Spring/Summer 2019
EMBRACING THE SERVICE LEARNING PROGRAM:
A Transformative Time for Our Boys
Spring/Summer 2019
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a rt i n f o c u s
TRAY Sebastian Rodriguez ’19 8” x 13” Ceramics
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BUZZER
contents
Spring/Summer 2019 FEATURES
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Service Learning Program Promotes Commitment to Greater Good
DEPARTMENTS
Andrew Lack ‘64 Reflects on Browning at Alumni Reunion
29 The Local Buzz
56 Athletics
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From Theory to Practice
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Reading Raises Consciousness, Respect and Funds
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Parents Association Benefit 2019
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Selection of Colleges Offering Admission to Class of 2019
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Summer Stipends
Art in Focus (facing page): Art Department Chair Nik Vlahos explains, “The ceramic tray is a new project that was introduced this year. To start, students rolled out a slab of clay and draped it over a mold. Once the slab had taken the form of the mold and was leather hard, it was
removed from the mold. Handles were then sculpted and added. Students were encouraged to glaze the inside of their trays with something that was meaningful to them. This particular tray was glazed by using underglaze, with clear glaze later applied for the final firing.”
3 From The Headmaster
50 Fine And Performing Arts
62 Alumni Events 80 Class Notes
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ON THE COVER
Browning’s Service Learning Program has been enthusiastically embraced by our boys as they develop a sense of purpose and commitment on a daily basis. Read more beginning on page 4.
MISSION STATEMENT AND VALUES The Browning School fosters growth of courageous
and compassionate men of intellect and integrity who aspire to contribute meaningfully to our world.
The Browning gentleman develops amid a community that upholds these values… HONESTY
We speak the truth, act with integrity and take responsibility for our actions.
BUZZER STAFF
John M. Botti, Head of School Melanie S. McMahon, Director of Publications, Buzzer Editor Caroline E. Axelrod, Director of Alumni Affairs SPRING/SUMMER BUZZER CONTRIBUTORS
Dominique Bernard, Lower, Middle and Upper School French Teacher Sandra Martinez, Modern Languages Department Chair; Lower, Middle and Upper School Spanish Nikolaos Vlahos, Art Department Chair John Young, Classics Department Chair Contributing Photographers: Rami Abouemira, Caroline Axelrod, Christine Bramble, Coffee Pond Productions, Rossa Cole, Jeremy Katz ’04, Meghan McDermott, Sanford Pelz ’71, Al Pereira
DIGNITY
We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community. CURIOSITY
We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us. PURPOSE
We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.
Design by Misty Wilt Graphic Design LLC Proofreading by Marie S. Leed BOARD OF TRUSTEES 2018-19
Valda M. Witt, President Stuart J. Ellman, Vice President David E. Glaymon, Vice President David J. Liptak, Vice President Alka K. Singh, Vice President Robert D. Ziff, Treasurer Celeste A. Guth, Secretary Andrew B. Sandberg ’01, President, Alumni Association Nazmi Oztanir, President, Parents Association Maria I. Dell’Oro, Vice President, Parents Association John M. Botti, Head of School
Mimi Basso Michael P. Beys ’89 Wendy W. Brooks Paul A. Burke Mark G. Cunha Elizabeth Granville-Smith Stephanie H. Hessler Philip A. Hofmann Federico Infantino
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Ling S. Kwok Jeffrey M. Landes ’83 Elizabeth G. Miller Raul Pineda Andrew M. Snyder Ellen Stafford-Sigg Deborah C. van Eck Andrew E. Vogel
James S. Chanos, Honorary Trustee Allan L. Gropper, Honorary Trustee
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DIVERSITY STATEMENT The Browning School strives to create a diverse community in which all members are safe, respected and valued. We believe that in actively promoting a diverse learning environment, we are fostering intellectual, social and emotional growth for all. Recognizing and pursuing diversity, however, are not enough; we seek to transcend mere tolerance of differences and aspire to a celebration of the varied appearances, abilities, perspectives and values that characterize our community.
The Buzzer is published two times a year by The Browning School. The School may be reached at 212 838 6280. Website: www.browning.edu. The Browning School does not discriminate on the basis of race, color, sexual orientation, religion, or national and ethnic origin in the administration of its educational policies, admission policies, scholarship and loan programs, athletic and other school-directed programs, or employment practices.
from the head of school
Turning Our Attention To Our Humanity For me, one of the signature joys
significantly subordinated deep focus to its
when my sons discover something
generations? There are surely benefits to
of fatherhood is the delight I feel
that I had taken pleasure in when I
was their age. Lately, my boys have
been working their way through old “Calvin and Hobbes” comic strips, old favorites of mine, and I have
been reminded anew how funny and
smart the series was. In one strip that I particularly like, Calvin
clambers up a tree with Hobbes in a plot to drop a water balloon on Susie Derkins, a young but preternaturally wise girl and
Calvin’s foil throughout the series. When Hobbes wonders what they would do if Susie didn’t walk by, Calvin asserts that the
pair will simply sit in the tree all day. “I love summer,” smiles Hobbes. “The days are just packed,” Calvin adds.
Those who know the series will recognize that Calvin
is seldom this patient; indeed, he often expresses a welter of
fragmented projects and thin motivations and barely-controlled chaos. This time, however, in declaring the fullness of his day,
Calvin demonstrates his ability to negotiate boredom and give
significant attention, even in the absence of obvious stimulus. In
this demonstration resides an important reminder, I think, as we move into our own summer.
We are well past the point where it is fashionable to note that
modern life challenges our capacity to give sustained attention;
hyper relative, particularly for our younger
At least part of our
be had through increased familiarity and
happiness – and, I
facility with hyper attention, but I wonder
would argue, our
a life that we would find meaningful.
humanity – hinges
Csikszentmihalyi has articulated a
on our capacity to
if these gains can serve as foundations for The psychologist Mihaly
concept known as “flow” – the experience
recognize that hyper
enjoyable that it is pursued for its own
attention alone will
itself. Losing ourselves in a book or a film,
not satisfy.
of finding something so engrossing and
sake, rather than consequences outside of feeling spontaneity and effortlessness in
the music or sport or role that we are playing, writing or painting or conversing in a way that time either stands still or flies by: these are
flow experiences, and Csikszentmihalyi asserts that enduring human happiness and meaning inhere in such activities. Flow experiences
are, by their nature, very difficult (if not impossible) to attain without
the skill and concentration demanded by the deep attention described by Hayles. Seen this way, at least part of our happiness – and, I would
argue, our humanity – hinges on our capacity to recognize that hyper attention alone will not satisfy, and thus to practice giving serious,
focused consideration to the matters which concern and delight us. While I will not contend that Calvin’s summertime plan was
indeed, it is almost clichéd to comment on our media- and
an expression of “flow” – finding profound meaning in tormenting
“attention economy,” where the scarce resource of human focus
slowing time, focusing and finding richness in the solitary purpose he
technology-authored distractibility, and thought leaders herald an stands as the most valuable and elusive of commodities. But if we simply lament our lost focus with a “What can you do?” shrug of the shoulders, or if we think of attention as merely another good
in the marketplace, I fear that we are missing and perhaps losing something important about our humanity.
As far back as 2007, UCLA English professor Katherine
Hayles divided our cognitive modes between “hyper attention,” which helps humans to handle waves of electronic interaction
and offer efficient response to rapidly changing environments,
and “deep attention,” which allows us to concentrate on a single object for a long period of time. Hayles was adamant that both
types of attention are useful, but can we doubt that our culture
Susie Derkins is a bridge too far – there is something admirable in his has set for himself. I certainly recognize that not everyone can spend a summer day in a tree with his stuffed tiger, literally or otherwise;
indeed, many of us face real pressures and deadlines brought about
by economic, vocational and familial necessity. But such realities can
enliven us all the more to our very human need for deep connection to something intrinsically rewarding, a connection that is best brought
about not only through skill, but also patient concentration and focus. Deep attention is not a luxury good; rather, it is an essential element for finding, expressing, and enjoying human meaning.
Have a wonderful summer – and may your days be packed in the
best kind of way.
– which so often conflates busyness with importance, sensory fulfillment with happiness, and speed with competence – has
John M. Botti
Head of School
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Service Learning Commitment PROGRAM PROMOTES
TO GREATER GOOD
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Browning’s Service Learning program provides a transformative experience for the boys, allowing them to connect with meaningful work that explores who they are and what they can be. Through such efforts, our students develop a sense of commitment to each other and the broader community. During this past school year, Middle School boys began to volunteer with Sweet Readers. By participating in this endeavor, they help to vitalize adults living with Alzheimer’s disease and ultimately serve as catalysts for eldercare. The School’s service learning program emerged from past Browning events such as Community Day (an all-school day of service); it strives to offer ongoing opportunities and to align with curriculum, further developing the boys’ sense of purpose on a daily basis. Coordinator of Service Learning and Student Engagement Meghan McDermott, pictured (facing page) teaching a civics class, explains as follows, providing her personal thoughts on the effects of this work as it transpired over the course of the past months.
H
ere at Browning we
Form III boys, who recently
local schools and participating in
our students with
Bahamas, we have aligned their
This experience allowed them to
hope to provide
multiple opportunities for service learning work and for them to
feel connected to it. Our students acquire a deep understanding of
the communities they are serving and learn why their actions are meaningful. In our efforts with
traveled to the Island School in the work with their biology curriculum and various other projects. Since
September they have examined and
beach cleanups in Eleuthera.
realize the impact of their work at each level.
The fifth grade class members
improved recycling initiatives in
continue to volunteer with the
limiting single-use plastics in New
mission is to spread happiness
the school community, worked on
York, ultimately collaborating with
Celebrate U Foundation, whose by throwing birthday parties for
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children who reside or temporarily live in shelters. By partnering with
this organization, our students help those youngsters build self-esteem and give them hope. The boys’
service work reverberates in their civics class, where they discuss
what it means to be a good citizen – the importance of civic action and acts of service – all of which come to life when they engage with Celebrate U.
Connecting over birthday
celebrations provides students with common ground. They identify
with the fact that everyone wants
to feel special on their birthday, and they empathize with students their
In March student and faculty volunteers took the time to help prepare and serve hot meals at the New York Common Pantry, an organization our boys have long supported through their fall food drive. On this occasion, faculty members volunteered to support this effort by boys to feed those in the city who might otherwise go hungry.
own age. In class the boys discuss the importance of this civic action and begin to address systemic
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Similarly, our work with
issues by identifying root causes of
Back on My Feet, which
gives them a greater understanding
the power of running and
impact it has on all involved.
commonality around running.
homelessness. This conversation
combats homelessness through
of the work they are doing and the
community support, creates
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The organization’s message that a mile is a mile to everyone is
really unifying. Their involvement also allows our students to see that the skills and lessons they
learn, whether from running or
In our efforts with Form III boys, who recently traveled to the Island School in the Bahamas, we have aligned
their service work with their biology
curriculum and various other projects.
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The boys’ service
work reverberates
in civics class where they discuss the
importance of civic action and acts of
service, which come to life when they engage with Celebrate U
and connect through
birthday celebrations.
in the classroom, can be used to
help others in a meaningful way.
graders made signs in support of
breaks down barriers and stigmas
in art class, along with members
Finding these commonalities
by forcing the boys to question assumptions they may have
previously made about others. They realize that no matter our circumstances, we all
share commonalities and should have a vested interest in helping one another.
Students learn that when
we partner with others or
organizations, we create shared values; in other words, there
is something that we can learn
from others and something they
Breast Cancer Awareness Week of the varsity soccer team. We
have also sought to develop past
initiatives, such as the varsity pink game, and prompted students to
think about why wearing pink is
important (the color identifies the wearer as someone who provides moral support to individuals
fighting breast cancer), as well as
why we fundraise and take further
students view service from a deficit perspective.
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the larger community. We have
had opportunities to strengthen
these bonds through community service work, the interdivisional
buddy program created by Justin
James ’19 (with the help of teacher Megan Ryan), basketball clinics, coffee houses and a pep rally,
all of which show we care and celebrate each other.
I’m inspired by the way
service projects. They began to
Additionally, these
our students. Our service work
away from the notion of having
think about how that extends into
of service.
about all of these things as forms
We can share our experiences by homelessness. We are moving
community. Then we can begin to
the boys have stepped up and
community events serve to
running together and combating
who we want to be within our
action to walk together and think
can learn from us. Together we can combat various problems.
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This past fall, our fourth
strengthen relationships between starts in the building with the way we treat and value each other. We have to begin by thinking about
our mission and values and how they articulate who we are and
taken initiative with these
explore who they are and who
they want to be – and to see the results at all levels. It doesn’t
get much better than that. They have a lot to be proud of, and
I’m confident that our service
learning program will continue to be an important element of
every boy’s Browning education.
INTERDIVISIONAL BUDDY PROGRAM CREATES MEANINGFUL CONNECTIONS Justin James ’19
Additionally, my mother told me that
thought process
Lower School; it was hard for her to let
details his
in the creation of a new Browning Buddy Program to facilitate friendships
that will last a lifetime. His independent study aims to cultivate interdivisional
relationships that bring boys of different grades closer together through a variety
she sometimes worried when I was in
go because she couldn’t be there with me, as she had been since birth. I had an idea that would offer another level of care to Browning students: care from teachers
and from older boys. That idea led me to
create a program that might help parents have even more confidence in the care
extended by the Browning community. I was fortunate to have had many
of activities that support the values of the
allies, starting with the Kindergarten
off the program during Community Day
inspired me in Middle School to get
School’s mission statement. Justin kicked
with an interdivisional activity on how to welcome new members of the community and what it is to be an ally.
I believe that the Browning
community should take advantage of the size of our institution and be deliberate about creating meaningful friendships
or connections that can last for a lifetime. Older boys have the ability to influence the younger boys in a way the teachers
can’t. The younger boys often listen more closely and look up more to the older
boys than they do to adults, since they
don’t see them as often. I also believe that the older boys can learn something new
about themselves and acquire useful life skills by participating in this program.
and Grade Four buddy system, which to know the kids I see everyday at
Browning. I started the program because I wanted the younger students to have the opportunity to gain a similar experience to what I had when I was their age. I
believe the program has been a success; being able to spend time together has made the younger boys less hesitant to say hello in the hallways and ask
questions about anything. The feedback
from the students and teachers has been both positive and supportive from the
beginning to the end of this year. In terms
of refining the program, Jacob Lassner ’21 will take up the reins and continue to develop it next year.
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Andrew Lack ’64 Reflects on Browning at Alumni Reunion Chairman of NBC News and MSNBC Credits Browning with Encouraging Inquisitiveness and Instilling Confidence
A
ndrew Lack ’64, chairman of NBC News and MSNBC, received the 2019 Charles
all of his Browning teachers, including Ms. LaMont,
Award on April 12 at a ceremony
Smith, Mr. William Smith and Mr. Agnelli, emphasizing
W. Cook ’38 Alumnus Achievement
attended by Browning alumni, faculty,
Trustees and other friends of the School. Established in 1991 in honor of Browning’s fourth Headmaster, this
annual award is the School’s highest alumnus honor and
is presented to an alumnus or alumni displaying the finest qualities of citizenship and distinguished achievement,
either in the private or public sector. Notable past recipients have included James Dimon ’74, Arthur O. Sulzberger ’44,
Howard Dean ’66, Claiborne Pell ’36 and Jeffrey Moss ’59 (a full list of recipients can be found at browning.edu/
Mr. DeVries, Ms. Macmillen, Mr. Kenny, Mr. Root, Mr. Clair that “...as an education experience, Browning was the most meaningful. And it’s because of that lineup, those teachers. I lost my father when I was seven years old…I would
show up at this school as a pretty confused kid, with a lot
of mystery in my head about who I was, what was I really going to do here and insecurity about failing, which often
brought me to the Headmaster’s office... I was kind of badly behaved, but something clicked with me with that lineup of teachers. They held me. They put a discipline around me.” Browning classmates fondly remember Mr. Lack’s
alumnus-achievement-award).
warmth, leadership instincts, public speaking talent,
following report on Mr. Lack’s acceptance remarks and
friend at Browning and also during several summers at
Director of Alumni Affairs Caroline Axelrod offers the
reminiscences of his days at Browning.
As Alumni Council President Andy Sandberg ’01
presented him with the award in April, Mr. Lack ‘64 noted: “I stand before you now pretty much the way I did when I
walked into this school every day – completely unprepared (which my colleagues know at NBC is an occupational hazard with me).”
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In his acceptance remarks, Mr. Lack recalled nearly
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spontaneity and athletic prowess. “Andy was my best
Camp Monomoy on Cape Cod,” recalls Tom Herman ’64, a journalist for The Wall Street Journal’s wealth management section as well as a professor at Yale and the University of
San Diego. (Tom, a former co-editor-in-chief of the Grytte, flew overnight from San Diego to attend the event.) “His
unwavering friendship and loyalty, his delightful sense of
humor, and his basic understanding of right and wrong were
Athena Torri/ NBC
Bren dan Smia Ge t t lows y Im ki/Ag ages enc
e Fra nc e -
Pres s
e—
/ As ailey Ed B ated s o ci s Pres
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“I got paid to be a journalist, and that started with me at Browning.”
inspiring. I spent many memorable afternoons and evenings
put out a newspaper – one edition only, typed by moms on
on rock music and dance moves of the ’60s. Despite Andy’s
Andy contributed an essay on the joys of shoe-shining.
at the Lack family home... Andy was my most important tutor patience and persistence, I could never, never keep up with
his impressive dancing skill, which once won him first prize at an Interschool dance contest at Brearley.”
One of the most respected media executives in the
world, Mr. Lack currently serves as the chairman of NBC
onionskin: ‘All the News That Fits, We Print.’ As I recall, Without getting a look at the present condition of his
Gucci’s, I can’t say whether this was at all predictive of his future. But for our newspaper, he was the James Reston of KIWI and soft rags.”
According to Mr. Lack, “I got paid to be a journalist,
News and MSNBC, where he oversees editorial and
and that started with me at Browning. I didn’t know any
digital news properties at both networks. He spent much of
questions...and that turned out to be a career in journalism.
business operations for the award-winning television and
his early television career at CBS News, earning numerous
honors for his broadcasts, including 16 Emmy Awards and
four Alfred I. DuPont-Columbia Journalism Awards. He was appointed president of NBC News in 1993 and, under his
leadership, the network transformed into America’s mostwatched news organization, with “NBC Nightly News,”
“Meet the Press,” “TODAY” and “Dateline NBC” all leading their respective categories. Mr. Lack was subsequently
promoted to president and chief operating officer of NBC
before leaving the network to become chairman and CEO
of Sony Music Entertainment. In 2008, he became the CEO of Bloomberg’s Global Media Group and was promoted to chairman in 2013. Before returning to NBC in 2015,
Mr. Lack became the first-ever chief executive officer of the Broadcasting Board of Governors.
Browning classmate Tim Crouse ’64 recalls Mr. Lack’s
contribution to their Grade Three newspaper: “...Our class
of the answers, I couldn’t take tests, but I did have the
I brought something along that I hope will, as a journalist at least, confirm what I said to you. [Mr. Lack displayed
a small, slightly damaged award to the room.] This is the
Cook-Brown Public Speaking Award, which I received in 1960. I’ve had this on my desk for the last 30-40 years...
This gave me the confidence, really, to start having some
answers to the questions I was asking, and it allowed me to have a very lucky life, asking other people questions and
reporting their answers. It started with this little cup, and I looked at it like it really was true – I was the best public speaker in that moment, on that day, in this place. So, I
thank you, for helping me bring all of that together again on this day. I never would have imagined the genuine
gratitude that I feel standing in this room with all of you,
who know this school so well and share like experiences, I think, of those times and what they mean in our lives. So, thank you very much for this.”
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F ROM T H EORY TO PR AC T IC E
Faculty Articulate Underpinnings of Academic Programs “FROM THEORY TO PRACTICE” offers Browning faculty the opportunity to articulate both their practical experience as well as their philosophical orientation as it relates to their craft. An affirmation of their beliefs, this online series – curated by Head of School John Botti and implemented last year – showcases the expertise of our teachers and allows for deeper conversation about the intellectual underpinnings of our academic program at Browning. As Mr. Botti explains, “This series allows those who steward in our classrooms to share the ‘why’ of our purpose behind the ‘what’ of our practice.” The writings of three faculty members are featured in this issue of the Buzzer, while the entire series is available on the Browning website (www.browning.edu).
ZACHARY WILLIAMS English Teacher MY STUDENTS ARE ACCUSTOMED TO HEARING ME TALK ABOUT “THE MAGIC OF ENGLISH CLASS.” It’s an idea I invoke when our coursework naturally illustrates its ability to contain multitudes: when two students, for instance, present separate readings of a text that, while equally sound, well-evidenced and convincing, are wholly incompatible with one another; or when someone offers a perspective that turns an entire discussion on its head, reversing our sense of shadow and light in our consideration of a novel.
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“Wait a minute – see that? That’s
That’s the big discovery
For me, that magic – the magic
waiting at the heart of all our
the magic of English class.”
of reading, writing and thinking – is
work: reading literature and
the openness to new ideas and ways
reading life go hand in hand.
in the pliability of abstract thought, of seeing that a good English class encourages, and the freedom in
knowing that any given question is
not yoked to one single right answer.
As a student, English was, for me, the
“The Dead,” for instance – burst into
a text that seemed, on first reading,
revealing structure, logic and meaning
only subject that dealt in revelations: unremarkable, boring or even
incoherent to the point of insult could, under the guidance of the teacher and with the collective effort of the group, become utterly transformed. Works
bloom once the class set upon them,
where before I had seen only something formless, like clay. In English class, I
gathered, you learn to pull rabbits out of hats. Magic.
Today, I teach Updike and Joyce
that had merely shambled towards a
in my classes. But, as I also tell my
– John Updike’s “A&P,” or James Joyce’s
world if I suddenly had to throw out
dissatisfying close, in my own appraisal
students, it wouldn’t be the end of the
visual art, of history and culture. I want
In English class we learn to focus, to
with whiz-kid vocabularies and crack
collaboratively, to listen. To stop
them to come out of my classroom
essay writing chops, certainly, but I also want them to learn, through literature, less quantifiable things: the power of the wandering, undistracted mind;
awareness of their own interiority; a
well-considered sense of their personal beliefs and attitudes; the importance
of being still and listening. Above all, I
want my students to develop the ability to take joy from art, and by extension, from life. That’s the big discovery
waiting at the heart of all our work:
reading literature and reading life go hand in hand.
And these days, that sort of
my syllabus and start from scratch. And
sentiment sounds less and less lofty,
to my mind, and more like an urgent
that’s because we’re not just teaching
response to the state of things. We’re
students how to read, in the widest
turn to our phones and the toxicity
books and authors; we’re teaching
sense of that word. It’s a transferable skill. Once a student learns to read
deeply and thoughtfully – to pull the rabbit out of the hat – he can do it
on his own, and in fact he’ll surprise himself by doing it without trying,
when he least expects it, far from the English classroom. You learn to read
Shakespeare and Conrad and Woolf and
Ellison (just for example), and as you get better at it, slowly but surely, things start to look different – all sorts of things. You can’t put that rabbit back.
So while I very much hope that my
students build an appreciation for the
literary canon as their shared intellectual heritage, I hope too for them to become readers in their own lives: readers of
books and stories, yes, and of films, of
make eye contact, to develop ideas
multitasking, for 46 precious minutes a day. We don’t need tablets or apps or the internet. Why would we?
We’re reading books and working
through them together, the way it’s been done since time immemorial. Recent research demonstrates that
deep reading actually changes our brains, promoting higher neural
connectivity in a variety of regions.
That’s interesting to me, but mainly as corroboration for what should
otherwise be common sense: books are good for us. They’re worth
something. They’re connected to a
way of life and mind that we should actively work to preserve.
I tell my students that they’re
harried, underslept, overworked; we
under no obligation to personally
of social media in what should
that they must be able to articulate any
otherwise be our quiet, reflective
moments, flooding our minds with a noxious torrent of “content” that inhibits expansive thought. That’s
how it feels to me, at least, and I’d
imagine many of you would agree. What may have once appeared a
luxury – English class’s stubborn
insistence that the deep reading of
fiction is worth our sustained focus
and attention – now looks more like an antidote. Of course, like any of the really good things in life, it’s not a quick fix; it requires time,
patience and hard work. But deep
reading promotes a capaciousness
of mind, a generosity of intellect, a willingness to see and hear others.
enjoy anything we read together, but
displeasure thoughtfully. Unacceptable reasons for disliking a work, in my
classroom, include: “I don’t know,” “It’s boring,” or – the least tolerable – “It’s
weird,” which has always seemed to me a less self-aware way of saying, “I don’t understand it, and I disdain what I
don’t understand.” The basic premise of English class is that reading dismantles and renders impossible that approach
to the world. Through reading, students learn to understand ambiguity and
complexity; in books they see, again and again, that a black and white
view is frequently an incomplete one.
Teachers of literature ask their students to be curious, open-minded and full of questions; we encourage them to
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view class as a starting point for their
own explorations. In that way, we hope to light their way towards a richer, more replete intellectual existence. That’s what always interested me
about English, even if I couldn’t have
explained it as a kid: it implies a project that’s much bigger than any classroom, one that can fill a lifetime.
Grandiose? Perhaps. But that’s the
magic of English class.
Middle and Upper School English
teacher Zachary Williams began teaching at Browning in 2014. Prior to joining us, he
taught English for five years in Greenwich, Conn. at Brunswick, another boys’ school. Mr. Williams earned an M.A. in English from Middlebury College’s Bread Loaf
School of English and a B.A. in writing
seminars from Johns Hopkins University. He is currently an M.F.A. candidate in
fiction at New York University. In 2018,
Mr. Williams led the committee responsible for producing The Browning School’s new Code of Conduct.
GARY NORCROSS Fourth Grade Teacher WHEN NOELLE KENNEDYWHITE AND I HAD THE OPPORTUNITY TO RESTRUCTURE AND AUGMENT the fourth grade curriculum this past summer, we looked to the work of our colleagues and to various Browning initiatives to inspire us. Our goals were many: seamlessly integrate ELA and Social Studies into thematic units; create meaningful opportunities to
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collaborate with each other and with colleagues; link core content learning with character education and socialemotional learning; identity Enduring Understandings and Essential Questions, and differentiate instruction that allows for inquiry and exploration. As we developed the units
(“Human Dignity and the American Dream,” “Conflict & Change
(Revolutions),” and “Courage & Perseverance (Movements)”), I
realized that one of my fundamental beliefs about personal growth was woven into the curriculum: As a student is exposed to the world
beyond him, he begins to develop a
clearer version of himself, his identity.
Through the course of the first unit,
students were “exposed” to big ideas
(“Otherness,” Immigration and Slavery) that linked back to two Enduring
Understandings: Ideal societies honor
the dignity of every human being, and how we treat other people reflects our
own character. Initially, the overarching – and very intentional – connections
between two novels, a research paper, the character tree in Browning’s
lobby, and several field trips were not apparent to students.
With time and without prompting,
students began having “aha moments” when they linked a novel character
Through these lessons
they made. During these discussions,
of every human being and to reflect
and activities, the
wanting to honor the dignity of their
ordinary people can do extraordinary
it is clear each Browning student is
students grew to have a
MCC Buddy by being sensitive to their
respect for the dignity of
of the boys recognize that building
challenges and circumstances, and all
on how they personally value that
things – not only in the past but in the present as well.
As we concluded this first unit,
relationships by playing games and
we developed a Google Form survey
to reflect on how they
for all kids. In the first few months of
privately reflect on the identity of the
personally value that
graders have already expressed how
every human being and
ordinary people can do
having fun is part of a natural desire
this school year, our Browning fourth these Buddy interactions have made them think about their own feelings
extraordinary things –
and character. They have talked (and
not only in the past but
felt “Otherness” themselves.
in the present.
written) about times when they have
Thanks to the collaborative effort
of our library director Ms. Louis and learning specialist Ms. Brenner, the fourth graders were able to apply
who has a brother with autism to
the big idea of “Otherness.” They realized that the compassion and
sensitivity exhibited by the character were shaping their own lives when they partnered with a student with
autism on our bi-weekly trips to the
Manhattan Childrens Center (MCC). They learned that “Otherness” was helping them to understand that
different people learn, face challenges and find meaning and purpose in
different ways. These experiences also provide an ongoing safe space for our students to reflect on how different
students process information, express emotion, and socially interact with
peers. MCC educators always allow for a period at the end of each game play
session for Browning students to reflect and ask questions about observations
their understanding of immigrants and slaves as they researched and presented a biographical profile
of individuals who have and who
that allowed all fourth graders to
characters and people we studied:
what motivated them; what priorities changed when their environment, circumstances or economic status
changed; what shaped their identity and sense of self. In the survey,
students were also asked to reflect on their own identity traits and to
select traits that reflected what they value in their own lives, which led to both an analysis of the overall
data as well as a self-reflection about what’s individually important about themselves at this moment in time. Luckily, there is more time in
continue to impact our nation. They
the year to continue this work of self-
Muñoz Ryan and made the connection
in the two remaining units. I am always
read “Esperanza Rising” by Pam
between migrant farm workers in
the early 20th century with our field trip to the Tenement Museum and
the plight of European immigrants
who lived and worked in undignified settings. At the same time, our art teacher Ms. Bancroft taught the
students about a slave in the book,
“Dave the Potter,” by Labban Carrick
reflection and identity, as we continue grateful that my sense of self and
identity continues to evolve as I am exposed to and explore more of the
world and people around and beyond
me, and I wish the same for any student I am lucky to encounter. I am blessed to
be here at Browning and to share in this important and rewarding work.
Gary Norcross, a veteran of the United
Hill, and they created original art
States Air Force, earned a master’s degree
These works were proudly displayed
Louis University. Mr. Norcross also earned
pieces with inspirational sayings.
at this year’s Art Show! Through these lessons and activities, the students
grew to have a respect for the dignity
in educational leadership from National
a bachelor’s degree from Hampden-Sydney College and an associate’s degree from the Community College of the Air Force.
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EMILIE WOLF Chair, Science Department THE BEST PART ABOUT BEING A STUDENT IS ALL THAT YOU GET TO DISCOVER FOR THE FIRST TIME: CREEPING caterpillars that turn into fluttering butterflies, plants that eat insects, and robots that reach Mars! We live in a really amazing world and the natural state of children is to appreciate all this wonderment. Wonder is found
The most important
increases energy level, and improves
aspect of my teaching
recovery from surgery or illness,
sleep. If we’re on the same wavelength
practice has been to create
reading to go explore the outdoors, you
opportunities for students
good, but how do we get Browning kids
to develop a genuine
and you haven’t already stopped
might be thinking, this is all well and
into nature during the school day, and what do we have them do outdoors?
connection to nature.
For daily and weekly exposure,
the most obvious answer comes in the
form of our proximity to Central Park, an outdoor space minutes from the
what they can’t even see. I have had
curated, experience of nature. There are
various audiences for over 15 years;
Park, along with thousands of plants
words have never resonated as strongly
the zoo, which can transport us to
years ago. I was busy running around
Park allows students to connect their
groups exploring Central Park when a
world; one might say that Central Park
and said: “Ms. Wolf, did you know
classroom that offers a diverse, although
the pleasure of teaching science to
over 200 species of birds inhabiting the
however, the significance of Huxley’s
and invertebrates, not to mention
than on Biodiversity Day two or three
completely different ecosystems. The
and checking up on the many different
science lab experiments to the real
Lower School student came up to me
is our own “Magic School Bus.”
there were different types of grass?” The
easily blend into the background. One of
of our guest naturalists, Dr. Daniel Atha,
days of natural historians when scholars
and his world had gotten richer. I could
on the importance of connecting with
describing the world around them. In
I live and work for: when students
and slowly permeating the zeitgeist. (I
wrote: “[to] a person uninstructed in
interconnected our world is and are just
the most recent rebranding of a walk in
stroll is a walk through a gallery filled
the New York State Department of
of which have their faces turned to the
Team was looking for a way to engage
following benefits of interacting with
decade ago and have since dedicated
The idea hatched after meeting a
pressure, improves mood, increases
of art, since no one will want to protect
scientists credited with coining the
through exposure to a multitude of things, from works of art to technology. The challenge for teachers is to find the balance between fostering wonderment while covering all the content we expect students to learn in a year. This balance can be achieved by supplementing the curriculum with extracurricular activities. The most important aspect of my teaching practice has been to create opportunities for students to develop a
All this diversity, however, can
student had just spent an hour with one
genuine connection to nature.
my favorite quotes hails from the glory
from the New York Botanical Garden,
the outdoors, the empirical evidence
dedicated their lives to observing and
see it in his eyes. These are the moments
the natural world is well supported
1854 English biologist Thomas Huxley
realize just how big, amazing and
suggest you look up “forest bathing,”
natural history, his country or seaside
happy to be a part of it.
the woods.) Sparing a literature review,
with wonderful works of art, nine-tenths
Day five years ago when the Green
Environmental Conservation lists the
wall.” I first heard this quote over a
our community and make a difference.
nature: reduces stress, lowers blood
myself to revealing these unseen works
Browning alumnus who is one of the
Besides my personal proclivity for
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We started celebrating Biodiversity
are investigating
mammal trapping and telemetry,
deer and newt demographic
studies, installing
dendrometers in the forest to monitor tree growth, and camera traps to
capture the most
elusive inhabitants of the forest. Some of these projects
will even allow us to bring the forest
into the classroom. Whether it
be through the organisms in
the science labs, term, “biodiversity.” While Dr. Thomas
Consortium. Our lasting partnership
he is a superstar in the field of biology,
institutional commitment to connecting
Lovejoy may not be a household name, and we have been fortunate to have
Dr. Lovejoy’s support. His association with this event has attracted amazing
scientists who are excited to participate as guest naturalists and share their
knowledge with our community. As
a school, we have identified over 180
different species in Central Park. This day couldn’t happen without the
engagement of the entire Browning
faculty and staff; I recognize and am grateful for the incredibly dedicated people I work with.
Since 1989 Browning has also
enjoyed a direct connection to the
wilderness through Black Rock Forest
with the forest is a testament to our students to nature. Opportunities
for exploration and interdisciplinary connections are only limited by the
imagination of the field trip organizers.
Central Park is a marvelous, manicured experience, while Black Rock Forest allows students to really dive into
nature – sometimes literally! I am so
excited to be working with the forest to develop new field trips, catered to
a student’s level and focused on longterm monitoring in the forest. The
students’ activities in the forest will build upon themselves throughout
the years, giving each Browning boy a better understanding of our forest. We
impromptu visits
to the Park, hikes in our forest or
adventures abroad, I will always be looking for new and different ways
for students to develop a genuine and long-lasting relationship with nature. I’ll see you out there!
A faculty member at Browning since
2012, Emilie Wolf has taught science in all three divisions. She earned a DCS
(associate degree) in scientific research, a bachelor’s degree in wildlife biology,
and recently completed her master’s in
biology in May 2019. Ms. Wolf is a proud Green Team advisor, an independent
school representative for Black Rock Forest Consortium, and a curriculum developer
and educator for the American Museum of Natural History.
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f e at u r e
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Naturally, reading is an essential component of any Browning boy’s experience, whether he is in the classroom or at home. Head of Lower School/Assistant Head of School Laurie Gruhn is often heard
asking students at Lower School Assemblies, “What good books have you read lately?” Hands raise high as these young readers offer to share updates with their peers. The annual Book Fair never
ceases to draw boys of all ages, their families, teachers and staff with its array of offerings on every subject imaginable, as well as visits with some of the authors themselves. From graphic novels to cookbooks, this event exposes students to the written word in a tangible form.
This school year has offered the Browning community a number of opportunities to use
their reading skills to help others access books of their own. Additionally, reading related events brought together parents in search of perfecting their skills as parents, as well as boys who just love sharing a great book with their dad or a “guy friend.” No matter the situation, Browning boys use books to hone their listening abilities, conversational skills and appreciation of reading as a lifelong pleasure. –Melanie McMahon
This year Head of Middle School Danielle Passno
She added, “Given the universality of these
initiated a monthly Middle School Parents Read
values that we live and ever hope to live into while
works about pedagogy, parenting and adolescence,
some interested Middle and Upper School students,
forum that invited parents to join in reading selected followed by discussion.
Ms. Passno explained, “Our first Parents
Read was a chapter on parenting for purpose
from William Damon’s ‘The Path to Purpose.’ Our
second Read was on four articles about the Fortnite
at Browning, our parent community, along with
enjoyed watching this film in the Kurani Gym. Along with snacking on pizza, popcorn and beverages, we
connected to learn more about how to see – and raise kids who see – others as their neighbors.”
In February the Lower School boys participated
craze, with approximately 35 parents attending. We
in Browning’s third annual Read-a-thon. This
grade reps and faculty to gather suggestions on how
each Friday in school during that month and also
followed up with a discussion between our parent best to approach parenting [on these issues].”
Ms. Passno believes that the biggest success of
these events has been the opportunity for parents to get together to discuss the big questions of
parenting. “I’ve loved partnering with them on this endeavor!” she said.
At the time of this writing, a recent Read included
a screening of Morgan Neville’s documentary on
Fred Rogers, “Won’t You Be My Neighbor?” about
reading-based fundraiser occurred for one period included an optional reading log at home during
the same time period. Each boy in the Lower School participated in the reading event at school, with
fundraising at home an option. All proceeds raised benefited Room to Read, a nonprofit that works in collaboration with local governments across Asia and Africa to develop literacy skills and provide needed supplies to fill libraries in these areas.
A pledge sheet and special Read-a-thon reading
spreading kindness, love and respect for children.
log were used, with teachers logging and recording
this installment; together we watched the excellent
helped encourage and log the boys’ home reading
Ms. Passno noted, “We used a different medium for documentary film about the life and legacy of
Mr. Rogers. The power of this man was in his deep respect for children, as well as his commitment to expressing love for others at every turn.”
the minutes read by each boy in class. Parents
time and also collected pledge donations from
friends and family. The overall goal was that by the
end of the event, each boy would have read between 180 and 300 minutes. Classes were tasked with
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reading a varying number of minutes, but overall, the Read-a-thon raised $6,252.15!
As part of this Read-a-thon, the Lower School
boys hosted visiting author Jarrett Krosoczka,
described by NPR as “a kids’ book writer [who]
loves to make his readers laugh.” NPR notes that the author’s “Lunch Lady” graphic novel series features “a crime-fighting, apron-wearing lunch lady who is
schools in rural and urban Canada, the midwest and western United States.” Later in the school
year, Grade Two boys also participated in GRA, connecting to schools in Singapore and North
Carolina. Ms. Levine said, “GRA is a perfect way to make the world smaller for our students.”
Project Cicero, described as the book drive
always ready to do battle to protect her students.”
for public schools in New York City, has long been
2018 National Book Award Finalist. His 38th work in
was no exception. This annual collection in the month
Mr. Krosoczka’s newest book, “Hey, Kiddo,” was a
17 years, it is a graphic memoir recounting the story of his unconventional childhood.
The boys also enjoyed a cozy hot chocolate day,
and on another day were read to by Middle and
Upper School boys. Finally, to celebrate their reading achievements, they enjoyed a much-anticipated Pajama Day!
The Grade Four Guys Read club continues
to be a popular happening during the course of
the school year. Up for discussion during a recent
supported by The Browning School, and this year of March helps under-resourced New York City
public schools create and enhance classroom and
school libraries. Project Cicero is named in honor of
the Roman writer, statesman, orator and philosopher
Marcus Tullius Cicero, who created extensive libraries in the first century B.C. He once declared, “A room without books is like a body without a soul,” and shared his love of literature and learning. Project Cicero seeks to emulate its namesake’s ways.
The organization’s website notes, “Project
session was Katherine Applegate’s “The One and
Cicero would not be possible without the 100-plus
Susan Levine – allows boys and their fathers (or
annual book distribution teacher event in March…
Only Ivan.” The book club – conceived by Librarian other “guy” friends or relatives) to enjoy thoughtful conversation, respectful listening, and a good oldfashioned night out!
In the Fall/Winter Buzzer (page 40), Ms. Levine
also reported on the 2018 Global Read Aloud (GRA) program. She explained the School’s
involvement: “To share the experience of reading the same book with teachers/librarians and students in many different places is a wonderful way to
make connections that take us outside of East 62nd Street. We did Global Read Aloud (GRA) in Grade
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participating schools who run book drives for the Gently-used books are donated by generous publishing companies as well as families of
independent, parochial and better-resourced public schools. The centerpiece of Project Cicero is its
annual event where 1,200 New York City teachers at schools entitled to Title 1 benefits personally select
as many books as they can transport to their schools and libraries. Since its inception in 2001, Project
Cicero has distributed 4,000,000-plus books to more than 20,000 New York City classrooms, reaching over 1,000,000 students.”
The was overa of th that bll goal each e Rea y the read boy wd-a-th end and betw ould on, 300 een hav min 180 e utes .
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parents association benefit 2019
O
n April 26, the Browning Parents Association held its annual Spring Benefit at 583 Park Avenue, with 360 guests in atten-
dance. Funds raised from this event benefit so many aspects of the offerings at Browning, including the
chess program and Lower School hockey, as well as
year-round professional development opportunities for faculty and staff, particularly attendance at both
the Stanley King Institute and the annual conference of the International Boys’ School Coalition.
Moreover, this evening exemplifies the
camaraderie and philanthropy that make our school such a special place!
BENEFIT CHAIRS Christine Callahan
Wendy Mocco
Maria Dell’Oro
Nazmi Oztanir
Jennifer Hagfors
Monica Storch
Kathleen Glaymon
Maria Rappa
BENEFIT COMMIT TEE Chanda Chapin Shivani Dugar Myra Ferreri
Atoussa Hamzavi Agnes Kelly
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Saira Malhotra Tania Pereyra Eve Schenk
Elisa Strohfeldt Carmen Taton
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selection of colleges offering admission to class of 2019
As this issue of the Buzzer headed to press, Director of College Guidance Sanford Pelz ‘71 provided this selection of colleges offering admission to members of Browning’s Class of 2019. We congratulate the Form VI boys in advance, as they will receive their diplomas on June 12 during exercises at Christ Church. Please visit our website at www.browning.edu for full coverage.
American University (4)
University of Miami (6)
Boston College (5)
Middlebury College
Boston University (5)
New York University (2)
University of California, San Diego (2)
University of Notre Dame
Carnegie Mellon University (2)
University of Richmond
Case Western Reserve University (2)
University of Rochester
Dartmouth College
University of St. Andrews
Elon University
Sarah Lawrence College
Emory University (2)
University of Southern California
Franklin & Marshall College
Southern Methodist University
The George Washington University
State University of New York at Albany
College of the Holy Cross
State University of New York at Buffalo (5)
Howard University
Syracuse University (2)
University of Illinois at Urbana-Champaign
University of Texas at Austin (2)
Johns Hopkins University
University of Toronto
Lafayette College
Tulane University (3)
Lehigh University
University of Virginia
Lincoln University
Washington and Lee University
University of Maryland, College Park
Wesleyan University
University of Massachusetts Amherst (6)
The College of William and Mary
University of Michigan
University of Wisconsin – Madison
Miami University (3)
Xavier University
As of May, 2019
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the local buzz
CHESS PANTHERS WIN STATES! Thirty Browning boys from Kindergarten through Form V competed with over 1,200 players in the New York State Scholastic Chess
Championship this winter. Browning’s K-6 Team took first place, and several other Browning boys led in individual placements.
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HEAD OF SCHOOL ATTENDS IBSC TRUSTEES MEETING Head of School John Botti
traveled to England in February to attend the biannual meeting of the Board of Trustees of the International Boys’ School
Coalition (IBSC). Held at Eton
College, the meeting provided an opportunity to discuss Coalition programming, research and conferences for the 2019-20 academic year.
BROWNING DELEGATES PARTICIPATE IN MODEL UN The Browning delegation met with success
at the annual Model United Nations event in
Philadelphia, where they participated in both the massive General Assembly Committees and in the smaller, more elite Crisis
Committees. History Department Chair
Gerald Protheroe said, “This was a great
experience for the boys and will stand them in good stead for the future. We also caught up with alumnus Awen Abaatu ’16, who
attended Model UN in 2012 as a delegate
and now presides over the proceedings as the Director-General of ILMUNC!”
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FORM I BOYS INVESTIGATE FAMILY TREES Form I students are working with Daughters of the American Revolution (DAR)
genealogy researchers to investigate their
own personal family trees, utilizing the DAR databases of genealogy that span the globe.
EXPLORING BLACK HISTORY MONTH AT THE UN To learn more about Black History Month, the
fourth graders explored the United Nations through an African “lens.” The boys learned about the
contributions of people of African descent who
contributed to the work of the UN in fields such as peace and security, as well as human rights, with a special emphasis on decolonization.
FORM II BOYS WIN FIRST PLACE FRENCH THEATER PRIZE! Browning congratulates the Form II
French class, winners of the coveted “Grand Prix” first prize at Lycee
Francais de New York’s annual theater festival! Well supported by their
talented peers, Sasha Maslennikov ’23
also won the best non-French speaking award, while David Lilien ’23 received an individual recognition. Bravo!
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CELEBRATING TOGETHER ON INTERNATIONAL NIGHT The School’s inaugural International Night celebrated the diversity of cultures represented throughout Browning, with boys, teachers and parents sharing aspects of their cultural backgrounds, including table games, food and traditional attire.
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APPLYING ALGEBRA TO TRAFFIC DILEMMA As a way to build relevance for classroom content
over the last decade, challenges them to become civil
algebra and problem-solving skills to a real work
plan for a signalized traffic intersection, while
outside of Browning, Form II boys had to apply their task. This annual session, taught by a former engineer
engineers as they develop a safe and efficient phasing optimizing efficiency.
KINDERGARTEN BOYS ENJOY SPECIAL VISIT FROM SCHOOL’S HEAD CHEF The kindergarten boys welcomed
a special visitor from the cafeteria
into their library class, Head Chef
Dana-Marie Moore. She spoke with
the boys about what it’s like to feed nearly 500 boys, faculty and staff
each day. The Q&A revealed that
her favorite part of her job is getting
boys to eat their veggies and that her favorite food is pasta, which had the boys cheering in agreement!
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MATH-SCIENCE NIGHT: A WINNING COMBINATION Form I and II boys spent months of hard work on projects that eventually culminated in an
impressive Math-Science Night
attended by faculty and families. The event requires that students design and execute original
projects intertwining the two disciplines in a meaningful
way. The boys must incorporate mathematical analysis of their
data as a central component that
LOWER SCHOOL BOYS DEMONSTRATE KINDNESS AND CHARACTER The Lower School Character Tree has “grown” into a visual
celebration of four character values emphasized by the division over the course of this school year, including empathy, self-
control, honesty and exploration. Each value is represented
by a leaf of a given color and is introduced and discussed at
assemblies. Lower School boys earned a leaf by demonstrating one of these values.
HEAD OF SCHOOL TEACHES NEW COURSE ON FINDING PURPOSE Head of School John Botti
now teaches “On Purpose” to the seniors at Browning.
The semester-long discussion encourages Form VI boys to reflect upon how they
understand their own personal narratives and what confers meaning, purpose and
significance in one’s life, work and relationships.
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drives their conclusions.
FIFTH GRADERS STUDY U.S. SPACE PROGRAM IN PERSON The fifth grade boys expanded their astronomy curriculum with a trip to the Buehler
Challenger & Science Center to learn more about the history of the U.S. space program.
HEAD OF SCHOOL INTRODUCES BLOG SERIES This spring Head of School John Botti
introduced his blog, “Margin Notes.” In the preface to his first entry, he wrote,
“Christopher Hitchens, the late English essayist and critic, was said to have
quipped, ‘Everybody does have a book in them, but in most cases that’s where it should stay.’ Here’s hoping that this trenchant observation does not apply
equally to blogs, for I write to introduce
‘Margin Notes,’ a series which will share some of my written reflections with our community. As the title suggests, this
blog will not necessarily attempt to capture all the
published in this year’s ‘Parents League Review’
to offer thoughts on what I am reading, seeing and
suggesting ways in which schools can empower
latest news from Browning; rather, it simply means discussing in my capacity as Head of School.”
He added, “The first entry consists of an essay
that I co-authored with Dr. Tara Christie Kinsey
of The Hewitt School, as part of a partnership that
and draws on the work of Professor Damon in students to reframe stress in the context of
pursuing endeavors that are meaningful to them and to society.”
In another installment in May, Mr. Botti
brought Stanford Professor William Damon to speak
discussed how the cultivation of curiosity,
what educators and families can do to cultivate a
revolution in our students that serves them well
with Hewitt and Browning faculty and parents about sense of purpose in young people today, entitled Reframing and Reclaiming Stress. The piece was
matched with critical thinking, can drive a learning in school and beyond. You may follow the blog at www.browning.edu/head-of-school.
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ROBOTICS BUFFS HOSTED BY CITI’S TECH INNOVATION DEPARTMENT AT CORNELL TECH CAMPUS This fall the computer science and engineering department
other two-thirds are devoted to external companies, including
Encore (after school) program. The inaugural Lower and
Manfredi and developed in partnership with Forest City New
added after-school robotics for Middle School through the
Middle School Robotics team took the tram to Roosevelt Island to visit the Cornell Tech campus where they were hosted by Citi’s Tech Innovation Department located within the Tata
York, the center was envisioned as a flexible space poised to adapt to the evolving needs of tech research and education. Our visit was a special treat with exclusive access to
Innovation Center.
secure sections of the campus. The boys were inspired by
of the Encore program, reports: New York City’s newest urban
a tour of the state-of-the-art graduate school classrooms for
Department Chair Anderson Harp, who is also co-director
campus opened in the fall of 2017 and was designed as a place for discovery, both intellectually and physically. The campus architecture isn’t just a backdrop for what is going on inside the buildings. It is itself a model for innovation that inspires and keeps our high aspirations on track.
Cornell Tech joins faculty, business leaders, tech
entrepreneurs and students in a catalytic environment. Together they produce visionary results grounded in
significant needs that will reinvent the way we live in the
digital age. Start-up culture is the lifeblood of Cornell Tech
as evidenced by the Tata Innovation Center, where academia and industry collide. One-third of the building is devoted to academic use, including the Masters Studio Maker Lab. The
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our host, Citigroup. Designed by award-winning Weiss/
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graduate work in the Masters Studio Maker Lab and given
Cornell’s computer science program. Next, they visited the NYC FIRST STEM Center with its full-scale fabrication lab,
robotics field and machine shop. Finally, ascending to one of the top floors, they entered Citi’s Tech Innovation Hub. One of our parent chaperones remarked on the
experience, “The Citi hosts and I were impressed by our boys during the brainstorming session.” The CSE department
will offer additional programs for Middle and Lower School students who are passionate about more computer science
and engineering experiences. Our partnerships with teachers, students, parents and community members will further such
innovative learning experiences, thereby inspiring our boys to succeed.
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ULTRO ROBOTICS TEAM REACHES NEW HEIGHTS! The Browning Ultro robotics team qualified for the NYC Supers by winning the FIRST “Rover Ruckus” qualifier tournament against 29 teams! Robotics faculty
advisor Aaron Grill noted that this was the greatest achievement for the robotics
team to date. The name “Ultro” means “of one’s own mind” in Latin, a play on the boys’ mission toward autonomous programming.
Mr. Grill reported, “This was a big win for the program. Another significant
achievement that day includes being awarded third place in the Inspire Award. Inspire Award placement is considered more valuable than winning the
competition, as it represents the values of FIRST such as gracious professionalism, motivating students to learn robotics, connecting with the STEM community, a
positive and inclusive team and engineering design documentation. The boys also
won the Control Award, which celebrates a team that uses sensors and software to increase the robot’s functionality on the field.”
BIODIVERSITY DAY EXPANDS ITS REACH! This year’s Biodiversity Day focused on deforestation and its
impact on biodiversity, particularly in Kenya, with the efforts of Kenyan environmentalist and Nobel Peace Prize laureate
Wangari Maathai highlighted. The day also featured a Hoops for Hope basketball showdown to support The Fleischer
Foundation's continued support of Kenyan students in Nairobi. The dress-down portion of the day raised money to support
Wild Bird Fund, an organization that rescues fledgling birds and offers year-round care for injured animals in New York.
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HISTORY FACULTY LEAD CONVERSATION WITH AWARD-WINNING REPORTER AND BROWNING PARENT In January The Browning School hosted “On the Front
Line: War and Conflict in Iraq and Syria,” a conversation with Browning parent Janine di Giovanni, who is a
celebrated award-winning war reporter, and History Department Chair Dr. Gerald Protheroe and fellow Browning history teacher Omar Qureshi.
Dr. Protheroe, in introducing Ms. di Giovanni,
remarked that the Browning boys of 2019 live in a very
different world from that of the Browning generation of 1989-90, and what was truly a challenge was to explain
how the era of optimism, which was such a feature of the
’90s, had degenerated into the international anarchy of the current era. Ms. di Giovanni had not only lived through
this, she had worked in some of the most dangerous war zones of the previous 25 years in Rwanda, Sierra Leone,
Chechnya, Bosnia, Iraq and most recently in Syria in the aftermath of the Arab Spring.
Ms. di Giovanni gave a gripping and harrowing
account of her work during these years, in particular her reporting from Syria and the great dilemma which has
stages of the conflict. Ms. di Giovanni sometimes provided
and how the Western desire to overthrow the Syrian
Syria and how little we in the West have done to mitigate
by the desire to combat the rise of the Islamic State. In
award-winning work, “The Morning They Came for Us:
humanitarian military intervention, mentioning the British
human rights books in 2016.
She was also fiercely critical of President Obama’s failure
University’s Jackson Institute of Global Affairs and is a
faced the West in that country over the last eight years,
a heartbreaking account of how war impacts children in
dictatorship of Bashar al-Assad has become sidetracked
this. She drew extensively on the evidence provided in her
response to Mr. Qureshi, she reaffirmed her support for
Dispatches from Syria,” which was named one of the best
government’s intervention in Sierra Leone as a model. to curb Assad’s attacks on his own people in the early
Ms. di Giovanni is currently a Senior Fellow at Yale
former editor of Middle Eastern Affairs at Newsweek.
Spring/Summer 2019
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BROWNING APPOINTS BOBBI MARK AS CHIEF ADVANCEMENT OFFICER In May, Head
certificate in public management. In addition,
Botti announced
in-the-Schools and chair of the development
of School John
the appointment of Bobbi Mark as Browning’s
incoming chief advancement
at Yale Advisory Council, and is currently a trustee of Project Kesher. She lives in Manhattan and Litchfield, Conn.
Ms. Mark looks forward to beginning her
tenure with Browning in July. “I am thrilled
the Woodrow Wilson National Fellowship
as part of Browning’s senior leadership and
Foundation in Princeton, N.J., where
she serves as chief development officer. Mr. Botti remarked, “I am delighted
to welcome someone of Bobbi Mark’s
experience, skill and enthusiasm into our
community. She has distinguished herself as both an advancement professional and a leader at a number of institutions, and I know that she and our talented
advancement team will work well together.”
For two decades, Ms. Mark has served in
leadership roles as an educational fundraiser in record-breaking capital and annual
campaigns at Barnard College, Mount Sinai Medical Center, Riverdale Country School,
and Yale University, her undergraduate alma
mater, where she was also the first woman to
chair the Yale Alumni Fund. For her long-time volunteer service to Yale, she was awarded the Yale Medal in 2010. Prior to becoming a professional fundraiser, she worked for
several major New York book publishers in
prominent editorial and marketing positions, both before and after receiving her M.B.A.
from Stanford University’s Graduate School of Business, from which she also received a
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committee of the Women’s Health Research
officer, effective
July 1. Ms. Mark comes to Browning from
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she has served as chair of the board of Chess-
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to return to the independent school world
to have the opportunity to work with Head
of School John Botti to advance his strategic agenda. I have already had the privilege of meeting several members of his team and
the Board of Trustees, and I very much look forward to getting to know the rest of the
Browning community in the years ahead.” Ms. Mark assumes this role from
outgoing Director of Institutional
Advancement Jim Simon, who is leaving
Browning to become assistant head of school for external affairs at the Indian Springs
School in Birmingham, Ala., after five years with us. “Mr. Simon was a remarkably
versatile associate who brought expertise to
the School’s development, communications and alumni functions, and Browning will miss him on all fronts,” said Mr. Botti.
He added, “The Indian Springs School is
extremely fortunate to have such a talented administrator, skilled professional, and
thoughtful colleague as its new assistant head of school for external affairs.”
Browning also extends its thanks to Doug
Cooney from Deerfield Associates who led the successful search for Ms. Mark.
A FINAL NOTE FROM THE EDITOR The past seven years have been busy and rewarding, to say the least, and I’m
hard-pressed to find the words – though that’s
been my job – to express how much I will
miss my role as director of publications at
Browning. To anyone who has not experienced
the culture of camaraderie at this school, let me
say that despite what could often be a two-hour
commute each way from my home in rural New Jersey, I wouldn’t trade my time, friendships
and the “vibe” of NYC for anything. Retiring to be with my family is bittersweet, indeed.
As editor of this magazine, I’ve been able
to write about the fine people (students, faculty, staff, parents), activities and accomplishments that comprise The Browning School. I’ve
MIDDLE SCHOOL LEADERS FORGE NEW TRADITION January 11 of this year marked the start of a new
tradition, the Middle School Welcome Ritual, where each member from Grade Five to Form I received a
handshake and welcome statement from a Form II boy,
as well as a lapel pin. The ceremony not only allows the
Form II boys to take a leadership role in the division but also clearly articulates to them that Browning’s shared
community standard means we are responsible for each other’s well-being.
overseen our other publications – the award-
winning admission viewbook, report of giving, campaign pieces and myriad materials that
come your way – but none of those would be as polished without our talented designer, Misty
Wilt, and exacting proofreader, Marie Leed, who
made them shine. Photographer Rossa Cole took such wonderful pictures for our publications, saving me 1,000 words so many times over. I am ever grateful to former Director
of Advancement Marty Haase and former
Headmaster Stephen M. Clement, III, for their
faith that I was the right person for this position in 2011, and to Head of School John Botti
and Director of Advancement Jim Simon for
continuing to believe in me. Our collaborations have been exciting and memorable, in the best
of ways. I thank the members of this community for sharing themselves and their stories with me so that I might share the essence of Browning with you.
Please visit the Browning website to read additional school news.
www.browning.edu Spring/Summer 2019
41
summer stipends
EACH YEAR THE PARENTS ASSOCIATION AWARDS stipends to faculty members who apply for specific projects, such as summer travel, research or study. Read on to learn how their experiences benefit the Browning boys they teach.
Finding Purpose and Meaning in Picasso’s “Guernica” This summer I had the privilege of
are lamenting the rise of perils in Europe. In my opinion,
Musée Picasso (Paris), an experience
maximum expressiveness in the sad faces of these mothers.
attending the Exhibition Guernica at the that opened up different aspects of
that inspired Picasso with its precious relics from medieval
of this exhibition were to explain the
Afterward I stopped at Notre-Dame Cathedral. The beauty
iconographic sources in the painting and
to recognize the dual status that “Guernica” has presently acquired as an art history icon and a symbol of peace.
Therefore, this trip offered me the possibility of enhancing
my Elementary Spanish unit on “Guernica” and helped me reinforce the narrative of the book, “Agentes Secretos y el Mural de Picasso.”
In Paris I immediately noticed the coexistence of two
significant periods in the city’s architecture: the Gothic and modern eras. On the first day, I visited the Musée Picasso,
where I was impressed not only with Picasso’s artwork but
also with the art that “Guernica” had inspired in other great
artists. One of my favorite paintings was “La visita” by Equipo Crónica from 1969. In this painting, there is a group of officials entering the room where “Guernica” is being displayed. You
times and sparked the motif of the spear in “Guernica.”
and splendor of these Gothic cathedrals were enough to
boggle my imagination. On the third day, I visited the Palais
Garnier, where I was struck by the grandiosity of the Baroque art and its glorious and thoroughly crafted details. I could
not leave Paris without visiting the Musée du Louvre, where I had the great privilege to see the “Mona Lisa.” To top the
momentum, I visited Musée du Louvre’s ongoing exhibition of the French Romantic artist Eugène Delacroix. On my fifth day in Paris, I had time to visit the Musée d’Orsay where
I had the privilege to see Rodin’s amazing sculptures and
many pieces of Impressionist art. The beauty of these great
paintings, specifically van Gogh’s “Starry Night,” made an unforgettable impression.
can see the dismembered figures in the mural coming to life
This trip offered me the possibility of
arriving to view the atrocities of the war. The composition of
“Guernica” and helped me reinforce the
in a three-dimensional space to welcome the visitors who are
enhancing my Elementary Spanish unit on
the mural is surreal, as the observer becomes the observed.
narrative of the book, “Agentes Secretos y
Another interesting fact to note from this exhibition is the
iconographic symbol of the weeping woman whose tears
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The next morning I visited Sainte-Chapelle, a church
understanding this masterpiece of
20th century art. The central purposes Sandra Martinez
Picasso produced these motifs repeatedly in his art to show
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el Mural de Picasso.”
After spending five days in Paris, I headed to the south
of France. My first stop was at Avignon, a city loaded with historical monuments, especially the marvelous Palace of
Picasso in Antibes preserves an extensive and valuable collection of Picasso’s ceramics.
Picasso then moved to Vallauris to experience the beautiful
the Popes. The little back streets are part of the city’s charm
work of ceramics. The Musée National Picasso, La Guerre et la
and cafes. In Provence, I saw some spectacular monuments
which represents the last 20 years of his life. Although
and, like in any great European town, are lined with shops
dated from the Roman Empire. The well-preserved Roman Theater in the city of Orange and the Roman aqueducts in Nîmes greatly impressed me. These historical sites served as a source of inspiration in Picasso’s art as he traveled around France to find fresh ideas.
Next I spent a few days exploring the French
Riviera. Despite the unbearable summer heat, I
continued with my plans to follow Picasso’s footsteps
through the Côte d’Azur. In the mid-1940s, Picasso lived in the Château Grimaldi in Antibes. In this house, he
produced his most joyful works. The museum faces the blue Mediterranean, so it’s easy to understand where
his enthusiasm and inspiration came from. The Musée
Paix, holds Picasso’s magnificent Madoura Ceramic Collection, “Guernica” was finished in 1937, Picasso continued the lineage of repeated motifs in later works. In 1952 he painted the
monumental fresco, “La Guerre et la Paix,” in a small medieval chapel in the village of Vallauris. Both masterpieces continue to be essential artwork in the 21st century, and I had the
opportunity to contemplate and reflect on these classics, thanks
to the generosity of the Parents Association. I now have a wealth of information, along with many wonderful memories, stories
and pictures, from the fascinating culture and geography of the
French-speaking world that captivated and inspired Picasso and many other artists.
By Sandra Martinez, Modern Languages Department Chair; Lower, Middle and Upper School Spanish
Spring/Summer 2019
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Trip to Greece Proves Illuminating in Myriad Ways My past journeys to Rome and
both clarified and intensified my understanding of the things
me by making them much more
in books was like running into old friends – most often
Roman history and literature for
present and comprehensible. My
Latin language proficiency benefited John Young
I toured much of the country, and every place I visited
across Italy over the years enlivened
immensely, too. As a consequence,
my understanding of things Roman
is handed over to my students more confidently, more
I had studied. Seeing monuments that I had only encountered unexpectedly, for I never quite knew where I was or where they were lurking, or even what was awaiting behind the
next corner. Visiting Greece’s different regions organized and illuminated my mental map of the land.
Mount Pelion used to be to me just a mountain where
accurately and more enthusiastically.
the centaurs were said to have been born and where the
make similar pilgrimages, so to speak, to Greece. I have spent
water flows, rather gushes, forth from the slopes of Pelion, in
I had always known that I, as a Classicist, needed to
decades studying Greece and have long considered its art,
history and peoples. I have stared at images of its architecture and landscapes and labored over its ancient language. Its
literature has, in turns, given me goose flesh, moved me to tears, and caused to me laugh out loud. Nevertheless, as
familiar as I thought I was with its antiquity, going there this summer was altogether eye-opening.
gods liked to throw parties. Now I know why. The sweetest such quantities that the mountain towns must dig channels alongside their every pathway to direct its flow even
midsummer. Rosemary and other herbs grow so abundantly that the very air has a taste of mint in it. Grapes and
pomegranates are everywhere to be plucked. It is no wonder that the ancients located the gods here. It is similar at Delphi
on Mount Parnassus. That geological miracle, abounding not with terrestrial fertility but spiritual, was destined to house a temple. The Muses bathed in its mountain streams; I drank from them for inspiration.
The patrimony of Rome, the adoption (volens nolens)
and transformation of its institutions and mores, was never as obscured for me by the centuries as was that of Greece.
What I learned about the colonisations of the Greek islands
and mainland by Venetians and by Ottomans, as well as these peoples’ reception of Greek antiquity and their conflicts with each other in such monumental settings, I count among the most valuable, unexpected lessons of my trip, which filled many gaps in my knowledge. That information, museum explorations, guided city tours, and monument gawking
brought me closer to the ancient Greeks. Marvelling at the
Minoans, however, while walking the ruins of their palace at
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Knossos on Crete, and at the Myceneans in their strongholds of cyclopean
stonework in the Peloponnese, I began to see these diverse, ancient peoples, whose
well-known myths had made them seem so accessible, less as cultural progenitors and more as utterly strange and alien,
especially as I looked more closely at their ancient scripts, Linear A and B.
With this feeling building, the
otherness of the mask of Agamemnon,
as it is known, startled me, as did a close inspection of his people’s script, Linear B. However, a view of the progression
of literacy, fascinatingly documented at these ancient sites, mingled in me with
the waters from the Castalian Spring, and
I understood that there is no greater bond than a common language. My weeks in
Greece opened my mind to the feasibility and desirability of acquiring the ancient
Greek language like I have Latin, which
Seeing monuments that I had only encountered in books was like running into old friends – most often unexpectedly, for I never quite knew where I was or where they were lurking, or
will certainly benefit all of my future Greek and Latin language students.
By John Young, Classics Department Chair
even what was awaiting behind the next corner.
Spring/Summer 2019
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Cyprus Art Scene Enriches Knowledge of Printmaking and Pottery The stipend I received from the Parents Association helped fund my trip to
Cyprus this past summer, where my
goals were to see as much art as I could, become familiar with artists and the art scene, and work on printmaking. Nikolaos Vlahos
I participated in a residency at
an art school in Larnaca, Cyprus,
called Three Dots Art Lab. There I was given studio space in which to work. The artists running the school are also K-12 educators, and we often discussed our respective
curriculum, which led to many inspiring conversations.
The rest of the time I used a copper plate and oil paint to
make monoprints. Over the course of creating about 50 or so prints, I investigated various ways of applying the paint to
achieve a print. I did not have access to an etching press, so
I was using a printing baren, a hand-held tool, instead. This method actually offered many new avenues for creativity, as I could vary the applied pressure; an etching press, on
the other hand, applies even pressure throughout the entire print. I am excited to show my students my results and see what they do with these techniques.
Although very little remains in terms of 2D painting from
discussed their respective techniques. Each one had a very
figures, to ceremonial objects, the creativity was exciting to
to see how each of their studios was set up accordingly.
– that survives is overwhelming. From functional wares, to see. I took many pictures of these objects from the Cyprus Museum in Nicosia and will show them to my classes.
Both the physical forms and beautiful glazing techniques will provide my students with ideas for their own work.
In addition to the Cyprus Museum, I visited the Leventis
Gallery, a museum that houses modern and contemporary art from Europe, including contemporary Cypriot art.
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I had the chance to meet with a few ceramicists, and we
ancient times, the amount of pottery – glazed and unglazed
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different approach to the medium, and it was interesting These artists ranged from a high-volume production
potter, to a fine art sculptor, to a replicator of Byzantine
and ancient works. I worked extensively with the potter Vassos Demetriou. During the time I spent with him, I
learned the ancient technique of terra sigillata. Through
this process, clay is separated only into its finest particles to
create a highly refined slip. This almost water-thin substance
is brushed onto greenware (unfired clay), and when
burnished, creates a high-polished gloss surface. Depending on the clay body used to create the mixture, this finish can take on different colors. The ancient Greeks and Romans
Both the physical forms and beautiful glazing techniques will provide my students with ideas for their own work.
used the terra sigillata technique instead of glaze.
I also met with renowned painter Kikos Lanitis, who has
enjoyed a 50-year career with 90 solo shows spanning Europe,
During my time in Cyprus, I gained experience and
Cyprus and the Middle East. I spent an afternoon with him
information that has made me both a better artist and teacher.
He was a very generous host and, along with discussing his
that will have lasting effects for years to come. I look forward
and his wife at one of his studios in the Troodos Mountains. work, we talked for hours about what it was like for him to make art and survive as an artist for 50 years.
I can use all this to enrich the program at Browning in ways to seeing this happen.
By Nikolaos Vlahos, Art Department Chair
Spring/Summer 2019
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Discovering Normandy: Land of Liberty This past summer, thanks to the Parents Association, I was able to spend two weeks in Normandy, a well-known
joy and torment,� said Mr. Monet.
Despite the crowd, the implacable heat wave, and the
region of northern France. I traveled
palpable tension before the World Cup Uruguay-France
I visited Claude Monet’s house and
roses, daisies, peonies and trees, and to try to connect with the
from Paris to sleepy little Giverny, where Dominique Bernard
to store and polish his canvas. “Color is my daylong obsession,
garden, both of which are well kept and pristine. The long house is so beautiful,
especially the blue sitting room and the studio sitting room. I
especially enjoyed visiting the small barn where the artist used
match, it was a true delight to stroll the lane among the irises, spirit of the Impressionist master. I certainly could not leave this picturesque village without also visiting the Giverny
Museum of Impressionism. I shall have several opportunities to promote with my students the characteristics of this
Discovering all those places and French landmarks has helped me to consolidate my knowledge of the history of France and discover interesting facts, anecdotes and characters that have shaped the past.
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movement of painting that I discovered during my too brief stay in the heart of Impressionism.
My next stay was in Rouen, the capital of the region of
Normandy and famous for its magnificent cathedral whose gothic façade was painted at different times of the day by
Claude Monet. It is also in Rouen that Joan of Arc, the savior of France during the Hundred Years’ War, was burned as a witch at the stake after a long and controversial trial. I was
particularly impressed with the Joan of Arc History Museum
along the D-day Coast and passing Juno Beach, Omaha Beach and Utah Beach. Close to 3,000 American soldiers died on the first day of the landing along the shore of Normandy. Omaha
Beach remains the depths of horror. It is with good reason that the site that overlooks this beach was chosen to accommodate
the moving American cemetery, where the bodies of more than 9,000 soldiers are buried. France has conceded to the United States the eternal possession of this land as a monument.
Laurence Binyon’s 1914 poem “For the Fallen” speaks
that traces the myth of the virgin, from her condemnation to
volumes: “They shall grow not old, as we that are left grow
universally recognized as one of the greatest figures in French
At the going down of the sun and in the morning / We will
her rehabilitation. Maiden, warrior and myth, Joan of Arc is
history: “Oh Joan, without a sepulcher and without a portrait, you who knew that the tomb of heroes is the hearts of living.” André Malraux – Rouen le 31 may 1964.
About 100 miles to the west, I arrived in Bayeux, home of
the Bayeux Tapestry, which recounts the events leading up to
old: / Age shall not weary them, nor the years condemn. / remember them. // They mingle not with their laughing
comrades again; / They sit no more at familiar tables of home; / They have no lot in our labour of the day-time; / They sleep beyond England’s foam.”
On a lighter note, I also enjoyed following the cheese
the Norman conquest of England. It was a moving experience
route in Normandy, seeing how Livarot’s cheese is made and
cloth and analyze all the details of the images scrolling before
all the anecdotes, legends, recipes and fun facts that I learned
to view the 70 meters long and 50 centimeters tall embroidered my eyes. There are “626 humans, 190 horses, 35 dogs, 37 trees,
32 ships, 33 buildings, etc., in the tapestry.” Impressive indeed! Charles de Gaulle delivered two famous speeches in Bayeux, the first major city to be liberated by the allies.
I also spent a moment in Cabourg. There I saw the
waterfront Grand-Hôtel where Marcel Proust used to
spend his vacation. Largely inspired by Cabourg and its
inhabitants, the author created the fictional city of Balbec.
Many passages of Proust’s famous masterpiece, “In Search of Lost Time,” were set in this coastal commune. The long
esplanade along the seashore has been named “Promenade Marcel Proust” in his honor.
Lastly, I tremendously enjoyed exploring the moving
Memorial of Caen, a rite of passage in Normandy, and driving
exploring the Musée du Camembert. I will not fail to share during this interesting culinary day with all my students. In my French classes, we studied the Impressionist
movement and the important events of French history.
Discovering all those places and French landmarks has helped me to consolidate my knowledge of the history of France and discover interesting facts, anecdotes and characters
that have shaped the past. This sojourn in Normandy was very rewarding, with a good mix of history and cultural
discoveries. Once again, I would like to thank the Parents
Association for their substantial support, which gave me a chance to consolidate my knowledge of Normandy.
By Dominique Bernard, Lower, Middle and Upper School French Teacher
Spring/Summer 2019
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fine and p e r f o r m i n g a rt s
ANNUAL ART SHOW: A VENUE FOR TALENT AND HARD WORK Once again the artists at Browning outdid themselves, as
evidenced by the display of work exhibited at the Annual Art
Show. Under the direction of Department Chair Nik Vlahos and
fellow art teacher Kate Bancroft, the boys produced self portraits,
ceramic pieces and all manner of impressive art to be admired by fellow students, family and the entire Browning community.
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SPANISH CLASS STUDENTS VISIT ARTIST FRIDA KAHLO EXHIBIT AT BROOKLYN MUSEUM The Form VI Spanish class ventured to the Brooklyn Museum to visit the
exhibition, Frida Kahlo: Appearances Can Be Deceiving. The boys explored
how Kahlo’s personal artifacts shaped her identity and reflected her cultural
heritage and political beliefs. The museum’s website explains: “Mexican artist
Frida Kahlo’s unique and immediately recognizable style was an integral part of her identity. Kahlo came to define herself through her ethnicity, disability, and politics, all of which were at the heart of her work. [This exhibit] is the
largest U.S. exhibition in 10 years devoted to the iconic painter and the first
in the United States to display a collection of her clothing and other personal possessions, which were rediscovered and inventoried in 2004 after being
locked away since Kahlo’s death, in 1954...To highlight the collecting interests
of Kahlo and her husband, muralist Diego Rivera, works from [the museum’s] extensive holdings of Mesoamerican art are also included.”
MUSIC EDUCATOR HONORED BY THE ACADEMY FOR TEACHERS Middle and
Upper School
music teacher
Richard Symons has been
honored by Richard Symons
The Academy for Teachers
to attend a master class on choral
conducting led by Francisco Núñez, founder and artistic director of
Young People’s Chorus of New York City.
Mr. Symons joins a growing
number of the city’s strongest
educators as fellows, including Browning’s own faculty
members, Mary Bosworth (history/
philosophy) and Emilie Wolf (science).
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MIDDLE SCHOOL BOYS PRESENT "JULIUS CAESAR" The annual Middle School Shakespeare production is a much anticipated tradition at Browning. This
year's "Julius Caesar," directed by Adam Giordano, took place as we headed to press. Word has it that the audience enjoyed every moment!
A CAPANTHERS RAISE THE BAR BY RAISING VOICES In February the A CaPanthers performed at the 13th Annual Interschool
A Cappellooza concert alongside groups from The Brearley School, The Chapin
School, Collegiate School, The Dalton School, The Nightingale-Bamford School, The Spence School and Trinity School. Music teacher Richard Symons provided the following report:
A cappella groups from our eight Interschool members performed on stage at
Spence in this beloved and very exciting event! Students, friends and families were
all invited. Performing in front of two sold-out crowds, our boys brought the house
down! It was lifting for them to have so much Browning student, parent, family and faculty support.
The boys drew praise from other chorus directors and audience members.
I am incredibly proud of them! They have raised the bar for music-making at
Browning, and I’ve already been contacted by other Interschool directors asking if they are available to collaborate. Congratulations to Eric Pena ’19, Nick Hurley ’19, Gabriel Flicker ’19, Max Motz ’19, Christian Kim ’21, Griffin Davis ’21 and John Harrison ’21 on a wonderful achievement!
Spring/Summer 2019
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SUPERHERO EVENT CELEBRATES FRENCH COMPOSER An exciting “superhero” musical event for Browning
COTS is a vibrant, well-respected musical
boys in Grades Three and Four took place in February
organization started in Brooklyn (on the Slope) and
on the Slope (COTS) at a public concert in Brooklyn.
Mr. Larsen taught cello in our Browning after school
as they participated in a collaboration with Concerts
Lower School Music Director Lucy Warner provided the following report:
The boys introduced the first musical piece
featuring cellist Ben Larsen as its artistic director.
music program for several years before leaving to lend his expertise to this organization.
performed at the concert, namely, “Musical
Superhero” Camille Saint-Saëns’s composition, “The Swan” (from “Carnival of the Animals”) featured in my book, “Zap! Bam! Now! Superheroes of Music.”
Each boy who participated read either one sentence
or a portion of the poem on page 20 of the book about this French composer.
"SHUBERT NIGHT" USHERS IN SPRING! Bravo to the Ovation Orchestra and the Middle and Upper School Chorus, under the direction of music teacher Richard Symons, for strong performances
at this spring's “Schubert Night!” The evening also
featured Lachlan Glen, Australian performer, producer and entrepreneur, who presented the life and works of German composer Franz Schubert.
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BROWNING BOYS JOIN CASTS OF BREARLEY AND NIGHTINGALE PRODUCTIONS
David Pham ‘21 (pictured top right) appeared in The Brearley School’s winter production of “Les Misérables.”
Brendan Lopez ‘21, Brian Granville-Smith ‘21 (not pictured) and Sam Liftin ‘21 performed in the spring production of The Nightingale-Bamford School's production of "Chicago."
Spring/Summer 2019
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at h l e t i c s
Winter Wrap-up The 2018-19 winter sports season was filled with
VARSITY BASKETBALL
extraordinary feats. The season tipped Andrew H. West ’92
off with a firstplace finish by our
varsity basketball team in the LREI Tip-Off Tournament, followed by an exciting victory over Churchill on the main court of the Barclays Center. The varsity team finished the season in first place in the NYCAL, earning a bye in the first round of the playoffs. The team also secured an automatic bid into the NYSAIS State Tournament. This year marked the first season that Browning had a varsity indoor track team. The boys enjoyed a very successful first season, and I am confident this program will continue to grow and flourish. The fifth and sixth grade teams, both seventh-eighth (Red and Black) teams, and the JV team all competed hard throughout the winter and improved a great deal. I also received many compliments from the fencing coach about how committed our boys were and that they were natural leaders. The varsity squash team struggled to find wins but competed hard each and every match, representing Browning with honor. –Director of Athletics Andrew H. West ’92
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This year the varsity basketball
team had one of the most successful seasons in school history! Finishing with a record of 19-5, the boys
captured the NYCAL Regular Season Title and the NYCAL Postseason
Championship in dramatic fashion,
defeating Columbia Prep 61-58 on an Alex Liptak ’20 three-pointer with 10 seconds left.
TEAM WINS TWO NYCAL CHAMPIONSHIPS!
In addition, the boys earned the
It was an all-around unforgettable
School’s third-ever invitation to
season. We want to especially thank
season was marked by tremendous
Abramson, Alex Wittenberg and
the NYSAIS State Tournament. The individual and team improvement
in all-around play, effort and camaraderie. The Browning community
showed the boys enormous support, with students, faculty, parents and
alumni attending numerous games, especially during the stretch run.
our four seniors, Justin James, Stone Chris Modica, for their hard work
and commitment over the course of their careers. Thank you, and con-
gratulations on an amazing season! –Coaches Gerald Colds, Michael Cohn and Sankara Iwelu
Spring/Summer 2019
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JUNIOR VARSITY BASKETBALL Over the course of the season, the JV basketball
team showed tremendous growth in both skill and
teamwork. Despite some initial tough losses, the boys finished with four commendable wins. The team
Although they recorded a losing season, the JV
defeated Lycee Francais twice and also scored wins
squad consistently displayed sportsmanship, hard
One particular highlight of the season came
extremely proud of the team’s positive attitude and
against Churchill and Staten Island Academy. during our final game when co-captain Alex
Raftopoulos ’21 led the team to victory with an
impressive 37 points. Even more notable was that he sank 11 three-point shots to achieve that feat!
work and a love of the game. As coaches, we were
effort, even when facing challenging opponents. With many young players, the JV team looks forward to future successful seasons.
–Coaches Felix Balamou and Stacey Duchak
FORMS I/II BASKETBALL (BLACK) The 7/8 basketball team had an outstanding season. They defined the meaning of “grytte” throughout the season, whether it be diving for the ball with
30 seconds on the clock or playing with a never give up attitude. The team was a pleasure to work with!
–Coaches Glenn Walker, Andrew Wolf and Travis McIntosh
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FORMS I/II BASKETBALL (RED) The Red team finished their season with a 7-9 record. The boys
started the first half of the season with a 5-2 record, and during this time, they displayed excellent ball movement and spacing
within their offensive sets. Their biggest win of the first part of the season came against Riverdale School, which marked the first time in seven years that a Browning 7/8 grade team has defeated Riverdale.
The winter break broke up some of the Panthers’ momen-
tum, and they dropped the first four games afterward. The
team was competitive in all of their games, and over the course of the season, each player improved his skills. Team captain Eric Sagarna ’23 recorded a team high average in points per
game at 15 ppg and totaled 247 points for the season. Defen-
sive standout and co-captain Ethan Fitzpatrick ’23 led the team in total steals per game with an average of four per game. The team hopes to rebuild next year, with our seventh graders
gaining leadership roles on the team. Best of luck to all of the eighth graders on the team in their future athletic endeavors. –Coaches Lauck Blake and Terrel Phelps
SIXTH GRADE BASKETBALL The sixth grade basketball team ended the season with a 9-3 record. The boys showed tremendous growth as the
season progressed. Each member of the team contributed to the success
we saw, game after game. Throughout the season, the boys gained deeper
knowledge of how to run plays and
various defensive strategies. Our most exciting game happened to be our last against Grace Church. We were up by one at the half and ended up with an extraordinary second half, winning
the game 27-19! Overall it was a very exciting season, and we know that
all the boys will contribute to the 7/8 teams next year.
–Coaches Kris Pischel and Jonathan Stoler
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FENCING The Browning fencers all performed well
throughout the season, with each boy an integral part of the team.
Edgar Saavedra ’21 did well for a first-time
fencer and is holding his own against more sea-
soned fencers. Edgar sets high expectations for his performance and always tries his best. Part of his
success hinges on the fact that he follows instruction well and makes a concerted effort to execute it. Edgar is respectful and diligent and is a good
teammate who is often willing to help set up and
break down for meets and practices. Even though the epee team is fresh and new, they are our most
consistent boys squad, and other coaches have already complimented them on their performance. Deion Stewart ’21 displays dedication and
never misses a practice. He is, among other things, a hard worker and a team player. His innate athleticism is a key part of his success so far, and he is gradually learning technique in epee. He is a welcome addition to the team and has formed
the foundation of the boys epee squad, our lone
and dedicated boys squad this year. Deion’s role
in making his squad and the boys team a success cannot be highlighted enough.
Raymond Diaz ’19 is a good leader in every
way imaginable. He is the fencer who demonstrates leadership by working hard and encouraging his teammates, both boys and girls, to succeed. He
cheers them on at the strip and is often helping the
younger and newer fencers to grasp concepts and to employ strategies in their bouts. Raymond has been a de facto captain through his leadership and sup-
port of the other fencers. Without Ray, we wouldn’t
have Edgar and Deion. Ray not only recruited these boys but clearly served as an example for them. He surprised us this year with his timely and graceful leadership of the boys epee squad.
The coaches are grateful to have been able to
work with them each day. –Coach Runako Taylor
VARSITY INDOOR TRACK The varsity indoor track team had
Championships. Ryan Eagan ’20 set a
The boys endured the cold winter
a time of 9:56.40 and finished fourth
a successful inaugural season.
season and worked hard each day,
alternating between endurance and speed training. The team also spent
time in the weight room every week
and improved their strength over the course of the season.
The team competed in five meets
and sent two runners to the NYSAIS
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personal record in the 3200-meter with overall in the 1600-meter with a time of 4:44.75. Teammate Gio Taveras ’20
had a strong showing in the 55-meter with a time of 7.20. Many of their
teammates came close to qualifying,
and we hope to continue to build on such momentum this spring. –Coach Meghan McDermott
FIFTH GRADE BASKETBALL The fifth grade basketball team had a lot of fun throughout
We had many close games that could have gone either
the season. The boys played against some difficult
way, especially our last game where we lost by one point.
continued to work hard. They played well together and
be proud of their accomplishments.
had a better understanding of how to run plays as the season progressed.
All the boys showed excellent sportsmanship and should –Coaches Kris Pischel and Jonathan Stoler
As this issue of the Buzzer headed to press, our spring sports season was about to conclude.
VARSITY SQUASH
For a report on how
The Browning Squash team had a great season, despite our
our teams fared,
captain Nick Hurley ’19, with the rest of the squad comprised
please log on to
record of four wins and six losses. We were led by graduating of ninth and 10th graders. This was a building year, and I predict that we will be very formidable next season! –Coach Roland Lafontant
www.browning.edu.
www.browning.edu
opponents but always kept their heads held high and
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61
alumni events
Nicholas Versandi ’01
David Callaway ’82 hosted the inaugural Alumni Networking Breakfast.
Richard Weaver ’75
INAUGURAL ALUMNI NETWORKING BREAKFAST Browning alumni in finance and media were invited to
the Wall Street headquarters of TheStreet on December 3 for breakfast and conversation with David Callaway ’82,
then CEO of TheStreet and Richard Weaver ’75, a national director of AllianceBernstein’s Wealth Strategies Group.
Alumni attendees had the opportunity to have a candid conversation with these industry veterans and receive their professional advice. Thank you to Mr. Callaway
Kenton Kilmer ’07, Richard Weaver ’75, David Callaway ’82 and Harry Wise ’10.
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and Mr. Weaver for generously sharing their time, wisdom and experience with Browning alumni.
Shortly after this event, Mr. Callaway ushered in the sale of the biggest part of TheStreet’s business and announced his departure from the company in early 2019. We look forward to hearing what exciting new venture Mr. Callaway has in store.
Alumni in finance and media at the networking breakfast.
Alumni in real estate gathered for breakfast and networking at Cushman & Wakefield.
ALUMNI IN REAL ESTATE NETWORKING BREAKFAST On March 7 nearly 20 members of the Browning
into his office to share his experiences, answer
conversation with Cushman & Wakefield’s
thank you to Cushman & Wakefield’s Bryan
community sat down for breakfast and a
Executive Vice Chairman Mark Boisi P ’97, ’00. An industry icon with a 40-plus year career,
Mr. Boisi graciously welcomed Browning alumni
Gregory Davis ’10, Michael Gabrellian ’13, Mark Boisi P ’97, ’00 and Bryan Boisi ’00.
questions and give meaningful advice. A huge Boisi ’00 and Edward Kent ’02 for hosting this
event, and Mark Boisi for sharing his insight and knowledge with the community.
Mark Boisi P ’97, ’00 captivated the room.
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63
Evan Blumenthal ’13, H. Harrison Fields ’11, Andrew West ’92, Nader Mobargha ’91, Jesse Rost ’11, Steven Kassapidis ’11, Luke Hexner ’18, Grant Thompson ’18, Marwan Nsouli ’18, Farouk Oni ’13, Will Jacob’16, Sam Morril ’05, Victor Catano ’94 and Chris Stephens ’14.
ALUMNI BASKETBALL GAME Alumni basketball players from
of his own and looked like
Browning on December 20 for the
shots off the glass.
the Upper Gym. Director of Athletics
of note: Luke Hexner ’18
Marwan Nsouli ’18 Grant Thompson ’18 H. Harrison Fields ’11 Jesse Rost ’11 Luke Hexner ’18 Evan Blumenthal ’13 Terrel Phelps ’11
following re-cap:
in scoring, with 14 points
Black Team
the Classes of 1991-2018 returned to annual Alumni Basketball Game in Andrew West ’92 provided the
The 2018 Alumni Basketball Game
was a tale of two halves, or really more a tale of the first five minutes of the
game followed by the rest. This year, the teams were the older guys (more
or less) in black and the younger guys in white. Using strong defense and precision passing, the black squad
jumped out to an early 12-0 lead. It was
at this point that the white squad made
Tim Duncan knocking in
Other game stats worthy
was second on his team
despite limited minutes.
Nader Mobargha ’91 was second in scoring for the
black team with 12 points on
4 threes. Steven Kassapidis ’11 dominated the boards
Phil, it didn’t matter who was there, it was happening. Funnyman Sam
Morril ’05, fresh off his Class of 2000
Distinguished Speaker event, was once
again very distinguished with 32 points
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2 3 7 5 1 3 2
Points Rebounds Assists 12 32 11 5 10 2 4
5 14 6 22 10 2 9
9 5 4 1 2 2 7
Grant Thompson ’18
Teddy Florescu ’18 and Tak
never have happened!” Trust me
5 7 14 2 6 7 13
high of two assists.
Terrell Phelps ’11, who led all scorers with saying, “If I was there that would
2 12 10 3 14 0 48
Phelps ’11 tied a career
set the record for fans at an
48 points. I can hear Philip Blake ’95
Nader Mobargha ’91 Sam Morril ’05 Will Jacob ’16 Steven Kassapidis ’11 Farouk Oni ’13 Victor Catano ’94 Andrew West ’92
Points Rebounds Assists
with 22 rebounds. Terrell
an adjustment and never turned back.
The adjustment was the late arrival of
64
White Team
alumni game, with classmates Ishikawa ’18 in the stands to
cheer him on. Many members of the Class of 2019 were also
there to cheer on the white team
and her team for a great dinner, and
players and fans were treated to a
for a great night. Looking forward
Special thanks to Dana-Marie Moore
epic rematch!
and keep score. Following the game,
the Browning athletics department
delicious dinner in the cafeteria.
to seeing everyone next year for an
Back row: Stevie Rachmuth ’10, Nader Mobargha ’91, Richard Helgason, Andrew West ’92, Ben Berman ’93, Bill Reed ’85, Christopher Brandt ’09, Christopher Jennings ’99 and Steve Schott ’72. Front row: John Dearie ’99, Allanby Singleton-Green ’83, Jim Simon, Andy Sandberg ’01, Nick Versandi ’01 and Jeremy Katz ’04.
11TH ANNUAL ALUMNI NOTE-A-THON Browning’s Alumni Council hosted
nearly 700 letters were signed and
held during the event. The Alumni
in the Kurani Gym on February 11.
attendance at Alumni Reunion
dedicated volunteers who took the
its 11th annual Alumni Note-a-thon With the help of 26 volunteers (many participating remotely) ranging
from the Classes of 1964 to 2014,
sent to alumni. Letters promoted
on April 12 as well as support for the 2018-19 Annual Fund. A brief
Alumni Council meeting was also
Association is grateful to the
time to write thoughtful notes to classmates near and far.
2018-19 LEGACY PHOTO
The annual Browning legacy photo was taken in March in the Wilson Room. This year, there are 16 boys with fathers who also attended the School, for a total of 11 legacy families. Back Row: John Hadden ’24, Nicholas Hurley ’19, Ned Hurley ’82, Andrew West ’92, Evan West ’29, Vincent Cali ’31, V. Marc Cali ’89, Peter Frangos ’30, Mark Frangos ’96, Jack Gelb ’27, Andrew Gelb ’88, Michael Beys ’89, Peter Beys ’25, Adam Berman ’25 and Ben Berman ’93. Front Row: Cole Hadden ’26, Andrew Bates-Zoullas ’23, Winston Bates-Zoullas ’23, Ali Theodore ’88, Jude Theodore ’27, Lee Theodore ’24, Julian Blitz ’30, Justin Blitz ’96, Alexander Beys ’27 and Chase Berman ’30. Not pictured: John Hadden ’87 and Nicholas Zoullas ’55.
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SAM MORRIL ’05: 2018 CLASS OF 2000 DISTINGUISHED SPEAKER
Sam Morril ‘05 in conversation with Michael Ingrisani.
Video of Mr. Morril’s stand-up.
On December 19 the Alumni
in the Kurani Gym, moderated by
alumnus Sam Morril ’05 as the
Dean of Faculty Michael Ingrisani.
Association welcomed Browning
Mr. Morril’s former teacher and
2018 Class of 2000 Distinguished
The evening began with remarks
Speaker. Earlier in the year, the
from Head of School John Botti
debuted his one-hour stand-up
Andy Sandberg ’01, followed
stand-up comedian, writer and actor special produced by Amy Schumer on Comedy Central entitled “Sam
Morril: Positive Influence.” Alumni, parents, students, faculty and
staff were treated to an intimate Sam Morril ‘05
Sam Morril ‘05 and Michael Ingrisani.
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conversation with the comedian
and Alumni Council President
by a compilation of video clips
from Mr. Morril’s stand-up work. Mr. Ingrisani and Mr. Morril
were then welcomed to the stage
for a candid conversation, and true to Mr. Morril’s style, no topic was
Sam Morril ’05 spoke with current students.
Michael Ingrisani masterfully led the conversation.
off limits. The comedian, who has
The audience was captivated by Mr. Morril.
Throughout the interview,
appeared on “The Tonight Show
Mr. Morril had the audience rolling
“The Late Show with Stephen
anecdotes from a terrible performance
starring Jimmy Fallon,” “Conan,” Colbert,” “America’s Got Talent,” and more, shared the story of his first stand-up experience – his
Form VI senior project at Browning. Mr. Morril took that experience at Browning and turned it into a
career, working tirelessly to hone
his skill and establish himself as a household name.
with laughter, sharing hilarious
in Naples, Fla., to his mother’s reaction to much of his material. One of the
evening’s few serious moments came when he discussed his teachers at
Browning (including Mr. Ingrisani) who helped him find his voice and become the comedic storyteller he is today. Following the presentation,
guests were treated to a cocktail
reception in the Kurani Gym.
Mr. Morril barely had a chance to grab an appetizer before he was
surrounded by students, faculty, alumni and parents wanting to
hear more. The Alumni Association extends its sincere gratitude to
Mr. Morril and Mr. Ingrisani for
making this event possible. A special thanks to the Class of 2000 for
endowing the Distinguished Speaker Series, now in its 10th year.
John Botti, Michael Ingrisani, Sam Morril ’05, Andy Sandberg ’01 and Benjamin Melting ’00.
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BROWNING-MARYMOUNT NIGHT AT THE METROPOLITAN MUSEUM OF ART
Guests stopped to view Edgar Degas’ “The Little Fourteen-Year-Old Dancer” (1922).
For the seventh consecutive year, Browning and Marymount co-hosted an alumni event at the
Metropolitan Museum of Art, followed by a reception at Marymount. On January 11 Marymount art history students took on the role of docents, leading tours
of various exhibitions, including Jewelry:The Body Marymount students with Eliza and John Botti.
Transformed and Armenia!, along with visits to the Greek and Roman Wing, as well as the 19th- and 20th-Century European Paintings and Sculpture
Wing. Following the gallery tours, guests walked
across the street to a reception at Marymount. The Alumni Association is grateful for Marymount’s partnership with this annual event. Guests gathered outside of an exhibition to hear from their student guides.
Browning Key Society volunteers and Marymount art history student tour guides posed for a group photo before the gallery tours.
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Carrie Schenk, Alexander Forostenko ’98, Michael Afshar ’98 and Shannon Sitchenko.
A dazzling array of objects on display.
Marymount guides leading a group into the Jewelry: The Body Transformed exhibition.
“Yashmak” by Shaun Leane (2000).
Caroline Axelrod and Joe Metzger ’02.
Rosie Cooper, Chris Brandt ’09, Jim Simon and Stuart Orenstein ’00.
Richard Helgason
Guests enjoyed a reception at Marymount after the museum.
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SECOND ANNUAL YOUNG ALUMNI AND PARENT RECEPTION On January 10 Browning’s Alumni Association hosted a reception for
alumni and parents from the Classes of 2009-2018. More than 40 young
alums and their parents, as well as faculty, staff and Alumni Council
members attended the reception. It was great to see everyone! Joseph Mansfield
David Watson, Chris Haack ’14, Stevie Rachmuth ’10 and Michael Florentino ’14.
It was great catching up with so many members of the community!
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David Watson and Joe Metzger ’02.
Brendan Walsh ’15 and Michael Cleary ’15.
Gene Campbell and Benjamin Sheridan ’10.
Nancy Thompson and Isabelle Anavian.
Molly McEneny and Brendan Walsh ’15.
Louis Cutter ’18, Philip Raftopoulos ’18, Manny Medina ’18 and Gabe Soluri’18.
Joe Metzger ’02 and George Grimbilas ’18.
Chanda Chapin, Michael Klein and Chrisline Nsouli.
Ronald Thompson, Sandy Pelz ’71 and Peter Stavropoulos ’82.
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Bob Gimbel ’57
Andrew Lack ’64, John Botti, Andy Sandberg ’01 and Tom Herman ’64.
ALUMNI REUNION HONORS ANDREW LACK ’64 On April 12 nearly 130 alumni and guests returned
News and MSNBC. Mr. Lack was honored during the
ranging from the Classes of 1949 to 2015, along with a
of School John Botti and Alumni Association President
to Browning for the annual Alumni Reunion. Alumni
number of current and former faculty, attended the Donor Recognition and Award Luncheon as well as the evening Reunion reception.
This year, the Alumni Association’s highest distinction,
the Charles W. Cook ’38 Alumnus Achievement Award,
72
Donor Recognition and Award Luncheon, led by Head Andy Sandberg ’01. Esteemed members of the Browning community attended the luncheon and were treated to
a special musical performance by Browning’s a cappella group, the A CaPanthers.
Turn to page 10 to read more about Mr. Lack and his
was presented to Andrew Lack ’64, chairman of NBC
school years at Browning.
Justin Blitz ’96, Jordana Blitz P’30 and Andrew Slabin P’30.
Steve Schott ’72 and Michael Mittelmann ’49.
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Back Row (L to R): Catherine Hughes, Steve Schott ’72, Juan Reyes ’86, Mike Beys ’89, Stuart Orenstein ’00, Joe Metzger ’02, Jim Simon, Leon Dalva ’58, John Botti, Tom Hughes ’78, Andy Sandberg ’01, John Hadden ’87, Brian Venables and Sara Venables. Middle Row (L to R): Daniel Dunning ’64, Soo Mi Thompson, Andrew Slabin P ’30, Justin Blitz ’96, Jordana Blitz P ’30, Stevie Rachmuth ’10, Bill Reed ’85, Michael Mittelmann ’49, Bob Gimbel ’57, Despina Gimbel and Valda Witt P ’20, ’22, ’26. Front Row (L to R): Eric Ordway ’67, Jeffrey Landes ’83, Tom Herman ’64, Andrew Lack ’64 and Suzanne Mittelmann.
The evening reception featured the presentation of the
Stephen S. Perry ’76 Memorial Class Representative Awards to the following alumni:
• Most Outstanding Class Representative: Harrison Messer ’12 • Most Outstanding Class Correspondent: Steve Schott ’72 • Most Outstanding Class Fundraiser: Edward Kent ’02
The Alumni Association is grateful to all who helped make
this event possible!
Andrew Lack ’64 giving his acceptance remarks.
Catherine and Tom Hughes ’78.
The A CaPanthers during their Reunion performance: Nick Hurley ’19, John Harrison ’21, Eric Pena ’19, Griffin Davis ’21, Christian Kim ’21, Max Motz ’19, and Gabriel Flicker ’19.
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Daniel Dunning ’64, Tom Herman ’64 and Valda Witt, P ’20, ’22, ’26.
John Botti and Stevie Rachmuth ’10.
Andy Sandberg ’01 introducing Andrew Lack ’64.
Stuart Orenstein ’00, Mike Beys ’89, Juan Reys ’86 and Jeff Landes ’83.
Past Alumnus Achievement Award recipients with the 2019 Award winner, Andrew Lack ’64. (L to R): Eric Ordway ’67, Andrew Lack ’64, Sandy Pelz ’71 and Tom Herman ’64.
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Andy Sandberg ’01 and John Botti with 2019 Perry Award recipients Steve Schott ’72 and Ed Kent ’02.
Jeff Landes ’83, Michael Hutzler ’83, Michael Ingrisani, Anil Jethmal ’83 and Allanby Singelton-Greene ’83.
Kenton Kilmer ’07 and Charles Davis ’07.
Adrian Gamarello ’99, Chris Jennings ’99 and Brett Model ’98.
Roger Schmitt ’70 checking out the yearbook photo wall.
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The 15th Reunion Class: Jeremy Katz ’04, Michael Eisenstein ’04, Luc Vareilles ’04, Albie Bramble ’04, Michael Sareyani ’04 and Joey Suquet ‘04 .
Jesse Rost ’11, Pranay Advani ’11 and Luca Libani ’11.
10th Reunion Class: Zack Perskin ’09, Johnuel Nuez ’09, Barry Cregan ’09, Alexander Lynn ’09, Chris Brandt ’09, Emanuel Ruano ’09, Erick Teran ’09 and Jake Ehrlich ’09.
The 30th Reunion Class: Campbell McCrary ’89, Michael Wayne ’89, Jonathan Mason ’89, James Chow ’89, Marc Cali ’89, Peter Orphanos ’89 and Michael Beys ’89.
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John Chiaraviglio ’01 and Aria Grillo.
Andy Sandberg ’01 and Victor Catano ’94.
The 20th Reunion Class: Ramzi El Tanamli ’99, Fabrizio Verga ’99, Adrian Gamarello ’99, Peter Cohen ’99, Memo Rossell ’99, Jonathan D’Agostino ’99 and Chris Jennings ’99.
Chris Coffey ’98 and Brett Model ’98.
Steve Schott ’72 with daughters Meredith and Whitney.
Jay Fidlow ’02, Daklea Karadaku, Meighan McGowan and Joe Metzger ’02.
40th Reunion Class: Charles Ashdown ’79, Joseph Bucceri ’79, Jay Lippman ’79, Vaino Narma ’79, Jeffrey Williams ’79, Michael Edmonds ’79, Sean Smith ’79 and Andrew Flach ’79 .
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Back Row (L to R): Alfonoso Laffont ’19, Eric Pena ’19, Stone Abramson ’19, Alexander Motz ’19, Alexander Wittenberg ’19, Conor Gubbins ’19, Christopher Modica ’19, Sebastian Rodriguez ’19, Jackson Fleming ’19, Nicholas Hurley ’19, Maximilian Motz ’19, Raymond Diaz ’19, Tommy Ramirez ’19, Quentin Flattmann ’19 and Fernando Hierro ’19. Front Row (L to R): Andrew Ye ’19, Joseph Delgado ’19, Justin James ’19, Maxwell Kelly ’19, Blaise Lowen ’19, Shazeb Dayani ’19, Diego Santamarina ’19, Max Gregori ’19, Lucas Coffey ’19 and Gabriel Flicker ’19.
CLASS OF 2019 WELCOMED INTO ALUMNI ASSOCIATION On April 24 Head of School John Botti and Alumni Association President Andy Sandberg ’01 hosted
the annual Form VI Alumni Association Breakfast. Every year at this event, the Alumni Association recognizes each member of the graduating class with a special gift in honor of his upcoming
graduation. Speakers at the breakfast included Stuart Orenstein ’00 speaking to the Class of 2019 about what it means to be a Browning alumnus.
Alumni Association President Andy Sandberg ’01,
Alumni Association Vice President Stuart Orenstein ’00, Alumni Association Secretary Stevie Rachmuth ’10,
Alumni Association Treasurer Nicholas Versandi ’01, Trustee Jeffrey Landes ’83, Director of College
Guidance Sandy Pelz ’71, Director of Athletics
Andrew West ’92 and Director of Communications Design Jeremy Katz ’04. Director of Advancement
Jim Simon and Director of Alumni Affairs Caroline Axelrod were also in attendance. The Alumni
Association is pleased to welcome the Class of 2019 to its ranks! Jackson Fleming ’19, Blaise Lowen ’19, Gabriel Flicker ’19, Sebastian Rodriguez ’19, Justin James ’19 and Shazeb Dayani ’19.
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Jeremy Katz ’04, Stevie Rachmuth ’10, Andrew West ’92, Andy Sandberg ’01, Jeffrey Landes ’83, Stuart Orenstein ’00, Nicholas Versandi ’01 and Sandy Pelz ’01 at the 2019 Form VI Breakfast.
The newest members of Browning’s 13-year club: Maximilian Motz ’19, Alexander Motz ’19, Gabriel Flicker ’19, Christopher Modica ’19, Lucas Coffey ’19, Justin James ’19, Blaise Lowen ’19 and Sebastian Rodriguez ’19.
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class notes
TO SHARE NEWS with the Browning community, please contact Caroline E. Axelrod, director of alumni affairs, at caxelrod@browning.edu or Caroline E. Axelrod
212.838.6280 ext. 1920.
40s
Botti (the fifth Headmaster
celebrated his 70th
Parents Association, Class
April 12 and submitted
positive developments
to everyone at Browning
as well as the building/
I’ve known), the faculty, the administrative staff,
the Board of Trustees, the
Dr. Michael Mittelmann ’49
Alumni Association, the
Browning Reunion on
Representatives, etc. The
the following: “Thanks
in academics and sports,
from Head of School John
structural changes that
have taken place since 1949 would take more
space in the Buzzer than available. I feel sure that
Weston Vernon, III ’49, my classmate and friend for
all these years, would join
me in strongly supporting The Browning School’s
Mission Statement stressing honesty, dignity, curiosity
and purpose, as well as the new Code of Conduct. I
was proud to have been a
Browning ‘boy’ (or I should say gentleman) and even
prouder now as a 70-year
alumnus. My thanks would not be complete without
full recognition of my wife, Suzanne, and my family (represented on Alumni Day by Sara and Brian Michael Mittelmann ’49 next to his Browning basketball team photo at Reunion.
Venables). Rephrasing a
question that I asked in a
prior publication: What will the graduating class of 2019 write or recollect at their 70th Reunion in 2089?”
60s
H. Robert Lind ’63
submitted the following in December: “My wife and
80
Brian Venables, Sara Venables, Suzanne Mittlemann and Michael Mittelmann ’49 at 2019 Alumni Reunion.
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I are blissfully fulfilling
our world travel goals
and grandparenting! Our last continent to visit will be Australia, then New
Zealand and Tasmania on New Year’s!”
Fredrick D. Lazar ’66
recently completed a three year stint as northeast regional manager for
Michels Corporation and moved back home
full time to Ft. Myers, Fla. with his wife Debbie. Mr. Lazar reported:
“Daughter Allyson is still
in Boston; daughter Hillary, partner Brandon and our grandson Benji (who is
about to turn three) still live
in Pittsburgh. It sounds like Browning is flourishing
– great! Best to all before,
during and after the Class of 1966.”
70s
Henry H. Reed ’73 reported in February that he is doing lots of fun things in Paris, France. He is now retired
and still friends with some
of his Browning classmates. Mr. Reed reminisced “I get to New York often
MICHAEL D. SERMAN ’06 For almost seven years, Michael D. Serman ’06
has been sharing his love of music with Browning
students, teaching boys guitar and drums, working
with two student rock bands and arranging/directing music for the Middle School play. His dedication to
his students and his passion for the work make him
a beloved addition to Browning’s after-school music program. When he is not teaching, Mr. Serman is
producing music and recording bands (he spent most of last summer sound mixing for Lauryn Hill).
Michael D. Serman ’06 working with Form II students.
and always see my old
November, and Russell, our
think of Mr. Kayoun,
the first time this February.”
neighborhood. I will always Mr. Janto and the janitors. Also Mr. Root and
Mr. Cook and playing
soccer in Central Park. Best to all.”
Jeremy Paul ’74
submitted the following in March: “Laurie and I are
both enjoying a sabbatical year. We drove across
country and back with our new Corgi, Niki. A new
park called the Gathering in Tulsa was a highlight. Returned home in time to watch the election
returns in Maine’s 2nd
CD, which flipped from
red to blue. Laurie’s new
book, “Well Worth Saving:
American Universities’ Life and Death Decisions on
Hiring Refugees from Nazi Europe,” will be published by Yale University Press
in September. Jason, our eldest, was sworn into
the Massachusetts Bar in
youngest took the exam for
80s
Julienne M. Callaway, beloved wife of Jack
Callaway ’84, passed
The Class of 1992 received a warm welcome at the New York Knicks game.
lived an extraordinary life
90s
adventure, family and great
Dorra ’92, Francisco J.
away on March 28, 2019, after a courageous battle with cancer. Julienne
Pierre Bonan ’92, Michael
filled with love, laughter,
Estrada ’93, Geoffrey W.
friendships. She was Jack’s
Feder ’92, Brian K. Gillard ’92,
best friend and beloved
Eric E. Grant, Jr. ’92, David
wife for 24 years, and the proud, loving mother of their three children.
Asher E. Miller ’85
is the associate curator of
European Paintings at the Metropolitan Museum of Art and the lead curator
for the museum’s recent Delacroix exhibit. In
December, Mr. Miller was
featured on PBS Newshour discussing the exhibition.
Ali Theodore ’88 at Browning.
In December, music
Kaplan ’92, David Kim ’92, Douglas J. McKenna ’92, Jason R. Miller ’92,
producer Ali Theodore ’88,
Emmanuel E. Sakellarios ’92,
students a behind-the-scenes
Sperry R. Younger ’92 got
for movies. Browning
attend a New York Knicks
and his musicians create an
Garden. The group got a
a film scene.
jumbotron, and the Knicks
P ’24, ’27 gave Middle School
Andrew H. West ’92 and
look into mixing soundtracks
together in December to
students helped Mr. Theodore
game at Madison Square
original score in real time for
special shout-out on the even won the game!
Spring/Summer 2019
81
Browning, and caught
up with former classmate Jeremy D. Katz ’04.
In April, Peter N.
Darrow ’05 debuted his
nonfiction memoir, “Wise Millenial: A Field Guide to Thriving in Modern Life.” Described as a
contemporary self-help
memoir, the book is focused on empowering young
people to find their inner Baby Hunter Madden
Will and Sona Riff-Coffey.
16, 2018, at 3:33 p.m., Hunter
00s
He is such a sweet baby boy.
reported the following:
T. Andrew Madden, Jr. ’96
submitted the following in
November: “On November Madden entered the world. We have been traveling, taking him to the zoo,
museums, restaurants, etc.
as Emmy and I soak in this early stage of life.”
Chris Coffey ’98
submitted the following
In February, Evan B. Sachs ’02 “My wife, Carrie, and I are celebrating our son
Ashton’s first birthday next month! We hope he will be able to join the Browning
daughter, Sona. She and her
brand manager and program
Will are doing great.”
self. A health and wellness
entrepreneur with a passion for helping people, Peter has already seen much in the way of success
and failure, and speaks
to the challenges facing
in March: “I’m a 2L at
Michigan Law, specializing in litigation. I will be at
the New York Attorney
General’s Office, Bureau
of Internet & Technology Litigation this summer.”
10s
Browning alumni
H. Harrison Fields ’11,
Terrel C. Phelps ’11, Miles
A. Collins ’13 and Steven J. Kassapidis ’11 cheered on
the varsity basketball team at the NYCAL post-season championships.
his generation, dispelling
myths about what it’s like to supposedly have it all.
Nicholas W. Fox ’04
news in February: “We just
almost two-year-old brother
healthy, strong sense of
submitted the following
tradition in a few years!”
reported in February that he
celebrated the birth of our
happiness and develop a
M. Anas Uddin ’08
was recently promoted to director at WXBM-FM in
Pensacola, Fla. On a recent visit to New York, Nick
and his wife stopped by
Nicholas Fox ‘04 and Jeremy Katz ’04.
Peter Darrow ‘05
TERREL C. PHELPS ’11 To date, Terrel C. Phelps ’11 is the only player in
Browning basketball history to eclipse the 2,000-point scoring mark. This season, Mr. Phelps helped coach the 7/8 red basketball team, sharing his knowledge
and experience with the next generation of Browning
hoopsters. The Middle School students were thrilled to have the Browning legend as their mentor!
Terrel C. Phelps ’11 coaching current Browning students.
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Head of School John Botti caught up with Harrison Messer ‘12 in April.
In February, Farouk O.
Art exhibition featuring Farouk Oni ‘13 (known professionally as Sydney Cartier).
Oni ’13 (known
professionally as Sydney Cartier) participated in
his first public exhibition in New York – Black
Mirrors: Reimagining
Reality. The show brought together eight artists to
explore concepts of history, tradition, culture and their evolving relationship with Blackness. The exhibition also included interactive works from Movers and
Shakers’ AR Monuments
Coach Andrew West ’92, H. Harrison Fields, Terrel Phelps ’11, Miles Collins ’13 and Steven Kassapidis ’11.
project, which aims to
shift public consciousness
around structural racism by
JESSE M. ROST ’11
everyone’s history matters.
This spring, Jesse M. Rost ’11 helped
Dartmouth College, Arthur F.
team. Mr. Rost worked hard with
Browning to see his former
their skills, inspiring them with
reimagining a world where While on break from
coach Browning’s 7/8 baseball
Mensah ’15 stopped by
the Middle School boys to develop
teachers.
his passion and enthusiasm. Over the course of the season, the team
displayed tremendous growth and
loved having a Browning alumnus in their corner.
Jesse M. Rost ’11 with the Middle School baseball team.
Spring/Summer 2019
83
Jackson Richter ’18, Louis Cutter ’18, Manny Medina ’18, George Grimbilas ’18, Philip Raftopoulos ’18, Marwan Nsouli ’18 and Grant Thompson ’18.
On November 20,
Jackson S. Richter ’18,
Louis Cutter ’18, Manuel C.
IN MEMORIAM
Medina ’18, George P.
Joseph B. Agnelli, Former Faculty
Grimbilas ’18, Philip A.
Raftopoulos ’18, Marwan S. Nsouli ’18 and Grant A.
Sterling R. Brown ’54 Natalie Gardner, P ’71, ’74, ’76, ’78
Thompson ’18 helped cheer Arthur Mensah ‘15 and Sandy Pelz ’71.
Clyde J. Harris, III ’62
on the varsity panthers as
they competed at Barclays Center in Brooklyn.
Stephen S. Jacobsen ’56 Anne H. Tonachel, Former Faculty
In memory of JOSEPH B. AGNELLI Joseph B.
remarkable knack for making Latin
of my best and most inspiring
a beloved
was also the consistently calm and
in my life-long interest in Greek
Agnelli,
member of
the Browning faculty from 1957-1963,
passed away Joseph B. Agnelli
on March
21, 2019, in
Little Rock, Ark. Former student Tom Herman ’64 wrote: “Joseph
Agnelli, one of my best and most inspiring teachers at Browning,
died in March. Mr. Agnelli had a
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and the classics come alive. He
wise faculty advisor for the Grytte when my friend Louis Spielman and I were co-editors-in-chief.
Our deepest sympathies go to Sue Agnelli, whom Marilyn and I met
on a trip to Little Rock, Ark., many years ago with then-Headmaster
Stephen M. Clement III.” Charles J. Plohn, Jr. ’62 shared the following: “I am very sad to hear about the passing of Mr. Agnelli. Echoing Tom’s comments, he was one
teachers at Browning, resulting
and Roman literature. In 1962 our senior class dedicated the Grytte
yearbook to him in appreciation for all he did for us. In recent years we renewed our friendship via email, Sue’s Facebook page and phone conversations and discovered
an unusual common interest in
our enjoyment of British murder mysteries on television! He will very much be missed.”
Thank You!
The 2019 NYCAL League season tennis champions!
Your support helps Browning climb to new heights and continue to break records. Thank you for keeping the winning streak going! It’s not too late to join the team! Here’s how: O N L I N E :
browning.edu/giving
P H O N E :
212.838.6280 ext. 1600
MAIL:
The Browning School
Office of Institutional Advancement
52 East 62nd Street
New York, New York 10065
The 2018-19 Annual Fund closes on June 30, 2019.
Spring/Summer 2019
C
T H E BROW N I NG SC HO OL 52 East 62nd Street New York, New York 10065
NON-PROFIT U.S. POSTAGE
PAID AUGUSTA, ME PERMIT NO. 121
TO UPDATE YOUR ADDRESS Please call the Advancement Office at 212 838 6280 x1150.
BROWNING MOMS VISIT IN CELEBRATION OF WOMEN’S DAY In honor of International Women’s Day in March, the School invited a panel of
20 Browning mothers to speak to boys in all three divisions to help celebrate the achievements of women. Thank you to all our mothers and grandmothers, past and present, for all that you do for our students!
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