The first day of school saw the return of the great Browning tradition of seniors accompanying first graders to opening assembly.
On the cover: Whether learning to read, or reading to learn, Christopher C. ’34, EJ M. ’28, Lyndon H. ’32, and Danielle Passno celebrate the power of the word.
This fall, school started to feel normal again.
We’ve returned to the in-person traditions that help define Browning —a robust handshake at the start of the day, the opening assembly at Christ Church, a glorious Holiday Program at the Lowenstein Auditorium at Temple Emanu-El, and an adult Holiday Party in our own Kurani Gym. Groups of boys—back in full dress code—rushed past families making their way to Parents Association meetings. Overnight field trips are again providing important extensions to our curriculum that help learning come alive.
And as we return to normal, there has been much media coverage about how and why schools teach what they teach. Our cover story explores a core element of learning: the written word. In essence, we teach by illuminating three distinct phases of reading in a learner’s life. We describe how our youngest students learn to read—something that any parent knows is so much harder than it looks and seems almost magical when it clicks into place. We explain how in later middle school—the midpoint of a K–12 student’s academic journey—the move from concrete to abstract thought means that students in those grades and beyond will read literature that challenges their assumptions, books that enable them to realize the emotions they are experiencing are universal. Finally, Danielle Passno, our Assistant Head of School and Director of Teaching and Learning, herself a writer of short stories, describes how reading allowed her to see beyond her own upbringing to a more nuanced understanding of the world. We also introduce you to our Tricky Texts book club, where parents discussed The Absolutely True Diary of a Part-Time Indian, like students in our classrooms. It is a happy coincidence that this issue also features the return of the Book Fair in its historic form, complete with a Family Day as the start of the festivities that celebrate a love of reading and help our library in such important ways.
Removing the restrictions of COVID-19 has allowed us to expand our boys’ participation in social impact projects that will better help them contribute meaningfully to the world around them. We are also enriching student life activities that strengthen the bonds between boys and their ties to Browning—as a school built on relationships, we must be intentional about creating community, whether that is through a more robust advisory system and club offerings, or more participatory assemblies. We are pleased to share updates on these programs in this issue.
We look forward to a winter and spring that allow us to continue to spend time together, face-to-face, and build our future, as plans for the new Upper School building continue apace. As we move forward together, we are grateful to be doing so with you.
John Botti, Ph.D. Head of School
We look forward to a winter and spring that allow us to continue to spend time together, face-to-face, and build our future, as plans for the new Upper School building continue apace.Dr. Botti at Browning’s Holiday Party.
36 Jerry Pi ’95 thinks purpose triumphs over motivation
42 Life after Browning
40 Chris Russo ’15: It’s time to get you trending
44
Speaker encourages community to find the magic in Middle School Chess Panthers celebrate love of the game with families
24
6 Robotics Team hosts first citywide scrimmage
7 Michael Ingrisani portrait unveiled Update on our new campus Buzzer wins award from CASE!
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.
We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community.
We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.
We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.
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.
We are thrilled to have welcomed these dedicated professionals to our community this year. To help you get to know them better, we asked them to describe themselves or Browning in three words or to reveal a fun fact about themselves.
B.A., University of New Hampshire
Fun fact: I grew up on the seacoast of New Hampshire. When I visit home, I like to spend time on my family’s boat and hiking in the White Mountains.
Computer Science and Engineering Teacher
B.F.A., School of Visual Arts
M.A., Teachers College, Columbia University
I am: dedicated, objective, empathetic
B.A., Théba International Academy of the Performing Arts
Fun fact: Before becoming a teacher, I performed in many Hungarian theater productions. One of my favorite roles was Éponine in Les Misérables
Physics Teacher
Jim
B.A., Saint Anselm College
I am: nurturing, creative, eager
M.A., Stony Brook University
M.A., Madras Christian College
B.S., Andhra Loyola College
Fun fact: I like to play games and sports.
Interim Head of Upper School
M.A., Saint Peter’s University
B.A., Boston College
I am: colorblind. Recently I received a pair of colorblind correcting glasses and was amazed to see the wide range and vibrancy of colors that surround us.
Richelle Davis Grade 2 Associate Teacher DeAngelo Dawa Emma Brown Health Teacher Eunson Chung Tunde Csonka Kindergarten Associate TeacherFun fact: I got married this summer and spent my honeymoon in France.
Browning is: warm, communityminded, respectful
M.A., Loyola Marymount University
B.A., University of California, Irvine
Fun fact: I’ve run a marathon in every state I’ve lived in (and then some).
M.A.,
Fun fact: I really like cooking for my family and friends when I have time; my seafood paella is in high demand.
M.A.,
I am: sociable, reliable, Parisian
I am: artistic, playful, a traveler
Ed.M., Harvard Graduate School of Education
B.A., Pomona College
Fun fact: I am endeavoring to experience every nation in the world without leaving New York City. I welcome all recommendations of cultural, historical, or culinary experiences!
A.A.S.,
I am: determined, a team player, patient
M.A., Teachers College, Columbia University B.A., Princeton University
Fun fact: As a high school track athlete, I was Connecticut state champion in the 1600m and 3200m.
University
Fun fact: I’m a holistic health coach and a certified Reiki practitioner in addition to being a registered nurse.
I am: helpful, lighthearted, friendly
M.S., Teachers College, Columbia University
B.S., University of Rochester
Browning is: endearing, engaging, welcoming
Inshirah DuWors Grade 4 Head Teacher
Ophelia Ma Head of Middle School
Robyn Wixman Operations Associate B.A., Hunter College
Jody Demarest Latin Teacher
M.A., Hunter College B.A., Hofstra University
Julie DeSarbo Director of Alumni Affairs and Special Events B.A., Bates College
Maria González-Gil French and Spanish Teacher
University of Murcia
B.A., M.A., University of the Basque Country
Richmond Perrera IT Support Specialist
LaGuardia Community College
Akira Wong Science Teacher
Anne Harreau French Teacher
University of Lille B.A., Sorbonne University
Francesca Ryan Director of Major Gifts
Arianna Kordestani Grade 1 Associate Teacher
B.A., California State University, Fresno
Roshann Vasquez Nurse
B.A., B.S., Binghamton
In October, our Browning Robotics Team hosted its first-ever FIRST Tech Challenge scrimmage for the New York City region at the School. The event saw more than 140 students from across city schools, including Trinity, Nightingale, Poly Prep, Saint Ann’s, and several STEM schools, come together to enjoy an action-packed day of matches and learning.
The entire event was created, planned, and executed by our Browning boys. Several of them also hosted workshops, where they taught the teams in attendance how to build and program robots, as well as the rules and strategies of the game. “Our boys exhibited gracious professionalism throughout the day,” Coach Melodie Ting said. “They thoroughly enjoyed hosting, as they embodied the mission of Browning by assisting other teams, and providing them with sources of inspiration for their design and code.”
Former English Department Chair and Dean of Faculty Michael Ingrisani returned to the Red Doors for the first time since his 2021 retirement for the formal unveiling of his portrait. Serving Browning for 51 years,
Mr. Ingrisani inspired generations of Browning students, and now his photograph occupies a place of honor outside Dr. Botti’s office.
During the unveiling, our Head of School remarked, “To do something so well in all the ways that countless students and alums have described is a life well spent. There was no better point in my schedule than Mr. Ingrisani coming to my office to share institutional wisdom and say things were going to be okay because this is a great place which was true, in large part because he had made it a great place.”
We are pleased to release a rendering of the gym in our planned East 64th Street Upper School building. “The new gym gives us the ability to attract more students interested in athletics and make our junior varsity teams a true developmental opportunity,” Director of Athletics
Andrew West ’92 said, “We may be the smallest school in our league, but it is great that boys will soon be able to come to Browning knowing they will play in one of the best high school gyms in the city.”
We’re pleased to share that we received a “Best of CASE District II Award for Magazine & Periodicals Design,” from the Council for Advancement and Support of Education (CASE) for our Winter 2021 Panther Mentors issue and our Summer 2021 Student Agency issue. Of the 10 awards given in that category, Browning was the only K–12 institution represented.
Editors
Jan Abernathy, Chief Communications Officer
Jeremy Katz ’04, Associate Director of Strategic Communications
Editorial Contributors
John Botti, Head of School
Julie DeSarbo, Director of Alumni Relations and Special Events
Eric Ogden, Head of Lower School
Danielle Passno, Assistant Head of School/ Director of Teaching and Learning
Andrew West ’92, Director of Athletics
Contributing Photographers
Mike Benigno
Coffee Pond Photography
Asher Dorlester
Tobias Everke
Da Ping Luo
Jon Simon
Nick Velazquez
Design by Michael Wiemeyer / Designlounge, NY.
The Buzzer is published twice a year by The Browning School. Submissions may be sent to Jeremy Katz at jkatz@browning.edu. All submissions may be edited for length and clarity.
Follow Us
@browningschool
Visit our website: browning.edu
Board of Trustees 2022–2023
Valda M. Witt, President
Alka K. Singh, Vice President
Andrew E. Vogel, Vice President
Jeffrey M. Landes ’83, Secretary
Raul Pineda, Treasurer
John Botti, Head of School
Kinjal Nicholls, President, Parents Association
Clare Hallinan, Vice President, Parents Association
Stuart A. Orenstein ’00, President, Alumni Association
Mimi Basso
Hayley Broadbent
Sandra Buergi
George Cabrera, III ’98
Sandrine A.
Cousquer-Okasmaa
Nathaniel X. Garcia ’06
Stephanie H. Hessler
Federico Infantino
John M. Liftin
Elizabeth G. Miller
J Mocco
Nazmi Oztanir
Jerry C. Pi ’95
Ian J. Sandler
Jodi J. Schwartz
Martin Small
Graig J. Springer ’98
Vance Wilson
Sara B. Zablotney
James S. Chanos, Honorary Trustee
Stuart J. Ellman, Honorary Trustee
Allan L. Gropper, Honorary Trustee
Whether learning to read or reading to learn, few things impact the student experience as much as books. What boys read and when boys read has been of deep interest to families through the ages. Reading expands boys’ worlds in the way that few things have the ability to do, and takes them to places to which they might never travel on their own. Read on to understand more about how our boys learn to read, when literature choices expand as boys move into abstract thinking, and how reading transformed the life of one of our most treasured faculty members.
Peter P. ’28 jumps for joy over a very good read.
By Danielle Passno ASSISTANT HEAD OF SCHOOL / DIRECTOR OF TEACHING AND LEARNING
My mom came to visit me the summer after my first year of teaching at a boarding school outside of Nashville. It had been a decidedly hard year for me personally, and my family was worried. While browsing in a bookstore, my mom picked up a book I’d never heard of and handed it to me with a passing comment: “It’s beautiful.” I held My Name Is Asher Lev by Chaim Potok, wondering how my mom—a deeply evangelical Christian who was the executive vice president of the largest christian ministry in the world—had ever come across a novel about Hasidic Jews. She bought it for me, and I read it as soon as she left town. The only other book that has had as profound an impact on me is the Bible. In the pages of this story about a Hasidic Brooklyn boy who is grappling with his identity and faith, I found a mirror I never would have thought I could in someone who didn’t share my religion or gender or sexuality. Our lives were worlds apart in every way and yet his struggle helped me through my own. (Continued next page.)
when we read, we are taken on a journey of constructing meaning—both in our lives and the lives of others. From stories to historic accounts, we read through the lens of our own upbringing, our own lives. Our reading is inextricably bound to how we’ve been taught to make sense of the world, and through reading, we make judgments about whether what we currently believe holds weight. Reading, thus, becomes an essential act of development, and if we are to develop in strength, our reading must be varied.
I have an earlier memory, of when my mom made a different decision. I was younger at this time, still in grade school. She came home from work with a religious text for the sole purpose of warning me against it. I was forbidden to read it, but she wanted me to recognize it in case I was urged by others to read it. I believe her fear of this text centered on one particular friendship I had with a boy—his family prominent in the religion that revered this book as sacred. My mother’s firm warning about the corruption hidden within the text did not serve me the way she intended, for I believed her wholeheartedly. I vowed to never be fooled by that text, or any other for that matter, and in doing so, I entrenched my own beliefs instead of learning to interrogate their veracity, leaving me with a smug view of my faith as being inarguably right. The knock-on consequence is that my faith took far too long to deepen. Rather than becoming wiser in the faith, rather than developing my own arguments for why I believed what I believed, I waded in immaturity.
It was not until I was flung from the nest into a more diverse environment that I was faced with questions I could not answer, and suddenly I was alone without a family system to support me. Those were painful years as I wrestled alone, my faith fracturing simply because it had always been my parents’ and not my own. I was unprepared to grapple with changes occurring in my life or the lives of my friends because I had been given a single stream of books that told
Danielle Passno uses this sentence to describe her childhood realization that the stories books capture could both delight and confound. In her professional life, she also knew that families can have lots of questions about the appropriateness of books that their children might be reading. It was from this place that Browning’s Tricky Texts series was born.
“At Browning, we want boys to relish reading, and we teach a vast array of texts as part of our commitment to stoking our core value of curiosity in the boys by providing a wide lens on the world,” says Ms. Passno. “Some of these texts are trickier than others, embracing bold (and sometimes controversial) themes in order to explore them.”
The Tricky Texts series brings together Browning parents and educators to discuss a given text that is taught at Browning. “The goal of this series is not to debate whether a particular text should be taught but rather to share understanding about how families can talk with their boys about the ideas they encounter in that text specifically
only some stories. As I started reading more expansively, I slowly lost my fear of contradictions and ideas. I began to freely explore the perspectives of others to see if they seemed as plausible and necessarily true as that which had been given to me by my parents. I started to read both what was familiar and what was not, and as I explored texts new to me—The Well of Loneliness, The Autobiography of Malcolm X, Desolation Angels, Lolita—I grew up. Remarkably, reading expansively didn’t take me away from my beliefs; rather, it helped me find my authentic home within them.
Reading beyond one’s experience is always scary. The uncharted territory feels unreliable, unstable. Trying on the possibility of believing the voices we read—as they stand, not as how we wish they stood—is how we develop understanding and discernment. We shouldn’t immediately believe everything we read, but we should grow to believe some of it. Whether a book reveals that which may be next for us or that which may never be part of our own lives, the act of reading enables us to mature into humans filled with dignity, curiosity, honesty, and purpose. What reading gave me was an opportunity to become whole, and I can think of no greater purpose than to accept that wholeness.
and in school overall,” Ms. Passno says. Browning educators will also learn families’ challenges as they engage with the text, which might not be initially apparent when a faculty member has taught a particular text to the same grade each year. “Some texts excite us, others challenge us. It’s part of the joy of reading in the company of others. Families might respond differently each year,” says Upper School Dean of Student Life Anna LaSala-Goettler, an English teacher who led the discussion with Ms. Passno.“Something special happens for us teachers when we are able to hear from parents who have read the book alongside their son.”
Our first book in the Tricky Texts series was The Absolutely True Diary of a PartTime Indian by Sherman Alexie, a book that our Grade 7 boys are reading this year. The only requirement for attending the hourlong discussion was having read the book. “We had a good discussion, and the parent engagement was really high,” Ms. Passno said. “We look forward to doing more of these in the future.”
By Eric Ogden HEAD OF LOWER SCHOOL
One of the greatest joys of teaching in Lower School is witnessing boys in those special aha moments when they fall in love with books and begin to realize there is an endless array of stories and information to be found through the magic of reading.
The early Lower School years (Kindergarten to Grade 2) encompass the most rapid period of developmental growth for a student’s reading. As letter sounds combine to form words and then become sentences, paragraphs, and whole books, boys discover that reading opens up the world to them. At Browning, we use a multifaceted approach to teaching reading in the younger grades. On one hand, boys are given a strong foundation in word study, which comprises the areas of phonics, spelling, and vocabulary development. K–2 boys engage daily with the Wilson Fundations program, exploring letter sounds and formation at the most basic levels, and over time building an understanding of the mechanics of both decoding (sounding out) and encoding (spelling) words. Midway through Kindergarten, boys begin to read several times each week in a small group targeted to their own stage of reading development. Beginning with early pattern books and accelerating to more complex texts, teachers provide a host of strategies to help students both break down and comprehend each text. In Grades 1 and 2, boys meet in their small guided reading groups every day, working at their own targeted levels to build skills using a targeted library of both fiction and nonfiction texts.
At the same time, teachers help boys cultivate a genuine appreciation for the wonder of books through a wide variety of read-alouds and shared reading experiences. Boys listen to class readings of novels with rich plots, full of character development. At the same time, teachers and librarians share a variety of picture books, delving into topics that range from ways to be a good friend to exploring holidays and cultural celebrations. Our students also soak up informational texts such as biographies or those on scientific themes. The combined approach of practicing the fundamentals of phonics and reading skills, while developing an appreciation and joy for all that literature can bring, helps the boys grow into competent and enthusiastic readers.
As basic reading skills are solidified, somewhere towards the end of second grade and leading into third and fourth grades, boys make a shift from learning to read to “reading to learn.” While they continue to expand both their vocabulary and spelling skills through the Words Their Way word study program, capable third and fourth grade readers now have an entire world of information and literature available to them. In conjunction with our curricula in language arts, social studies, and library, our older Lower School boys learn about the world and the experiences of others through text. Boys delve into deep studies of class novels and examine their own independent reading books, dissecting themes and author messages. Additionally, more in-depth nonfiction texts are introduced through our media literacy and social studies programs, allowing students to develop important skills for both research and the organization of information gleaned from text.
It is simply a gift to watch a boy become a reader over his five years in the Lower School. That formative experience sets each student up to become a man of intellect, to which our Browning mission aspires.
Lyndon H. ’32 discovers a very funny passage. Teacher
Alex Falberg reads to a Kindergarten class.
By Jan Abernathy CHIEF COMMUNICATIONS OFFICER
When reminiscing about their education, adults often mention a favorite book because reading is a transformative and transporting experience.
Jan Abernathy sat down with Lydon Vonnegut, chair of Browning’s English Department, to discuss literature in Middle and Upper School, what students learn from it, and how gratifying it is to teach it to boys.
JAN: How do we choose the books we teach for each grade?
LYDON: We design a course before we pick the texts, which we select to support the themes and teach the skills. Themes develop over time, mainly through the work of teachers at a given grade level thinking through what is developmentally appropriate. While the theme at grade level may remain consistent from year to year, there’s flexibility as new books and assignments can be introduced.
As an example, in Grade 7, the theme is public and private identity. We start with a portraits unit where we look at how people choose to have themselves portrayed, or how artists choose to portray their subjects to get the boys into the
observations that lead to inferences, which in turn lead to analysis, and a close reading framework. Then we move into The Absolutely True Diary of a Part-Time Indian—the most private first-person narrative—and then from there we move through texts that deal with increasingly public concepts of both individual and group identity. We go from Twelve Angry Men to Animal Farm, and finally to Julius Caesar. We want each course to both flow logically and expose boys to reading poetry, prose, plays—a variety of genres—as they build their toolbox as English students.
JAN: Sticking with that grade for a moment, how did you choose the theme?
LYDON: There’s a really big cognitive flip for most boys between Grades 6 and 7 whereby they shift from being concrete thinkers into being capable of far more abstract thoughts. They are poised to consider their own identity and have strong opinions about who they are, as well as who they want to be and why.
JAN: What’s the mix between newer books and what adults might consider the “canon” or “classics”?
LYDON: Beyond the fact that the traditional canon is full of beautiful, rich texts, understanding the literary traditions that undergird Western literature is an important part of their English education, and so we have to expose them to literary history. Having said that, there’s great new work being published constantly, so it’s also our responsibility to expand the canon with contemporary work. The goal is for every boy to have windows into others’ experiences, and mirrors that reflect elements of his life back at him.
JAN: How does studying literature enrich boys’ lives?
LYDON: It is the study of the human condition on every level. Beyond academic skills, it’s also how you develop empathy. We as humans need narrative to make sense of the world, and we also need each other’s stories to feel connection. Adolescents often feel isolated because they think they are experiencing things no one else has. Literature teaches them that’s not true—they are never alone.
JAN: What are your favorite works to teach?
LYDON: I love teaching Hamlet. I love teaching Shakespeare in general. It’s the gift that keeps on giving.
There was so much to celebrate in 2022, with four weddings and two babies. Congratulations to all!
Latin Teacher Jody Demarest married Steven Demarest on July 3 at the restaurant Bottino in Manhattan.
English Teacher Scott Farmer was married to Ellie Sherwin on August 6 in his hometown on the Big Island of Hawai‘i.
Music Teacher Hannah Hickok and partner Beth Budnick welcomed Nora Hickok Budnick on October 27, weighing 6 lb., 3 oz.
Former faculty member Jonathan Pelz ’12 was married to Hayley Sperring on August 20 at their summer camp in Brooksville, ME. It was a Browning affair with family members Sanford Pelz ’71 and Christopher Pelz ’12 in attendance, as well as classmates Max Liu ’12, JR Chansakul ’12, and James Brisotti ’12.
Upper School Dean of Student Life Anna LaSalaGoettler was married to Anna Gonzales on June 25 in New Haven, CT.
Kindergarten Associate Teacher Alex Falberg and his wife, Carrie, welcomed Adelaide “Ada” Rosemary Falberg on October 4, weighing 7 lb., 3 oz.
The Board’s new members include an alumnus and a new Vice President of the Parents Association.
Hayley Broadbent was an executive at Morgan Stanley for 30 years, where she led the Finance Division’s strategy and global business transformation. A philanthropist, Hayley co-founded Peg’s Cure, honoring her late husband Peg Broadbent, which raised over $1 million to purchase personal protective equipment (PPE) for frontline workers during the COVID crisis. She has served on Browning’s Annual Fund Committee. She has two children, Sebastian ’29 and his twin sister, Grace, who attends Marymount.
George Cabrera, III ’98 is the Product Management Leader at Meta. He previously worked as a technical lead at NetApp, one of the largest producers and marketers of data storage systems, before heading to Facebook where he worked in the Core Data team designing Facebook’s core caching system TAO. George joined Browning in the seventh grade. He and his wife, Tatiana, live in Belmont, CA, with their daughters, Mia and Evie.
Sandrine Cousquer-Okasmaa is the General Counsel and Chief Compliance Officer of Bond Financial Technologies, an enterprisegrade financial technology platform that streamlines the integration between brands and banks. Before Bond, Sandrine was the General Counsel, Chief Compliance Officer, and Corporate Secretary of Imprint, another financial technology company. She also acts regularly as a judge at the annual Cornell Law School Transactional Lawyering Competition. Sandrine and her husband, Viktor, are parents of Charles ’32 and Jacqueline, who is at the Marymount School.
Clare Hallinan serves as the Vice President of Browning’s Parents Association. She is also involved in the New York Junior League and the Child Center of NY’s ParentChild+ program, which provides educational resources for parents. Previously she worked in investment banking, private banking and asset management at Warburg Dillon Read, Citigroup, and Goldman Sachs. She and her husband, Blake, are parents to Ryan ’31 and two daughters, Audrey and Nora, who attend The Spence School, where Clare is also very involved.
Ian Sandler is the Managing Director and Chief Operating Officer of Insight, a global private equity and venture capital firm, and has direct management oversight for the newly launched Insight Partners Public Equities (IPPE). He and his wife, Mackenzie, are the founders of Riley’s Way Foundation, a nonprofit that empowers young leaders to use kindness and empathy to create meaningful connections and positive change in the world. They have a son, Brody ’27, at Browning.
Hayley Broadbent
Clare Hallinan
Sandrine Cousquer-Okasmaa
Advisors know each boy in their groups deeply.
Panther Pride Clubs offer opportunities for leadership and meaningful participation.
Freshmen share deep bonds during a class retreat in Connecticut.
JEREMY: How are we creating an advisory space that is collaborative and that aligns with our values?
ANNA: The advisory program is built upon our mission and goal to have important, meaningful, sustaining relationships between faculty and students. The Grade 9 advisory curriculum does a deep dive into our core values with different activities centered on each value during the year. The Grades 10 to 12 curriculum meanwhile examines our eight dimensions of learning, such as agency, character, or honesty, and centers on conversations and activities around the different parts of what it means to be a learner and the students they want to become.
JEREMY: How are assemblies designed to create community and empower our boys?
ANNA: We are using three key verbs to gather each and every assembly, which are to learn, to celebrate, and to inform.
By Jeremy Katz ’04 Associate Directorwith varying identities, and this year we’re supporting and acknowledging the importance of affinity groups and times by gathering during our school day.
JEREMY: Tell me how the incoming freshmen are building community when they enter high school.
The goal is to empower our students to lead in the space that is dedicated for them and to them. The boys confidently claim their voices through storytelling, and by celebrating their own achievements, as well as honoring and acknowledging celebrations that happen more generally or out in the world.
JEREMY: What activities do our boys engage in outside of academic classes to form meaningful relationships?
ANNA: As a community we are always hungry for more time to connect and collaborate with one another. Through our extensive offering of clubs, students have opportunities to explore areas of passion, interest, and curiosity with their peers and faculty. We have marked some of these as Panther Pride Clubs, which highlight spaces such as our social impact partnerships or student newspaper which require reflection and benefit the community. Additionally, we have students
ANNA: We witness many changes in students as they grow up. This is especially true for our Grade 9 students. In December, we held a workshop to reflect on how we can continue to build a caring community. Through these exercises, we explored what respect, for instance, looks like and wrote a list of actions that, taken together, will demonstrate that respect towards teachers, community members, and peers.
JEREMY: Tell me how the Grade 12 Peer Leadership program offers support to the freshmen.
ANNA: One of the most exciting parts of student life this year is our senior Peer Leadership program. The boys who were elected to this position contribute greatly to the ninth graders’ sense of belonging, meeting every other week to guide the ninth graders’ transition into Upper School. The Peer Leaders have taken on this work with such grit and strength, and it is theirs to design and reflect and learn how to lead together. To have a program that really honors that connection is fantastic.
At Browning, essential skills and dispositions are taught sideby-side with traditional academic subjects to help our boys’ lead full, healthy, and productive lives. In her first year as Upper School Dean of Student Life, Anna LaSala-Goettler speaks with Jeremy Katz ’04 on how Browning’s four core values—honesty, curiosity, dignity, and purpose—are the key to success in forming meaningful relationships.
It was a monster mash bash as Lower Schoolers walked the 62nd Street runway on Halloween. Fashion sightings included magical wizards, lovable dinosaurs, energetic clowns, and a certain Head of School who paid hom age to Browning’s mascot as the Pink Panther. Middle Schoolers were also on hand to ensure that the costumed boys and their families had a great experience, forming a human arch that the parade giddily walked through. Spooky fun, indeed!
Browning boys are reaching far beyond 62nd Street to work on service projects that allow them to contribute meaningfully to the world while increasing school spirit.
A new partnership with Grassroots Grocery, which fills community fridges with fresh produce to fight food insecurity, is one example of this. At the opening of a ribbon-cutting ceremony for the Upper East Side’s firstever refrigerator last fall with several classmates and faculty, Jonathan M. ’23 noted, “The atmosphere was filled with pride, appreciation, and hope. The feelings of the crowd as they clapped and cheered for the initiative were contagious. Having worked in many food pantries, we know this service work is a difficult thing to accomplish, but it is a worthwhile challenge in the long run.”
The mission of Grassroots Grocery resonated with boys at an assembly in October that was devoted to service and how Browning’s core values can help our boys find purpose in their lives. Grassroots Grocery’s founder, Daniel Zaruder, said that individuals can uphold the dignity of all people when helping others. “It’s a two-way street after all, as the provider could someday be the one in need,” he said.
Daniel’s Music Foundation, which specializes in music and disability awareness programs, has partnered with Browning to cultivate an understanding in our boys that talent comes in all shapes and forms. “They’re learning how to have empathy rather than sympathy,” Naledi Semela, Director of Equitable Practices and Social Impact, said, “In studying topics such as the Americans with Disabilities Act and the progress that needs to be made for disabled people in everyday life, we hope that the boys will become the voice of inclusion and belonging as they go out into the world.”
Another partnership is with Riley’s Way, a nonprofit committed to fostering youth leadership. “We’re proud to be the first all-boys chapter, as we demonstrate to our boys that they can lead through kindness and empathy,” Mr. Semela said. Through our partnership with Riley’s Way, a cohort of Upper Schoolers offers additional support to nonprofits and promotes social impact opportunities at the School for other boys to consider. The club has most recently helped promote Grassroots Grocery efforts, student-led hurricane relief fundraisers, and food drives.
“Browning’s mission charges us with preparing the boys to contribute meaningfully to our world,” Mr. Semela said, “and we couldn’t be more proud of our boys for embracing these social impact activities with their whole selves.”
Browning boys assist Grassroots Grocery in fighting food insecurity.Making an impact beyond 62nd Street; Family Chess Night returns.A Middle School assembly dedicated to service highlighted the work of Riley’s Way, Grassroots Grocery, and more.
In October, author and acclaimed educator Chris Balme spoke to Browning families and faculty about tapping into the positive potential of the middle school years.
Drawing on his experience as a middle school founder and principal, as well as on the latest neuroscience, Mr. Balme provided practical advice to reimagine early adolescence as something to celebrate, rather than something to endure.
Head of Middle School Ophelia Ma said, “In the inevitable moments when our middle schoolers say or do something we find exasperating, I hear faculty asking themselves and each other: What developmental need is this behavior trying to meet? Mr. Balme helped us find more empathy and joy in walking as companions alongside the boys.”
Family Chess Night, a wonderful celebration of the game of chess and the spirit of Browning, returned for the first time in three years last November. Many Lower Schoolers attended with their siblings, parents, and even grandparents for a night of friendly competition. “It’s always so rewarding for me to see how many of our boys truly love the game of chess and how they learn to excel in it,” Head of Lower School Eric Ogden says, “Coach Giorgi and his team are incredibly skillful at breaking down the strategy of chess for the boys while promoting gamesmanship, team spirit, and fun at the same time.”
The 2022 Book Fair was a tremendous community event! The return of our Family Day generated extra excitement as families came in Halloween costumes to shop, enjoy games, and listen to read-alouds. Our boys also enjoyed visits from bestselling authors George O’Connor, Kwame Alexander, and Jerry Pallotta. Sales and donations totaled more than $14K in support of Browning’s library. Many thanks to our wonderful PA for making it an amazing experience for all.
A fun Family Day and class visits at the Book Fair.
For the first time in three years, the melodic sounds of boys’ voices raised in song filled the hall of Lowenstein Auditorium at Temple Emanu-El and the ears of proud families at Browning’s Holiday Program. After a speech from Head of School Dr. John Botti extolling the virtue of giving, receiving, and recognizing gifts, the audience enjoyed outstanding performances from boys in all grades. The boys sang and danced to contemporary music as well as traditional favorites, including “This Little Light of Mine,” “Pure Imagination,” and “O Come, All Ye Faithful.”
Browning has launched the Family Ambassador Network (FAN), which aims to help prospective families get to know Browning better by connecting them to current families in a variety of ways, including at recruitment events or open houses.
According to a recent survey from the National Association of Independent Schools (NAIS), 79% of respondents indicated that they relied on “friends, other parents, or alumni” when selecting potential schools and completing the admission process. Prospective families at Browning have always welcomed opportunities to speak to current families to get the most authentic sense of the school experience.
Grade 10 parent Elisa Strohfeldt said about the program, “We are looking forward to helping welcome prospective families at Browning, as this is a very special place and we love it with all our heart.”
In its second year of existence, our Certificates of Distinction program has added two new strands data science and fine arts. Led by Dr. Melodie Ting and Kate Bancroft, respectively, certificates in these two disciplines join engineering and humanities, bringing to four the total number of courses of study in which boys can pursue their passions.
Starting in their sophomore year, boys learn about the competencies needed to complete this independent study, and begin working on a portfolio. Before their senior year, they will decide on a project proposal, which they will defend in order to be awarded the Certificate of Distinction.
A December tradition returns; building connections.
Browning’s Holiday Party was held for the first time since 2019 and saw hundreds of parents, alumni, trustees, faculty, and friends come together to celebrate the season. Hosted by the Parents Association, the School’s gym and cafeteria were transformed into a winter wonderland for our community to reconnect, make merry, enjoy great conversations, and partake in a festive photo booth.
Middle School cross country runners Asher O. ’27 and Henry L. ’27
This fall season was one that was filled with many ups and downs. While varsity soccer’s run ended in the semifinals with a 1-0 heartbreaker, seasons that end in tears can often be the most rewarding and remembered forever, and I think this is one of them. I am still so proud of this team and feel as though this is perhaps one of the best we have had in my 22 years at Browning.
The 7/8 soccer Panthers finished with an even 6 and 6, and will be a huge help to the JV team next year as the team has many strong eighth graders. The 5/6 soccer team had some impressive wins, getting stronger with each game. Our Middle School cross country team also had great numbers and showed huge improvements from meet to meet, even twice placing in the top three of races! They will surely help the varsity runners in the coming years.
JV soccer player Charles K. ’24
7/8 cross country runner Marc V. ’27
The 5/6 soccer team lets out a Panther roar.
Varsity soccer captain Frankie P. ’23
JV soccer goalie Wil D. ’26
7/8 soccer players Jonah L. ’28 and Max K. ’28
While the season is just underway, it already feels like a huge win! I speak for all the coaches and boys when I say how good it is to have the Panther Pack back in full effect. It’s so nice to go to the games in the Upper Gym, at Equinox, at other schools—and see the familiar faces, both younger and older, supporting our boys and sporting Red and Black with pride.
This season has brought us a further boost with the addition of extra basketball coaches, who bring a lot of knowledge and experience to our group of longtime staff. The teams are off to strong starts across the board, with 19 wins already racked up before we went on break for the holidays. Go, Panthers!
Varsity hoopster Ethan F. ’23 fights for the ball with help from Eric S. ’23.
7/8 Red hoopster Ryan K. ’27
JV hoopster Quinny B. ’25
Squash player William R. ’26
Table tennis players David P. ’24 and Angel Q. ’24
Fans show their Panther Pride during a varsity basketball game.
Grade 6 hoopster Daniel J. ’29
7/8 Black hoopster Jack G. ’27
Touting the merit of Browning’s four values, the Trustee and current parent said, “You can get motivated to do something, but it’s often to meet a short-term objective or goal. At Browning, we raise men who are very purposeful and life is so much better when you are doing things that you believe in.”
Jerry should know. As the founder of Pi Capital Partners, a family-owned real estate development firm with a portfolio of more than 40 properties throughout the country, he speaks with passion and purpose about a business that started small and grew to encompass high-rise office and mixed-use buildings. Following in his father’s footsteps, Jerry came to a deeper appreciation of the purpose of his relationships with his tenants and employees during the darkest days of the COVID-19 pandemic. “We had to pick up rent checks and help our tenants file for PPP loans. It was a surreal experience but also a bonding one,” he says. “At that time, I relied on what Browning taught me about being resilient.”
Jerry notes that the structure and accountability baked into life at Browning are characteristics he still sees today as he looks at what is expected of his son, Jameson ’32. At the same time, he says, the school remains nurturing, with the same intellectual rigor that he experienced in his own education. He notes
with pride that when he left Browning after Grade 6 to move to Manhasset, Long Island, the material being taught to him in seventh and eighth grade there were concepts he had already learned while still here.
But Browning did more than develop Jerry’s mind; it also built character. “Two of the main things I learned here were empathy and perspective,” he says. “Especially as we get older, we need to be able to look at situations through a variety of lenses. I’m a child of immigrants, a person of color, a child who was commuting to Browning, and it was good to be exposed to others with an understanding that we can learn from one another.”
As a typical Browning boy, Jerry is an avid athlete. He is an ultrarunner of over 200 races, including some of the hardest races in the world. He has finished the Marathon Des Sables, UTMB Mont-Blanc, Moab 240, three Boston Marathons, 15 NYC Marathons, Transgrancanaria, ITU World Triathlon Championships, and countless other endurance events. “The ultrarunning community emphasizes toughness, community building, and teamwork. We learn to balance the highs and lows in ultrarunning the same way we deal with highs and lows in life.”
And he has not forgotten the lessons he learned about service at Browning, as he supports Pi Capital’s former tenants, the
Two of the main things I learned at Browning were empathy and perspective. Especially as we get older, we need to be able to look at situations through a variety of lenses.
Chinese-American Planning Council. “Asian Americans have the largest income disparity in the city,” Jerry says, “and this is an organization that can provide people with basic necessities.”
Enrolling Jameson at Browning was easy, Jerry says. With his two older children at Spence, Jerry and his wife, Grace felt that it was important for Jameson to attend a school where the emphasis is on educating boys. “We wanted him to be in a place where the emphasis is on a boy becoming a good man,” he said, adding that, “the so-called ‘soft skills’ and communication that you see in independent schools is really important. My industry is built on relationships. Even teaching a young man the proper way to shake hands is important.”
After earning an undergraduate degree at Boston University, Jerry started his career as a financial consultant and coding developer at BTS, Inc. He was team leader for the manufacturing and financial services division. From there, Jerry joined what he describes as “the chaotic world of real estate development” at Pi Capital, where being able to coordinate groups remains crucial to a successful deal. He says,”Most people would be stunned at how the governmental agencies don’t really interact with one another; they count on the developer to bring all of the parts together.” Currently building two projects in Manhattan, the firm is also very proud that it owns its developments, and has
employees who have worked there for generations. While Jerry started at the ground floor “installing toilets and electricity,” he now works on institutional lending relationships, acquisitions, and development.
As chair of the real estate committee and an advancement committee member on Browning’s Board of Trustees, which he joined in 2021, Jerry is leading the exciting project to create a modern Upper School facility on East 64th Street, scheduled to open in 2025. “This will be the first expansion of an independent school post-COVID and will address so many of the needs of today’s boys,” Jerry says. He notes that a new building was sought by Browning for some time, particularly crediting the previous real estate chair Phil Hofmann and S9 architects, who have worked on this project for several years.
The building—which will include a green roof and expansive spaces for STEM and the arts, as well as a regulation size gym—will also free up space at the 62nd Street schoolhouse, to allow for a reimagining of that space for K–8 students. “It’s a win-win for everyone,” Jerry says.
In the end, Jerry says, the project helps him give back to Browning all that it has given him. “I deeply appreciate all that Browning did for us as kids,” he says. “This building celebrates that.”
The so-called ‘soft skills’ and communication that you see in independent schools is really important. My industry is built on relationships. Even teaching a young man the proper way to shake hands is important.Jerry presents images of the new Upper School at Building Our Future: A Comprehensive Campaign to Advance Browning’s Mission Jerry gets cheered on by his daughters, Lianna and Selina, at the finish line of the UTMB Mont-Blanc in 2019.
For Chris Russo ’15, Founder and CEO of marketing agency Russo Strategic Partners, success in life connects to some of his first experiences at Browning. “I learned early on that you’re not going to get very far if you don’t put in the work— and as an entrepreneur now, I understand that the amount of effort you put into something is directly related to what you’ll get out of it.”
Chris, who entered in Grade 9, says Browning impressed him with its small community and college guidance program. “Mr. Pelz’s fervor for guiding students towards the best college experience was amazing,” he says, adding, “There was never an opportunity that was out of my reach. The faculty treated me like an adult and a gentleman, which really impacted the way that I felt about school.”
Describing transformative extracurricular experiences on the Green Team and as editor in chief of the Grytte, Chris has fond memories of the clubs’ advisors, former science chair Emilie Wolf and Jeremy Katz ’04, respectively. While interviewing Honorary Trustee Jim Chanos for a Grytte feature, Russo recalls, “He flipped the script and took a really genuine interest in me and gave me lots of advice. I remember feeling so grateful that someone on the Board of Trustees would be so generous with their time.”
A marketing and communications major at Boston College, Chris started the Boston College Media Alumni Network in his senior year as a way to build the community of alumni in that industry. With over 1,000 members, the group provides educational and networking opportunities. Chris launched his marketing agency, Russo Strategic Partners, at the start of COVID-19.
Among its signature projects is a podcast by MuddHouse Media created in partnership with Silverstein Properties called Top of the World: Lessons from Rebuilding the World Trade Center, which chronicles the 20-year rebuilding story of New York’s World Trade Center. “While the World Trade Center has been featured in documentaries and magazine spreads, it’s never been done in a podcast form. And it felt so right with the boom in podcasting to tell this story in that way,” Chris says. His agency also represents Tamsen Fadal, a news anchor on New York City’s PIX-11. Chris worked with her to launch the podcast Coming Up Next, and suggested she join TikTok, where her following grew exponentially. “She’s been featured in Forbes and Oprah Daily and Bloomberg as a menopause TikTok influencer. You might not expect a 25-year-old guy to be coaching a 51-year-old woman on how to talk about menopause on TikTok, but here we are,” Chris says.
As Chris continues to grow his business, his advice for other young alums and Upper School students is to continue making connections. “Even if you’re still in school, maybe you can share an article that you found helpful or insightful and give your take on it on LinkedIn. My number one piece of advice is to not be afraid to put yourself out there.”
The brand advisor and marketing strategist also noted that Browning’s small community and emphasis on relationships has been pivotal in developing his client base. “Part of my business now involves strategic partnerships, where I bring together businesses, creators, and brands for different campaigns, and I honed the skills that allow me to do that at Browning.”
Dr. Linton Wells ’63 spoke at an Upper School assembly in the fall about how so much of what he learned at Browning influenced his career in public service. Our first alumnus to attend the U.S. Naval Academy, Mr. Wells continued to work as a civilian in the Department of Defense after retiring from the Navy. In recent years, he has dedicated his work towards sustainability projects in Puerto Rico, Appalachia, and Native American territories. In Mr. Wells’ assembly remarks, he shared with our students that they should follow their passions and develop an attitude of persistence to attain success and fulfillment.
Joshua Reiss ’85 is currently living in Houston, TX, where he is an assistant district attorney at the Harris County District Attorney’s Office.
After commuting to Los Angeles prior to the pandemic, Alumni Council member V. Marc Cali ’89 is now back in New York and has joined Hound Partners as its Head of Capital Formation.
Daniel Roberts ’87 shared that he lives and works in New York City as a private investor and recently published his first novel Bar Maid, which became a USA Today bestseller. Learn more at barmaidbook.com.
“I am married and have a 9-year-old daughter and am close with Richard Adams, Sharif Tanamli, Claude Schwab, and Ralph McElveney, all ’87, as well as Freddy Sullivan ’86.”
Philip Blake ’95 has been the Senior Director of End User Computing & Email Systems in the IT department at Columbia University for more than seven years. “Columbia is a wonderful place to work, and I hope we get more Browning graduates as students and employees in the future.”
Alumni Council member Christopher Jennings ’99 lives in New York City where he works in the Private Wealth division of Neuberger Berman.
Alumni Council member Nick Versandi ’01 continues to live in New York City working for RBC Capital Markets as a Director of Leveraged Finance. He enjoyed spending much of the summer in Montauk surfing and seeing fellow classmates, including Mitch Polikoff ’01, Martin Arnabal ’01, and Alex Zaro ’01.
Samora Legros ’03, one of our Panther Mentors, returned to Browning this fall to appear on a panel at a middle school assembly dedicated to service. He spoke about his work as a director of the Max & Thérèse Cadet Dental Fund, a nonprofit that supports a dental clinic in Port-au-Prince, Haiti.
Ishma Best ’04 appeared alongside his company Prep Realty on an episode of HGTV’s Bargain Block, which focuses on restoring properties in Detroit, MI.
Joey Suquet ’04 married MaryEllen Hogan at Casa de Campo in the Dominican Republic last winter, with plenty of Browning brothers in attendance. The couple currently resides in London, UK.
As one of the hottest up-and-coming stand-up comedians, Sam Morril ’05 had a busy 2022, performing on That’s My Time with David Letterman, where he also sat down for a conversation with the late-night legend, as well as dropping his own standup special, Same Time Tomorrow. You can stream both appearances on Netflix.
Ben D’Innocenzo ’06 shared the news that he and his wife, Kirby, welcomed their first child, Lena Hammel D’Innocenzo, last winter. “We are all happy, healthy, and enjoying life in Denver.”
Mario C. Brown ’09 starred in the 2022 film Out of Breath, which won the Indie Spirit Special Recognition Award at the Boston International Film Festival and the Jury Prize at the Sarasota Film Festival. Learn more at outofbreaththemovie.com.
Stevie Rachmuth ’10 is actively involved in the alumni councils for both Browning and The Town School. “It’s wonderful planning both returning and new alumni events, and I’m very excited for the rollout of Browning’s expansion.”
Alumni Council member H. Harrison Fields ’11 continues to live in New York City and just finished his M.B.A. in Real Estate at St. John’s University. He is currently working in real estate development and consulting.
Chris Haack ’14 made a major impact as a member of our varsity soccer coaching staff last fall. The boys were ecstatic to work with him and enjoyed listening to his own student memories of Browning soccer.
George Grimbilas ’18 recently graduated from Bowdoin College with a B.A. in Mathematics and Government. He works f or Citi as an Investment Banking Analyst in the Mergers & Acquisitions Group and
looks forward to serving on Browning’s Alumni Council and reconnecting with fellow Panthers.
Grant Thompson ’18 has taken his passion for hoops to a career where he assists Chris Brickley, the most sought-after off-season trainer among the NBA’s star players, including the L.A. Lakers’ LeBron James and Miami Heat’s Jimmy Butler.
David Pham ’21, a sophomore at Fordham University, spent last summer as a professional development intern at Debevoise & Plimpton, an international law firm headquartered in New York. “Even though I did not work directly with legal casework, I learned a lot about what it means to be an attorney and about the types of activities that lawyers often pursue in order to discover their own preferred fields of practice.”
Please join your classmates in sharing any recent news, photos, and adventures for our next issue. All updates are welcome. Please send class notes to Director of Alumni Affairs & Special Events
Julie DeSarbo at jdesarbo@browning.edu.
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Also, if you’d like to stop by to visit Browning, please reach out to Julie in advance to register your visit. For reasons of security, all visitors must be escorted by a Browning employee.
Chris Haack ’14 returned to Browning as a varsity soccer coach this fall.
Kabir Kurani ’22, Jake Herzberg ’22, and Joe Fabrizi ’22, pictured here with Coach Dan Peña, Judit Resika, and Andrew West ’92, are some of the young alums who visited in the fall.
Over three nights this fall, our community came together to celebrate Building Our Future: A Comprehensive Campaign to Advance Browning’s Mission, which incorporates moving our Upper School to 337 East 64th Street.
Speakers included Head of School John Botti, P ’26, ’29; Board President Valda Witt, P ’20, ’22, ’26; Director of Athletics Andrew West ’92, P ‘29; and Trustee and Real Estate Committee Co-Chair Jerry Pi ’95, P ’32.
While viewing floor plans and learning of the top-tobottom renovation of this historic building, scheduled to open in the 2024–2025 school year, attendees also heard of the Campaign’s other priorities: to augment programming, support faculty, and endow financial aid to complement a 20% enrollment increase in Grades 5–12.
Particularly poignant was hearing Mr. Pi speak about his Kindergarten teacher, Carol Goulian Stewart, who attended one of the events: “I will never forget how Mrs. Stewart spent time with me after school to practice my ‘O’s’. Catching up with her earlier tonight reminded me again how special Browning was to me as a student, many years ago, and has continued to be to all students since then, including my son.”
The Browning School Lifetime Giving Society, recognizing donors who have given $500,000 or more in accumulated gifts to the School, was also introduced at the events (see sidebar). “As we embark on the Building Our Future Campaign,we feel it is important to celebrate members of our community who have invested generously in Browning over the years,” said Dr. Botti. “Their dedication signifies a longstanding vote of confidence in our commitment to boys’ education, and propels the school forward in ways that will benefit the Browning community for years to come.”
We are pleased to recognize the following inaugural members of The Browning School Lifetime Giving Society, at the levels listed, in appreciation of their giving to the School, which includes all documented gifts and pledges other than those earmarked for benefit or auction events.
$5,000,000+
James S. Chanos
$2,500,000 – $4,999,999
Ana and Philippe Laffont
$1,000,000 – $2,499,999
Susan and Stuart Ellman
Janette and David Liptak
Elizabeth and Richard Miller
Steven F. Richman and Jodi J. Schwartz
Rachel and Martin Small
$500,000 – $999,999
Anonymous (2)
Erica Berthou and Nazmi Oztanir
Sally D. and Stephen M. Clement, III
Elizabeth and David Granville-Smith
Jay D. Hatfield and Valda M. Witt
The Henry Luce Foundation
Laura and Thomas Hexner
Sharon and Bill Jacob
Phyllis Rachmuth and Stevie Rachmuth ’10
Daniel Sigg and Ellen Stafford-Sigg
Matthew Solum and Sara Zablotney
Deborah C. van Eck
Véronique and Andrew Vogel
Katherine and Sam Weinhoff
Listing as of Nov. 15, 2022
Please email Krizia Moreno-Cruz at kmoreno-cruz@browning.edu.
A librarian reads aloud to a Lower School class in 1997. Learn how Browning utilizes reading to provide a way for boys to understand the world around them, on page 8.
