NON-PROFIT ORGANIZATIONU.S. POSTAGE PAID

NEW YORK, NYPERMIT NO. 8048

132 East 78th Street, New York, NY 10021-0381

L A M P L I G H T E RSave-The-Date

The Allen-Stevenson Golf Classic Winged Foot Golf Club

Mamaroneck, New York

Monday, May 7, 2007

We hope that all members of the Allen-Stevenson community (both men and women)will join us on the course for this once in a lifetime golfing opportunity.

Information on the upcoming Allen-Stevenson Golf Classic at Winged Foot will be sent out in the near future. Should you have any immediate questions,

please contact Jacqueline Leitzes, Director of Special Events, at jleitzes@allen-stevenson.org or 212-933-5195.

The Future is Now

"

LL AA MM PP LL II GG HH TT EE RRTHE ALLEN-STEVENSON SCHOOL MAGAZINE FALL 2006/WINTER 2007

The Future is Now

A very important part of the Allen-StevensonParents Association is the Executive Boardwhich consists of five officers: President, VicePresident, Vice President-Communications,Treasurer, Recording Secretary andCorresponding Secretary. In addition, theAdvisory Board, which was introduced in themid-1990’s, serves as a means of harnessingthe history and brainpower of former ExecutiveBoard members still in the School. TheAdvisory Board offers their counsel at PABoard meetings, which are held roughly fivetimes a year to discuss PA business and setthe agenda for upcoming PA meetings.

The current PA Executive Board/AdvisoryBoard is comprised of members who collec-tively have boys in every grade in the Schoolexcept Ninth and have chaired or are current-ly chairing Spring Benefits, AuctionCommittees, Holiday Raffles, Book Fairs,Drama Committees, Art Committees,Community Service events, Ice SkatingParties, Used Uniform and Used SportsEquipment Sales and Welcoming Committees,as well as serving as tour guides and mem-bers of the Board of Trustees.

Parents Association’s Executive Board

These fourteen women work tirelessly to ensurethat the events, drives and meetings organizedby the PA are a success. Each one of themholds a different position, but their collaborativeeffort is what makes the Parents Associationsuch an important entity to the School.

The President, Suzanne Freind, calls and pre-sides over Executive/Advisory Board meet-ings. She additionally has oversight of thecommittee chairs and class representatives.She is also the liaison between the PA andAdministration, interfacing regularly with theHeadmaster and Associate Headmaster todiscuss PA recommendations, issues and con-cerns. The President serves a one-year term,preceded by a year as Vice President.

The Vice President, Pat Verrilli, works closelywith the President learning the responsibilitiesof the job, as she will succeed the Presidentthe following year. The Vice President servesa one-year term, followed by a year term asPresident.

The Vice President-Communications, MichelleNajjar, is responsible for communicating PA

information to the parent body via the A-Swebsite and PA-On-A-Page. She serves atwo-year term.

The Treasurer, Connie Cornish, is responsiblefor all things financial relating to the PA. Sheprepares the Treasurer's Reports which detailthe income and expenditures of the PA over thecourse of the year. She serves a two-yearterm.

The Recording Secretary, Kim Dickstein (notpictured), records the minutes of the PA BoardMeetings, general PA meetings and ClassRepresentative Meetings. She serves a two-year term.

The Corresponding Secretary, Lisa Selz,serves as liaison between the PA Board andClass Reps, disseminating information aboutpertinent PA events. She serves a two-yearterm.

The Allen-Stevenson Parents Association is aninvaluable resource of volunteers. Their dedi-cation to the School benefits every member ofthe community and is greatly appreciated.

Back row: Alix O’Mara, Wendy Waldman, Lucia Smith, Michelle NajjarMiddle row: Victoria Neely, Connie Cornish, Carol KalikowFront row: Suzanne Freind, Andrea Tongue, Lisa Selz, Jennifer Rudick, Pat VerrilliMissing from photo: Kim Dickstein and Shelley O'Neill

The Allen-Stevenson Alumni Council (ASAC)

The Allen-Stevenson Alumni Association reaffirms themission of the School by fostering and strengthening tiesbetween the School and its alumni, by aiding in the main-tenance of friendships developed by members duringtheir years at the School, and by encouraging membersto give back to the School community through the supportof social, educational and fundraising activities.

The Alumni Association is open to all those who attend-ed Allen-Stevenson. The Allen-Stevenson AlumniCouncil (ASAC) consists of representatives elected bymembers of each graduating class and members atlarge who have expressed an interest in direct involve-ment in alumni affairs. Members of the Council areexpected to participate in the activities of theAssociation, attend Council meetings, encourage theinvolvement of their classmates and act as representa-tives of their Class. They serve as an information linkbetween the School and their class members, collectnews for the Lamplighter and other School publications,and encourage Annual Fund giving by their class.

At the Annual Meeting of the Alumni Council inSeptember new Officers were elected for a three yearterm: President, Eric Edward Rothstein '81, and Vice-Presidents, Alexander George Gellert '79, David WalterHerzberg '89, Marc Nicholas Rice '84 and Simon DavidWasserberger '85.

Both Eric Rothstein '81 and Alex Gellert '79 are membersof the Board of Trustees and are featured in the newTrustee section of this Lamplighter. David Herzberg '89 isa graduate of Fieldston and Middlebury College. A VicePresident at Gramercy, a hedge fund in Greenwich, CT,he is married to the former Elizabeth Feld. Marc Rice '84graduated from Trinity-Pawling and Skidmore College. Heis an Executive Director at CIBC World Markets runningthe firm's Convertible Bond Department. He and his wife,Madeleine, have two daughters, Elizabeth (Lila) andConlin (Cokie). His other fundraising activities include theRandall's Island Sports Foundation where Madeleine is aBoard member. Simon Wasserberger '85 graduated fromLawrenceville and Boston University. He is a First VicePresident at C.B. Richard Ellis. He and his wife, Cynthia,have a son, Ethan, and a daughter, Julia.

Marc Rice ’84, Alexander Gellert ’79, Eric Rothstein ’81, Simon Wasserberger ’85, David Herzberg ’89

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

IN THIS ISSUEFeature ArticlesThe Future is Now by David R. Trower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Technology at A-S in 2006 by Emily Barnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Our New Website by Emily Barnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

New Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19New Siblings and Legacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20New Faculty and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Athletics Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Graduation 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Awards and Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Ongoing Schools and Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Founders Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

IN EVERY ISSUEHeadmaster’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Around A-S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Money Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Alumni Bulletin Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Alumni News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45A-S News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

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

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 6 - 2 0 0 7

BOARD OF TRUSTEES

Ronald S. Rolfe ’60, President Colin R. Knudsen, Vice President & TreasurerRichard C. Perry ’70, SecretaryJeffrey G. Beers ’71, Assistant Treasurer

David R. Trower h’95, Headmaster

Pedro ChomnalezSusan deMenilMolly O’Neil FrankSuzanne Freind*Alexander Gellert ’79Linda MacMurray GibbsMichael GouldJohn J. HannanMichael W. Joukowsky ’80Dean I. Landis ’78Paul A. LeffFredric H. MackBeatrice H. MitchellAshok NayyarEric E. Rothstein ’81*Virginia Cowles SchrothJoseph F. WaylandLeonard A. Wilf

* member ex officio

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

ALUMNI EXECUTIVE COMMITTEE

Eric E. Rothstein ’81, PresidentAlexander Gellert ’79, Vice-PresidentDavid W. Herzberg ’89, Vice-PresidentMarc N. Rice ’84, Vice-PresidentSimon Wasserberger ’85, Vice-President

Andrew Robert Arias ’92Neil 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 ’84Lucien Foster ’87R. Vanneman Furniss ’91Harlan E. Goldberg ’90Evan R. Goldfischer ’81Cristopher 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 ’78Paul J. Mancuso ’03

Kenneth J. McCauley ’93Richard C. Perry ’70* Christopher Persley ’88Vincent Peterson ’74Philip N. Pilmar ’01Michael G. Pollard ’89Roger Raines ’80Ronald S. Rolfe ’60*Eric Rosas '06John Rose ’90Louis Rose ’86*Henry Jay Rosenwach ’04Dean E. Sanborn ’61Randolph R. A. Schrade ’76Yoshiki Shimada ’75Alexander Boucher Shipper ’02Denton Alexander Smith ’94Michael Tiedemann ’86 Robert Scott Tucker ’85Andrew W. Vogelstein ’81Fred Vogelstein ’77Noel 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 ASSOCIATION

Suzanne Freind, PresidentPatricia Verrilli, Vice-PresidentMichelle Najjar, Vice-PresidentConstance Cornish, TreasurerKim Dickstein, Recording SecretaryLisa Selz, Corresponding SecretaryCarol Kalikow, AdvisoryVictoria Neely, AdvisoryAlix O’Mara, AdvisoryShelley O’Neill, Advisory Jennifer Rudick, AdvisoryLucia Smith, AdvisoryAndrea Tongue, AdvisoryWendy Waldman, Advisory

ADMINISTRATIVE TEAM

David 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 AthleticsMichelle Demko, Music Department HeadRonnie R. Jankoff, Director of AdmissionsGlenn Lieberman, Director of TechnologyAnne Russo Meyer, Director of Learning ResourcesJana Strauss, Director of DevelopmentC. Harris Stein, Business Manager

L A M P L I G H T E R 8

This issue of the Lamplighter looks both back and forward. Thecover title-“The Future Is Now”-refers to Allen-Stevenson's 1997technology vision statement, which is reprinted and annotated fol-lowing this message from me. Do please read the statement andsee what you think! Even though times have changed, it still has alot to say.

Written nearly a decade ago, “The Future Is Now” has proven to bepowerfully prescient. It describes a great deal of what now hap-pens routinely in the classroom, and I believe that it still capturesthe heart of good teaching and learning. It never presumed thatcomputers could replace the essential interpersonal relationshipthat great teachers have with students. Nor did it suggest thatteaching and learning would become more efficient simply byincorporating technology. Instead, it was an effort to describe howmodern tools could serve the ancient discipline of education. WhatI wanted to illustrate was a vision of how teaching and learningcould be strengthened by better integration of technology into thecurriculum.

At the time, I was taken with the work of University of ChicagoProfessor Benjamin S. Bloom, who in the early 1950's set out todevelop what he called a “taxonomy of educational objectives.”After studying various forms of knowledge, Bloom and hisresearch colleagues catalogued learning along the lines of biolog-ical classification (phylum, class, order, family, genus, species,variety). They reaffirmed “faith in the intellectual virtues as provid-ing some form of stability for the individual who must find or makesome order in his world.”

Working in what they described as a time of rapid change-the early1950's, half a century ago!-Bloom and his colleagues came up withsix distinct cognitive categories: knowledge, comprehension,application, analysis, synthesis, evaluating. Although the lattercategories are usually described as “higher” levels of cognition,Bloom claimed that learning at all the levels was important. That is,you can't evaluate something if you don't know much, and youcan't analyze something if you don't understand it. Really goodlearning and teaching require each level of knowledge.

H E A D M A S T E R ’ S M E S S A G E

Right after Allen-Stevenson's technology vision state-ment was published, Apple introduced the iBook, thefirst sturdy portable laptop that was realistic for use byyounger students. I actually watched Steve Jobs revealthat new product and made our technology folks changeour computer order on the spot, so that we could beahead of the pack. The possibility of connecting wire-lessly alleviated one of my biggest worries about thevision statement: that we would have to have wires run-ning all around the School. This decision also led toAllen-Stevenson's early development of a wireless net-work, one of the first in any New York school.

It is fascinating now to see how this vision of changecontinues to play out, and there appears to be no end insight. Since the statement was written, for example,Allen-Stevenson's curriculum has incorporated count-less pieces of software, a multitude of laptop computers,an even more robust wireless network, and any numberof other tools and innovations. The comprehensive arti-cle by Emily Barnes describes how some of the latest

continued on next page

1980s

The word “Internet” is

used for the first t

ime.

Domain Name System (DNS) is

established, with network address-

es identified by extensions su

ch as

.com, .org, and .edu.

Writer W

illiam Gibson coins th

e

term “cyberspace.”

iterations are being put to use in Allen-Stevenson's classrooms. These are just the latest examples of how “a vigorous curriculum enhancedby extraordinary programs best educates our boys and prepares them for the future.”

Is the future now? That's for you to say, for you know about as much about it as I do! But one thing I do know for sure is that at Allen-Stevenson we're embracing the future now. Our curious paradox, to borrow from Gilbert & Sullivan, is this: even as we value the past forwhat it can teach, our job is to prepare boys for the futures they will face. What an interesting dialogue that sets up for all of us.

Fortiter et recte!

David R. TrowerHeadmaster

THE FUTURE IS NOWInformation Technology at Allen-Stevenson by the Year 2001

Overview

As part of its mission, Allen-Stevenson seeks to prepare every student to become an active life-long learnerwhose skills, confidence, and imagination prepare him to meet the challenges and opportunities of his time.Using today's information technology more effectively will strengthen what we do. In the hands of creative teach-ers, readily accessible information stimulates active learning and requires a student to develop suitable organiza-tion and study skills. Likewise, easier communication has the potential to strengthen the close personal relation-ships that make teaching and learning at Allen-Stevenson so special. With better information and communication,those who administer the School's affairs and care for its communities realize enormous benefits as well.

Over the next several years, Allen-Stevenson will use information technology more intensively to enhance itslearning community and to encourage students as active learners. Computers are already in use at Allen-Stevenson, but at present they are not sufficiently networked or integrated into the curriculum to fulfill our goals.Information technology will be woven into the fabric of the School's educational process so that it becomes one ofthe customary means for students, teachers, parents and administrators to learn and communicate. To accom-plish this, the School will build a network infrastructure that provides convenient access both within its buildingsand beyond. In addition, it will continue to develop the faculty's technological fluency and to create incentives forthem to integrate technology into their teaching. These steps will animate learning and nurture community here.

Legitimate developmental, pedagogical, interpersonal, health, security, and ethical concerns exist about usingtechnology with children. All these concerns are being given careful thought as part of the planning process.Even so, the issue is not whether technology should be part of the curriculum-it already is-but how it can best beused to help achieve the School's educational mission.

A Narrative Vision

The narrative below envisions what Allen-Stevenson's learning community could look and feel like in a few years,if the School's technology planning efforts are successful. The narrative is meant neither to limit possibilities norto answer every question, but rather to indicate possible change and provoke thought. Its intention is to suggesthow the appropriate use of technology at Allen-Stevenson could make a wonderful elementary day school in NewYork City even better.

All of the School'scomputers arelinked to the Allen-Stevenson network,and all connect tothe student server.Resources alsoinclude a facultyserver, the Allen-Stevenson website,and the wirelessnetwork.

America Online debuts. It offers

email, electronic bulletin boards,

news, and other in

formation.

The World Wide Web is launched.

A virus called the Internet

Worm temporarily shuts d

own

about 10% of the world's

Internet servers.

Each of the tech-nology teachershas considerableflexibility built intohis or her schedule,so that technologycan be implement-ed in connectionwith virtually allsubjects andgrades. Teamteaching ensuresthat technology iswoven into the cur-riculum, becauseteachers collabo-rate and receivesupport whenneeded.

Because access tocomputer resourcesis ubiquitous, theSchool's education-al life has changedconsiderably.

Allen-Stevenson's Headmaster has started this October morning in 2001 by greeting every boy by name at theSchool's front door. Now, as he walks through the School, the happy sound of boys at work, the familiar hum ofactive learning, is heard throughout the building. These are the same familiar sounds that the Headmaster hasbeen hearing for over ten years. It appears that the School's investments in technology have not changed schoollife much, if at all, but appearances can be deceiving.

“Truly amazing,” muses the Headmaster, observing a 6th grade class at work on their “Explorers” projects. Muchlike the term papers students used to do, this project requires boys to research one European explorer of theWestern Hemisphere. Closer observation suggests that there is a whole new dimension to their work. These par-ticular students are quite independent; they are obviously skilled in writing and research using computerresources. Because of the School's network, students can easily work together from anywhere in the building, aswell as from home, asking advice from the teacher by e-mail, if necessary. In this particular class, each pair ofpartners is investigating a figure from history-Cortez or Cabot or Columbus, for example-to make a multimediapresentation. The boys will have to find appropriate sources and relevant pictures, demonstrate good writing,develop presentation strategies, and comprehend the varying perspectives of those “explored.”

Interesting project material-whether it's in the School Library, on the World Wide Web, or in existing network filessaved by teachers and students - is now easily accessible from every classroom. It is possible, for example, toplug into the Allen-Stevenson Library network, which has the latest CD-ROMs, periodicals, and reference workson line. The boys still go to the Library to use print materials, but they can also “work” virtually “in the SchoolLibrary,” even when it's closed, from classrooms or home, just as they can access libraries around the world.Through this process, they are coming to know what good, thorough research means. Most important, they mustconstruct their knowledge carefully from the information they glean from such a variety of sources.

The Headmaster knows that eventually all these projects will be inter-linked, not only the projects of this class,but also those of students from the last several years, as part of a larger “biographical encyclopedia” thatbecomes a reference tool for others. When the unit is finished, projects will be mounted on the School's Web sitemaking them available to other Allen-Stevenson students, or parents or alumni-actually to anyone around theworld who takes an interest in the high quality and variety of work that Allen-Stevenson boys do. The projectmakes these boys feel part of a larger learning community and gives them the valuable experience of having awider audience. Visitors to the home page can send comments to the boys who have made the projects in thefirst place. In turn, students learn to respond to new information and criticism.

Watching these 6th graders at work, the Headmaster observes that the students are using computers as fluentlyas children used pens and paper five years ago. Now every boy has access to a computer at home, and in someclasses CD-ROMs are used as textbooks. Each Lower School classroom has a group of computers, but theteachers decide how each boy will use them. The School makes laptop computers available for network use inthe Middle and Upper School classrooms, and many of the older boys actually use their own laptops both athome and in school. Because they have been taught to be technologically fluent from the earliest grades, stu-dents are experienced in using computers appropriately. If a boy is absent, he can do work at home and submit itvia e-mail; teachers send work and suggestions home the same way.

The Headmaster notes with pleasure that improved communications have helped the faculty to be more effec-tive, more efficient, and more creative. With every classroom networked internally and externally, teachers canget and give information more easily. Just as technology enhances the educational process, it also enables thefaculty to support students and families in personal ways, as opposed to the impersonality some had feared.

• E -mail! How did this community ever live without it? Teachers communicate with students, parents,supervisors and colleagues quickly and accurately. One teacher, for example, points out that it used to take atleast four attempts to connect with a parent just to answer a simple question about when a field trip would end;now that takes about five seconds on e-mail.

Email capability hasmade communica-tions easier andmore efficient forfaculty and staff,who use specialsoftware to accessthe network fromoutside the School.

1990s

Gopher, which provides point-

and-click navigation, is created

at the University of M

innesota and

named after the school mascot.

The White House launches its

website, www.whitehouse.gov.

Marc Andreessen and Jim Clark

start Netscape Communications.

They introduce the Navigator

browser.CompuServe, America Online, and

Prodigy start p

roviding dial-up

Internet access.Sun Microsystems re

leases the

Internet programming language

called Java.

To prepare multi-media presenta-tions boys usesuch software asPowerPoint, iMovieand Director, whichare sophisticated,real-world tools. Allof these are avail-able through Allen-Stevenson's net-working facilities.

Technology spe-cialists and librari-ans work with sub-ject teachers todevelop studentresearch skills to ahigh degree. Oftenthe product ofresearch has tech-nological compo-nents, includingsoftware presenta-tions, the develop-ment of websites,and digital artworkor newspapers, forexample.

A large number ofsophisticated data-bases of informa-tion are directlyavailable throughAllen-Stevenson'swebsite. TheSchool subscribesto these for thebenefit of all A-Sstudents and theirfamilies.

• Teachers also find that record-keeping is more efficient and more accurate, but know that the privacyand integrity of data are rigorously protected with the latest security software. Only those who should have theinformation can get it.

• Through a useful Learning Resource Center database of every student's learning profile and work,teachers figure out how to challenge every student and keep track of boys who are being taught more effectivestudy habits.

• Reporting student progress is convenient and accurate. Teachers can work from home and transmittheir assessments electronically. It is relatively simple to submit grades and comments, and the academic officegets them to parents and students promptly. No one misses the old methods, which were-in retrospect-slow andcumbersome.

The Headmaster had always said that he wished to encourage additional scholarship and added depth of studythroughout Allen-Stevenson's curriculum. Throughout the School he now sees examples that show that the facul-ty are now using technology more effectively to bring it about. As the faculty have become better learners, theyhave also become more effective teachers.

• Like the students, faculty readily collaborate and plan, exchanging information directly with otherteachers and other schools as well. One teacher loves the lesson forum available on-line. It is relatively quick toshare lesson plans, useful materials, teaching strategies, recent cognitive science research on the brain andother news in education.

• Many faculty use software that allows them to “think through” curricular units, brainstorm solutions toproblems, develop varied teaching approaches, and simulate phenomena or events in their own teaching disci-plines. These computer applications help them to plan creatively and comprehensively.

• A growing number of teachers use or develop software to promote good learning and stimulate criticalthinking. In a nearby classroom, for example, a small group is working with their teacher on computer simulationsand puzzles; they are developing proficiency in mathematical concepts that will be useful to research, under-stand, organize and present data.

Years ago, with the creation of the Learning Resource Center, the Headmaster could imagine how effectively thefaculty could use technology to leverage a boy's unique learning profile to design the best challenge for him.Today, this happens without notice. Boys may use laptops in class to take notes, exams, and so on. LRC person-nel now create reports to help all students to track their own progress with graphical summaries and understandtheir own learning more effectively. As he starts back towards his office, the Headmaster notices two students,one whose learning strength is visual and the other whose strength is auditory. Under the guidance of learningspecialists, both are using unique software applications to supplement their individual instruction.

As he reaches his office, the Headmaster realizes how much a network has improved the School's administrativeprocedures and helped busy people to be available, informed and responsive. Among other advantages are theimmediate access to information from professional organizations, the School Library catalogue, accurate lists ofevents and addresses, and the School master calendar.

• E-mail beats “telephone tag” and frees people for individualized instruction, discussions with col-leagues and professional advancement. Most like it for simple transactions that don't require personal contact. It'sreassuring to be able to stay in touch, but not to have to bother the other party.

• The network helps his executive assistant and her colleagues. The interoffice memo is a relic of thepast, and most parents receive school mailings electronically. One computer entry updates all central calendarsand databases. No longer must the staff make changes in several places, only to have to print, copy, distribute,and mail as before.

Approximately 45 million people

are using the Internet

Google opens its first o

ffice, in

California.The term “weblog” is c

oined.

It's later sh

ortened to “blog.”

NASA website broadcasts i

mages

taken by Pathfinder on Mars. The

broadcast generates 46 millio

n

hits in one day.

The number of Internet users

worldwide reaches 150 million

by the beginning of 1999.

By design LowerSchool boys cometo the computer labfor instruction.Except forKindergarten, allhomerooms foryounger boys havesome computers.Laptops are alsoavailable for LowerSchool use whenneeded.

The School nowhas some 14SmartBoards tobring an ever grow-ing array of digitalresources intoclassroom instruc-tion. These wonder-ful tools enable ateacher to use elec-tronic maps, forexample, and toannotate and savethem for handoutsor email distribu-tion. The files canalso be posted onthe website oradded to a moviethat actually cap-tures the teacher'svoice, the students'reactions and othersounds.

• For Admissions there are benefits as well. Prospective parents can research the most up-to-date infor-mation and get application forms on the School's Web page; even before they come for tours they can look atcurrent video clips of the Holiday Concert, the Gilbert & Sullivan production, athletic games, and classes inaction. Some say these previews are much more convenient, and much more convincing, than the Allen-Stevenson video, which quickly became outdated.

• The Director of Development reports that alumni now often stay in touch with the School through theWeb site and e-mail. True, they can make donations electronically, but they really seem to enjoy using theInternet to send messages about their life milestones, stay in touch with classmates and look at their old year-book photos on the Web page. She wishes they'd also think in terms of sending digital cash.

Reflecting on the hard work it took to develop and put the vision in place at the School and its supporting com-munity, the Headmaster realizes how important it was to create trust and develop common goals. It wasn't easyor fast and it wasn't cheap, but the results he's observed this morning suggest that it was the right direction forthe School to take back in the late 1990's. It made a wonderful elementary day school in New York City even bet-ter.

Implications of the Narrative

Now in the year 200l Allen-Stevenson still creates a balanced, friendly, and intellectually engaging environment,but specializes in building self-confidence, academic skills and character, just as it has since 1883. The facultycontinue to help students understand how to manage their learning, develop habits of judgment and character,and build foundations that will serve for life. As part of its planning for technology, the School has taken greatcare to create “smart classrooms” to integrate the technological resources into the room; the setup is flexible andeasily accessible, but it's not in the way. Every space has been wired, so that it is connected within the Schooland beyond, but there's no tripping over equipment.

Universal telecommunications have meant that teachers can more easily work with students and colleagues, andthat all can share ideas and collaborate on projects whenever and wherever appropriate. Easier and fasteraccess to information--whether within the School Library, around the globe or from home-has kept an Allen-Stevenson education active, interesting, dynamic and up-to-date. Coordinating the School's technological andlearning resources has helped to draw the educational community closer-with obvious benefits for all parties.

Since the late 1990's, there have been some important changes in how boys work in school and at home, butAllen-Stevenson's focus on teaching and learning is stronger than ever. In the typical day of this narrative, tech-nology serves educational purposes that promote higher levels of cognition.

• In the Lower School, boys are taught to be comfortable around computers and familiar with the meansof controlling them, but their teachers supervise when and how the technology is used in the classroom.Teachers of younger boys know how important it is to establish appropriate grade-level expectations, so that thetechnology doesn't overwhelm the rest of the educational process. Here, as elsewhere in the School, it is the cur-riculum that drives how technology is used.

• As the boys grow older, passing into the Middle School, the curriculum extends their proficiency andcomfort, and the use of technology becomes more prominent. By 6th grade, the boys are very much at ease witha variety of technological tools; they are capable of using them on their own terms for many of their assignedtasks. Just as they have learned many more software applications and skills, they have come to understand theimportance of choosing which to use when.

• With telecommunications, good study skills become even more important to learning. The boys some-times discover that research, whether in the Library or on the Internet, can be a frustrating process. They alsofind that gathering information is only the beginning of knowing something thoroughly, because they must evalu-ate, compare and communicate it as well. The standards for scholarship have gone up because the access toinformation has dramatically increased. That's the beauty of the “Explorers” project.

2000s

About 9.8 billion electronic

messages are sent daily.

Wikipedia is created.

58.5% of the U.S. population

(164.14 million people) uses th

e

Internet. Apple Computer in

troduces

Apple iTunes Music Store, which

allows people to download songs

for 99 cents each.

Spam, unsolicited email,

becomes a server-clogging

menace. It accounts fo

r about

half of all emails.

Because theInternet hasbecome such apowerful, extensive,but potentially dan-gerous resource forlearning, the Schoolhas taken anaggressiveapproach to teach-ing boys the ethicsof using computertechnology.

Many teachers arenow equipped toconsolidate theirsubject teachingwith the integrationof technologyskills, rather thanhaving to rely onthe technology spe-cialists. Mostinstructors areimproving theirskills, sometimeslearning with theirstudents with thehelp of tech teach-ers, to develop amore integratedcurriculum.

• In the Upper School, both students and teachers use computers frequently for thinking, brainstorming,communications, research and writing. With guidance, the boys use the Library as both a physical and virtualresource for their studies. It is not only a vital repository for books and printed materials, but it has become anoth-er vital connection to an extended world. Scientific and mathematical simulations are used often to foster joy andenthusiasm for learning as much as possible about these disciplines.

Throughout their school years, boys are taught ethical aspects of using computers and the importance of respect-ing the files and work of others. Boys learn to understand the medium of technology, including its limits. Theyhave achieved a level of “technological fluency,” a term Seymour Papert uses to evoke the spirit in which childrenshould learn through the use of information technology.

An example of such learning may be seen in this 6th grade “Explorers” project. Organizing it requires each stu-dent to investigate important and diverse matters. He has the opportunity to consider how different elementsmight fit together in a unified work and then choose according to the goals of the exercise. In this instance, theboys are using multimedia software to organize information they have found. Each completed project includes avariety of material: a factual report researched and written in history class, a work of fiction based on fact writtenin English class, other text as required for clarity (explanatory, introductory, labeling, and the like), and pictures,audio, video or animation as appropriate. Finally, the boys demonstrate authentic understanding through theirindividual writing, public speaking, logic and class participation. Since they may also use videos, slide-shows andgraphics to demonstrate what they know, the preparation promotes greater learning just as a rehearsal promotesgreater understanding of a piece than the concert.

The narrative shows how the use of technology facilitates the educational process and fosters outcomes thatwould be elusive without it. This process stresses structure, organization, independence, collaboration, problem-solving, writing skills, summarization, design, projection, choice and compromise, planning and implementation.Moreover, the technology enables each boy to bring his own individual strengths to team tasks. Much of the cur-riculum still encourages students to study individually in order to learn, employ and combine or reformulate ideas,study skills and information from various areas of endeavor. When appropriate within the curriculum, technologyfosters collaboration, promoting thought, discussion and imagination in a range of subjects and at many levels.Effective collaboration of individual boys with each other and their teacher becomes part of the learning process.Standards for learning rise.

The Learning Resource Center plays a key role in connecting the faculty and parents with information about boththe educational process and individual students. Stored on the network is an extensive portfolio of each student'swork from the time he started at Allen-Stevenson; it can easily be pulled up to trace his progress over a longerperiod of time. Because information about each boy is available to teachers through the network, the educationalprocess has become more personalized. A database ranging from addresses and phone numbers to standard-ized test scores and learning evaluations is also available to authorized personnel, but its confidentiality is pro-tected.

These advantages have enabled teachers to do their work in many different ways, but the technology has alsohelped the administrators. For those who manage the affairs of the School, technology has increased administra-tive efficiency and improved communication with large numbers of people at Allen-Stevenson and elsewhere. Ithas also enabled them to be better informed. Administrators know that any benefit is worth implementing if it con-serves time, saves or raises money, or makes the School more responsive to its various constituencies.

All boys inKindergartenthrough 9th gradeare trained to makemultimedia presen-tations using soft-ware appropriate totheir level of devel-opment. Examplesof the softwareapplications thatare used wouldinclude KidPix,PowerPoint,Director and iMovie.

Online spending reaches a record

high-$117 billion in 2004, a 26%

increase over 2003.

There are more than 92 million

websites online.

YouTube.com is launched.

YouTube.com is sold to Google

for $2 billion.

All of these aremeans to keepAllen-Stevenson upto date technologi-cally and to prepareboys to use thetools of the 21stcentury in sophisti-cated, powerful andappropriate ways.

The School's reno-vation gave specif-ic attention to easyaccess to technolo-gy, so as to fulfillthe vision. Much ofthe network infra-structure is state-of-the-art, so thatlearning can beoptimized.

Fulfilling the Vision

Today Allen-Stevenson's responsibility to use modern information technology in its educational program is itsmost significant curricular challenge. Achieving this goal will require investments of time, energy and money fromall parts of the community. Attention must be given not only to steadily increasing cost of technology but also toour facility's limitations. We will need to renovate classrooms and the Library to make our physical space moretechnologically flexible. Our long-range plans also require access for every student and teacher, extensive facultyprofessional development and thoughtful coordination of all users. Failure to achieve these goals will put us andour boys at a significant disadvantage.

Given the affection and respect Allen-Stevenson enjoys, it is not easy to imagine that the School should changeat all. Some are concerned that technology could diminish the close personal relationships that make teachingand learning at Allen-Stevenson so special, but all recognize the enormous societal, business and cultural pres-sures that are so strongly influencing parents, children and teachers. Its current educational program is thought-ful, rigorous and varied, carefully balanced among academics, athletics and the arts. In 1995 the VisitingCommittee from the New York State Association of Independent Schools noted approvingly that parents sendtheir sons to Allen-Stevenson “to celebrate all that it means to be a boy,” but recommended that the School con-tinue to pursue its technology initiatives. These attributes will not change: our goal is to enhance them.

Allen-Stevenson's mission in New York City is shaped both by its century-long heritage and by the opportunities itfaces in a rapidly changing world. Few boys' schools match the excellence of our educational program, our veryspecial emphasis on music and the other arts, and our supportive development of the whole child. These uniquestrengths must be preserved. Historically, however, the School's responsiveness to changing needs and circum-stances has kept it viable and vibrant, and so its program must inevitably evolve.

Over the last several years a wide-ranging dialogue about these important curricular issues has been carried outthrough faculty planning discussions and workshops, consultant surveys conducted by the Center for EducationalLeadership and Technology and a more recent series of focus groups involving trustees, parents, faculty, staffand students. All voices in this dialogue are important. In addition to the many aspects of Allen-Stevenson's her-itage and the range of technology's possibilities, certain key considerations recur. These considerations includethe various needs of boys and families, the course and variety of child development, the nature and requirementsof an effective learning process and the choices that must be made when resources are limited.

Technology is education's greatest opportunity and challenge, but it is not a panacea. It can neither replaceteachers nor replicate the special relationship they have with students. Used effectively, it can enhance educa-tion. Even though the curriculum uses computers more than it did even three years ago, it still falls short of tap-ping technology's educational potential. Efforts will be made to improve the School's technological infrastructureover the next several years, for no one wants Allen-Stevenson to risk losing its position as an excellent and up-to-date educational environment. Because technology is neither neutral nor cheap, however, it needs to beplanned. Most important, the use of technology is not an end in itself, but it can be an important means forachieving the School's educational goals. Curricular priorities will always drive technology's aspiration and imple-mentation.

This vision statement has explored how weaving information technology into the fabric of the Allen-Stevenson'seducational process would help to prepare every student to become an active learner with skills, confidence andimagination. If all segments of the community work together towards these ends, our efforts will strengthen theAllen-Stevenson experience that students, parents and faculty so value. Ultimately, the most important beneficia-ries will be today's Allen-Stevenson boys and the many generations of Allen-Stevenson students who follow them.

10 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

Empowering Allen-Stevenson Boys

Through Technology

by Emily Barnes

L A M P L I G H T E R 16

While many of Allen-Stevenson's new technological capabilities

may appear to be seamlessly integrated into the everyday life

of the School, the enhancements are evident through the new

and exciting projects that are taking place in the classrooms.

One of the most important new features are the nine SMART

Boards installed in the classrooms of the Ninth, Seventh, Fifth,

Fourth and Third Grades over the summer. A SMART Board is

an interactive whiteboard that connects to a computer and a

digital projector. It is touch sensitive; notes can be written on it

and then saved to the computer.

Mr. John Zufall, Upper School teacher, uses the SMART

Boards mostly in his Eighth Grade science lab, where among

other things, he can project the class results entered into Excel

on the board for everyone to see. Mr. Zufall said the new

SMART Board is helpful because the Internet is so easily

accessible. “It has taken a level of headache away,” he said,

explaining that the SMART Boards are a time-saver allowing

everything to be projected, manipulated and saved on the

board as it happens.

In the Upper School science lab the SMART Boards are linked

with the two Motic digital cameras attached to the microscopes;

one to a standard light microscope and the other to a dissect-

ing microscope. These digital cameras are mounted to the

microscopes and the images can then be projected onto the

SMART Board screens and saved to the computer. “It adds a

huge dimension,” said Mr. Jeffrey Herschenhous, Upper

School. He explained that the microscopes can do everything

a digital camera can do.

Mr. Herschenhous and his class can also measure units as

small as micrometers and estimate area and circumference

using the SMART Boards and the motic cameras. For exam-

ple, one project in the class examines slides of plant cells. The

students are able to analyze the projected image and take pic-

tures of the slides which they could later access on the School's

server. From there the boys reference what they learned in

class after they had left the science lab.

The camera also has the ability to take series of pictures, one

every second for five seconds, for example, and it has a video

record function as well. Using this feature, Mr. Herschenhous's

class recorded a series of pictures of live water from the frog

tank and then made a set of prints. “The boys are so excited

to come in at study hall and use the microscopes,” he said. The

cameras are a new feature in the science lab and there is still

much to be done to discover all of the implications of this tool.

“To have a digital head like this in an elementary school is

unique,” Mr. Herschenhous said.

While new technological capabilities enrich the science lab,

other enhancements can be found in the Upper School curricu-

lum as well. Upper School students are expected to be able to

do research, and technology adds to that ability in many ways.

“We try not to use technology just for technology sake,” said

Ms. Winnie Barnes, Upper School Librarian. She adds that

technology, like the SMART Boards, makes what “we” do bet-

ter. For example, when working on any type of research pro-

ject, students no longer have to spend time making sure that

they are doing their bibliographies correctly. Instead the boys

use an Internet tool called Noodlebib to develop an automated

bibliography. In addition, tools like Noodlebib and the other

Internet sites allow students to work on projects from home or

at school.

The library research is used in various projects in the Upper

School such as Podcasting, which is an elective, and for class

specific projects. One example is the Seventh Grade iMovie.

For this project the boys researched 15 important events dur-

ing the period of years between 1865-2006. From their

research, they then make a movie compiling the images and

using songs and voiceovers to tie the project together.

For another assignment the boys, under the guidance of Ms.

Winnie Barnes and Ms. McCartney Wilkins, construct newspa-

pers from the Progressive Era by writing stories and assem-

bling them into a newspaper of their own design. Also, last

year, Ms. Elsa Wilkis and Mr. Glenn Rodriguez's Eighth Grade

Spanish classes completed a travel project. Acting as travel

12 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

agents, the boys researched a travel destination, developed an

itinerary and created a website to convey their results.

According to Ms. Barnes, projects like these allow students

who are not always strong in certain areas to shine by using dif-

ferent means of communication. For example, some boys who

are not strong writers may excel at projects that are more tech-

nically and visually driven. One requirement Ms. Barnes

stresses is balance of content and technology within these

types of projects. “We might hold back on the technology part

of the project until they learn about the research,” she explains.

Throughout the Middle School, many of the projects rely on

technology as well. An elective for the Middle School boys is

Podcasting. The Podcast takes the form of a newspaper and

radio show combined, Ms. Sarah Kresberg, Library Director,

said. The boys first brainstorm ideas on a topic for their seg-

ment. They can choose to write a piece about almost any topic

that interests them, from movie and restaurant reviews to jokes

and interviews.

“This is a time for them to focus on the content of their writing,

rather than the mechanics,” Ms. Kresberg says. She explains

that many times the boys are preoccupied with spelling and

grammar, but that in writing the scripts for the Podcasts the

wording, detail, and attention to the audience are the main pri-

orities.

Once the boys choose their topics, write and record their

scripts, they use a program called Garage Band to put in sound

effects. Each Podcast is hosted by a boy who provides an

introduction, a segue into each segment, and a conclusion.

“They are having a lot of fun with it,” says Ms. Kresberg. She

adds that the boys’ faces light up when they get a chance to

write about the things they care about and are interested in.

This is only the second term for this elective, which began last

April. Last year three Podcasts were produced. In a collabora-

tive effort, the Fourth, Fifth and Sixth Grade boys compile five

or six pieces into one Podcast that can be downloaded to an

iPod or listened to from the School's website. “It's a great way

to use technology,” she said.

Mr. Herschenhous uses the SMART Board in his class-room to show his Upper School class how to edit the pic-

tures they have taken using the Motic Camera.

Elodea Cell showing chloroplastsphoto by Nick Strelov

Onion Cell 400x iodine stain photo by Owen Rosenberg

L A M P L I G H T E R 18

Aside from the Podcasts, Ms. Kresberg hopes to keep adding

to the technology available in the library. For example, she

recently ordered an audiobook called PlayAway. This small

device holds an entire book and the boys just need to plug in

headphones to listen.

While Podcasting is an elective, all of the Middle School boys

have the opportunity to use the new technologies in their home-

rooms. For example, Mr. David Kersey's Sixth Grade class is

working on researching and designing their own websites

about Colonial America. This assignment combines the boys'

library research skills in the way of gathering, evaluating and

citing information and then compiling this information into a

class website. Mr. Glenn Lieberman, Director of Technology,

taught the boys how to use Dreamweaver, a webpage soft-

ware, to build a page from scratch and incorporate design,

images and audio. “For most of them, this is the first introduc-

tion to something like this,” Mr. Lieberman notes.

Mr. Kersey explains that the skills involved in this project cover

many different areas. Students must combine their knowledge

and understanding of technology in using the software. They

must also use the library tools for research as well as their

reading and writing skills. The boys can choose to focus their

webpages on a number of topics relating to Colonial America

such as religion, government, geography, the relationship

between Europeans and Native Americans, slavery and the

economy. Once each boy has created two webpages of his

own explaining these topics, he compiles the pages into one

larger website.

The Middle School boys also use their research and creative

abilities during the Greek Festival, an interdisciplinary project

that covers many academic areas. Each year the Fifth Grade

participates in this activity to recreate an ancient Greek festival.

The project applies many of the technological resources at the

School. Ms. McCartney Wilkins, computer teacher, helps the

boys research symbols, heroes, and mythological figures. The

boys then find a way to represent what they find. One way they

may choose to do this is by creating an iron-on image from the

computer and then making a costume. The boys use a com-

puter graphic program called Corel Paint to create these

Mr. Kersey works with Noah Koeppel on his webpage project.

Middle School boys wait in their costumes for the Greek Festival.

Ms. Wilkins facilitates the web conference between theFourth Grade and Arnold Worldwide.

images. Ms. Wilkins states that there are different forms of

technology that “can be used for purposes you might not think

of immediately.”

Ms. Wilkins is also helping the Fourth Grade with their

Mesopotamia Project. As part of their study of ancient cultures,

the Fourth Grade will be creating print ads for a service or

invention from the Mesopotamia era. The boys choose an inno-

vation and then research how it was used and what impact it

had on the culture. In order to learn more about the advertise-

ment process, the students participated in a video conference

with a creative team from Arnold Worldwide, an ad agency in

Washington, D.C. The class first emailed four members of

Arnold's team, an Account Manager, Brand Planner, Creative

Director and Copywriter with questions. Then they used the

SMART Board to facilitate a webcast for these questions to be

answered. After research and interviews with “potential

clients”, the boys create a print ad and stage a final video con-

ference to present their final projects.

Ms. Wilkins says that including experts motivates the boys to

ask intelligent questions and get professional responses from a

real audience.

The Lower School also employs the technology available at

Allen-Stevenson. In the Third Grade, SMART Boards play a

large role in everyday teaching and learning. The boards facil-

itate everything from math problems, geography and mapping

to showing movies. Mr. Chris Brozyna, Third Grade teacher,

notes that the SMART Boards are routinely used for math prob-

lems. The boys can go up to the screen and work right on it to

solve a problem, while other boys watch or help. In addition,

many educational websites already exist with challenging math

games and problems.

“The boys are really exited to come up to the board and try the

math problems,” Mr. Broyzna said. The boys are so excited that

a system had to be created to insure everyone had equal time

Kindergartener, Jordan Hampton, plays on the computerduring Ms. Margolis's class.

Middle School boys work on their Podcasts.

A Third Grader uses the SMART Board in Ms. Marolla's class to do math problems.

L A M P L I G H T E R 20

at the board. “Now every boy has his name on a card and we

pick cards so everyone gets a turn.”

Ms. Betty Marolla, Third Grade teacher, and Mr. Brozyna add

that the availability of this technology also allows information to

be shared from class to class very easily. Because results are

seen instantly, it is very easy for one teacher to let the other

know of a new website with great math problems. Ms. Marolla

also points out that the SMART Boards are just one of many

tools and that students learn by many modalities. “SMART

Boards sometimes work better than using a picture,” she said.

“It is way to present concepts in a different way.”

While the Third Grade teachers are still learning about their

new tool, they appreciate the impact it has on the class. Ms.

Barbara Schindler, Third Grade teacher, says teachers and stu-

dents learning together can add to the overall learning process.

“It's a good lesson for them to see the teachers learn,” she said.

“We get to be a student with the students,” Ms. Marolla agrees.

“We are willing to learn and make mistakes and still go on,” she

explains, adding that many times because children are so com-

fortable with technology, they can help the teacher.

Ms. Fran Margolis, computer teacher, also notices how com-

fortable the boys are with technology. She notices that boys

know more each year, especially in the Kindergarten class. In

past years, maybe a student's first experience with a computer

would be at school. Now, Ms. Margolis adds, most have used a

computer before they enter Kindergarten.

In computer class, the boys interact and use the computers in

a wide variety of ways. The Kindergarten through Second

Grade attend computer class once a week. In the class, Ms.

Margolis explains, the boys begin to learn the basics of typing,

use paint tools to make pictures and learn about different types

of multimedia. Some projects the Lower School works on in

computer class include making shapebooks in Kindergarten,

using paintools in First grade and in the Second grade, the

boys use Microsoft Word to write postcards as if they were

Johnny Appleseed. Ms. Margolis stresses that most projects

are integrated with what is going on in the classroom. By the

end of Lower School, the boys will be familiar with Microsoft

Word and keyboarding, she says. “They love to experiment

and print.”

These enhancements are not only apparent in the classroom

but are evident in more general areas of the School as well. At

the beginning of the School year, Allen-Stevenson launched a

new, more powerful website. It provides a wealth of information

for parents, students, faculty and alumni alike. Also over the

summer live video feeds were installed to run from the

Assembly Hall to the Town Centers. One area to surely benefit

is the drama department. For example, during Gilbert &

Sullivan productions the boys who are not onstage can watch

in one of the Town Centers, Ms. Danya Haber, drama teacher,

explains. “It's a way of keeping the boys who are off-site includ-

ed in what's going on,” she adds.

Each year it is clear that the advancements in technology

impact many different aspects of the School. Not only does

technology enrich academic projects but the teachers are able

to provide useful information more efficiently. Most of all, the

technology tools at the School allow boys and their teachers to

enhance how they learn, interact and create.

21 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

Students and Library

The library is a wealth of resources for stu-

dents. Within Allen-Stevenson’s new website

is an entire Library Media Center. From this

media center students can access the library

catalog and a link to the student Podcasts.

There are also two pages with links to many

different educational websites. One of these

pages, QuizCentral, provides different educa-

tion games for many different e-reference

sites that provide information about history,

science, art, maps, music, as well as dictio-

naries, encyclopedias and bibliography infor-

mation. Students can login during their library

time as well as from home to work on pro-

jects or play educational games. The boys

can also access reading lists and student

projects and announcements about upcoming

events and activities going on in the Library.

Athletics

While the new website has many features that

are useful to parents, the Athletics section is

an area with more information than ever

before. There are three sections to the

Athletics page: team pages, team calendars

and directions. Under team pages, up-to-date

team scores and schedules are posted. After

choosing a sport, parents will then be directed

to that team’s own page with schedules of

games, directions to fields and scores.

Parents can also view the calendar of games

in the upcoming weeks. This part of the web-

site is easily accessed under the public part of

the site, allowing for those who want quick

information about their boy’s team to not have

to sign in to get it.

The new website has many new features that make finding out information about Allen-Stevenson more efficient. Calendars can

be personalized to suit each individual’s preferences and personal information can be updated quickly and easily. Also, the direc-

tories provide an easy way of contacting other A-S community members. News, announcements, homework, meetings and

events and lunch menus are all posted and updated for easy access. Aside from all of these features, there are three parts of the

site that will be significant tools to students, parents and alumni, and the library, athletic and alumni departments have spent many

hours to make these parts of the site truly invaluable resources.

Alumni

Those who graduated from Allen-Stevenson

now have an easier way of keeping in touch

with their fellow classmates. The new website

has many features including a directory, listing

of alumni events and an option to add class

notes. Alumni can add their own class notes

or read those that were posted by their class-

mates. This allows for up to date information

to be shared as well as related back to the

School. Another feature is that alumni can

also view a list of missing alumni from various

classes and report any information to Jackie

Brown, Alumni Director. One more new fea-

ture is the Alumni E-Newsletter. Emails will be

periodically sent out to alums to inform them of

A-S news, events and interesting updates

about their fellow alums.

Our new site offers many yet to be used fea-

tures and in the coming months and years we

will continue to update and upgrade the site.

www.allen-stevenson.org

L A M P L I G H T E R 22

"

23 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

Turkey Parade

The Second Grade annualTurkey Parade took place onMonday, November 20th.The boys, in collaborationwith their families, made spectacular3-D turkey centerpieces to donate to the Church of the Heavenly Reston 90th Street and Fifth Avenue.Heavenly Rest feeds hundreds ofhomeless and less fortunate people on Thanksgiving Day and the boy'sturkeys serve as the beautiful decorations. The boys paraded theirturkeys up Madison Avenue with manyof their parents, and their homeroomteachers, Ms. Allen, Ms. Rowe and Ms. Trepeta. The minister greetedthem on their arrival and graciouslyaccepted the turkeys on behalf ofthe church. This event has becomean honored tradition for the SecondGrade boys and their families.

SIZE MATTERS

On October 23rd, author and

New York Times Science con-

tributor Stephen Hall spoke to

the Upper School boys about what

he learned writing his latest book

“Size Matters” about men and body

image. Mr. Hall spoke about his

experiences as a very small boy of

4'9” and 83 lbs. going into high

school - being bullied and chal-

lenged in his favorite sport, basket-

ball. He encouraged the boys to

stay physically active as a way of

staying healthy and promoting

bone growth. He also shared

research on alpha males among

apes which has found that it is not

the biggest and most aggressive

ape that “gets the girl,” but rather

the one that is the best friend.

Middle School Spelling Bee

The Middle School Spelling Bee

was held on Monday, November

6th. It was a great event that

combined teamwork and spelling

skills and gave 12 Middle School

boys a chance to shine. This year

Jasper Jarecki, Jad Seligman,

Brad Marston, Charlie

Morgenstein, Spencer Weiss, Eric

Gansman, John Allan, Matthew

Schwolsky, Luke O'Neill, Johann

Fitzpatrick, Nathaniel Pettit and

Cameron Toh were put to the test

and the Gold Team won!

A R O U N D A - S

Suzanne Freind

Suzanne graduated cum laudefrom Georgetown University in1987 with a BA in English. Shestarted her career at Pyramid OilCompany, a family-owned petro-leum products company inNorthern New Jersey.

In 1988, Suzanne became anAccount Executive at RevelationTechnologies, selling humanresource information systems andrelational database software toFortune 100 accounts. She wasnamed Rookie of the Year beforeleaving the firm in 1989 to attendColumbia Business School.

Following her time at Columbia,Suzanne held positions in BrandManagement at Procter &Gamble, Johnson & Johnson andBristol Myers Squibb. From 1995through 2002, Suzanne workedfor L'Oreal in the Lancôme, Parisdivision, most recently as VicePresident of Skin Care Marketingwith responsibility for launchingseveral new products each yearwhile maintaining market share ofthe current product line.

A New Jersey native, Suzannelives in Manhattan with her hus-band Christopher Gallea, aManaging Director in InvestmentBanking at JP Morgan Securitiesand their children Matthew (8),James(5), and Victoria (3).

L A M P L I G H T E R 24

N E W T R U S T E E S

Alex Gellert

Alex is currently a Partner and theChief Executive Officer of Merkley+ Partners. M+P provides market-ing and award-winning advertisingservices to a broad range ofclients including AxA Equitable,Citigroup, Mercedes-Benz, Arby'sRestaurant Group, the FerreroCompany, E-Loan and severalothers.

Through the Agency, Alex hasdone extensive work with the ADCouncil for such causes as pro-tecting children from sexual preda-tors on the Internet, and promotingfair housing practices.

Alex graduated with honors fromHobart College in 1986 with adual major in Art History andEconomics. Prior to that heattended boarding school at TheMiddlesex School. He graduatedfrom The Allen-Stevenson Schoolin 1979.

Married in 1993, Alex and his wife,Jean, have three children:Alexander (7), Andrew (5) andAidan (3). Alexander has begunSecond Grade and Andrew start-ed Kindergarten this year, and isproud to be in the exact sameclassroom with the exact sameteachers as his older brother.Aidan has been lobbying Mr.Trower for an A-S pre-school sincehe asks every morning when hegets to go to Allen-Stevenson.

Michael Gould

In November 1991, Michael Gouldbecame Chairman and ChiefExecutive Officer of Bloomingdale's,a division of Federated DepartmentStores, Inc. which now has 36stores in the United States. From1986 to 1991 he was at GiorgioBeverly Hills where he wasnamed President and CEO in1987. Before that he wasChairman & CEO of J. W.Robinson's in Los Angeles. Hestarted his career at Abraham andStraus.

Michael serves on the Board ofTrustees of Lenox Hill Hospital,the Board of Overseers ofColumbia University GraduateSchool of Business and theNational Board of Hebrew Collegein Boston. He is a member of the

Board of The Golub Corporationand also serves as Chairman ofthe Board of Trustees of TheAmerican Jewish Committee. Hereceived his Bachelor of Arts andMaster of Business Administrationdegrees from Columbia University.

Michael has 2 adult children,Charlie and Hattie; a daughterLauren, who is a senior atSpence; and 9-year-old Jamie, aThird Grader at Allen Stevenson.

Eric E. Rothstein

Eric is the Managing Attorney inthe negligence department at thelaw firm of Brecher FishmanPasternack Popish Heller Reiff &Walsh, P.C. Prior to merging hispractice with Brecher Fishman,Eric was a partner at Carlin &Rothstein. Previously, Eric servedas an Assistant District Attorneyand a Special United StatesAttorney.

Eric served as a Vice-President ofthe Allen-Stevenson AlumniCouncil before recently becomingPresident of the group. Ericearned a B.A. from the Universityof Vermont in 1988 and a J.D.from the University of BridgeportSchool of Law in 1991.

Eric and his wife Elizabeth are theparents of twins. Joshua is anAllen-Stevenson Fourth Graderand Danielle attends Hewitt.

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Eric ’11 and Alexander ’16 Gansman

Alexander ’14 and Andrew ’16 Gellert

Oliver ’16 and Ethan ’14 Lindenbaum

Jacob ’16 and Samuel ’11 Bernheim Johann ’10 and Henry ’11 Fitzpatrick

James ’16 and Matthew ’12 Gallea

Henry ’13, Sawyer ’16 and Nicholas ’13 Burch

David ’10 and Christopher ’16 Gleaton

Dylan ’14, Zach ’16, and Logan ’14 Horowitz

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

Hale ’13 and Hopkins ’16 MacDonald

Benjamin ’16 with his father Maurice Edelson ’78

Henry ’13 and William ’16 Newton

Ravi ’09 and Nikhil ’12 Popat

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

Nicholas ’16 and Henry ’11 Russell

Samuel ’16, Benjamin ’12 and Elias ’14 Salander

Will ’13 and Luc ’16 Shapiro

Stephen ’11 and Benjamin ’16 Sim

Declan ’16 and Finbarr ’13 Slonim

Kevin ’16 and Michael ’13 Won

S I B L I N G S & L E G A C Y

L A M P L I G H T E R 26

Sergio Arroyo is the new cook in the kitchen and has made his presence felt with his creativity andknowledge of cooking. He was born in Guadalajara, Mexico and lives in Westchester with his wife andtwo children. Sergio comes to the Allen-Stevenson after working for many years at the Pelham CountryClub in Westchester. He finds the environment here extremely friendly and especially enjoys serving theboys at lunchtime.

Karen Bancroft joined Allen-Stevenson in September 2006, as the Mathematics Specialist in the LearningResource Center. She has extensive teaching experience beginning in 1969 and most recently at an inde-pendent school in Alexandria, Virginia. During her career in education, Karen has held a variety of leader-ship/advisory positions including serving as member of the Teacher Advisory Board for The NationalBuilding Museum where she taught a preliminary version of the Design Apprenticeship: Building Blockscurriculum at the Museum in 2005. New to Manhattan, Karen enjoys art, film, opera and reading. Sheespecially enjoys regular visits with her 30-something son, David, who is a resident of Brooklyn.

Alan Cashdollar joined Allen-Stevenson in August 2006, as a Learning Specialist for the Upper SchoolLRC. He received a Bachelor's in English from Stetson University and is currently seeking masters'degrees in both Educational Technology and Special Education from Pace University. Alan taught NinthGrade English at Bradford Public High School in Florida for three years, and also taught at Eagle HillSchool in Greenwich, Connecticut for several years. Outside of school, Alan enjoys reading, golf, watch-ing good movies, and playing the 12-string guitar. He also loves spending quality time with his 18-month-old daughter, Cameron, his lovely wife, Venesha, and his wacky dog, Motley.

Donna Fitzgerald recently joined Allen-Stevenson in July 2006 as a Receptionist. Donna comes to us with16 years experience as an Administrative Assistant/Program Coordinator at The Early Learning Center ofSt. Theresa Roman Catholic School in the Pelham Bay section of The Bronx. Donna resides in The Bronxwith her husband Tim and her daughter, Catherine, an Upper Junior at Hunter College.

Juan Crespo joined the Allen-Stevenson community on May 1, 2006. Juan had been working as aSecurity Guard for Copstat Security and working at the School during the recent renovation. His greatwork ethic and love for Allen-Stevenson made him an obvious choice to join the Security Departmenthere full-time. Juan's favorite sports are track & field, race walking, handball & fishing. He lives inBrooklyn with his fiancé, Sonia, and has plans to be married in May 2007.

Andrea Duchek recently joined Allen-Stevenson and is teaching Fourth Grade. Andrea moved this sum-mer from Washington, DC where she spent the last two years teaching Second and Third Grade atBurgundy Farm Country Day School in Alexandria, VA. Prior to that, she taught in California for five years.Andrea received her Masters from Lesley University in Massachusetts. In her free time, Andrea enjoysreading, hiking, and yoga.

Brian Farrell joined Allen-Stevenson in August as a Fifth Grade homeroom teacher. He received hisMasters from Manhattanville College. He taught at Eagle Hill School in Greenwich, CT and at The ChurchillSchool in New York City. Brian also has a certifification in "Yoga and Creative Movement for Children" fromthe Kripalu Center for Yoga and Health. Brian studied in Finland for a year, worked in Paris for a year, andspent a semester in Ireland. Outside of school, Brian enjoys playing volleyball on a league in the city andperforms with an improv troupe. Brian has two very large and mischievous cats at home and a pair of exot-ic lizards in his classroom, so come by and say hello to Fire and Lizzy.

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

27 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

L A M P L I G H T E R 28

Chrissie Fuld joined Allen-Stevenson in September 2006 as an Associate Third Grade teacher withBetty Marolla. She received her Masters degree in Elementary Education from Teachers College, wasan assistant Kindergarten teacher at Harlem Children's Zone Promise Academy and was a studentteacher in First Grade at PS 59 as well as Fifth and Sixth Grades at Central Park East. Outside school,Chrissie loves to read, play squash and go hiking.

Sari Lorner joined Allen-Stevenson in September as a Middle School mathematics teacher. She receivedher Bachelors degree from New York University and her Masters degree from Hofstra University. Afterteaching for 4 years in the Malverne School District, she is delighted to be back in New York City and isvery excited about working at A-S. Outside of school, Sari takes any opportunity she can to travel.

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

Aleeza Meir joined Allen-Stevenson this year as pianist for the choruses, and for the Gilbert & Sullivanproduction. She is a former student of Malcolm Bilson, Fernando Laires and Steven Stucky, and playspipe organ and harpsichord as well as piano. Besides her A-S duties, Aleeza is an active freelance musi-cian, happily performing everything from basso continuo parts to solo recitals. Away from the keyboard,she enjoys reading, traveling, learning French and playing Scrabble.

René Rivera joined Allen-Stevenson this year as the morning and weekend component of Allen-Stevenson's reception team. Prior to working at Allen-Stevenson, René served in the U.S. Marine CorpsReserves where he participated in an overseas campaign. He received his Bachelor of Arts fromFordham University, College at Lincoln Center. Outside of school, René spends a good deal of his timewriting fictional stories and exercising.

Carly Rappaport joined Allen-Stevenson in March 2006 as an Associate Kindergarten teacher and cur-rently works with Blaise Bulfair. She is in the process of obtaining her Masters degree in Elementary edu-cation from Touro College. In January 2006, Carly left the corporate world of Monster.com in order to pur-sue a new career in teaching and worked as an assistant Kindergarten teacher at PS 9.

Harris Stein joined the staff of Allen-Stevenson in July of 2006 as Business Manager. He started hisschool finance and facilities career in New York at the Green Meadow Waldorf School more than sixteenyears ago, moved on to the East Woods School and spent the last three years at Newtown FriendsSchool in Bucks County, Pennsylvania, where he, his wife Patricia and daughter Riley, still reside today.

On a personal level, Harris is an avid supporter of community service. He is presently active and hasspent more than 21 years as a volunteer fireman. He also has two boys from a previous marriage.Dylan, a Fieldston graduate, is enrolled in a post graduate, pre-medical program while working in theClinical Research Department of New York University. Drew, a York Prep graduate, is in his sophomoreyear at C.W. Post.

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M O N E Y M A T T E R S

The Founders Society is comprised of those members of theAllen-Stevenson community who provide for Allen-Stevensonthrough their Wills or in their estate plans.

There are various ways to benefit Allen-Stevenson through estateplanning. A new opportunity is the Pension Protection Act of 2006which allows you, if you are age 70 1/2 or older, to contribute agift directly from your traditional or Roth IRA during the years 2006and 2007. IRA gifts of this type offer a number of advantages. Youwill avoid paying income tax on funds withdrawn from your IRAand your gift will count toward your minimum distribution require-ment. The law provides for gifts up to $100,000 in each of the twoyears. Bequests and gifts such as life insurance, Charitable LeadTrusts, Charitable Remainder Trusts, Pooled Income Funds, andgifts of Real Estate are also viable instruments for planned giving.

Named to honor the legacy of Francis Bellows Allen and RobertAlston Stevenson, the Founders Society seeks to ensure thefuture excellence of an Allen-Stevenson education through thesupport of the School's endowment. Donors to the FoundersSociety will be named in all appropriate publications.

There may be a no more meaningful gift than that made through abequest or legacy because these gifts, representing a lifetime ofexperience, embody a testament to one's deepest beliefs, con-cerns and affections.

Members encompass all aspects of the School's family such asalumni, parents, past parents, and former trustees regardless ofage. For example, Alumni Founders Society members range inage from the Class of 1931 to the Class of 1998. Those who wishto celebrate and perpetuate the values of Allen-Stevenson havedone so by joining The Founders Society.

Remembering Allen-Stevenson in your Will or in your estate canalso have benefits for you and your heirs. Through a legacy gift,you may:

• Perpetuate your support of Allen-Stevenson and provide for its future• Make a gift that reflects your own areas of interest or your goals for the School• Reduce or even eliminate Federal estate taxes, or pro-vide an immediate tax deduction. State inheritance taxes may also be reduced. • Endow your annual fund gift by a bequest. For example, a bequest of $10,000 will provide an annual gift of $500 in perpetuity.

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

Your bequest can take a number of forms, including a specific dol-lar amount or a portion of what remains of your estate after yourbequests to others are fulfilled. The Development Office will behappy to provide you with specific language for your bequest.

Simply put:• Allen-Stevenson welcomes bequests of any size.• You will receive an estate-tax deduction for the full amount of your bequest• You can revise your bequest at any time prior to

your death• You can make a bequest:

- without designating a purpose - by directing your funds to a purpose that holds a special meaning for you and the School.

When including a provision for Allen-Stevenson in your will, usethe School's full legal name and address. (Your attorney may sug-gest including our federal taxpayer identification number as well.)

• Our full legal name is The Allen-Stevenson School• Our address is 132 East 78th Street, New York, NY 10021• The School is a tax-exempt organization under

Section 501(c)(3) of the Internal Revenue Code.

As you begin to consider your own estate plans, we hope you willwant to learn more about how legacy gifts can be used to benefityourselves, your heirs, and Allen-Stevenson. You will want to con-sult with your family's attorney or an attorney who specializes inestate planning. For further information on ways to ensure thefuture of Allen-Stevenson through membership in the FoundersSociety, please contact:

Ms. Jackie Brown, Associate Director of DevelopmentThe Allen-Stevenson School132 East 78th StreetNew York, NY 10021Telephone: 212-933-5249 E-mail: jbrown@allen-stevenson.org

If you have already included Allen-Stevenson in your estate plans, please notify the Development Office so we can, if youwish, recognize you as a member of the Founders Society.

Please note the following additions to

The Allen-Stevenson School 2005-2006 AnnualGiving Report(for gifts as of 6/30/06):

The Campaign for Allen-Stevenson: Today and TomorrowLeadershipMr. and Mrs. Lawrence Gardiner Creel

Jeannette and Marcel GiacomettiGifts from Current Parents by GradeSixth GradeMr. Paul Goldberg

Class Gift of 2007Lynette Latiolais Davis

Gifts in KindApple Direct Mail Services, Ltd.

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V a r s i t y L aV a r s i t y L a c r o s s e - S p r i n g 2 0 0 6c r o s s e - S p r i n g 2 0 0 6

Coach: Mr. DransfieldTeam Roster: Theo Agbi, Michael Bass, Jonathon Beckles, Mark Blumenfeld, William Chouraqui,Redmond Colson, Alexander Corwin, Lee Eames, Pearce Erensel, Harry Frank, Taylor Lane,Michael Maloney, Malcolm Phelan, Tyler Reiss, Ben Rifkin, Evan Solomon, Brady Williams

The 2005 Varsity Lacrosse team had another very successful season. The team played very welland accomplished more than just a winning season. Our record was seven wins and two lossesand the team played for a league championship. Our biggest highlight as a team was having theopportunity to compete and showcasing the team’s best efforts.

V a r s i t y B a s e b a l l - S p r i n g 2 0 0 6V a r s i t y B a s e b a l l - S p r i n g 2 0 0 6

Coach: Mr. SeebackTeam Roster: Joseph Abadi, Derrick Asser, Justin Beers, Peter Bozian, Darnell Davis, Leigh Fischbein, Joel Gonzalez, Eric Kotin, Peter Lawson, Michael Salik, Jason Saltiel, Alessandro Santoro, Enrique Smith, Matthew Sprayregen.

The Varsity Baseball team had a successful season ending with a record of six wins and four loss-es. The team rebounded from a season-opening 14-0 loss to Collegiate by beating Poly Prep andTrinity in one run games. Strong pitching carried the team throughout the season. Perhaps thebiggest win of the year came against Buckley, when A-S squeezed home the winning run in theirfinal at-bat in a game they trailed 3-0 early on. With several key players returning in 2007, theteam is looking forward to building on last year’s success.

J u n i o r V a r s i t y B a s e b a l l - S p r i n g 2 0 0 6J u n i o r V a r s i t y B a s e b a l l - S p r i n g 2 0 0 6

Coaches: Mr. Zufall and Mr. NicolasTeam Roster: Zach Berger, Alex Bergsma, Jacob Caplan, Sammy Fischer, Elliot Frank, Carter Glatt, Luke Goldstein, Maxson Jarecki, Jon McMyers, Spencer Penn, John Carlo Sotomayer, Alex Weiss

The J.V. Baseball team had another fine season. The boys played with great spirit and determi-nation from game to game. As the season progressed it was enjoyable to watch their skills andknowledge of the game improve. We look forward to having some of our boys return for nextyear’s team and to witness the success of others as they move on to the varsity team.

5 / 6 L a5 / 6 L a c r o s s ec r o s s e - S p r i n g 2 0 0 6- S p r i n g 2 0 0 6

Coach: Mrs. WilkinsTeam roster: Oliver Beers, Taylor Bennett, Hunter Erensel, Johann Fitzpatrick, Dylan Fowler, Lukas Harb, Louis Lecole, Jonathan Linen, Daniel Locker, Dimitri Mortsakis, Nick O’Mara, Henry Plagemann, Owen Rosenberg, Will Rowles, Nicky Schroth, Lucas Zelnick

The Middle School lacrosse team’s record of one win and two losses does not reflect the incredibleathleticism and teamwork the boys displayed each time they hit the field. Each player was versa-tile and open to playing any position, and worked diligently to improve his stick skills. The teamfocused on transitioning between offense and defense so that they could create scoring opportuni-ties and also drop back into a zone defense. The Varsity team will be happy to receive such anenthusiastic and capable group, while we look forward to seeing the new talent led by a strongSixth Grade group.

A T H L E T I C S U P D A T ES P R I N G 2 0 0 6

6 t h G r a d e B a s e b a l l - S p r i n g 2 0 0 66 t h G r a d e B a s e b a l l - S p r i n g 2 0 0 6

Coach: Mr. VeneziaTeam Roster: Richard Bryan, Max Elgart, Jesse Fastenberg, Joseph Fields,

Aaron Fogle, Alessandro Giacometti, Charles Goldberg, John Hersey, Isaac Hudis, Eric Kotin, Stephen Lipton, Clarke Rudick, Malik Simon, Ben Straus,

Christopher VonTurk, Skyler Wasser, Harry Whitney, Tyler Wojak

Our Sixth Grade baseball team focused on the fundamentals of hitting, throwing, and catching.We also worked on base running and overall team defense. We were competitive in all of our

games and look forward to witnessing the boys’ success on our Upper School teams.

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

5 / 6 T r a5 / 6 T r a c k - S p r i n g 2 0 0 6c k - S p r i n g 2 0 0 6

Coaches: Mr. Wynn, Ms. Leonard and Ms. RothTeam Roster: James Allan, Alex Bartner, Caleb Berwin Stein, Nick Curcio, Ben Dickstein,

Christopher Echevarria, Hasani Figueroa, Derrick Holman, Sam Javit, Jonathan Lamb, Christian Lange, Robert Lubin, Nicholas McCombe, Alexander Selz, Adam Silverman,

Tyler Waldman, Christopher Wayland, Jake Zellner

The Fifth and Sixth Grade track team trained hard for the season. We had an enthusiasticgroup of boys who enjoyed running. They always set out to challenge themselves and each

other, whether running in Central Park or during our meet at Icahn Stadium.Congratulations on a good season. We look forward to some new personal best times in

Spring 2007.

V a r S I t Y T r aV a r S I t Y T r a c k - S p r i n g 2 0 0 6c k - S p r i n g 2 0 0 6

Coaches: Mr. Wynn, Ms. Leonard and Ms. RothTeam Roster: Mark Boltres, Carter Davis, Jeremy Exstein, Anthony Joga, Matthew Langan,

Matthew Leone, Malcolm McCain, Eric Rosas, Eric Schwarz, Robert Sternberg, Ian Valentine, Cooper Zelnick

Congratulations to the Upper School track team on a great 2006 season. We trained hard inthe early part of the spring, working on endurance, sprinting, jumping, hurdles and shot put.The season began in April with weekly meets at Icahn Stadium. We saw improvement in all

our athletes by the time of our championship meet, the Gotham Games, rolled around. Allen-Stevenson showed a strong performance in all the events. With many returning Eighth

and Ninth Graders, along with the new Seventh Graders, Allen-Stevenson promises to be atough contender in 2007.

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

New Alumni Breakfast

On the morning of June 8, 2006 before the Upper

School Closing Exercises, members of The Class

of 2006 and the Eighth Grade Leavers were invit-

ed to take part in the New Alumni Breakfast. The

event, which was given to honor these graduates,

had over 45 students and alums in attendance.

Each graduating student received a pin from the

Alumni Association welcoming them as alums of

Allen-Stevenson. Louis Rose '86,

President of the Alumni Association, led the

ceremony, and David Kersey h '98, John Carr '76,

Vincent Peterson '74, Eric Rothstein '81,

Randy Schrade '76, and Denton Smith ’94 helped

to distribute the pins.

Class of 2006 and Eighth Grade Leavers at breakfast with Alumni.

Eric Rothstein ’81, John Carr ’76, Keith Burton (faculty) and Louis Rose ’86

Some of this year’s graduates

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 6

It's a great honor to be asked to be your graduation speaker.Allen-Stevenson prepared me to go on to Lawrenceville,Williams College and finally Harvard Business School.

Without the solid foundation given to me here, my career as aninvestment banker at Lehman Brothers and Salomon Brothers,before starting my own firm,would not have been possible.

But accomplishing businesssuccess is not what I want totell you about today. Perhapsmany of you have alreadybeen involved in volunteeractivities. If so, I commendyou! Giving back to your com-munity or to even one individ-ual can be even more gratify-ing than sitting at your corpo-rate desk and writing out acheck.

In my case, I discovered earlythat I had the ability to con-vince others to donate to goodcauses. I never did the hands-on individual work I find fromfamily and acquaintances to be even more gratifying.

The Federation of Jewish Philanthropies, Montefiore MedicalCenter, and finally the Copper Union have been the focus of myendeavors.

If you can see a need and take the initiative to start the job, youwill have made an important contribution to bettering yourworld. I can think of two New York examples of this.

The first is Project Sunshine. Started by a college studentwhose hobby was playing a clown, he enjoyed entertaining

hospitalized children on the holidays and weekends. He start-ed enlisting other college students to do the same. Today,Project Sunshine exists with a minute staff of seven, but per-forms in 26 states, 3 countries and has 10,000 volunteers.

The other example I would like to cite, you have seen all overthis area. It is the Doe Fund, theinvention of George McDonald.His idea to save addicts by train-ing and housing and therapy hasprovided these men and now,women, with a way to redeemtheir lives and begin to contributeto their world.

If you can find a way to work oneon one, you will begin to seeother ways to use not only yourtalents, but perhaps to use yourand others wherewithal to giveback to your community.

To see an organization grow andcontribute is a source of greatsatisfaction. I've seen that hap-

pen with the organizations I've worked with or led, and it is asource of continuing satisfaction to me.

There is a joy and fulfillment when you give back to society.

I encourage you to participate in these kinds of activities as youproceed through life.

As Peter Cooper who founded the Cooper Union, a college inLower Manhattan, said, “I have endeavored to remember thatthe object of life is to do good.”

Thank you.

Robert Bernhard ’43

Robert A. Bernhard ’43 graduated from Williams College in 1951, and the Harvard School of Business in 1953. Mr. Bernhard is extremely activein numerous community-oriented activities. He began his business career with Lehman Brothers in 1953 and became a general partner of thatfirm in 1962. Mr. Bernhard left Lehman Brothers in 1972 to become a partner and member of the Executive Committee of Abraham & Co. He hasheld positions at Salomon Brothers; Bernhard Associates which he created; McFarland Dewey & Company, and he is currently a director ofStone Energy Corporation, a New York Stock Exchange traded company.

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G R A D U A T I O N 2 0 0 6

Pearce Erensel ’06

Good Morning, parents, teachers, and fellow graduates. My nameis Pearce Erensel. Welcome to the class of 2006 graduation cer-emony. When I was elected by my classmates to give this speechI was absolutely horrified. That evening at dinner, I told my par-ents. There was a brief silence and then they both said… “Whatan honor! First of all to be selected by your peers, and second toreflect upon your decade here at Allen-Stevenson.” Before I start,I think we should all thank our parents for paying for this excellenteducation but also remind them, as Derek Bok said, “before youthink the price of education is high, you should consider the cost ofignorance.”

I'd like to tell you about my education here at Allen-Stevenson, andhow I, along with Mike Maloney, Ian Valentine, and most of the 8thgrade survived this school since kindergarten. What we learnedwas how to assess risk and reward, and how to have fun.

Each year from start to finish we were introduced to a new set ofchallenges - a new set of risks and rewards. I was welcomed intothe school by Ms. Wallace, my Kindergarten teacher. She made ita very smooth transition. Next, year was Mr. B and first grade. He

made a video about how we first graders could not sit still. Therewas not a moment in that film where everyone was sitting still in hischair. He would calm us down by playing the guitar, and like acharmed snake we would all slowly sit down, and gradually cometo complete attention. In third grade, I had Mr. Buck. He was a firmbeliever that T.V. was bad, and yet, he was the only homeroomteacher I can remember to have a television in his classroom. In5th grade, Mrs. Tully led us to compete in the Swords and Sandalscompetition. Even though it was a competition, we all won at theend of the day because of the magnificent Greek feast that fol-lowed. The next year was the first year we got letter grades, whichwere a mystery to all of us. I survived the wrath of Mr. Haarmannthat year, for example, by memorizing and reciting Edgar AllenPoe's “The Raven.”

Just when I thought that I had been through the most grueling partof my education, I met Mr. MacDougall. If you ever want to knowwhat color Alice's left sock was when she fell down the rabbit'shole, he's the one to go to.

Ninth grade. Our first class bonding trip was on Indian Mountain.Of course the one kid everyone wanted to get to know, Redmond,didn't show. However, the rest of us learned to trust each other.We also had to work as a team in order to finish all of our tasks.Finally we had to face our fears and try the high ropes course.Needless to say it was an amazing bonding experience, full of riskand reward.

In ninth grade, Mr. Kersey returned to teach us history. We dis-cussed issues at our round table, where you really get into the con-versation. These discussions became especially important during“Facing History and Ourselves.”

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

Facing History is another unique activity that A-S has to offer.“Those who ignore the lessons of history are doomed to repeatthem,” said Santayana. This course forced us to observe andreflect on the past, hopefully allowing us to never let another terri-ble thing such as the Holocaust happen again. History is such animportant subject because we are the future!

I should mention that tradition is a summary of history, and one ofour biggest traditions is trying to beat Buckley in lacrosse. At thistime, I would like to point out that the Eighth Graders helped oursports teams, especially varsity hockey and lacrosse, be success-ful. For the third year in a row, the Allen-Stevenson lacrosse teamcame a game away from winning a banner. Also, where else couldI play Hockey with my brother in net for 2 years. This year againstBuckley we had victory in our clutches, but our injury stricken teamlost our 3-0 lead. We were already down a key midfielder, BradyWilliams, then our crease defensemen Jonathon Beckles hurt hisankle. They both had to play injured. Buckley was able to steal ourwin, and end the game 5-4. This was a very personal game, mylast Allen-Stevenson game ever. Also, if we had won the game, wehad a chance at winning a banner, which would be seen by all thefuture students in the upper gym. Even though this was a hard losswe had to get over it. Like Kipling once said, “Accepting defeat andvictory as the same imposter are part of becoming a man.”

To conclude I would like to say, Allen-Stevenson's most importantlesson was to teach me how to take risks. As Wayne Gretzky said,“100% of shots not taken, never score.” Thanks for the shot, A-S.On behalf of all the graduates we want to extend a heartfelt thankyou. Guys, our next chapter begins. We emerge equipped, ener-getic, and opportunistic. As scholars and gentleman, carpe diem,and thank you.

David Trower with Zachary Ross ‘07

Spencer Penn ’07 and Andrew Loeshelle ’07

Coach Rich Alifano with Michael Maloney ’06

2006 PRIZE DAY AWARDS AND HONOR ROLL

Daughters of the American RevolutionMatthew V. Leone '08

Mayflower Compact AwardDaniel Evangelakos '08

Society of Colonial WarsTaylor O. Lane '08

Bradford A. Warner Shop AwardJustin L. Beers '07

Francis Keally Art AwardLeigh A. Fischbein '07

Computer Art AwardAndrew V. Lopez-Balboa '07

Francis Keally Gilbert & Sullivan AwardSpencer S. Penn '07

Chorus PrizePearce F. Erensel '06

William L. Landis Drama PrizeJustin L. Beers '07

Stanley D. Gauger Music PrizeSpencer S. Penn '07

Alessandro M. Santoro '07

Public Speaking PrizeEric Rosas '06

William A. Hanway Memorial PrizeJason R. Saltiel '07

Tunney Creative Writing AwardW. Redmond Colson III '06

Mary B. Helm AwardFrench:

Robert W. Feder '07Eric Rosas '06

Spanish:Eric M. Kotin '07

Eric H. Schwartz '07

Mathematics PrizePearce F. Erensel '06

Science AwardPearce F. Erensel '06

Greatest Improvement Award7th Grade: William Evangelakos 8th Grade: Nicholas C.M. Strelov 9th Grade: Enrique W. Smith

Honor Roll

Class of 2006Pearce F. Erensel, Eric Rosas

Class of 2007Robert W. Feder, Maxwell J. Hannan, Eric M. Kotin, Matthew T. Langan,Spencer S. Penn, Jason R. Saltiel, Eric H. Schwartz, Brady O. Williams

Class of 2008Joseph A. Abadi, Eliezer N. Ayala, Zachary R. Berger, Mark R. Boltres,Peter G. Bozian, Jacob L. Caplan, Carter H. Davis, Daniel Evangelakos,Jeremy M. Exstein, Samuel H.M. Fischer, Harry T. Frank, Carter P. Glatt,Maxson D. Jarecki, Brian A. Knott, Taylor O. Lane, Matthew V. Leone,Henry S. Neely, Malcolm P. Phelan, Michael C. Salik, Evan R. Solomon,Robert E. Sternberg, Cooper B. Zelnick

Honor StudentPearce F. Erensel '06

Alumni MedalJonathon A. Beckles '06

Alumni SecretaryEric Rosas '06

Student Council PresidentEric Rosas '06

Fortiter et Recte AwardAlessandro M. Santoro '07

Charles E. Horman AwardMichael S. Maloney '06

Athletic AwardMichael S. Maloney '06

PRIZES FOR MIDDLE SCHOOL

Bradford A. Warner AwardWilliam M. Rowles '10

Anthony G. Couloucoundis II Memorial AwardSamuel O. Javit '09

Adam and Elan Benjamin Memorial AwardElliot P. Bok '10

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

32 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

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

A F T E R A - S

Class of 2003 and their colleges

Jesse Ryan Adler Rutgers UniversityPaul Edward Alshooler University of MassachusettsChristopher Andrew Appel Suffolk Community CollegeMaximillian F. K. Barnhart St. Francis CollegeRoss March Blum Babson CollegeLane A. Bodian Franklin and MarshallMax L. Brockman University of MichiganAndrew James Diederich Emerson CollegeAndrew Scott Elish Connecticut CollegeBenjamin Marshall Ellis University of ArizonaJames Cameron Fertitta New York University --

Tisch School of the ArtsSean Matthew Flatow Hamilton CollegeDavid Raymond Flickinger Cornell UniversityBrandon Mitchell Franz Lehigh UniversityChristopher Alan Funk Franklin and MarshallJustin Gottlieb Franklin and MarshallStephen Cooper Handwerker Emory UniversityMatthew Adam Harb New York UniversityAlex A. Ingram Stanford UniversityBenjamin Albert Joseph Wesleyan UniversityA. Reed Katz Bucknell UniversityAndrew Currin Katz University of PennsylvaniaHarry Reid Levine Georgia TechPaul Justin Mancusco Cornell UniversityAdam Ross Mandelsburg University of PennsylvaniaStallone Mohammed Mannan University of RichmondLucien Elliott Nagle Tufts UniversityMatthew R. O'Connor Emory UniversityStephen David Okin Hamilton CollegeNicholas Javier Rodriguez Wesleyan UniversityMichael Frederick Rohn St. Lawrence UniversityMatthew Evan Sagotsky Wesleyan UniversityJulian Sampedro Vanderbilt UniversityDuane Thomas Pennsylvania State UniversityDustin Jay Tupper University of North CarolinaJustin Alex Waldman Rollins CollegeTyler Dennison Waywell Brown UniversityStuart Daniels Webster Macalester College

*list in formation

Classes of 2006 and 2007 and their on-going Schools

Class of 2006

Jonathon Andre Beckles Poly PrepMark Reynolds Blumenfeld LawrencevilleWilliam Redmond Colson Birch WathenPearce Bonbright Erensel Poly PrepJoel Gonzalez Berkshire AcademyMichael Seamus Maloney FieldstonEric Rosas HotchkissEnrique Walter Smith III Kew ForestIan Robert Valentine Millbrook

Class of 2007

Justin Livingston Beers Poly PrepDarnell Jonathan Davis HackleyLee Cameron Eames RiverdaleRobert William Feder RiverdaleLeigh Alexander Fischbein Suffield AcademyMax Joshua Hannan DaltonEric Matthew Kotin FieldstonMatthew Taylor Langan Columbia PrepCharles Frederick Lehman Packer CollegiateAndrew Reed Loeshelle Dwight-EngelwoodJason Daniel Mack Columbia PrepMalcolm Wesley Storrie McCain Berkshire AcademyBrian Thomas Ostrander CalhounSpencer Samuel Penn Horace MannZachary Jude Ross ChoateJames Morris Rucinski La GuardiaJason Reed Saltiel Columbia PrepEric Harrison Schwartz Horace MannMatthew Harrison Sprayregen Poly PrepRyan Hapgood Tongue Friends SeminaryBrady Otto Williams Poly Prep

34 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

D O N ’ T M I S S T H E 2 0 0 7 G O L F C L A S S I C

SAVE THE DATE FOR The 2007 Allen-Stevenson Golf Classic

Winged Foot Golf Club Mamaroneck, New York

Monday, May 7, 2007

We hope that all members of the Allen-Stevenson community (both men and women) will join us on the course for this

once in a lifetime golfing opportunity.

Information on the upcoming Allen-Stevenson Golf Classic atWinged Foot will be sent out in the near future. Should youhave any immediate questions, please contact Jacqueline

Leitzes, Director of Special Events, at jleitzes@allen-stevenson.org or 212-933-5195.

Mickey Straus, John Jankoff, Clint Johnson ’79 and Clifton York ’78

Alex Faherty ’98, Andrew Zimmerman ’00 and Rich Alifano

Carol Trower, Leslie Burgstahler, Amanda Lister and Patsy Boyland

Golf Classic Participants at Rockaway Hunting Club, May 2006

L A M P L I G H T E R 35

F O U N D E R S D A Y 2 0 0 6

John Adams Gilmour ‘78 spoke at Founders Day on October 6th.As the Co-Owner of Madd snowboards, he is deeply involved insnowboard and skateboard racing. He is a member of the RoeRacing slalom skateboard team, and he has designed many differ-ent snowboards for different manufacturers as well as the fastestSkateboard wheels and boards. With his encouragement and net-working, he has revived many of the popular skateboard brands ofthe 1970’s.

During his presentation, he asked a number of boys, who had noprior experience (and were by their own definition, ahem...unath-letic), to come up front to learn skateboarding and how to fall safe-ly. He was helped by four of his classmates who were in atten-dance: Craig Boyce ‘78, Maurice Edelson ‘78, Eric Lustgarten ’78(the best skateboarder in A-S), and Matt Peyton ’78 (Gilmour’sskateboard teacher). He talked about the excitement of competi-tion and the sense of achievement that one has in conquering asport. In 1993 he won a silver medal in the Olympic Committeeorganized "Jeux Pyreneens d’Aventure" for downhill speed skate-boarding. He has also had many first top finishes in competitiveslalom events in the USA, Europe, and Japan and in 2002 was theWorld Champion of Longboard Slalom Skateboarding. Turning towinter sports, in February 2004, he won 4th place in the worldchampionships for Teleboarding after only spending two days outof practice. He also has raced in the US Open of Snowboardinggames in Stratton,VT. Gilmour has also been involved in thedesign of Hypno In-line Skates with detachable wheels as well asski and mountaineering clothing. He has taught in-line skating andis now involved in establishing skateboard programs inConnecticut.

In a recent Lamplighter article, John said: “I learned from otherAllen-Stevenson students that you can do anything if you are will-ing to let your mind direct you. Everything is impossible until youdo it for the first time”. His message to the boys was clear and con-cise: “You have to show up! No matter what you want to achieve,you will never reach your goal unless you show up. Don’t worryabout perfection or losing, just give it your best for the moment.Showing up inevitably results in more success than staying athome”. John’s future plans revolve around jet stream wind powergeneration- a radical departure from his athletic endeavors. Johnconcluded the session by meeting with the Middle and UpperSchool boys in the Assembly Hall to show some videos of skate-boarding and to answer questions.

John Adams Gilmour ‘78

John explaining an exercise to a student.

A skate boarding exercise.

Matt Peyton ’78, Craig Boyce ’78 and Eric Lustgarten ’78

Outgoing President, Louis Rose '86, welcomed the three newmembers of the Council: Maurice Edelson '78, Jamie Magid '91and Eric Rosas '06. He announced that the revised by-laws andslate of officers has been approved by a majority vote of theCouncil membership and welcomed Eric Rothstein '81 as the newPresident along with Vice-Presidents Alex Gellert '79, DavidHerzberg '89, Marc Rice '84 and Simon Wasserberger '85.

The Chairs of the Development, Diversity, School Life, SpecialEvents and Young Alumni Committees gave their reports. Mr.Kersey said he would welcome alumni opportunities for trips aswell as participation in the classroom. Ideas should be sent to himat dkersey@allen-stevenson.org.

36 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

A L U M N I B U L L E T I N B O A R D

In June of 2006, Alumni Committee member, Patrick D. R. Horan ’85

invited the Fifth Grade boys to visit his organic farm in Washington,

Connecticut. (See www.waldingfieldfarm.com) While there, the boys

planted many rows of Sun Gold tomatoes. This September, the now Sixth

Grade class returned to the farm to harvest the Sun Gold tomatoes they

had planted in June. Each boy came home with a big bag of delicious

tomatoes, as well as a better understanding of the entire planting, growing,

and harvesting process. The boys also learned more about organic

farming. In addition to harvesting tomatoes, the boys toured the

farm and saw heirloom tomato varieties grow-

ing on the vine, planted

broccoli, and cut sunflowers

to take home. The two trips

to the farm this group took

were the first of many trips

Middle School boys will make

to the farm in the future.

On Tuesday, September 19, 2006, twenty-three members of theAlumni Council gathered at the School for the Annual Meeting.Assistant Headmaster, John Pariseau h'98, spoke to the mem-bership regarding the state of the School. He described theSchool's first Monday morning meeting that took place onSeptember 11th , presented by Mr. Trower h'95, which gave theMiddle and Upper School boys the opportunity to reflect on theevents of that day and brought the School closer together as acommunity. The School welcomed 407 students on opening day,evenly distributed across the grades, and the faculty is vibrantand enthusiastic. Mr. Pariseau highlighted the revised missionstatement which has been approved by the Board of Trustees andmentioned that we have a new web site that is much more inter-active. He encouraged everyone to visit the web site and register.The year is off to a good start and the School is an exciting placeto be.

For information about any alumni activities, please contact Jackie Brown, Director of Alumni Relations, at jbrown@allen-stevenson.org or call her at 212-933-5240.

Annual Meeting of the Allen-Stevenson Alumni Council (ASAC)

College Age Alumni Event

On January 11, 2007 Allen-Stevenson will

welcome the Classes of 2000 to 2003 to lunch in

the Dining Hall with members of the faculty

including Mr. Trower, Mr. Pariseau, and Mr. Kersey.

Monica Matthews, our Food and Nutrition Director,

promises some old favorites from the menu.

L A M P L I G H T E R 37

M A R K Y O U R C A L E N D A R SCollege Alumni Lunch for the Classes of 2000-2003 - Thursday, January 11, 2007

Bowling at Chelsea Piers for the Classes of 2000 and earlier - Thursday, February 15, 2007

Weekend at A-S: Story Time and Alumni Basketball Game - Saturday, March 10, 2007

Weekend at A-S: G & S Dress Rehearsal for Alumni - Sunday, March 11, 2007

G & S Performance and Afternoon Tea for the Classes of 1959 and earlier - Friday, March 16, 2007

Allen-Stevenson Golf Classic - Monday, May 7, 2007New Alumni Breakfast - Wednesday, June 13, 2007

A l l e n - S t e v e n s o n C a m p

Six alumni returned to A-S this summer to assist Rich Alifano with the Summer Camp. Held during the last weeks of June and all of July, the camp offered a range of activities for boys from Kindergartenthrough Seventh Grade, and was comprised of a Day Camp, Drama Camp, and Cyber Camp. The staff included

Billy Dransfield, Rob Wiseman, Ginny Rowe and Danya Haber as well as the camp counselors: Jonathon Beckles '06, Jules Hamilton '05, Matthew Harb '03, Andy Katz '03,

Peter Troubh '05 and Laurence Smith '00.

38 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

A L U M N I N E W S

1950sRobert T. Riker '54 writes “After residingin Sarasota, Florida, for nearly 23 years,we decided to head for the hills and to callthe North Carolina mountains 'home'. Welove the peace and tranquility of theAppalachians, enjoy seeing spring arriveand can stay home when we have anoccasional snowstorm. Our mountainhome is just a few miles west of Booneand less than 10 miles from the Tennesseeline.”

Philip G. Proctor '55(phil.proctor@mac.com) stopped by theSchool in June as he and his wife,Melinda, were east for a celebration inWest Hartford, Connecticut, for Melinda'smother's 80th birthday.

1960sWilliam K. West '62 visited the School inNovember having just completed the NewYork City Marathon. He and his wife, Lois,live in Philadelphia, but his children haveescaped to New York: Ben is a secondyear law student at New York University,and Alicia works for the Art Commission ofthe City of New York.

Michael Cook '64(mcook@forstmannleff.com) has publisheda book of poetry entitled "The Rise andFall of the Mind". One reviewer says,“Michael Cook's poems give many plea-sures. Some have a Zen-like concision,others an imagistic yet thoughtful narrativeflow reminding one of Wallace Stevens,and still others a playful quality in the besttradition of light verse. These are poems tosavor for the sheer joy of companionshipwith a deep and wide-ranging mind and

heart in his adventure with words andrhythm, images and drama.” Check outwww.authorhouse.com.

William L. Walker III '64(alwalker@gte.net) writes “I am living inDallas with my wife, Piper, and my five andseven year old daughters, Logan andChase. I am still in touch with Mike Percy'64 and Andy Seresky '65 - two of my bestbuds from A-S.”

Christopher Scott Weaver '66(csweaver@MIT.edu) is still teaching part-time at MIT and loving it. He has just pro-duced the first massively multi-playergame (MMG) released with the movie,FLYBOYS. He says, “My son, Zack, is 12and a math whiz - he's getting a big kickout of being like Dad! Hello to all my class-mates.”

Peter Simmons-Gradjansky '67(gradjansky@post.harvard.edu) wrote “justa note to tell you that my plans to becomea teacher are proceeding. I'm enrolled forthe fall in the Bay Area Teacher TrainingInstitute - modeled, I'm told, on ShadyHill's internal internship program- in whichabout twenty-five interns, who have assis-tant teacher positions at independentschools around the Bay Area, form acohort which together takes the necessaryclasses for California certification. I am stillnegotiating, but I'll probably be teaching atSt. Paul's Episcopal School in Oakland-which proclaims itself as 'a private schoolwith a public purpose,' and is far and awaythe most racially diverse independentschool I've ever seen. Otherwise, at MarinCountry Day School, where our daughterjust graduated, which is a fabulous schoolalso, though a little less close to my ownpersonal style. One of the many things Ilike about St. Paul's is that it has a play-ground on the roof, just like A-S.”

1950

- 2

000

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

L A M P L I G H T E R 44

1980sDwight Gustav Hemion '81(dwighth@tds.com) has left Virginia and isrunning a cattle farm in Alma, Wisconsin.

Frederick W. Wahlers IV '81(Wahlers15@charter.net) has two daugh-ters: Ella is three and Amelia is one. SinceJanuary 2005, he has been working as aSenior Director, Senior RelationshipManager at Mercer HR Services inNorwood, Massachusetts, playing a lot ofgolf and traveling a lot as well.

Eric Andrew Bader '82

(eabader@gmail.com) and wife, HilaryLove, are the proud parents of a son, Theo,born June 4, 2006, weighing 7 lbs.

Mitchell Brent Spiegel '82(mitchell.spiegel@credit-suisse.com) andhis wife, Bonnie, are the parents of a sec-ond son, James Benjamin Spiegel, bornFebruary 16, 2006.

Nikolas Dando-Haenisch '82 (k2dh18@gardensnyc.net) stopped by theSchool in June and saw Mr. Kersey, Mr.Pariseau and Mr. Trower. He is an architectfor Grimshaw Architects in New York, mar-ried to Karin Dando-Haenisch, and thefather of two sons, Caleb, age four andNolan, age one.

Jeffrey T. Bernstein '83(jeffbernie@aol.com) has begun his ownkids sports program called Simply Sports.(www.simplysports.net) He will be provid-ing after-school, weekend and school holi-day classes and leagues for ages 3-13.

F. Alger Boyer '84

(aboyer@rodmanandrenshaw.com) mar-ried Gillian Frost Peterson on October 15,2005 at the Church of the Ascension onFifth Ave. Alger is at a boutique investmentbank called Rodman and Renshaw, head-ing Sales and Trading as ManagingDirector. Gillian is a graduate of ParsonsSchool of Design, having grown up inManhattan and Paris. She worked as aprint model and is currently a CastingDirector in New York City. They reside inthe West Village.

Timothy Warren Packard '84 (echelon-tim@aol.com) writes, “I had a great wed-ding last June in Westhampton Beach. Mywife Daphne loved visiting Allen-Stevenson. I am currently the President ofthe Board for The Knickerbocker GreysVeterans' Corps. (This is the alumni asso-ciation of the Knickerbocker Greys.) Forall you old Knickerbocker Greys, this com-ing drill year is the quasquicentennial cele-bration. There will be a big party inJanuary of 2007. Contact me for info atGreysVeterans@aol.com.”

Channing Lowe '67(CLoew@sun-setinel.com) had a cartoonin the October 2nd edition of the New YorkTimes. He is still a political cartoonist forthe South Florida Sun-Sentinel based inFort Lauderdale.

Joseph Peter Meersman Jr. '68 stoppedby the School in September and toured thenew facilities. Peter is now living inNashville, Tennessee.

1970sThomas Frank List II '75(Tom@listandassociates.com) writes, “Thenews of how Allen-Stevenson is growing isalways exciting. I think of A-S often as Ihave taken up the violin again, some thirtyyears after the days of the early morningorchestra with Mr. Gauger and lessonswith Mrs. Furman. It is even more fun(and challenging) at 46.”

David Norman Yazbek '75 had two showsrunning on Broadway in June: Dirty RottenScoundrels and Burleigh Grime$ where areviewer referred to David as “one ofBroadway's cannier young composer-lyri-cists.”

Forrest Close II '77 and Nicole Volavkawere married at Bridgewaters in New YorkCity on November 4, 2006. Nicole Volavka-Close is an assistant director at the Centerfor Sustainable Urban Development. Shegraduated magna cum laude from NewYork University and received a master'sdegree in international affairs fromColumbia University. Forrest is a partnerin the VDM Specialists unit of Van derMoolen, a Dutch Securities firm.

40 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

A L U M N I N E W S

Patrick D. R. Horan '85 (pwaldingfield@hotmail.com) has leftNeiderhoffer Capital Management after 8years to work at Waldingfield Farm with hisbrother, Quincy, in Washington, Connecticut.Check out their web site at www.walding-fieldfarm.com. He also hopes to devotemore time to work with television and film.

Rabbi Bradley Solmsen '85

(solmsen@mac.com) writes “We are thrilledto announce the birth of Gila Kline Solmsenon September 11, 2006. She is doing welland getting along splendidly with her big sis-ter Ela.”

Simon David Wasserberger '85

(simon.wasserberger@cbre.com) and wife,Cynthia, have a new daughter, Julia, bornJuly 20, 2006.

1990sMatthew Black '90(mblack@vividsport.com) graduated fromFurman University in Greenville, SouthCarolina, in 1998 with a degree in Healthand Exercise Science. He is now in SportsMarketing in Smyrna, Ga.

Eric Villency '90 (esv@villency.com) mar-ried Kimberly Ann Guilfoyle and they arethe proud parents of a son, Ronan AnthonyVillency. Kimberly is a legal analyst at theFox News Channel in New York and thehost there of "The Lineup," a weekend pro-gram about legal matters. Eric is the presi-dent and chief executive of MauriceVillency, the furniture chain, which wasfounded by his grandfather. He is the hostof "Idesign," a weekly program on the FineLiving television network.

Marcel D. Deans '91(marsdean2000@yahoo.com) has accept-ed a job with the Institute for StudentAchievement which has been awarded acontract with the New York City Departmentof Education to open up three new smallhigh schools in September 2007. He hasbeen offered an opportunity to not onlydesign but to run one of these newschools.

James Arthur Magid '91(jamie@redjacketproductions.com) isengaged to Danielle Axelrod. A December2007 wedding is planned.

Charles William Socarides '92

(csocarides@yahoo.com) is starring off-

Martin Brown '86 (lemonlawlawyers.com)is a trial lawyer in Washington, DC and saw Erik Peterson recently.

Erik Peterson '86

(epeterso1@optonline.net) married KristenVitale on September 10, 2006. Kristen isthe manager of the Jamesport Winery onthe North Fork and Erik is a physical thera-pist.

Elliott Rodriguez '87(elliotrodriguez@gmail.com) and his wife,Audry, are living in Gibsonville, NC whereElliot is a Director of an InformationTechnology firm.

Charlton Alexander Rugg '87(Charlton.rugg@gmail.com) is an attorneyat Simpson, Thatcher & Bartlett in NewYork. He is also actively racing sail boatsin Long Island Sound and internationally.

Adam Christopher Kelker '89 is marriedto Michelle Fierro and they have a son,Aleksander, born January 9, 2004. Adamhas his M.A. and is working in GlobalInformation Systems.

L A M P L I G H T E R 46

Ralph Anthony Rella '93(ralph.rella@aibd.org) lives in Fairfield,Connecticut, with his wife, Amy, who is ateacher. He is the Operations Manager forthe American Institute of Buidling Design,which is a professional organization forArchitects, Interior Designers, andResidental Designers around the country. Heis also a volunteer coach with the FairfieldP.A.L. middle school wrestling team.

Thomas Mifflin Richardson '93 has movedto Camden, New Jersey, where he is attend-ing Rutgers Law School. He says it is “quitea change from the Upper East Side to the'Most Dangerous City in the U.S.' two yearsrunning now. I'd love to connect with oldclassmates so drop me a line attmric@earthlink.net.”

James Thorburn Holmes '96(jh1579@nyu.edu) took some time off fromCornell and worked in a school in NYC forchildren with autism and Asperger's syn-drome for two years and then went toColumbia to finish his undergraduate degree.Having graduated this May, he is now atNew York University working on a Mastersdegree in Social Work (MSW).

Jaison Correa-Spain '97(jaison.correa-spain@purchase.edu) stoppedby the School in November to see Ms.Demko as he is going to be working at A-Shelping with the chorus and this year'sGilbert and Sullivan performance of HMSPinafore.

Matthew John Costantini '97 is in trainingto become a fireman.

Robert Lavington Farren '97 (rob@aphonic.com) filled in for Ms. Demkoat A-S while she was on a Chorus trip inApril.

Joseph E. Bornstein '98(Joseph.bornstein@tufts,edu) visited theSchool in May. He graduated summa cumlaude from Tufts with a degree in ChemicalEngineering and is now in graduate schoolthere in a joint MBA/MD program. He sawMr. Kersey, Mr. McDougall, Mr. Kamsler, Mr.Schrade and Ms. Demko.

Paul E. Coverdale '98(pcoverdale@clarett.com) stopped by Allen-Stevenson the day of graduation and sawmany faculty members - Mr. Trower, Mr.Pariseau, Mr. Kersey. Mr. McDougall, Ms.Shapiro, and Mr. Schrade. He is a financialanalyst for The Clarett Group, a real estatefirm in New York City.

Alexander Hirschhorn Klebanoff '98(gtrvaughn@aol.com), as part of his trainingprogram, sent the School an invitation to ASummer Group Show at the MarlboroughGallery which was held from June toSeptember 5th.

Robert Eli Katz '99 (rekatz@uchicago.edu)graduated from the University of Chicago,worked for the summer at a policy consult-ing firm in Maryland, drafting language forthe presentations of their USAID contracts.He visited the School in the fall on his wayto Japan to teach English.

Thomas Zipser '99 (tomzippy@gmail.com)stopped by the School in June. He has grad-uated from Johns Hopkins University and isworking at G.C. Anderson Partners LLC, aprivate equity firm in New York.

2000sDamian VanCamp ’00(dvancamp@risd.edu) writes that his band,Open Till Midnight, played an early show onNovember 25th at Kenny's Castaways inGreenwich Village. They are releasing theirbrand new EP album, "Now It's Lit." Checkout his website at www.opentillmidnight.comor preview the album atwww.broadjam.com/opentillmidnight.

Michael Besobrasow Melnitsky '01 (shadow3346@aol.com) has been acceptedin the Ross School of Business at theUniversity of Michigan - a special programcombined with an undergraduate degree.

Brandon Mitchell Franz '03(bmitchellf@yahoo.com) writes “I graduatedfrom Stuyvesant High School in June andwill be attending Lehigh University inBethelem, Pennsylvania starting in August.”

Broadway in Indian Blood: RockwellianReflections on a Buffalo Boyhood by A.R.Gurney. A New York Times reviewer noted“Written with delicacy and old-schoolcraftsmanship, ‘Indian Blood’ is a modestmemory play that is endowed with a mea-sure of emotional heft by its unchallengedbut unusually strong cast. CharlesSocarides, ardent blue eyes beamingrebelliousness beneath freshly barberedhair, plays Eddie, the young stand-in forMr. Gurney.”

Theodore Goodell Grozier '92 (grozier@gmail.com) is now working forGreenOrder, an environmental strategyand marketing firm in New York.

Kenneth Joshua McCauley '93

(kj.mccauley@gmail.com) marriedGenevieve Andershock in Naples, Floridaon July 1, 2006. They live in Sunnyside,Queens, where Genevieve is a third gradeteacher and Ken is currently applying tolaw schools.

Jovan Maurice Payne '93 is married witha seven year old son. He is now workingwith mortgages and estates.

A L U M N I N E W S

42 F A L L 2 0 0 6 / W I N T E R 2 0 0 7

In Memorium

Howland Auchincloss Fowler ’44 September 2006

John E. Gerli ’25 June 2006

Richard Alan Luria ’54 2005

Henry N. Tifft ’42 July 2006

Duane Thomas '03 (DST2541@aol.com)stopped by the School in May. He will begoing to Pennsylvania State University inthe fall.

Ralph Julien Acevedo '04(ralph1025@netzero.net) is running track atRye Country Day School. He also came tovisit in May.

John Ramon Cortez'04(hrlmboricua@yahoo.com) visited theSchool in May and saw Mr. Kersey andother faculty members. He is playing varsi-ty lacrosse at Poly Prep.

Michael G. Marcusa '04 (michael_marcusa@horacemann.org) waselected in the spring of 2006 to the positionof Mayor of the Junior Statesmen ofAmerica (JSA), the Empire ConstitutionRegion (New York State and parts of NewEngland), an interschool debate organiza-tion where he has won 13 best speakerawards. In addition, Mike was electedStudent Body Vice President of HoraceMann. He won along with presidential run-ning mate J.T. Della Femina '04. He alsowon the University of Rochester KodakLeadership Award and received an

Benjamin Albert Joseph '03 (bjoseph@trinity-pawling.org) was a prefectand proctor at Trinity-Pawling where he wasactive in the Latino Club, the African-American students Union, and played varsityfootball and JV basketball. He is attendingWesleyan University.

Adam Ross Mandelsberg '03

(yankstew98@aol.com) was one of thejudges for the Allen-Stevenson MiddleSchool Speech Contest. He has graduatedfrom Trinity School (where he started theSpeech and Debate Club) and is attendingthe University of Pennsylvania.

Honorable Mention in an essay competitionsponsored by the New York LawyersAssociation.

Vishnu Carlino Martinez '04 (fireballvcm@gmail.com) stopped by theSchool in the spring from Hotchkiss. He isrunning track and will move to Texas thissummer.

Daniel Paul Marcusa '06(daniel_marcusa@horacemann.org) is inhis sophomore year at Horace Mann. Hewon first place in the 2005-2006 IvyLeague JV wrestling competition(Independent schools) and second place inthe Ivy League varsity wrestling. He fin-ished 5th in the Mayor's Cup, an all-citywrestling (independent, public andparochial schools) competition. In allevents he wrestled at 103 pounds. DuringJune 2006 he traveled with the HoraceMann orchestra to Europe where the groupperformed in Paris and Southern France,including at Le Madeline in Paris.

Enrique Walter Smith III '06 writes, “I amnow at Kew Forest School in Queens andreally liking it. It is very different to Allen-Stevenson and I still miss the 9th gradeclasses and all the teachers.”

L A M P L I G H T E R 48

Director of the Annual Fund, Sari Nadler was married to Michael Perrino onJuly 15, 2006 at the Charles Hotel in Cambridge, Massachusetts.

In August, Third Grade Teacher, Betty Marolla (pictured on far right) climbedin the mountains of the Coastal Range in British Columbia. It was especially

inspiring for Betty after having gone through such a difficult time in her life.She writes, “At 59, I was the youngest (!) woman in the group. Everyoneelse was in their sixties except for the 70 year old and the 76 year old. It

motivated me and gave me hope for good times in my dotage.”

A - S N E W S

Benjamin Neulander, Middle School Associate Head, and his wife Melissa,welcomed their first son, Nathan Toby Neulander on May 16, 2006.

He’s obviously getting ready for D.E.A.R.!

Inspiring a Lifelong Love of Learning

The Allen-Stevenson School Annual Fund provides important unrestricted funds for theSchool’s programs and many other activities thatoccur inside and outside the classroom.

The Annual Fund is the first priority among our fundraising efforts since it bridges the gap between tuition fees and the actual cost of a boy's education.

The Annual Fund supports teachers’ salaries,allowing the best and most dedicated faculty toteach our boys. Faculty compensation is thelargest item of the operating budget.

You can give to the Annual Fund by check, credit card oronline at www.allen-stevenson.org. You may also donateappreciated securities, which can have important income tax benefits. To make a gift of stock, please contact Sari Nadler, Annual Fund Director, at 212-933-5238 forstock transfer instructions. Please check to see if youremployer will match your gift since matching gifts are credited to the donor's individual gift record. All gifts to the Annual Fund are completely tax-deductible.

Your generosity

helps us to

teach boys

to become

scholars

and

gentlemen

The Allen-Stevenson School • 132 East 78th Street • New York, NY 10021 • www.allen-stevenson.org

Your generosity to the 2006-2007 Annual Fundmakes a difference.