers, and I’vetraveled extensively through the Dominican Republic andMexico on long road trips. Trips like these have allowed meto bring the richest perspectives and the deepestknowledge into the study of those Spanish-speakingcountries in the classroom. Throughout the years I havebeen able to compile an extensive collection of culturalmaterials from the countries I have visited. The materials inthe collection are invaluable teaching aids.”

Maria Pesquera, Spanish teacher, grades 4-8

“I went to Mexico years ago and have used a lot of theinformation I gathered there in the classroom.”

Jenna Piazza, LS/US Spanish teacher

“I traveled to the Pitons in the West Indies, St. Lucia, tosurvey an active volcano there, and I have also been toSunset Crater Volcano National Monument in Flagstaff,Arizona. I use both of these experiences in the volcanolessons I do with the students. I’ve been to the BaltimoreAquarium to have breakfast with the dolphin trainers todevelop an ocean theme curriculum for Prep I and II.Kathryn Murray and I have been to the New EnglandKindergarten Conference in New Hampshire. I have visitedthe Jewish Primary Day School in Washington, D.C. for aday to collaborate on ideas for our ‘Green’ movement. Thatis where our ‘litter-LESS lunch’ idea came from.”

Alyssa Schwabe, Prep I teacher

“I went to Costa Rica last year studying sustainable eco-travel and ecology. I stayed in the rainforest—amazing! I usethis experience during our climate change study. I also justreturned from a SCUBA diving expedition in St. Croix where Iparticipated with a REEF fish population study, looking ataffects of climate change on coral reefs and relatedecosystems. The photos, videos, and lesson and experimentideas from this and other diving trips I’ve taken are part ofour study of oceanography and climate change.”

Clare Wagstaff, US science teacher

A bull fight in a Romanarena in the Frenchtown of Arles

Ruined Mayan city ofUxmal in the state ofYucatán, Mexico

The Pitons in the WestIndies, St. Lucia

Local transportation inCosta Rica

24 STUDENT PERSPECTIVE

MICHAEL NEWMANFourth Grade

F I R S T IMPRES S I ON SYo u n g A r t i s t s E x p l o r e M o d e r n A r t

KIMBER IACONAFourth Grade

JED RIFKINSecond Grade

MARIN BOGULSKIFirst Grade

MAXCY GAYLESEighth Grade

MAYA GUZDARThird Grade

HARLEIGH AWNERFifth Grade

AMBER CHINNSeventh Grade

JOCI VELARDISixth Grade

JOHN CHRISTIAN BIALKOWSKISecond Grade

An exhibit that ran at the Albright Knox Art Gallery from November 24 though January 7 showcased modern masterpieces by EFS first through

eighth graders. Students gained inspiration from famous works by Calder, Mondrian, Warhol, and others, and created their own original pieces

using clay, collage, paint, print and other media. Here is a small sampling of their work, which drew rave reviews from gallery visitors.

26 LEARNING ALONG

LEARNING ALONG 27

T H EFrenchConnection

COME ALONG AND LEARN AS THE SIXTH GRADE FRENCH STUDENTS EXPLORE

WESTERN NEW YORK’S FRENCH HERITAGE AT OLD FORT NIAGARA.

28 LEARNING ALONG

Western New York has French roots that dateback to the late 17th century, when French colonists were the first Europeans toestablish settlements along the Niagara River in what is now the Buffalo-Niagararegion. Its location among the Great Lakes made the waterway an important sitefor the French, British and Dutch settlers seeking control of North American lands.Of course, long before the arrival of the French, the region was occupied by theIroquois Confederacy, and animosity between the Iroquois and the French servedto shape the fort’s history throughout.

Originally established in 1678 as a trading post, the French camp at Niagaraevolved over time into a full French military base and fortification, until a Britishsiege in 1759 forced its surrender—nearly 250 years before our EFS studentsspent a day exploring its storied past.

Le château (the castle)The most impressive feature of the fort’s buildings mightbe what is now known as the “French castle,” a largestone house built in 1726 which gave the French theirfirst firm military foothold on the Niagara. Although theIroquois had given permission only to erect a tradinghouse, the new building was, in fact, a substantial citadelfor its military garrison. It was designed to have theappearance of a house, but it incorporated manydefensive features as well, notably overhanging dormerswhich provided positions from which defensive fire couldsweep the ground around it. The stone walls wereimpervious to musketry, and the house contained all thefacilities needed by a garrison of about sixty officers andmen—storerooms, quarters, a bakery, a chapel, amagazine, and a well.

L'artillerie (the artillery)Although every gun was called a cannon, there is in factan actual working cannon on the site, which the kidsdelighted in watching being fired off into Lake Niagara.They also got a lesson in musketry, learning how to loadand shoot the then-popular weapon, known for its “rapid

fire” (three to four shots per minute by a well-trainedsoldier) and not for its accuracy. At the end of the gunwas a bayonet with a triangular tip that would inflict awound that was nearly impossible to close. War was anup-close and dirty business, and as brave as the soldierswere, “running away was a perfectly acceptable 18th

century military tactic,” the guide assured the students.

La vie du soldat (the soldier’s life)The food was probably the most enticing part of an 18th

century French soldier’s life. In the kitchen, cooks werepreparing chocolate chicken (better than it sounds,reportedly), leek and cheese pie, and pea soup, which thekids were able to sample. Sleeping arrangements wereanother story: while on guard, soldiers would serve 24-hour shifts living in the guard room, sleeping side-by-sideon a long wooden platform topped with straw mattressesafter standing on guard for six hour stints. “What wasthere to steal?” wondered one student, noticing theSpartan surroundings. “The fort itself!” answered theguide—which was indeed what happened in 1759 duringthe French and Indian War, when British troops gainedcontrol of the fort after a 19-day siege.

SECTION 29

Bread Soup W I T H B U T T E R & C H E E S E

Similar to what 18th century French soldiers stationed at

Fort Niagara would enjoy, this rustic soup is filling and

delicious. It made use of leftover ingredients that might

have otherwise gone to waste, and when you’re

sequestered in a military fort during wartime, you can’t

afford to have anything go to waste. The onions not only

flavor the soup but help to fight off scurvy as well!

2 tbs. unsalted butter

2 large onions, peeled and chopped

1 tsp. plain flour

5 c. chicken or vegetable stock

salt and pepper

10-18 slices of stale French bread, depending on size of loaf

6 oz. grated Beaufort, Gruyère or Emmental cheese

Melt the butter in a large saucepan over medium heat and cook the

onions for about 10 minutes until glossy and lightly golden, stirring

occasionally. Stir in the flour and let cook for three minutes. Season

generously with salt and pepper. Add the stock and bring to a boil.

Simmer over a low heat for 10 minutes. Lay half of the bread over the

base of soup tureen and scatter over half the cheese. Repeat with the

remaining bread and cheese. Pour the broth over the bread and cheese

and let stand for a few minutes before ladling into soup bowls to serve.

serves 4

JUST FOR FUN 31

J U S T F O RFun Knowing a second language is very

useful—you’ll need to if you want to

answer these riddles. (Need help? Just

ask an Elmwood Franklin student, or look

below for the English translations!)

S P A N I S H

What has four wheels and flies?

Un camión de basura

What did the right eye say to the left eye?

Sólo entre nosotros, ¡qué mal olor hay!

What happens when you throw a green rock in theRed Sea?

Se moja.

F R E N C H

What do you get when you cross a stream and abrook?

Des pieds mouillés

What lies on its back, one hundred feet in the air?

Un mille-pattes mort

What has forty feet and sings?

Le choeur d'école

3

2

1

3

2

1

Spanish1. A garbage truck2. Just between us, something smells.3. It gets wet.

French1. Wet feet2. A dead centipede3. A school chorus

32 FROM DEVELOPMENT

Ever since coming here, I’ve known thatElmwood Franklin is special, but never hasit been more apparent than now. The

students, faculty and staff at Elmwood Franklin School are fortunateto be in such a caring, compassionate and stable environment in aworld that is ever changing. As an organization, we are fortunate forthe hard work and good judgment of the Board of Trustees. Andthere is another very important population tied to the history andfuture of the school: our caring alumni.

So many remember Elmwood Franklin each year by volunteering, visiting, writing in, and/or

supporting the EFS Annual Fund. We recently received a bequeath from a 1940s alumnus. It is

such a special gift—a gift that speaks to so many by saying, I care about Elmwood Franklin School,

the important work of teachers and students. A gift that says, I remember the solid foundation

Elmwood Franklin provided. A gift that says, I wish to keep giving that experience to others.

At a time when we hear about so much tribulation on the world’s financial front, it’s a comfort and

a joy to work for an institution where so many are willing to support each other and the important

work we do for the future of our students.

I wholeheartedly thank all of our donors and volunteers, Annual Fund and Auction alike, who give

so much to make our school Elmwood Franklin. Thank you for being so kind.

f r o m t h e

D I RECTOR OFDEVELOPMENTJulie Berrigan

FROM DEVELOPMENT 33

A Note to our Readers

In consideration of the challenges presented bycurrent economical conditions in the region,across the country, and around the world, we’dlike to let you know how the publication of theBulletin Board fits in to the Development Office’spriorities and also what we’re doing to diminishthe cost of its production.

We are proud that the Bulletin Board earned asilver medal in 2008 from the Public RelationsSociety of America, an honor it earned not for itspictures and stories of great people (though wehappen to think they’re award-worthy too!), butfor its strategic effectiveness in communicatingwith its target audiences. That’s how publicrelations professionals put it, anyway. Anotherway of saying it is that the Bulletin Board reallydoes keep us connected with our schoolcommunity. The Bulletin Board is much more thana parent newsletter. Not only is it a way tocommunicate with our current families, but it isalso an effective tool for engaging and informingprospective families and the greater community.Most important of all is the role it plays in alumnirelations as the primary connection to nearly

3,500 EFS alumni of all ages, who, despite aseparation of many miles and many years, stillwant to be a part of Elmwood Franklin School.The Bulletin Board lets them feel—and know—that they are.

There are obviously costs involved in producingthis publication; however, we want to ensure ourreaders, many of whom are also loyal donors, thatwe are always mindful of keeping these costs aslow as possible. It’s important to note that allcontent and layout is generated in-house byDevelopment staff, which allows us to puttogether a sophisticated piece without incurringany writing, photography, or graphic designcharges—that otherwise would be quitesubstantial. And although we often admire otherschools’ full-color magazines, we continue to limitour publication to much less expensive two-colorprinting. With this particular issue, we have takensteps even beyond our usual measures to reduceour expenditures in the face of the tightenedeconomy. In consultation with our printer, wefound ways to lower our printing and mailingcosts by more than a third, by switching to alighter paper weight and condensing somecontent, while still maintaining its appeal.

We hope you continue to enjoy reading theBulletin Board as much as we enjoy sharing it withyou. Tell us what you think by e-mailingdevelopment@elmwoodfranklin.org.

{ }In consultation with our printer, we foundways to lower our printing and mailing costsby more than a third, by switching to alighter paper weight and condensing somecontent, while still maintaining its appeal.

34 ALUMNI PROFILE

Piano ManA salon piano concert at the

Darwin D. Martin House featured a very special piano—and a pretty special piano player, too:

HARRY MURSTEN ’44.

THE DARWIN D. MARTIN HOUSE, BUFFALO’S FAMOUS

Frank Lloyd Wright-designed structure, is nearingcompletion of a massive restoration project undertaken

by the non-profit Martin House Restoration Corporation(MHRC). In November, a salon piano concert featuring soloistHarry Mursten brought back to life a piece of Martin Househistory: the home’s original Steinway grand piano.

The piano was obtained by the Martin family in 1909 and wascustomized with quarter sawn oak veneer to make it anappropriate fit with the Wright-designed furniture and millworkin the house. (Wright did design a piano himself as part of hiscomprehensive tout ensemble furnishing plan for the Martinhouse, but due to the protracted process of designing andfabricating the furniture in general, the Martins never had theWright-designed piano built.) Dorothy Martin Foster, daughterof Darwin and Isabelle Martin donated the piano to Elmwood

Franklin where it was used for many years. With the assistanceof EFS alumni parents Doug and Beth Swift (Doug is also anEFS alumnus and a MHRC board member), Elmwood Franklindonated the piano back to the Martin House in 2006 and ithas since been completely restored and refinished.

At the time Harry Mursten attended the Elmwood School inthe 1940’s, the treasured piano was in the home of DorothyMartin Foster, daughter of Darwin and Isabelle Martin, but thepiano’s many connections—and its significance—are not loston him. “The concert honoring Darwin Martin, Frank LloydWright, and the composers was a memorable event,” saysHarry. “The evening was a celebration of the genius of thehonorees and will be long remembered. The leadership of thefoundation is to be congratulated for their passion andcommitment to restore this magnificent structure.”

ALUMNI PROFILE 35

WHAT KINDS OF MEMORIES DO YOU HAVE FROM YOUR

ELMWOOD DAYS?“Elmwood was a caring and nurturing environment, a stronglearning experience, and lots of fun. I particularly rememberMiss Harry (how could I forget this teacher?) andMs. Schomaker, who guided us through these early andformative years. Playing tag was especially fun until the timeI was chased across the playground, ran up the steps of theadjoining building, and landed in the fish pond. Veryembarrassing for a 10-year-old.”

WHEN DID YOU LEARN PIANO? DID YOU EVER CONSIDER

PURSUING IT AS YOUR PROFESSION? “At the age of five, I heard a song on the radio and

commenced to ‘pick it out’ on the piano, which totallyfreaked out my parents. Piano lessons followed with R. LeonTrick, Beth Wolanek, and Mona Bates, ending up in JulliardConservatory in New York City. Performances were recitalsand orchestra appearances up until age 19. After two yearsin New York my decision was to change the career path andpursue a business degree at UB.”

WHO ARE YOUR FAVORITE COMPOSERS OR

COMPOSITIONS? “It is difficult to single out one composer. The periods thatare the most satisfying start with the classical composers(Beethoven, Mozart) through the Romantic Composers(Chopin, Brahms, the Russian composers). This would be theperiod from the late 18th century through the early 20th

century. But then, how could you leave out Gershwinor Scott Joplin? The one piece that stands out is the GrandPolonaise in A flat by Chopin.”

HOW OFTEN DO YOU PERFORM NOW? “About three or four times a year, usually at churches,fundraising events, or senior centers. A standout event wasperforming the Liszt Hungarian Fantasy with the Buffalo

Civic Orchestra directed by Jan Wolanek under the stars onthe steps of the Albright Gallery on a beautiful summerevening in July. A perfect setting, a passionate compositions,and a most receptive audience of around 5,000.”

TELL US ABOUT YOUR CONTRACTING BUSINESS, MURSTEN

CONSTRUCTION COMPANY. HOW DID IT GET STARTED?“Starting back in the 50s, my first contract was for $700,followed by a second contract for $750. The office was thefront seat of my ‘59 Rambler, and the back seat had the filesand checkbook. The next year a contract for $12,000 waslanded to build a 1500 sq. ft. house. In the third year, acontract for $60,000 was negotiated for a 20,000 sq. ft.warehouse. We ultimately ended up as the eighth largestgeneral contracting company in South Florida, focused onshopping centers, office buildings, banks, churches, jails, and schools.

General contracting has been a blast. One really memorableproject in construction was the involvement in restoring 35churches after Hurricane Andrew in 1992. These churcheshad no insurance and had no place to turn. Therestoration was made possible through grants from ‘We WillRebuild,’ all private funds. Some of the most meaningfulrelationships were made during this stressful period as thesechurches were brought back to operational status.”

H OW ’ S YO U R FA M I LY ?“I’ve been married to Margaret for 41 years, and we have sixchildren and eight grandchildren. A fantastic crop of highlymotivated and productive individuals. Truly a joy!”

HOW OFTEN DO YOU RETURN TO BUFFALO?“Every five years I make the effort to return for my highschool reunion at Nichols. This year I was particularlyimpressed with Elmwood Franklin and thoroughly enjoyedtaking a tour of the facilities. It sure is a far cry from the old

“Life is a continual change. We transition through multiple stageswith each stage having its profound experiences. As one matures itbecomes obvious that it is the journey that's rewarding, the relationships that

are nurtured, and the contributions made that bring satisfactionand fulfillment.”

36 NAMES IN THE NEWS

NamesI N T H E N E W S

N E W S O F N OT EHead for a Day: Fourth grader Logan Humiston served asHead for the Day in October, and third grader Peter Saidserved as Head for a Day in January. As Head for the Day,students assist Mr. Featherston with his busy day by handlingsuch pressing matters as deciding the dress code andchoosing the lunch menu.

Corporation Breakfast: Life members of the EFSCorporation gathered for breakfast—and a musicalperformance by Prep students—in the newly expanded EFSdining room in October.

ST U D E N T N E W SStudent Coordinating Committee Officers for the year areAlec Long and Will Kuettel, co-presidents; Sarah Duncan andLizzy Cappuccino, co-vice presidents; Autumn Rolack,secretary; and Thomas Westbrook, treasurer.

Blue-Gray captains for the year are Molly Mathias, girls Bluecaptain; Charlotte Jacobs, girls Gray captain; Tino Tomasello,boys Blue captain; and Dan Scully, boys Gray captain. Firstsemester co-captains are Amber Chinn, girls Blue co-captain;MacKenzie Hamill, girls Gray co-captain; John Bassett, boysBlue co-captain; and Marc Cangé, boys Gray co-captain.Second semester co-captains are Sarah Obletz, girls Blue co-captain; Erica Lipke, girls Gray co-captain; Bo Whitney, boysBlue co-captain; and Austin Egri, boys Gray co-captain.

Pushing Up the Sky awards were presented in October tofifth graders Lucy Featherston and Peter Najdzionek; sixthgraders Natalie Harden and Ned Mathias; seventh gradersRachael Barnes, Colin Hogan, and Sarah Obletz; and eighthgraders Sarah Duncan, Molly Mathias, and Dan Scully.Awards were presented in February to fifth graders AlexLahood and Jillian Sternberg; sixth graders Henry Frome,Jocelyn Velardi, and Walter Zurowski; seventh graders JohnBassett, Helen Boisaubin, Amir Gulati, and Jordan Tick; and

eighth graders Sam Hausmann and Autumn Rolack.

National Junior Honor Society inductions in Januaryincluded 21 new members: seventh graders Rachael Barnes,Elliot Biltekoff, Helen Boisaubin, Marc Cangé, Annie Cleary,David D’Agostino, Austin Egri, Amir Gulati, MacKenzieHamill, Katie Herer, Colin Hogan, Will Lahood, Erica Lipke,Grace Munschauer, Sarah Obletz, Rachel Piazza, MichaelRapaport, and Jordan Tick; and eighth graders MargaretDowning, Daniel Scully, and Alexandra Viti.

Eighth grade flutist Emily Kuettel was selected to perform inAll County Band. Sixth grader flutist Addie Truax wasselected as an alternate. Of 162 flutists auditioning from allover Erie County, only 12 were selected, with four alternates.

Seventh grader Helen Boisaubin took part in the 2008 U.S.Transplant Games in Pittsburgh in July and placed third inher age category in the 5K run.

The EFS Eagles basketball teams had a stellar 2008-2009season, with three teams placing in the championships. TheGrade 4 boys team was named Fourth Grade Champions inthe Father Schauss K of C J.V. Play-off, and the Grade 6 boysteam and the Grade 7/8 girls team each took second place intheir respective divisions.

PA R E N T N E W SCurrent parent Beth Munro and alumni parent MarthaMarlette have their original paintings on display in theAnderson Lobby of EFS’ Johnston Theatre through the spring.

FA C U LT Y A N D STA F F N E W SPhys ed teacher Pete Johnson welcomed son Nicholas Danielon December 22, 2008.

Director of Development Julie Berrigan welcomed daughterPaden Juliet on March 18, 2009.

NAMES IN THE NEWS 37

TO P L E F T: Logan Humiston ’13 and Tony Featherston

TO P R I G H T : Peter Said ’14 and Tony Featherston

M I D D L E : Director of Development Julie Berrigan andHead of School Tony Featherston gather withCorporation members as they listen to Prep studentsperform in the newly renovated dining room.

B OT TO M L E F T : Nicholas Daniel Johnson

B OT TO M R I G H T : Paden Juliet Berrigan

1 2

4 5

7 8

DAY TO DAY 39

3

6

9

1 Another smile, another September:Elmwood Franklin kicked off another greatyear on September 4. Here, Mr.Featherston meets and greets students asthey make their happy way (yes, happy!)back into school.

2 EFS exclusive: Drama teacher ChristineCooke directed seventh and eighth gradersin her own original adaptation of thepopular children’s novel The Lightning Thief.The unique production, which ran inDecember, blended contemporary themesand contemporary technology with Greekmythology.

3 How does he do that?: A professionalmagician wowed Lower Schoolers inNovember as part of the fall Book Fairtheme, the Magic of Words.

4 Feasting with friends: The annual PrepThanksgiving feast brought outgratitude—and appetites—in everyone.The children made special decorations forthe table and themselves!

5 Fire alarm: Students observe aspectacular burst of flame that results froma chemical reaction created by Sandra A.Miller, a chemist with Pfizer Pharmaceutical(and sister of EFS’s own Mariann Miller),who visited sixth grade and first gradescience classes in December.

6 No campfire needed: The power ofthe sun’s energy can be used to do allsorts of things—even to make tastysnacks, as seventh grade students foundout after making solar smores in scienceclass in October.

7 Leopards, and dancers, and chickens,oh my!: Prep students stroll along theparade route decked out in theirHalloween finest.

8 Fit for a king: Sixth graders madehistory come alive on Medieval Night inDecember, a Middle Ages celebrationcomplete with food, drama, dancing,juggling, and swordplay. Fortunately foreveryone except the king’s royal taster, the“poisoned wine” was discovered beforebeing served to families.

9 I’ve got the music in me: Student-musicians often share their talents withtheir classmates at EFS as a part of musicclass. Here, second grader CarltonAlsheimer demonstrates his abilities on hiselectric guitar.

10 Czech this out: Prep dad Ludvig Karl,originally from the Czech Republic, sharedstories and a bit of his native language withPrep II students in December.

11 Special guests: Grandparents joinedtheir beloved Prepsters for a morning ofstories, crafts, and snacks onGrandparents’ Day in November.

12 Kids and politics: The Fall ParentCouncil Speaker Series presentedMichael V. Haselswerdt, PhD from CanisiusCollege who spoke to parents aboutpolitics in the news.

D A Y to D A Y

&

40 ALUMNI PERSPECTIVE

A D R I A N B E N J A M I N B U R K E ’89 makes some meaningful discoveries by indulging his love of genealogical research.

A R O U N D T H E

WorldBAC K A G A I N

Some of Adrian Benjamin Burke’s fondest memories from EFS are of Mrs. Drew’s then-

fifth grade history class and Medieval Night. “I remember my parents dressing up and

Matt Newman’s father arriving to applause in monks’ robes!” he recalls. Ever since then,

he says, he has been captivated by everything about medieval Europe—including his own

distant family ties—and feels fortunate to have lived all over Western Europe, from Italy

to France and from Ireland to Poland. Here, Adrian discusses his interest in historical

family research that has both taken him around the world and back in time.

ALUMNI PERSPECTIVE 41

ADRIAN IN FRONT OF LEEDS CASTLEKENT, ENGLAND

42 ALUMNI PERSPECTIVE

By Adrian Benjamin Burke, Esq. ’89

Ibecame curious about my family's history when Ifound dusty old books tucked away in a bookcase inmy grandmother's big old farmhouse in Attica, New

York, filled with the names of early New England colonistsand Revolutionary War soldiers. She never talked abouther ancestry and yet streets all over the countryside werenamed after her grandparents, and the town cemeterieswere filled with giant tombstones and granite obelisksdedicated to them. Later, my mother's cousin shared withme all her work from the decades she had spentresearching my maternal grandmother's family, and Ipicked up where she had left off.

My first genealogical project was assembling thedocumentation required to the join the Society ofMayflower Descendants, which took many months ofrequesting wills and death certificates from courts andtown clerks. I published my three Mayflower lines in theSociety’s journal and continued to research not only mymother's side but my father's side as well. It's basically like

doing private investigation—you never know what you willfind and sometimes skeletons that have been hidden in acloset rear their heads after decades. For example, Idiscovered evidence which suggests my great grandfatherhad married a young lady who died of tuberculosis andthen moved to Buffalo and married my grandfather'smother. My grandfather died never knowing of his father'sprevious married life in New Jersey!

As a student at Brooklyn Law School, I went off to Irelandfor a summer to study. One of my goals in going toIreland had been to find out from which town in countyKilkenny my great-great-great grandfather John RobertBurke, who came to New Jersey in 1840’s, came. I filledout a form at the local historical society with the fewnames and dates I had, and sure enough after just a fewminutes the historian located the parish records in adatabase and told me that John Burke came fromFreshford, a small village a few miles outside the city. Myfriends and I immediately drove over to the picturesquelittle town with its medieval stone fountain and 11th

century Norman church. It was an amazing feeling beingthe first descendent of John Burke to return to hisbirthplace after 140 years.

The most rewarding part for me was sharing this researchwith others. It took several years of working with a distantcousin but we finally tracked down all living descendantsof John Robert Burke. After locating the phone numberonline of one of my third cousins, I called her, and it justso happened that her sister was visiting from NewHampshire and she invited me over to her house. Meetingthe two sisters and their families was a dream come true,only slightly saddened by the fact my grandfather, BuffaloEvening News columnist Richard Burke, had been killed afew years earlier and never got to meet his cousins. Soonafter our reunion I published an article, “Tracing Richard JBurke, Irish-American journalist, poet and playwright…”in the journal The Irish Genealogist. I loved that the articlegave substance to these poor Irish immigrants, many ofwhom slaved away in textile factories in New Jersey asyoung as ten years old, who worked so hard and yet areabsent from the history books. Many never had childrenthemselves and when they died, only an aging sibling who

ADRIAN’S GRANDFATHER, RICHARD J BURKE, IRISH-AMERICAN JOURNALIST, POET AND PLAYWRIGHT.

ALUMNI PERSPECTIVE 43

had relocated to another state received the deathnotice—no one else cared. Now those interested canread the article and know these individuals existed.

I immediately started working on a new genealogicalpuzzle. John Whitney, a Puritan immigrant in the 1630s,started a family in Watertown, Massachusetts that wouldspread out across the continent and around the world.Today his progeny number in the millions. Yet with all theattention paid to this early American settler, his origins inEngland have remained a mystery of sorts. Two distantWhitney cousins on opposite sides of the country hadbeen operating a website devoted to the Whitney family.The three of us began to collect documents from the 16th

century in an attempt to conclusively prove JohnWhitney’s ancestry. I finally tracked down the location ofthe Whitney Manor Records, a collection of earlymedieval parchments that had once belonged to theWhitney family and were now in the library of theUniversity of Wales, Bangor. I had a seasoned Englishgenealogist transcribe the 14th century deeds and willsfrom virtually incomprehensible Latin script into plain oldEnglish text. Although nothing up to this point resolvedthe problem of our Whitney’s origins, I did discover proofof the marriages of one medieval Whitney. I published myfindings in Foundations, the journal of the Foundation forMedieval Genealogy. Six months later a follow-up articleappeared with additional information relating to LordWhitney’s grandchildren.

In rare cases we actually make discoveries that willperhaps one day make it into a footnote of a treatise ortext book. One example is the identification of one of thecaptains in Sir Walter Raleigh's fleet that voyaged toSouth America and eventually cost Sir Walter his life. Forcenturies writers and historians had assumed that acertain captain in his armada named Thomas Whitney wasa son of a 16th century Lord Whitney, but by a stroke ofpure luck, I obtained a court case which proves Capt.Whitney was from a different family from the other sideof England. Although it may be a small correction, forpeople who are die-hard fans of Sir Walter Raleigh, it willbe a tiny improvement on the overall knowledge about afamous figure in Europe and America’s history.

I continue to work with my Whitney cousins in the hopethat one day we will finally discover our Whitney’sancestry once and for all. I think what drives me topersevere is the challenge of solving the mystery—whowas so-and-so's father, why did they emigrate thousandsof miles, was a lower middle class family actuallydescended from nobility. The thrill is finding out the real-life soap opera that has occurred over and over againthrough time and yet remains unknown. There are so manydocuments in the archives of governments, churches,museums, libraries that have not been viewed incenturies—there’s no telling what will be discovered, whatpreviously established fact will have to be revised becausea parchment is found which contradicts the establishedtradition. This is what makes genealogy so captivating.

Alumni are invited to write personal essays on themes relatingto their careers, hobbies, or experiences at Elmwood Franklin.We are interested in printing pieces between 500 and 1500words that deal with memories, opinions, or ideas relevant tothe EFS community. If you’re interested in writing for a futureissue, contact Sally Jarzab at sjarzab@elmwoodfranklin.org or(716) 877-5035.

ADRIAN BENJAMIN BURKE BESIDE THEWINCHESTER OBELISK IN ATTICA, NY.

44 CLASS NOTES

class notes

1937Berenice (Bunny) HewittLothrop writes from

Towson, Maryland to say, “I am verymuch ALIVE.”

Note: Mrs. Lothrop was incorrectly listed inthe in memoriam section of the last issue ofBulletin Board. Our deepest apologies forthis error.

1938Barbara Strebel Connerswrites from Wellington,

Florida to say that she is still taking hercamera along on her African safaris, asshe has for almost 50 years. "Bill, Bob,Chrissy and Kelly are all fine. We meet inBay Beach for the Fourth of July withtheir children—a great reunion!" 

1961Sally Gisel Green writes,"Work at the Federal

Reserve Bank in Richmond is challengingthese days! We wish all in Buffalo and atEFS the best." 

1963EFS physical educationteacher Debby Clark was

inducted into the Buffalo SeminaryAthletic Hall of Fame in September.   

1964Ann B. Quackenbushwrites, "I retired last April.

My sister Susie and I are living on LongBoat Key in Florida during the winterand in Canada over the summer." 

1973Brian Meegan recentlymoved to Abu Dhabi,

capital city of the United Arab Emirates,to take a new academic position. Brianwrites, "I am moving to Abu Dhabi wheregas is only $1.50 a gallon!" 

1975Rick Smith performed inthe Johnston Theatre on

November 6, 2008.

1985Matthew Antkowiak livesin Washington, DC where

he works as a veterinarian.

Jennifer Feagin Powell lives in LosAngeles, CA where she is theeducational program director for aninternational organization which buildsand maintains inclusive playgrounds forchildren including those who arephysically challenged.

Howard '85 and Jamie Saperstonwelcomed son Sawyer Elliott on May 22,2008. Sawyer joins big brother H.Truman Saperston IV, grandparents MaryFranklin Saperston ’60 and Howard T.Saperston, Jr. ’49.

1987Lara Antkowiak Cabreralives in Cambridge, MA

where she is a high school Spanish teacher.

Jonathan Feagin lives in Fairfield,Connecticut where he is a middle schoolhistory teacher.

Ben Wilton was a featured artist in theexhibition "Focus on Gender: AnInvestigation of Ma le and FemalePerspectives in Contemporary AmericanCeramics." The show ran October 3 toNovember 30 at the WestchesterCounty Courthouse in White Plains, NY.Ben’s pottery was also on display in theEFS Anderson Lobby this past fall and winter.

1989Adrian Benjamin Burke,Esq. attended the annual

Savoy Charity Ball at the Colony Club in

R I C K S M I T H ’ 73 S AW Y E R A N D H . T R U M A N S A P E R S TO ND E B B Y C L A R K ’ 63

CLASS NOTES 45

New York City Saturday, December 13to raise money for the charitablefoundation of the Royal House of Savoy(Italy). Burke was accompanied by hisfriend (not pictured) Lady NazarethTesfit of Eritrea, His Imperial HighnessPrince Ermias Sahle Selassie HaileSelassie of Ethiopia and Lady Saba ofEritrea. In 2002 Burke, who is the sonof Beverly J. Burke, Dame of the Orderof Merit of Savoy, was awarded theBronze Medal of the Order of SSMaurice and Lazarus by H.R.H. PrinceVictor Emmanuel of Savoy for hischaritable works and support of theHouse of Savoy. 

1992Tricia Barrett has beenappointed president of

the Board of Directors of TheAdvertising Club of Buffalo.

Christine Lillie married Aaron Sylvan onOctober 10, 2008 in New York City. Sheis currently in her last year of lawschool. The couple resides in Manhattan.

Paul K. Taefi studied businessmanagement at the University of Buffalo

before beginning his career in the luxuryhome building industry. He is currently arealtor for Bunny Caravello & Teamlocated in Bonita Springs and servicingthe southwest area of Florida. 

1993Wende Ann Mollenbergwed Robert Trevor

Stevenson on August 30, 2008. Theylive in Buffalo. 

1995Karen Kepler Zaluskywrites, “I graduated from

Plattsburgh State University in 2003with a BS in elementary education andEnglish literature. In 2003, I returnd toBuffalo to work as a 2nd and 3rd gradeteacher for two years. Afterwards, I tooktime off from the classroom whilefinishing my masters degree at UB as aliteracy specialist. I am currently workingin my third year as a literacy specialistand reading coach where I remediatestruggling readers for half the day.During the other half of the day I workclosely with the instructional staff toprofessionally develop their literacyteaching techniques. I am challengedeveryday, but I love it!

I recently married my collegesweetheart, Justin, in sunny Punta Cana,Dominican Republic on May 23, 2008.We were lucky to have 23 guests thereto celebrate with us. It was such anamazing experience!

We just recently welcomed a newaddition into our home—a Westienamed Bill. He's good enough for now.”

1996Sarah Lillie is studyingfor her PhD in public

health at the University of Michigan,Ann Arbor.

Mathew McHugh was recently namedtalent coordinator at Saturday Night Live.He began at SNL as a talent intern whileattending NYU in 2004.

1998A graduate of BuffaloSeminary and George

Washington University, Caitlin DeRosehas loved living in Washington and Paris.She worked for ArtVoice beforebecoming an officer in the InternationalPremier Client Division at HSBC Bank.She still enjoys writing and continues to

A D R I A N B U R K E ’ 89 ( L E F T ) K A R E N K E P L E R Z A L U S K Y ’ 95C H R I S T I N E L I L L I E ’ 92

46 CLASS NOTES

freelance when she can. Caitlin spends alot of time traveling and visiting friends.She writes, "thanks again ElmwoodFranklin...for everything!"

Caitlin DeTine is currently in themaster's of library science program atUniversity at Buffalo.

David Moore is working for the NewYork Restoration Project, a non-profitorganization founded by Bette Midlerthat restores, develops, and revitalizesunderserved parks, community gardensand open space in NYC neighborhoods.

2000Molly DeRose is agraduate of Park School

and currently attends Lynn University inBoca Raton, Florida. She is involved in allaspects of fashion and design and hasenjoyed working at New York CityFashion Week, Los Angeles Fashion Weekand several fashion shows in Miami.Molly competed successfully in LynnUniversity's Project Runway where sheearned two second place awards. Aftergraduation, Molly plans to move to NYC.

Samantha Friedman Olsen welcomedher second son, Eli Todd, on March 2.

Andrew Simmons is in his senior year atBoston College, where he is the captainof the Boston College NCAA Alpine SkiRacing Team.

2001Karen Lillie is in her lastyear at Princeton where

she is a global health scholar. Rick Munschauer finished ninth in themen's C-2 stock class at the Adirondack

Canoe Classic in September. Paddledover three days from Old Forge toSaranac Lake, it is New York State'sbiggest race of its kind. Rick attendsHamilton College.

Brendan Swift is in his senior year atBucknell University in Lewisburg, PA,majoring in civil engineering. He willgraduate this May. His spare time hasbeen taken up with interviews for hisfuture position in the real world! For funand relaxation, he plays team Rugby forBucknell in the spring and fall.

2002Eric Lux is currently ajunior at Jacksonville

University in Florida majoring in businessand communications. He writes, "I am stilla professional race car driver in the GrandAm Rolex Series, now racing a Porsche forFarnbacher Loles.” Eric raced in the Rolex24 at the Daytona InternationalSpeedway on January 24-25, 2009.

2003Michael DeRosegraduated from Canisius

High School where he played bothlacrosse and squash. He is currentlystudying at Fordham University'sBusiness School and just finished a greatlacrosse season. Over the summer,Michael worked for AG Edwards/Wachovia. Michael spends his free timeon the lake wakeboarding and traveling.He writes, "Hi to everyone at ElmwoodFranklin School...love New York City!" 

Eliza Friedman is a sophomore at Trinity College majoring in neuroscience.Eliza plans to study abroad in Englandnext fall.

Daniel Swift spent his freshman year atthe University of Colorado in Boulder.This year, Dan is studying andvolunteering at the Monteverde Institute(MVI) in Santa Elena, Costa Rica doingeverything and anything asked of him!The MVI collaborates with schools anduniversities from around the world tohost unique academic programsaddressing global issues of sustainabilitywhile retaining a local focus on theenvironmental, cultural and economicrealities of the Monteverde region. Livingwith a host family, he has become quitefluent in Spanish. When Dan is home inBuffalo, he spends time snowboardingand visiting his pals.

2004Julia Friedman is afreshman at Union College

majoring in English and minoring in dance.She interned at Marie Claire magazine inNew York City over the winter break. 

2005Derek Brim writes, “I willbe graduating from

Canisius High School in May. I plan toattend the University at Buffalo and willmajor in electrical engineering. I will alsobe a part of the UB football team.”

Joanna Cianciosa plays volleyball for St.Mary's High School in Lancaster, whichclaimed the New York State CatholicChampionship in November.

P H OTO O F DA N I E L S W I F T BY DAV I D H O B BY.

CLASS NOTES 47

Will Gisel has started "Brazilets," a non-profit business that sells Brazilianbracelets and supports the NatureConservancy's "Plant a Billion Trees"initiative. The bracelets are available forsale at www.brazilets.com.

Ben Meyer was chosen for BusinessFirst's 2009 All-Western New YorkAcademic Team, which commendsstudents who pursue excellence both inand out of the classroom. Winners areselected based on their records ofacademic achievement, schoolleadership and community involvement.Ben is a senior at Nichols School.

2006Madeline Friedman isplaying varsity field

hockey, varsity squash and varsity tennisat Buffalo Seminary. Maddie is also theJacket captain.

2008James Blackwell wasnamed New York State

Junior Golf Player of the Year. 

IN MEMORIAM

1931Joseph Block passedaway on October 14,

2008 at the age of 91. He was thefather of EFS alumni Rodney BlockDanforth '61, Arthur Block '65, andRobin Block Bissell '68.

1973Tamra Jo Burgwardtpassed away suddenly on

January 27, 2009. She was the motherof EFS alumnus Garrett Clark Burgwardt’07 and sister of Melinda BurgwardtGibson ’70.

U P C O M I N G A L U M N I

dates & eventsJune 5 & 63RD ANNUAL ALUMNI REUNION WEEKEND@ Elmwood Franklin SchoolCheck the website under Alumni Events for full details and aschedule of planned events. A tribute to retiring teacher SybilMcGennis will be part of the activities.

June 7 @ 10AM TO 12NOONCLASS OF 2005 BRUNCH@ 27 Fairlawn Drive, Amherst, NYHead of School Tony Featherston will host a brunch in honor of the

high school graduating class of 2009 (EFS class of 2005). Parents are

invited to attend. RSVP by June 1 to Kim Yarbrough at (716) 877-5035

or kyarbrough@elmwoodfranklin.org. Casual dress.

June 10 @ 3PMCOMMENCEMENT@ Elmwood Franklin School’s Johnston TheatreAlumni are invited to the 2009 commencement ceremony heldin the Johnston Theatre. Please RSVP to Mariann Miller at(716) 877-5035 or mmiller@elmwoodfranklin.org.

August 11 @ 11AMALUMNI GOLF TOURNAMENT@ Arrowhead Golf Club12292 Clarence Center Road, Akron, NYPut together your foursome and spend the day golfing withfellow EFS alums. Ticket includes golf cart, greens fee, food andbeverages. To register online at www.elmwoodfranklin.org, select“Alumni Events” under the Alumni menu.Ticket price: $100 per golfer

elmwood franklin school104 New Amsterdam AvenueBuffalo, New York 14216-3399phone 716.877.5035fax 716.877.9680www.elmwoodfranklin.org

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TO PARENTS OF ALUMNI:If this magazine is addressed to your sonor daughter who no longer maintains apermanent address at your home, pleasenotify the Development Office by phone716-877-5035 or by emaildevelopment@elmwoodfranklin.org withthe correct mailing address.Thank you.