June 2013 (62, 2)

350 Prospect Street Belmont, MA 02478

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Volu m e 6 2 , Is su e 2

Ju n e 3 , 2 0 1 3

A Student Publication of the Belmont Hill School

Belmont Hill Says Goodbye to Departing Faculty Members Mr. Brodie: A School praises the dedication of Mr. Kolovos, Mrs. Melvoin. Ms. de Kenessey, and Mr. Brodie

By Robert Sayegh Panel Staff At the conclusion of nearly every school year at Belmont Hill, a select few teachers depart for a new job or a well-earned retirement.

This year, four distinguished members of the faculty, Mr. Kolovos, Mrs. Melvoin, Ms. de Kenessey, and Mr. Brodie, are departing, together leaving behind a legacy that will not soon be forgotten. Mr. Kolovos has spent nine years at Belmont Hill, shaping the Global Education program and leading a generation of AP United States History scholars to success on the AP exam. Mrs. Melvoin has counseled numerous students in the confusing, but generally rewarding college process. Ms. de Kenessey, though having only taught at Belmont Hill for three years, pioneered the World Religions course. and Mr. Brodie has served this school for 21 years, and is always a favorite among students for his sometimes questionable humor.

Belmont Hill is surely bidding farewell to some great faculty this year, but wishes all of them the best of luck in their future endeavors. ☐

By Matt Czarnecki Panel Staff

(from left) Mr. Kolovos, Mrs. Melvoin, Ms. de Kenessey, and Mr. Brodie

Bill Mahoney

Mr. Kolovos Departs after 9 Mrs. Melvoin: Special Teacher, Years of Remarkable Service College Counselor, Friend

By George Holderness Panel Staff Since 2004, Mr. Kolovos has been a fixture of academic life at Belmont Hill. Hundreds of students have entered his classroom in the library corridor and emerged as more knowledgeable pupils, clearer writers, more expressive actors, sharper debaters, and more thoughtful global citizens. They have been the beneficiaries of his passion and talent for teaching and administration.

After nine years at the school, Mr. Kolovos will be departing.

Mr. Kolovos arrived at Belmont Hill somewhat by accident.

His desire to teach traces its roots all the way back to his experience as a student at Roxbury Latin,

Look Inside

but his path to teaching has been circuitous. After college, Mr. Kolovos spent time at a strategy consulting firm, at law school, and clerking for a judge. As he neared the end of his clerkship, however, something told him that teaching at a secondary school would “make him smile every day.”

Mrs. Melvoin was Mr. Kolovos’s college counselor at Roxbury Latin, and she and Mr. Melvoin were mentors for him growing up. So Mr. Kolovos reached out to the Melvoins for advice while exploring teaching. By chance, a spot in Belmont Hill’s history department opened up, and Mr. Kolovos jumped at the opportunity.

While most students recognize Mr. Kolovos as the AP US History teacher, he has taught continued on page 3

Melvoin Building pg 5 Prize Day Awards pgs 6 & 7 ISL Champions pg 11 Matriculation List pg 12

By Bernardo pacini Panel Staff Mrs. Melvoin has been at Belmont Hill for many years, and now, after a lifetime dedicated to education, has decided to retire.

This will be very hard for our community of students that has grown very fond of her and has relied on her advice in many a situation.

Mrs. Melvoin began her career teaching English at the Brattleboro Union High School in Brattleboro, Vermont. After some years of teaching, she became a college counselor though she had never really planned to enter this field. She took a job at Deerfield as an associate college advisor, not knowing entirely what the position entailed. The choice was the correct one, as Mrs. Mel-

Ms. de Kenessey Reflects on BH

By Michael O’Neill Panel Staff

Departing Faculty pgs 2 & 3

Faculty Member Like No Other

After three years at the school, Ms. de Kenessey has decided that the 2012-2013 school year will be her last at Belmont Hill. She says the decision was not an easy one to make, and that she leaves Belmont Hill with nothing but fond memories of the school. “It’s tough to leave a good thing,” she explained. “I really love Belmont Hill, and I’ve really loved teaching. So my reason to leave has nothing negative in it.”

Ms. de Kenessey first arrived at Belmont Hill in 2010 after majoring in history at Yale.

She described to me what exactly it was that made her love to teach and to choose it as a career path. “The thing that’s best about teaching is taking a subject, or a book, or a period of history that I love and I’m excited about, and

trying to get the entire class fired up about it too,” adding, “I also really like working with kids.

Students can really inspire you and make you learn sometimes.”

She also revealed that the freedom offered at an independent school like Belmont Hill is unmatched at public schools, and that this freedom is what made her choose a private school teaching job. During her tenure here, she’s taught History 1, Modern European History, World Religions, and both First and Second Form English courses. As a teacher of Greek and Roman History, she of course participated in the yearly Greek and Roman field day.. In just her first year at school, Ms. de Kenessey led her class to victory, ending the nearly decade-long domination by Mr. Armstrong’s history classes.

In addition to the classes continued on page 2

voin remarked, “that was one of the best decisions of my life.”

After six years at Deerfield, Mrs. Melvoin moved to Boston and began working at Roxbury Latin, where she served as the Director of College Guidance and taught eighth grade English. After spending twelve years at the school, Mrs. Melcontinued on page 3

Harkness tables have replaced desks in all the English classrooms in the Morse Building.

Except for one: Morse 23, “the end of the hallway on the left,” otherwise known as Mr. Brodie’s room.

Described by one student as “unorthodox, unfiltered, and special,” Mr. Brodie and his unique teaching style have enlightened the minds of thousands of Belmont Hill students in the two decades that he has taught at this school.

The lasting and profound impression that he bestows upon his students can be seen unmistakably in those whom he has taught many years ago. Mr. Brodie’s former scholars, returning to the Hill five, ten, or even fifteen years after graduation, can still impeccably recite the words to an 18th century Robert Burns poem. With broad smiles pasted across their faces, these alumni melodiously recite, “O my luve’s like a red, red rose / That’s newly sprung in June / O my luve’s like the melodie / that’s sweetly play’d in tune” and so on in flawless Scottish accents. Why does this, of all parts of the Belmont Hill experience, stick with students for so long? Well, for one, when his students learn this poem in continued on page 2

President Felipe Calderon of Mexico Visits Belmont Hill ern world. As a child in Mexico, Felipe Calderon was exposed to politics within his own family, On May 7th, the Hamilton where he assisted his father in Chapel was alive with excitement handing out leaflets to members as the boys at Belmont Hill await- of the community. From there, ed the much anticipated arrival of Felipe Calderon attended school a famous politician. While boys in Mexico, earning both his bachanxiously talked with their neigh- elor’s degree in law and a masbors, Felipe ter’s degree Calderon, in Ecothe former nomics; pre s i d e nt h o w e v e r, of Mexico, Calderon’s entered dedication the Chatowards pel, and politics the stuearned him dent body a role as rose as he National walked President through of the Nathe doors. tional AcF e l i p e tion Party Calderon’s ( P A N ) Bill Mahoney from 1996 visit was an “extraordi- Former Mexican President Calderon to 1999. In nary honor” in the words of Mr. 2006, Felipe Calderon narrowly Melvoin, and the visit marks the defeated Andres Manuel Lobeginning of a new program at pez Obrador of the Democratic Belmont Hill known as the Glob- Revolution Party to become the al Citizenship Speaker Series. president of Mexico. While servFelipe Calderon explained ing as president, Felipe Caldehis journey towards becoming a ron opened Mexico’s economy, prominent politician in the modcontinued on page 5

By Jay O’Brien Panel Staff

Pa g e 2

De parting facult y

Th e Pan el

Mr. Brodie Leaves Belmont Hill After 21 Years

continued from page 1 eighth grade, Mr. Brodie promises them that if they recite this striking love poem to their sweethearts of later years, they are assured romantic success. But it is more than this. Inherent in the “Mr. Brodie experience” is learning to appreciate rhetoric for all of its magnificence, and mastering this poem in the tonality of the eighteenth century Scottish epitomizes that experience.

Though Mr. Brodie is departing, he is leaving behind a lasting legacy, and his eminence will be remembered indefinitely, especially in the annual Poetry Festival, which he created. When he first arrived at Belmont Hill in 1992, he decided to start this marvelous celebration of poetry, and, for twenty years, it has flourished and will continue to do so for years to come. Every Belmont Hill student has heard his often repeated declaration that “poetry is meant to be heard,” and each year, students from Form I through Form VI memorize and recite a poem to their English classes. Winners from these classes advance to the semi-final round, and a select twelve to fifteen outstanding speakers perform in front of the entire school in one of the most anticipated annual chapels.

Because he did not wish to be interviewed for this article, it seems fitting now to touch upon a few stories told by his colleagues and students, past and present, in trying to paint a character sketch of this oneof-a-kind teacher, coach, mentor, and friend.

Fifth Former Alex Haigh recalls his time in Mr. Brodie’s classroom, including one day of class that particularly stands out: “From not giving kids extra credit when they say ‘yeah’ instead of ‘yes,’ to the classic open-ended quiz questions that he expects a specific answer on, to our discussion of Thurber’s ‘intended fallacy’ in ‘The Secret Life of Walter Mitty,’ Mr. Brodie’s class is truly unique; I have never taken a course like the two I’ve taken with Mr. Brodie and probably never will again in my life. One example of a classic Brodie class that I will remember for the rest of my life came in eighth grade after we read Shirley Jackson’s ‘The Lottery.’ As soon as we sat down, Mr. Brodie said, ‘I haven’t given out any hours yet this year, so I need to give two people from this class an hour before the end of it.’ He then spent fifteen minutes calling kids out and alternating which two names he had on his slip of paper to send to Mrs. Doherty. He had us all pale as ghosts

but in the end didn’t give anyone an hour.

Rather, it was all a hoax, as he uniquely taught our class about the randomness and inherent unfairness of ‘the lottery’ that Jackson described.” To an eighth grader, understanding the injustice of the arbitrary power elucidated by Jackson might be a daunting task, but Mr. Brodie has found a way to make a complex analysis relate to the life of a Belmont Hill boy. In doing so, he makes it possible for the students to grasp the deeper meaning of Mr. Brodie with one of his one-of-a-kind expressions the short story, and this typifies Mr. Brodie’s remarkable gizing and speaking to each parent indiprowess in the classroom. In the words vidually over the phone in the ensuing days. of Mr. Kirby, “he is the perfect fit for Mr. Brodie’s prestige does not only lie an all-boys school like Belmont Hill.” in the classroom, however. On the sports Mr. Greer, who has taught at Belmont field, he coaches Fourth Football, Fifth BasHill throughout Mr. Brodie’s journey at the ketball, and Third Track in the same way that school, echoed the sentiments of Mr. Kirby. he teaches in the classroom. One cannot help He notes, “I think he is the kind of teacher but laugh in awe as he performs calisthenthat every school has to have. He’s not nec- ics with the football team in his oversized essarily cut from the same cloth as a lot of sunglasses, short-shorts, and almost kneeus, and I think it is so important to have a high socks, trotting in place, and prepared guy who has such a wealth of personal ex- to blow his whistle at and penalize any misperience. He’s an unbelievable, voracious creant athlete. Mr. Martin, who has coached reader; he has read way more than anybody with Mr. Brodie on the Fourth Football I know…that breadth of knowledge and team, remarks, “He always has something experience plays right into his classroom. I funny that the players have to do: a forward think he’s one of the best teachers I’ve ever somersault, a backward somersault, standknown in his ability to make everything re- ing on one foot with their eyes closed; he’s late to a young person’s life.” And although great at playing ‘Simon Says.’” Why does he a surfeit of impressive stories could be make his players perform these seemingly told about Mr. Brodie, nobody is perfect. inane exercises every day? A major reason Mr. Greer recalls, “I’ll never forget one behind this is to boost the confidence of ‘Back to School’ night where he somehow those who may not be the best player on the got his schedule confused, and he actually team; if one of his athletes is the only one on left without realizing he still had one class the team able to stand on his head for ten of parents coming. This group of parents seconds, it gives the athlete something that comes and they’re sitting in this classroom he can go home and tell his parents proudly waiting, waiting, and waiting…” Fortunate- about—Mr. Brodie makes the athlete feel ly, Mr. Brodie resolved the issue by apolo- special about his talents, however trivial.”

continued from page 1 she has taught, Ms. de Kenessey has also played a large role in the school’s drama program, co-directing productions of six different plays. This includes shows such as “The Odd Couple” and “Fiddler on the Roof.” The opportunity to teach and work in theater at the same time was one of the crucial factors that brought Ms. de Kenessey to this school.

“Belmont Hill was a great place to teach because I got to do drama at the same time as teach,” she says. Her work with the drama department was especially rewarding to Ms. de Kenessey. “The best memories I have (of my time at Belmont Hill) are from directing the shows. Watching the performances after months and months of hard work, that’s what I’ll always remember.” She says that the theater program has also helped foster valuable relationships with students and faculty alike as she got to work more closely with teachers like Mr. Kolovos, Mr. MacLean, Mrs. Hamilton, Mr. DiResta, and Mrs. Davis, among others.

So why exactly is Ms. de Kenessey leaving Belmont Hill after only three years? According to her, that’s a question even she can’t fully answer, saying that nothing in particular led her to make this decision. “I just decided to try something new,” she relates. “To take a break from teaching and try something out

of my comfort zone, see what’s right for me. tions in which I could go, and it’s exciting.” I’ve met some incredible students over the And who knows? Maybe I’ll come back to When I asked her what the hard- past three years; really smart, funny, friendly teaching someday.” At this point she still est part of leaving Belmont Hill was going people here at this school, and I’ll miss having that as part of my day-to-day routine.”

For someone who “just happened upon Belmont Hill” when first looking for a teaching job, Ms. de Kenessey sure has made an enormous impact at the school in only three years. “I had her in eighth grade for English in her first year at the school,” one sophomore recalls. “She always got the best out of us as students and was able to get us really excited about whatever topic we might be covering in that class.” Through her work in both the academic and extracurricular parts of campus, Ms. de Kenessey has helped improve the lives of many members of the school community. She has contributed to the education of dozens of students in English and History, and has helped put on several plays for the entertainment of the school. Her final thoughts on the school from our interview perfectly summarize her time at Belmont Hill: “When I start to think about leaving this place, it’s hard to stomach the reality of it. I really love doing this. I’m going to miss Angus Smith Ms. de Kenessey left an indelible mark on the BH theater program it a lot.” The Belmont Hill community wishes hasn’t figured out exactly what new career to be, Ms. de Kenessey is very confident in nothing but the best for Ms. de Kenessey in path she is going to head down, telling me, her answer. “The students,” she replies. “You the future, and hope that wherever her next “I’m still looking at a couple different direc- know, that’s the reason everyone teaches. journey takes her, she will find happiness. ☐

Angus Smith

On the other hand, he is not one to forget certain failures of his other players. For instance, when I was on the Third Track team, Mr. Brodie lined us all up on the turf field on the first day of practice and asked us to do cartwheels. Many of the boys were able to execute the maneuver, but I was not. Noting my failure, he made me attempt the cartwheel every single day for the remainder of the season, but I was (and still am to this day) unable to figure out how to perform the exercise. A few months later, he sent me a letter with a cartoon of a stick figure doing a cartwheel.

Even now, four years later, he still makes sure to remind me that I cannot do a cartwheel. I’ll figure it out some day, Mr. Brodie.

Belmont Hill is sad to see Mr. Brodie go, but his retirement will signal a new stage in his life where he can spend more time with his wife and two children, but he surely will continue to complete crossword puzzles, read avidly, and make an indelible impression on those he meets. Mr. Brodie’s unparalleled approach to education in the classroom, on the sports field, and in life has changed the lives of many a Belmont Hill boy, and the extraordinary legacy he leaves behind will not soon be forgotten. ☐

Belmont Hill Bids Farewell to Ms. de Kenessey

de parting facult y

Ju n e 3 , 2 0 1 3

Pa g e 3

A Connoisseur of Fine History

continued from page 1 boys of all ages at Belmont Hill.

Earlier in his career here, he taught Greek & Roman history to First Formers, as well as World Issues to Third Formers. More recently, he has only taught AP US History to juniors and International Affairs to seniors. Though he finds his current classes fantastic, Mr. Kolovos does miss teaching younger students.

In fact, in Mr. Kolovos’s mind, the students have been the most rewarding aspect of working at Belmont Hill.

He feels “lucky to teach boys who are so talented, curious, motivated, and caring.”

The students whom Mr. Kolovos has taught tend to describe him in simi-

lipe Calderon, addressed the school as the inaugural speaker in the new Global Citizenship Speaker Series. Not surprisingly, Mr. Kolovos was a driving force behind the visit. Thanks in large part to Mr. Kolovos, today’s Belmont Hill students have unique opportunities to learn about and experience the modern world.

The service-learning trips Mr. Kolovos has worked to arrange have provided him with some of his most memorable Belmont Hill experiences.

He describes one trip, where “we lived with families who had very little.” Mr. Kolovos recalls that on the flight home, “one boy turned to me and said, ‘When we first got there and saw how poor the

Mrs. Melvoin says “Goodbye” after years of service to students

Holly Gettings

Mrs. Melvoin Retires after a Lifetime of Service

Mr. Kolovos will be missed by his students and colleagues alike

Angus Smith

lar terms. Some boys, surprised at Mr. people in the village were, I thought Kolovos’s penchant for correcting “likes” they would all be miserable. But they and “umms,” or perhaps moved by ru- didn’t seem unhappy; actually, it seemed mors of lengthy history reading assign- like they loved their lives. Why is that?’ ments, are initially intimidated by their This question stands out in Mr. Kolonew teacher. It doesn’t take them long vos’s mind as a “profound question, one to realize, however, that Mr. Kolovos is that gets at the importance but fundaa fantastic educator and a central part of mental impossibility of empathy.” He their Belmont Hill education. One Fifth didn’t answer the question, because he Former, after a year of AP US History, had no answer, but Mr. Kolovos knows remarks that “Mr. Kolovos really cares that the “boy who asked it is better for about every stuhaving asked it.” dent he teaches and Mr. Kolo“Mr. Kolovos really cares about every wants every one of vos knew Belmont them to succeed. He student he teaches and wants every Hill, based on one of them to succeed.” has taught me to go the values of acabeyond the academdemic rigor and ic requirements and to apply what I have character, was a fantastic place from learned in the classroom to global events the time he got here. He has enjoyed and news to more fully understand watching the school grow further over them. It is sad to see Mr. Kolovos go.” the past nine years, especially in the Mr. Kolovos has seized opportuni- expansion of the arts, technology, and ties to work with Belmont Hill boys out- global education. He describes the side of the classroom. He has become a school as a “tremendous place to work regular in the theater scene, directing and a wonderful place to grow up.” several musicals over the years, includLeaving Belmont Hill was a diffiing the recent production of The Paja- cult decision for Mr. Kolovos. Next year, ma Game. The debate program has also he will serve as the Assistant Head of prospered under his leadership, as the School for Academic Affairs at Green plaques and gavels accumulating in his Farms Academy, a coed K-12 day school classroom reveal. And although he fre- in Westport, Connecticut. His new posiquently jokes about his non-athletic na- tion will enable him to help shape the ture, Mr. Kolovos has relished coaching school’s curriculum, faculty, and spe3B and JVB soccer. When not working cial programs and projects. One thing with students, Mr. Kolovos has been in- that Mr. Kolovos couldn’t let go of is his volved in administration at Belmont Hill. love of teaching, so he will be teaching He has chaired the history department International Relations to juniors and for several years, which has added some seniors in the fall and a global studies new courses and excellent teachers. Al- seminar to ninth graders in the spring. though Mr. Kolovos is leaving, he is conMr. Kolovos plans to make time to fident that these recent improvements to visit Belmont Hill next year and stay in the department ensure its bright future. touch with some of his students, but the One of Belmont Hill’s current hall- school will surely feel his absence in the marks is its global education program, years to come. His students realize how which Mr. Kolovos has been instrumental rare and valuable teachers like Mr. Koin shaping. Students can discuss global is- lovos are--ones who set high standards sues in Orbis, a student group guided by and, through their passion and talent Mr. Kolovos, or go overseas on exchange for teaching, work tirelessly with each programs or service-learning trips. This boy to help him live up to those stanMay, the former president of Mexico, Fe- dards and realize his full potential. ☐

continued from page 1 -voin decided to leave Roxbury Latin, believing that she was officially retiring. She was wrong.

Mid-August of 2000, the Belmont Hill college advisor at the time decided to retire from the school. This left Belmont Hill in the difficult situation of having to search for a replacement that would be a good match and a strong candidate for the position. During the search process, Mrs. Melvoin, just retired from Roxbury Latin, offered to help and to take the position in case all else failed. “That fall was the toughest in my twenty-five years as a college advisor, but joining the faculty here was an-

that, “This school celebrates in style.” All of the events put on by the school that celebrate a sport, or honor a retiring faculty member, or mark the end of a capital campaign, leave Mrs. Melvoin with a sense of happiness at being involved with the school. “Those events usually have a film with a variety of people speaking about Belmont Hill, and I walk away feeling proud of the community, but also so blessed to have had the chance to be part of it.”

An important aspect of Mrs. Melvoin’s experience at Belmont Hill has been the fact that she lives on campus. Mrs. Melvoin describes living in the Head’s House as an adventure, and overall a terrific one.

“As a college advisor, I get to journey with students during an important part of their high school life. I love getting to know students— what shapes them and what matters to them” other one of the best decisions in my life.”

At Belmont Hill, Mrs. Melvoin also works as the school registrar and has done so for a number of years. As she describes it, “the registrar’s office keeps the academic guts of the school running.” This includes providing schedules, class lists, and a very accurate record for the school.

Mrs. Melvoin has enjoyed her job at Belmont Hill very much. “As a college advisor, I get to journey with students during an important part of their high school life. I love getting to know students—what shapes them and what matters to them.”

Mrs. Melvoin also notes that the Belmont Hill community is a special one to work in and to be a part of. “Simply put, my favorite part about Belmont Hill is that it is a community of people who care.”

Mrs. Melvoin’s fondest memories of Belmont Hill are derived from the school’s strong sense of community. These include asking for advice to help a student and having fifteen people respond with helpful insights, and being present when a boy “puts the pieces of his life together in a new way.” As Mrs. Melvoin describes it, “this is a community where students and faculty work hard, have high expectations, and take pride in the school. I love how I can ask faculty for help and know I will get it.”

When asked about a specific experience at Belmont Hill that was particularly meaningful to her, Mrs. Melvoin answers

“If I did not live so close by, I would not attend as many games, or plays, or concerts.” Living on campus has made it also easier for Mrs. Melvoin to engage and work within the school. But she adds that being the Head of School’s spouse can be difficult. One such difficulty comes from often knowing many of the important school affairs or inner workings; “Sometimes I know details about a situation that only a few other people know. I have to listen to judgments from people who don’t know the whole story, yet not say anything.”

Looking toward the future, Mrs. Melvoin has many plans ahead of her. Most of them involve her family, as she will be caring for her newest grandchild in Deerfield, and she will be visiting family members around the country. Mrs. Melvoin is also hoping to continue pursuing her passion: the study of Eastern psychology and philosophy, about which she says, “What I have learned in those areas guides how I live my life.” Mrs. Melvoin has been known to read one hundred books per year, both fiction and non-fiction, and enjoys being outside, bicycling, and kayaking in Maine. She hopes that next year will also include more training in Eastern medicine.

Mrs. Melvoin has been an incredible help and asset to the school over the past decade. We are sad to see her go, but wish her all the best in her activities, studies, and endeavors in her years after Belmont Hill. ☐

C ommencement Issue

Pa g e 4

Th e Pan el

Belmont Hill Hiring Process: Holding on to Tradition

By Edward Columbia Staff Writer There is a sea of change afoot in New England preparatory schools. Many students are entering their high school or junior high school years with an increasing level of athletic specialization and training. Parents with means seek out the best coaches available for their child’s given sport outside of school.

Seen often as a means to circumvent some of the rigor of college admission competition, excellence in sport is no longer purely driven by pride and love, but rather by chances for recruitment. This puts a great deal of pressure on private schools to provide elite coaching for student-athletes. School coaches are now expected to supplement their work on the playing field with hours spent readying their players for college interviews and applications. And as if this extra time polishing a player’s “recruitment image” weren’t enough, school coaches frequently deal with parents breathing down their necks, demanding to know why their son did not play that day, or why the drills he does in practice don’t match up to those he does with his club team.

In some schools where coaches are also full-time teachers, these strains have proven too much to bear.

Dr. Richard Melvoin, Head of Belmont Hill School, remarked that even in the ISL and other like leagues, “Schools are having difficulty finding the right talent, a full-time teacher who can stay current on, and committed to, his or her role as coach.” A few schools have moved away from a strict teacher-coach model, hiring outside varsity and junior varsity coaches.

So far, Belmont Hill has resisted the tide. The school prides itself in maintaining what Melvoin terms a “triple threat” model—nearly all of Belmont Hill’s

not a good fit for Belmont Hill,” Armstrong says. “We look for candidates who are gifted teachers first, but also offer expertise in athletics or extracurricular activities. And certainly there are many who are great coaches but cannot handle a classroom.”

While Dr. Melvoin does the final hiring, Mr. Armstrong runs the process that brings a distinguished few candidates to the fore. When a great teacher leaves, Armstrong puts classroom needs first in his search for a replacement, while also trying to find a candidate who can fill other holes in the school community. These are not limited to athletic coaching. Dr. Melvoin and Mr. Armstrong agree that extracurricular activities in the arts and student clubs ought to weigh the same as coaching commitments. The minimum responsibilities for a full-time teacher at Belmont Hill include advising, teaching four classes per semester, and spending two seasons coaching or running clubs or theatrical productions. In describing these minimum requirements, Armstrong is quick to faculty teach, coach, and act as student advisors. Every point out that many teachers choose to do more than varsity head coach is a full-time teacher, with the ex- asked of them. “Teachers love the out-of-classroom ception of Ms. McNamara, who coaches Varsity Ten- work,” Armstrong says, “They are so passionate about nis and works in the Business Office. There are at most working with kids in these other ways that some one or two teams (out of a total of 57 sports teams) take on a third season of coaching, or even supervise in a given year coached solely by an outside hire. clubs in addition to a demanding coaching position.”

Belmont Hill’s ability to sustain the teacherThe teacher-coach model is an integral part coach ideal stems from its hiring process. Assistant of Belmont Hill. It enables students to form bonds Head of School and Dean of Faculty Steve Arm- with adult mentors that transcend the bounds of strong and the appropriate department chair care- desk and whiteboard. Asked whether Belmont Hill fully vet candidates for faculty positions. According will be able to hold onto this aspect of school life, to Mr. Armstrong, applicants with a narrow scope of Dr. Melvoin responds, “That is a top priority movstrengths, no matter how impressive, are quickly whit- ing forward, and obviously a very relevant question tled away. “If someone approaches us with an interest in these times. The teacher-coach model, whethonly in teaching or coaching, that person is probably er it refers to athletic coaching or guidance of an-

New College Counselor: Mrs. Bobo BH Class of 2013 Leaves a Legacy

By John Curtin Panel Staff As many Belmont Hill students already know, Mrs. Melvoin will be retiring after the academic school year. Mrs. Melvoin’s work in the College Counseling Office has been instrumental in helping Belmont Hill students navigate the tough college admissions path, and Belmont Hill has been very fortunate to have such an experienced and exceptional college counselor. To replace Mrs. Melvoin, Belmont Hill has chosen Casey Bobo, who worked in the college-counseling department at Brooks for 12 years. Mrs. Bobo attended Hotchkiss and was recruited to play field hockey at Brown and Yale, as well as ice hockey at Dartmouth and Princeton. Despite being a better field hockey player, Mrs. Bobo only wanted to play hockey at Dartmouth.

After an interesting and terrifying college recruitment process where Mrs. Bobo almost got deferred from Dartmouth after being heavily recruited by the coach, Mrs. Bobo decided that after college, she would help young students “find the right path” in the college admissions process. Mrs. Bobo was determined to make sure other prospective student athletes did not experience the same traumatic college recruitment process that she did. Mrs. Bobo says, “I loved my college experience academically, athletically, and socially; it was so overwhelmingly positive, though the process that got me there was not. And that›s not because the counselors at Hotchkiss didn’t help me. They were great, but at the time, NCAA recruiting seemed to operate outside of the college office purview. That left me feeling pretty alone from an institutional standpoint, and that experience is a big part of my motivation in this work. I want to help with peripheral vision. I want to help when boys need a resource or support. Peripheral vision is hard in the college process, it’s really hard, but knowing that someone can provide help when the vision becomes a little hazy is exactly

why I’m drawn to this work. I love working

By John Gosselin with kids in this process because it is one of Staff Writer the final chapters of their secondary school This year, the graduating class story, and I enjoy getting to know students in real and meaningful ways as they search of 2013 has decided to give to the for the schools that might be right for them.” school a teak table. It will be placed Mrs. Bobo has already begun work- on the patio near the Robsham art ing with Belmont Hill juniors this year and studio. The one table is large and will continue to advise and counsel these round, almost like a Harkness table, students next year. She is extremely excited and meant to symbolize Belmont to work with Ms. Tift and Dr. Stearns and Hill’s tradition of fostering discusalready is impressed by the Belmont Hill ju- sion and unity. As the class president, niors she has met. “During our meetings, I Nick Favaloro says, “We specifically asked the boys some introspective questions ordered a big, round table (instead about their experience at this school, and of a couple small tables) because we without exception, each boy was able to ar- thought it fit Belmont Hill’s ideal ticulate the strength of their connection to of creating a strong community.”

Nick wants his class’ legacy to their school. They used phrases like ‘genuine bond to their friends and to their teachers’; be the well-roundedness of his form, ‘transparent relationships with friends, class- saying that his class excels “in the mates, and teammates that are different and classroom and on the sports fields, stronger than other relationships outside of but most importantly we treat and school’; and ‘an expectation of excellence, support each other well.” He is also or at least my own version of individual ex- proud of the fact that his form came cellence, without exception’. What became out in huge numbers to numerous abundantly clear to me over these last few weeks is that Belmont Hill boys love their school deeply. They recognize, in a mature way, that their respective careers have not been without struggle, but they were able to articulate the tremendous gains achieved through the struggle. I’m not sure I’ve ever encountered a group of students with this sense of positive energy -- for their school, their friends, and this faculty. It is inspiring!”

Mrs. Bobo will officially begin her work as college counselor next year, but she will not be the only member of the Bobo family at Belmont Hill next year. Her oldest son will be a student in Form II next year, and her husband will also be helping out with the football program after coaching experiences at Greenhill School in Dallas, Texas, and at Brooks as well as the Lawrence Pop Warner Program. Belmont Hill is excited and fortunate to welcome three members of the Bobo family to the campus next year! ☐ Patio Furniture for Robsham Terrace

events and sporting activities, especially in forming a strong Winter Loop and having large numbers at the Spring Coffee House. Nick’s advice to lower forms is that students buy in to Belmont Hill’s community, ethics, and morals. “For some, it’s easy to become cynical about high school.

But - at Belmont Hill - it is easy to create a rewarding high school experience that you will love.” Even so, he says students need to be open to the school’s emphasis on character development, working hard, and fostering a sense of community. “At the end of the day, it’s your own class that really defines your experience at Belmont Hill. And, because of this, I’m extremely grateful to the class of 2013. I never cease to be amazed by the depth of talents my classmates have, or by the care and support we show each other.” The Class of 2013 will be remembered for its dedication to the school’s ideals. ☐

Courtesy photo

Ju n e 3 , 2 0 1 3

C ommencement Issue

Pa g e 5

Outdated Howe Building to be Replaced

By Robert Sayegh Panel Staff Sitting on the same plot of land since 1957, the Howe building has played many roles over the years, but it has now played its last, soon to be replaced by a new, more modern building, the Melvoin Academic Center.

The Howe building now houses five classrooms, three are used for Classics, one for Math, and one for English that doubles as the office of the Middle School director, Mrs. Hamilton. There are also spaces for each Form in the Middle School to congregate in the morning before class or a

the study hall by a faculty member when there is no school meeting, and assume that this practice has been in effect since the school opened. However, it was the Sixth form students that initially took attendance every day for the entire school at the required morning study halls. Students were also responsible for the landscaping around the new building, under the supervision of a professional landscape architect.

Disciplinary procedures were based solely on the honor system, relying on students’ reporting of misconduct to the Student Council, which would in turn act on behalf of the school

by twelve new, technologically advanced classrooms that are “wired for the future,” according to Chief Financial Officer and Director of Operations Jay Bounty.

One of these classrooms will be unique from the others, termed a “Beta” classroom. The specific design of this classroom is still a secret, but it will likely be one of

room will have a Smartboard, and many will contain Harkness tables as well, helping to foster group discussions between students and teachers in the classroom.

The layout of Form spaces will differ from the current setup.

The traditional desks will be replaced with tables in the spaces for Forms II and III. The Form

I space will remain largely the same, however, as the traditional setting is beneficial for the administration of tests, and will serve the same purpose as the study hall in the current Howe building. In addition to the Form spaces and classrooms, there will be a number of dedicated offices for teachers and administrators, as well as a conference room.

The Melvoin Academic Center will also be one of, if not the most “green” buildings on campus. The extent of the use of green technology has not been finalized at this time, but solar power is a strong possibility, and an extremely energy efficient heating, cooling, and ventilation (HVAC) system is under consideration as well. The new building will be handicap accessible, unlike the current Howe building, and an elevator will facilitate easy movement between floors for the physically impaired.

The construction of the building will begin with the demolition of the Howe building, either this summer or the next one, and culminate approximately one year later, ready to open for classes at the beginning of the 2014 or 2015 school year. The construction of the Melvoin Academic Center, with an estimated cost of upwards of 15 million dollars, is funded entirely by donations from the especially generous Belmont Hill community. Thus the school will not incur any debt as a result of the new building or its maintenance, as the donors have endowed it as well. The group of donors as a whole felt that the building should bear the name of current headmaster, Dr. Richard I. Melvoin, as he has been committed to bringing the school into the twentyfirst century and the new building is a result of his continued efforts.

Though the Howe building is to be demolished, Dr. Howe’s role as the first headmaster of the school will not be forgotten. In his honor, the headmaster’s residence will be renamed the Howe House.

The Melvoin Academic Center will surely be a great addition to the school, showing the school’s true commitment to a new way of learning. In the words of Mr. Bounty, “It is not just a middle school building, but a Belmont Hill School building that houses the middle school.” It will, upon its completion, benefit not only middle school students, but the school community as a whole. ☐

to “investing in our people”, saying that this investment was the most important part of the change Calderon made as president. Universal health care, improved education, and the exporting of manufactured products allows Mexico to compete with the other international powerhouses. Felipe Calderon stressed the importance of “fighting the good fight in the face of adversity.”

Calderon concluded his speech by saying, “ The key to life is to graduate as a human being. Be the change you want to see, and in doing so,

understanding what life is about.”

Though it will be difficult to outshine Felipe Calderon’s memorable speech in Chapel , the Global Citizenship Series plans on bringing many more esteemed figures to speak at Belmont Hill. Though Belmont Hill students read about global figures in their textbooks, the new series is meant to display the topics being discussed in class from the point of view of important international figures. “Part of the school’s mission is to educate capable and constructive citizens,” said

Mr. Kolovos, the director of global education at Belmont Hill, “Over the years we have added service learning trips, exchanges, courses and extracurricular groups like Orbis to the menu at Belmont Hill, all of which are designed to raise global awareness and give students the skills they will need in an interconnected world. The new speaker series is an important part in reaching that goal.” As for future speakers, Mr Kolovos said, “ We have some exciting plans in the works, all of which will remain secret for now!” ☐

Courtesy photo

Courtesy photo The first floor of the new Melvoin Academic Center school meeting. Though function- and student body to ensure order. al, the time has come to replace Then Student Council President the now dated building with a John C. Woodbury, after whom more modern, more sophisticat- the Woodbury public speaking ed building ready to aid twenty- competitions are named, acknowlfirst century students in learning. edged that abuse was possible, but The soon to be demolished was confident that students would building is rich in history, though play an active role in the disciplinmuch of it is unknown to current ary process, and cited the plan that students and faculty. Upon its the Student Council proposed to completion, the Classes of 1957 the headmaster that stated, “abusand 1958 proposed a unique plan ing the building or system would to then headmaster Charles F. bring strict disciplinary measures.”

Hamilton. The two classes filled Another lost piece of Howe out a questionnaire detailing their building history is the reading desires for the new building and room, which is now the site of the submitted it to the Headmaster, First Form study hall. One stualong with a written proposal dent, selected by his peers, served based on the results. After long as a librarian, helping other studeliberation with the administra- dents find library materials and tion of the school, headmaster check them in and out. Much like Hamilton approved the proposal, in the William H. Byrnes Library, ceding control of the new build- talking was not permitted in the ing to the Student Council. The reading room, though this rule has building was operated completely been relaxed slightly in the curby students under the supervision rent library. Though students at of a single faculty advisor. It was the time were permitted to smoke the upperclassmen that controlled on campus, smoking was strictly general operations, dealt with prohibited in the reading room disciplinary issues and any other by order of headmaster Hamilton. difficulties that arose. For as long Learning has changed a as any middle school student can great deal since the construction remember, attendance is taken in of the Howe building over half a

The Howe building outlined over the Melvoin Academic Center century ago, so, unsurprisingly, the most technologically advanced the new building will be very dif- rooms on campus, showing the ferent from the one it replaces, school’s commitment to providthough it will sit on the same site. ing a twenty-first century educaOne of the most notable changes tion to students. It is not, howwill be the sheer size of the Mel- ever, just the Beta classroom that voin Academic Center. The Howe will foster a twenty-first century building offers approximately education. The entire building eight thousand square feet of space has been designed to reflect the in the study halls and classrooms. new style of learning, with an emThe Melvoin building will house phasis on community and group more than twice that amount of discussions, moving away from space, a total of twenty thousand the traditional classroom setting square feet while remaining only where there are individual desks two stories high. The current five for every student and a teacher dated classrooms will be replaced lecturing to the class. Every class-

The second floor of the new Melvoin Academic Center

Courtesy photo

Former Mexican President Filipe Calderon Visits the Hill

continued from page 1 provided universal health care, created 140 new universities in Mexico, maintained stable inflation, and combated the powerful drug cartels. Calderon’s successful tenure as president provides a foundation for further economic success to occur in Mexico.

Throughout Felipe Calderon’s speech, the former president discussed the many challenges he had to overcome in order to achieve success. Calderon explained a perfect storm of disaster was created within

his first few years in office. Mexico faced one of the worst droughts in its history, as well as a terrible economic crisis, a result of the recession taking place in the United States. Lastly, a dear friend of Felipe Calderon named Juan Camilo Mourino, Mexico’s Secretary of the Interior, was killed in a tragic plane crash in November of 2008 . Despite the many challenges, Felipe Calderon overcame adversity in order to improve Mexico, both socially and economically. Felipe Calderon credits the majority of his success

Prize Day

Pa g e 6

Th e Pan el

Pri z e w i nner s 2 0 1 3 Arman Ashrafi, John P. Cannistraro, Kevin Chen, Mackenzie M. Clair, Edward B.C. Columbia, Michael P. Daskalakis, Zareh H. Deirmendjian, B Flats Music Awards

Daniel G. Fischer, Alexander J. Ferrera, Benjamin R. Jones, Aaron B. Reid, Keelan J. Smithers, Mudit Tandon, MarkAngelo Thurner, Patrick J. Whalen

Vocal Music Award

Keelan J. Smithers, MarkAngelo Thurner

Instrumental Music Prize

Konrad R. Hedderick, Peter O. McHugh, James P. Miller Arman Ashrafi, Kevin Chen, Charles C. Feinberg, Daniel G. Fischer, Ezra W. Frankel, Konrad R. Hedderick, Richard C. Jarvis,

Ensemble Award

Jonathan A. Kibel, Peter O. McHugh, Ian P. Meyer, James P. Miller, Owen P. Morgan, Carl J. Reid, Nicholas O. Ricotta, Patrick J. Whalen

Diversity Leadership Award

Yonas Dinkneh, Abdurezak Shemsu

Woodbury Public Speaking Prize-Fall

Edward B.C. Columbia

Woodbury Public Speaking Prize-Spring

Jeremy D. Welborn

Middle School Public Speaking Prize

James R. Feinberg, Hartman D. Russell

Middle School Drama Award-Acting Middle School Drama Award-Technical Hayden Gaylord Coon Drama Prize - Acting

Steven S. DeVellis, Christian P. Dolan, William T. Galligan, Matthew L. Hennessy Matthew W. McGaffigan, William T. Ryan Edward B.C. Columbia, Matthew H. Hayes, Mudit Tandon, MarkAngelo Thurner

Hayden Gaylord Coon Drama Prize - Technical

Edward B.C. Columbia, MarkAngelo Thurner

Prospector Prize

Hartman D. Russell

The Bell Award

Jake E. DeCaprio

Hampers Lyceum Award

Alexander E. Haigh, Jeremy D. Welborn

Edward M. Burt Community Service Award

Yonas Dinkneh, Harry J. Kraft, Abdurezak Shemsu, Evan C. Chaletzky, Paul S. Malloy, William P. Malloy

Warburg Community Service Award

Nicholas B. Curtin, Yonas Dinkneh, Abdurezak Shemsu

Babe Ruth Sportsmanship Award

James P. Miller

Newell Howes Morton Award

Matthew S. Armstrong

The Charles F. Kenney ‘06 Prize

Michael J. Leary Evan C. Chaletzky, Sean P. Fahey, John E. Gosselin,

Red and Blue Key Society

Trent D. Green, Tucker G. Hallowell, Thomas P. Kenary, William J. McCormack, Sultan-Farouk Olusekun, Robert Y. Sayegh, Daniel J. Seibel, Myles A. Spence, Jack L. Tamasi Arman Ashrafi, Petros V. Davos, Diego Fernandez del Castillo,

Darren D. Gallup Three Sport Athlete Award

Thomas J. Gill, Robert J. Grant, Richard C. Jarvis, Benjamin R. Jones, Tomas C. Jurgensen, Michael J. Leary, Ian P. Meyer, Colin J. Power, Graham S. Stack, Daniel A. Wanger

Thomas Photography Prize

Colin M. Sargis

Angelo Togneri Art Prize

Matthew D. Ryan

Jared Waterbury Scudder Latin Prize

Matthew J. Czarnecki, Alexander E. Haigh, George C. Holderness

Prize Day

Ju n e 3 , 2 0 1 3

Pa g e 7

Pri z e w i nne r s 2 0 1 3 Maureen O’Donnell Book Prize

Zachary A. Baiany, Matthew J. Czarnecki, Sean P. Fahey, Alexander E. Haigh, George C. Holderness

Willey Sextant Prize for Creative Writing

Joshua S. Lee, Ian P. Meyer

Carter Stubbs Drake Goad Award

Mackenzie M. Clair, Henry C. Cousins, Grant R. Steiger

American Classics League Book Prize

Matthew J. Czarnecki, Sean P. Fahey, Alexander E. Haigh, George C. Holderness

Henry S. Robinson English Prize

Edward B.C. Columbia

Brown Book Award

Matthew J. Czarnecki, George C. Holderness

Global Citizenship Award

Nicholas P. Favaloro

Downes History Prize

Edward B.C. Columbia, John P. Thomas

Monaco American History Prize

George C. Holderness

Rensselaer Mathematics & Science Medal Maxwell Mathematics Prize Thomas G. Walters Mathematics Achievement Prize Mathematical Association (AMC) of America Award

Matthew J. Czarnecki Marshall J. Crayton, Diego Fernandez del Castillo Benjamin C. Eysenbach

Thomas D. Cahill

N.E. Mathematics League Award (NEML)

Benjamin C. Eysenbach, Thomas D. Cahill, Mackenzie M. Clair

Spanish Prize

Diego Fernandez del Castillo

French Prize

Jeremy D. Welborn

Raymund A. Kathe Prize

Kyle A. Laracey

Physics Prize

Henry C. Cousins, Benjamin C. Eysenbach

Staehle Downes Geology Prize

Patrick D. Burpee, Michael N. Najjar

Frederick C. Richardson Chemistry Prize

Alexander E. Haigh, Jeremy D. Welborn

Clifford Goodband Biology Prize

Alexander L. Hall, Joseph R. Junkin

The Paul J. Zofnass ‘65 Environmental Award

Henry M. Ogilby, Jr. Alexander L. Ackerman, Myles E. Bagley, Pete R. Bechtol, J. Patrick G. Connor, Alexander J. Czarnecki, Charles B. Danziger,

Middle School Award of Merit

William T. Galligan, John E. Gosselin, Daniel J. Griffin Jr., Bradley K. Hart, Didier E. Lucceus, Brian C. Matthews, James Q. McGaugh, Donavan D. Payne, John C. Pappo, Zachary J. Shpilner, William C. Stonestreet, Antonio B. Ubeda

Gregg Citizenship Award

William J. McCormack

Helena Weister Funk Award

Thomas J. Daley, III

Yale Book Award

Charles I. Hill, Harold C. Roberson

Williams College Book Prize

Sean P. Fahey

Harvard Club of Boston Book Prize

Matthew J. Czarnecki

Panel Carving Prize

Available the week of June 3

C ommencement Issue

Pa g e 8

Th e Pan el

Spring Concert Showcases Belmont Hill’s Musical Groups

By William Treanor Panel Staff This spring, at the National Heritage Museum in Lexington, the various Belmont Hill orchestral, choral, and jazz bands played together under one roof to showcase their talent and dedication in this annual festival.

The night started off with an exhilarating performance by the BFlats, whose fantastic rendition of The Star Spangled Banner can now be seen on Belmont Hill’s website under arts & activities. They then sang two more beautiful songs, Brothers Sing On, by H. McKinney, and As Beautiful As She,

by G. Vincente and E. Butler, but the concert was far from over. Next up came the Orchestra, who began with a great piece written by our very own Jonathan Kibel, class of ‘13. Both challenging and exciting, this work (which is also on the website) demonstrated the true talent encased within the Belmont Hill orchestra. They also performed Eleanor Rigby and selections from Les Misérables. Then the Middle School Jazz Ensemble played Blue Bossa, with fantastic soloist performances by Michael Armstrong and Ethan McIlhenny, and Soul Man, a classic from American Civil Rights’ movement.

With the concert really starting to heat up, the new Middle School choral group, Not the B’s, inspired everyone in the audience with their take on Jason Mraz’s hit I Won’t Give Up. Middle School Glee then came on to rock the house with We are the World, a great song in which 11 brave middle schoolers got up for a solo. They finished up

The B-Flats showcase their talent at the annual Spring concert. their part of the night with a more laid the Soul Children of New Orleans; back, but equally impressive tune, Lazy Hallelujah, Anyhow! by Joe Pace; and Song, by Bruno Mars. The last middle finally, Shed a Little Light, by James school group, the A-Sharps, performed Taylor. With remarkable solo perGreen Day’s 21 Guns and Lee Green- formances by Edward Columbia and wood’s God Bless the U.S.A., an emo- Keelan Smithers, two seniors making tional, inspiring piece, especially in their last appearance in the B-Flats, light of the recent marathon bombings. Shed a Little Light implored the auFor the second half of this dience to be cognizant that we all are wonderful celebration, the B-Flats in this together and that our triumph came on again and sang six more great lies in our unity. For the second-to-last songs: Everything Must Change, by act, the Jazz Combo band played three Bernard Ighner; Mona Lisa, by J. Liv- pieces, each having great solos: Caningston and R. Evans; If You Dream, nonball, by J. Zawinul, featuring Carl from LeBron James’ high school docu- Reid, Owen Morgan, Patrick Whalen, mentary; Genesis, a popular song from and Ezra Frankel; Maiden Voyage,

Bill Mahoney

with solos by Ian Meyer, Carl Reid, and Cole Durbin; and Sir Duke, with Mark Thurner providing the vocals.

To finish up the night, the Upper School Jazz Ensemble really brought the house down with a host of soloists and classic jazz hits. A true gala of fantastic music performed by talented and hard-working musicians, this year’s Spring Concert certainly got everyone in the audience jazzed up. The last school-wide concert for this graduating class, this night will not soon be forgotten by the seniors and everyone else who was in attendance, whether it was performer, parent, or observer. ☐

The Wiz Wonders Belmont Hill and Dana Hall

By Brendan Pulsifer Panel Staff

After a long few months of rehearsing, the upper schoolers performed The Wiz at Dana Hall on Friday, May 17th and Saturday, May 18th. Unlike the more famous show and movie, The Wiz of Oz written by L. Frank Baum, The Wiz has an urban-soul spin to the story. After being taken away from her home in Kansas by a tornado, which lifts up her house with her, Dorothy lands in Oz, a magical world, where she is greeted by the munchkins and Addaperle, the Good Witch of the North. Addaperle then informs Dorothy that when her house had fallen, it hit The Wicked Witch of the East, who had a marvelous pair of silver shoes on. Poor Dorothy only wanted to return home; because of this, Addaperle gave Dorothy the silver slippers and sent her on her way down the Yellow Brick Road to see the great and powerful Wiz of Oz - only he could help her return home. On her way, Dorothy meets some interesting characters, like the scarecrow, the tin man, and the cowardly lion, who are all in desperate need of something important to them as well, like a brain, a heart, and courage, and travel with Dorothy to seek the Wiz. When they reach the Wiz, they are only let down for the Wiz would only grant their wishes if they killed Evillene, the Wicked Witch of the West. The team sets off to kill Evillene; once they penetrate the castle, they throw a bucket of water on her head, which makes her melt. When they return to the Wiz, they find he is a fraud who has been lying about his powers all along. The Wiz does tell them one bit of knowledge - they have to believe in themselves. The scarecrow, the tin man, and the lion all exhibited traits of things that they wanted - a brain, a heart, and courage. The Wiz also promised Dorothy that he would take her back to Kansas on his hot air balloon, but he ended up floating away without her. Dorothy called upon Glinda, the Good Witch of the North, to help her get back home. Glinda explains to Dorothy that she has had the power to return home all along with her silver slippers; Doro-

thy then excitedly goes back to her home in Kansas.

Belmont Hill and Dana Hall’s production was outstanding from beginning to end. Opening with a beautiful ballad sung by Dorothy’s mother, and continuing into a tornado ballet, the show commenced energetically. The scarecrow, third former Hartman Russell, pleased the crowd with his number and made the audience laugh with his stumbles and jocular behavior. Edward Columbia energized the audience with his beautifully-sung song “Slide Some Oil to Me” in his role as the tin man. With his incredibly funny, cute, and fierce role as the cowardly lion, as well as an amazing

costume, Aaron Reid was the audience favorite.

Mark Thurner’s role as the Wiz stood out because of his commanding singing voice and his ability to make the audience laugh. The real stand-out performance of the night was delivered by Dorothy, Alexandra Waye, who had the audience on their feet even halfway through her performance in the reprise of “Soon As I Get Home.” Lighting, costumes, foldout sets and backgrounds, music, and everything about the production brought the audience to another world, the world of Oz. The Wiz was one of the best performances I have ever seen - I could not think of a better way to spend my Friday night. ☐

Mack Clair, Zareh Dermenjian, and Robert Sayegh play munchins in The Wiz

Courtesy photo

C ommencement Issue

Ju n e 3 , 2 0 1 3

Pa g e 9

Departing Musicians Nicholas Favaloro

The best moment for me was signing with the Senior Acapella Group, Jackets Off, at a Dana Hall “All-School Morning Meeting.”

We went over to Dana the morning before the language midyear, and serenaded them with couple songs. I played at both coffeehouses, the winter concert, and sang at Dana Hall. I also did an independent study in musical ear training and song writing, and performed in a concert with two other seniors as a culminating piece to that independent study.

I definitely want to continue playing music in college. I would love to be in a small band that focused on funk-rock, pop and R&B. I also am considering joining an acapella group. And in the post-college years... I think music will be a lifelong hobby. First and foremost I would like to thank Mr. Fiori. I would also like to Mr. Patterson, Mr. Kolovos, and Dr. Melvoin. Also, I want to thank all the seniors who I’ve played music with these past six years.

Edward Columbia I have been an avid participant in the arts at Belmont Hill since entering in seventh grade. In middle school I did two spring musicals and one fall drama, in addition to singing with Mr. Patterson’s Glee Club. In upper school I have returned to the Belmont Hill stage each year for the fall drama as both an actor and set designer, performed in several Coffeehouses, and sung with the BFlats choir. This year I did the spring musical collaboration with Dana Hall for the first time. The production was “The Wiz.” We had two spectacular shows May 17th and 18th, both of which received standing ovations at curtain call.

Many of my greatest experiences at Belmont Hill have come from my involvement in the arts. I wish to thank Ms. Gettings and Brother P for their incredible support and love, and I wish to applaud and thank the great friends with whom I have shared stages of many forms.

I plan to spend part of my gap year studying acting in New York City. I will continue to pursue acting and music at Yale University as part of the class of 2018.

Kevin Chen My favorite moment was probably playing for everyone this year in the chapel. Most of the seniors nor faculty have never heard me play. So I like to think of that performance as a final thank you for their support.

In the arts this year, I played piano privately and for the orchestra. Sang in the B Flats and Senior A Capella, and I am in the senior directed play.

I will attending Yale, and yes I plan to continue music. Definitely an a capella group. Probs no private piano lessons, but I will continue to play, maybe for an ensemble or maybe even jazz. I love to just play music and jam, so def more coffeehouse-like events.

I would like to thank Mr. Fiori, Brother P, and everyone who has come to the BH recitals to hear both the many talented musicians at BH and me. May BH continue to foster growth in the arts.

Arman Ashrafi First and foremost, the best moment for me was being able to perform in front of the entire school earlier this fall. This year I was part of the Orchestra and B-Flats at school and played individually with my private piano teacher. I will be attending Bowdoin next fall and hope to participate in school orchestra or chamber groups or even a small band if possible; if not, I will probably pursue solo private lessons like I am currently.

Keelan Smithers My favorite moment from my music years at Belmont was definitely the Friday night show of legally blonde last year. This year I was president of b flats, I did an independent study in music writing, and a now and finishing a senior project where I’m writing and recording an album. I will be going to Princeton and I am planning to try out for some a Capella groups.

Thank you to Mr. Patterson, Mr. Fiori, Mr. Morange, Ms. Gettings, and Mr. Kaplan

C ommencement Issue

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Th e Pan el

Belmont Hill Varsity Scoreboard TEAM

RECORD

Football Cross Country Soccer

3-5

Track Crew Tennis Golf Sailing

TEAM MVP(S)

W 25-7 vs. Nobles L 20-14 (OT) vs. St. Sebs

Dewey J. Mike L.

3rd @ ISL Championships 5th @ New Englands

Ty G. Ian M.

W 2-0 vs. BB&N W 2-1 vs. Milton

Will C.

W 4-1 vs. St. Sebastian’s L 3-2 (OT) vs. Westminster

Carl H. Mike N.

W 45-44 vs. BB&N W 58-54 vs. Milton

Dewey J. Harry R.

ISL Co-Champs 1st @ New England Class A Championships

Sabri E.

W 6-1 vs. Nobles 2nd @ National Championships

Edward C.

W 10-26 vs. Andover 4th @ NEPSAC Championships

Ian M.

1st @ Graves-Kelsey Tournament 2nd @ New Englands

Peter T.

15-1

W 10-8 vs. St. sebastian’s W 10-8 vs. roxbury latin

Austin F.

16-3 13-2

W 7-6 vs. Middlesex W 5-0 vs. BB&N

Harry R. Keelan S.

2nd @ ISTA Championships 2nd @ NEPSTA Championships

Sultan O. Abdurezak S.

60-0

1st @ Weston-Wayland Regatta 1st Place @ NEIRA Regatta

Ty g.

Henry O. Ben J.

W 4-0 vs. Nobles L 5-0 vs. Roxbury Latin

Carl R.

W 5.5-1.5 vs. St. Sebastian’s 2nd @ ISL Kingman Tournament W 4-1 vs. St. John’s Prep 5th @ Downeast Championships

Pat B.

11-4

10-4-3 Hockey 23-4-2 Basketball 8-16 Alpine 45-4 Skiing Squash 12-1 Nordic 10-1 Skiing Wrestling 21-2 Lacrosse Baseball

NOTABLE RESULTS

16-3 17-0-2 6-2

Chris C. Bernardo P.

Belmont Hill Athletics: A Year in Review

By Andres Cordoba Panel Staff

As the year winds to a close with spring sports, Belmont Hill capped off what proved to be another successful year in athletics. It was an exciting year for the school as in both the fall and winter seasons there were multiple competitive teams vying for the coveted ISL championship. This year’s Varsity Cross Country team coached by Mr. Trautz improved upon last year’s record going 11-4 this season and qualified for the ISL meet where they came in third, narrowly missing second by two points to Milton. In the New England Championships they fared much better than last year finishing in fifth place. On the Soccer pitch, the varsity team played many narrow games (with most matches decided by one-goal margins) and finished with a record of 10-4-3. Carl Reid provided a team season highlight when his penalty kick secured the lone goals in the team’s 1-0 win over rival St. Sebastian’s.

Even as the weather got colder and the season shifted to winter Belmont Hill continued its winning ways. The Alpine Ski team finally captured the elusive New England Championship this season capping off a successful season. The team was able to return from Vermont with the school’s first ever Class A NEPSAC Championship beating out both Berkshire and Deer-

field Academy. In Nordic Skiing, the team turned in a terrific 10-1 mark coming in fourth in the Division II NEPSAC Championship. As usual Belmont Hill’s Squash team had another terrific season and continues to show why they are consistently one of the nation’s top teams. With a 12-1 record they sprinted through the ISL and came in second in the interscholastics. In Wrestling it was business as usual, as they enjoyed another winning season with a dominant 21-2 mark coming in second in New Englands. The season closer saw them end St. Paul’s one-year reign as Graves Kelsey champions when the Belmont Hill team won a large victory over the rest of the competition.

Finally, the Varsity Hockey team once again captivated Belmont Hill’s attention and carried on the tradition of on ice success that has marked this school since its founding. With many competitive and close games they enjoyed another successful season with a 23-4-2 record. They were able to win their first ISL title since 2007 with an incredible overtime victory over St. Paul’s. The nailbiter included a late comeback goal from captain Mike Najjar that forced the game into overtime where Charlie McConnell scored early to secure the win for The Hill. The team qualified for the New England tournament where they played valiantly and were able to erase a 2-1 deficit with under a minute left against Westminster to force

overtime. Unfortunately Belmont Hill’s great season came to a close with an overtime goal by Westminster.

In the spring, Belmont Hill’s teams continued to fare well. The school’s Lacrosse teams were a juggernaut: the varsity team won the ISL championship outright with a 15-1 record, and the JV Lacrosse team finished undefeated at 15-0 with an unprecedented 161 goals for and only 34 against. The Baseball team finished the season as ISL champions after defeating BB&N 5-0 on Memorial Day in a make-up game. The Golf team finished the regular season undefeated at 170-2 and came in second at the ISL Kingman Tournament to Nobles. The Crew team, continuing the school’s tradition of excellence, finished undefeated in the first four boats and finished in first place at the NEIRA Regatta in Worcester, sweeping all four races. And finally, the Track and Field team finished a solid season with second place finishes at the ISTA Championship and New England Championship meets, losing to Berkshire on the final race of the day, the 4X400 relay.

As usual, Belmont Hill performed up to its reputation as one of the top athletic schools in the ISL and in New England with great play from all teams. The Panel would like to especially thank all of the seniors who contributed so much talent and leadership to their teams during their times at Belmont Hill. We also wish well to those who will continue onto collegiate athletic careers. ☐

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C ommencement Issue

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Lacrosse Wins ISL School Dedicates New Baseball Field in Honor of Eddie school and sport and the field exemplifies and Belmont Hill and especially the VarChampionship M. Gallagher, ‘66 all of his best qualities. A man who has sity Baseball team are spoiled by the genBy John Sutherland Panel Staff

By Alexander Richards Panel Staff

After an easy 10-5 win over BB&N, the Varsity Lacrosse team clinched the ISL Championship, their first since 2007. They were able to overcome the high level of competition that ISL lacrosse always provides and emerge victorious with quality wins over many strong opponents. Junior attackmen Danny Seibel and Joe Delaney noted the league’s “really high level of parity and competition this year. Anyone can really beat anyone. There are no easy games.”

The team was tested immediately when their first out of league game against Phillips Andover went into overtime, though they eventually won 9-8. They then cruised past skilled opponents Thayer and Roxbury Latin before suffering their only loss to a talented Governor’s Academy squad. However, the team rebounded well and went right back to work, ending the season a twelve-game winning streak. This included notable wins over St. Sebastians (10-8) and Nobles (1310) and a rousing 12-8 victory over Rivers in the night game under the lights. “I think our record really reflects all the work we put in and how successful this season was,” commented junior attackman Danny Seibel, who is committed to Villanova. Fellow junior attack Joe Delaney, a Colgate commit, agreed, adding, “This season was exponentially better than last year and hopefully we can carry this success into next season.”

Although both attackmen were modest about their roles in the team’s success, they, along with Kyle Parsons, formed one of the most potent attack lines in the ISL. They were just three of many other players who stepped up as they were quick to point out. “We had great team chemistry that stemmed from great senior leadership from captains J.P. Miller, David Pottle and Nick Curtin. The team also had a strong sophomore class with key contributors on all parts of the field,” commented Seibel. “The goalies, sophomores Reed Junkin and CJ Layton, really stepped up, as did faceoff man Austin Frank, who had a huge year.

The defense was great all year,” added Delaney.

Even though this strong senior class is graduating, there are a lot of formidable underclassmen who are prepared to step up and fill those roles. ☐

Belmont Hill’s athletic complex is impressive to say the least, but the newest addition to the school stands out as truly exceptional. The Gallagher Baseball Field sits raised above the other fields as if placed upon a pedestal. The elevated location is more than appropriate because the field is quite frankly a work of art. The grass looks as if it was taken out of a magazine and the infield rivals college fields.

The field is nothing short of a landscaped masterpiece and perfectly symbolizes the perfection which Mr. Gallagher sought.

Work on the new field began last year, when Mr. Gallagher was still coaching, and was finished over the summer.

When students returned in September they were blown away by the transformation. One student said, “I cannot believe how much better the field looks. I remember when Mr. Gallagher used to go out and personally weed the infield; a lot has changed.” The field is an excellent tribute to the exceptional teacher, coach, and mentor who walked through the halls until last year. Mr. Gallagher is a man with an undivided devotion to his

inspired so many maintains his presence erosity of Alumni and trustees. The projat the school through the field, and hope- ect’s results were unmatched, however, fully this token even by many will inspire many college fields. students in the The generosyears to come. ity of the gift is T h e a reminder of baseball field is the lasting imnot only admired pact of Mr. Galwithin the school lagher’s many but also by visiyears of coachtors. Head coach ing and teachMr. Grant said ing. The Varsity that the new field team this year is “by far the nichas had a great est in the ISL and season, finishprobably New ing firtst in the England.

We ISL with a rehave had coachcord of sixteen es, players, and wins and two parents comment losses. The field on how beautiful may or may the new field is. not have had The most memoanything to do rable, however, with their sucBill Mahoney are the college Mr. Gallagher throws out the first pitch cess this season, scouts who come and marvel at the field. but it is unquestioned that they defiWe are blessed to have the field and I am nitely can play with pride at home. thankful for the many supporters of the Gallagher Field carries on the passion project.” The project was certainly not and zeal of the legendary coach and cheap, costing nearly a million dollars, teacher even past his retirement. ☐

The varsity lacross team enjoys its first ISL championship since 2007

Bill Mahoney

Lacrosse, Baseball: Champions on Memorial Day Weekend

By Jay O’Brien Panel Staff

goals against BB&N. BB&N scored several times late in the game, but the deficit was too much to overcome. As the clock hit zeros, and the final score read 10-5 in favor of Belmont Hill, fans on the sidelines stormed the field to celebrate. “The boys worked tremendously hard this year starting with the very first day of practice,” said coach Sullivan. “The senior leadership was outstanding and I could

not be prouder of the effort and dedication put forward by every member of the team. All twenty-seven boys played a critical role in the season and the ISL Championship is the culmination of that work.”

Belmont Hill’s varsity baseball team was also playing for sole ownership of the ISL title last Friday, as they played BB&N on a nearby field. Belmont Hill’s Nolan Brennan launched a ball over the

The pouring rain was not enough to deter the devoted Belmont Hill fans, as they watched with umbrellas and rain jackets while Belmont Hill’s lacrosse team battled against BB&N to clinch the ISL. For the past two months, the varsity lacrosse team has devoted hours on end to prepare themselves for the season, both physically and mentally, and the team’s dedication paid off last Friday afternoon. The game started slowly, and BB&N’s R.J. Caruso was the first one to score; however, Belmont Hill remained optimistic, and the scoring drought was followed by a sensational run by Belmont Hill’s junior attack group.

Danny Seibel, Joe Delaney, and Kyle Parsons have all played key roles throughout the season for Belmont Hill, and their dominance continued as they scored eight of Belmont Hill’s ten The varsity baseball team celebrates its second consecutive ISL championshp

left field fence to give his team a 2-0 lead, but in the fourth inning, the heavy rains devastated the baseball field, and the game was postponed to Monday afternoon. On Monday, the two teams took the field once more underneath the bright afternoon sun.

Through four innings, the score was locked at 0-0, until Nolan Brennan hit yet another 2-run home run. Keelan Smithers pitched masterfully through seven innings, giving up just four hits on the day.

Belmont Hill’s offense supplied more run support, and the lead was increased to five. Belmont Hill went on to win the game, as they captured their second consecutive ISL title. Despite having just two returning starters as they entered the season, Belmont Hill’s baseball team overcame this adversity and finished the year at 16-3. Through all the blood, sweat, and tears, varsity baseball ended the year as ISL champions, and congratulations to all who helped Bill Mahoney achieve this noble mark. ☐

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Matricul ation List

Th e Pan el

Senior Destinations as of May 23, 2013

Arman Ashrafi Zachary Baiany Patrick Browne Patrick Burpee Thomas Cahill John Cannistraro Alec Ceccon Kevin Chen Mackenzie Clair Aidan Cleary Edward Columbia Edward Connolly Michael Corrigan Henry Cousins Marshall Crayton William Cresap Nicholas Curtin Robert Danziger Michael Daskalakis Petros Davos Michael DeFranco Zareh Deirmendjian Yonas Dinkneh Daniel Doherty Benjamin Eysenbach Zachary Farkas Nicholas Favaloro Charles Feinberg Diego Fernandez del Castillo Alexander Ferrera Daniel Fischer Austin Frank Ezra Frankel Nicholas Gill Thomas Gill Jonathan Goodman Robert J. Grant Matt Gustafson Nicholas Harrington Matthew Hayes Konrad Hedderick Carl Hesler Amos Hostetter Richard Jarvis Benjamin Jones Trent Jones

Bowdoin College Boston College Georgetown University College of the Holy Cross Northwestern University Stanford University Northeastern University Yale College Vanderbilt University Harvard College Yale College College of the Holy Cross College of the Holy Cross Harvard College Emory University Claremont McKenna College Northeastern University Georgetown University College of the Holy Cross Indiana University - Bloomington Interim Year Elon University Tufts University University of Miami Massachusetts Institute of Technology Boston College University of Virginia - Jefferson Scholar Hamilton College University of Notre Dame Tufts University Tufts University Colby College Carleton College Villanova University Harvard College University of Southern California Duke University Amherst College Dartmouth College Williams College Northwestern University Dartmouth College Duke University Brown University Cornell School of Architecture The George Washington University

Tomás Jurgensen Ryan Keigher Zachary Kelly Jonathan Kibel John Kinlan Daniel Kreytak Kyle Laracey Michael Leary Joshua Lee James Lenox David Luo Andrew Lynch Angus Mackinnon Miles Marsden Peter McHugh Ian Meyer James P. Miller Owen Morgan Michael Najjar John O’Hara Henry Ogilby Petros Palandjian David Pottle Colin Power Daniel Ramsey Edward Rauseo Aaron Reid Carl Reid Michael Remondi Tucker Rhodes Nick Ricotta Isiah Robinson Kyle Saidnawey Colin Sargis Keelan Smithers Graham Stack Grant Steiger Mudit Tandon Austin Taylor John P. Thomas MarkAngelo Thurner Michael Trethewey Landis Walsh Daniel Wanger Patrick Westwater Patrick Whalen

Bates College College of William & Mary Georgetown University Cornell University Colgate University Georgetown University Brown University Tufts University University of Pennsylvania University of Richmond California Institute of Technology University of Richmond Boston College University of Pennsylvania Brown University Harvard College Middlebury College St. John’s College Maryland Middlebury College Cornell University Princeton University Duke University Connectitcut College Duke University Boston College Colby College Babson College Colby College Colby College Vanderbilt University Cornell University The George Washington University Wake Forest University College of William and Mary Princeton University Babson College University of Pennsylvania Tufts University Vanderbilt University Duke University Skidmore College University of Miami University of Pennsylvania Bowdoin College University of Miami Vanderbilt University