LL AA MM PP LL II GG HH TT EE RRTHE ALLEN-STEVENSON SCHOOL MAGAZINE FALL 2008

The next 125 years

MAKINGADIFFERENCE

We are delighted to welcome the new leadership of theParents Association at Allen-Stevenson, a very activegroup that builds community among parents and alsohelps to support important endeavors at the School. KimDickstein, profiled on page 3 as a new Trustee, is the newPresident of the Parents Association. She is joined by AlixO’Mara, Vice President; Constance Cornish, Treasurer;Susan Morgenstein, Recording Secretary; Marie Bitetti,Corresponding Secretary, and an Advisory Group made upof Linda Barnett, Suzanne Freind, Carol Kalikow, Lisa Selz,Lucia Smith, Andrea Tongue, and Pat Verrilli.

All parents are invited to get involved by serving on one ofthe dozens of committees. The PA sponsors a number offamily events during the year such as the HolidayReception in December and the Family Ice Skating Partyin February. This year, the PA is very excited to bring backthe Biennial International Festival, an opportunity to cel-ebrate the many cultures represented in our School,which will also be held in February.

The PA also coordinates the Annual Spring Benefit and theAnnual Book Fair. The Spring Benefit supports the Allen-Stevenson Scholarship Fund, and the Annual Book Fairsupports the Library. PA Dues, Used Uniform and SportsEquipment Sales and the School Store support facultyenrichment activities at the School such as professionaldevelopment and the end of year Faculty and StaffAppreciation Luncheon.

Parents Association’s Executive Board

To learn more about the Parents Association and to getinvolved in our activities, please attend a ParentsAssociation Meeting. There are four meetings per year,and all parents are invited and encouraged to attend.These meetings are a great way to stay up-to-date onevents occurring at the School and to hear featuredspeakers who present on topics of interest to A-S parents.

The Parents Association also coordinates a number ofCommunity Service projects throughout the school year.These projects include hands-on opportunities for fami-lies, such as Monday Hospitality Nights at All SoulsChurch, and an All-School Community Service Assembly inJanuary. Also included are various drives: The P.S. 83Book Drive, the After-Halloween Candy Drive, the FoodDrive, the Toy Drive, the Coin Drive and the Project CiceroBook Drive.

The PA asks all parents to consider becoming a part of along tradition of volunteering at Allen-Stevenson. It is agreat way to meet other parents and to demonstrate toyour son the importance of volunteering in your own com-munity. Please stop by the PA Office near the receptiondesk and fill out a Volunteer Form or download one fromthe PA page of the Allen-Stevenson website. We look for-ward to seeing you at one of our events.

Back row Suzanne Freind, Alix O’Mara, Constance Cornish, and Pat Verrilli

Front rowSusan Morgenstein, Marie Bitetti, and Kim Dickstein

Missing from photoCarol Kalikow, Lisa Selz, Lucia Smith, and Andrea Tongue

T A B L E O F C O N T E N T S

IN THIS ISSUE

Feature ArticlesNew Revelations Anchored to an Established Truth by John E. Pariseau h’98 . . . . . . .12The Greening of Allen-Stevenson by Peg Watson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Reading in Black & White by Sarah Kresberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Hola!: Our Expanded Spanish Program by Elsa Fieltes Wilkis . . . . . . . . . . . . . . . . . . . . .18Four A-S Alumni Who are Making a Difference by Jackie Brown . . . . . . . . . . . . . . . . . . .20Inspiring the Future by Jackie Brown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Community Service by Kimberly Kyte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Prep for Prep by Emily Barnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Critical Friends Group by Susan G. Lukas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

New Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3New Siblings and Legacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6New Faculty and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Founders Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Graduation 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Awards and Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Ongoing Schools and Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

IN EVERY ISSUEHeadmaster’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Around A-S: Elizabeth Duffy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Alumni Bulletin Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Alumni News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38A-S News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

THE ALLEN-STEVENSON SCHOOL MAGAZINE

FALL 2008

The Allen-Stevenson School admits students of any race,

color, religion, nationality or ethnic origin to all the

rights, privileges, programs, and activities generally

accorded or made available to students at the School. It

does not discriminate on the basis of race, color, religion,

nationality, ethnic origin or sexual orientation in the

administration of its educational policies, admissions

policies, employment policies, financial aid program, or

any other programs administered by the School.

Director of Communications

Casper Caldarola Communications Manager

Emily Barnes

Contributing Writers and Editors

Jackie BrownSarah Kresberg

Kimberly KyteSusan G. LukasJean McCauley

John Pariseau h’98 Mary Richter

David R. Trower h’95Peg WatsonElsa Wilkis

Front cover photograph

Teri BloomBack cover photograph

Nancy E. MitchellPhotographers

Teri Bloom, Nancy E. Mitchell and Al Pereira

The Lamplighter is published biannually by The Allen-Stevenson School and is sent free-of-charge to alumni, parents, and other friends of the School.

LL AA MM PP LL II GG HH TT EE RR

Printed on paper containing 10% post-consumer recycled content.

T H E A L L E N - S T E V E N S O N S C H O O LL E A D E R S H I P 2 0 0 8 - 0 9

BOARD OF TRUSTEESRonald S. Rolfe ’60,

PresidentColin R. Knudsen,

Vice President & TreasurerDean I. Landis ’78,

SecretaryJeffrey G. Beers ’71,

Assistant TreasurerDavid R. Trower h’95,

Headmaster

Susan de MenilKim Reisman Dickstein*Molly O’Neil FrankAlexander G. Gellert ’79Linda MacMurray GibbsMichael GouldJohn J. HannanPaul A. LeffThomas H. ListerFredric H. MackBeatrice H. MitchellAshok NayyarDuane A. NicholsonAmy L. RobbinsEric E. Rothstein ’81*Lisa Pagliaro SelzJoseph F. WaylandLeonard A. Wilf

* member ex officio

TRUSTEES EMERITIMildred J. BerendsenMarian R. BicksJane Phillips DonaldsonRichard N. FosterD. Ross HamiltonSusan B. HirschhornKaren T. HughesJohn R. Hupper '40E. William JudsonRobert J. KatzGeorge A. KellnerRobert Liberman ’58Peter deF. MillardRichard C. Perry ’70Joe L. RobyAndrew P. Steffan

ALUMNI COUNCILEric E. Rothstein ’81,

PresidentAlexander Gellert ’79,

Vice-PresidentDavid W. Herzberg ’89,

Vice-PresidentMarc N. Rice ’84,

Vice-PresidentSimon D. Wasserberger ’85,

Vice-President

Ian Adler ’87Charles W. Allen ’91Basil Lloyd Anderson ’08Andrew Robert Arias ’92Zach T. Axelrod ’95Neil E. Bader ’79 Anthony Paul Bonan ’93Pierre A. Bonan ’89 Robert B. Buehler ’78 Robert Dana Burge ’76*Alfred Paul Burger ’87 Andrew Alan Burger ’59John T. Carr III ’76Erik A. Cliette ’81Brooke Bayard Connell ’86Adam James Phillips Donaldson ’05Maurice Fahrie Edelson ’78Jason M. Farkas ’97Michael Feinberg ’84R. Vanneman Furniss ’91Harlan E. Goldberg ’90Evan R. Goldfischer ’81Christopher Scott Goodman ’86Michael H. Grady ’91Christopher J. Hallows ’87Schuyler Havens ’88 Michael W. Hedges, Jr. ’77John C. Henry, Jr. ’84David Riklis Hirschfeld ’99Patrick D. R. Horan ’85Tristan Howard ’96C. Andrew Hughes ’98Clinton V.P. Johnson ’79Michael W. Joukowsky ’80Stephen H. Judson ’76William H. Judson ’78A. Reed Katz '03Kenneth LaFreniere ’90Dean I. Landis ’78*James A. Magid ’91Paul J. Mancuso ’03Kenneth J. McCauley ’93Richard C. Perry ’70*

Christopher Persley ’88Vincent Peterson ’74Philip N. Pilmar ’01Roger Raines ’80Ronald S. Rolfe ’60*Eric Rosas ’06John Rose ’90Louis Rose ’86*Henry Jay Rosenwach ’04Dean E. Sanborn ’61Alessandro Meyer Santoro ’07Randolph R. A. Schrade ’76Yoshiki Shimada ’75Alexander Boucher Shipper ’02Denton Alexander Smith ’94Michael Tiedemann ’86 Andrew W. Vogelstein ’81Noel Eric Volpe ’85Alexandre von Furstenberg ’85Edward W. Wartels ’91Mark Wasserberger ’82 Dewey S. Wigod ’77Hans L. Wydler ’81Clifton G. York ’78Andrew Etess Zimmerman ’00*president emeritus

PARENTS ASSOCIATIONKim Reisman Dickstein, PresidentAlix O’Mara, Vice PresidentConstance Cornish, TreasurerSusan Morgenstein, Recording SecretaryMarie Bitetti, Corresponding SecretaryLinda Barnett, AdvisorySuzanne Freind, AdvisoryCarol Kalikow, AdvisoryLisa Selz, AdvisoryLucia Smith, AdvisoryAndrea Tongue, AdvisoryPat Verrilli, Advisory

ADMINISTRATIVE TEAMDavid R. Trower h’95, HeadmasterJohn E. Pariseau h’98, Associate HeadmasterSusan Etess, Lower School HeadKimberly Kyte, Middle School HeadNeal Kamsler, Upper School HeadRichard Alifano, Director, Physical Education and AthleticsCasper Caldarola, Director of CommunicationsMichelle Demko, Music Department HeadRonnie R. Jankoff, Director of AdmissionsGlenn Lieberman, Director of TechnologyAnne Russo Meyer, Director of Learning ResourcesMary Richter, Director of DevelopmentC. Harris Stein, Business Manager

L A M P L I G H T E R 5

Kim Reisman Dickstein

A native of New York, Kim graduated fromThe Wharton School at the University ofPennsylvania with a BS in Economics in1987. In 1993, she graduated Cum Laudefrom Fordham University School of Law witha JD, and was admitted to the NYS Bar in1994. Prior to attending Fordham, Kimworked at Arthur Andersen & Company as aTax Senior. From 1993 to 1994, Kim workedat Skadden, Arps, Slate, Meagher and Flomas an Associate, before deciding to stayhome full time to raise her family and to con-centrate on philanthropy.

In the past decade, Kim has held a number ofleadership positions for UJA-Federation ofNew York. This past June, she completed atwo-year term as Manhattan Women'sPhilanthropy Chair. Kim also serves as aBoard Member on the UJA-Federation of NYBoard of Directors, and on the DiabetesResearch Institute Foundation’s NortheastBoard of Directors.

Kim has been very active at Allen-Stevenson.In addition to giving tours for the School, shehas chaired various committees, including the2006 Spring Benefit, and served as a ClassRepresentative for the Parents Association.She has been a member of the PA ExecutiveCommittee for the past two years, serving asRecording Secretary and then VicePresident. She is currently PA President forthe 2008-09 school year.

Kim is married to Jordan Dickstein, aFinancial Advisor at UBS Financial Services,Inc. They have two boys at Allen-Stevenson- Ben ’10 and Joey ’12.

Thomas Lister

Tom is Co-Managing Partner at Permira,one of the largest private equity firms inthe world. He became Co-ManagingPartner in 2008 and also serves on thefirm’s Investment and ExecutiveCommittees as well as its Board ofDirectors. Tom joined Permira in 2005 asPartner and Head of North America after13 years at Forstmann Little.

Tom currently serves on the Board andAudit Committee of FreescaleSemiconductor. Over his career he hasserved on a number of Boards ofDirectors and Audit and CompensationCommittees of companies for which hehas been responsible including AearoTechnologies, Community HealthSystems, IMG, 24 Hour Fitness, Ziff Davisand Thompson-Minwax. He graduatedPhi Beta Kappa from Duke University in1986 with a degree in Chemistry/PoliticalScience. Tom also received his MBA fromHarvard Business School in 1991 andwas a George F. Baker scholar and LoebFellow for Finance. He serves on theAdvisory Committee of the Museum ofNatural History.

Tom’s wife, Amanda Davis Lister, servesas a volunteer for a number of non-profitorganizations including as a member ofthe Board of Trustees of All Souls Schooland The Parents League of New York.Before leaving work to raise their children,Amanda was a Managing Director at INGGroup where she worked from 1988-1998. Amanda and Tom have two chil-dren - Davis ’15 is at Allen-Stevenson andAnna is in Kindergarten at TheNightingale-Bamford School.

Amy Robbins

Amy serves as the Executive Director ofThe Nduna Foundation, which focusesefforts and investments on improvednutrition and food security in developingcountries; treatment and elimination ofpediatric HIV/AIDS; and, conservationand wildlife restoration efforts in the USand in Africa. The Foundation providesadvice and counsel, humanitarian aidand direct investment with select partnersin its efforts.

A dedicated philanthropist, business-woman, and mother of four young sons,Amy received the prestigious AudreyHepburn Humanitarian Award in 2006 forher work and transformative leadership inNiger, Ethiopia, the Sudan, includingDarfur, and Somalia. She also investswith in-country business partners for localproduction of life-saving nutritional sup-plements. Amy was a Co-Founder and

Chief Operating Officer of GlenviewCapital Management, an $8 billion NewYork-based, multi-strategy hedge funduntil 2004.

Amy serves on the Boards of Directorsfor the US Fund for UNICEF, TheNational Fish and Wildlife Foundation,Millennium Promise, KIPP AcademyCharter Schools, and Teach for All. Amyis actively involved with The Elders, theRobin Hood Foundation, The AcumenFund, International Medical Corps, andThe Elizabeth Glaser Pediatric AIDSFoundation, among others.

Amy has four boys at Allen-Stevenson -Justin ’14, Adam ’15, Dylan ’16 and Ryan’18.

N E W T R U S T E E S

4 F A L L 2 0 0 8

A great school like Allen-Stevenson always looks to prepare itsstudents for the future as vigorously as it can. However, theparadox we face is that, no matter how much we value the pastand its curriculum, our fundamental task is to prepare boys fortheir future lives. Moreover, we want to inspire them to act tomake a positive difference in the world.

When we first envisioned this issue of the Lamplighter, itseemed only appropriate to bookend the previousCommemorative Issue, published last spring. We thought thatthe sequel to this special edition, which celebrated Allen-Stevenson’s first 125 years from 1883 to 2008, should look to thenext 125 years, even to the point of speculating about the futureof the School, the City and the world.

Because it is impossible to speak with authority about the futureand what it holds, this plan came to seem presumptuous andpreposterous,. As the joke goes, “If you want to give God alaugh, tell him your plans.” What emerged, however, was thetheme of our 125th Anniversary celebration: educating boys,inspiring their future. The core of this slogan is that of making adifference.

Last March I had the special opportunity to say a few words atthe memorial service for Mr. Desmond Cole, my predecessor.What a difference he made to the School as it is today! Mr. Cole

H E A D M A S T E R ’ S M E S S A G E

David Trower with Charity Cole

125 Years:

Educating Boys,

Inspiring their Future

L A M P L I G H T E R 7

was a transformative leader. Many stories people told me abouthim spoke to his spirit, his brilliance, his energy, his caring, andhis singular personality. He had a remarkable impact on many,and he loved Allen-Stevenson students. He got the School tothink about the whole child, the whole boy, while preserving itsessential values as an institution. He made a difference by estab-lishing the foundation on which we build today.

It is true that past experiences can profoundly shape the possi-bilities we imagine in the present. It is also true that experiencestoday can make a lasting impact on tomorrow. In his autobiogra-phy The Education of Henry Adams, the historian Henry Adams(1838-1918) wrote, “A teacher affects eternity; he can never tellwhere his influence stops.” This quotation captures the elusivequality and surprising impact of this work, because the influenceof a good education cannot be completely predicted.

Any fortunate fellow recalls with gratitude at least one teacherwho changed his life and enlarged its possibilities forever. Inaddition, every teacher sees students grow up eventually; some-times as adults they even come to make a profound differencefor good. Reversing this relationship, an effective teacher alsoimagines students as the adults they can become. He or shesees the child as a future Supreme Court justice, a creativeinventor, the one who discovers a cure for cancer, even the win-ner of a Nobel Peace Prize.

“A teacher affects eternity;

he can never tell where his

influence stops.”

Henry Adams

Through its theme of “Making A Difference,” this particularissue of the Lamplighter explores that ever-present dialecticbetween the past, the present and the future. It presents a vari-ety of perspectives on making a difference, but demonstratesthat the future always builds on what has preceded it. I amgrateful to the many authors and speakers whose contributionsare included here.

Allen-Stevenson boys may assume many roles in life—friends,spouses, workers, professionals, parents, leaders and so on—but it is rarely obvious how their lives will play out, what chal-lenges they may face, and what the world will be like. Except thatit will probably be different from anything we, or they, anticipate.And that each will have some important opportunities to make apositive difference.

Fortiter et recte!

Matteo ’16 and Tommaso ’18 de DonatoHugh ’15 and Maxwell ’18 Esterson

Connor ’15 and Ryan ’18 Bird Andres ’18 and Jorge ’12 Colmenares

Oliver ’18 and Trewin ’14 Copplestone

Andrew ’14 and Marcos ’12 Collins

Aidan ’18, Andrew ’16, Alex ’14 Gellert David ’14 and Harrison ’18 Goldberg

W E W E L C O M E N E W S I B L I N G S

Alex ’14 and Aidan ’18 La Poche

Justin ’18 and Alexander ’16 Grier

6 F A L L 2 0 0 8

Lucas ’18 and Pepe Alex ’16 Villamil

Max ’13 and Charles ’18 Morris

Sebastian ’18 and Luke ’16 Morris

Dylan ’16 and David ’18 Porges

David ’18 and Daniel ’16 Rosen

Ross ’18, Kyle ’11 and Tate ’18 Rosenberg

Oliver ’17 and William ’18 Schlesinger

Daniel ’18 and Derrick ’15 Simmons

Harrison ’16 and Myles ’18 Ringel

L A M P L I G H T E R 9

Adam ’15, Justin ’14,Dylan ’16, and Ryan ’18 Robbins

8 F A L L 2 0 0 8

Frank L.Peduto

Frank Peduto joined Allen-Stevenson inNovember 2007 as a part-time PhysicalEducation teacher. Shortly after, he movedinto the classroom as a Kindergarten associ-ate. At the beginning of this school year,Frank rejoined the Physical Education department. Frank graduated from IonaCollege with a B.A. in history. He is now completing his master's in Physical Educationfrom Manhattanville College. Frank enjoysexercising and playing various sports.

Sue J. Moon

Sue Moon joined the Allen-Stevenson familythis year as a Third Grade associate teacher,working with Abby Levin. She received abachelor's degree in Childhood Educationand is currently working on her master'sdegree in Childhood Literacy. Sue taughtFirst and Fourth Grades at Packer CollegiateInstitute in Brooklyn. She loves working withchildren and feels that the students teachher valuable lessons each day. When Sue isnot in school, she loves to travel and spendtime with family and friends.

Mike Harris

Mike Harris recently moved to New York fromBirmingham, Alabama. He received a B.A.from the University of North Alabama in Mathand Education, and a M.A. in Education fromthe University of Alabama in Birmingham.After a long career at Unisys, he decided toreturn to teaching. Mike was on a long-termsub assignment at The Buckley School thispast school year, and is delighted to be atAllen-Stevenson. He is an avid reader ofdetective novels and political satire. Mikealso plays duplicate bridge and bikes all overthe City. He has two small mixed breed res-cue dogs, Charlie and Barkley, who haveadapted to being “city dogs.”

MarinaBenasuli

Marina Benasuli joined Allen-Stevenson inSeptember as a Technology Resource teacherfor grades K-4. She received her bachelor'sdegree in Art History from Lewis and ClarkCollege and a master's degree in Educationfrom the New School. Marina has spent the last5 years teaching for the New York CityDepartment of Education and prior to herteaching experience worked as an InstructionalDesigner for an e-learning company based inSan Francisco. During her free time, sheenjoys spending quality time with family andfriends. Marina is delighted to join the Allen-Stevenson community and is looking forward toa wonderful year.

Gabrielle L.DeMatteis

Gabrielle DeMatteis joined Allen-Stevenson as aThird Grade associate teacher. She received abachelor's degree in Sociology from DukeUniversity and a master's degree in ChildhoodEducation & Special Education from NYU. Whilecompleting her master's program, Gabrielle wasworking in the New York City public school sys-tem teaching Kindergarten and Second Grade,as well as a Fourth Grade Autism SpectrumDisorder class. Outside of school, she enjoysspending time with her family and friends, travel-ing, cooking and taking up new hobbies.

AntonioD’Itri

Antonio D'Itri is a new Athletic Associate atAllen-Stevenson. He received a bachelor'sdegree from Iona College and is currentlystudying for his master's in PhysicalEducation at Manhattanville College. Antoniohas taught Martial Arts at Elite Karate Schoolin the Bronx and has also taught PhysicalEducation at St. Theresa's, St. Stephen's ofHungary, and St. Gabriel's ElementarySchools for three years. Antonio is an avidrunner and has completed five marathons. Hespeaks Italian fluently and also has a dual citi-zenship from Italy and the United States andis very passionate about his heritage.

W E W E L C O M E N E W

L A M P L I G H T E R 11

Mary Richter

Mary Richter joined Allen-Stevenson in Mayas Director of Development after sevenyears in development at the BrearleySchool, first as Annual Fund Director andmore recently as Campaign Director. Shewas born and raised on the Upper WestSide, where she still lives, and graduatedfrom Nightingale-Bamford and BatesCollege. Mary likes to run in Central Parkand enjoys good food and wine.

Kim G. Sklow

Kim Gutfleish Sklow joined Allen-Stevenson thisfall as an Upper School History teacher. Shereceived her bachelor's degree from ColgateUniversity and a master's degree in SecondaryEducation from the University of Pennsylvania.Kim taught at Dwight-Englewood School in NewJersey for fourteen years. Kim spends her sum-mers running an all-girls sleep away camp in theAdirondacks. She loves to read, keep fit and spend time with her family.

Nikyda Scott

Niky Scott is a new Kindergarten AssociateTeacher. She received a bachelor's degree inPsychology and Educational Studies with aconcentration in Gender and Education fromTrinity College and a Master's of ProfessionalStudies Degree in Childhood & SpecialEducation and NYS certification fromManhattanville College. Niky taught SecondGrade at New Canaan Country School inConnecticut and was a full-time nanny inGreenwich as well. Outside of school, Nikyenjoys spending time with her family andfriends. She also loves to curl up with a bookand just relax.

ElizabethStorch

Liz Storch joined Allen-Stevenson in August of2008 as a Library Associate. She graduatedfrom Wellesley College in 1981 and fromNorthwestern University School of Law in 1985.Liz has been a long-time volunteer in the A-Slibrary and with the Parents Association.Previously, Liz was a Partner at the law firmSidley Austin LLP. She loves to read andenjoys playing tennis. Liz is also the mother of Matthew Schwolsky ’11.

Diana Tully

Diana Tully returns to Allen-Stevenson this fallas the Sixth-Ninth Grades French teacher. Shetaught Fifth Grade at Allen-Stevenson for manyyears, as well as Sixth Grade French. Thispast year she worked part-time for the Trust forPublic Land, teaching playground design in public schools throughout the city. Diana has aBachelor's Degree in Politics from PrincetonUniversity, and a Master's Degree inLandscape Architecture from the HarvardGraduate School of Design. She has taughtFrench at the Rassias Summer Institute atDartmouth College. She loves living in NewYork City with her 3-year-old daughter, AvrilRose, and her husband, John.

David R.Sutton

David Sutton joins Allen-Stevenson this year asa Fifth Grade homeroom teacher. David wasborn in South Africa and came to New Yorkafter graduating from the University of CapeTown with a Bachelor of Commerce Degree.David received a B.B.A. Degree inManagement and an M.B.A. in Marketing fromPace University in New York. Until this year,David taught at Hunter College ElementarySchool. He earned his Ms. Ed from HunterCollege and is working towards a Certificate inGifted Education from there. David enjoys trav-eling with his family and spending many happyhours in the various playgrounds of CentralPark with his wife Michelle, daughters Maya(five) and Gemma (three), his son Julian (fiveweeks), and dog, Gracie.

F A C U L T Y & S T A F F

10 F A L L 2 0 0 8

A R O U N D A - S : E L I Z A B E T H D U F F Y

hard, of persevering through setbacks, and oflearning from your mistakes - because effort issurprisingly underrated in our society.

The best athletes in this country and the worldare not only talented, they’re also extremelyhard working - think of the dedication, intensityand commitment to practice and improvementthat Tiger Woods brings to golf or that MichaelJordan brought to basketball. You might arguethat Woods and Jordan are naturally gifted, butmany outstanding athletes, in fact, overcamephysical limitations and setbacks - Jordan, forexample, was cut from his high school basket-ball team, and another basketball great frommy childhood, Larry Bird, was slower thanaverage; the legendary Lou Gehrig was ascrawny teenager who built himself up with aprodigious work ethic; track star WilmaRudolph suffered from polio as a child; andseven-time Tour de France winner LanceArmstrong never reached his full potential untilafter he overcame cancer. Think, too, of thetwo quarterbacks in the upcoming Super Bowl:although both are gifted athletes, what gotthem and their teams to the Super Bowl wasmuch more than just talent. Indeed, what distin-guishes all great athletes is not only, and insome cases, not even, their natural abilities,but rather their dedication, determination, hardwork and effort.

Similar examples abound in other fields. Itturns out, for instance, that what seems to dis-tinguish world-class musicians and even musicprodigies from other musicians is not a specialmusic gene, but sustained hours of intensepractice over years. Similarly, many so-calledgeniuses, such as inventor Thomas Edison andmathematician Andrew Wiles, who solvedFermat’s Last Theorem, worked for years andpersevered through countless failures beforetheir famous so-called breakthroughs.

Listen to Dr. Wiles describe during a NOVAinterview how he came to solve one of theworld's greatest mathematical problems:

“. . .I was a ten-year-old, and one day I hap-pened to be looking in my local public library,and I found a book on math and it told a bitabout the history of this problem, that someonehad resolved this problem 300 years ago, butno one had ever seen the proof. No one knewif there was a proof. And people ever since hadlooked for the proof. And here was a problemthat I, a ten-year-old, could understand, thatnone of the great mathematicians in the past

had been able to resolve. And from thatmoment, of course, I just tried to solve itmyself. It was such a challenge, such a beauti-ful problem...”

Dr. Wiles started working on the problem inearnest as a professor when he realized adevelopment in a related field of mathematicsshed new light on the problem. But his ultimatebreakthrough was hard-won. For seven years,after he put his young daughters to bed, Dr.Wiles went up to his attic and spent hoursalone tackling the problem.

Think for a moment about your own experi-ences here at Allen-Stevenson. Think of thebest athletes, students or performers in yourclass. My guess is that most of them areamong the hardest working in the areas inwhich they excel. I know at Lawrenceville, thetop students study the most, and the finest ath-letes are the ones who stay after practice toshoot free throws, practice their swing, or per-fect their shot. Similarly, despite their manycommitments, Lawrenceville's best musiciansfind the time to practice daily.

Although both your own and others’ experi-ences clearly demonstrate the importance ofeffort, for some reason, we as a society seemto emphasize talent over effort. The media cel-ebrates genius performances, effortless perfec-tion, and even lazy stars. Such a message isnot only misguided, it’s also arguably danger-ous because it prevents people from reachingtheir full potential.

In her seminal research, psychologist CarolDweck distinguishes between two types ofmindsets - the fixed mindset and the growthmindset. People with fixed mindsets believethat intelligence and ability are largely set atbirth and therefore performance is about prov-ing one’s talents. People with growth mindsets,on the other hand, believe that basic abilities,including intelligence, can be cultivated througheffort. Dweck has found that, “which mindsetyou adopt can profoundly affect the way youlead your life,” particularly how you interpretsuccess and how you react to setbacks. Failurecauses people with fixed mindsets to give up,but it incites people with growth mindsets to tryharder. Remember Michael Jordan: imagine ifinstead of practicing harder when he got cutfrom his high school team, he had quit basket-ball. Fortunately for the Chicago Bulls and thewhole NBA, Jordan had a growth mindset. Iurge you to adopt one too and embrace effort,

Allen-Stevenson welcomed Elizabeth Duffy, Head Master of The Lawrenceville School, who spoke at our Fathers’ Dinner, January 2008.

Thank you, Headmaster Trower and all of youhere tonight, for inviting me to be your Fathers’Dinner guest. It is a privilege and an honor tospeak at a school that regularly sends studentsto Lawrenceville, including Mark Blumenfeld,Jon McMyers, and Matt Schroth, all of whomare at Lawrenceville now. Our schools alsoshare trustees: your longtime board president,Mr. Rolfe, has been a board leader atLawrenceville for over 20 years and has been avalued mentor, confidante and friend to me dur-ing my five years as Headmaster ofLawrenceville.

I admit that when I sat down to think about whatI was going to say this evening, I was momen-tarily stumped. You see, as a woman, beforetonight, I had never been to a Fathers’ Dinner.Then I realized that although I’ve never been afather or a son, I have a father and a son, aswell as a husband and a twin brother. So as Iprepared my remarks, I kept them, as well asyou and the boys at Lawrenceville, in mind.

Lawrenceville and Allen-Stevenson share notonly students, graduates and trustees, we alsoshare long-distinguished histories; you’re cele-brating your 125th anniversary this year andwe’ll celebrate our Bicentennial in 2010.Lawrenceville’s mission is “to inspire and edu-cate students to be responsible leaders,” andyour school’s mission is equally ambitious: “toeducate boys to become scholars and gentle-men.” Tonight, I want to talk about how weachieve those missions, not through the tradi-tional academic disciplines, the so-called ‘3Rs,’but by emphasizing what one might call the‘3Es’ - effort, empathy and engagement.

Let me begin with effort. I was pleased to seethat two of your core values - studious anddetermined - are very much aligned with thenotion of effort - of trying your best, of working

L A M P L I G H T E R 13

knowing that through hard work you canbecome faster, stronger, more accomplished,and even smarter.

In the world in which you all will live, work andlead, empathy will matter too. When most ofyou entered Allen-Stevenson, the 21st centurywas just beginning, now we are approachingthe second decade of the century. Already,many commentators have speculated how bestto characterize this century. One whose ideas Ifind particularly compelling is Daniel Pink,author of A Whole New Mind. In his book, Pinkargues that we are entering a new age. If the18th century was the Agricultural Age, the 19thcentury was the Industrial Age, and the 20thcentury was the Information Age, Pink predictsthat the 21st century will be the ConceptualAge, in which creators and empathizers willplay the lead roles.

What does that mean for your generation? Itmeans that in addition to analytical and criticalthinking skills, you must hone your creative andrelational abilities as well. Allen-Stevenson,with its outstanding arts program, clearly recog-nizes the value of creativity to a rich schoolexperience and life. In addition, the values ofresponsibility and respect found in the Allen-Stevenson Code speak directly to the type ofinterpersonal skills that will be necessary tothrive in the 21st century.

What does it mean to be empathetic? It meansto listen with open ears, minds and hearts toothers and to use the diverse perspectives thatcan be found right here at Allen-Stevenson andin New York City to develop better, more robustunderstandings and solutions. Students like youat schools with great diversity like Allen-Stevenson and Lawrenceville, which emphasizecollaborative learning rather than competitiveachievement and which foster strong relation-ships and lifelong friendships among students,are so lucky early in your lives to learn how tohave honest and open conversations anddebates, how to interact comfortably with peo-ple from both similar and different backgroundsfrom your own, how to find superior solutionsthat benefit from everyone's contributions andwisdom, in short how to thrive in the intercon-nected, global world that Pink describes and inwhich you will all live and work.

Perhaps one of the most empathetic peoplewhom I've ever known was my father-in-law,Robert Gutman, who died this past Novemberat 81. A sociologist who spent most of hiscareer in architecture schools, he was stillteaching at Princeton and writing up ’til the dayhe died. At his memorial service this pastweekend, hundreds of former students, col-leagues and friends returned to pay tribute tohim as an intellect and a mentor. What wasstriking about the many testimonials and

remembrances was how much everyone whospoke valued his genuine interest and support,his undivided attention, his legendary capacityto listen well, and his insightful questions - allskills of an empathetic person.

Discussions and dialogue are perhaps mostpowerful when they lead to my final E -engagement. I’d like to briefly touch on twomeanings of that word. First, engagement canmean “to hold the attention of” or “to engross.”Can you remember a situation in which you’vegotten so caught up in something that you'velost total track of time? A book you couldn't putdown? A challenging puzzle you had to solve?A video game in which you were determined toreach the next level? A skateboard move youpracticed ’til you perfected? A piano piece youhad to master? Psychologists call that state“flow,” and they’ve found that such engagementleads to deep gratification and happiness. Flowusually occurs as you pursue and attempt tomaster a passion.

Here’s Dr. Wiles again describing how he solvedFermat’s Theorem and what it meant to him:

“The first seven years I’d worked on this prob-lem, I loved every minute of it. However hard ithad been, there’d been setbacks often, there’dbeen things that had seemed insurmountable,but it was a kind of private and very personalbattle I was engaged in…There’s no otherproblem that will mean the same to me. I hadthis very rare privilege of being able to pursuein my adult life what had been my childhooddream. I know it’s a rare privilege, but if onecan do this, if one can really tackle somethingin adult life that means that much to you, it'smore rewarding than anything I could imagine.”

As Wiles’ experience suggests, passion andflow are inexorably intertwined. What are yourpassions? What do you dream of doing whenyou grow up?

Another important meaning of the word engage-ment to me and to schools like Lawrencevilleand Allen-Stevenson is involvement or commit-ment, as in involvement in the community andthe world, or, again using the language of yourCode, generosity. An Allen-Stevenson orLawrenceville education is not only a privilege, italso conveys a responsibility and an opportunity.As many have exhorted, “to whom much isgiven, much is expected.” I would add that towhom much is given, much is possible.

In a past issue of The Lamplighter, I found thefollowing quote by Albert Pine, “What we havedone for ourselves alone dies with us. What wehave done for others and the world remainsand is immortal.” Pine’s statement is echoed ina quote by John Maxwell that I often recite atLawrenceville: “Success is when you add value

to yourself, significance is when you add valueto others.”

There’s actually an interesting connectionbetween the two senses of the word “engage-ment.” I’ve found that the more you get outsideyourself, do something for someone else or pur-sue a larger purpose, the more your own prob-lems and nagging concerns fade away andyou're able to become engrossed in what you'redoing. So, if you’re not already, I urge you tofind a way to use your talents, efforts and ener-gy for the benefit of others - whether those oth-ers are the boys in the Lower School, yourneighbors, or people in other areas of the world.

Last week, we celebrated Martin Luther KingDay at Lawrenceville by having the wholeschool volunteer in the community. The basket-ball team ran a clinic at a local school, the artclub painted a mural at a community center, theAlliance of Black Cultures led a workshop onDr. King, the Lawrentians sang at a nearbynursing home - to cite just a few examples.Altogether, we contributed nearly 3,800 hoursof service - and received more than can becalculated in return. As Dr. King said,“Everyone can be great because everyonecan serve. You don’t have to have a collegedegree to serve…you don't even have tomake your subject and verb agree toserve…you only need a heart full of grace anda soul generated by love.”

Although I began this talk by reflecting onschool missions and I’ve alluded to Allen-Stevenson’s Code throughout my remarks,most of what I’ve spoken about tonight areactually not attributes of our respective schools,but rather qualities of individuals - of you.Indeed, while schools such as Allen-Stevensonand Lawrenceville, and parents, including myfather and father-in-law and all your fathers inthe audience this evening, can and do try tofoster and inculcate such values, these atti-tudes and dispositions are your choice. Whatyou bring each day to your studies, your activi-ties, this school and your communities is up toyou and will ultimately determine both how wellyou do and how much good you do - whatyou’re able to accomplish and to contribute.That’s an important insight that can serve youwell not only throughout your school careers,but also throughout your lives. That recognitioncertainly has served me, and I hope some daywill serve my children, including my now 5-year-old son Teddy, well. I hope to see some ofyou at Lawrenceville over the coming years,and I wish all of you the best in your pursuitsand studies. May you continue the 125-yearlegacy of scholars and gentlemen that havegraduated from this fine school by being effort-ful, empathetic and engaged. Thank you againfor inviting me to be part of your Fathers’Dinner Celebration.

12 F A L L 2 0 0 8

New Revelations Anchored to an Established Truth

by John Pariseau h’98Associate Headmaster

In my remarks on Founders Day celebrating the 125th birthday of the School(please see transcript on page 25), I read words written by Mr. Allen in 1944:

“I well remember as a boy I used to plan how I would run a school. I would makethe road to knowledge so pleasant there would be no loafers.” Mr. Allen’s dream has

indeed become the story of his school.

For the past 125 years, the Allen-Stevenson School has educated boys, inspiring themto become scholars and gentlemen. The symbols of our school, such as the Lychnos(the Lamp of Learning) and the motto of the School, Fortiter et Recte (Strongly andRightly), reinforce the ethos of our community, one that wishes to develop the wholeboy through a balanced program of academics, athletics, and the arts.

Our past success has led to generations of men who have gone on to make a difference:men of faith and contributors to their communities, lawyers and doctors, soldiers andengineers, musicians and scientists, entrepreneurs and philanthropists, inventors andarchitects. We have as alumni many creative thinkers in far-ranging fields (please seealumni article on page 20).

Of particular importance to me are the dozens of alumni who have gone on to becomeprofessors and teachers. One of them, Walden Pell, class of 1917, was honored decadesago by the alumni in the 1960s for his role as founder of the St. Andrew’s School inDelaware. Today, dozens of alumni are educators.

Our past history and traditions continue to drive our future. Our curriculum for yearshas been guided by the enlightened-traditional emphasis of our mission. We have con-tinuously reflected upon what we do and how we do it. Most recently we have studiedcurrent research about the nature of boys, the development of the brain, and the act oflearning itself.

We also know that the world of the future will demand many of the skills and valuesthat we have long taught, even though the manifestations of those skills and values areinevitably different. Many educators today believe that the future will demand andreward those who demonstrate creativity, real-world problem-solving, leadership, char-acter, and the ability to both work well in teams as well as communicate effectively inmany media.

The School’s program has long served those skills and values. Alumni have often com-mented about how the faculty inspired them to grow, and many have contributed theirthoughts to recent editions of the Lamplighter. Herbert Swope ’29 praised his teacherWalter Woodbury for demonstrating a character of integrity. John Hupper ’40 remem-bered how both Mr. Allen and Mr. Stevenson created an atmosphere of happiness andwarmth every morning in the daily school assemblies. Michael Barlerin ’55 credited

Making aDifference:

The next

125 years

his time in the orchestra and Mr. Gauger for how he learned to plan and work with a largegroup of individuals. Hiram Ratliffe ’81 describes how Mr. Cole helped him hold on to hisdreams, leading him to believe in always having hope. Chris Hallows ’87 recalls Mr. Kerseyteaching him how to take personal responsibility and to know the difference between rightand wrong. And Ted Grozier ’92 speaks fondly of how Mr. Amplo cared enough to help himbecome not afraid of sports, but rather to just have fun.

Today, our current efforts still have long-term goals, rooted in providing our boys the skillsand values they will need to possess as men of the 21st Century.

We inspire creativity with our extensive program in the visual arts, with the many perfor-mances of our boys, and with classes in new media such as animation, movie-making, andpod-casting, as well as the phenomenal work done by our Ninth Graders in their culminatingFacing History projects.

We develop flexibility in solving real-world problems with our engineering curriculum in sci-ence classes, with our interdisciplinary research projects, with our emphasis on relevant math,and with our talented tech crew who use the facilities of the new Assembly Hall.

We build leaders by modeling leadership as adults and by providing the boys with multipleopportunities to practice those skills through the special role that Third, Sixth, and NinthGraders have in each division - as well as on the field.

We mold character, self-discipline, empathy, integrity, decency and virtue through a variety ofopportunities for community service and service learning.

We provide the boys with practice in teaming and group enterprise through their time in theorchestras, choruses, sports, and collaborative academic projects.

And we celebrate the ability to communicate in various media by posting written workthroughout the halls, by our writer’s workshop process in English classes, with spreadsheetsand PowerPoint presentations, with staged performances and in-class presentations, alongwith our cherished speech contests.

Some of the examples cited above are relatively new to the School, but all are anchored inestablished traditions of the School. We are who we have always been, continually reflectingon how we do so and making thoughtful changes to serve the boys better.

Just as we educated boys for the past 125 years to believe that they can make a dif-ference, we are confident that we are inspiring today’s boys to maintain that beliefand act on it.

As I said to them on Founders Day this October, we want you to make “a dif-ference that will benefit all of humankind. Through your ideas, your inven-tions, your imagination, and your ingenuity, you will use the School’slamp of learning to light the path for future generations. This is ourhope. And it is your challenge.”

L A M P L I G H T E R 15

Thisissue of

theLamplighter

is the follow up to our

CommemorativeIssue that focused on

our history.

On these next pages, youwill read about the many

people who make a differenceat Allen-Stevenson and how you

can be proactive and make a difference too.

14 F A L L 2 0 0 8

the

of allen-stevensonPart of the mission of Allen-Stevenson is to“inspire in each boy an appreciation of responsi-ble citizenship and a lifelong love of learning.”The “Greening of Allen-Stevenson” is a work inprogress that inadvertently began taking shapebefore 2003 when the School began construc-tion on its new building. During the designphase, Allen-Stevenson decision-makers includ-ing our visionary Headmaster, David Trower, theBoard of Trustees, and Joe Foresta, FacilitiesManager, agreed on a series of cost-effective,energy-smart recommendations and implement-ed a partnership with the New York State EnergyResearch and Development Authority (NYSER-DA) resulting in energy and financial savings,which in turn have financed additional improve-ments. It has also resulted in an increasedawareness with our faculty and the boys.

BECOMING A GLOBAL LEADER IN OUROWN COMMUNITY - Investing in the FutureTeachers across the country are incorporatinggreen into their schools’ curriculum, providingstudents with hands-on learning opportunitiesabout the environment. Investing in the futurestarts with educating school communities aboutthe critical role each person can play in buildinga safe, sustainable future for all. There are over120,000 public, private and independent pre-Kto grade 12 schools in the United States thatdirectly touch the lives of more than 80 millionpeople. When friends and relatives are factoredin, the number of those who are impacted byschools is enormous.

At Allen-Stevenson, through special speakerevents, internal maintenance and kitchen initia-tives, and curriculum, we have increasinglyintroduced responsible stewardship into the fab-ric of our school community. Below are just a fewopportunities that A-S students and communitymembers have experienced that have alreadyhad a profound impact, influencing lives andimpacting decisions for our planet.

• A-S Committee On The EnvironmentSeptember 2006: A-S launched the CommitteeOn The Environment (COTE). The followingspring, COTE inaugurated the first EarthAwareness event on March 21st, InternationalEarth Day, culminating on June 5th, U.N. WorldEnvironment Day. Since then, A-S has beencelebrating and exploring our planet and itsstewardship through events and activities inclassrooms from science and library to music,art, and athletics.

• Earthwatch Institute -- A Year On EarthMarch 2007: C.A.F.E (Cultural Awareness ForEveryone) and COTE hosted a documentaryfilm that followed three students traveling theglobe as they participated in Earthwatch pro-jects that addressed climate change, habitatdestruction, species extinction, and loss of cul-tural heritage. Earthwatch visited classrooms,and faculty research scholarships were awardedto Jeffrey Herschenhous and Sari Lorner.

• Story Musgrave:Gentleman, Scholar and AstronautApril 2007: Dr. Story Musgrave came to A-S to“launch” Earth Day. He visited classrooms andpresented two multi-media performances with apowerful message about curiosity, leadership,and teamwork, accompanied by music, poetryand breathtaking images of Earth that he pho-tographed from space. With seven advanceddegrees and 20 honorary doctorates, his breath-taking perspective inspired awe. Flying on fivespace shuttle missions, he is one of the fewhumans to have experienced earth while spacewalking. His message moved and captivated all.

• An Evening with Thomas Friedman & Friends January 2008: Council on Foreign Relations,Thomas Friedman, world-renowned author andPulitzer Prize winning journalist, sharedexcerpts from his forthcoming book, “Hot, Flatand Crowded: Why We Need A GreenRevolution -- And How It Can Renew America.”Joining Tom were Dr. John Holdren, Harvardprofessor, President and Director, Woods HoleResearch Center, Chair of the AmericanAssociation for the Advancement of Science andco-author of the UN Foundation report,Confronting Climate Change and Rob Watson,President, EcoTech International, Founder of theLEED Green Building Rating System, “one ofthe best environmental minds in America,” andan Allen-Stevenson parent.

• The Carbon ChallengeSince April 2007, this weeklong hands-on chal-lenge has become an annual event meant toreduce our energy consumption resulting inreducing our carbon footprint, and to generateawareness and personal pride in ownership ofbecoming stewards. By doing simple things likeunplugging chargers and appliances, settingcomputers to sleep and disabling screen savers,taking control of temperature, using appliancesefficiently, and turning out the lights, we calcu-lated and learned how much energy we actuallycan save.

• Sustainability EducationAt Allen-Stevenson, sustainability is increasinglybeing integrated into the curriculum. Mrs.Schrade-James' recycling song set to WhatShall We Do With A Drunken Sailor is a big hitwith parents and students alike. The MiddleSchool boys will begin to plant herbs in some ofthe homerooms. The goal will be for them to givethe herbs to the kitchen at A-S. When planted inthe right place, trees are vital to “offsetting” car-bon emissions that contribute to GlobalWarming. Kim Kyte's Middle School electivegroup plants a variety of seeds for Arbor Dayeach year and students care for the trees untilthey put them up for adoption in the summer. Inaddition, topics such as global warming, defor-estation, acid rain, and energy are just a few ofthe pressing environmental issues of our times.The Fifth and Sixth Grades “Science Fair”explores projects with environmental themes.Even the Second and Third Grades’ “InventionConvention” asks boys to select an environmen-tal problem and solve it.

• Alumni ParticipationEvery spring, the Fifth Grade is invited toWaldingfield Farm, an organic vegetable farm inWashington, Connecticut, to help Patrick H. R.Horan '85 plant vegetables. Every fall the SixthGrade returns to harvest the vegetables theyplanted months before. In the spring of 2008,Patrick, along with Brian Halweil '90 of TheWorldwatch Institute and Pip Decker '97 ofNoble Environmental Power, returned to Allen-Stevenson for a Monday Morning Meeting toshare with the boys how their days at A-Sinstilled in them a sense of responsibility andenvironmental leadership.

• The Green Schools Alliance (GSA)In October 2007, 48 NYC independent schoolscame to Allen-Stevenson to explore whatschools could do to address climate change.Since then, over half of these schools havesigned a Climate Commitment, launched thatnight, that asks them to measure their energyand carbon footprint and begin to reduce. Themission of this group, called the GSA, is to gal-vanize pre-K to Grade 12 schools' individualconcerns about climate change and the environ-ment into collective action to protect our sharedfuture. There are now over 155 GSA CharterMembers in 31 states.

by Peg Watson, Co-Chair, Allen-Stevenson’s PA Committee On The Environment

L A M P L I G H T E R 17

BUILDINGS AS TEACHING TOOLSThe U.S. Department Of Energy calculates thaton average, buildings in the U.S. consume over40% of total energy-including 70% of America'selectricity -- and account for more than 40% ofthe carbon emissions that are the principalcause of global warming. Experts estimate thatover half of this energy is wasted and can becost-effectively eliminated using currently avail-able technology and strategies. Each year, tax-payers unnecessarily spend $6 billion on energyalone for schools - about 25% more than need-ed. That $1.5 billion could be redirected to hire30,000 new teachers or purchase 40 million newtextbooks annually.

When Allen-Stevenson began its journey with aseries of small, energy-smart steps, it laid thefoundation for bold strides toward sustainabilityand stewardship. Allen-Stevenson's efforts,although still a work in progress, have alreadyreduced its energy consumption by 13% annual-ly, and are proof that resource efficiency is notonly possible, but practical and cost effective.Some of the many achievements of Allen-Stevenson in the last five years include:• State-Of-The-Art HVAC and BuildingManagement SystemA-S installed an efficient heating and coolingsystem and controls that resulted in a $120,000NYSERDA grant which in turn helped to pay forthe upgraded, more efficient equipment. As aresult of this investment, in 2007-08, A-Sreduced electricity consumption by 13% com-pared to 2006-07. • Demand Response Program and RECsA-S has signed on with a demand response pro-gram that incentivizes A-S to cut back its electri-cal consumption during peak periods. Incentiveshelps offset the premiums paid to purchaseRenewable Energy Credits (RECs) - that powerA-S with 100% renewable energy from wind,solar and small hydro. • Renewable Energy Purchase ProgramA-S is purchasing 100% of electricity withRenewable Energy Credits.• Energy StarA-S purchases only energy efficient Energy Starappliances and technologies that help savemoney and protect the environment. A-S'sEnergy Star Rating has risen from 63 when A-Sfirst did an energy benchmark in 2007, to thisyear's rating of 72, which now places A-S in thetop 30% of schools in the U.S. • Lighting A-S has installed energy efficient direct-indirectlighting and electronic ballasts. Over the sum-mer, in the gymnasium and the auditorium, wereplaced high-pressure sodium lighting fixtureswith low mercury, more efficient fluorescent fix-tures with dimming ballasts and occupancy sen-sors that turn off the lights automatically whenno one is in the room. • Water & Resource Conservation A-S uses only low-flow bathroom fixtures, andall of our school paper products contain 100%recycled content. • Indoor Air QualityA-S protects the health of its students and fac-

ulty by using non-toxic, low-VOC products, fin-ishes and paints. The School now uses non-

toxic, green cleaning products in response to acomprehensive green-cleaning audit conductedby cleaning and maintenance industry expert,Steve Ashkin. Even our carpets are manufac-tured by Interface Flor, a global leader in sus-tainable, “mission-zero” impact manufacturing.

A WORK IN PROGRESSGreening our schools is a commitment, but it'snot a competition. It's not about winners, orlosers, or who gets there first, or does it best ormost. It's about celebrating our successes, shar-ing our experiences and collaborating to build acommunity, and learn together how to do it bet-ter. If there are winners and losers then we're alllosers, and we can't afford to lose. Our survivaldepends on it. We're a work in progress.

Five years after beginning construction of ournew building, the spark that Allen-Stevenson lithas ignited the imagination of public, private andindependent schools worldwide. A-S, like somany schools across the country, understandsthat the education community can play a uniqueand key role in adverting disaster, and we recog-nize the collective strength of individual action.We know each one of us has an opportunity atthis moment to join our individual concerns intocollective action to protect our shared future and,through the smallest of gestures like screwing ina CFL light bulb or turning off a switch, becomea global leader in our own community.

TO LEARN MORE, GO TO:

NRDC Green Living: www.nrdc.org/greenliving/toolkit.asp

NRDC Paper Product Guide:www.nrdc.org/land/forests/gtissue.asp

The Green Schools Alliance: www.greenschoolsalliance.org

75 Things You Can Do To Make A Difference:www.greenschoolsalliance.org

Renewable Energy Choice (RECs): www.renewablechoice.com

Energy Curtailment Specialists:www.ecsny.com/demo/index.html

The Ashkin Group: www.ashkingroup.com

Interface Flor:www.interfaceinc.com

Energy Star: www.energystar.govEarthwatch Institute: www.earthwatch.org

Story Musgrave:www.spacestory.com

Waldingfield Farm: www.waldingfieldfarm.com

Worldwatch Institute: www.worldwatch.org

Noble Environmental Power: www.nobleenvironmentalpower.com

FACT: Uncontrolled carbon emissions are leading to unmanageable climate changethat results in significant impacts on weather patterns, food supplies, species sur-vival, sea level rise, spread of disease, etc. The 2007 report from the U.N. Foundationand Sigma Xi: The Scientific Research Society, entitled Confronting Climate Change:Avoiding the Unmanageable and Managing the Unavoidable, concludes that we needto stop growth in (as well as begin to reduce) greenhouse gas emissions between2015 and 2020 in order to forestall unmanageable climate change. Scientists world-wide agree that our climate and environmental challenges are real and imminent.

FACT: A Carbon Footprint is a measure of the amount of CO2 [carbon dioxide] emit-ted through the combustion of fossil fuels as part of everyday operations. CO2 isrecognized as a greenhouse gas. Increasing levels of it in the atmosphere are linkedto global warming and climate change.

FACT: Nearly 50% of global energy and material resources are consumed by the con-struction and operation of buildings. Green operation and maintenance of buildingscan reduce costs by 10% or more.

FACT: Building systems integration can deliver energy and water savings of 50-70%.

FACT: If every household in the U.S. replaced just one roll of virgin fiber paper towels(70 sheets) with 100% recycled ones, we could save 544,000 trees annually.

FACT: Six billion pounds of cleaning chemicals, made predominantly from petroleumproducts, are used annually in the U.S.

FACT: Because people spend up to 90% of their time indoors, buildings are a signifi-cant source of human health problems.

18 F A L L 2 0 0 8

The news about boys and reading in the media isseldom positive, but this article seeks to fill inthe picture with regards to Allen-Stevenson boys.The good news is that A-S boys read. A typical A-S boy reads voraciously and with astonishing enthu-siasm. If you want to know when the next book byChristopher Paolini is coming out or in what orderto read the Redwall series, just ask a MiddleSchool boy. Our boys are well-informed about thelatest releases and popular titles and are morethan happy to talk about them.

How did we create such a reading-friendly environ-ment? Well, the answer, in some measure, lies inour Library Media Center and its many programs. Ifthere is a recipe for our reading success, it wouldbe to take one fantastic library media facility,add three knowledgeable and committed librarians,a group of literature-savvy teachers, and top itoff with a community of parents that encourage andsupport reading at home.

We librarians try to enfold everyone into our read-ing community, even before boys have attended asingle day at A-S, by inviting them to visit ourbook fair and giving them our annotated readinglists to help them pick the perfect books to readover the summer. Once boys start in the LowerSchool, they come to the Library each week forclasses with Bonnie Tucker. We also extend our wel-come to families and caregivers. Parents are encour-aged to set up library accounts in their own namesand many are now borrowing armfuls of books to takehome and enjoy with their families. Increasingly,Lower School families are making use of the Libraryafter school as a place to sit together and read ordo homework. Parents are also welcomed into ourlibrary as volunteers. Not only are they doing us avaluable service, but they come across wonderfulbooks they might never have found otherwise.

As boys progress through the Lower School, Ms.Tucker helps to match them personally with booksthat suit their interests and reading levels. Inaddition to picture books, our Lower School Reading

READINGby Sarah Kresberg, Director, Library Media Center

L A M P L I G H T E R 19

enthusiasm for their reading materials is most like-ly to lead to boys reading because they love to readand not because they are told to read.

So what kinds of reading materials do Middle Schoolboys relish? For many, the answer lies in fantasy oradventure novels. Others devour magazines such asPopular Science and Sports Illustrated. GuinnessWorld of Records is perennially popular, and theaddition of 3D pictures this year has taken enthu-siasm for this book to a whole new level. Graphicnovels, the highbrow term for comic books, are alsohugely popular. Since many parents now recognize thevalue of graphic novels I won't outline a defense ofthem here, except to say that if you are in doubt,come and check some out. You will find yourselvesamazed at the complex interplay of words, picturesand panels, some of which can be a challenge to allbut the most visually literate adult. The boys alsolove our audio book collection, which contains every-thing from retellings of classic stories and myths tothe latest popular novels. We keep audio equipment inthe library for use during Book Break and D.E.A.R.and many boys borrow CDs to share with their fami-lies on car trips. What the boys love best of all,however, are the Playaways, an iPod-like device thatplays a book instead of music. Just as graphic nov-els develop visual literacy, audio books isolate thesense of hearing, forcing boys to rely on their lis-tening skills and create their own images.

As boys enter the Upper School they find their timemore constricted than ever, and we work hard toencourage them to spend some of their precious freetime reading. Last year, Winnie Barnes started usingthe Accelerated Reader Program with boys in Seventh-Ninth Grades. Accelerated Reader is a reading moti-vation program that allows Upper School boys to earnpoints for prizes by reading and then taking onlinequizzes about the books they read. Prizes are award-ed throughout the school year, and include bothindividual and class awards. Past prizes haveincluded: iTunes, Barnes & NobleTM, and surprisinglypopular Subway gift cards; dress down days and pizza

continued on next page

INBLACK

&WHITE

If you would like to volunteer your time reading:

Behind the Book is a literary arts nonprofit that promotes literacy and areading culture among low-income students in New York City public schools.

http://www.behindthebook.org/

Reach Out and Read (ROR) makes literacy promotion a standard part of pediatric primary care so that children grow up with books and a love of reading. http://www.reachoutandreadnyc.org/index.html

To help New York City public school students gain the educational skills andself-esteem they need to become successful learners and productive communitymembers, by providing them with individualized instructional support from a

corps of well-trained volunteers. http://www.learningleaders.org/

Early Morning Reading Projects, part of NY Cares, http://www.nycares.org/Their mission is to meet pressing community needs by mobilizing caring NewYorkers in volunteer service. Many of their volunteer opportunities involve

reading to children in various locations across New York City.

Room houses a collection of books with restrictedvocabulary (we call them ABC books) as well as shortchapter books for fledgling readers. We are particu-larly pleased with a Lower School program that we callBook-a-Day. Each Kindergarten class is given a col-lection of 20 books, carefully selected by Ms. Tuckerto make sure that the boys get to experience some ofher favorite titles, especially those that have greatvalue and might ordinarily be overlooked. When theboys have read all the books, Bonnie leads a book dis-cussion so the boys can develop and exchange opinionsabout the titles. This program runs from October untilthe end of the school year and allows the boys to readan additional one hundred books from the Library. Thatparents gain a fresh source of reading material is notan insignificant benefit.

When the boys enter the Middle School, they start towork with me. My mission is to give the boys maximumaccess to the Library. To that end, the boys comeonce a week to the Library for Book Break as well asafter lunch each day, if they wish, for D.E.A.R.(Drop Everything and Read). D.E.A.R. gives me achance to approach boys who are engrossed in a bookto find out why they like it. I may then connect thatboy with another boy who is looking for somethingsimilar. The boys tip me off about books that may nothave appeared in my review journals, and we keep eachother apprised of when new books in a series are dueto be published. It is also the perfect opportunityfor boys to seek a personal recommendation from me.

During our weekly Book Break, the boys can choose tojoin me for a program which includes recommendingbooks to others, listening to a short story, partic-ipating in a play reading or playing Bookionary(think PictionaryTM, but with book titles). For someboys though, it is an opportunity to read, therebytaking break from the demands of the school day and,despite the name, Book Break is not limited to books.I take a fairly broad view about which types of mate-rials are appropriate, knowing that while some peo-ple may wish for their son to read a steady diet ofNewbery winners, the research shows that all readingis beneficial. Moreover, experience has taught me that

20 F A L L 2 0 0 8

parties. Last year's grand prize was a tripfor four boys to attend Six Flags GreatAdventure with Mr. Cashdollar and Mr.Amplo. In addition, one boy is crowned“Reader of the Year,” becoming a legendwith a framed photo on our Library Wall ofFame. Boys in the Seventh and Eighth Gradesare given time during English classes on aregular basis to visit the Library to readand take the quizzes.

We host a number of events that cut acrossdivisions in the School, seeking to keepreading front and center for the boys atseveral points during the school year. Thefirst event is Allen-Stevenson Book Weekwhich we celebrate each November. Whileactivities vary somewhat from year to yearseveral popular activities are repeatedeach year, including a quotation of the daycompetition, a whole school D.E.A.R. (yes,everyone, no matter their role in theschool, stops what they are doing to readfor pleasure), and a visiting author. Thisyear we will have Paulette Bogan speakingto K-Second Grade and Kenneth Oppel speak-ing to Grades 3-9. In order to provide theboys with as many role models for readingas we can, we decorate the School withposters of faculty and staff reading theirfavorite children's books.

In the depths of winter, we are warmed bya visit from master storyteller, JimWeiss. Mr. Weiss is equally at homebreathing life into Ancient Egyptian mythsas he is regaling us with tales of KingArthur or famous scientists throughout theages. Last February, Mr. Weiss spent awhole day telling stories to groups ofboys before giving a wonderful eveningperformance for Allen-Stevenson families.I am happy to say we will be repeating thisevent again this coming February, and wehope to turn his visits into a tradition.The boys now remember Mr. Weiss fondly andlove checking out his storytelling CDsfrom the Library.

For the librarians, the culminating activ-ity of the school year is our annual BookFair. The titles are hand-selected by us todovetail with our reading lists and matchthe needs and interests of our boys. Wefeel very fortunate to have the opportuni-ty to help boys, both familiar and new,pick out the books which will form a trea-sured part of their memories of childhood.

continued from previous page

Globalization and the concept of our boys living their adultlives as world citizens are no longer distant possibilities but areality we are experiencing right now in our interdependentplanet. In its ongoing commitment to offer boys an enlight-ened educational experience that will prepare them for a lifein a multilingual, pluralistic world, Allen-Stevenson has made astrong commitment to the teaching of World Languages byintroducing Spanish in the Second Grade this fall to be fol-lowed by the Third, Fourth and Fifth Grades in the fall of 2009.

The multifaceted discussions that lead to this ambitious under-taking began in the spring of 2007 continuing through the falland winter of the 2007-2008 academic year. David Trower, theDivision Heads, John Pariseau, Anne Meyer and the ForeignLanguage Department (Glenn Rodriguez, Nicole Baldassini andI) carefully examined the rationale as well as the philosophicaland practical benefits that strongly support commencing asecond language in the early grades. We considered the for-eign language academic needs of our Allen-Stevenson gradu-ates, as well as the present programs offered by the indepen-dent schools in the City and around the country. Once wearrived at a decision to offer Spanish commencing in theSecond Grade, I developed four models aimed at articulatinga Spanish program from grades two through nine, which wouldprovide an uninterrupted sequence of instruction resulting inhigher levels of fluency in the language after the boys’ years atAllen-Stevenson.

After the present model was chosen, I was given the assign-ment to write the Spanish program curriculum as well as toarticulate the methodologies that will achieve the overall goals.With the support and guidance of Anne Meyer and Susan Etessas well as the invaluable collaboration of the Second Gradeteachers - Kathy Allen, Ginny Rowe, and Melissa Trepeta - theSecond Grade program was put into place this pastSeptember. In addition, preliminary conversations also ensuedwith Kim Kyte, as well as with other school departments, thatenthusiastically have embraced future collaborative efforts insupport of teaching and learning Spanish.

The primary goal of our new program is to develop functionalcommunicative proficiency in Spanish through various method-ologies while acquiring formal insights into how language works.The overall program will develop listening, speaking, reading,and writing proficiency to a high degree of fluency. After goingthrough a grade two through nine sequence, our boys will beable to place comfortably in the higher levels of language pro-grams when they leave Allen-Stevenson. Most importantly, theboys will also be able to participate comfortably in classes con-

hola!Allen-Stevenson’s Expanded Spanish Program

by Elsa Fleites Wilkis, Spanish Teacher

L A M P L I G H T E R 21

ducted only in Spanish in our Middleand Upper Schools, as well as to beable to communicate successfully in avariety of everyday contexts with nativespeakers. Additionally, after experienc-ing the cultural component of our newprogram, our boys will gain apprecia-tion and understanding for the culturalrichness and diversity of the Spanish-speaking world abroad as well as ourown pluralistic American society. Mostimportantly, as stated in much research,by beginning foreign languages in theLower School, the linguistic facility of ourboys to acquire other languages in thefuture will be greatly enhanced alongwith their curiosity for and understandingof the broader world.

It is our hope that the Second GradeSpanish classes this year will introduce theboys to Spanish in a lively, fun, warmatmosphere that will foster their enthusi-asm for learning a new language, and insome cases will reinforce the Spanish towhich they might already have beenexposed at home. Listening and speakingare the focus of the class. There will be noformal introduction of writing or readingthis year. These skills will be introducedand developed in the Third Grade.

The Second Grade class is conductedentirely, or almost entirely, in Spanish.This inductive approach of using onlythe target language in the classroom,with avoidance when possible of directtranslation, is mostly based on languagetheories that posit that second lan-guage acquisition in young childrenparallels their first language acquisition.

In order to create a language-rich, livelyatmosphere conducive to languagelearning, puppets and animated pan-tomime are used everyday in class toconvey meaning directly. In addition,colorful flashcards, Smart Board activi-ties, photographs, videos, and actualobjects help in the presentations. It is our hope that the Second Graders willacquire language through singing anddancing to songs that expand the thematic content that is covered or thatintroduce typical children tunes fromSpanish-speaking cultures. The boys willalso listen to short conversations of thedazzling puppet Ramona, along withother characters. They will also acquirelanguage through participating in shortskits, pair and small group activities,games, quick language drills for

enhancement of pronunciation and fluency, and iPod and computer-drivenactivities. Some of the themes the boys will be focusing on this year will begreetings, numbers, classroom objects, colors, family members, city andfarm animals, and feelings.

The Second Grade Spanish classes meet three times per week for twentyminutes each. In addition, the Second Grade homeroom teachers arealways present in class and often participate enthusiastically in our activities.They continue to reinforce throughout the week the vocabulary, expres-sions, songs and commands we covered in the formal class. When the needto expedite a situation arises, and pantomiming, acting with the puppets,etc. are not enough to convey meaning, the classroom teachers translate aphrase or the gist of a situation. This technique allows the Spanish teacher toremain speaking only in Spanish.

The cultural component of the Second Grade curriculum will be developedand implemented during the year in a collaborative effort between theSecond Grade team, Susan Etess and myself. Also, Bonnie Tucker, the LowerSchool librarian, and I are now working together to develop a joint projectthat will support the Library and the Spanish programs.

Presently, I am beginning to write the Third, Fourth, and Fifth Grades curricu-la, which will be in place in the fall of 2009. In order to complement andenhance the program, the School recently purchased an elementaryschool Spanish program. It includes workbooks, ancillary materials, CDs and puppets which I have already incorporated into and adapted to ourcurricular needs this year. It will introduce reading and writing to the boys inthe subsequent years. Lastly, in the near future the School will be looking intopurchasing a new language series for the Six Grade and the Upper Schoolthat will seamlessly fit the new program designed for the younger students.In addition, the Technology Department has just purchased Rosetta Stone,the computer language-driven program. This program will be available toenrich and reinforce the Spanish program not only for students, but also forthe many teachers, administrators and staff who have expressed theirenthusiasm for learning or improving their Spanish.

It is an exciting time for our boys to learn Spanish at Allen-Stevenson. Theimplementation of an elementary school foreign language program is critical to the development of the foreign language proficiency skills ournation's students will need in the global environment.

22 F A L L 2 0 0 8

Four Allen-Stevenson Alumni

Making a Difference...

Marcel Deans ’91

“We need to use the power thatwe were given to create changefor the greater good.”

Marcel D. Deans attended Allen-Stevenson from 1987 to 1991where he was first exposed tocommunity service with UNICEF,Save the Children and “You GottaHave Park.” He graduated fromThe Hotchkiss School where hewas President of Self Governmentand the recipient of the HotchkissAlumni Association's CommunityService Award which recognizesalumni who “demonstrate throughtheir volunteer and/or vocationalendeavors an exemplary sense ofcaring, initiative, and ingenuity.”Marcel earned a Bachelor's in History from Columbia University and aMaster's in Educational Administration from Bank Street College ofEducation. He says, “As I matured, I realized that many families desire thetype of education I was blessed to receive at Allen-Stevenson, yet lack thefinancial means.” This led him to begin his career in education as a teamleader for the AmeriCorps National Service Center and as a member ofTeach for America's 1998 New York Corps at The RaphaelHernandez/Langston Hughes Elementary School in Harlem. Marcel thenjoined the faculty as Dean of Students at The Institute for CollaborativeEducation, a progressive public high school on the Lower East Side. Soonafter, he became Assistant Principal of Administration for The High Schoolof Arts and Technology, a small high school located in Manhattan on thecampus of the Martin Luther King, Jr., High School.

In September 2007, Marcel was appointed Principal of the new VictoryCollegiate High School in Brooklyn. The school believes that “education isthe most powerful instrument for sparking the revitalization essential tourban communities and to ensure a productive, diverse community oflearners. We examine social problems, peak social awareness, developsocial conscience and work toward community and personal growth.”Coming from a background of private education, Marcel feels his work inthe public sector has allowed him to, “…see the human condition on awhole other level that I was unable to before. I think that because of this, Iam a better husband, a better father, a better man - more aware andappreciative of every opportunity that comes my way. There is no greaterjoy in life than to have a positive impact on a child's life - in particular,altering the course of a youngster who is traveling down the wrong roadbecause they have yet to realize their true potential and inherent worth.”

As the speaker for Allen-Stevenson's Founders Day in October of 2007,Marcel spoke of a book that has had a significant impact on his life, Goodto Great by Jim Collins which focuses on greatness. He spoke to the boysabout the importance of giving back to one's community and urged them tothink about the many ways they can be of help to others. Marcel had sev-eral role models at Allen-Stevenson - he learned the value of being athinker from Mr. Harlan, and to take advantage of other people's knowledgefrom Mr. Pariseau. Now, as a role model himself, he has the opportunity toaffect the lives of many students on a day to day basis.

Marcel Deans and his wife, Sherrie Stewart Deans, and their 4 year-old son,Jackson, live in Manhattan.

Christopher J. Hallows ’87

“You need to involve yourself tomake some positive change."

Capt. Christopher J. Hallows graduat-ed from Allen-Stevenson in 1987where, as he said, “The teachers atAllen-Stevenson had a significantimpact on shaping my beliefs andvalues.” After graduating from Allen-Stevenson, Chris went on to TheHarvey School and FordhamUniversity and, in 1995, he enlistedin the United States Army planning tomake a career of service to his coun-try. For his actions during OperationIraqi Freedom, he was awarded theBronze Star with "V" device (for

valor). He feels that the army is an organization that is similar to Allen-Stevenson in that it values many of the same attributes he continues tobelieve strongly in: loyalty, both to our nation and to our fellow soldiers;honesty, even when that is not easy; and strength, not just of body, butof spirit.

From the beginning of his career as an enlisted man, Chris knew thathe wanted to become a U.S. Army Ranger, a member of the special-ized, elite American light infantry and special operations troop of 2,500men. After serving for seven years, he was commissioned as an officerin 2002. Today, as a Captain, he commands a 171-man StrykerCompany based at Ft. Lewis, Washington, and expects to deploy againin 2009. His role as a Captain gives him the opportunity of not onlyleading but teaching - which he finds an important and rewarding partof his job. As he said to the Upper and Middle School boys in 2004when he spoke at a Monday Morning Meeting:

“I want to talk to you about the culture of service. It will not be longbefore you gentlemen, by your actions, will have the ability to impactsociety. All too often I hear people criticize our government or the mili-tary for one thing or another but never want to get involved them-selves. I challenge you to start thinking right now about how you couldmake our society better, and when you finish your schooling, you putthose thoughts into actions. When you do your community service, itis an opportunity to consider different ways to identify problems andwork to fix them. However you choose to serve - whether throughyour career or through part-time volunteering - you need to involveyourself to make some positive change."

Chris continues to give his time to Allen-Stevenson. He has spoken tothe Ninth Grade boys for several years on leadership, is a member ofthe Allen-Stevenson Alumni Council, and was Chair of his 20th reunionin 2007. He is married to the former Heather Sarg, and they have afive-year old son, Michael Thomas Hallows.

L A M P L I G H T E R 23

Andy Mercy ’85

“Angel Points gives corporations the opportunityto give back through community service.”

Andrew S. Mercy graduatedfrom Allen-Stevenson in 1985.His family was engaged inmany philanthropic endeavorsand giving back to the com-munity was very much a partof his early years. Andylearned the same lesson aboutgiving back at school, feeling

that there was always a real sense of caring at Allen-Stevensonwhich has followed him through his life. He graduated from PhillipsAndover Academy and Macalester College, holds an M.A. from theUniversity of Colorado, and received a doctoral fellowship from theUniversity of California, Berkeley.

After a number of years in the investment banking and businessdevelopment worlds, he founded Angel Points in 2001, thus combininghis commitment to helping others with his expertise in the businessand software markets. Angel Points is a volunteer management soft-ware product that gives companies the ability to increase and trackemployee volunteerism and community engagement. It enablesemployees, as well as employers, to learn new skills, work with a collaborative model, and provide significant corporate exposure in the community. It also allows corporate managers, employees andexecutives to improve their volunteer impact and increase corporateresponsibility - thus having an enormous positive effect on society. By serving the community, Angel Points gives a corporation theopportunity to create value for the business and its stakeholders.With web-based CSR (Corporate Social Responsibility) solutions, companies can expand their capacity to make social investments.Angel Points has helped companies improve their CSR initiatives in away that makes business sense. Beginning in his living room, Andy'svision is now a thirty person business serving 3,000,000 employeesat over 100 companies around the world. Last year, Angel Pointsclients tracked over $85 million in services. Andy has clearly createda unique model that helps volunteers address major issues that arebest served by the private sector.

Andy's varied experiences include living in Senegal, Africa, studyingrural farming practices, teaching skiing in Colorado, and spending40 nights on an Alaskan glacier. His dedication to community ser-vice includes leading adventure-based wilderness trips for high-riskyouth and sponsoring a student at University of California, SanFrancisco. Andy, his wife Molly, and their three children live in MillValley, California.

Luis A. Ubiñas ’78

“All of us need to understandthat graduating from Allen-Stevenson brings responsibility.”

These words from Luis AntonioUbinas '78, the 2008 graduationspeaker, mirror the path that hehas chosen in life. After graduat-ing from Allen-Stevenson, Luiswent on to study at theCollegiate School. He earned anAB (magna cum laude) atHarvard College where he wasnamed a Harry S. TrumanScholar and a John Winthrop Scholar. As an undergraduate, he alsostudied at the Institute of Latin American Studies at the University ofTexas at Austin and earned a certificate in Latin American Studies fromHarvard. He holds an M.B.A. from Harvard Business School where hegraduated as a Baker Scholar. Early on in his career, he also internedas a reporter at the Wall Street Journal and Los Angeles Times.

Luis spent 18 years at the global management consulting firm ofMcKinsey and Company, both in Boston and San Francisco where headvised Fortune 500 media, telecommunications and technology com-panies on major strategic and operating challenges. He also foundedMcKinsey's Latino group to recruit, mentor, and enhance diverse talentat the firm. In California, he was active with the United Way of theBay Area in San Francisco. His other pro-bono efforts included workwith the After-School for All Partnership in Boston and Family Servicesof Greater Boston.

Luis, the son of a Puerto Rican family that had immigrated to NewYork before he was born, came to Allen-Stevenson from the SouthBronx. He was able to gain many scholarships and loans that made hisextraordinary education possible. As he said to The New York Times,“Access to educational opportunities changed my life.” And, in talkingto our graduates, he stated, “…this School invested in me, investedtime, money and patience in helping me get up to speed.” Clearly, thisinvestment has had a far-reaching effect. In January of 2008, LuisUbinas became the President of the Ford Foundation, overseeing $13billion in assets. He says of his new career, “Moving my family backhere to New York and leaving my 20-year career in business was ahard decision. Yet, in the end, I decided to come here and to the jobat Ford because I felt I had a responsibility to use the power thatAllen-Stevenson built in me and to fight injustices.”

Luis and his wife, the former Deborah L. Tolman, live in New York Citywith their sons, Max and Ben. His speech to the Allen-Stevenson grad-uating class of 2008 can be found on page 30.

24 F A L L 2 0 0 8

In the final celebration of the School's 125th Anniversary at Founder's Day,John E. Pariseau h'98, who will retire as Associate Headmaster of Allen-Stevenson at the end of this year, said, “To all you students, please rememberthat the faculty and staff of this School love you. They want to help you becomein the future men who will make a difference in this world . . . For many of us ineducation, this is the nature of what a career in teaching can mean.”

In keeping with the Anniversary theme, “Celebrating 125 Years of EducatingBoys and Inspiring the Future,” we asked former faculty who have becomeHeads of School to give us a few comments about how Allen-Stevensoninspired them as they went forward in their careers.

Jean Lamont, now a consultant for Educators Collaborative and former Headof The Foote School in New Haven, says of her headship, “Unlike manyHeads of School who plan their careers to culminate in this position, I had nointention of assuming this responsibility. Had it not been for Desmond Cole'smentorship, I would not have experienced the challenge and fulfillment ofleading a school. Desmond not only had the courage to appoint me co-headof an all-boys Upper School, but he also delegated a tremendous amount ofresponsibility to me: hiring, supervising, and, yes, firing faculty; handlingparent issues-happy and contentious; making difficult disciplinary decisions;chairing an ISAAGNY committee that led to the founding of Early Steps. Theupshot of all this was that I discovered I had developed strongly held viewsabout education and leadership - and I wanted the opportunity to help shapea school and its future direction. It would never have happened had I not hadDesmond Cole as my mentor.”

Jesse-Lea Hayes Abbott, the former Head of St. Luke's School in New Yorkand Katherine Delmar Burke School in San Francisco, writes, “The most pro-found and lasting lessons that I learned during my thirteen years at Allen-Stevenson were that through the wide spectrum of experiences in schools,we really can change a child's life, and that with effective mentoring anddetermination virtually anything is possible. I went on from Allen-Stevensonwith self-confidence and absolute certainty that the impact and rewards ofeducational leadership are profound, valuable, require boundless skill anddetermination, and above all else, are well worth pursuing.” She too speaksof the value of Desmond Cole as her chief critic and mentor.

Jay St. John who is the current head of The Episcopal Day School inSouthern Pines, South Carolina, echoes the same sentiments aboutDesmond Cole. As he says, “Desmond was the best Headmaster for whom Iever worked. He thought outside the box, was eccentric in a good way andalways child-centered. A student's worth was not measured by a grade or

test score, but by character. I have been a Head ofSchool for twenty-one years at three schools andwill be forever grateful for my two years at Allen-Stevenson where character counts and the stu-dents come first.”

The mission of Allen-Stevenson has also had animpact on John Finch, Head of The ChandlerSchool in Pasadena, who feels that, “Of all theschool communities I have attended as a stu-dent, teacher, and administrator, Allen-Stevenson shaped me more than any other edu-cational institution. There was, and obviouslystill is, a pervasive generosity of spirit about theSchool captured by the mission, quite literallyamplified by the School's commitment to musicand represented by the exemplary figure ofDavid Trower. Of course, the boys were the best.Reading their short biographies in the A-S alum-ni publications reminds me how fortunate I wasto be a member of a school community that con-tinues to raise good men. Much is given to all ofus associated with Allen-Stevenson and much isexpected from us.”

These thoughts resonate with David O'Halloran,the current Head of St. David's School in NewYork, who comments on the A-S mission: “Duringmy time at Allen-Stevenson, Fortiter et Recte res-onated throughout the School. The School's mis-sion, advanced by the inspirational leadership ofDavid Trower and Desmond Cole, cultivated by anincredible faculty, and embodied in a decade ofgentlemen - scholar alumni, Allen-Stevensonhelped to shape this educator's sense of profes-sionalism, the importance of giving back, and thetrue value of boys' schools. Even though I wasthere to teach, it was the boys, teachers, andleaders of Allen-Stevenson that gave me morethan I was ever able to give.”

There are also a number of other former Allen-Stevenson faculty members who went on to beHeads of other Schools: Marianna Leighton at theCalhoun School in New York, William Meeneghenat Brooklyn Friends School, Thomas Waters atDerby Academy in Hingham, Massachusetts, andHenry Valentine, who founded The ChurchillSchool in New York. Allen-Stevenson is proud ofits former faculty who have gone on to give somuch to the field of education.

INSPIRING THE FUTUREby Jackie BrownAssociate Director of Development; Alumni Director

L A M P L I G H T E R 25

Good morning gentlemen, faculty, staff, andguests.

This morning marks the 125th birthday of theSchool that Mr. Allen started in 1883. FoundersDay first took place when the School had its100th birthday in 1983.

I want to correct one impression that some ofyou may have, not all of you, just some of you.Last year a student in the Middle School foundme in the main hall one day and asked a ques-tion. He wanted to know why I was the personat the School who was working in our archivesand gathering the information we were usingduring the celebration of our 125th year.

In reply, I said to him that he had a very goodquestion. Looking at him with a serious expres-sion on my face, I said, “Well, when Mr. Allenand I were working together at the School …”In less than a second, that boy looked back atme and knew I was joking. He said, “no, thatcouldn't have been!” Obviously, an intelligentyoung man with a good sense of humor.

So if any of you think I was telling the truth,please know that the Middle School studentwas quite right. I might look old - but I'm notquite that old.

Today I want to tell you a bit about the past,including some things I experienced from mytime here at Allen-Stevenson.

I want to tell you about how some things noware the same - and also about how somethings are different.

In 1944, in the school newspaper, there is anarticle that Mr. Allen wrote. 1944 was 64 yearsago, and in 1944, Mr. Allen's school was 61years old.

Here are some things Mr. Allen said.

“I well remember as a boy I used to plan how I would run a school. I would make the road toknowledge so pleasant there would be noloafers - at least I hoped so. In 1881, when I

came to New York City after graduating fromcollege, New York was not the huge cosmopoli-tan city that it is today. No bridges over the Eastand Hudson rivers, no skyscrapers, no automo-biles, no telephones, no radios. Telegraph polesstood in some streets, and horse cars wereeverywhere. Where the public library nowstands on Fifth Avenue, there was an immensereservoir. Many a time have I walked around itstop. At night no electric lights and blazing adver-tisements made the sky glow. The streets afterdark were like a blackout today.

There was no Grand Central Station. Instead,you could take a train from a grimy station atFourth Avenue between 26th and 27thStreets, where a boy would pass through yourcar yelling, “Sponge cake! Jelly cake!” Fourhorses were attached to the train, and youwould ride in stately splendor through the tun-nel to 42nd Street.

And everything was so peaceful; no wars, notanks, no airplanes. Such, Mr. Allen said, aresome of my memories of New York in the olddays. Those days should have special interestfor us, he continued, because it was then theseed was planted that afterwards developedinto the Allen-Stevenson School.”

When I came to work at Allen-Stevenson it was26 years after Mr. Allen wrote those words. In1970, some things were the same. There wasa war, there were tanks, there were airplanes --just as in 1944. And in 2008, we are still at war.

But a number of things in New York City in1970 were different. There were no air-condi-tioned busses or subways; no EZ passes atthe bridges and tunnels; Central Park was con-sidered dangerous and was not closed to traf-fic; the Chelsea Piers complex did not exist.When you walked down the street, you oftenfound soot on your clothing from the dirtyincinerators that were burning the garbage ofapartment buildings. And you had to look care-fully where you stepped to avoid getting stuffon your shoes.

Allen-Stevenson today has many things thatwere the same as they were in 1970. We usedRandall's Island for sports, there was an annualGilbert & Sullivan production, and an outstand-ing orchestra that performed in December andin May; we had football, soccer, track, basket-ball, baseball, a book fair, the speech contest,and the very first Academic Bowl.

But some things at A-S today are very different.

In 1970 we had no Kindergarten, no computersin the curriculum, no Assembly Hall. How manyof you adults remember when this gym did notexist? There was no Middle School, no HWT,no Sixth, Seventh Grade plays, and no annualShakespeare production. Spanish was nottaught, nor was science taught to Eighth andNinth Graders. We used chalk on blackboardsinstead of whiteboards and Smart Boards.There was no Alligator Soup. There was nolacrosse, no wrestling, no Middle School orUpper School chorus. The Lower School would

A Special Founders Day with John Pariseau h’98Associate Headmaster John Pariseau h’98 was the 2008 Founders Day Speaker. This Founders Day had a special significancebecause it culminated the celebration of Allen-Stevenson’s 125th Year. Through his speech, Mr. Pariseau took the boys as well as the faculty and staff on a journey through the history of Allen-Stevenson. David Trower introduced him as someone who has,“given a large part of his life to the School and its community,” making it ever so appropriate for him to be the speaker on this special day. Please enjoy Mr. Pariseau’s speech reprinted below.

continued on next page

24 F A L L 2 0 0 8

go to Randall's Island for exercise - in themiddle of the winter. If there were a snow-storm, the School did not close. If you did notearn a passing grade in your Upper Schoolclasses, you were required to attend summerschool in June.

The roles of men and women were very differ-ent: no administrators were women, nor didwomen teach in the Upper School. Similarly, nomen taught in grades one, two, and three. All ofthe Upper School faculty ran clubs for the elec-tive program, and most were required to coachsports. Faculty meetings took place late on aFriday afternoon, often ending at 5:30.

How many of you gentlemen were here whenthe recent school construction happened?Raise your hands. How many of you rememberthe room where Mrs. Matthew served youlunch, where you may have had P.E., andwhere the plays were performed? All in thesame space! Some of us used to call that roomthe cafetoriasium.

Perhaps later today you old boys can explainthe construction and the changes in the build-ing to the younger ones here in this room.

So that is some information about what haschanged and what has stayed the same.

Mr. Trower often talks about Allen-Stevensonand tells us that the School is more than thebuilding, its classrooms, and its program. TheSchool is about people - about those who areyoung and those who are older.

I have a request of all of the adults in the room.

I would like all of the adults in this room whoare now in their 15th year or more of workingat the School to please stand and raise theirhand.

Wow! You should know that a large number ofpeople are missing from this group. Many ofthe instrumental instructors, maintenance,kitchen, and office staff have also been here forthat long. Indeed, there are nearly 50 peopleworking at the School who have been here for15 of more years.

That's a lot of people who have been here for along time. Now, if you've been here 20 or moreyears, please stay standing. 25, 30, 35, 40?Mr. Kersey is the only person at A-S for 40years. Mr. Kersey is a very special fellow.

All of those of you who stood, as well as thosewho have not yet served 15 years, all of youare part of the hundreds of A-S faculty whohave taught thousands of A-S boys during ourfirst 125 years. I hope you all understand thatA-S is very lucky to have so many people whohave been here so long.

In this room, are four different people whoshare one thing in common. Please, if youhave ever been the Mikado in an A-S Gilbert &Sullivan production, please stand up. JaisonCorrea-Spain '97, Diana Tully, David Trower,David Kersey stood up.

Now I would like to ask the Eighth Grader whowas Katisha last year to please stand up. Mr.Linen, you have something to look forward to inyour future. I know you - and I know you willvisit the School many times after you graduatenext year. You will return many times to attendalumni reunions. You will experience what Ihave seen happen over and over again. Youwill meet Katisha from 2003, from 1998, from1972, from 2018. You will be part of a largerstory - one that spans decades of time anddozens of people. You are part of the story ofAS, one with both a grand past - and a promis-ing future. Thank you, Mr. Linen, for helping memake a point.

Gentlemen, whether you are Katisha, or playthe flute in the orchestra, or participate in theGeo Bowl, or play soccer, all of you are part ofthe story of A-S, and you should be proud of it.

I, too, am proud to have been part of the jour-ney of A-S. While here I have known many finepeople: Headmaster Mr. Tiffany who helpedsave the School in the early 1960s; his succes-sor Mr. Cole who transformed the School; Mr.Trower who has brought us to where we aretoday, and Assistant Headmasters, John Suter,and Paul Kellogg, both of whom embodied thevery essence of being a gentleman. And howclearly I recall running windsprints at Randall'sIsland in the early 1970's with Mr. Kersey.

There are some words that capture the specialcharacter of the people I have known duringmy 39 years. In the 1970s, one word was “gen-tlemen.” By the early '80s, people commonlysaid that the School was “happy” and “hard-working.” Those who worked at the Schoolcame to see it as a “caring” place. By the1990s, the word “thoughtful” was often used.Most recently, I have frequently heard theSchool described as a place that is “respectful.”

Yes, these words are about the School, butonly because these words are about the peoplewho are here.

Today, I also have the joy of seeing in this audi-ence the sons of men who once were boys Itaught at Allen-Stevenson.

To those dads of today, to Jim, Dean, Andrew,Shuui, Jeffrey, Tim, Robert, Neil, Kolja, John,Maurice, and Alex - to them I give thanks forsending their sons to A-S and by doing so help-ing me remember the times we had togetherwhen we were young.

I fully expect that some of you will send yoursons to Allen-Stevenson when you becomefathers. You and they will be the future ofthis School.

125 years. Educating boys. Inspiring the future.

To all of you students, please remember thatthe faculty and staff of this School love you.They wish to inspire you. They want to helpyou become in the future men who will make adifference in this world, a difference that willbenefit all of humankind. Through your ideas,your inventions, your imagination, and youringenuity, you will use the School's lamp oflearning to light the path for future generations.

This is our hope. And it is your challenge.

Now, gentlemen, my final words to you.

Within the next 10 years, all of you will leavethe School, but all of you as alumni will remainforever part of it.

All of you will face a future no one knows.Twenty-five years, 50, 75 years from now willyou look back with pride about what you havedone with your lives? Will you recognize howA-S inspired you to grow up and make theworld a better place?

If you ask me what I predict, I predict you willindeed do that.

Someday one of you will stand here where Istand today in front of hundreds of people,telling your story and speaking about The Allen-Stevenson School in the distant past that theyear 2008 will have by then become.

Fortiter et Recte! Thank you.

continued from previous page

L A M P L I G H T E R 25

The expression, “think globally but act locally,” is appropriatefor Allen-Stevenson. While we teach our boys, in age appro-priate ways, about the world beyond New York City, webelieve that when it comes to instructing our boys on how toserve others, we should primarily focus on our neighbor-hood. To that end we foster qualities that lead a boy toinnately have empathy for others.

Children are hard wired to help others. It is my experiencethat the vast majority of our boys can recognize a child in dis-tress and reach out, learn of an opportunity to help othersand ask how, and step up when asked to be leaders withoutquestion. What do we do to encourage this type of, ofteninnate, thoughtful behavior? To answer that question withinthe Middle School we should look at the service opportunities.

The All Souls Soup Kitchen is one of two main foci of theMiddle School community service program. On Fridays, forover six years, each Sixth Grade boy has set tables andserved lunch four to five times a year to guests at the SoupKitchen. On any given Friday as the boys return they are ebul-lient: their feet skip, their smiles are broad, and they areeager to talk about their experience as they grab a quicksandwich before heading off to class. Our boys wanted tomake sure that they offered the guests peanut butter andjelly sandwiches to take with them. On cold winter days theywondered if the guests would be warm enough. The boystalked about wishing they could go to the Soup Kitchen moreoften. Simply put, they are energized by their experience.

Creating the PB and J sandwiches for the Soup Kitchen isanother way we are involved. Middle School boys, on a rota-tion, prepare approximately 110 peanut butter and jellysandwiches each Friday of the school year. We have a list ofsix to seven boys who are expected to serve each Friday. Onmost Fridays, we have another seven to nine boys who will-ingly arrive at 7:45 am to help. The boys wash their hands,gather all the materials from the kitchen and then set up thetable to begin. Though organized, chaos is the routine, andthe boys run the entire effort. A smaller group of boys car-ries the sandwiches to the Soup Kitchen. It is so important

for our boys to take on this effort because each guest, following the Friday lunch,leaves the Soup Kitchen with a PB and J sandwich in case there is no dinner thatevening.

Our boys with peanut allergies also participate. They have an ongoing drive to col-lect small plastic containers so the guests at the Soup Kitchen leave each Fridaywith some of the leftover food from lunch. Our boys collect containers with lidsand then deliver the containers to the soup kitchen.

PS 83 is a developing service project. This is a remarkable public school locat-ed at 109th between Second and Third Avenues. Our involvement began fouryears ago when, following Thanksgiving, the Sixth Grade boys set out to collectover 1,000 books, but in the end they collected close to 2,000 books. The SixthGrade boys run the project with little adult help. The project has leaders, adver-tisers, representatives for each homeroom within our school, book retrieversand organizers that categorize the books into various genres and then turnthem over to the book packers. To complete the second part of the project, ourboys go to our library to select their favorite picture book. With books in handand the collected books in a car, the boys travel, by subway to PS 83 where theypair with a First Grader to read. The relationship doesn’t end there. In February,the First Graders come to A-S where our boys perform an instrumental concert.We always hope to meet in Central Park in late May for a picnic. So far that con-tinues to be our goal.

Another way that we connect with PS 83 is through the annual fall book drive.The collected books go on a table at PS 83 and each parent, when arriving fortheir parent-teacher conference, selects a couple of books to take home for theirpersonal library. Additionally, we are working on organizing an ongoing clothingdrive for PS 83 students through the age of eight. Our Sixth Grade boys havebegun to organize this project, which will involve the Fourth and Fifth Grade boysas well. Our plans are still developing.

In conclusion, our objectives are quite simple. We believe that if we offer our boysexperiences where they can actively participate in a way that is meaningful, theyhave a chance of developing a life long commitment to helping others. One waywe foster this commitment is by regularly asking the boys to reflect on theirexperiences. This offers the boys a chance to make personal meaning of whatthey did and accomplished, both for themselves and others. Our boys havetremendous hearts and they want to be helpful – a robust beginning. We alsoendeavor to foster in our boys, each and every day, the meanings of the words:thoughtful, responsible, generous, respectful, studious, enthusiastic, determined,creative, and good.

If you would like to help with our community serviceefforts, we welcome you to:

• collect books that your children are no longer reading• recycle your plastic containers (with lids) by bringing

them to the Middle School floor• bring clothing that your infant - 8 year-old has

outgrown (girls and boys) to the Middle School office• sign up to help the Monday night All Souls Soup

Kitchen

Middle School COMMUNITY SERVICEby Kimberly KyteMiddle School Head

26 F A L L 2 0 0 8

The mission of Prep for Prep is to identi-

fy and nurture a generation of leaders

from minority group backgrounds who

have the education, the skills, and the

commitment to help guide society towards a significant

narrowing of the gap between the rhetoric of the American

Dream and its blemished reality. Since Prep for Prep was

founded in 1978, Allen-Stevenson, one of its first school

partners, has had a flourishing relationship with this orga-

nization, admitting several students into the Seventh

Grade each year.

Helping to solidify the connection between Allen-

Stevenson and Prep for Prep are Allen-Stevenson current

parent, Scott Bok, past parents, Anne Gilchrist Hall and

Martin Lipton, and past parent and grandparent, John

Vogelstein, who have all served as Chair or President of

the Board of Trustees of Prep for Prep. Many New

Yorkers volunteer their time at various organizations, but

it struck these four as unique that besides Prep for Prep,

the one community that tied them together was Allen-

Stevenson. Their leadership of Prep for Prep embodies

what we teach our students.

To help the community understand the significance of the

relationship between Prep for Prep and Allen-Stevenson,

Mr. Bok, Mr. Lipton, and Mr. Vogelstein spoke with us

about their commitment to this organization and its

impact on Allen-Stevenson. Mr. Lipton and Mr.

Vogelstein have been involved with Prep for Prep for

over twenty years and Mr. Bok for more than ten, and

each of them attribute their initial involvement to a

belief in providing better-quality education to minority

and less-advantaged students.

When asked in what ways Prep for Prep makes a differ-

ence in the world, the answers focused on the impact that

these students have on the world and

the many opportunities that they have

to become leaders in society. Mr.

Bok stated, “[Graduates] not only get

into great schools, they thrive at them, and go on to

become leaders in education, law, business, medicine and

many other fields, adding importantly to the diversity of

people in each of those fields.” Additionally, Mr.

Vogelstein believes that giving educated, talented minority

students the chance to attend college will make a differ-

ence in the world, and he strongly believes that these lead-

ers can serve as role models to younger students.

“Prep for Prep has facilitated diversity in Allen-Stevenson

and created a ‘real world’ culture that benefits all the stu-

dents,” Mr. Lipton stated. Adding to this, Mr. Bok believes

that bringing new talent from diverse backgrounds to the

Seventh Grade helps to reenergize both the faculty, stu-

dents and their families.

Our alumni also recognize the value of Prep for Prep with-

in the Allen-Stevenson community. Recently, an alumnus

who learned about Prep for Prep while he was a student at

Allen-Stevenson asked how he could help to ensure that

boys like the ones he met from Prep for Prep at school

could always attend Allen-Stevenson. He has since chosen

to fund the education of a boy during his three-year tenure

at the School, beginning with his arrival here in Seventh

Grade until his graduation.

Today, Prep for Prep has a community of over 3,000

alumni and students. Allen-Stevenson has played an

important role in contributing to its success as well as the

success of the many students who have benefited from

their programs.

A-S Parents Make a Difference by Emily Barnes, Communications Manager

L A M P L I G H T E R 27

Some years ago educational researchers

began to study teacher burnout when it

became clear that too many good teachers

were struggling to stay in the trenches. What

they learned gave birth to a new way of

thinking about teachers and the work of

teaching. And at the heart of what they

learned was one simple but significant find-

ing: teachers who work together with other

teachers on their practice tend to have much better success in the

classroom; so do their students. From this scientific data grew the

concept of the Critical Friends Group (CFG).

Over time, teachers who participate in a CFG tend to become

more enthusiastic about their work, more energized, maybe even

happier. They develop confidence, gain knowledge, have more

ways to approach dilemmas, and often become more imaginative

in their lessons. There's good reason for this: teachers don't oper-

ate in a vacuum. Indeed, they have eight or nine trusted col-

leagues with whom to discuss and plan. In an atmosphere of pro-

fessionalism, they can bring frustrations and concerns and devel-

op strategies for dealing with them. They can also bring their best

work to share and analyze so that the good of it can be built upon

for other disciplines.

Trust is essential for a group to work effectively. It takes time for

that trust to be built. This is why the groups stay together for at

least two years and work under group-created norms. Each session

is facilitated and a protocol, or structure, is used specific to the par-

ticular work of that session. When we act as a critical friend for a

colleague, we support a project but are independent of that project.

Our job is to ask provocative questions, offer new ways of think-

ing about an issue, and provide fresh

insights, information, or expertise. The

practice is a reflective one. After each proto-

col, we look at how the process worked, if it

worked, and why.

At Allen-Stevenson, we presently have

three faculty CFGs comprised of ten teach-

ers each, including a peer coach. The

groups meet every week for an hour during school time and once

a month after school for a three-hour session plus dinner. This is

on-going professional development at a very high and effective

level, primarily because members of an Allen-Stevenson CFG

become conversant with each other's work. We keep track of,

have conversations about, and develop interest in what is going

on in our colleagues' classes. As a consequence, not only does the

group serve to develop strategies for solving teacher practice

problems, it also brings the community together. When teachers

learn what other teachers are doing in their classes, they seize

opportunities to build on that work in their own classes. Barriers

fade and connections are made for teachers and, more important-

ly, for students. It's a win-win situation.

Recently I ran my Seventh Grade English class using a CFG

Consultancy Protocol to help the boys get at one character's essen-

tial dilemma. It ran for 50 minutes - exactly the time determined

by that protocol. When we were done, I asked the boys to debrief

the process. The first comment was, “I liked this. There were

things about the book that I hadn't thought about until my group

got together and figured them out. It really helps to have other kids

to think things through with.” I smiled and said, “Yes.” That's the

simple truth of it.

“The CFG is fun, intellectually

stimulating, and I find myself

thinking more deeply about my

work than I ever have before.

It helps to evaluate and

improve lessons.”

~ Jeffrey Herschenhous,

Upper School Science Teacher

Critical Friends Groupsby Susan G. Lukas, Upper School English Teacher

28 F A L L 2 0 0 8

New Alumni Breakfast

On Wednesday, June 11th, the boys moving on tosecondary schools in the classes of 2008 and 2009gathered for breakfast before their graduation. Theywere welcomed into the Alumni Association by EricRothstein ’81, President of the Alumni Council. Mr.David Kersey followed up about the importance oftheir role as alumni and their responsibility to sup-port the School. Alumni Council members, RandySchrade ’76, John Carr ’76, Eric Rothstein ’81,Simon Wasserberger ’85, and Louis Rose ’86marked the morning by presenting each boy with an Allen-Stevenson Alumni Pin.

Eric Rothstein ’81 presenting Alumni Pins

A L U M N I B R E A K F A S T

Class of 2008Classes of 2008 and 2009

L A M P L I G H T E R 29

G R A D U A T I O N 2 0 0 8

Eliezer N. Ayala ’08

I can’t believe that this is the end of my Allen-Stevenson studentcareer, and I’m sure that everyone who is graduating with meagrees. This is the end as well as the beginning of yet anotherchapter of our lives. Many of my classmates have been here sinceKindergarten; some since Seventh and one has just been heresince Ninth Grade. I’ve been here since Seventh Grade, but if I hadthe chance since I was little I might have wanted to come to thisschool. I say ‘might’ because I believe that being in co-ed publicschool gives a great view of both worlds, that being the girls.

Coming into A-S from a public school is probably the best thingI could have done. Even though I had no idea what a privateschool, or even what A-S was, I don’t regret anything. I will missmany things about this school. To name one thing, I would haveto choose between playing kickball on the roof, doing varsityintramurals for 9 semesters in a row, or doing the all-importantFacing History Project. With these three choices, I would saythat everyone graduating today would choose the same thing:kickball.

Who wouldn’t miss playing kickball? I know we will. There’s noth-ing better than being able to go to our sacred roof to kick a ballaround, and if we’re lucky enough, to hit someone with it. But themost important thing that anyone would want to do is to make aplay for his team. I remember my first play. I was in Ninth Gradeplaying the most important position, catcher. No one expected meto do anything until that faithful day where a kid kicked the ballinto foul territory, and who was there to catch it? Yours truly.

This was my first of four plays I have made this year, even thoughsome people in the Ninth, Eighth, and even the Seventh Grademake these many plays in one game, I made them in three years.We will all miss the roof and the pleasure it has given us.

This Allen-Stevenson experience means a lot to me and to manyof my classmates. The academic experience was superb, and wecouldn’t be more prepared, but what I believe was the best part ofthe experience was the social part. I entered A-S at Seventh Gradeas the strange minority kid to everyone. Even though I didn’t knowanyone, within the first week I made friends. As the Eighth Gradeyear ended, my friends started to leave. Most of my friends left mefor, what I thought would be, a lonely Ninth Grade year. But boywas I wrong. I came in to Ninth Grade and almost immediately, weall connected. It didn’t stop there, the new Seventh and EighthGrade classes also extended their hands, and really made you feellike a part of something. I am sure that even as we depart, we willfind some way to keep in touch with each other.

It isn’t only the students that make you feel at home, but also thewonderful faculty and staff. When I walk into the school buildingat 7:30, I am greeted by the smiling faces of the security guards,the people at the front desk, and the faculty members I meetthroughout the day. To end, I have to say thank you to the teach-ers, the people working in the lunchroom, maintenance, security,all you parents, and everyone else whom I may have forgotten tomention. As a final word from my classmates and me, goodbyeand have a great summer. Thank you.

30 F A L L 2 0 0 8

Let me start by saying that all ofyou have the disadvantage of hear-ing my very first commencementaddress. All sorts of schools haveasked me to do this, and I’vealways had the good judgment tojust say no, as Nancy Reagan usedto say.

But this is a special graduation forme. Allen-Stevenson has a specialplace in my heart. I graduated fromhere 29 years ago. I was one ofyou. Sitting there, wondering, whenwill this guy stop speaking? Whenwill I get my diploma? How sooncan I get to summer? So, I promiseto be short, but not too short,because this graduation is not justspecial to me. It’s historic to thisschool. You are the 125th graduat-ing class.

You represent a milestone in Allen-Stevenson’s history; a benchmark inits accomplishments.

125 years ago there were three boys in this school, led by a youngHeadmaster just out of Harvard. Classes were held in a house downon 57th Street. The boys would arrive in horse drawn carriages. Onshort winter days, those classes were held by gas light. This neigh-borhood, filled with all of these glamorous buildings, was justbeginning to be built.

In the 125 years since, Allen-Stevenson has become one of thefinest schools in America. A place that creates young men like youout of small boys. Leaders in business, government and the socialsector have sat where you are sitting, their capabilities shaped bythis school. You follow in a great tradition.

But it’s important to remember that the history of this school isn’tjust about the past, it’s about the present. Sitting here, 29 years afterI graduated, are two of my favorite teachers. Teachers whose sup-port meant so much to me and who together have helped build thisschool. Mr. Kersey and Mr. Pariseau were young men when I washere; though they seemed ancient through my then 14 year-old eyes.

I’ll spare Mr. Pariseau because I hear he’s injured, but I will tell youthat Mr. Kersey was quite the firebrand in those days. If you made apeep in his class he’d fire a hard chalk at you. I don’t know if he stillthrows that chalk. And, of course, there is the legendary day whenhe got into a fist fight with one of the other coaches. Between thechalk-throwing and the fighting, he was a hero around here.

You should pause today and think about the teachers here in thisroom today who will be the Mr. Pariseaus and Mr. Kerseys of yourfuture memories. Consider stopping and thanking them today forwhat they will mean to you in 30 years.

All of you are part of this amazing history as well. I’m not sure howyou all did it, but you have lived through an incredible time at thisschool. Allen-Stevenson has been transformed. When I was lasthere a few years ago it was a quiet, shabby place. It’s now gleamingand new. The dedication of the new building in 2005 is as much youraccomplishment as anyone’s.

So why does it matter that places like Allen-Stevenson exist? Whydoes this history make a difference?

Well, let me use myself to illustrate the importance of this schoolyou helped build. I came here in 1974; back then New York was a

miserable place. Whole neighborhoods wereburning down. The subway was graffiti-coveredand hot. Central Park was a murky jungle, filledwith danger.

I came here from one of the worst parts of thatdark city: The South Bronx. I could only come onfull scholarship. In my first years here I did terri-bly. I wasn’t prepared for the demands of a greatschool like this. It took me much of Fifth andSixth Grades just to catch up. But this schoolinvested in me; invested time, money andpatience in helping me get up to speed.

When I graduated from Harvard BusinessSchool 16 years later, I knew it was becauseAllen-Stevenson had been there to bridge my lifefrom the South Bronx to the world that thisschool epitomizes: a world of the highestintegrity and intellectual rigor.

So, here is the part of the convocation I want allof you to remember: All of us need to under-stand that graduating from Allen-Stevenson

brings responsibility.

You have all been given great power. You may not realize it right now,but much of your education is complete. Allen-Stevenson has givenyou the core academic fundamentals you will need to be as suc-cessful as you want to be in any environment from here on out. Adepth of education few other young men your age have.

That’s a great power and a great responsibility. After two decades inbusiness, I recently moved back here to New York to serve asPresident of the Ford Foundation. Since your parents made you allwatch Channel 13 for years, you probably know better than they dothat Ford’s mission is to help build and support not for profit orga-nizations like PBS.

Every day I lead a team of people working hard to think about thehard challenges facing our society:

• Children whose schools just don’t work.

• Girls forced to get married and have children when they should bein seventh grade.

• Men who have lost the right to vote because of a crime they com-mitted and paid for when they were teenagers

Moving my family back here to New York and leaving my 20-yearcareer in business was a hard decision. Yet, in the end, I decided tocome here and do the job at Ford because I felt I had a responsibili-ty to use the power that Allen-Stevenson built in me and to fightinjustices like those every day.

So as you leave here, I want you to remember just this one thing.Regardless of how you got here this morning, by subway or on foot,you have received a gift from Allen- Stevenson. A gift of great powerthat few have access to.

It’s your responsibility every day to make the most of it.

Luis Ubiñas ’78

G R A D U A T I O N 2 0 0 8

Mr. Luis Antonio Ubiñas ’78 attended Allen-Stevenson from Fifth through Ninth Grades. He continued his studies at The Collegiate School and then at Harvard College, where hereceived an AB and an MBA from Harvard Business School. After a distinguished 18-yearcareer as a Director of McKinsey & Company, the global management consulting firm, hebecame President of the Ford Foundation in January 2008.

Upper School Chorus

Christopher Wayland ‘09

Remarks by Sally Cole In honor of the first Desmond Cole Fortiter et Recte prizeAllen-Stevenson School Graduation, June 11, 2008

It is a great honor for my family to have this award named aftermy father, Desmond Cole, an honor I can honestly say wouldhave taken his breath away. He loved this School from stem tostern, as they say, and he believed in it. Thank you to Allen-Stevenson, and in particular to David Trower and John Pariseau,for this recognition.

Fortiter and recte: strongly and rightly. Let me recount a bitabout how my dad embodied those qualities.

So many of his students remember how my father wouldn’tclose the school during the blizzard of 1978 and how he stood atthe front door whooping and hollering every time he saw one ofthe boys successfully making his way through the snow driftsalong 78th Street to attend school that day. But in my family, aswe watched the news on TV that night, we were amazed thatmy dad’s not closing the School had made the news! It was justa very basic principle that my father lived by: if you commit your-self to something important, as important as your education, youcommit to it with all your heart, 100%, every day. That is how hedid everything.

I’ll never forget the pride I felt when he ran the NY Marathon aspart of a fundraiser for Allen-Stevenson (one week before his60th birthday), or how much time he devoted to writing recom-mendations for the students in the graduating class. I can stillpicture him hunched over his typewriter – yes, typewriter – word-smithing each sentence, making sure that he captured each stu-dent’s unique qualities exactly right. When it came to people, myfather never took any shortcuts.

But for all this talk about my dad’s adherence to the principle, Idon’t want to give you the wrong impression. In spite of thewhite hair and the tweed jackets, my dad was not a stodgy guy.He had an irreverent sense of humor. He was not a “tradition forthe sake of tradition” person. He was a free spirit. And above all,he was an independent thinker.

If there was one lesson that my dad tried to impart to me, loudand clear, it was to think for myself. Whenever I had to make abig life decision, my dad always thought that I consulted far toomany people for their opinions. He would say, “Sal, don’t look toothers to tell you what to do. Take the time to learn what isimportant to you and THINK FOR YOURSELF!”

He led his life that way. He wasn’t afraid to stand up for some-thing he believed in, and he wasn’t afraid to stand alone in hisopinions – in fact, he probably enjoyed that a little. I think hebelieved that you have to actively not care too much about whatothers think of you to do something truly original in this world.

Whenever I hear that quote from Hamlet – “What a piece ofwork is a man, how noble in reason, how infinite in faculties” –I see the world through my father’s eyes. He believed that eachone of us possesses more strength inside of us than we evenknow - infinite capacities for reason, self-knowledge andcourage – and that life presents us a great opportunity to dosomething beautiful with that.

If my father were standing here in my place today, he would askyou to “break the mold.” There’s no roadmap for life and thatcan be scary; but more often, it’s actually pretty awesome.Decide for yourself what is important to you and put your own,unique footprint on this planet. You’ll take enormous pride andjoy in the fact that it is completely your own.

To the graduating class: congratulations to each of you. And asmy dad would say, “Go get ‘em!”

L A M P L I G H T E R 31

Sally Cole

32 F A L L 2 0 0 8

Today is a rite of passage, a time to reflect on the past, revelin the present and anticipate a future of boundless possibili-ty. It is also a day for good-byes and thank-yous. As all ofyou know my thank-yous always begin with the faculty.They are a tireless, passionate, and devoted group of teach-ers with an incredible commitment to the education of theboys in this School as scholars and gentlemen. I believe wecannot thank them enough for what they do, so I ask themto please stand and receive one more round of applause.My personal goodbye today is a particularly difficult one.One of our most passionate, caring and committed teachersis retiring from Allen-Stevenson and moving on to the nextphase of her life. Nicole Baldassini has been the Frenchprogram ever since I came to Allen-Stevenson and it is hardto imagine it continuing without her. She has taught manyA-S boys four years in a row, always sharing her great loveof the language and for the boys. Nicole we will miss youand wish you bonne chance dans l'avenir.

I was recently reminded of the quote I chose for my highschool yearbook by Oscar Wilde: “Education is a wonder-ful thing but it is well to remember from time to time thatnothing worth knowing can be taught.” Interestingly?Ironically? I picked that quotation knowing that I wanted tobe a teacher, and having spent the last 29 years of my life ineducation there are many ways in which I still believe themessage. One of the aspects of Allen-Stevenson that I loveare the code words engraved in the floor and the statementthat at A-S we inspire boys to become thoughtful, responsi-ble, generous, respectful, studious, enthusiastic, deter-

mined, creative and good. We do not teach them thesequalities by having them follow a set of rules or prescribedbehaviors that are acceptable, or by giving them a test onthe definitions of the words. Rather, we provide them with aseries of experiences and challenges, in the classroom, onthe athletic field, on the stage or in the shop in which theylearn what it means to work together, treat others withrespect and stand up for what they believe. They learn tolive these ideals and incorporate them into their daily lives. Ilove to hear these lessons play themselves out while listen-ing to a Ninth Grader at the beginning of every MondayMorning Meeting talk about how the word of the monthrelates to his own personal experience. There is no betterway for the other students in the School to understand thepower of those concepts.

As we live in an ever-changing and more complicated world,these are the qualities that will determine future success. Ihave used the word love a number of different times in thistalk. My love of the School, the faculties love for the boysand I want to relate a story that Mr. Cohen told me about adiscussion in his Ninth Grade class. One boy was describ-ing his sense of protectiveness of his younger brother butwas struggling with the right words to describe it. As hesaid, “I'm not sure what to call it,” two boys simultaneouslyreplied, “It's love.” The comfort in expressing these emo-tions is not an easy thing for Ninth Grade boys and I doubtit would happen in many schools, but it is commonplacehere at Allen-Stevenson.

Graduation days are filled with love. Love that crosses gen-erations as grandparents, parents, siblings and graduatescelebrate a milestone together. My final words to you grad-uates are, bask in the love that surrounds you and nevertake it for granted. Thank all of the people here who haveloved you and helped you reach this point in your lives andnever stop gathering the experiences that will inspire you toattain the lofty ideals you walk upon every day that youenter this School. And of course, come back often and visitthe School that loves you.

Upper School Head, Neal Kamsler

L A M P L I G H T E R 33

2008 PRIZE DAY AWARDS AND HONOR ROLL

Daughters of the American RevolutionNoah H. Koeppel ’10

Mayflower Compact AwardWilliam B. Sperry ’10

Society of Colonial WarsWilliam B. Sperry ’10

Bradford A. Warner Shop AwardHenry Gonzalez ’08

Jonathan M. Lamb ’09

Francis Keally Art AwardClarke A. Rudick ’09

Computer Art AwardWilliam Evangelakos ’08

Photography AwardLouis P. Lecole ’09

Francis Keally Gilbert & Sullivan Award

Eliezer N. Ayala ’08 Francisco Chomnalez ’09

Nicholas Meitster Armington ’77Theater Prize

Adam D. Kotin ’09 Matthew D. Schwimmer ’09Alexander H. Tomashoff ’09

Chorus PrizeKhalid A. Taylor ’10

William L. Landis Drama PrizeDylan G. Fowler ’09

Stanley D. Gauger Music PrizeFrancisco Chomnalez ’09

Christopher J. Wayland ’09

Public Speaking PrizeAndrew S. Leone ’10

William A. Hanway Memorial PrizeJonathan M. Lamb ’09

Tunney Creative Writing AwardEliezer N. Ayala ’08

Francisco Chomnalez ’09

Mary B. Helm AwardFrench:

Eliezer N. Ayala ’08Alexander G. Selz ’09

Spanish:Ravi Popat ’09

Matthew D. Schwimmer ’09

Mathematics PrizeWilliam Evangelakos ’08

Science AwardWilliam Evangelakos ’08

Greatest Improvement Award7th Grade: Robert M. Lubin, Vikram Nayyar, Mac G. Schumer 8th Grade: Skyler M. Wasser 9th Grade: Benjamin P. Rifkin

Honor Roll

Class of 2008Theophilus O. Agbi, Eliezer N. Ayala, Wiliam Evangelakos, Benjamin P. Rifkin

Class of 2009Francisco Chomnalez, Max A. Elgart, Samuel O. Javit, Jonathan M. Lamb, Louis P. Lecole, Nicholas J. O’Mara, R. Henry Plagemann, Ravi Popat, Clarke A. Rudick, Matthew D. Schwimmer, Alexander G. Selz, Christopher J. Wayland, Harry P. Whitney, Tyler J. Wojak

Class of 2010Alexander J. Bartner, Oliver R. Beers, Caleb Berwin Stein, Elliot P. Bok,Nicholas C. Curcio, Ben S. Dickstein, Johann M. Fitzpatrick, J. Carr Gamble, IV,Noah H. Koeppel, J. Christian Lange, Jonathan C. Linen, Robert M. Lubin, Gil B. Lubkin, Robert B. Marston, Nicholas J. McCombe, Jeremy C. Mittleman,Nathaniel C. Pettit, Matthew D. Russo, Mac G. Schumer, William B. Sperry,Khalid A. Taylor, Cameron W.J.S. Toh, Lucas C. Zelnick

Honor StudentEliezer N. Ayala '08

Alumni MedalTheophilus O. Agbi '08

Alumni SecretaryBasil L. Anderson '08

Student Council PresidentElliot S. Frank '08

Desmond Cole Fortiter et Recte Award Ravi Popat '09

Charles E. Horman AwardEliezer N. Ayala '08

Athletic AwardDylan G. Fowler '09

PRIZES FOR MIDDLE SCHOOL

Bradford A. Warner AwardGeorge L. Frank '12

Anthony G. Couloucoundis II Memorial AwardTheodore C. Wallach '11

Adam and Elan Benjamin Memorial AwardJorge E. Colmenares '12

A W A R D S & H O N O R S

34 F A L L 2 0 0 8

A F T E R A - S : 2 0 0 7 - 0 9S E C O N D A R Y S C H O O L S

CLASS OF 2007

Justin Livingston Beers - Poly Prep

Christopher Matthew Blauner - Poly Prep

Conor Myles Coleman - Dwight-Englewood

Jonathan Davis - Hackley

Lee Cameron Eames - Riverdale

Robert William Feder - Riverdale

Leigh Alexander Fischbein - Suffield Academy

Eric-Anthony A. Galagarza - Stony Brook

Austin Lucas Goldstein - Dwight

Max Joshua Hannan - Dalton

Anthony Andre Joga - Poly Prep

Eric Matthew Kotin - Fieldston

Matthew Taylor Langan - Columbia Prep

Charles Frederick Lehman - Packer Collegiate

Andrew Reed Loeshelle - Dwight-Englewood

Andrew Vincent Lopez-Balboa - St. Paul's

Jason Daniel Mack - Columbia Prep

Malcolm Wesley Storrie McCain - Berkshire School

Jonathan Andrew McMyers - Lawrenceville

Adam Louis Mitchell - Dwight

Brian Thomas Ostrander - Calhoun

Spencer Samuel Penn - Horace Mann

Adiel J. Perez - Gunnery

Tyler Brennen Reiss - Dwight

Zachary Jude Ross - Choate

James Morris Rucinski - LaGuardia

Jason Reed Saltiel - Columbia Prep

Alessandro Meyer Santoro - Friends Seminary

Eric Harrison Schwartz - Horace Mann

Matthew Harrison Sprayregen - Poly Prep

Nicholas C. M. Strelov - Dwight-Englewood

Ryan Hapgood Tongue - Friends Seminary

Brady Otto Williams - Poly Prep

CLASS OF 2008

Joseph Allen Abadi - Horace Mann

Theophilus O. Agbi - Exeter

Basil Lloyd Anderson - Kent

Michael Derrick Asser - Columbia Prep

Rhys Jude Athayde - St. Mark’s

Eliezer Nel Ayala - Rye Country Day School

Michael Spencer Bass - Columbia Prep

Zachary Raab Berger - Miami Country Day

G. Alexander Bergsma - Proctor Academy

Mark Richard Boltres - Friends Seminary

Peter George Bozian - Dalton

Jacob Lee Caplan - Columbia Prep

William Samuel Chouraqui - Riverdale

Alexander D'Arc Corwin - Riverdale

Carter Haskell Davis - Friends Seminary

Daniel Evangelakos - Horace Mann

William Evangelakos - Suffield Academy

Jeremy Matthew Exstein - Hotchkiss

Samuel N. H. M. Fischer - Riverdale

Jared Damien Francis - Dwight-Englewood

Elliot Stoddard Frank - Suffield Academy

Harry Talbott Frank - Riverdale

Carter Philip Glatt - Horace Mann

Henry James Gonzalez - Stony Brook

Maxson Drew Jarecki - Dalton

Brian Alexander Knott - Horace Mann

Taylor O'Neill Lane - Trinity

Peter Andrew Lawson - Columbia Prep

Matthew Vincent Leone - Dalton

Henry Stanley Neely - Trinity

Malcolm Peter Phelan - Riverdale

Michael Anthony Regester - Rudolf Steiner

Benjamin Paul Rifkin - Taft

Michael Clement Salik - Dalton

Adriaan Mitchell Schiltkamp - Kimball Union

Evan Reed Solomon - Fieldston

Jeancarlo Sotomayor - Peddie

Robert Edward Sternberg - Riverdale

Alexander Joseph Weiss - Heschel

Cooper Belzberg Zelnick - Packer Collegiate

CLASS OF 2009

Taylor Charles Bennett - Poly Prep

Samuel Weaver Bernstein - Loomis Chaffee

Richard Donovan Bryan, Jr. - Trinity

Francisco Chomnalez - Dalton

Christopher G. Echevarria - Westminster

Max Aaron Elgart - Fieldston

Jesse Daniel Fastenberg - Birch Wathen

Dylan Gaston Fowler - Choate

Alessandro Sandro Arturo Giacometti - Westminster

Derrick Corey Holman - Columbia Prep

Samuel Owen Javit - Fieldston

Adam Daniel Kotin - Columbia Prep

Jonathan Mason Lamb - Deerfield

Louis Pierre Lecole - Trinity

Stephen Joseph Lipton - Horace Mann

Daniel Eric Locker - Fieldston

Nicholas James O'Mara - Poly Prep

Robert Henry Plagemann - Poly Prep

Ravi Popat - Trinity

Owen Kolb Rosenberg - Lawrenceville

Clarke Albert Ash Rudick - Trinity

Matthew David Schwimmer - Fieldston

Alexander Georges Selz - Millbrook

Antony Benjamin Strauss - Proctor Academy

Christopher von Turk- Columbia Prep

Tyler Ross Waldman - Blair Academy

Christopher James Wayland - Trinity

Tyler Jacob Wojak - Dalton

Ralph Julien Acevedo Rye Country Day Middlebury CollegeLuis Alfonso Almonte Berkeley Carroll Boston CollegeAlexander Nathaniel Barrett Dalton Harvard UniversityJared Peter Bergman Poly Prep University of ColoradoNathaniel Ben Botwinick Trinity Yale UniversityJeremy Cohen Columbia Prep Colgate UniversityRoss Alexander Cohen Collegiate George Washington UniversityJohn Ramon Cortez Poly Prep Syracuse UniversityJames Thomas Della Femina Horace Mann Tulane UniversityMorgan Lawrence Fleischman Columbia Prep Cornell UniversityNicholas Dana Flickinger Trinity Emory UniversityAndrew M. Goldfarb Poly Prep Tufts UniversityWilliam Nathaniel Hershey Fieldston Vanderbilt UniversityAlberto Jimenez Berkeley Carroll Vanderbilt UniversitySteven Michael Knott Trinity Marquette UniversityMichael Stowe Koeneke II Pingry University of MichiganBenjamin Michael Kraus Loomis Chaffee Claremont McKenna CollegeEdward Crary Lord Poly Prep Wesleyan UniversityTimothy Patrick Maloney Fieldston Vanderbilt UniversityMichael G. Marcusa Horace Mann Dartmouth CollegeVishnu Carlino Martinez Hotchkiss SUNY-BinghamtonZachary Nicholas Medina Eleanor Roosevelt HS SUNY-AlbanyMaxwell Lee Meren Rye Country Day New York UniversityNiall Patrick Murphy Stuyvesant HS Reed CollegePhilip Mojsov Nussenzweig Dalton University of ChicagoCurtis Olavi Roby Trinity Dartmouth CollegeHenry Jay Rosenwach Poly Prep Skidmore CollegeOliver Myers Schrage Columbia Prep Ithaca CollegeJohn Phillip Seabrook Pomfret Rochester Institute of TechnologyAlex Logan Steinhardt Dalton University of PennsylvaniaDavid Maxwell Steinhardt Trinity University of PennsylvaniaDavid Jon Thomashower Churchill Full Sail Media EducationBradley M. Umane Poly Prep University of WisconsinDavid Stephen Weiss Poly Prep University of DelawareJason C. Zigelbaum Horace Mann University of MichiganSean S. Zigelbaum Horace Mann Johns Hopkins University

A F T E R A - S : 2 0 0 4 - 0 5 S E C O N D A R Y A N D C O L L E G E

Craig Ross Applegate Brooklyn Tech University of ConnecticutChristopher Stuart Michael Barnes Riverdale Bucknell UniversityWilliam Spencer Carlson Hill Kenyon CollegeJacob Maxwell Cohen Dwight University of Miami-FloridaSoami Adhar Cohly Poly Prep Georgia TechAlexandre Carvalho Perieria DaSilva Friends Seminary CUNY - Hunter CollegeAdam James Phillips Donaldson Taft University of LouisvillePeter Laurence Eames Riverdale Hamilton CollegeJustin Nathaniel Effron Columbia Prep University of PennsylvaniaJacob Aaron Epstein Horace Mann University of MichiganJohn Harrison Garfinkel Trinity Wake ForestWilliam Richardson Gleacher Columbia Prep New York UniversityBenjamin Farmer Goldman Masters School University of WisconsinJules Patrick Hamilton Riverdale New York UniversityIan Brett Konsker Horace Mann Vanderbilt UniversityJonathan Steven Kostakopoulos Salisbury Susquehanna UniversityRonald Vaughn McKnight Peddie Villanova UniversityDavid Ospina Kent Emory UniversityMalcolm Elbridge Ring Riverdale Carnegie MellonAndrew Quinn Rolfe Riverdale SkidmoreJamal Michael-Ashanti Salmon Trinity Syracuse UniversityChristopher Kingdon Schrade-James Riverdale Boston UniversityGeraldo Alfonso Sevilla Stuyvesant CUNY - Macaulay Honors CollegeHarrison Isaac Sitomer Riverdale University of PennsylvaniaLeo David Sloan Dwight University of VermontJulian Alec Tempelsman Trinity Hamilton CollegeGregory Matthew Tongue Friends Seminary Case WesternPeter Maurice Troubh Taft Bowdoin CollegeHarry Gabriel Tucker Browning Franklin College - Switzerland

CLASS OF 2005

CLASS OF2004

36 F A L L 2 0 0 8

A L U M N I B U L L E T I N B O A R DFor information about any alumni activities, please contact Jackie Brown, Director of Alumni Relations, at jbrown@allen-stevenson.org or at 212-933-5240.

M A R K Y O U R C A L E N D A R S

F O R T H E F O L L O W I N G 2 0 0 8 A N D 2 0 0 9A L U M N I E V E N T S

Alumni Hockey Game at Chelsea Piers

Wednesday, December 17, 2008 at 7:00 pm Alumni Basketball Game and Pizza Lunch

Saturday, March 7, 2009 at 11:00 am A-S Golf Classic at Quaker Ridge Golf Club Scarsdale, NYTuesday, May 12, 2009

Alumni Dodgeball GameThursday, May 21, 2009 at 6:30 pm Off to College Party for the Class of 2006

Monday, June 8, 2009 at 6:00 pm

Eric Rothstein ’81, President of the Alumni Council

On September 23, 2008, approximately 20 members of theAllen-Stevenson Alumni Council met at the School toreview the past year’s events and discuss plans for thefuture. Headmaster David Trower described the openingof School as very upbeat. The School is continuing “togo green,” and a Monday Morning Meeting last year dove-tailed with this focus as it featured three alumni engagedin environmental efforts. The first school event of theyear, the All-School picnic in Central Park, was a hugesuccess with a handful of alumni attending. Plans arewell underway for the Alumni Reunion Weekend onNovember 14th and 15th, a panel of experts on indepen-dent admissions (all current or past parents at Allen-Stevenson) on November 20th, and Young Alumni Day onNovember 26th. The School will now introduce Spanishbeginning in Second Grade.

After Mr. Trower’s remarks, ASAC Committee functionswere described and members were urged to sign up forthe committee of their choice. Committee Chairs forDiversity, Annual Fund and Special Events gave reportson last year’s achievements and outlined future plans.We hope to expand alumni programming substantially sothat our alumni are consistently reminded of the value oftheir Allen-Stevenson education, and so that the rest ofthe community is reminded of the valuable alumni thathave attended Allen-Stevenson. This Lamplighter pro-files alumni who not only have made a difference in ourworld but also credit their success to the education theyreceived at A-S.

If you know of an alumnus we should profile or would like toget involved with the Alumni Council, please contact JackieBrown at JBrown@Allen-Stevenson.org.

THE ALLEN-STEVENSON ALUMNI COUNCIL MEETINGTUESDAY, SEPTEMBER 23, 2008Report by Eric E. Rothstein ’81

22000099 AALLLLEENN--SSTTEEVVEENNSSOONN GGOOLLFF CCLLAASSSSIICCBBeenneeffiittiinngg tthhee AAtthhlleettiicc FFuunndd

Tuesday, May 12, 2009 Quaker Ridge Golf Club, Scarsdale, New York

All members of the Allen-Stevenson communityare invited to join us on the course.

For more information, please contact Emily Barnes, Special Events Manager,

at 212-933-5203 or ebarnes@allen-stevenson.org

Philip G. Proctor ’55(phil.proctor@mac.com) was in New York inOctober for his 50th Reunion at Riverdale. Hestopped by A-S and had lunch with JackieBrown and David Kersey. His daughter,Kristin is married to the eldest son of thePremier of British Columbia is expecting amale child in November. Phil writes, “In spiteof all the other great things that are happen-ing in my life, this is the most exciting!”

Andrew R. Marks ’58

(maker@shoreham.net) sent the School awonderful picture of a bygone dance at A-S.He lives in Vermont where he creates extraor-dinary handmade briar pipes and is a mem-ber of the Pipe Maker’s Hall of Fame. Checkout his website at www.p-i-p-e.com.

1970sCaleb H. Smilgin ’78 (csmilgin@yahoo.com)has recently moved back to New York fromCape Cod. He and his wife, Lacey, attendedthe All-School picnic and spent time with Mr.Kersey.

38 F A L L 2 0 0 8

A L U M N I N E W S

1930sPeter Quinn ’38 died September 9, 2008,after a period of failing health. After Allen-Stevenson, he graduated from ThePortsmouth Abbey School in Portsmouth, R.I.After three months at Brown University, hejoined the U.S. Marine Corps, serving forthree years, including time in the SouthPacific. Upon his discharge, he completed hiseducation at Brown, and married SophieDallas Bigelow in 1950. After working for 10years for Honeywell Corp, he joined the J. &W. Seligman Co. until his retirement in 1983.He was active in his community by serving onseveral town, corporate and communityboards, and he was a communicant of OurLady Queen of Peace Catholic Church inBoothbay Harbor. He enjoyed studying historyand genealogy. Survivors include his wife of57 years, two sons, four daughters and twograndchildren.

1950sJeffrey Furlough Thomas ’53 died June 7,2007, of cancer in his San Francisco home.He was born in New York and received abachelor's degree from Yale University and adoctorate in English from UC Berkeley. In the1960s, he was an Army intelligence officer,stationed in Italy. He was the longtime propri-etor of a Geary Street rare book store, JeffreyThomas Fine and Rare Books and a passion-ate and knowledgeable bibliophile whodelighted in finding just the right buyer for acenturies-old first edition or a leather-boundillustrated world atlas. Mr. Thomas was ageneralist who filled his shop with a variety oftreasures. He enjoyed attending the SanFrancisco Opera and the San FranciscoSymphony. He was an environmentalist, aworld traveler, and a dog lover. He also col-lected art, particularly the photographs ofAnsel Adams and centuries-old oil paintingsof Mount Vesuvius. He is survived by his wifeof 38 years, Evelyne, of San Francisco, andchildren Patrick and Fiona Thomas, both ofNew York.

1930

- 2

000

Please send Alumni news for the Lamplighter to alumni@allen-stevenson.org or call the Development Office at 212-606-0890.

Edwin Lee Solot Jr. ’78

(ned.s@thefaxcompany.com) and his wife,Corrin Yep, are the proud parents of a son,Edwin Lee Solot III, born April 26, 2008. Heweighed 7 lbs. 8 oz. and was 21.5 inches longat birth. He joins his sister Bennett, age 3.

Jesse Isaac Cohen ’79(jcohen@metguild.com) writes, “I am now theDirector of Development and Communicationsat the Metropolitan Opera Guild. When peopleask me how I became interested in opera, I'mproud to tell them of how A-S nurtured mylove of music, through the orchestra andthrough our box at the Met.”

Warren Etheredge ’79(warren@thewarrenreport.com) writes, “I justhosted an event in April for the film arts organi-zation in Seattle that I run called The WarrenReport and I screened THE GOLDEN COM-PASS, written and directed by my special guestand my fellow A-S grad, Chris Weitz ’84.”

1980sThomas Mills ’81 (tmillslpc@bellsouth.net)writes,“I am a caterer with my own businesswith a private and exclusive dining establish-ment which is not open to the public. I ammarried with 3 children: Avery, 13; August, 8;and Delilah, 5; with my wife of 17 years, Karin,and a dog, Mullett. I still write music and per-form but not as much since the children arearound, but I work on contemporary arrange-ments of classic Hymns with my church groupwhich is fun.”

L A M P L I G H T E R 41

A mini reunion was held at the home of HansWydler ’81 (wydlerhl@aol.com) with Daniel F.Ritter ’81, and Evan Goldfischer ’81(JBGERG@att.net). Pictured are Dan with sonGabriel, Hans with Hans Jr. and Isabelle, andEvan with Sabrina and Gigi.

Seth Nesbitt ’82 (snesbitt@amdocs.com)writes, “After six wonderful years in the UK, thefamily and I will be moving back to the US inSeptember as part of a work relocation withAmdocs. We will be living in Seattle, and I willbe splitting my time between our offices thereand Amdocs’ US headquarters in New York. Ithas been a great six years, and I know Ihaven’t always been the best at staying intouch, but I look forward to touching base withyou all in the fall. Of course, if you are inSeattle or New York, please drop me a line.”

John Campbell Henry Jr. ’84

(jhenry21@gmail.com) and wife, Amy Iselin,are the parents of a new baby boy, WilliamJasper, born May 5, 2008.

Kevin Koplin ’84

(kskoplin@gmail.com) and his wife, Danielle,are parents of James Morgan Koplin, born onJanuary 31, 2008.

Edward Walter Joseph Lipman ’84 died inJuly 2008 after an extended illness. He gradu-ated from the Dalton School and ColumbiaUniversity and then entered PeterhouseCollege, Cambridge University, where he helda research fellowship from 1996 to 1999. Afterreturning to New York, he did some consultingwork for Commentary magazine and then forGovernor George W. Bush. During his lastyears, he concentrated on photography. Hisobituary says, “His radiant intellect, his sweet-ness, his sense of humor, and his flowing kind-ness will long live in the hearts of all who knewand loved him.”

Christopher John Weitz ’84(Brenda@depthoffield.biz) and wife,Mercedes, welcomed their first son, Sebastian,into the family on June 8, 2007.

40 F A L L 2 0 0 8

A L U M N I N E W S

Blake T. Davis ’85

(blake.davis@morganstanley.com) and hiswife, Mariah, welcomed their first child, BlakeT. Davis Jr. on October 28, 2007. Blake alsoplayed classmate Sebastian Benjamin Tiger’85 in the Squash finals at the Union Club atthe end of April.

Jeffrey M. Haber ’85

(jeffrey.haber@gmail.com) sent along pictures ofhis two children: Eva Lucia and AlexanderMichael who are now 5 and 3 respectively. He isstill in the City and stays in touch with many ofhis classmates.

Jeffrey S. Timon ’85 (jefftimon@yahoo.com)writes, “I am living in Los Angeles with mywife, Jennifer Johnson, and daughter Ingrid, 21/2 yrs. old. I am a writer.”

Louis Rose ’86

(louisrose@earthlink.net) and wife, AlexandraLind Rose, welcomed baby daughter, KingsleyAnne Rose, into their family on August 11,2008.

Frank Anthony Williams ’88(frank_williams72@yahoo.com) and his moth-er stopped by the School in the spring andtoured the facilities with Mr. Kersey.

1990sColin McCabe ’90 (colin@choptsalad.com)

and wife, Rebekah, are the parents of a 7 lb.son, Miles Hulton McCabe born June 5, 2008.

Patrick Horan ’85

(patrick@waldingfieldfarm.com) and MargaretSuzanne Paxton were married on June 8,2008, in Washington, CT. Patrick again wel-comed the A-S Sixth Graders to the farm inSeptember to harvest eggplant, peppers, andthe tomatoes they had planted last spring. Thisis the fourth year the Middle School has partic-ipated in this trip.

Andrew S. Mercy ’85

(andy@angelpoints.com) visited the School inOctober with his 8 year old son, Baxter. Hehad the opportunity to see Mr. Kersey andreminisce with Robleyn Schrade-James aboutthe songs her mother had taught his class.

L A M P L I G H T E R 43

Sunil Pahwa ’92 (Sunil.Pahwa@Bain.com) andhis wife, Nicole, stopped by on the first day ofschool. Sunil graduated from New YorkUniversity and got his M.B.A. at the KelloggSchool of Management at NorthwesternUniversity. He is now a management consultantin Dallas, TX, at Bain & Co.

Matthew Riva ’92 continues to pursue a career in art. Check out his website atwww.MatthewRiva.com.

Charles William Socarides ’92(csocarides@yahoo.com) was acting in “TheMarriage of Bette and Boo” by Charles Durangat the Roundabout Theater until September.

Douglas B. Stowe ’92 and Carrie H. Fowler

were married on May 10th in Albany, GA. Dougis an Associate at Oppenheimer & Company inNew York, and Carrie is an interior designer.

Nicholas Underhill Schutt ’94(nicholas.schutt@worldnet.att.net) lives in LosAngeles and has a small part in the movie, The Wackness by Jonathan Levine.

Darryl Karin Dove ’95(ddove2008@kellogg.northwestern.edu) writes,“In June, I graduated from the Kellogg School ofManagement and received an M.B.A. focusedon Strategy, Technology Management andOrganizational Behavior. I have also beensnowmobiling in Telluride, CO, attended theannual Caribbean M.B.A. Conference inTrinidad & Tobago, ran the Kellogg School’s21st annual Black Management AssociationConference, and spent two weeks in Egypt visit-ing the pyramids and ancient temples. I havealso given presentations analyzing Facebook’sresponse to Google’s OpenSocial, Shell’s strat-egy for Jiffy Lube, ProLogis’ port strategy in

Dubai and CDW’s possible entrance into healthrecord management. I am about to move toWashington, DC.”

David Koch ’95(David-Koch@me.com) is currently working asa producer at Indelible Media – a media/com-munication branding firm. Projects includeRHITV.com, Playboy.com, MACCosmetics.com,and Aveda.com. He sends his best to his classmates.

Robert Livingston Farren ’97(rob@aphonic.com) had one of his worksplayed at the Tribeca Film Festival in May 2007.Billed as Concert #4 it featured New Kids onthe Block – Generation Y.

Nicholas Roberts ’97 (robertsnd@gmail.com)graduated from the Harrow School and BrownUniversity (in 2005) where he roomed with NickHoge '98. He is currently Project Manager onthe Willets Point Redevelopment, reporting toClaire Shulman, former Queens BoroughPresident, and he resides in New York City.

Berton Rose ’97 (brose@583parkavenue.com)is the proud father of a baby boy, Emmet, bornon March 17, 2008.

John Donaldson Flinn ’98(john.d.flinn@gmail.com) is living in St.Petersburg, FL, where he is working for a start-up firm, Revolution Money.

Jason Andrew Kraus ’98(jasibkraus@mac.com) graduated from CalArtswith a B.F.A. in Art. He will have his first oneperson show at the Redling Gallery in LosAngeles this fall.

Christopher Rees Levinson ’98(Chris.Levinson@gmail.com) is working in theConsulting Group at C.B. Richard Ellis inNewYork City.

Douglas William Rose ’98(drose@davidson.edu) was married to KaitlinEmily Hancock on June 27th in Mount Pleasant,SC. Kaitlin will begin working in August as thewomen’s coordinator for the Campus Outreachministries, a nonprofit Christian organization, onthe Virginia Tech campus in Blacksburg. Doug isthe campus director for the ministry.

Drew Gutstein ’91

(drew.gutstein@gs.com) and wife, AllisonGoldstein, welcomed a son, Max, into theirfamily on December 12, 2007.

Michael H. Grady ’91(grady9@gmail.com) ) is studying for an executive M.B.A. degree between ColumbiaUniversity and the London Business Schoolwhile he continues to work.

Edward W. Wartels ’91(ewartels@cresapartners.com) and wife, Kate,welcomed Katherine Windecker Wartels (akaWinnie) into their family on June 10th. Shewas a healthy 7 pounds, 10 oz., at birth.

Alexander Yarosh ’91(ayarosh@gershla.com) writes, “It is reallyexciting to see so many A-S folks in LA.I am getting married in November, andother than that, I have been doing well,traveling all over the world this year forwork (Australia, New Zealand, Germany,Spain etc.), but all worth it.”

Cannon Lyell Hersey ’92(blackagemedia@yahoo.com) has had two artshows over the summer, under the auspicesof Gallery 384 in Catskill, NY. The first, at theAffordable Art Fair in NYC, ran from June 11thto 15th and the second was a show at Gallery384 entitled “Remove the Landmark” that ranfrom June 21st to August 9th. He has alsohad a show in October at The Scene Galleryin Brooklyn and one is scheduled at theMoCADA in Brooklyn titled, “Johannesburg toNew York” which will run from January 27 toMay 17, 2009.

A L U M N I N E W S

42 F A L L 2 0 0 8

Daniel Andrew Okin ’00(daniel.okin@yale.edu) writes, “I just finished myfirst year in the MD-PhD program at YaleUniversity and am spending the summer inresearch investigating phenomena inImmunology."

Frederick Gonzalez Jr. ’01

(fgonzalez@berklee.net) was in a show withHoney Larochelle at the Blue Note in April play-ing trombone in the band. In May, he was award-ed the Performance Division Chair Award atBerklee College of Music’s Spring Awards. Hewas recognized for outstanding musical and aca-demic achievement. He will be spending the fallsemester in Greece. Pictured from left to right:Freddy Gonzalez and Academic Assistant to theDean of Performance, James Odgren.

William Edward Milne ’01 (willm@stanleylaman.com) has graduated fromthe University of Pennsylvania and is working atThe Stanley-Laman Group, financial planningconsultants, in Berwyn, PA.

Matthew B. Levinson ’02(fugazi61@aol.com) was at the All-School picnicin September and saw Mr. Kersey. He spent thesummer touring in Europe with his band,Reckless Sons, which you can check out atwww.recklesssons.com.

Max L. Brockman ’03 (maxbrockman@gmail.com) spent a year as anintern with NBC's "Late Night with ConanO'Brien" following his 2007 transfer from theUniversity of Michigan to New York University.

Keith Williams Jr. ’98(kwilliams7383@yahoo.com) has graduated fromPoly Prep and Colgate University and works atPitney Bowes. He has moved to Westchesterwith his fiancée, Kristen Monnot, who graduatedfrom Iona College. They are expecting their firstchild at the end of the year. He recently visitedAllen-Stevenson and has been in touch withChristopher Persley ’88, Brandon Ramcheran’99, and Nigel Rawlings ’98. He also competesin the Corporate Basketball league withAlexander and Michael Faherty ’98.

Graham W. Winfrey ’98(gwinfrey22@gmail.com) is back in New Yorkpursuing a master’s degree in Journalism atColumbia University.

Joshua Robert Brodie ’99(jbrodie@gmail.com) is working at AlpaDyneAsset Management in New York City.

Robert E. Katz ’99(robertekatz@gmail.com) is working on the re-election staff of U.S. Congressman JimMcNerney (D-CA-11th District) in Stockton, CA.

Joseph Aron Mann ’99(josephmann22@gmail.com) and Micah StevenWeiss ’99 (msweiss@princeton.edu) stopped bythe School in May. Joe is now living in SantaMonica, CA, working as a screenwriter, andMicah is about to graduate from Princeton with adegree in Political Science.

2000sJonathan Hirschhorn Klebanoff ’00(jon.klebanoff@gmail.com) writes, “I'm workingfor IBM Consulting in the public sector side, with-in the Financial Management area. I've been ona project for the US Postal Service since August.I'm enjoying DC but will probably make my wayback to New York sometime in the next year. Ilook forward to my next visit to A-S. Hope every-one's doing well and making themselves athome in the new building.”

He recently accepted a similar position withComedy Central's "The Daily Show with JonStewart."

Andrew James Dedrich ’03(AJD401@yahoo.com) is busy making films atEmerson College in Boston.

Andrew Currin Katz ’03(katzac@sas.upenn.edu) spent the summerworking as an intern for the Seattle Seahawksfootball team.

Steven Michael Knott ’04(knottsm@jmu.edu) stopped by the School inMay. He is attending James Madison Universityand majoring in business.

Benjamin Michael Kraus ’04(bkraus11@cmc.edu) is a sophomore atClaremont McKenna College.

Justin Patrick Pettress ’04(dreemzdenim@citlink.net) stopped by theSchool in May and saw Mr. Trower. He is thefounder, owner, and designer of a clothing lineknow as Dreemz Denim.

Craig Ross Applegate ’05(craig.applegate@gmail.com) graduated fromBrooklyn Technical High School for Mathematicsand Engineering with a double major inMechanical and Electrical Engineering. Hereceived an award for his community servicewith the homeless and the survivors of HurricaneKatrina. He attends the University ofConnecticut, majoring in MechanicalEngineering.

Adam James Phillips Donaldson ’05(a0dona01@louisville.edu) is in his first year atthe University of Louisville where he was recruit-ed to play Division I tennis.

Andrew Charles Yeager ’05(ayeager08@choate.edu) was selected as aSenior Prefect at Choate Rosemary Hall. He wasalso a member of the Economics ChallengeTeam, participated in Interscholastic Crew, andwas recognized by the National MeritScholarship Program as a Commended Student.

L A M P L I G H T E R 45

In Memoriam

Talman Bigelow ’37

William Draper Blair Jr. ’38

Joseph Mortimer Boyd ’30

Palmer Dixon ’43

Irving R. Fisher, III ’35

George A. Goolde ’51

Dr. Shepard Krech ’33

Edward W.J. Lipman ’84

Cary Martin ’73

Donald L. Mygatt ’32

Peter Quinn ’38

Donald R. Simboli ’32

Jeffrey Furlough Thomas ’53

Thomas F. Vietor, Jr. ’30

Jacob Abraham Lang ’06(jacoblang91@gmail.com) stopped by the Schoolin October. Now at the Beacon School, he hopesto see his classmates at Young Alumni Day.

Pictured left to right at the May 10, 2008, Choate - Hotchkiss lacrosse game are: Benjamin Douglas Loveman ’06(bloveman09@choate.edu), Grant Edward Tomashoff ’06(gtomasho@hotchkiss.edu), Jonathan Ian Tomashoff ’06(jtomasho@hotchkiss.edu) and Alec Barclay Barnett ’06(abarnett09@choate.edu). They are all Seniors and members of theirrespective varsity lacrosse teams.

Assistant Director of Development and Annual Fund Director,

Sari Nadler Perrino, and her husband Michael, welcomed their first son,

Eli Benjamin, on May 20, 2008.

Music instructor, ThomasVerchot, was principal trumpet

for the fall European tour of the Ostravska Banda, a

contemporary music group fromthe Czech Republic. He played

concerts in Cieszyn, Poland;Ostrava and Prague, Czech

Republic; Berlin, Germany; andUtrecht, Holland. Works per-

formed were Dialogues by ElliotCarter, Symphony #5 by Galina

Utvolskaya, La Passione by LouisAndriessen, and John Mary by

Petr Kotik, who is also the musicdirector of the Ostravska Banda.

Our evening receptionist,Catherine Fitzgerald,

was married to Mark Iaconison June 22, 2008 at

Our Lady of Perpetual HelpR.C. Church in

Pelham Manor, New York.

A - S N E W S

Nutrition Director, MonicaMatthew’s book Journey

Cakes: Memories with MyAntiguan Mama was reviewed inthe Daily Observer. Commentingthat, “The book is a loving trib-ute that does not sugarcoat the

challenges involved in rearingchildren under trying

circumstances and the uniquerole that Antiguan women

played in shaping society,” thearticle covers Ms. Matthew’sreasons for writing this book

and its importance to her.

NEWS FROM OUR ART DEPARTMENT

Alessandra Exposito is having a soloshow at Mixed Greens Gallery in New YorkCity which runs from November 13th toDecember 22nd. Her work can also beseen at the Pulse Contemporary Art fair,Pier 40, from March 5-8, 2009.

Julia Kunin received a fellowship at ArtOmi, an international artist residency, inGhent, NY, for July 2008. She was alsoawarded a “Kiln God” residency at theWatershed Center for Ceramic Arts, inNewcastle, Maine, in August 2008. Shecurrently has a work at Greenberg VanDoren Gallery through December 23rd.

Rob McCallum has created the CulturalAcademy of South Africa (www.casa-home.org), a non-profit organization com-mitted to fostering meaningful dialoguewithin the arts and art education commu-nities of South Africa and the U.S. The firstproject will be the publication of SouthAfrican visual artists who spent their timein exile during the apartheid years. He alsoparticipated in a group art show at theRiverfront Renaissance Center for theArts in Millville, NJ.

Tara Parsons presented several public artprojects this year, including "Not Without ATrace," at the DUMBO Art Under theBridge Festival, and "Fork It Over," in theEmergence and Figment Festival onGovernor’s Island. Look for more public artby Ms. Parsons as part of Decompression2008, Earth Fair 2009, and The FashionDistrict's 2009 Art Festival.

Susanna Harwood Rubin collaboratedwith Anjali Clothing to produce an editiontop featuring one of her drawings thisSeptember. She will be in a group exhibi-tion in January at the Esteban VicenteMuseum in Segovia, Spain. Ms. Rubin hascontributed essays for the exhibition’s cat-alogue on Robert Morris, Mark di Suvero,and Robert Mangold. Her work was alsorecently included on the website about-drawing.org, a site focused on modern andcontemporary American works on paper.

For more information, please visit the ArtGallery on the Allen-Stevenson website.

“Every boy truly gets a chance to show

what he does best.”

Michelle DemkoHead of the

Music Department

With a thoughtful mix of academics, athletics and the arts, Allen-Stevenson educates the whole boy and prepares him for the future.

Please include the Allen-Stevenson Annual Fund in your giving this year.

We hope that you will be as generous as possible.

YYoouurr ggiifftt hheellppss AAlllleenn--SStteevveennssoonn::• Provide strong academics and an outstanding learning environment• Support teacher salaries allowing the best and most talented faculty to teach our boys• Give financial aid ensuring that the School remain accessible to all students• Enrich the boys’ educational experience outside the classroom

TThheerree aarree mmaannyy wwaayyss ttoo ggiivvee ttoo tthhee AAnnnnuuaall FFuunndd::• By credit card online at www.allen-stevenson.org• By check or credit card using the enclosed envelope• By appreciated securities. If you wish to make a stock gift, please contact Sari Nadler,

Director of Annual Giving, at 212-933-5238 or snadler@allen-stevenson.org• Please check to see if your employer will match your gift since matching gifts can

double or triple your gift

NON-PROFIT ORGANIZATION

U.S. POSTAGE PAID

NEW YORK, NY

PERMIT NO. 8048

132 East 78th Street, New York, NY 10075-0381

Founders Day 2008