Bulletin Summer 2007 by St. George's School

In this issue:

S T. G E OR G E ’S

Chapel talks:

St. George’s School P.O. Box 1910 Newport, RI 02840-0190

Nonprofit Organization U.S. Postage PAID St. George’s School

2007 Summer Bulletin

Chapel restoration begins The Behrend Pool is torn down Q&A with the Director of College Counseling Reunion Weekend 2007 Prize Day 2007 New faculty members hired for 2007-08 Teachers visit Asia and Africa Class ring returned after 46 years Patnode honored at Cabot/Harman Ice Center Class Notes

2007 St. George’s School

A lesson before dining BY JEFF SIMPSON Out of tragedy, a miracle BY HADLEY KORN ’07 Practicing to make it perfect BY JOSEPH ASTRAUSKAS ’07 Superstitious BY DEBORAH HAYES Defying convention BY BENNETT BISTLINE ’07 Every moment of life BY BARRETT FREIBERT ’07

summer Bulletin

S t. Geo rge’ s Scho ol M issi on Sta teme nt In 1896, the Rev. John Byron Diman, founder of St. George’s School, wrote in his “Purposes of the School” that “the specific objectives of St. George’s are to give its students the opportunity of developing to the fullest extent possible the particular gifts that are theirs and to encourage in them the desire to do so. Their immediate job after leaving school is to handle successfully the demands of college; later it is hoped that their lives will be ones of constructive service to the world and to God.” As we begin the 21st century, we continue to teach young women and men the value of learning and achievement, service to others, and respect for the individual. We believe that these goals can best be accomplished by exposing students to a wide range of ideas and choices in the context of a rigorous curriculum and a supportive residential community. Therefore, we welcome students and teachers of various talents and backgrounds, and we encourage their dedication to a multiplicity of pursuits —intellectual, spiritual, and physical—that will enable them to succeed in and contribute to a complex, changing world.

St . G eorg e’s Po lic y o n Non -Dis cri mina tio n St. George’s School admits male and female students of any religion, race, color, sexual orientation, and national or ethnic origin to all the programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of religion, gender, race, color, sexual orientation, or national or ethnic origin in the administration of its educational policies, scholarship and loan programs, or athletic and other school-administered programs. In addition, the school welcomes visits from disabled applicants.

St. George’s Bulletin The Alumni/ae Magazine of St. George’s School, Newport, R.I.

Special visiting student Laura Meyer of Germany accepts a certificate for one year of academic work successfully completed from Head of School Eric Peterson in May. PHOTO BY SUZANNE M. HADFIELD

Contents On the cover: Graduates celebrate after the awarding of diplomas on Prize Day 2007. PHOTO BY KATHRYN WHITNEY LUCEY

On the back cover: Hendrik Kits van Heyningen ’10 finds time to practice on the piano in the Drury/Grosvenor Arts Center. PHOTO BY SUZANNE M. HADFIELD

ST. GEORGE’S SCHOOL P.O. BOX 1910 NEWPORT, RI 02840-0190 Office of the Bulletin Editor tel: (401) 842-6792 fax: (401) 842-6745 e-mail: suzanne_hadfield@stgeorges.edu Main School Tel: (401) 847-7565

From the Editor’s Desk ........................................................................................................................................2 Up on the roof: Chapel restoration begins BY SUZANNE M. HADFIELD ..........................................................3 An era gone by: The Behrend Pool is torn down BY SUZANNE M. HADFIELD ................................................8 News from Geronimo ..........................................................................................................................................11 Higher learning: An interview with Director of College Counseling Burke Rogers ’81....................12 A lesson before dining BY JEFF SIMPSON ............................................................................................................22 Out of tragedy, a miracle BY HADLEY KORN ’07 ..............................................................................................25 Practicing to make it perfect BY JOSEPH ASTRAUSKAS ’07 ............................................................................28 Superstitious: Sailors have a unique way of looking at life BY DEBORAH HAYES ..................................30 Defying convention BY BENNETT BISTLINE ’07 ..................................................................................................33 Every moment of life BY BARRETT FREIBERT ’07 ................................................................................................36 Learn from others BY MARTHA C. MERRILL P’07................................................................................................40 Prizes awarded May 28, 2007 ........................................................................................................................42 Beware the oyster BY HEAD OF SCHOOL ERIC F. PETERSON ................................................................................44 Reunion Weekend 2007 ....................................................................................................................................50 The watch system BY BENNETT GEYER ’08..........................................................................................................58 Immersed BY TORI HENSEL ’08..............................................................................................................................61 Alumni/ae in the news ....................................................................................................................................65 Faculty/Staff notes............................................................................................................................................68 Global outreach ..................................................................................................................................................74 Drinking it all in BY QUENTIN WARREN ................................................................................................................76 Sports news ..........................................................................................................................................................80 Student achievements ......................................................................................................................................84 Rooms with a view BY LUCY WHITTLE GOLDSTEIN ..............................................................................................90 Feeling the music BY SCHUYLER LIVINGSTON ’07 ................................................................................................92 New students 2007-08 ....................................................................................................................................99 Campus happenings ........................................................................................................................................100 Class notes ........................................................................................................................................................109

Main School Fax: (401) 842-6677 Toll free: 1.888.ICALLSG School web site: www.stgeorges.edu

The St. George’s Bulletin is published bi-annually. Suzanne M. Hadfield, editor; Ilona Tipp, communications associate; Toni Ciany, editorial assistant; and members of the Alumni/ae Office, copy editors.

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St. George’s From the editor’s desk his was a different kind of summer on the Hilltop. The drone of construction equipment replaced the chatter of foreign languages being spoken by international students as summer school was suspended and many of our buildings underwent renovations. King Hall was shuttered, the chapel was swathed in scaffolding, and the scenery changed as we watched the old pool come down (“An era gone by,” p.8) and the library and its scrolling dragon sculptures become part of the view from the Main Drive. Returning students will notice several changes as they come back to SG for the start of the 2007-08 academic year. They’ll see that we’re taking care of our community and surroundings, preserving our history and simultaneously embracing the newness of what’s ahead. The 80-year-old centerpiece of our campus is being cared for in the most meticulous way (“Up on the roof: Chapel restoration begins,” p.3), while at the same time a new state-of-theart Macintosh computer lab is humming in the Drury/Grosvenor Art Center and the library is being rejuvenated and reconfigured with a new entrance opposite Memorial Schoolhouse. Like our infrastructure, students here grow and change in ways that they themselves may not even imagine are possible, as the many stories in this edition suggest. They realize they can persevere through the most intense of disappointments (“Every moment of life,” p.36), recover from catastrophic wounds both physical

Me and my son, Connor, nine months.

and mental (“Out of tragedy, a miracle,” p.25), and even teach themselves how to recognize their own idiosyncrasies (“Practicing to make it perfect,” p.28). Students here are notorious for their bravery, and although “getting outside one’s comfort zone” is an often-overused admonition in independent school chapel talks, students here report back substantive changes from their explorations of the unfamiliar. (“Immersed,” p.61, “Drinking it all in,” p.76, and “Rooms with a view,” p.90) Of course it’s not always easy to face the newness of what’s ahead. An interview with Director of College Counseling Burke Rogers ’81 reveals that planning for the next steps, especially in terms of college, is key (“Higher learning,” p.12). English teacher Jeff Simpson, when asked by the graduating class to speak at the school’s first-ever Baccalaureate service, suggested literature as a vehicle for understanding your life and yourself—and maybe exploring the unknown (“A lesson before dining” by Jeff Simpson, p.22). Summer indeed is winding down and students, new and returning, will soon arrive on the Hilltop, get settled in. In most cases this also means saying goodbye to family members, at least for a time. Now that I’m a mother I realize the poignancy of that moment more than ever before—all the expectations and hopes for a positive experience, all the turned-up nerves of new beginnings. A little bravery can’t hurt.

Suzanne M. Hadfield Bulletin Editor 2

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Workers for Shawmut Design and Construction Inc. begin to remove portions of the roof of the Chapel.

Up on the roof

A MULTI -YEAR RESTORATION OF THE S T. G EORGE ’S CHAPEL IS UNDER WAY

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Top priority

Claude Levesque, project manager for Shawmut Design and Construction of Boston, surveys the old chapel roof just before it was replaced this summer.

BY SUZANNE M. HADFIELD

getting any worse—and to preserve the signature and most famous building on campus. Workers have removed the entire coated t must’ve been a source of frustration right copper roof as well as the slate roof sections and from the start: Not long after the St. meticulously begun replacing them with all new George’s Chapel was built in 1927 patron materials, with one notable exception. John Nicholas Brown ’19 learned the walls of his Undetectable to the outside observer, an ice and beloved building were leaking. water shield is being placed between the concrete Those limestone walls have been perplexing slab that serves as the bottom layer of the roof and architects ever since, so this summer the school is the coated copper and slate above. addressing the issue once again—starting at the Anything to keep the weather out. top. “Since 1927 the building has had problems … A $1 million roof replacement project got particularly with the masonry,” said preservation under way on June 4 and should be complete by architect Martha Werenfels of Providence-based the fall. It’s the first step in a full analysis and remediation plan to stop the leakage problem from Durkee and Brown Architects Inc., whose firm

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Workers remove the slate section of the roof behind the organ.

was contracted back in 2001 to make a complete report on the condition of the chapel. “It’s not incredibly clear where the water’s getting in, but we know that the exterior walls are wet inside.” The exterior walls of the chapel are actually limestone veneer, notes Werenfels. Two layers of limestone surround a brick core. When the firm bore sample holes in the structure at the start of their study, they hit H2O right away. “Right now we’re starting to chip away at the priority items,” she said of the chapel preservation plan, “and the highest priority is the roof.” Most of us know the story of how the chapel was built: Brown, who was deemed the “richest baby in America” when he was born in 1900, had admired the already famous architect Ralph

Adams Cram since he was a boy. The two met while Cram was working for Brown’s mother renovating Emmanuel Church in Newport. When Brown approached the SG Board of Trustees in 1921 with a plan to pay for a medieval chapel to be built on campus, he already knew he would hire Cram & Ferguson for the job. Brown, however, was not a “hands-off ” patron. He took an active role in the design, such as making his own sketches for some elements of the chapel, which he hand-delivered on one of his many trips to the Cram & Ferguson office. When the chapel was finally consecrated on April 28, 1928, it was only after a lengthy design and construction process—and some of the issues Brown and Cram worked through are still having CONTINUED

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Even on the roof, craftsmen paid attention to detail. This dragon is a decorative element near a gutter 100 feet above the ground.

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implications today. The chapel is a combination of medieval design, but with the materials and methods that were newly available in 1927, according to Werenfels. “It was kind of this marriage, a mix of medieval aesthetics with modern technology,” she said. “And we think that’s part of the problem.” It may be that the mortar used to glue the stones together was too hard. “In 1927, there were all these new [mortar] technologies being developed and they thought harder was better,” she said. “It turned out not to be such a great idea.” When the mortar is harder than the stone and the building settles, the stone cracks, she

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explained. And that’s just what happened here. Werenfels says there’s a lot of cracking in the chapel’s walls, particularly at the eastern end in the buttresses on either side of the altar. That’s also where there’s been the most water damage. Oddly enough, it appears Brown and Cram may have anticipated the issue. Werenfels has been studying the correspondence between the two, digging through old papers in Brown University’s collections. A crucial decision made early on in the design process shows the “richest baby in the world” was still frugal, she said. “There were discussions about whether they should waterproof the walls as part of the

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construction costs,” Werenfels said. “In the end they decided not to [do it] as a cost savings and we’re not sure if that had an effect on the fact that water is getting in.” By 1949 some repairs had already been made to the masonry. Today it made sense to address the chapel roof first because it is made of copper and nearing the end of its useful life anyway. Last year a section of the roof was taken apart to figure out exactly how it was constructed. Shawmut Design and Construction of Boston was hired to replicate the old construction techniques—and to add a few improvements, such as the ice and water shield. Preservation is one of Shawmut’s strengths. “It’s something that we enjoy doing and are very skilled at, so it’s a privilege to work here for sure,” said Claude Levesque, project manager for Shawmut who’s worked with Werenfels on a number of other preservation projects. In the coming years, preservation of the chapel will continue. “The next phase is really delving into the masonry issues,” Werenfels said. “We’re probably going to recommend that a section of the east wall be taken apart and rebuilt. We’re not sure. The

buttresses seem to be protruding.” The firm is also keeping tabs on seven gauges installed in 2001 to monitor cracks in the walls. “You leave it there and see if the gauge moves at all so you know if that crack got bigger,” Werenfels said. Good news: When she checked them two weeks ago, the cracks had either not shifted at all or had moved less than a millimeter. The firm also did a survey of the transept area beneath the tower because the floor inside wasn’t flat and architects were wondering if the tower was still settling. A recent evaluation showed the tower appears to have stopped moving. Eventually the firm will move inside the chapel, clean some of the interior walls and, maybe do some re-pointing of the mortar, Werenfels said. But as much as building technologies and methods have evolved over the years, this project is all about keeping the chapel the same. “The key to our work is to get in and get out and to not have anybody be able to tell anything happened,” said Werenfels. “[The chapel] is such a beloved icon. We’re being very careful not to change anything.”

The new coated copper roof is nearly complete.

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An era gone by

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The old Behrend Pool is torn down, but the swimmer s’ memories live on

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Spectators watch a diver in the Behrend Pool in 1963.

That was just one of the many memories the Evanses recalled as they saw that old pool building, all decorative tile and bricks, get Head coach Tom Evans was leaning against a demolished early this summer. brick wall at the east end of the old Behrend Pool With the school’s new pool—an eight-lane, watching his swimmers when he saw a figure 25-yard facility that is the envy of most moving toward him through a dense fog. It was November 1987, the days when the school was still competitors—up and running since November limping along with a 1920s-era, four-lane, 20-yard 2004, it was time for the Behrend pool, uniquely housed next to Auchincloss Dormitory, to come pool with air circulation problems, but Evans down. wasn’t dwelling on the difficulties. The figure in But while many in the community may have the fog was his wife, Linda, a co-coach of the swim emotionally detached from the old pool a long team. time ago, there are many who didn’t see it as just “The first thing I saw was a St. George’s an antiquated facility happy to meet the wrecking sweatshirt and she looked at me and I looked at her and she gave me a thumbs-up,” recalled Evans. ball, the Evanses said. “It was a special place for a lot of kids,” Linda “And at that moment, I knew that we were going to recalled. have a child.”

BY SUZANNE M. HADFIELD

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In the spring, the Behrend Pool was still standing between Auchincloss and Diman North dormitories.

Construction crews demolished the old pool building this summer, creating an open path between the quad and the Hill Library. Diman North is being re-faced with brick and a porch is being added.

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Crews start to dismantle the old pool building in this view behind Auchincloss looking south.

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Tom and Linda Evans were hired in 1987 to teach biology, filling the spot left vacant when Steve Leslie was appointed dean of students. When they arrived for their interviews, “they almost didn’t even show us the pool,” Evans remembers. “Skip Howard was taking us around—and he was like, oh, you don’t need to see the pool.” But they did anyway. “And all we were thinking was, ‘Hey, they have a pool here, which means they can have a team,’ ” Evans said. “Without the pool here, there’s no team, so we can’t coach.” The two taught 25 swimmers the first year. “I think the first thing we had to do was pull the starting blocks from the shallow end to the

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deep end,” Linda said. They also had to fill the pool with a hose after every practice and order bigger lane lines, which cut down on the waves in the pool, but which also made the swimming lanes smaller. “It was battle. It was combat,” Tom remembers. “When you’d swim, you would always be whacking someone next to you.” Still, he says, “The thing that was so special about the pool is that we knew it was the oldest indoor operating pool in any prep school in the country. And we had a lot of pride in it. We thought it was great.” “We had pool pride,” Linda agreed. The spectators who gathered in the old facility also contributed to an exciting atmosphere,

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An architectural drawing shows the new porch being added to Diman North—and the new path between the quad and the library.

according to Evans. “It was like the Boston Garden,” he said. “We’d have 100 people up in that balcony just screaming.” The 1989-90 team beat the Abbey 55-21 for the first time in 25 years. “When the swimmers walked in it was just chanting and screaming and yelling the entire time,” Tom recalled, “and it just got the adrenaline up so much.” Laura Stack de Ramel ’90, who placed fifth in the New Englands that year and who went on to swim at Dartmouth, was a captain on the team at the time. Now a newly elected member of the SG Board of Trustees, de Ramel remembers stretching on the east deck of the old pool and looking at the weathered wooden record plaques on the wall— records achieved back in the 1920s and 30s. “It was always very inspiring,” she said. Evans said de Ramel was one of the students who helped her teammates stop thinking about the condition of the facility. “Laura was always the kid who didn’t care what the pool looked like. She just wanted to get into it and swim. That was kind of infectious to the rest of the team,” Evans said. Bob Ceres ’55, who had a stellar swimming career at St. George’s and who went on to be an all-American at the U.S. Naval Academy, isn’t

quite as nostalgic about the building. “It was old back then!” he says of the facility that was already the object of some frustration among his teammates in the 1950s. Because the pool was only 20 yards, as opposed to 25, the swimmers had to remember to do more laps. The camaraderie is what Ceres remembers. “And we had a great ▼ coach,” Ceres said. “He Got a Behrend Pool memory taught us how to do turns.” you’d like to share? Write to In fact it was Norrie Bulletin_Editor@stgeorges.edu. Hoyt, for whom St. George’s new state-of-theWe’d love to hear from you. art eight-lane pool is named, who helped the boys make do. “He believed it was a good strategy to keep the pool 10 degrees colder than the competition’s,” Ceres said. “We got used to it, but opponents would come in and freeze.” But it wasn’t just the talented swimmers who may wistfully recall their days in the old pool. “An awful lot of kids got their feet wet in competitive swimming in that pool,” Evans said. “Every single kid improved—and they stuck it out through the hardships.” “Swimming’s never been a big-time sport here, but it’s meant so much to so many people.”

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Higher learning A N INTERVIEW WITH D IRECTOR OF C OLLEGE C OUNSELING B URKE R OGERS ’81 Director of College Counseling Burke Rogers ’81 speaks to members of the Class of 2007.

Was there anything unique about the most recent college admission process you went through with the Class of 2007? Are there any trends you’ve noticed over the past couple of years? Well, one notable thing is that, at the national level, it’s certainly not getting any easier to get into college. There’s been plenty of national media attention about declining acceptance rates and skyrocketing application numbers. It’s not uncommon these days for acceptance rates at the most selective schools to be under 10 percent, which really puts admissions into the realm of a

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crapshoot at at least a handful of colleges. The number of colleges that have acceptance rates under 50 percent also is growing rapidly. So, colleges turn away more applicants than they take—and that’s something that gets plenty of press. Usually there’s a flurry of articles in December, then another in April, and such press coverage understandably instills anxiety in students and parents. But I think there’s another side that the national press is beginning to pick up on as well, and that St. George’s kids are experiencing pretty directly, and that is that more and more stories rightly focus on the number of

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great options that are out there. The college universe in this country is far more than just Harvard, Princeton and Yale. The New York Times had an influential piece this spring about the “New Ivies.”

What did you think of it? Well, I resist the categorization of these really good schools as “Ivies,” as if there’s magic in that particular term. But I do think the broader point is that there are a lot of excellent schools that are teaching great kids in all parts of the country.

How did St. George’s students do this year? In what was a tough climate nationally, I think our kids fared very, very well. Compared with many schools that are much like us, I think our seniors weathered the storm very well. And the satisfaction level for the kids as they found good matches for their college futures was justifiably high. This class enjoyed a lot of success. We had a lot of kids apply early to a particular school, and those acceptance rates were pretty darn good.

So the early-acceptance and early-action programs were successful this year. Yes, and it’s nice for kids to get good news early. The downside is that good early results may lead—or mislead—some other kids into thinking that applying early is a magic solution, or the solution to every problem. What we do is work with the kids very closely on a case-by-case basis to make sure that everybody has a good, balanced list, that they look as hard at the schools that are relatively easy for them to get into, and they look at the ones that are tough to get into. We want kids to be thoughtful about all the schools on their list, and ultimately to be happy going to any school where they apply. But once they have a good balanced list, then we will work with them very closely in the late summer and fall to determine how and when to apply. We don’t want to lead with “the strategy of applications,” but it is part of the process, and in the proper time and place, it’s something that we discuss with students and their families.

So all of our students who will be seniors this

fall have a college list? Yes, shaping a list is something that develops from the first individual meeting in January or February of the junior year. What we will do in the College Counseling Office is toss out a list of 20, 25, 30 schools for students to research, at least online and in guidebooks, with an eye toward the student using Spring Break in March to go visit six to eight colleges. Then, informed by the campus visits that they’ve had and the reading that they’ve done, we can begin to cut some schools off the list and to add some others on. We’ve got the college fair in April where we have another 75 or so colleges come and visit St. George’s. That’s a way for kids to find out more about schools that they weren’t able to visit, or to confirm what they saw when they did visit, and redirect their list accordingly. We want balance to be a guiding principle.

How do you approach applying to the most selective schools? Though we don’t require that a student shoot really high and have “reach” schools on the list, we certainly do support kids who want to give more selective schools a shot. The only way to know for sure that you’re not going to get in is if you don’t apply—that’s the way you can guarantee it. We encourage kids to shoot high with at least some of their applications, but we want them to spend most of their time looking at the schools where it really could go either way, and we want to make sure that they spend enough time on the schools that are appealing to them that also are very much in line with their records—schools where we all can be reasonably confident that they’ll get the chance to attend.

You talked a little bit about the Early Action, Early Decision process. That’s also gotten some attention in the press. How is that whole world evolving? Well, I have two thoughts on that. One is that I applaud schools like Harvard and Princeton and UVA that have abandoned their early programs. I think having some high-profile schools abandon the early programs sends an important message CONTINUED

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that “Hey, you don’t have to apply early. That’s not the only way to apply to college.” I also think those schools are right in making the case that early applications can give an advantage— arguably, an unfair advantage—to students of wealthy families that have the resources and the guidance, frankly, to go out and get an early start on the college search. So I like the fact that Harvard, Princeton and UVA have sent a signal that says that early applications are not the only way to go. At the same time, I also think that many schools properly have considered their early policies and concluded that they continue to make sense for them—and, at least indirectly, for a lot of students. The problem with putting everything off until the regular round—if every school abandoned an early program—is that by the time decisions came out around April 1, no college would really have a clue as to who was showing up. And if they don’t have a clue as to who is going to show up, then they have to protect their interests to make sure that they get a class. That means they’re going to accept a certain number of students, but they’re going to put a greater number on a waiting list. In an uncertain climate, kids who don’t know until April what is going to happen are going to send out lots and lots of applications to guard themselves. If every early plan were done away with, then ultimately things would sort themselves out, but it likely would come in the form of even more wait-list action in May or into June. One of the arguments against early plans is that they increase the anxiety kids and parents—and frankly counselors too— feel about who’s going to get in. If there were no early plans at all, the anxiety wouldn’t go away, it would just be postponed, and it might even be heightened. So, I think some early plans allow good kids who’ve been thoughtful about the process, and who’ve built up a good record by the end of the junior year, to find a good college home early on—to be settled in effect in December or January.

How does that affect the cultural climate here at school, at the high school level, when kids are getting accepted to college really early in their senior year?

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Well, when I was a student here, there were, in effect, two big decision days: Dec. 15 and April 15. Before that it used to be just one day in April. What has happened now, with the proliferation of early programs and different wrinkles in ways that kids can apply and ways that colleges can notify, is that from October through graduation in May, no week goes by when we don’t have some student hearing some news from some college. That said, there are still three main times when kids find out a lot of news from colleges. The first is midDecember. The second time is in early February, when there’s a second round of early notifications at some schools. And the third is the regular notification time, late March/early April. What happens at St. George’s in December is that you’ve got a lot of excitement all at once. For the seniors in particular, college notices are coming in. There’s the winter formal, which is emotionally loaded for many high school kids. There’s the Christmas Festival, and there’s the excitement about going home for break after a long term. There inevitably is good news coming in for many kids, but there’s also disappointing news coming in for others. But one thing that really impresses me about SG kids in general is that they seem to maintain an awful lot of empathy for their classmates. Whether it’s good news or bad news for the other person, they want to be there for their friends. And it’s the same thing for themselves: Whether the news is good or bad, I think they respond pretty appropriately.

About what percentage of our senior class is applying early these days? Well, given the number of different plans that are out there, it’s a tougher figure to calculate than it used to be, but I’d say about 60 percent in recent years have tried something early. This year about 70 percent of kids who applied early got good news.

Why are some colleges popular with our students? Well, there are some obvious suspects for many kids. If they were attracted to a small New England boarding school and they liked their experience here—and an awful lot of them do—it makes sense for them to at least consider a small

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New England college. The NESCAC (New England Small College Athletic Conference) schools are likely suspects for many kids. The Ivies make sense for many kids. Colleges where St. George’s kids have enrolled in the past also benefit from name recognition in that kids have just heard those names in this environment. That helps an awful lot. Colleges that visit in the fall and in the spring often make a lot of sense for our kids, too. And if former students are having a good experience at a particular college and word gets back to our students, that’s a good endorsement.

What are students’ worst fears about the college process? Well, I think at the most fundamental level, it’s probably the spoken or unspoken fears: “What if nobody takes me? What if I don’t have a home at the end of it?” That’s the subtext to many conversations. And ultimately that’s where, as counselors, Kelly Richards and Gary Cornog and I

have the most responsibility. We need to make sure that students have a good list that’s going to get them a good home. We’d much rather have conversations with kids in the fall, as they’re shaping their lists, to make sure they’re covering their bases in ways that they’re going to like, than to have a conversation in April and say, “Well, gee, too bad, bummer that you don’t have a place to go.” Vetting the lists is a big part of our job.

There’s also the unknown …

Director of College Counseling Burke Rogers, Administrative Assistant Jenny Johnson, College Counselor and English department head Gary Cornog and Associate Director of College Counseling Kelly Richards.

Yes, on a broader level, kids are anxious about the future in general. What really strikes me about St. George’s kids, though, is that despite the inevitable griping that can go on about things on a day-to-day basis—and teenagers, like adults, can find things to complain about if given the opportunity—is the degree to which SG kids say that they really like this place. They like their teachers, they like the people they’re working CONTINUED

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Director of College Counseling Burke Rogers ’81 (left) is on the coaching staff of the varsity baseball team.

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with, and most significantly they like their friends. Boarding school breeds close connections between people. By the senior year, the bonds for many of those kids are very strong. As kids look into the future, they realize that they’re going to have to go through the process of building up those bonds and connections again in some other setting. And maybe it’s going to go as well, maybe it’s not, they don’t really know. So I think there’s some anxiety about that. And I think in some ways it’s a testament to this school that when you really get down to the basics with kids here, they really do like and appreciate this place, and there’s some nervousness about what happens after they leave.

So the students’ worst fears are in part about their apprehensions about the future. What’s the parents’ role in the process? How can they make it easier for their sons and daughters? Well, it’s certainly possible for college

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counselors to say, “Oh well, parents are out of control, they don’t really get it”—but I don’t think that’s really the case. I know the overwhelming majority of SG parents really do get it. They want what’s best for their kids. They understand that we want what’s best for their kids, that we are very much allies in the process of helping students on to a good future. Yet parents are seeing their kids go off into an uncertain world. I’m not sure that the world has ever provided lots of certainty for young people moving forward, but whether it has or not, I think today it’s pretty clear that there’s a lot that parents can’t control. And dealing with situations that one can’t control can be tough. It’s tricky enough when you’re going through it yourself, but if you’re going through it on behalf of somebody you love and support, it can be that much tougher. I think parents have some of the same basic fears of “What if little Johnny or little Suzie doesn’t get in someplace?” But they’re also just wondering, “Well, how’s this all going to work out for my child?” Factor in the reality that college

is very expensive and that parents are making a huge financial investment in their kids. They’ve done that in sending their kids to St. George’s, and they’re going to do it again in college because colleges expect families to contribute as much as they can—and a college’s definition of what a family can contribute may be different from a family’s own definition. So I think finances are on many parents’ minds. It would be easy as a counselor to say parents are too caught up in the bumper sticker mentality or the cocktail party chat, but I don’t think that SG parents as a rule really are that driven by those factors. Just as lots of conversations for high school seniors are going to involve questions about college, in the same way, many conversations for the parents of high school seniors are going to involve the same questions. I think that goes with the territory in our society, at least in our little segment of society. But I think that the school has done a pretty good job of saying that what happens here on campus day-to-day really matters, and that the slogan, “Because the journey matters” rings true for many students. And I think it rings true for parents as well. I don’t believe SG kids and SG parents are here just to get their tickets punched.

It’s more about discovering your passions while you can. No doubt. SG kids who make the most of their opportunities here—who throw themselves into the experience at SG as an end in itself, without worrying too much about what colleges think—are going to get the best results in the college application process. If kids do what they really like to do and do it well, if they develop their talents to the fullest and pursue their passions, then I think colleges appreciate that. It’s the kids who try to become somebody that they’re not, that wind up not really impressing colleges. Kids who are true to themselves, and who do what they do and do it well, wind up getting the best destinations. If the journey matters, the destination will take care of itself. And I think to a large degree our kids and parents get that, and recent results with colleges have shown that’s working pretty well.

So I guess that’s what you would advise students and parents if they came to you and

said what’s the best thing that I can do to increase my chances of getting into the school of my dreams? It’s to — —be who you really are. And even before that, try to discover who you are by trying different things, but be yourself. Be the best you that you can be. And pursue your passions. If you’ve got talents, use them. Get involved in class and out of class. Do the things that you love because you love them, and do them well. But if somebody comes to me and says, “I don’t really want to do this but it will look good for college, won’t it?” My answer usually is, “Well, not really. If you’re only doing it because you think it looks good, then don’t do it. Don’t waste your time; don’t waste other people’s time.”

Colleges see through that? I think increasingly, yes.

What do you hear back from the admission officers about SG kids? The feedback is usually very positive. Our kids are recognized as being bright. They’re good students academically. Generally they’re outgoing. They’re seen as being involved, as being engaged. Our kids generally do very well in face-to-face meetings with people, and maybe that’s a byproduct of our own admissions process, which tends to be very personal. But more than that, day-to-day life in this community, where people deal with each other face-to-face, very directly, very frequently, is one of the great strengths of this school. Colleges see that.

You’ve also gotten good feedback from the College Fair in April. How many colleges were here this year? We had about 75 colleges represented this year. All of our fourth and fifth formers go and spend an hour and a half in the field house going from table to table. The feedback we get from the college folks is extremely positive—about the kids being knowledgeable, being presentable and carrying on good conversations, and being generally well-informed. Even if they’re fourth formers and don’t know a lot yet about colleges, CONTINUED

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Here’s where our graduates are heading:

Ashley Dockery ’07 wins the SG medal.

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Babson College (2) Boston College (2) Boston University (2) Brown University (2) Carnegie Mellon University (2) Chapman University (3) Claremont McKenna College College of Charleston College of Santa Fe Colorado College Connecticut College Cornell University Dartmouth College Duke University (3) Emory University (3) Fairfield University Franklin & Marshall College George Washington University (2) Georgetown University Gettysburg College (2) Hamilton College Hampton University (2) Hartwick College Hiram College Hobart & William Smith Colleges Johns Hopkins University Lewis & Clark College London School of Economics - England Manhattanville College Northwestern University Pepperdine University

Purdue University (2) Rhode Island School of Design (2) Rhodes College Southern Methodist University (2) St. John’s University St. Lawrence University (2) Stanford University (4) Suffolk University SUNY Oswego Trinity College (3) Trinity University United States Naval Academy University of Chicago (2) University of Edinburgh - Scotland University of Pennsylvania (2) University of Redlands University of Rhode Island University of Richmond University of Rochester (2) University of San Diego (2) University of Southern California University of Vermont University of Wisconsin - Madison Vanderbilt University Virginia Polytechnic Institute and State University Wagner College Wake Forest University Washington & Lee University Washington University in St. Louis Wellesley College (2)

they’re viewed as at least being interested and generally committed to learning more about the world around them. As college folks go from fair to fair and see kids in different settings, they’re not seeing a lot of kids in a way that they see SG kids. Part of that is a product of the scale of our fair—that it’s just SG kids and there are not 1,000 kids going from table to table. It’s 180, and they’re bright kids who are engaged and curious about the world around them.

And you did the Mock Admissions Committee program again. Yes, we run that in May for all the juniors. The juniors read through five sample applications and then, with a visiting college dean, play the role of an admissions committee, where they have to choose two students to accept, one to wait-list and two to deny. They see the process from the colleges’ end, and our hope, of course, is that as they see how colleges read applications, they’ll have a better idea how to put together their own applications. But the college deans we have come in do similar programs with lots of other schools, and all of them this year said that the SG kids were the best they’ve encountered. They got into it, they prepared well, they were thoughtful, and they spoke up confidently. I think the kids presented themselves well just by being who they really are.

So how do independent schools do this process differently than public schools? Well the biggest difference is the number of students that a counselor works with. Kelly and I each teach one course and each work directly with about 40 fifth formers and 40 sixth formers. Gary teaches three classes and works with about 10 students in each form. So between the juniors and seniors, Kelly and I have about 80 kids that we’re working with at a time, Gary with about 20 now. In public schools, guidance counselors might be working with 300 or 400—or more. The kind of contact that the counselors can have with the students is just very different in that setting. Most independent schools have counselor loads that are similar to ours. For independent schools, we’re very much in the mainstream. What sets us apart

a little bit from some other independent schools is the fact that all of us as counselors also are teachers and coaching and in the dorm. That’s part of the St. George’s approach. It’s something I really like. I think it’s good for me personally in that I love teaching and I’ve got a serious academic background. I always wanted that as part of my day. More importantly, it’s good for the kids and good for the school in that the college office and the college counselors are not folks who just appear in the junior year and suddenly tell kids what to do with their lives. We want to be as much a part of the whole SG community as anybody else. And we are. We get to see kids in lots of different arenas—in the dorm, in class, on teams, in the college office—and just generally around campus. It gives us an appreciation for what the kids are experiencing. Even if a student’s not in my class, I know what the expectations are for students in a class here. I know what it means to live in the dorm. I know what it means to be on a team. I think that makes us more effective in conveying a full appreciation of the student to colleges.

So you get to personalize the applications. Yes. The colleges feel like they know our students pretty well. And I think that’s a result of us knowing them pretty well. It’s not that by going to an independent school that a college acceptance automatically follows. I can never guarantee to a student or to a family or to Mr. Peterson or to the board of trustees that, “Oh yeah, if a student comes here then they will get into College X.” I absolutely cannot make that guarantee, and I will not. But I can say with certainty that we will get to know those students, we will give them good advice, and we will present them fully and fairly, accurately and positively, to colleges, so that College X is in a position to make a good decision about the student. Now, there are other good applicants out there applying as well, but our students don’t get lost in the shuffle. They get a fair look.

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Independent school college counselors and college deans gather in the Hamblet Campus Center during the Clambake Institute, a professional development seminar designed and run by Director of College Counseling Burke Rogers ’81 (far right).

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Well, there is no simple answer to that, but fundamentally it involves just getting to know each kid as personally and as well as you can, to capture what is distinctive about them so that the kids come to life. We never want our students to just be a transcript when they apply. Their transcript is always going to be part of the deal— it’s going to be the single most important piece of paper in the file. But we don’t want any college to just say, “Well, we’ve seen the transcript, that’s all

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we need to know, that’s all there is to it.” We want to tell the story behind it. We work hard to find the story and tell it well. We get input from lots of sources—including parents—and we make a strong case as to why colleges should want our kids. We feel lucky to have them here at this school, and we want colleges to feel that way too. And for the most part, they do—that’s why our students are going off to great experiences at wonderful colleges.

Clambake Institute lets counselors share ideas, issues The Second Annual Clambake Institute for college counselors took place at SG July 22-25. The brainchild of Director of College Counseling Burke Rogers, the institute is a way for independent school counselors to share ideas and discuss trends in the college admission process. The institute now attracts about 25 independent school counselors from all over the country—about half from New England, and half from the rest of the country—along with a handful of college deans of admission. With participants from peer schools like Groton and Middlesex, the institute offers an atmosphere in which counselors feel comfortable discussing what they have in common. “I think we can all be resources for each other in dealing with the issues that we confront,” Rogers said. Some of the topics the group has discussed, for instance, have been the kind of information counselors put in a report to the board of trustees and how counselors write recommendations. “In some ways it’s easy to write about the kid in the top of the class or the bottom of the class, or the kid who’s confronted some big hurdle in his or her life. Those kids are easy to write about because there’s clear material that you need to confront. It’s the good solid kid in the middle of the class … who’s often harder to bring to life in a letter,” Rogers said. At the Clambake Institute, the counselors share the recommendations that they’ve written in the past and give each other feedback on them. For the second year in a row, this year’s sessions were held for the counselors Sunday evening, Monday, Tuesday, and Wednesday morning.

College deans joined the crew on Tuesday night and were part of the general discussions on Wednesday. The main focus for Monday was college counseling in the junior year. The counselors shared information on the programs their schools run for students and families to kick off the college search process—and how they generate an initial list of colleges for each student to investigate. This year’s honoree for the “Deanbake,” which Rogers explains is “a way to recognize the achievements of a college admissions dean and his or her contributions to the admissions world—basically it’s a roast” is Ted O’Neill, the Dean of the University of Chicago. Also scheduled as this year’s college participants were Bonnie Marcus, O’Neill’s wife and the dean at Bard College; Jim Miller, the dean at Brown University; Jennifer Britz, the dean at Kenyon College; Nancy Meislahn, the dean at Wesleyan University; Parker Beverage, the dean at Colby College; Katie Fretwell, the director at Amherst College; and Steve Thomas, the director at Colby. Ed Graf from the Newman School in New Orleans was the master of ceremonies at the Deanbake, with Anne Ferguson from Andover and Rhody Davis from the Latin School in Chicago helping to gather material. Rogers was looking forward to another productive event. “I think the buzz about the Clambake in the admissions world is pretty good. Certainly there are direct benefits that we get, and all the attendants get, in just sharing the information about how we do our jobs,” he said. Last year the SG College Counseling Office changed the way it

works with teaching recommendations as a direct result of the clambake meetings. Now it serves, in effect, as a central clearinghouse for all school materials needed for application—the transcript, school recommendation and teacher recommendations all come out from that office, whereas previously teachers wrote and mailed the recommendations themselves. “So it’s definitely worthwhile,” Rogers said of the institute. “I’m glad that we’re able to do it a second year— and it’s certainly my hope and goal that it will be an ongoing venture.” —S.M.H.

Participating schools in the Clambake Institute 2007: Bishop’s School (Calif.) Bush School (Wash.) Concord Academy (Mass.) Crystal Springs Upland (Calif.) Gilman School (Md.) Greenhills School (Mich.) Groton School (Mass.) Harpeth Hall (Tenn.) Horace Mann (N.Y.) Hotchkiss School (Conn.) Latin School of Chicago (Ill.) Lawrenceville School (N.J.) Middlesex School (Mass.) Miss Porter’s (Conn.) Moses Brown (R.I.) Newman School (La.) Noble & Greenough (Mass.) Penn Charter (Pa.) Philips Andover (Mass.) Philips Exeter (N.H.) Portsmouth Abbey (R.I.) Providence Day (N.C.) Severn School (Md.) Trinity Valley (Texas)

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A lesson before dining Following is a talk delivered at the school’s first-ever Baccalaureate Service on May 24, 2007. English teacher Jeff Simpson addresses the Class of 2007.

BY JEFF SIMPSON am deeply honored to be your Baccalaureate speaker, even though I suspect that some of you just want to see if Captain Irony can cope with a ceremonious occasion that cries out for ponderous “go forth” platitudes. My plan was to talk about you, about your remarkable achievements in the classroom,

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on the fields, on the stage, about what I assume has been your jolly camaraderie in the dorms and day rooms. But I soon found myself gushing like a glossy SG promotional brochure; I used “community of learners” and “the special gifts that are yours” in the same sentence and had to stop. After shuffling around the hilltop for 25 years, I have distressingly little wisdom of my own to offer, but I know where to steal some. I’m going to make a brief parting pitch for the unique power of literature to help you understand your life, its

muddles and complexities and delights. Serious attention to serious literature won’t make you “coach of the year,” but it can, as Dickinson says, “make internal difference, where the meanings are.” There’s still time for a conversion experience, but I recognize the risks. Some of you may be dangerously allergic to poetry, especially now that classes are over. Think of me as a teacherly EpiPen, eager to jolt you into poetic consciousness. Let’s plunge right into the deep water of Wallace Stevens’ “The Motive for Metaphor,” a poem that forcefully conveys the distinctive wisdom of the literary imagination: You like it under the trees in autumn Because everything is half dead. The wind moves like a cripple among the leaves And repeats words without meaning. In the same way, you were happy in spring, With the half colors of quarter-things, The slightly brighter sky, the melting clouds, The single bird, the obscure moon— The obscure moon lighting an obscure world, Of things that would never be quite expressed, Where you yourself were never quite yourself And did not want nor have to be, Desiring the exhilarations of changes: The motive for metaphor, shrinking from The weight of primary noon, The A B C of being, The ruddy temper, the hammer Of red and blue, the hard sound— Steel against intimation—the sharp flash, The vital, arrogant, fatal, dominant X. At first, the opening two lines (“you like it under the trees in autumn/because everything is half dead”) sound aggressively morbid—typical poet, enjoying death under a tree—but we soon realize that the operative word is “half,” not “dead.” Art, in this poem, thrives on incompletion, change, process, shadings, obscurity: the ambiguous realm of our immediate

lived experience. Identity is not fixed but fluid, expression is not definitive but tentative, the world one not of being but of becoming. The alternative, notice, is a reductive reliance on a coercive precision—the basic letters, the primary colors—that simplifies experience in order to hit the target, the “ fatal, dominant X.” The final adjectives (“vital, arrogant, fatal, dominant”) gang up and press forward like menacing verbal thugs. Those who need dead certainties break out their steel hammers. Don’t join them. Serious literature also alerts us to our impulse to form reductive judgments of each other, even of ourselves. Eliot’s self-conscious Prufrock is paralyzed by “the eyes that fix [him] in a formulated phrase,” that summarily classify and peg him as if he’s merely an insect “wriggling on the wall.” A school taxonomy might include dumb jocks, computer nerds, drama queens. We package people neatly so we can handle them easily, no untidy thinking or moral imagination required. Woolf ’s Mrs. Dalloway, exquisitely aware of her own complex, layered consciousness, wisely resolves that she will “not say of anyone in the world that they are this or that.” When it comes to assessing our fellow human beings, Woolf instructs, definition is death; it’s not always a gift to be simple. But my favorite example comes from Amis’ Lucky Jim Dixon, who after learning of a free love arrangement involving two seemingly tame colleagues, “reflects, not for the first time, that he knows absolutely nothing whatsoever about other people or their lives.” We would all do well to repeat after humble Jim at least once a day. We teachers compulsively urge you to “get outside your comfort zone,” naively assuming you’re already in one. Good writers know better, know that we’re hopelessly anxious, insecure creatures. The human predicament precludes easy contentment. Hesse’s Siddhartha requires years of extraordinary meditative discipline to find his comfort zone. Stoppard’s poor Rosencrantz and Guildenstern are desperate for a bit of comfort and pass their anxious trapped time by playing language games, by building “a short blunt human pyramid,” by trying to master their own names. I—I take dog walks, grade papers, sweep the

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Seniors Taylor Tobin, Kenji Suzaki and Austin Sanchez-Moran sing the School Hymn in the school's first-ever Baccalaureate Service in May.

porch. You run around the fields, study for exams, send instant messages. Like Rosencrantz and Guildenstern, we need to keep busy, distractedly engaged. Literary artists time and again drive home the tough truth that comfort zones are much harder to enter than to escape; if you find one, pitch your tent. But literary wisdom is as much about delight as it is about anxiety, so let’s end with an artful lesson in happy gratitude. In “Accidents of Birth,” William Meredith recounts his renewed appreciation of living after an unexpected recovery from severe illness. He ends the celebratory poem with cosmic marveling that he and a friend have beaten the astronomically slim odds of being alive, now, here, together. But it’s not this random life only, throwing its sensual astonishments upside down on the bloody membranes behind my eyeballs, not just me being here, old needer, looking for someone to need, but you, up from the clay yourself,

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as luck would have it, and inching over the same little segment of earthball, in the same little eon, to meet in a room, alive in our skins, and the whole galaxy gaping there and the centuries whining like gnats— you, to teach me to see it, to see it with you, and to offer somebody uncomprehending, impudent thanks. I’m grateful for the delightful dumb luck of having inched along this little segment of earthball in the same little eon with the St. George’s class of ’07. Now that I have pointed you in the right literary direction, you are ready to go forth, young scholars, well equipped, not for the battle of life, but for the difficult, rewarding art of living. Thank you for tolerating this lesson before dining. Without a trace of irony, I wish the best of luck to all of you. Jeff Si mpso n has been an English teacher at St. George’s since 1982. He can be reached at Jeff_Simpson@stgeorges.edu.

Hadley Korn, Ginny Spilman and Kylie Wolf at the Senior Picnic on May 24.

Following is a chapel talk delivered on April 26, 2007.

BY HADLEY KORN ’07 am supposed to be dead. I know that’s a bold statement for 10:30 on a Thursday morning, but it’s true: I’m not supposed to be giving this chapel talk, preparing for

college, or finishing my senior year in high school. I am supposed to be just one more sad statistic. Two and a half years ago my life was profoundly, pervasively and permanently changed. Here is what happened: On Aug. 30, 2004, I was five days away from realizing my dream of attending boarding school in New England. I was packed. I was ready. I was excited CONTINUED

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to continue my soccer career on the St. George’s soccer team and then to begin my studies at St. George’s. I also was bored. As it turned out, my boredom was nearly fatal. To pass the time I accompanied a friend to visit another friend who was at school in Rome, Ga. Rome is 70 miles from my home in Atlanta. We left very early in the morning without the knowledge or permission of our parents. My parents would not have let me go to Rome. I went anyway. The visit to our friend in Rome was uneventful, not particularly worth the effort. We left Rome to return home sometime before noon. I sat in the same passenger-side seat that I had occupied on the way to Rome. I remember buckling my seatbelt and waving goodbye. That was the last thing I remember until I awoke in early November. On our way back to Atlanta, a large truck slammed at approximately 45 miles an hour directly into the passenger side of the car in which I was sitting. Neither the

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driver of the truck nor the driver of the car in which I was sitting was injured. I was not as fortunate. I was airlifted from the site of the accident to the nearest trauma center, Floyd Medical Center in Rome. When my father arrived at the hospital he was told that an examination showed that,

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among numerous other serious injuries, I may have fractured the occipital bone at the base of my skull. My father was told that such a fracture was “inconsistent with life.” At my father’s request, I was airlifted to Egelston Children’s Hospital on the campus of Emory University in Atlanta. Fortunately, a more extensive examination showed that the occipital bone was not fractured. I did, however, have fractures in my neck and back. Both of my collar bones were broken. My pelvis was fractured in three places, four ribs were broken and one lung was punctured. All of those injuries, while serious, were not life threatening. The injury that threatened my life was a massive brain injury. Late in the evening of Aug. 30 my parents were given the following prognosis: “It will be three days before we can be certain whether Hadley can survive. If she survives we do not know when, if ever, she will wake from her coma. If she awakes from her coma we do not know the extent to which she will be able to function physically or mentally.” I spent a month in intensive care at Egelston, after which time, while still in a coma, I was transferred to the Shepherd Center, a hospital for patients with catastrophic spinal cord and brain injuries. After a long three months, I was discharged from Shepherd in December. I then began eight months of fivedays-per-week, seven-hours-per-day outpatient rehabilitation. Survival was not simply a matter of time; it has required every ounce of my strength and all my will. I did not emerge from my coma fully formed. I have had to relearn everything. I have learned again how to walk, talk, eat, think, dress, write, type, add, multiply and divide. I missed a year of school. My first semester back after that year required more from me than I thought I had to give. Yet I have survived. Today, almost 31 months to the day after my

accident, I am standing here relating to you the miracle of my survival. I have not survived unscathed. I am left with physical disabilities that make life harder than it once was. In so many ways I am not the same person I was before the accident. Those of you who know me only since I came to St. George’s know a very different person than you would have come to know had I not gone to Rome, Ga. I was a soccer player—though I like to think that I was much more than a soccer player. Soccer was my consuming passion. From age 4 to 16 I played soccer 11 months a year. I played at every facility in Georgia. I played in Washington, Virginia, North and South Carolina, Tennessee, Florida and Texas. When I was 14 I played in England and Sweden. I was the only freshman on The Lovett School varsity soccer team that played for the Georgia state championship. Those of you who know me as the girl who walks with a limp, struggling in the Rhode Island snow and ice might be surprised to know that I was the fastest runner on that varsity soccer team. Now I can’t run at all. Watching sports, particularly soccer, is still too hard. After my accident, Coach Jaccaci asked me to serve as the soccer team manager. I came up for early sports and on my first day at St. George’s I went to soccer practice. I don’t think I even stayed for the whole practice. I went back to my dorm room in tears. I found it impossible to limp around the field picking up cones while other girls played the sport I loved. I quit after that first day. Every afternoon since, while most of you have been out playing your sports, I have been in my dorm or at physical therapy finding the new me—the me that no longer depends on soccer for my sense of who I am. The great thing is I have come to really like that new, and in many ways improved, Hadley. So, please, do not feel sorry for me. I feel very lucky to be where I am

today, and I am happy in all I have accomplished in my time here. The accident and disabilities with which I am left have given me a perspective and resolve I do not think I would have gained in the absence of my misfortune. I am ready for college—and for life. There is no college course or test that will intimidate me. I am ready for the ups and downs, for the challenges and opportunities, for the joys and disappointments, for the failures and the triumphs. I am ready for all that life will throw my way. There is nothing I can’t survive. I have lived

MY FIRST SEMESTER BACK ... REQUIRED MORE OF ME THAN

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the truth of the adage: “What does not kill me, makes me stronger.” I believe in miracles. My belief goes beyond faith. I know that miracles happen because I owe my life to one. I have lived the miracle that brings me to this moment, and which will give meaning and purpose to the rest of my life. H a dle y K o rn ’07 of Atlanta, Ga., will be a freshman at the University of Southern California this fall. She can be reached at hkorn@usc.edu.

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Practicing

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Joseph Astrauskas ’07, left, runs in a crosscountry race on Parents Weekend during his junior year in 2005.

to make it perfect

BY JOSEPH ASTRAUSKAS ’07 Following is a chapel talk delivered on April 5, 2007 am a bit of a perfectionist. Just a little bit. I suppose that this can be a type of aesthetic. Striving for perfection can give one purpose or faith. One can hope to see the

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divine. But, when I think about this, I’m reminded of something the artist Salvador Dalí said: “Have no fear of perfection; you’ll never reach it.” Perfectionism, as it is commonly perceived, would seem to involve me getting stressed out over a bunch of little, rather vain and unimportant things, such as tying my tie exactly

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the right way every morning. In Visual Foundations class freshman year, I remember trying for hours to get the objects in my perspective drawing perfectly aligned with the vanishing point on the paper. I never could get it quite right. Perfectionism, as it is commonly perceived, is rather futile, a useless waste of my time. But there’s a different understanding of perfection that I’m gradually coming to appreciate. If I just take the time to sit back and relax, perhaps I’ll stumble upon something wonderful, something perfect among the mundane routine of daily life. But before I actually claim to have learned something important about life over the past four years, I have to deal with Mrs. Hollins. Last year, in her final chapel talk before her retirement, she claimed that a graduating senior at St. George’s could not hope to have learned anything of any great significance about life. While I respect her opinion, I must respectfully disagree. I would venture to suggest that, while at school here, I have become at least dimly aware of something profound. I’m beginning to see perfection as some kind of minimalist ideal: perfection in simplicity, as a way to order life. The French aviator and writer Antoine de SaintExupéry observed that, “Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.” Perhaps this is why I like running so much: the simplicity, the straightforward nature of the sport. There’s nothing like a long run to clear one’s mind, to simplify life and to put things in perspective. I suppose this is what I was lacking as a freshman in Visual Foundations: perspective. If I can step back and stop being such a perfectionist “control freak,” things might just work out, and life will seem a little simpler, a little closer to perfection. But this is my own personal experience. If there is anything else that life has taught me so far, it’s that seeing something from someone else’s perspective is every bit as difficult as Harper Lee makes it seem in her novel, “To Kill a Mockingbird.” I remember reading the novel in

seventh grade and thinking, “OK, from now on, I’ll just be a sensitive person. I’ll simply take the time to put myself in someone else’s shoes.” Easier said than done. It’s just not something that comes naturally. How can I hope to see things from someone else’s perspective when I can’t even understand my own? I cannot hope to describe any of my personal experiences to you with any amount of completeness. They would not mean the same thing to you as they do to me, just as your memories, your experiences, things that are important to you, would not affect me in the same way. What I have talked about here, today, my understanding of perfection, is something that orders my life. I only hope that you can find something like this that brings order to your life.

On Prize Day, Joseph Astrauskas ’07 took home the Edgar Prize in Mathematics and the Phelps Montgomery Frissell Prize, awarded to the member of the Sixth Form who at St. George's has made the best use of his or her talents.

Jo sep h Ast rau ska s ’07, of DeLand, Fla., will attend the University of Chicago in the fall. He can be reached at jda@uchicago.edu.

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Superstitious

Sailors have a unique way of looking at life: Take heed BY DEBORAH HAYES Geronimo Captain Deborah Hayes sits on deck with the crew of the spring cruise in the Bahamas.

Following is a chapel talk delivered on March 6, 2007. t is often said that those who follow the sea are the most superstitious people on earth. James Fennimore Cooper said, “Superstition is a quality indigenous to the sea.” And from what I have experienced, it is very true; sailors are an extremely superstitious lot. There are dozens of do’s and don’ts in the maritime world that stem from superstitions: Always lead with your right foot when you step on board a boat.

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Throw a coin in the direction you want the wind to blow from if you are becalmed and the more wind you want, the higher the denomination of the coin you toss. Scratch the mast when you want the wind to blow harder. When you step a mast, put a coin under it for good luck. It is bad luck to have women or clergymen as passengers on a ship. Don’t ever start a voyage on a Friday. Don’t whistle on board ship. Don’t say “pig” on board ship. Don’t open an umbrella.

It is bad luck to change the name of a ship. It is bad luck to talk about the next port you are headed for. When filling out the ship’s log, where it asks for “destination,” leave that blank. If you meet someone with red hair or crossed eyes on your way to join a vessel, you are advised not to sail that day. Heaven help you if you meet a cross-eyed redheaded clergyman for you are surely doomed! It is good luck to have a black cat on board. It is good luck to start a voyage on a Sunday. It is bad luck to wear new shoes on board that have not been worn on shore first. I once sailed with a captain who was certain that the first mate had caused the boom to snap when we gybed, because he was wearing new shoes that had not been worn on land first. The captain screamed at him in front of the entire crew because he was certain that the mate had brought bad luck to the ship. Cutting your nails or trimming your beard at sea causes storms. Breaking a bottle on the bow of a boat when it is launched brings the boat good luck. If the bottle doesn’t break, the ship is considered unlucky. Sailors believe in Jonahs, someone who has a bad luck mark on them who will always bring bad luck or bad weather to a ship. In biblical times, Jonah fled from God when he was asked to be a prophet. He took passage on a boat and a violent storm erupted soon after they left port. The sailors asked what was causing this sudden storm. Jonah confessed it was because of him, so they threw him overboard, hence the term Jonah. The first season Mr. McNally and I worked together on Geronimo the weather was awful: heavy rains and strong winds always out of the wrong direction. We seemed to live in our foulweather gear that season. We kept eying each other, each thinking the other was a Jonah, causing the bad weather. We finally both agreed that it was the second mate. It is believed at sea, that if you challenge the sea, brag or become cocky or complacent, the sea will strike back at you. Captain Smith should have known what was coming as soon as they labeled the Titanic “unsinkable.” By making a statement

like, “We haven’t had any storms this trip,” you are just asking to have a raging gale descend on you. The quick remedy for such an act of hubris is to knock on wood to appease the gods. Geronimo, a fiberglass boat, with not much wood handy for knocking, has a small bit of teak lashed near the helm for just that purpose. Yes, I admit that I am one of those superstitious sailors; I was trained by my mentors to be that way. I have my own personal quirks and superstitions. My husband (who is also a mariner) and I made a pilgrimage a number of years ago to Cape Hatteras, N.C. Cape Hatteras and its neighboring Diamond Shoals is a notoriously dangerous cape that must be rounded anytime you sail up and down the east coast of the United States. When we were there, we paid homage to the Diamond Shoal gods by pouring a bottle of red wine into the sand at the base of the lighthouse there, so that the gods might grant us safe passages around the cape when we sail by. So, what accounts for these odd customs and illogical behavior in seemingly intelligent human beings? Mariners, or anyone else who lives and works outdoors and who are exposed to the whims of the weather, do these things to feel better, safer, in control. A web site about superstitions I was reading said that, “This concept can be seen most clearly in the sailing profession and is largely due to the weather that the sailors’ life and work is powerless before.” Weather is beyond our control and despite major advances in meteorology, still is very unpredictable. How many times have you listened to the weather report at night and the next day it is nothing like what the Weather Channel predicted? For mariners, who have to live in the uncertain environment, to achieve some level of emotional well-being, they/we get superstitious, get religious—or both. I for one have developed the pagan approach to sailing; I will invoke the help of any deity or spirit who will be kind enough to look favorably on me. I believe that life is like a weather report. So what is the connection between how we deal with CONTINUED

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life and how we deal with weather? A sailor deals with the weather like this: You plan a voyage with a specific destination in mind, at a certain time of year, based on the weather you expect to experience. As you sail along, you watch the sky, look at

IN LIFE, AS WITH WEATHER , EVERY ONCE IN A WHILE , SOMETHING UNEXPECTED HAPPENS .

the cloud type and percentage of cloud cover, the wind direction, watch the barometer to see what the trend is, Rising means the weather should be improving; falling, the weather will be getting worse. Rising: Smile and enjoy the ride. Falling: Put double lashings on things, put in a reef, and take seasick medication. You listen to the weather forecast and you download weather maps. Maps and forecasts at sea are prepared by many different meteorologists. They all sign their forecast and reports so that you know whose work it is. They take data points, use computer models, their own experience and judgment to produce the forecasts. Some of them are better at it than others and they have a higher degree of accuracy at predicting weather. Over time, you learn whose forecast you can trust. So based on what you have observed, what you have learned, you proceed with the best possible plan eventually arriving at your destination. It is the same with life in general, you make a plan and most of you here have a rough idea of

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what lies ahead, what you want, where you are going. A very rough plan for most of you here is high school, college, perhaps graduate school, a job, maybe marriage, kids, travel, more work, grandchildren and retirement. If you work hard, pay attention to details, take advice from sound sources, keep your wits about you, set goals and follow through, you will eventually arrive at your destination. In life, as with weather, every once in a while, something unexpected happens. At sea, you get a sudden squall in the middle of the night, a localized strong wind gusts up or a big wave comes along that seems to come out of nowhere— and none of it was in the weather report that you heard the day before. There are moments at sea when you find yourself in the thick of it and there is no way out—no one to make it go away, no one to make it better. It will be wet, cold, uncomfortable and maybe scary. So you respond and you do your best. If you have, in your day-to-day routine, kept things organized, stowed properly, stayed informed, anticipated things well, considered your options and surrounded yourself with a good crew, you will come out alright. In your future, you will face surprises, things that happen beyond your control, ranging from not getting into the college you really wanted to go to, and thought you were a shoe-in for, to being fired unjustly, or losing a loved one. Eventually, you will come out alright, even though it is hard to see that when you are in the thick of it. So in life, as with the weather, plan for the best—there will be lots of it. But be prepared for the worst. Choose carefully and wisely from whom you take your advice—the proverbial Weather Channel should not be your only source. And if you ever see a cross-eyed, redheaded clergyman carrying an open umbrella approaching you, run away quickly. Otherwise, you are about to have a very bad day. De bo rah H a yes is the program director and captain of Geronimo, St. George’s 69-foot sailing school vessel. She can be reached at Deborah_Hayes@stgeorges.edu.

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convention

Defying

BY BENNETT BISTLINE ’07 Following is a chapel talk delivered on Dec. 5, 2006. hat is the first thing that pops into your head when you hear the word “conventional”? When it comes to family, I see the traditional nuclear family. Mom, dad, kids, maybe a pet. I’m sure there are many people in this room right now whose families fit this category. However, I’m also sure that many of those people wouldn’t want to describe their families as conventional. Let’s take the Simpsons, for example. All the pieces are there: Marge, Homer, Bart, Lisa, Maggie. And yet who would possibly call this the picture of conventionality? The truth is that what we know as “normal” or “conventional” really doesn’t exist at all. Those

terms are merely relative to how we see ourselves. Is it normal for your parents to be divorced? Or to be not only an only child, but also an only grandchild, as I am? I hope not, because how boring would that be? If we go back 30 or 40 years we see a big change in how something such as divorce is perceived in society. Growing up in Virginia in the 1960s, my dad didn’t even know a single kid whose parents were divorced. As he used to say, “I would rather have lived in a dysfunctional household than to be the only kid in a game of pick-up basketball whose parent’s were DIVORCED.” Today, given that divorce is so much more prevalent, most likely we all have at least one good friend whose parents are. Is this a sad fact? Does this statistic show what amounts to a growing lack of commitment with each new CONTINUED

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Bistline receives her diploma on Prize Day.

generation? I don’t think so. Maybe this shows that people are willing to break the barriers of convention to do what will actually make them happy. Today we have a whole new set of stigmas and sources of hesitation when it comes to family. Certain concepts are still taboo. Gay marriage is a highly controversial topic. In this rapidly changing world, however, even in the short period of time that my classmates and I have been at St. George’s, same-sex marriage has inched ever so gradually toward the mainstream. This past week, a major issue in Massachusetts has been gay marriage legislation. Gov. Mitt Romney’s attempt to outlaw same-sex marriage was dealt a setback

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by the Supreme Court. Also, in Rhode Island for the first time, a gay couple has filed for divorce. Hopefully in another 30 years such stories will not merit headlines. The answer to speeding up this process is for people to accept the differences they see in themselves, enabling them to accept the differences they see in others. One often looks for something “abnormal” about someone else to feel better about something they aren’t completely comfortable about within themselves. Well, what if you were completely comfortable with yourself? With your family? My parents were divorced when I was three years old, so I really don’t remember them being

together. It wasn’t until I was about 12 that my dad remarried. I remember being somewhat upset with the news at the time. When I let go of that negative feeling, I found that I was incredibly fond of my stepmother, and the two of us still enjoy a strengthening bond today, even though she and my father are no longer married. Who wants a Cinderella story when you could just get along with your stepmother in the first place? So when my dad told me a little over a year ago that he was seeing Susan, I decided to embrace it completely. Good for him, if this is going to make him happy. And so I have embraced every new piece of information since then. In May, shortly before graduation, my brother will be born. I will be almost 18 years old, and my 49year-old father and his 36-year-old girlfriend will be having a baby. When the baby is my age, I will be 34 years old. I could be upset, or feel jealous or (sorry to say this dad) be embarrassed. But I’m not. I only feel excited. Who cares if this isn’t

KNOWING YOURSELF IS THE ONLY WAY TO EDUCATE OTHERS ABOUT THE REAL YOU.

“how it’s done”! This is how we’re going to do it in my family. My mom’s family is a perfect example of how it could be misconstrued that they were “conventional.” Yes, her parents were happily married, she had an older brother, and they all lived together in a beautiful Victorian house in Washington, D.C., just a short walk from the National Cathedral. Yet this description hardly

portrays the uniqueness of her family. They were like the perfect mix of the Cleavers and the Royal Tenenbaums. Even within the household there was a clash of cultures. My grandmother Carolyn was from Mississippi while my grandfather Pat was from Maine. And this made for interesting children, a melding of Southern hospitality with a delight in reclusiveness that only can be attributed to an upbringing in New England. My grandmother herself was a very strong woman. She worked her way up through the corporate ladder in a time when that was almost unheard of for a woman and she took no prisoners, which is to say that she was going to do things her way because she was a woman— and if you didn’t like it then so be it. This attitude certainly rubbed off on my mom, and in some way it has rubbed off on me. Understanding the origins of this quality in my mom has helped me understand myself. And I’m standing here helping you understand me. So figure out why your parents are the way they are, and you will know yourself that much better. Knowing yourself is the only way to educate others about the real you, and in so doing, raise the overall level of awareness and tolerance when it comes to one another. This is the key. Embrace your wacky family. Inherit their quirks, and don’t be ashamed. Only then can you look at someone else’s family, and instead of thinking, “That’s not normal,” you might think, “It’s pretty cool the way they’re doing it.” Family stigma arises from culture, and race, and sexual orientation, among many other things. Maybe understanding someone’s family is the key to understanding them. Family is what defines you, from the moment you are born; from day one, those people mold the person you will become. If we understand family, and therefore the individual, maybe that’s the first step toward breaking down the prejudices that create those stigmas in the first place.

B en net t Bis tlin e ’07 will attend the Rhode Island School of Design in Providence this fall. She can be reached at BBistline@risd.edu.

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Every moment of life BY BARRETT FREIBERT ’07 Classmates Schuyler Livingston, Barrett Freibert and Catherine Coleman on Prize Day, May 28, 2007.

Following is a chapel talk delivered on May 17, 2007. s the last days of school flash before our eyes, most of us are counting them down; almost wishing them down the drain without thinking that soon we will never return as students to St. George’s School and then it will all be very different. To be quite honest,

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some of us may never see each other again. There are probably very few of us seniors who are savoring every single moment left in the time we have together, for we are all eager to start this new chapter in our lives. More than likely we are not appreciating our teachers, the gorgeous campus, our friends, even our families. Why not live every day as though it was your last, and take it all in? You never know when it could all disappear before your eyes just when you were least expecting it.

Four years and three months ago, when I was least expecting it, my life changed forever. I had just gotten back from a wonderful ski trip in Telluride, Colo., and was relaxing before I had to go back to school. I remember vividly sitting with my brother in his room when the phone rang. It was my mom, and the moment I picked up the phone I instantly knew something was wrong. She said, “Your dad is unconscious. Go to the neighbor’s and they will take you to the hospital.” That was all she said. As I arrived at the hospital, I noticed many of my dad’s best friends, business partners, and many members of my family were standing in the lobby with tears trickling down their cheeks. I was about to find out why. My father had had an aneurysm, which is when a blood vessel pops in your brain. Bart, my younger brother, went into my father’s hospital room first with a blank expression on his face, not knowing what to expect. When he came back, he was crying harder than I have ever seen anyone cry. Then my Mom, Bart and I entered as a family and we instantly burst into sobs. There was my father, my hero, who was helplessly laying in that hospital bed with tubes coming out from every direction. Was this real? No, it couldn’t be. It had to be an awful nightmare—but it wasn’t. For the next three weeks I lived at the hospital. I was there as much as I possibly could be. I knew my dad would pull through. I prayed every night that my dad would wake up from this semi-coma. After about a week and a half he started to get better, but the doctor warned us that when people are sick, they mostly get better before they get worse. I didn’t listen; I just kept praying. I would talk to him for hours at a time. Sometimes he would open his beautiful sea green eyes the littlest bit, and his eyes would wander back and forth as if he was looking around for my voice, his sweetheart, which is what he had always called me. However, in the second week he went into a full coma and we moved him to hospice, a facility where sick people go when they are about to die. Even when I heard this, I still didn’t believe it. I couldn’t. On the night of March 15, my mom had an intuitive feeling and went to hospice to spend the

night in my father’s hospital room. When she went to sleep she had a vivid dream that my father had died and the nurse had come in and told her, “You need to tell him he can go. Sign here.” So she signed her name, Barbara W. Freibert, and as she was crossing her “t” she abruptly woke up and walked over to my father and knew what had happened. She looked at the clock to notice it read 3:25. So she ran down to the nurses’ station and told the nurse on duty that he had passed. The nurse said “Well then that means he died at 3:20”and my mother curiously asked, “Well how do you know?” and she said “Because I came into check on him at 3:15 and he was still alive.” So as my mother signed her name in the dream, she was able to let my dad go on a subconscious level, which gave him permission to leave. And that’s when he left this world: on March 16, 2003 at 3:20 a.m. To this day, I still have trouble remembering and accepting that he is gone. Right after he died, I would still dial his cell phone number expecting that he would pick up and then I would remember. However, my dad continues to live on in me, in the stories, traditions and lessons he taught me. Ever since March 16, 2003, life has been drastically different in the Freibert family but we choose to keep my dad’s spirit alive by celebrating his way of life. He always said, “Honor the land, the water, and the fowl. Work hard: It makes the body and mind strong. Embrace your family and your heritage: It is who you are.” I choose to write about this, not so people will feel sorry for me, but instead to encourage others to savor the moment. I wish I had spent more time with my family, I wish I had absorbed all the knowledge my dad retained, I wish I had attended every Trinity football game with him, I wish I had asked more questions about the family tree. I could go on forever but my point is: Live life in the moment. Take one step at a time, as my dad used to say, and live life to the very fullest. Because of this experience I have come to realize that the ordinary is the extraordinary in life. A fresh, hot, steaming cup of coffee in the morning. Listening to the Rolling Stones. Being outside on a beautiful sunny summer afternoon. A howling laugh shared with friends—or kicking CONTINUED

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Seniors Brad Purdy, Cole Wollack, Devon Plachy, Catherine Coleman and Barrett Freibert relax at the Sixth Form Picnic hosted by the Alumni/ae Office on May 24.

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back watching home videos with family after a home-cooked meal. These are the very best moments in life. So enjoy every second, every moment of life because it’s the most amazing gift you will ever receive. In conclusion I would like to share a poem I wrote that reminds me to savor the moment. Days tumble by And the world rolls around Just as it always did Through the kitchen window The birds still sing their morning melody The sun still glistens And the flowers still bloom But not for you. Your world has crashed Slammed on its brakes Paused from that moment in time. After the loss of a loved one Nothing is ever the same. You may dwell in your sorrow

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Or curse the world for its doings But in the end you will realize Your life may not always remain. Then you choose to see The world in different colors Brighter than before. Everyday is a gift Waiting to be unwrapped And awaiting to be praised For you never know When there will be No more gifts under the tree. So although your loved one No longer lingers here Life must go on So live life until it overflows The rim of expectations And keep walking on. Ba rre tt Fre ibe rt ’07 of Louisville, Ky., heads to Wagner College this fall. She can be reached at barrett.freibert@wagner.edu.

Save the Date

for this special event

OCTOBER 5-7, 2007 PLEASE

JOIN US THIS FALL FOR THE NEXT

ALUMNI/AE

COLOR CONFERENCE

Last year’s Alumni/ae of Color Conference was a huge success and we’re looking forward to hosting it again. The panel discussions, shared experiences and prophetic words of Dr. Cornel West provided an empowering atmosphere to reflect and bond with each other and other members of the school community. This year we hope to continue this valuable dialogue and to discuss ideas for future involvement with the school. Please contact us at alumsofcolor@stgeorges.edu to be added to our mailing list, or for more information. Above: Last year’s attendees of the Alumni/ae of Color Conference included Clyde Dorsey ’70, Scarlet Deford ’98, Keith Anderson ’74, Sylvester Monroe ’69, Eric Hall ’80, William Powell ’04, Cameron Blanks ’05, Valerie McKee ’77, Devondra McMillan ’96, Victor Hall ’68, Vivian (Evans) Hilton ’85. Rashad Randolph ’98, Carlos Gonzalez ’98, Albert Lucas ’85, Sando Baysah ’05, Holly Moten Fidler ’94, Hera McLeod ’99, Petra Pilgrim ’99, and Vickie Drummond ’77.

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KATHRYN WHITNEY LUCEY

Merrill to graduates: Learn from others Martha Merrill, mother of Hayley ’07 and dean of admission at Connecticut College in New London, Conn., delivered the Prize Day chapel address in May.

BY MARTHA C. MERRILL P ’07 Following is the Prize Day chapel address delivered on May 28, 2007. r. Peterson and St. George’s trustees, thank you for the invitation to speak today; I am truly honored and humbled to do so. Fellow parents and loved ones of today’s graduates, they made it. We made it. I am so proud of our students and of us. And most importantly, to Hayley and your classmates—members of St. George’s Class of 2007, sixth formers—congratulations! What a special day this is! When Hayley learned I would be speaking today, she made me promise not to discuss two topics: why “The Journey Matters” and the college

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admission process. I think I can abide by those rules. It’s now the destination that matters. And as for the college application process—you’ve been there, done that, and hopefully gotten your college or university T-shirt! As a dean of admission, I am asked to speak about the college application process quite often, and I am comfortable giving advice to high school students about the college search, interviewing and writing the essay. But it isn’t that often that I have the opportunity or invitation to talk to students who have already chosen to attend college, other than when I welcome the incoming class to Connecticut College. During her college search, Hayley was comfortable asking me advice about the process. But other than answering questions about the courses she might take next year, she hasn’t asked for any general guidance CONTINUED

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about entering college this fall. So Hayley, the words of advice I share today are for you and your classmates, even if you didn’t ask for them! Having worked at a college for 18 years I have learned a few things about young people and what it takes to be a successful and happy college student. So I offer my humble counsel as you transition into your next phase of education. You need to know that you are among the privileged. I don’t mean to suggest you are all rich or that your families didn’t struggle to put you through private school. You are intellectually and socially privileged to have been educated at St. George’s. Not everyone you will meet next year will have been as academically challenged as you. They may not have the same writing or study skills or discerning minds that you will bring to college, and some students will not have learned the virtues of respect for the individual or the importance of serving others that is imbedded in your daily lives here as defined by St. George’s mission. Keep in mind that you have a gift to share. If your roommate hasn’t yet learned the importance of regular study habits or how to appreciate or support those who are not like them, use the knowledge and principles you have gained at St. George’s to help them learn similar values. And jump at the opportunity to reach out to other communities—whether it’s tutoring students in the local school system, providing relief to hurricane-ravaged areas or traveling to Africa to assist AIDS victims. You have learned the importance of service. Keep putting it into practice. But don’t think that your St. George’s education makes you a better person or student. There will be others who are not as privileged to have lived your life, but who bring much to your college campuses because of their own unique experiences. Be open to learning from others, not just your faculty but from the students you will meet. Allow me to share the story of JR, who is a current sophomore at Connecticut College. He lost his mother when he was a young child, and he and his father, who could not seem to hold down a job, lived in homeless shelters throughout New York City for most of JR’s young life. He attended three different public high schools by the time he

applied to college, and had difficulty finding a quiet space to do his homework during those years. In the end he succeeded in gaining admission to Connecticut College, as was profiled in a New York Times article that same year, due in large part to his ability to achieve in spite of his difficult circumstances—and his strong desire to help others in his similar predicament. During his high school years, he coordinated a conference and created a newsletter for homeless children, to help empower them and give them a voice. JR did not have the privilege of obtaining a St. George’s education, nor did he likely have the same solid math or English foundation, but he has already succeeded at Conn and has taught others, directly and indirectly, lessons about overcoming significant odds and about getting what you want if you work hard enough at it. My point here is that you have a gift to share, as do others from various backgrounds, but do not take it for granted. Use your gift while you are enrolled in college. Part of that gift is sharing your own experiences and learning from those you will meet in your new communities. When I entered college in 1980 and each year thereafter I remember the butterflies in my stomach as I drove through the entrance to Connecticut College. Even when I started working at the college several years later, those butterflies were still fluttering nearby. It is not unusual that you might feel nervous about entering a new school. I’m sure you remember your first days here at St. George’s worrying about making friends. I am fairly confident that by the end of your time here each one of you has made a friend or two! And you will make friends once again in your new communities. Our Dean of Freshmen told me that most problems first-year students have are roommate related (they don’t come to her complaining about not having friends or not being able to do the work). Her suggestion is that you don’t have to be best friends with your roommate, just be friendly and try to get along. That’s great advice. You have gained an incredible education here at St. George’s, one that has prepared you for the rigors of higher education. You may not yet know what you want to major in or in which discipline CONTINUED

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PRIZES AWARDED MAY 28, 2007 B INNEY P RIZE — For the highest scholarship in the sixth form:

B e n j am i n F r e e d m a n P e d r i ck

D RURY P RIZE — For excellence in art: Be n n et t P a t t e r s o n Bi s t l i n e

KATHRYN WHITNEY LUCEY

C AMER A P RIZE : S a b l e N oe l K n a p p

T HE C L ASS OF 1978 M USIC P RIZE — Given to a student who through personal efforts has inspired the musical life of the school:

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Aa r o n Mic a h Z ic k

C HOIR P RIZE :

Helen Fei Sun ’08 was the recipient of the Rensselaer Medal and the Physics Prize.

F r a nc is W is ne r Mur r a y

W OOD D R AMATICS P RIZE — For the student whose abilities and efforts have contributed most to the theater at St. George’s:

Re m Va n A i ke n M y e r s III

D ARTMOUTH C LUB

R HODE I SL AND H ISTORY P RIZE :

P RESCOTT B IBLE & T HEOLOGY P RIZE : V i c t o r i a L ee Bl a n c h a r d N o r t h

R ENSSEL AER M EDAL — Given to a member of the fifth form for outstanding achievement in mathematics and science:

L i l y C r ow n i n s h i e l d R e e c e

H el en F e i S u n

E VANS S PANISH P RIZE :

P HYSICS P RIZE :

D a v is Ma tla c k Ar c he r

H el en F e i S u n

R IVES F RENCH P RIZE : A n n a b el B a r b a r a d e Br a g a n c a

J ACOBY B IOLOGY P RIZE : R y an U r q u h a r t W a r r e n

C HINESE P RIZE — Awarded to two students who have demonstrated consistently high performance in the study of Mandarin Chinese and shown a genuine interest in the Chinese language and culture while at St. George’s:

Mi ch ae l Ale xan der M oro sc o -Gu rsky T r e v o r M cK i n l e y N i ch ol s

E DGAR P RIZE

M ATHEMATICS :

J o s e p h D e W i t t A s t r au s k a s

C OMPUTER P RIZE : B e n j am i n F r e e d m a n P e d r i c k

K ING M EDAL — For excellence in Latin: Vi r g i n i a H a y es S p i l m a n

L OGAN P RIZE

FOR

E NGLISH :

L i n d s e y A n n e M c Qu i l ki n

G EORGE D. D ONNELLY A THLETIC A WARD — Awarded to a girl and boy who, in the opinion of the Head of School and the Athletic Directors, possess a passion for athletics and who demonstrate the dedication and the sportsmanship to succeed in a variety of athletic endeavors.

H ea t h er O l i v i a Ro s e M i t c h e l l J a m e s R i c h a r d P as s e m a t o

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Note: The next four prizes in athletics are awarded by vote of the coaches.

M ARY E USTIS Z ANE C UP — Awarded to a girl of the sixth form whose steady devotion to the high ideals of good sportsmanship has been an inspiration to her fellow students: S ar a h E l i z ab e t h D i c k

T HAYER C UP — Awarded to a boy of the sixth form whose steady devotion to the high ideals of good sportsmanship has been an inspiration to his fellow students: C h r i s t op h e r E d w a r d T o l a n

KATHRYN WHITNEY LUCEY

L OUISE E LLIOT C UP — Awarded to a sixth-form girl for excellence in athletics and for promoting the spirit of hard, clean play:

L i l y G r a c e w oo d P o s n e r

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S AMUEL P OWEL C UP — Awarded to a sixth-form boy for excellence in athletics and for promoting the spirit of hard, clean play: Ke v i n W e b b C o r k e r y

D EAN S CHOL ARSHIP — In memory of Charles Maitland

Christopher Tolan ’07 took home the Thayer Cup.

Dean, Senior Prefect 1968, killed in Laos in 1974. Given by his family and friends, and awarded for the sixth-form year to a boy or girl who has demonstrated a concern for the community, the ability to lead, and a sense of civic responsibility:

J ua n Anto ni o F lo r e s

C ONGRESSMAN P ATRICK J. K ENNEDY A WARD — Awarded to a member of the sixth form who has demonstrated commitment to community service:

T HE J EFFERYS P RIZE — Given in memory of Cham Jefferys to the sixth former who in the opinion of the faculty has done the most to enhance the moral and intellectual climate of the school:

L i n d s e y A n n e M cQ u i l k i n

D av i s M at l a ck A r c h e r

P HELPS M ONTGOMERY F RISSELL P RIZE — Awarded to the C ENTENNIAL P RIZE — Inaugurated during the school’s centennial year. Awarded to a boy and girl of the graduating class who have demonstrated extraordinary and inspirational efforts on behalf of the school community:

A l e x an d r a E m i l y C ah i l l A a r on M i c ah Z i c k

member of the sixth form who at St. George's has made the best use of his or her talents:

J os e p h D e W i t t A s t r a u s k as

H EADMASTER ’ S A WARD — To the Senior Prefect for his faithful devotion to the many duties of the past year. Given in memory of Henry W. Mitchell, Class of 1933: Ph i l l i p A n d r e w Y am a r t i n o

Note: The next prizes are awarded by vote of the faculty.

A LLEN P RIZE — To a member of the fourth form who during the year has maintained a high standard in all departments of the life of the school: S am u e l J o n e s T i l d e n V

S T . G EORGE ’ S M EDAL — Awarded to the member of the sixth form who through effort, character, athletics and scholarship during the year has best caught and expressed the ideals and spirit of St. George’s:

A s h l ey N i c o l e D o c ke r y

H ARVARD AND R ADCLIFFE C LUBS OF R HODE I SL AND P RIZE — For the student of the fifth form whom the Head of School and the faculty deem most worthy in scholarship, effort and character:

W i l l i am O we n O ’ C on n o r I I

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Beware the oyster

From the front steps of Old School, Head of School Eric F. Peterson delivers the Prize Day Address on Memorial Day, May 28, 2007.

BY ERIC F. PETERSON Following is an edited version of remarks delivered by the head of school on Prize Day, May 28, 2007. n behalf of the entire St. George’s community, it is my great pleasure to welcome you to our Prize Day ceremonies. For more than 100 years, the school has gathered here each spring to say farewell to its graduating class and to recognize their contributions to the life of the school. Today we will honor the Class of 2007, and we are joined by their schoolmates, the faculty, staff, members of the St. George’s Board of Trustees, alumni/ae, friends and of course, the graduates’ families, who have come from across the nation and around the world to help celebrate this occasion. We bid you all welcome. Now, on to the formal business of the day. To the members of the Class of 2007, we offer our

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heartfelt congratulations. You are without question an exceptionally dynamic class, full of strong personalities, interesting characters, and overflowing with joy and energy. You are scholars, artists, athletes and activists. You have studied, competed, and served the school and the community with great zeal and great success. Over the course of this year you have led by example, even in some complicated and difficult circumstances. You should be very proud. We will miss you all next year, but we know that you will enrich your new collegiate communities with the same energy and character you’ve shown in your time at St. George’s. In the meantime however, we have you as our own for a few minutes more, so please indulge this last chance to pass on to you one final set of “portentous ‘go forth’ remarks.” Imagine if you can, a distant, benighted time in human history, a time without cell phones, instant messaging, Facebook, or YouTube. In these dark ages, with nothing else at all to do, families

gathered around primitive cathode ray televisions, together, to watch TV. Since most TV markets only offered six or eight channels (imagine!), it was simple enough to know what was airing on any given night, and in time, each night became associated with a particular set of shows. In our house, Sunday nights belonged to two shows: the “Wonderful World of Disney” and “Mutual of Omaha’s Wild Kingdom.” Before the Discovery Channel, Animal Planet, and other 24-hour nature channels, Wild Kingdom was the one TV show devoted to teaching about animals from around the world. It also rated high on the unintentional comedy scale, as the host of the show, Marlin Perkins, looking dapper with his safari shirt and clipped white mustache, seemed to invariably stay safely in the jeep, narrating the action while his assistant, Jim Fowler, was wading into some awful swamp, wrestling alligators, uncoiling pythons from his neck, or fending off schools of hungry piranhas. For all the humor it inadvertently provided, the program did do a wonderful job showcasing the diversity and fragility of the natural world. But it also tended to focus on apex predators like lions or alligators, or animals with consumer appeal, like pandas or elephants. Smaller or less dramatic creatures never made it to the airwaves. Likewise, in schools, there is a tendency for us to focus on the marquee events—an A in a difficult course, a leadership position, or an overtime victory—as the great moments of learning. However, whether on “Wild Kingdom” or at St. George’s there is as much to be learned from the lower reaches of the food chain as from the top. In the spirit of those small moments and smaller creatures, here is one final lesson by way of a humble creature never featured on Wild Kingdom: As graduates of this school, you must not become oysters. Naturally, this is a metaphor. There is little chance that any of you will literally become oysters, but as an English teacher, metaphor is as familiar to me as a hammer is to a carpenter. (Incidentally, for those keeping score, that was a simile about a metaphor– the English teacher equivalent of turning a triple play in baseball.) Oysters are actually remarkable little beasts,

delicious to eat either raw or cooked, but as I said, I speak of oysters today not for their food value, or for their economic importance as shellfish, but rather as an organizing metaphor for your lives in the years ahead. Jonathan Swift, the English satirist, once remarked, “He was a brave man what first ate an oyster...” True this may be, but it’s important to note that the bravery in the quip belongs to the man, not the oyster. So if the oyster just gets eaten, and its bravery is not our example, what then can we learn from the oyster? Consider first the oyster’s shell. Lacking teeth, claws, stingers, or even fins, the oyster strikes a strictly defensive position. Its thick shell is the oyster’s protection and its prison. He cannot leave it, no matter what. And, like all purely defensive measures, when it fails, the oyster is finished. This is no way to live. In the years ahead, it will be tempting for each of you to begin crafting an oyster shell of your own. It may accrete around a certain point of view or opinion that you hold. You may build it to protect yourself as a response to some great hurt that life deals you. But you cannot, you must not, allow yourselves to follow the oyster’s example. Stay open to life’s possibilities and its joys, even if you’ve been wounded by time and fate. Stay flexible, and don’t let your mind become trapped and calcified by your own immovable point of view. Recognize that the thicker your shell, the stronger your prison, and consider the possibilities outside the boundaries of your own experiences. One of the best ways to ensure you do this is by getting out and experiencing the world on its own terms. Yes, doing so can be uncomfortable and sometimes even dangerous. So what? Risk is part of life, and trying to avoid it only robs you valuable experience. Take the initiative and live an interesting life. Go out and explore, discover, see the world in all its hues and colors. Oysters, once they have fixed themselves to the seabed, never move again. Don’t let this happen to you. Instead, follow Thoreau’s advice to “live the life you’ve imagined.” Watch the sun rise over Paris, learn to play the piano, fall in love, move to a new city, raft the Grand Canyon, whatever. Hopefully, your time at St George’s has given you a small taste of life’s possibilities, a taste that has whetted your appetite for more. In any case, make every effort CONTINUED

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to taste the joy and the terror, the passion and the sadness that life has to offer. Don’t stop seeking new adventures and do not allow yourselves to remain forever fixed in place, either in your experience or in your perspectives. Speaking of perspective, an oyster literally has none. It lives on the bottom, anchored in the mud, and it has no eyes. You on the other hand have both eyes and a heart. You can see, but you can also feel. Feel enough to change the world. This is, of course, hard to do. We live in cynical times, and it is easy to allow the creeping acid of that cynicism to poison our hearts and rob us of perspective. In the end however, the cynics always lose, for they have surrendered the noblest quality of their humanity—they have given up hope; hope for a better world, hope for greater kindness, courage, and justice. But by opening your heart to what is possible you can still see the world as it might be, rather than forever defining it by its failures. In so doing, you create the perfect antidote to the poison of cynicism and indifference. Have the perspective to acknowledge the good and the evil in the world, and then have the courage to act, for it is not enough to simply recognize injustice. While at St. George’s you’ve had the opportunity and the experience to see that each of us can craft a better world, for ourselves and for others. Certainly you have been shown in the lives of the faculty and staff examples of devoted service to others, of men and women dedicated to changing the world and those around them for the better. So put aside all of the clichés about “lifelong learning” and journeys mattering. Find the necessary perspective to allow you to devote your lives to others, to improving the world in some small way, and you will be enriched beyond all measure. Ignore the cynics, sitting in the shadows, gnawing unhappily on their blackened, bitter crusts, and instead drink deeply from the cup of hope to believe in and build a better world. On the subject of eating and drinking, I suggest finally that you avoid the example of the oyster’s eating habits. Oysters are filter feeders, meaning they take in whatever nourishment they can by filtering through themselves the water that surrounds them. As a result, oysters are prone to disease and are highly susceptible to pollution and

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bacterial contamination. Where the oyster is submerged in the sea itself, we humans are all submerged in a sea of information. Never before in history has so much data been so readily available to each of us. Where once a learned few controlled information, it now belongs to the masses, and the sheer scale of human knowledge is expanding at an exponential rate. Despite this expansion, we don’t seem to be much smarter. Instead, like the oyster filtering seawater, we are required to filter increasingly enormous amounts of information, and like the oyster, we are subject to absorbing some highly toxic material. The oyster must absorb all it filters, but as thinking human beings we do not. Therefore, consider carefully the information you take in, and absorb only that which you know to be worthwhile. If you have learned anything at St. George’s, I hope you have developed the ability to examine an issue thoughtfully and critically, and then draw a reasoned conclusion of your own. Issues, situations, and people are not always as they seem, and the ability to evaluate information thoughtfully, carefully, and critically has never been more important. Given the stakes for which the world now plays, we are all counting on you to do this well. In closing, there is one thing an oyster does that is rare and beautiful. It can create pearls. The oyster takes something irritating, perhaps a grain of sand or a pebble, and turns that irritant into something luminous and beautiful. No other creature can do this, so for all the limitations of the humble oyster, it does have this one remarkable gift. Naturally, each of you has your own remarkable gifts and talents. As you prepare to leave this Hilltop as graduates, it is our fondest wish that in bringing these talents to the world, you will each create lives that are as rare, and luminous, and beautiful as the oyster’s pearls. So, Class of 2007, we wish you good luck, fair winds, and Godspeed. May the Lord watch over, protect, and bless you in the years ahead. May you recall fondly your days at St. George’s, and may you always remember that we are proud to count you as our own. E ri c F. Pe terso n is the head of St. George’s School. He can be reached at Eric_Peterson@stgeorges.edu.

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you would like to focus your energies. That’s OK. I tell the incoming class at Connecticut College each year, of which 30 percent are usually “clueless,” that this is expected—especially at a liberal arts college. But once you do find your academic niche, find a mentor, someone who can help guide you through your undergraduate years and help determine what you might do with your major in English, philosophy, physics or music. And don’t be afraid to try something new! Never braved Chinese at St. George’s but want to learn the language? Go for it. Always wanted to learn more about art history after visiting the Museum of Modern Art and the Museum of Fine Arts with fellow Dragons? Go for it. And explore cultures beyond our borders—now is the time for you to spend several months in a foreign country. The opportunity to study and live abroad will not present itself quite as easily as it does during your college years. Grab it! Organizations and companies hiring university and college graduates today are looking for global-minded citizens. There is no better way to learn about another culture than living and breathing it. Part of the privilege of being a St. George’s graduate is the ability to ask discerning questions in and out of the classroom. A current Connecticut College senior, Zak, who is headed off to the University of Michigan to pursue a master’s degree in organizational behavior, told me he wished he had been more confident as a freshman. He is a selfassured communicator and conversationalist, and it is hard to believe he was afraid to speak in class during his first year, but he told me he was afraid of being wrong. Balderdash, I told him. What a waste of his wonderful mind for those first several months of his college experience. What a loss for his fellow classmates and faculty. Don’t be like Zak. Have the confidence to speak your mind early on. You may not be right, but don’t let that stop you. You have so much to share with your future faculty and classmates. Ask the probing questions in class and in your dorm. Raise the important issues for deeper discussion. To quote my friend and colleague— current dean of admission at Tufts—“Stir the pot, (but don’t smoke it!)” And don’t only question those around you.

Question yourself. As the philosopher Friedrick Nietzsche said, “It’s not simply a question of having the courage of one’s convictions, but at times having the courage to attack one’s convictions.” Don’t be afraid to question your own beliefs and to try to look at your point of view from a different vantage point. That is when true learning will take place. But you have to be confident in opening your mouth and mind for this kind of learning to occur. You have to be confident to take some intellectual risks. Where does one find the confidence to take risks? You’ve got to have faith. I don’t necessarily mean religious faith, though for some of you that might just be what it is. Ask yourself what faith means to you. What does it mean to believe in something? To believe in yourself? Regardless of whether you find faith in a deity or in yourself, take hold of that faith and even if you fail or make a mistake along the way, keep that faith. It should ultimately sustain you throughout your college years and beyond. One of the best definitions of faith I’ve read recently was provided by Cornel West, the noted author of books on democracy and race, professor of religion at Princeton, and recent guest speaker here at St. George’s. Dr. West says that in his black church tradition, faith is defined as “stepping out on nothing and landing on something.” That’s what risk-taking is—the fear of stepping off a cliff into a cavernous wasteland, and landing on a soft ground just one step away. So Hayley (and classmates), share the privilege of your St. George’s education in your classrooms and in your daily lives. Be open to learning from others. Give back. Speak up in class—even early on. Keep on writing. Run if you want—or try something new. And travel. Take that leap of faith. Besides, it’s the destination that now matters. Oh, and Doodles. I am proud of you and I love you. God bless you all. Ma rtha C. Merrill is the Dean of Admission & Financial Aid at Connecticut College in New London, Conn. She can be reached at mcmer@conncoll.edu.

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Senior prefect for the 2006-07 year Phil Yamartino hands over the keys to the school to 2007-08 senior prefect-elect Alex Merchant on Prize Day, May 28, 2007.

Excitement ruled the day: Brett Lyall ’07 shares his joy with a classmate.

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KATHRYN WHITNEY LUCEY PHOTO BY

Senior prefect-elect Alex Merchant will serve alongside fellow seniors Betsy Stavis, Selena Elmer, Chase Uhlein and Nick Carrellas.

Annabel de Braganca, Sarah Dick, Ashley Dockery, David Eads and Xochina El Hilali settle into the front row at the start of the Prize Day festivities.

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Reunion Weekend ’07 E C O N N E C T I N G

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Russell E. Train ’37 accepts the Diman Award for his career-long promotion of environmental awareness from Head of School Eric Peterson.

Train honored with Diman Award Following is the text of the presentation of the 2007 Diman Award by Head of School Eric F. Peterson to Russell E. Train ’37 on May 18 in the Chapel. Today we are gathered to honor a St. George’s graduate who exemplifies the ideals and vision of the school’s founder, John Byron Diman. In 1990, the Board of Trustees voted to reestablish the Distinguished Alumnus Award and to name it in honor of Mr. Diman. Tonight we add to that illustrious group of Diman Award recipients Russell Train, a member of the St. George’s Class of 1937. John Diman wrote in his “Purpose for the

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School” that “the specific objectives of St. George’s are to give its students the opportunity to develop to the fullest extent possible the particular gifts that are theirs and to encourage in them the desire to do so … Later it is hoped that their lives will be ones of constructive service to the world …” Mr. Train’s commitment to the protection and preservation of the environment and to promoting sound environmental policy across the globe make him the unanimous choice of the trustees and an exemplary candidate for the Diman Award. After attending St. George’s, Mr. Train

graduated from St. Alban’s School in Washington, D.C., and went on to earn his bachelor’s degree from Princeton and a law degree from Columbia University. He spent the early part of his career as an attorney and as a judge, but it was in the late 1950s, during two safaris to East Africa, that he

ONE COULD EASILY SAY THAT

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discovered what would be his true call to service. After observing the vast and fragile African wilderness, Mr. Train founded the Wildlife Leadership Foundation in 1961. Through it, he attempted to help the emerging nations of Africa use professional resource management to establish effective wildlife parks and reserves. One could easily say that Mr. Train was a visionary when it comes to environmental awareness. As it seems the public today is just now coming around to the idea of taking real, substantive steps toward preserving our natural resources, Mr. Train was advocating for a landsensitive approach to consumerism decades ago. He served in several high-profile positions as a leader in crafting U.S. and foreign environmental policy. His many titles include president of The Conservation Foundation, undersecretary of the U.S. Department of the

Interior, and administrator of the Environmental Protection Agency. He was president and chairman of the World Wildlife Fund from 1978-1994. In 1991, President George H.W. Bush bestowed upon Mr. Train the United States Presidential Medal of Freedom for his devotion “to protecting our precious natural heritage.” Today Mr. Train continues to serve as chairman emeritus of the World Wildlife Fund— and to champion the causes that are near to his heart. Because of his exceptional work in helping nations preserve and protect their natural resources—and his numerous achievements in the fields of environment awareness and policy making—please join me in honoring Russell Train, the 2007 recipient of the Diman Award …

Russell Train ’37 and his daughter, Errol Train Giordano ’77, share some time in the chapel after his receipt of the Diman Award in May.

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Steve Crampton ’57 shows off a St. George’s tie to Stephen “Rabbi” Wainwright ’57 during Reunion Weekend in May. Looking on are Rusty Wortham, Bill Jackson, Dan Dent, John Skelton and Carolyn Skelton.

Lessons from ’57 BY STEVE CRAMPTON ’57 Following is a chapel talk delivered on May 20. he monumental history of many of our classmates’ experiences, hopes and disappointments over the past 50 years is cause both for reflection and learning. And I would submit, it provides us all with lessons that are informative, and in the case of those younger than we, all the way back to the current student body, hopefully instructive. Let me start with this thought. We are conditioned by our society that when we are young, it is right to trade time for money. No one has ever died from hard work, and to allocate most of one’s time to achieve excellence and one’s aspirations, and properly provide for one’s family, is right and good. The catch is, as we mature and become secure, many find it hard to trade money for time. That is a wisdom that somehow eludes a great number of people. Time, the value of it, what we do with it, and the recognition that we may each have less of it than we think we do, is

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the lesson that reverberates throughout the commentaries of our classmates. And what can we gain from the experiences accumulated over 50 years, and the observations made? 1. Take time and care in finding your mate. It isn’t easy, and not one classmate was able to explain how to do it or why it happened. It was the unanimous consensus that they just stumbled into the right person through happenstance. Yet it was also the unanimous opinion that when the right person came along, you just knew. The classmates who were lucky enough to find the right person had taken a big step toward achieving happiness, and had established a foundation from which other important benefits flow. If you find a lover, confidant, partner and supporter, all wrapped into one person, you win. Interestingly, some classmates found the right person the second time around, and the pleasure of their later years has been enhanced exponentially. You can feel the pride, contentment and love of such a relationship in the words they use to describe it, and the amazement that they

were so fortunate. 2. Take the time to contemplate the importance of family. All of us experience bumps in the road, they are unavoidable, and occur as inevitably as death does. It is family support and love that will carry you through those difficult times. Friendships and colleagues are important, but when the chips are down, there is something magical about lineal blood. The further out a family tree close relationships extend, the better. The sense of pride in one’s children, awe in ones grandchildren, affection for sons-in-law and daughters-in-law, and the joy of including nieces, nephews, grandnieces and grandnephews in the family matrix, is evident in classmates’ remarks. And it is true that families that do things together multiply life’s enjoyments. Family participation in lifetime sports and holiday gatherings enrich the tapestry of life. 3. Take the time to protect your health. As you grow older, you will realize it is perhaps your most important asset. Now it is true that we are increasingly learning that many health-related issues are gene-driven and inherited, others may be environmentally triggered, or due to a tragic accident, or are otherwise unavoidable. It is an inescapable reality that some draw short straws when it comes to illness and disease. Witness the fact that we have lost seven members of our class just when they should be enjoying the fruits of their years of effort—two were gone within a year of our graduation from this place. And when a premature loss is coupled with a family relationship, the anguish and pain leap from the pages of the classmate’s reflection. The loss of a wife by one classmate, the loss of a young daughter by another, are haunting reminders of how unexpected and tragic the pulse of life can be. The good news is that we do have a certain control over our destiny.

Exercise, diet, optimism, and moderation in all things pleasurable, do make a difference. Get into good habits early, and diligently pursue them throughout your life. That is one of those truths that is not self-evident until you actually reach age 50 or beyond. Don’t be one who lives to regret your earlier lifestyle when you become older. 4. Take the time to give something back to those who got you where you are, and to your community. And don’t forget to say thanks to every helping hand. As our society evolves, as our environment changes, the lesson to be learned is that we cannot just continue to take, withdraw or use without giving, depositing or renewing. Otherwise, our children, grandchildren and future generations will suffer the consequences. Certainly donations of money help, but think about giving your time. Mentoring a child, working with those less fortunate, pro bono work in your field of expertise, sharing your valuable experiences with others, working for nonprofit agencies like United Way, a land conservation trust, Habitat for Humanity; the opportunities are endless, and limited only by the boundaries of your imagination. The volunteer efforts by our classmates are a credit not only to themselves and their families, but also to this institution. 5. Finally, take the time to bike to L’Orange in the Provence region of France to witness the Roman outdoor amphitheatre and marvel at how they knew the intricacies of acoustics just as well as any modern architect or engineer with their sophisticated computers and accumulated knowledge. Take the time to raft down the Grand Canyon and absorb the lessons of geology, history, hydrology, environmental implications, and drink in the ambiance of that special place. Take the time to visit The Hermitage in St. Petersburg, Le Louvre

in Paris, and the other sacred houses of art and culture. Take the time to visit the great symphony halls of the world to hear Wagner performed and Jose Carreras sing. And take the time to climb Mt. Whitney, or hike The Long Trail, or hike, bike, ski or sail the beautiful places where you reside. You never miss what you don’t know or experience, and there are so many natural and man-made wonders that exist. Don’t let work or other mundane rationales deter you from the chance to experience these wonders. 6. Let me take just one last minute to comment on the school as we find it today, 50 years after our matriculation. These thoughts are a compilation of comments made in conversations with my classmates throughout this weekend. Viewing the school today is like peering through a kaleidoscope. The variations in race, gender, background and diversity of the student body are impressive. The talents, energies and dedication of the students, faculty and administration are breathtaking, and the bricks and mortar impressive. A sound bite wit recently noted that the 10 Republicans participating in the recent presidential debate represented all races, creeds and colors of rich, white men. Flashback 50 years to the classes attending this school in the mid 1950s and the description is not far off. It is a credit to the leadership of St. George’s over the years that the school has evolved into a leading representative of what a first-rate secondary school should be, one that everyone associated with the school can have tremendous pride in. So we of the class of ’57 salute you, today’s St. George’s community, both for your efforts and the results you have achieved. Steve Cra mpto n ’57 is a retired attorney now living in Vero Beach, Fla. He can be reached at sccrampton@aol.com.

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Reunion Weekend ’07 E C O N N E C T I N G

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Andree Dean was on hand May 19 to help present the Howard B. Dean Service Award, named in honor of her late husband, former trustee Howard Dean II, to three alums, including Edwin C. Donaghy Jr. ’42 (above, left).

Volunteers honored in May with Dean Service Award Mrs. Andree Dean helped present the 2007 Howard B. Dean Service Award, named in honor of her late husband, to three St. George’s alums on May 19 in Madeira Hall. Edwin C. Donaghy Jr. ’42, Craig M. Watjen ’54 and Laura Stack de Ramel ’90 were honored. Donaghy, a Philadelphia native who served as a fighter pilot during World War II, worked in the manufacturing and banking businesses until his retirement. He was active in a number of charitable organizations, but SG stayed close to his heart. He has provided leadership and support to the Annual Fund and a variety of special projects including the art center, Camp Ramleh, the

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campus center and Geronimo. De Ramel, a former legislative assistant and research associate and now a full-time mom, has been a dedicated volunteer since her graduation. She has been a class agent, a Centennial Committee member, and a member of the Annual Fund Advisory Committee since 1997. She was appointed to the board of trustees this summer. Watjen, who was unable to attend the ceremony, is a former professional musician who for years served as the chief financial officer of Microsoft Corp. From 1994 through 1999 he helped the school integrate technology into the academic program.

St. George’s Today MADEIRA HALL MAY 19, 2007 ▼

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ANDREA HANSEN

Head of School Eric F. Peterson presents the Dean Service Award to Laura Stack de Ramel ’90 (above), and Craig Watjen ’54 (below). Watjen, a lover of antique Fords, baseball and music, couldn’t attend the ceremony.

Students Aaron Zick ’07, Selena Elmer ’08, Christopher McCormack ’09 and Sofia Covarrubias ’09 respond to questions from alumni/ae during a panel discussion.

The Dean Award was established in 2001 by the St. George’s Board of Trustees to recognize members of the school community whose service to the school has been exceptional. Howard B. Dean was the father of four SG alums: Democratic National Committee Chair Howard Dean ’66, Charlie ’68, Jim ’72 and Bill ’73. He served on the board of trustees from 1976-1985.

Devon Plachy ’07 and Matt Gaydar ’09 perform for alumni/ae on Reunion Weekend.

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Playground dedicated in memory of free-spirited alumnus n Saturday, May 19, the Wes Mitchell Playground was dedicated in memory of a St. George’s alum who instilled a spirit of playfulness and joy in his classmates, family members and friends. Wes died Oct. 11, 2001, in an accident at the start of his freshman year at The College of the South at Sewanee. He is remembered for his upbeat attitude, his creativity and his ability to spread cheer to those around him. Many students who have spoken publicly of their relationships with Wes have mentioned his positive take on life, as well

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as his love of music and art. “While Wes may not be here in person, a part of him will always be here at St. George’s and I know a part of him will always be with me,” one student wrote. Friends and 2001 classmates Colby Hewitt, Jake von Trapp and Eliza Notides (above) formed the Playground Steering Committee to oversee the project. Nearly nine months of planning, design work, fund raising and construction went into the new playground, which sits next to Buell Dormitory on the northern end of campus.

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We want you back.

The Class of 1987 celebrates its 20th reunion.

Save the dates for Reunion Weekend 2008 If you’re a member of a class readying for a reunion next year, start planning now for Reunion Weekend 2008, which will be held May 16-18. Call the Alumni/ae Office for more details at 1-888ICALL-SG.

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Above: Geronimo at rest in the Bahamas. Opposite page: The boat docked in Newport.

The watch system BY BENNETT GREY GEYER ’08 Note: The following diary entry was written aboard Geronimo during the spring cruise. 2:30 a.m.—Somewhere between Emerald Bay Marina, Great Exuma, and Puerto Rico I awoke to Leslie’s cry of “Good Morning, Geronimo!” At first I was disoriented and fought to shake off the grogginess. It was 2:30 in the morning, and I had to prepare for the starboard watch group’s 37 a.m. watch. I brushed my teeth, put a shirt on, strapped on my fanny-pack-style inflatable life vest, grabbed my knife and flashlight, and finally donned my harness. As I looked around at Megan and Hannah, also getting ready for watch, I noticed the same fatigue in their eyes. We kitted up in silence. As we made our way up to the

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cockpit we could hear the liveliness of port watch, or the “Big Wankers” as they have been affectionately named, who had been on since 11 p.m. This was, in essence, the changing of the guard—the whole crew united in the cockpit briefly for five minutes as the watch changed. When at sea and in the watch system, the entire crew is rarely together all at once as the rotation consists of two six-hour shifts during the day and four four-hour shifts throughout the night. The off-watch time is utilized primarily for sleeping. As our “Starburt” watch, a.k.a. the Little Squirts, spread out in the cockpit among the “Big Wankers,” I could feel the exhaustion leave my body, replaced by the fresh air. We talked about current weather conditions and any boat or ship traffic encountered over the last four hours by the

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previous watch. Then port watch went below to the bunkroom to rack out for the night. “Starburt” watch was now the watch on duty. We had taken over the helm and assigned someone to bow watch; we were finally alert, awake, and up to speed. At first the watch system seems tedious—the dreaded wake-up in the middle of the night. However, once you embrace the system and live through it you begin to stumble on all its hidden gems. The boat becomes bigger during the watch system, because only half the crew is awake at any given time. More important, the watch system gets you up at times you wouldn’t normally be awake, and during the course of one full rotation you have the pleasure of experiencing all times of the day at sea. On this particular 3-7 a.m. watch I started off at the helm. Normally I am extremely shy about singing in public, but due to the inability to listen to music on Geronimo—with the exception of field days—and the fact that singing is a useful way to stay awake at the helm, I had lost all my inhibitions about singing around other people. After having learned sea shanties from Mr. Barns and Mr. Herzog on previous watches, the Little Squirts’ comfort level singing around each other had grown exponentially and we had branched out, moving on to other songs. We ended up having a jam session that included Wyclef, the Isley Brothers, Tracy Chapman, Shakira, Smash Mouth, Third Eye Blind, and a variety of oldies. When our bank of songs was tapped out or we hit a particularly embarrassing moment it would be time to move on to word games or storytelling. Popular subjects included sharing our most embarrassing moments or talking about why we each chose to apply for the Geronimo program or why we even chose to come to St. George’s. We were also lucky enough to have Mr. Barnes teach us how to tie Turk’s Heads, a decorative knot often used for bracelets, which is time-consuming but fun. During this 3-7 a.m. watch the wind began to die down, which means turning on the motor, and with that comes a whole new activity, namely keeping the engine room cool. While motoring,

the engine room can reach temperatures of more than 120 degrees, however, our goal is to prevent that from happening. While on watch we do what is called an “hourly.” Each hour, one of the students on watch checks over the boat to make sure that everything is normal (including engine room temperature), after which that student enters in the boat log (a book with all of Geronimo’s movements and actions recorded in it) current weather observations, our speed and

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position. Then the person doing the hourly plots our position on a chart. A game develops in which we try to maintain or lower the engine room temperature every hour. This takes some effort and a lot of ingenuity. When we are on starboard tack the boom is over the engine room hatch and we can use it to support a wind scoop; however, on port tack there is nothing to tie the wind scoop to. We had to improvise, creating a new wind scoop out of the top of a large plastic bin. Then we had to find a way to tie down the top and secure it, as it would fall through the hatch into the engine room. In the end we were able to cool the engine room effectively and continue to motor through the night. Part of the responsibility of the 3-7 a.m. watch is to prepare a hearty breakfast for the oncoming watch prior to their taking over at 7 a.m. to fuel them for their six-hour shift. This morning, Hannah was cooking breakfast burritos down below when Megan on bow watch spotted lights on the horizon. We took a compass bearing on them and with the binoculars made out navigation lights, and given their configuration were able to deduce that this was a ship heading toward us. We used what we had learned in our marine science class to calculate that in this crossing we were the give-way vessel and the ship was the stand-on vessel. We then went down to the nav station and we were able to pick up the ship on radar and AIS (Automated Identification System). We discovered that this was a cruise ship named Fiesta Mail bound for San Juan and that we had a CPA (Closest Point of Approach) with the vessel of about one nautical mile. Over the next hour we cracked jokes about the cruise ship as we watched it grow bigger and closer. We were astounded as it eventually towered over us, crossing our bow less than a mile away. Throughout the rest of the morning we watched the humungous cruise liner fade into the distance as the sun rose. Just after the sun broke the plane of the water on the eastern horizon, our “Starburt” watch was huddled together in the cockpit taking a breather

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from preparing breakfast and admiring land, the first land we had seen in four-and-a-half days. We were laughing about the various people we had met on our excursions ashore so far during our Geronimo trip and telling lame stories and jokes, which we figured were hilarious given our exhaustion mixed with the giddiness and energy that the sunrise creates. All of a sudden we came upon a couple of dolphins who briefly rode our bow wake. The moment was spectacular as the dolphins were easy to spot on the glassy water with the new sun. As I reflect on the watch system, I appreciate how many great moments we had on our passage from the Bahamas to Puerto Rico. We saw a pod of sperm whales, dolphins, cruise ships, tankers, and birds in the middle of the ocean; we caught two mahi mahi and hooked a swordfish; we took bucket showers on the foredeck; we learned shanties and knots; we cooked, cleaned, and developed a little inter-watch competition (who could make better night-watch snacks or clean the galley faster). However, when it was finally over and we were able to drop the hook off Puerto Rico, the moment was a dearly anticipated one. The news from the captain that we would have over an hour to swim and shower met with cheering. Everyone was ecstatic at the thought of getting clean. We all leaped into the water off the boat as a downpour erupted. Finally, we were reunited. We floated in the water, lavishing in its cleanliness, sharing night watch stories between one watch and the other. We floated in the water for 45 minutes, reminiscing about the passage and discussing how many times we were going to clean ourselves with Joy. Overall, we loved the passage and the watch system because we experienced great times at sea, but now we were extremely happy to be back on the hook as one big family, eating meals together, showering, and getting full nights of sleep. Be nn ett Ge yer ’08 of Cambridge, Mass., will enter his senior year at St. George’s in the fall. He can be reached at Bennett_Geyer@stgeorges.edu.

Immersed

A trip to Puerto Rico aboard Geronimo helps students in Spanish courses learn the language in a whole new way BY TORI HENSEL ’08

Editor’s note: Students Callie McBreen ’09, Izzy Evans ’09, Maxine Muster ’09, Giuseppe Cicero ’08, Jason Andrews ’08, Ollie Scholle ’08 and Tori Hensel ’08, along with Spanish teachers Catherine Rodero and Anthony Perry, joined Captain John Beebe-Center, First Mate Carl Herzog, and Second Mate Brian Barnes aboard Geronimo for a “Spanish immersion” trip in Puerto Rico March 9-17. Throughout the voyage, participants spoke only in Spanish, sampled regional cuisine, visited museums and studied local history, art and current events. They also got a chance to enjoy the natural wonders

of the country by kayaking, snorkeling along coral reefs, and hiking into the mountaintop rainforests of El Yunque. Following is an essay written shortly after the students returned home to St. George’s. arrived in San Juan knowing that I was supposed to be using a language that I was not that strong in. I searched for Maxine Muster, another student in the program. I knew she was on my flight from New York to San Juan, but I had a few minutes of mute panic looking for the only other person I could speak to without making a fool of myself. I did find her at the luggage claim and once we found our bags we were met outside by Sr. Perry and Srta. Rodero. They immediately started asking about our trips in Spanish, much to my dismay: I thought that we would at least get a mercy period where we could speak English until we got acquainted with our surroundings. We

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carried/dragged our duffel bags through the San Juan airport gathering up the rest of the students on our trip. We then took a taxi with Sr. Diaz, a cabdriver who drove us to and from San Juan a few times, to our dock in Fajardo, Puerto Rico. I had been on Geronimo before so I had an idea of what to expect when we arrived, but nevertheless I was quite nervous. We took our bags below, quite an undertaking because most of us over-packed, and had dinner out on the deck. Dinner was quiet as all of us, including the crew, were trying to get into the swing of using our Spanish skills. We had the standard orientation and safety procedure talk that evening (thankfully that was in English) and fell, hot and tired, into our bunks. The next day we set sail for Culebra, a small island off the eastern coast of Puerto Rico. On our way out of Fajardo, we saw two humpback whales breaching. It was one of the most amazing experiences. They were quite a bit away, but you knew that they had to be immense. When we were just off the coast of Culebra we saw many racing yachts; we were entering the harbor just as a round-island regatta was ending. We anchored in the harbor of Dewey, Culebra, where an alumnus of the school, Jennifer Daubon ’98 owns a restaurant called Juanita Bananas. We met up with her the next morning, and she and her husband Javier showed us around Culebra in their red pickup truck. They took us up a mountain beside Flamenco, a pristine beach that is usually crowded with people. Jennifer told us the story about the recent controversy of the mountain that we were headed up. A rich businessman had bought it and tried to make it off-limits to the locals. He would put up barriers and the local people would tear them down. The disagreement finally had to go to court and there is now a public access path to the top of the mountain. When we reached the peak, it was a spectacular view. There were three different beaches that you could see, and one of them there was a large hill, and the way the clouds were casting shadows over parts of it made it look magical. That night we all went to eat at Juanita Bananas, and had a very fun time. I sat with Sr. Perry and the First Mate Sr. Herzog, both of whom had plenty of extremely amusing stories to share. We had one last day in Culebra, and most of

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us spent a good chunk of it shopping, but we also used our Spanish to ask some of the local people about a colloquialism of Puerto Rico. The natural tendency of many of the citizens was to immediately switch to English because it was blatantly obvious that Spanish was our second language. Everyone we spoke with was very kind and patient with us once we had explained who we were and what we were doing. I think that all of us were very sad to leave Culebra. It is a beautiful island and everyone in the town was very friendly and kind. Our sail to Vieques, another island east of Puerto Rico, but south of Culebra, was uneventful, but we all got in some nice tanning (or burning for a couple of us) time. Our Spanish had improved considerably by this time. It is amazing how quickly language skills can accelerate when you are forced to speak in the language all the time. Jokes began to flow more easily and more stories were told, often humorous just because some things are very humorous in translation because you sometimes can’t come up with the words that you really want to use. Our first morning in Vieques was exciting because we got to go snorkeling. Captain BeebeCenter towed us behind in the inflatable boat to the edge of an uninhabited island. There were numerous shallow reefs to explore and then we stopped by a beach, but the trip there was perilous because we had to navigate through sea urchininfested waters in snorkel fins. I’m sure it was funny for anyone who happened to be watching us try to get out of the water. We spent some time on shore; our first view of Vieques was a field of horses on the hillside by the dinghy dock. We did some souvenir shopping and spent some time walking along the beach, though only Ollie and Giuseppe got in the water. As we were walking around the streets we saw a man holding a three-day-old piglet. Izzy was taken with the piglet, and the man let her hold him. Unfortunately for anyone nearby, Manchita the piglet did not take to Izzy and started squealing as frantically as possible. The man took her back and walked down the road, but that was not the end of Manchita. As the whole group waited outside a store, Manchita and her owner came back. We petted her for a while, but then he started letting

her drink his beer, so we gave them some room. This sparked a conversation about whether any of us had seen anything like this before (only one of the mates) and this experience was one of the most humorous cultural shocks of the trip. It was a water-filled day as that evening we went out to a bioluminescent bay. Bioluminescence occurs when tiny organisms called dinoflagellates emit light as a defense mechanism when they are disturbed. The bay we visited in Vieques has the highest concentration of dinoflagellates in the world. We were all assigned a kayak and told to wait a little ways off until everyone was ready to head out to the middle of the bay. Callie flipped her kayak very soon after we entered the water, but of course I flipped only two minutes later. Once we were finally all ready to go, we were instructed to follow the blue light out to the middle of the bay. I thought that I would have no problem getting out there and staying with the group, so you can imagine my surprise and anxiety when 10 minutes later I

looked behind me and there were only two people behind me. I kept talking to Izzy and we were able to stay together. Things started to look up when I put my paddle in the water and it lit up. It had gotten dark enough that we could now see the bioluminescence. It was so incredible to be able to leave behind swirls of light as you paddled; it was also a good incentive to get to the rest of the group so that we could jump in the water and experience the phenomenon from in the water. When you jumped out of the kayak, the water around you lit up and as people surfaced, glitters of light slid down their heads. When you lifted an arm out of the water, it was like dozens of tiny diamonds descending into the water. We even experimented with the dinoflagellates. For example, we were curious if they would light up if you spit them out of your mouth; they do. The tour guide explained the phenomena and history of the bay to us, and told us that when it rains at night, the entire bay lights up as raindrops disturb the organisms. It was disappointing when we were

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told to get back into the kayaks. None of us wanted to leave, and the prospect of having to paddle those kayaks for what seemed like miles back to shore was not at all appealing. But we survived the trip back, even with the boys of our crew coming up on either sides of the kayaks and trying to tip us. Our next venture was a sail from Vieques back to Fajardo. We got to do some sail changes on this trip, and it was a beautiful day for sailing. We had some difficulty getting into our slot at the docks, and they put Izzy and me in charge of the bowlines, supposedly the most important lines when docking (at least that is what we told ourselves). We somehow managed to get two lines crossed and it took some amazing line handling by Sr. Barnes, the second mate, to get the bow properly stowed. We also got real showers that night: very nice after bathing with Joy in salt water for four days. We left early the next morning for Old San Juan. We visited El Morro, a fort that protected the old city. It had incredible views of the beaches and was very well built. For the remainder of the day we got to explore the rest of Old San Juan. We went out to lunch and walked through the colorful streets shopping and enjoying the vibrant colors of the buildings. We had an interesting experience in a clothing store; there was salsa

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music playing and I and the girls started dancing (not very well) to the music, so Sr. Perry, knowing that we would not stop dancing, decided to teach us a real salsa step. While we were trying to master that, one of the women in the store came over to Sr. Perry and asked him if he really knew how to salsa. When he said “yes,” she decided to test him, so we got to see a real salsa dance. After that, we went to a plaza in the middle of town where there were hundreds of pigeons. Jason decided to buy a bag of food, and things got crazier from there. The pigeons descended on us like a pack of wolves and we were sent scurrying from our benches. After a bit more walking, we saw the upper-class houses at the top of the hills, away from the piers—and directly across the street, outside the city wall, we saw the slums of San Juan. It was an interesting lesson because most of the towns and cities many of us had been to were not set up like that. It is incredible the impact a five-foot-high wall can have. That evening we had a lovely dinner in San Juan, our last supper together. It was very enjoyable replaying all our jokes that we had acquired and filling in Captain Hayes, who had just flown in, on our many escapades. The cab ride back to Fajardo was another precious experience. We listened to Puerto Rican music and bonded even more, before falling asleep on one another. I got so much out of my Spanish immersion trip on Geronimo. It was an unforgettable feeling to get to visit the places we had learned about in our textbooks and to get to apply the language that we have been laboring over for so long. It helped my Spanish skills immensely. I am no longer afraid to speak in class. I am not worried if my accent is a bit off or if I use the wrong word. This trip forced me to use the skills that I had in the language and to build on them in a real-world experience. Though the language immersion was an incredible benefit, the Geronimo experience is always an amazing one; it was only enhanced by the language and culture we were able to experience. To ri H e nsel ’08 of Rockford, Mich., enters her senior year at St. George’s this fall. She can be reached at Tori_Hensel@stgeorges.edu.

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Internationally renowned aeronautical engineer Dr. E. R ob ert s “ Bo b” Woo d ’46, professor emeritus at the Naval Postgraduate School, has been named an honorary fellow of the American Helicopter Society International. The induction took place on May 2 at the AHS 63rd Annual Forum in Virginia Beach, Va. The vertical flight society, which has over 6,000 members worldwide, grants honorary fellow status to just two members a year whose career leadership and innovation have significantly advanced the interests of the vertical flight industry. A Q&A with Eric Wibe rg ’89, the vice president of Directorship Search Group in Greenwich, Conn., was featured in the May 4, 2007, edition of the Stamford (Conn.) Advocate and the Greenwich Time. Wiberg, who once skippered a 68-foot sailing vessel from the Galapagos Islands to New Zealand, specializes in recruiting talent for the shipping industry. The firm helps maritime companies in New England and Texas find senior executives and board members. “I ran a fleet of tankers in Singapore for three years,” Wiberg said. “I also ran a yacht-delivery business and recruited

70 captains, both men and women. So that gives me some street cred.” Tuc k er T ho mpso n ’93 is spending the summer providing live commentary from the waters off Valencia, Spain, for the 32nd America’s Cup competition. Thompson, who works for the Versus television network, can be reached at Tucker@t2p.tv. Joh n Sam pso n ’05, who was named the sailing team’s 2005-2006 Rookie of the Year at Hobart & William Smith College, is taking the 2007-2008 academic year off to partake in an Olympic campaign in Tornados for the 2008 games in Beijing. Former teacher To m B uel l (1957-62) turns 80 in August and his wife, Joan, turns 75 in November. The two plan to celebrate with their children, who reach milestone wedding anniversaries this year, in Oregon this summer.

The Army/NASA Higher Harmonic Control Project Team poses in Yuma, Arizona in 1985 with the only higher harmonic control OH-6A helicopter ever built. From left to right are former Hughes Helicopters Aeromechanics branch manager Dr. Bob Wood ’46, dynamics engineer Dr. Bharat Gupta, flight test engineer Gene Munson, pilot Bob Merrill, and Army deputy project manager John Cline of the NASA Langley Research Center.

Former history teacher N oa h B op p (19982002) is founding a new school, a semester

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Sarah Coffin ’06 partnered with Jack Doll ’52 to give chapel tours during Reunion Weekend. As a student, Coffin studied school history from Doll, the school’s archivist.

David Sayer ’03, former tennis coach Sandy Wood P’03, Michael Case Kissel ’67, and Peter Hatfield ’03 played in the Member-Guest Tournament at Bailey’s Beach in Newport this spring. “The old guys won,” reports Kissel, “which is a bit of a man-bites-dog twist.” Sayer, Kissel and Hatfield all played tennis for SG. 66

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program focused on ethics and international affairs called the School for Ethics and Global Leadership, in Washington, D.C.—and he’s getting some help from former assistant chaplain Cab ell Ki ng (1999-2002). This summer the two were in the nation’s capital networking and fund raising for the school, which will offer a semesterlong residential program for 32 high school juniors from across the United States each year beginning in the fall of 2008. The school’s web site is www.schoolforethics.org. The Paper Lady, owned by R osi e Ga yn or Wied enma ye r ’93, was voted “Top Stationery Store” in Denver by the readers of 5280 magazine. A review in the July edition of the mag said “the cozy shop is packed floor to ceiling with fabulous paper goods.” Wiedenmayer also offers design and printing services. R ic ha rd W. Pa in ter ’80, who served as associate counsel to the President, is leaving his post at the White House to become the S. Walter Richey Professor of Corporate Law at the University of Minnesota Law School. He’ll live in Edina, Minnesota, with his wife, Karen, and children Elizabeth, William and Anne. Basketball guard Adolphe Coulibaly ’04, a native of Abidjan, Ivory Coast, and a soon-to-be senior at Amherst College, was selected to participate in the All-Africa Games being held in Algiers in July. At presstime the games were heading into the quarterfinal round with Cameroon paired against Egypt, South Africa against Angola, Mali against Cote D’Ivoire, and Algeria against Nigeria. Coulibaly was also heading to the FIBA Africa Championship in August. The winner of the tournament qualifies for the 2008 Olympic Games. “Home: The Aramco Brats Story,” produced and directed by Todd Nims ’98, debuted in California on July 7. Nims grew up at the site of Saudi Aramco, a producer and shipper of crude oil, natural gas and petroleum products that employs hundreds of Westerners. His feature-length documentary tells the story

DOOLITTLE ’56 EARNS AWARD FOR EXCELLENCE IN TEACHING Jay Do ol itt le ’56, former director of admission and English teacher, was the recipient of one of the College of Wooster’s “Excellence in Teaching” awards for the 2006-07 school year. Each fall the college asks its entering first-year students to nominate and present a short supporting statement on behalf of a teacher who has made a significant contribution in preparing them for college. Sara h Co ffin ’06, a student in Doolittle’s Best of the West and Fiction Writing classes at SG, nominated him for the award. “He taught me more than any teacher ever has,” she wrote. “He taught me about grammar and the passive voice …, but he taught me more about reading and thinking critically about works of fiction than I ever thought possible.” A six-member faculty committee at Wooster reviewed the nomination. Doolittle was one of eight teachers chosen nationally to receive the award.

of several expatriates who spent their childhoods in Saudi Arabia from 1933 to the present. New York Islanders prospect S hea Guth rie ’05 had another standout year at Clarkson University. Now a sophomore, Guthrie was called “a dynamic offensive presence” who had 31 points (8-23) through 36 games. He recorded three assists in the ECACHL Championship Tournament in March, including two assists in a 4-2 title-game win over Quinnipiac. He closed out the regular season with a five-game point-scoring streak with two goals and three assists.

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Faculty/Staff Notes

TEACHERS RIDE IN PAN-MASS CHALLENGE Assistant Head of School Tim R ic ha rds and Dean of Faculty B ob We sto n will be riding again in the 192-mile Pan-Mass Challenge bike-a-thon for cancer research in August. The two participated in the event last year, along with H e rb Ca nt or ’41, a longtime rider and volunteer for the Jimmy Fund. This year the ride has another special element: Tim’s brother-in-law, Ayres Stockly, a cancer survivor, will be riding as well. Both Bob and Tim reached the “heavy-hitters” category of participants for raising more than $6,000 a piece, a portion of which came from a dress-down day held here at school this spring. This year’s race through 46 scenic Massachusetts towns will be held on Aug. 4 and 5, 2007—and is expected to raise $27 million. Bob and Tim will ride from Wellesley, Mass., to Provincetown on the tip of the Cape.

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Cyclists get off to a quick start at last year’s Pan-Massachusetts Challenge. The Pan-Mass Challenge is a fund-raising bike ride that started in 1980 with 36 cyclists who raised $10,200 for cancer research. Now in its 28th year, the PMC was hoping to raise $27 million from the efforts put forth by PMC cyclists— including two teachers from SG—in August. (AP Photo)

Su san Russe ll, who’s been working in the Alumni/ae and Development office as systems administrator, has accepted the position of Annual Fund director, effective July 1. She’ll be in charge of all aspects of the Annual Fund, leading the current parent and alumni/ae volunteers and coordinating the campaign’s phone and mail program. If you would like to volunteer for the Annual Fund, please contact Sue at (401) 8426737 or at susan_russell@stgeorges.edu. Director of Counseling and Health Education Che ryl Je nk ins will make a presentation titled, “Survey Results: Body Satisfaction, Climate of Respect, and Girls in Leadership” at the Association of Boarding Schools conference in Boston in December. Jenkins will be outlining

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E ile en Tie xiera, a nurse in the SG Health Center for the last 11 years, has assumed the role of Administrator of the Health Center following the retirement of Ma ry Con wa y. Throughout the past 25 years Tiexiera also has performed nursing duties at Newport Hospital, Rhode Island Hospital, and several nursing homes, including time spent in the birthing center, pediatrics, orthopedics, and the operating room. She earned a bachelor’s degree in psychology and a bachelor’s degree in nursing from the University of Rhode Island, and is a candidate for a certificate of graduate studies in health services administration at Salve Regina University.

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Faculty member M eril yn Wilb er will take a sabbatical year away from campus after being selected by the Spanish Ministry of Education to teach in Spain. Wilber will be an assistant in the English Department at IES Virgen del Espino de Soria, a high school in Soria, Spain, about two hours north of Madrid. Her daughters, Emily, 8, and Alexandra, who turns 11 in August, will join her on the journey and enroll in Spanish-speaking elementary schools. Wilber’s job is to be the native English speaker in the department and do a lot of conversation work with honors-level students four days a week. She hopes to spend several long weekends traveling throughout the country.

A new staff structure has been established in the Dean of Students Office and will be in place for the 2007-08 year. There now will be a dean for each form: The third-form dean will be English teacher Luc y Gol dste in (above); math teacher Jo e E li as will serve as the fourth-form dean; math teacher M ela ni e Le wi s will be the fifth-form dean; and Dean of Students K a tie T itu s will be the sixth-form dean.

results from the Independent School Gender Project, a survey of 33 participating schools begun in 1996. According to Jenkins, survey results consistently revealed a decline in three areas from freshman to senior year: Girls were more dissatisfied with their bodies, boys contributed more to a climate of meanness, and boys were more critical of girl leaders. Audience members for Jenkins’ talk also will hear students’ explanations of these results and actions schools have taken to reverse the trends. We’ve got some teachers in tip-top physical shape. History and philosophy teacher Pa tri ck Durn ing was the overall first-place winner in a 5K road race in Portsmouth, R.I., on Sunday, May 20. Not far behind was English teacher Ale x M yers, a triathlete and black belt in Tae Kwon Do, who came in first in the men aged 20-39 division.

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Faculty/Staff Notes s an incoming freshman, I was dealing with an undiagnosed stomach ailment that sprung up two years prior to my arrival at St. George’s. Oftentimes I would get sick and find myself spending much of my time in the Health Center. Upon my first visit Nurse Conway and the other nurses comforted me and made me feel at home. I was able to calm down and finally feel at ease. The connections I made with Nurse Conway and the other nurses were some of the first connections I made at school. Nurse Conway had a genuine affection for the students and me and her generosity went far beyond the call of duty. She reached out to me and became a friend and a mentor. As my journey at St. George’s progressed so did my ability to manage my illness. I found myself not having to go to the Health Center as much, but simply wanting to visit the nurses. I would go in the Health Center as much as my schedule would allow, just to say hello and see how the nurses were doing. My friendship with the nurses grew and I realized that I did still need them—just in a different way, for their support. Nurse Conway and her team would come to my games and when times were rough or I was a little down, they were there for me. By my senior year my bond with Nurse Conway was as close as ever. Every day I would come into the Health Center with a friendly, “Oh, nurse!” and I was greeted with giggles and sometimes jokily, some moans. Then Nurse Conway, “The Nurse” as I would call her, would come out a give me a motherly hug and we would sit and chat. In the spring of my senior year while at lunch with Nurse Conway, because of how close we had gotten over the years, I shared my life with her. We talked about everything and I learned a lot from “The Nurse.” The memories and wisdom that she shared with me are things I hope to keep with me for the rest of my life. When I graduated I truly felt saddened by the thought of saying goodbye to Nurse Conway and the Health Center staff, but I was reassured that everything was going to be OK when I saw everybody standing up and applauding when the announcement of her retirement was made. It reminded me that her contributions did not go unrecognized. Nurse Conway was an amazing person to the St. George’s community and I hope that in time I will be half the person she was to others and to me. All those who met her should feel blessed.

Nurse Conway retires St. George’s Health Center Administrator Mary Conway P’87 retired this year after 27 years of dedicated service to the school. She will be remembered for her warmth and sincere smile—and for the thoughtful way she cared for students, both physically and emotionally. In retirement, Nurse Conway said she intends to spend time with her family, do some traveling and gardening and read some good books. “I guess you might say I am going to step back, enjoy life and have time to smell the roses!” she wrote in the Red & White this spring. In her farewell note, she expressed gratitude to the many colleagues she said helped her create a first-rate boarding school facility from what was once a place called the infirmary, filled with wrought-iron beds. She also paid homage to the many students over the years, whom she said touched her life. One was H ea the r Mit ch ell ’07. Following is what Heather had to say about Nurse Conway:

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Director of Diversity and science teacher Kim Bullock (above) is busy planning the next Alumni/ae of Color Conference to be held at SG on October 5-7, 2007. Chair of the Music Department Clare Gesualdo (left) continues to expand the music curriculum at St. George’s. Under her supervision the St. George’s Choir has grown from 28 to 80 members in five years. “If it were up to me, I would like the whole school to be in the choir,” Dr. Gesualdo told journalism student Schuyler Livingston ’07 for an article.

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Faculty/Staff Notes NEW FACULTY MEMBERS HIRED FOR 2007-08 COMPILED BY BOB WESTON, DEAN OF FACULTY J IW ON (J IN NY) CHANG—MUSIC Jinny Chang will fill our newly created music position. Jinny will teach one section of music and one section of geometry, conduct the orchestra, serve as the music director for the winter musical, conduct the various ensembles, assist in afternoon activities, and supervise a dormitory. Jinny has recently completed a master’s degree in music composition from Tufts University, where she is also a member of the university’s flute ensemble. Jinny holds a bachelor’s degree in music and psychology from Smith College.

MIKE DAWSON—GERON IMO Mike comes to St. George’s with considerable sail-training experience. He spent eight years as a chief mate, program director, and marine/math instructor for the Ocean Classroom Foundation aboard the SSV Spirit of Massachusetts and the SSV Harvey Gamage. He also spent four years serving as captain aboard a 30-foot ketch for the Hurricane Island Outward Bound School. For the past six years, Mike has also developed and run his own business, Williwaw Adventures, a summer sailing and wilderness travel program for teenagers. Mike is a graduate of the University of New Hampshire and holds a bachelor’s degree in environmental science.

Divinity School’s environmental coordinator for the Harvard Green Campus Initiative. Lara has traveled extensively throughout Asia and Africa, working as an ESL teacher is Seoul, South Korea, and as an ethnographer/photographer in Masaka, Uganda.

MIR IA M GORRIAR AN—SPANISH For the past several years, Miriam has been an adjunct professor of Spanish at the University of Rhode Island, Providence College and Bryant College. She holds both a bachelor’s degree in psychology and a master’s degree in comparative literature from the University of Rhode Island. We’re pleased to welcome Miriam back to St. George’s, as she taught in our summer school and served before as a temporary replacement in our Spanish department. She will serve this year as a sabbatical replacement for faculty member Merilyn Wilber.

SAFIETOU SAGN A—FREN CH Safi had been a teaching assistant in the French Department at the University of Massachusetts, where she is completing her master’s degree in French and Francophone literature. A native of Dakar, Senegal, Safi attended Cheikh Anta Diop University before earning her bachelor’s degree in African and African American Studies from Mount Holyoke College. Safi also spent two years as a tutor in Mount Holyoke’s French Department.

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Lara has spent the last year as an instructor in the Religion Department at Phillips Exeter Academy, teaching various courses in religion and ethics, coaching volleyball, living in a dormitory, and advising the Outing Club. Prior to her year at Exeter, Lara served as a student teacher in the biology department at Lexington High School, in Lexington, Mass. Lara holds a master’s degree in theological studies from Harvard Divinity School and a bachelor’s degree in anthropology and human biology from Emory University. While at Harvard, Lara served as the

James comes to St. George’s from the University of Vermont, where he has just graduated Phi Beta Kappa with a bachelor’s degree in biomolecular chemistry. While at Vermont, James served as a teaching assistant in the university’s Learning Cooperative, an academic support program, tutoring undergraduates in chemistry. He also has experience as a private tutor, working with high school students from the Burlington, Vt., area. James was a member of the John Dewey Honors Program at UVM and was the recipient of the Golden Key Undergraduate Research Grant for his

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senior thesis in which he produced a method for quantitative dosage of aerosols to cell cultures.

JEN TULEJA —DIRECTOR OF LIB RAR Y SE RVICE S A ND AR CHIVE S Jen has been working as an archivist in the Mansfield Library at the University of Montana. Jen has also had experience in two independent school libraries, working as an assistant librarian at the Hotchkiss School and serving as the head librarian at the Lawrence School. Prior to her work in the independent school world, Jen spent several years as a research and reference librarian at the Massachusetts Historical Society. She holds a bachelor’s degree in history from the University of Massachusetts, a master’s degree in library science from Simmons College, and a master’s degree in secondary education from Indiana University.

LAN XIU—CHINESE Lan currently works for KVH Industries in Middletown, R.I., where she teaches Chinese to KVH employees. She is a native of Shanghai, China, and a graduate of the School of Public Relations at Shanghai University. Lan also has an associate’s degree in accounting from the Community College of Rhode Island. She will teach three sections of Chinese next year. Robert Weston is the Dean of Faculty. He can be reached at Robert_Weston@stgeorges.edu.

GIDEON WEBSTER—ART Gideon comes to St. George’s from the Rhode Island School of Design, where he serves as an adjunct faculty member and as the school’s digital/media specialist. He has also taught digital imaging classes as an adjunct faculty member at Brown University. Gideon also spent six years at the University of Maryland, Baltimore County, as a digital/media lab technician and administrator. He holds a bachelor’s degree in imaging and digital arts and print media from the University of Maryland and a master’s degree in fine arts in digital media from the Rhode Island School of Design.

RAY WOISHEK ’89—WEB MANAGER Ray has been a consultant at Double Helix in Newport, R.I., where he designs web pages for a number of corporate clients. He received his bachelor’s degree in studio art from Connecticut College and his master’s degree in industrial design from the Krakow Academy of Fine Arts in Poland. Ray, a former school prefect, and his wife, Ania, will live in Arden Dormitory and Ray will coach two seasons.

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Global outreach

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NEW GLOBAL STUDIES SEMINAR WILL FOCUS ON DEVELOPING NATIONS irector of Global Programs T on y Ja c ca c i and Director of Studies Eli zab et h Bic k ford spent 12 days in Africa in June preparing for a new Seminar in Global Studies being offered this year. The two visited schools and historic sites in Arusha, a booming city in Northwest Tanzania that serves as a gateway to Mount Kilimanjaro and the Serengeti, as well as home to the United Nations Criminal Tribunal on the Rwandan genocide and other diplomatic missions. They also toured Uganda, starting in the capital city of Kampala and traveling as far north as Gulu, where they visited a camp for Internally Displaced Persons. “We visited with a number of people who are invested in the future of each country,” Bickford said. “It was an eye-opening and exhilarating trip.”

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The goal of the trip was to scout sites and potential research projects students might work on as part of an independent study component of the new seminar. The new course grew out of an action point in the school’s Strategic Plan, which states that the school will take a “comprehensive approach to preparing our students to understand and appreciate [our] interconnected world and to contribute successfully to its future.” Students in the course “will look at the definition of the nation-state through geographic, historical, cultural, political and economic lenses to determine what role this political body plays in the post 9/11 geopolitical landscape,” according to Jaccaci. As part of their class work they’ll also travel to a different developing nation each year to conduct field research for an independent study. In the upcoming school year, students will conduct field research in Tanzania during a 10-day trip in March and then prepare reports on their findings. In designing the seminar, Jaccaci sought the counsel of alumni/ae Ja me s Deut sch ’80, director of the Africa Program for the Wildlife Conservation Society; Li ndsa y Duxbu ry ’94, director of Africa programs for San Franciscobased Geographic Expeditions, and former parent Walter Kansteiner, former U.S. Assistant Secretary of State for African Affairs. Eleven students are currently signed up for the course this year.

OPPOSITE, TOP: Director of Studies Elizabeth Bickford hangs out with the students during recess at St. Jude's School in Arusha, Tanzania. OPPOSITE, BOTTOM: A giraffe wanders behind Director of Global Programs Tony Jaccaci in Lake Manyara National Park in Tanzania. RIGHT, ABOVE: Participants can get up close and personal with the wildlife on a safari. RIGHT: A mother and her children in the marketplace at an IDP camp in Gulu, Uganda.

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Drinking it all in A recent St. George’s graduate has filled her past two summers with learning and service abroad

Emily McGinnis ’07 spent two summers traveling to Peru and Costa Rica with the International Doorways program. Above, she samples the native fruit. Right: She spends time with children at a local school and exploring the natural environment.

BY QUENTIN WARREN Emily McGinnis ’07 learned about International Doorways at a summer activities fair when she was a St. George’s sophomore. Founder and program director Kathleen Vivas made a compelling pitch for the depth of experience offered by the program, aimed at students keen on traveling to exotic locales for meaningful reasons. “I figured, I’d go to Peru, get some Spanish language immersion, see a lot, learn a lot, and enjoy the whole idea of being in a different world with new sights and sounds,” Emily said. Little did she know that she would end up not only in Peru, but also in Costa Rica and the Dominican Republic over the course of two summers of

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participation. Raleigh, N.C.-based International Doorways offers a unique take on mind-expanding student travel. Summer programs and internships are available in Peru, Bolivia, Africa, Bali, Mexico, the Dominican Republic, and Costa Rica and Panama. In each location, global awareness, community service, language study, and full-on recreation combine to shape an encounter as evocative in its scope as it is memorable and fun. Accommodations revolve around home stays, small guest bungalows and camping. The program literature explains, “In addition to exploring other cultures, ancient and modern, and learning local language, cooking, dancing and traditions, we also participate in activities such as snorkeling, diving, swimming, surfing, para-

sailing, white-water rafting, climbing, backpacking, and playing team sports like soccer with local youth.” Emily’s involvement began two summers ago when she signed up for the trip to Peru, which at that time did not include the Bolivia component offered now. “We stayed in Lima for a week or so, then moved to Cusco—at one time the Incan capital—for another week,” she said. “We studied Spanish for a few hours every day, but we had time for shopping, visiting zoos, volunteering at a local orphanage, and enjoying expeditions to historical sites and Incan ruins in places like the Sacred Valley and of course Machu Picchu.” After Cusco, she spent a few days in Paracas and then went on to Tambopata in the Amazon, a short plane ride away. The month-long sojourn included local community involvement and structured activities along with diversions as varied as lavishing in Machu Picchu’s hot springs, horseback riding through the mountains, and driving dune buggies in the desert outside Paracas. Emily returned home only to set off days later for Costa Rica. During the first week of that trip, she saw the interior of the country from a base in mountainous Monteverde, famous for its cloudshrouded rainforests. She also visited the capital, San Jose, and worked in a small town in Drake Bay. Her experience in Central America included learning and speaking Spanish, planting trees, painting a schoolhouse, teaching English in several elementary school classrooms, hiking, horseback riding and surfing off a beach where she stayed for two days. Last year, Davis Archer ’07 participated in the Costa Rica program as well. Emily’s second summer with International Doorways brought her to the Dominican Republic, where she worked with the American Peace Corps in collaboration with an established group in the town of Bayaguana—the Brigada Verde, a youth outreach program targeted specifically at health education, environmental awareness and organized sports for local youngsters. “We painted a big mural with kids from the town we were staying in,” she said. “You get close to them over the course of a week, close to their families too. We played mud soccer in the

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Emily McGinnis ’07 spent time in Peru and Costa Rica during a summer program that offered cultural outreach, meeting school children (above), and exploring the countryside (above right). Below she shares time with some new friends.

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F RO M T H E P R E V I O U S PAG E

rain in Bayaguana, a total blast.” Emily’s presence there with International Doorways was aligned closely with another program dear to the hearts of DR residents, Habitat for Humanity. The venues selected by International Doorways provide learning, achievement and positive feedback in a geographic context that extends well beyond a student’s normal boundaries. South Africa and Namibia, Mozambique, the island of Bali, the heart of Central America, the central highlands of Mexico, the Caribbean, South America… These are places that many only read about. “Each program is a great mix of language immersion, community service, sightseeing, good fun and adventure,” Emily said. To find that kind of structure in and return on an extra-curricular travel-based activity is gratifying. Notably, there are merit- and need-based scholarship opportunities available to make these trips accessible to any student with the urge to participate. Emily’s face lights up when she talks about her recent encounters in unlikely locales. “The people in the program are friendly, the places are amazing, the families you meet are outgoing, and the confidence and appreciation you gain are invaluable.”

EXCHANGE PROGRAM ENTERS SECOND YEAR or the second year in a row a St. George’s teacher visited the Chinese International School in Hong Kong during spring break to partake in a special teacher exchange program. This year’s visitor was history teacher Lucia Jaccaci who spent two weeks at the school soaking up the culture and consulting with teachers on educational matters and teaching methods. Welcoming her to the school were Dorothy Hakim, the CIS science teacher who visited St. George’s last fall, and Leon Kandelaars, who’s been teaching humanities at CIS since 1998 and who will visit St. George’s in October.

SG’s Assistant Head of School for External Affairs Joe Gould (right) and his wife, Jennifer (second from right), visited the Chinese International School during a sabbatical in Asia in May. Welcoming them were CIS Headmaster Ted Faunce (third from right) and his wife, Anna, (left), science teacher Dorothy Hakim (center), and humanities teacher Leon Kandelaars (second from left), who will visit St. George’s this fall.

Lucia Jaccaci and Catherine Han, a member of the development staff at the Chinese International School.

CIS Headmaster Ted Faunce, SG History teacher Lucia Jaccaci and CIS science teacher Dorothy Hakim.

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In this issue:

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Chapel talks:

St. George’s School P.O. Box 1910 Newport, RI 02840-0190

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2007 Summer Bulletin

2007 St. George’s School

summer Bulletin