A publication of The Elisabeth Morrow School
appletree
Intuitive Mathematics Problem Solving at EMS
Summer 2010
Mission The Elisabeth Morrow School pursues the highest educational standards in a supportive, creative environment. We challenge our students’ intellects, promote academic excellence, encourage independent thinking, and cultivate individual talents. Our dedicated, experienced faculty fosters moral growth and social responsibility. In our culturally diverse community, we value tradition and innovation and the joy of lifelong learning.
Core Values • An educational environment committed to academic excellence and child-centered learning; • An educational process symbolized by the Four C’s (courtesy, consideration, cooperation and compassion) that focuses not only on the intellectual, but also upon the social and character development of children; • A passion for learning; • A strong sense of community among students, teachers, families, administrators and staff.
Vision • The Elisabeth Morrow School will educate three-year-olds through eighth graders in a supportive, child-centered environment of restricted class size. • The Elisabeth Morrow School will prepare students to be proficient academically and strong of character. • The Elisabeth Morrow School will attract, develop and retain the highest quality faculty, staff and administration. • The student body and professional staff will reflect diversity of ethnicity, heritage and economic status. • The Elisabeth Morrow School will be in a position of financial strength.
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The Elisabeth Morrow School 435 Lydecker Street Englewood, NJ 07631 www.elisabethmorrow.org
appletree
appletree is a publication of The Elisabeth Morrow School
Editorial Committee Beth Anne Brennan Director of Early Childhood Programs Evan Brown Director of Communications and Alumni
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Letter from the Head of School
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Beyond 3:00 PM: Auxiliary Programs at The Elisabeth Morrow School by Liza Jones Hards, Director of Auxiliary Programs
Aaron Cooper Assistant Head of School Germaine DiPaolo Principal of Morrow House
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Elisabeth Morrow By Bus: Getting Here Is Easy by Blair Talcott Orloff, Director of Admissions and Financial Aid
Dr. Allison Egert Director of Special Learning Services
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The Elisabeth Morrow School Class of 2010 - Commencement
Liza Jones Hards Director of Auxiliary Programs
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Intuitive Mathematics: Problem Solving At The Elisabeth Morrow School by Aaron Cooper, Assistant Head of School
Penny Lippe Director of Development
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Capital Reflections: Insights And Images From The Eighth Grade Trip to Washington, D.C.
Richard Pagano Business Manager
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Benefit 2010
Jane Phend Principal of Little School
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The Elisabeth Morrow School Spring Sports Review
Dr. David M. Lowry Head of School
Elisabeth Morrow Alumni
Blair Talcott Orloff Director of Admissions and Financial Aid
Photography and Photographic Contributors Evan Brown Shannon Brown Amber Coe Christine Fiocchi Liza Jones Hards Dr. David Lowry Lacy Muhlfeld ’91 Eric Poggenpohl Mary Ann Rota Lara Setrakian ’94 Joshua Silverstein ’00
Editorial Assistance Adrienne Buda (’79) Anderson Jennifer Brown Aaron Cooper Jan Keshishian Penny Lippe Casey Mason Design Evan Brown
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Profile: Josh Silverstein ’00
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Profile: Lara Setrakian ’94
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2010 Annual Alumni Party
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Class of 2006 - High Schools And Colleges
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ClassNotes
Cover: Fourth graders Ava Chiocco and Mariella Williams take chalk in hand on the Grace Muller Courtyard to see if they can solve the “King Arthur” problem.
Letter from the Head of School Dr. David M. Lowry
I have just read over a draft edition of this appletree on-line in PDF format. My eyes are tired (I still prefer print), but my mind is spinning! There is so much going on in these pages. From our auxiliary programs to the eighth grade trip to Washington, D.C., including a visit with Justice Sotomayor; from math problems that confound me but are solved by fourth graders, to a celebration, a graduation and an alumni reunion; from sports teams to alumni profiles; this place is alive with activity and enthusiasm. The Elisabeth Morrow School goes beyond the expected. I hope that you will find the opportunity to read through this publication, over several sittings if you wish, to take in all we are up to. More importantly, I want you to sense some of the themes that can be pulled from what might seem like unrelated activities: • Academically, The Elisabeth Morrow School goes beyond textbooks and classrooms, leading students into unexpected and challenging realms that require original and deep thought; • Members of the EMS community go beyond themselves and work collaboratively, whether on a sports team, putting on a benefit, solving math problems or exploring our nation’s capital; • EMS graduates go beyond the ordinary and achieve success, whether it’s moving forward in their education or in their careers; • Students here go beyond self-interest, respecting and appreciating what others have contributed to their lives. I invite you – parent, alum, past parent, former teacher or friend of the School – to come by anytime and see what we are up to. Pages of a newsletter hardly do us justice! My best,
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BEYOND 3:00 PM Auxiliary Programs atThe Elisabeth Morrow School
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There is much more going on at The Elisabeth Morrow School than just classes. Beyond 3:00 p.m., as many of our students gather their things to head home for the day, some of our students look forward to sticking around and gearing up for exciting adventures of a different kind (some even stay during school breaks!) Whether it’s aviation class, intramurals or just heading out to the playground for the afternoon, the goal of our program is to offer students a chance to explore interests and hobbies, while learning new skills and spending time with their friends and favorite teachers. AFTER SCHOOL Between Child Care and After School Adventures classes, there is plenty of action on campus until 6:00 p.m. every school day. This year we added many new classes to our after school lineup. In Digital Photography, students learned the basics and then showcased their work in a portfolio show. Parents were able to come see their child’s collection of images as well as those of their classmates. Beginning Chess gave students the chance to learn techniques and strategies of the game from a professional instructor. The Aviation class, run by the Hobby Quest Aviation Club (Ridgewood, NJ), provided students the opportunity to build their very own model
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airplanes. Students learned to read blueprint plans and used tools to cut, level and sand pieces of the model aircraft. After building, students tested their designs, making adjustments in balance, air flow and weight as they flew their planes. After School classes are also about just having fun. Each week, students in our Friday Fun class participated in creative and fun-filled activities. Among other things this year, they went sledding, had a scavenger hunt, planted flowers around the campus, roasted marshmallows and sang songs around a campfire. Another fun offering this year was EMS Cooks, a class where various faculty members shared their favorite recipes and cooked up delicious treats with the students. Intramurals, led by Elisabeth Morrow Athletic Director, Andy Escala, provided fourth and fifth grade students with an introduction to the middle school sports program. Finally, the Homework Club (see sidebar on page 6) was a popular and productive offering this year. Students also have the option to stay beyond 3:00 p.m. as part of our Child Care program, known as Busy Buddies in Chilton House and EMS Friends in Little School (The Morrow House library offers study time for middle school students). Busy Buddies and EMS Friends offer a mixed-age environment where children can play together, have snacks and even get some of their
homework completed. Elisabeth Morrow models its Child Care program on the “neighborhood experience” philosophy of years ago, where older and younger children played together, creating games and activities, while learning the rules of play from watching each other. Our Child Care program is also available on certain days when the school is open but classes are not in session, including faculty study days and parent-teacher conference days. BREAKS AND CAMPS Elisabeth Morrow offers a number of programs beyond the academic calendar. Our Spring Break Mini Camp, now in its fifth year, is held during one of the two weeks of Spring Break. During this exciting camp, students participate in enrichment activities centered on a particular theme. In 2009, the focus was on “Going Green,” and activities included recycled art projects and learning how to reduce our energy usage. This year the theme was “Amazing Animals” and included field trips to Flat Rock Brook Nature Center and the Central Park Zoo in New York City. June Express is offered to students in prekindergarten through grade five in the two weeks between the end of school and the beginning of Summer Explorations. Students cook, play games, do arts & crafts, and have fun with friends in a relaxed atmosphere from 8:30 a.m. to 5:00 p.m. Students are also welcome to attend String & Jazz Week in the mornings and/or Eagle Sports Camp in the afternoons during the first week of June Express. In the months of June, July and August, our Summer Explorations program is in full swing. Students from Elisabeth Morrow, joined by students from other schools, come to our campus as “campers,” ready for new experiences and
AFTER SCHOOL ADVENTURES After School Adventures takes place every day of the week for grade one through grade five. Last year’s enrichment offerings included: • Sports • Art • Aviation • Photography • Chess • Cooking • Science • Keyboarding • Computer Programming After School Adventures is also available to our kindergarten students, twice weekly. Last years classes included: • Magic • Creative Movement • Art
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learning opportunities. Offered in two three-week sessions for children between age three and grade six, Summer Explorations campers make use of all the amenities of our campus. Our youngest campers have sing-a-longs around a campfire, explore summertime themes through books and art, and participate in drama and music classes. They even harvest herbs and vegetables from our many gardens and use the fresh-picked ingredients to cook delicious dishes. Our older campers explore new interests and activities through various workshops during the sessions. Filmmaking, Chinese brush painting, cupcake decorating, scrapbooking, math games, and writing are just a few of the many choices. Afternoons are spent in arts and crafts, nature study, sports, games, and playground time. There are also opportunities to venture off campus to take tennis or ice skating lessons or to take a trip to a minor league baseball game. Every Friday, campers dive into theme days such as Pajama Day, Beach Day and the exciting Summer Explorations Camp Carnival. WHY AUXILIARY PROGRAMS? An increase in student interest, popularity of choices and the fundamental need for afterschool care for students of working parents has resulted in the significant growth of our Auxiliary Programs over the past several years. To us, these programs mean more than entertainment and filling time until parents come to pick up their children. Our After School, Child Care and Summer Programs strive to provide the same quality of excellence Elisabeth Morrow students receive during the school day. According to a parent of a Summer Explorations camper, “the variety and level of each of the classes creates a wonderful and exciting atmosphere that each child would look forward to every day.” At Elisabeth Morrow, providing opportunities for children to learn, especially when they are having fun while doing it, is important for us and that shouldn’t have to end because the clock strikes three, or the calendar rolls into June.
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HOMEWORK CLUB Another new addition to our After School program was Homework Club. Lead by two Elisabeth Morrow teachers, Sylvia Lustberg and Kathy Keller, Homework Club helped students in second through fourth grade master “the basics” of homework, such as learning good organizational skills, following directions, having the right materials and getting a good start on their daily assignments.
GETTING HERE IS EASY...
by Blair Talcott Orloff Director of Admissions and Financial Aid
Not So Great Divide: The Elisabeth Morrow School is a ten-minute drive from the George Washington Bridge.
Many parents and graduates remember The Elisabeth Morrow School when the student population was comprised mostly of Bergen County residents. Today, our students come from Rockland, Passaic, Morris, Essex, Union and Hudson counties, as well as parts of the five boroughs of New York City. This geographic expansion is thanks, in part, to the private and public school bus options available to our families. For the first year in the School's history, we are providing a school bus that transports students from both the east and west sides of Manhattan. This commute is surprisingly convenient, covering approximately ten miles and traveling against the inbound and outbound traffic. The School has made a concerted effort to increase transportation options for its families from this and other geographic areas. We expect to see more students from the surrounding counties in years to come.
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The Elisabeth Morrow School
CLASS OF 2010
Top Row: Luke Buquicchio, Niall Higgins, Samuel Loring, Ryan Kitts, Jaeho Lee, Daryl Johns, Jalen Henriquez Third Row: Gregory Hyer, Rebecca Federman, Zachary Walsh, Sofiya Joseph, Joseph Del Rio, Lena Woo Second Row: Ashley Bryan, Bryan Rubin, Mimi Goss, Natasha Nouri, Andrew Abrahamsen, Jakob Solheim, Emily Latinsky Front Row: Taylor May, Samantha Kirsch, Isabella Oropeza, Caitlin Ferrarese, Colette Daibes, Michael Anagnos, Benjamin Kesslen, Phoebe Mattana, Rachel Park, Phoebe Gennardo, Natsuko Takashima, Zoe Homonoff.
Above: Jalen Henriquez, Mr. Cooper, Joseph Del Rio, Ryan Kitts, Luke Buquicchio. Right: Samantha Kirsch, Mrs. Nicolaou, Andrew Abrahamsen. Far Right: Ashley Bryan, Phoebe Gennardo. 8
Far Left: A Commencement tradition, Rachel Park delivers Elisabeth Morrow’s favorite Psalm. Middle Left: Daryl Johns shows off his diploma.
“The value of this fieldwork cannot be
Left: Caitlin Ferrarese, Isabella Oropeza.
Commencement Reception: Faculty, parents and newly-minted alums, the Class of 2010, gather in the Morrow House Courtyard for congratulations and farewells.
Far Left: Graduation Speaker and Trustee, Martha Loring, has the honor of presenting an Elisabeth Morrow diploma to her son, and graduate, Sam. Left: Head of School, Dr. David Lowry, presenting a plaque in recognition of the Class of 2010’s fundraising efforts for disaster relief in Haiti to Student Council President Jakob Solheim.
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GRADuATION ADDRESS Oliver Marvin ’06
Good afternoon Graduates, Parents, Faculty, Administrators and Trustees. It is my honor to have the privilege of addressing you on this special day. Today we celebrate the tremendous accomplishments of the Class of 2010, but in this commemoration we must also applaud the wonderful teachers and parents that guided them along the way, from Mrs. Rota’s trademark krypto games to the first violin concert, where performances did not include playing the violin but featured us standing up and raising our bows in unison and holding the violin properly. The room was packed with adoring and involved parents. There are certain things about EMS that you will never forget, the Kindergarten Circus, sugarless Wednesdays, the fifth grade sleepover and so much else that shaped who you are today and who you will be tomorrow. Next year, you will realize the impact that your EMS years have had on you and the ways in which those years helped form you. You will find the academic transition to be a smooth one. EMS encouraged excellence in all areas partly by designing an education that nourished the minds of every individual. How better to study science in Chilton House than by hatching baby chicks? You will be an active participant in charged history debates because of the years you spent discussing current events. You learned to care about the larger world and how to stay informed. I know from experience that an election year can be a struggle for those students who have Mrs. Bower. There is nothing that makes her happier than an election year. (Parents, you deserve an extra clap as you were the ones to make so many trips to Staples for all those election posters we had to make.) However, the election of Barack Obama was especially meaningful to me as a result of my Bower years. You will find the social transition to high school to be smooth as well. As you meet new people, you will realize how your compassion and consideration for others, influenced by the Four C’s, and EMS parents and teachers alike, will facilitate making new friends. You will appreciate the close and respectful relationships that you developed with your fellow students and your teachers as you will be enthusiastic about participating in all aspects of your new school: the clubs, student government, and the musical and athletic fields. In thinking about talking to you I revisited an essay that I wrote for Mrs. Cohen titled “My Philosophy of Life.” While it was written in the language of a fifth grader, it has remained on my bulletin board guiding me through my high school years. The tone of the essay, as well as the advice it offers, accurately reflect and embody the type of morals that EMS promotes, morals that will guide you through high school and beyond. 10
In fifth grade my philosophy was: First: Be generous to others. For example, if someone asks you if they can be in your group, you should say yes. Second: Follow rules because if you don’t follow the rules you will get in trouble, which may hurt you emotionally for a long time or even life. Third: Listen to your parents and teachers or you won’t have a happy life. Fourth: Think before you speak because that may be the key to having a good reputation. Fifth: Always be yourself and no one else or people won’t know you for who you are. Sixth: Believe in others because that’s what friends are for. Seventh: Don’t be a pessimist. Be an optimist or you won’t see the good parts of life. Eighth: Don’t let others make you feel bad about you or you will soon not have control of your life. Ninth: Feel good about your religion and background and never wish you were something else. Tenth and Finally (spelled “finnaly”): Commit to your goals in life and never give up. On that note, I encourage you all to remember this day not only because it represents everything that lies ahead, but also for the wonderful community, and thought provoking writing assignments, you are leaving behind. Keep in mind that while today marks the last day you get to see your EMS friends and teachers on a daily basis, the bonds you have formed throughout your EMS years are bonds that will never be broken. Stay in touch, visit every so often, and keep a special place for EMS in your heart. I know it will always hold one in mine. Thank you for your time and CONGRATULATIONS to the Class of 2010.
INTUITIVEMATHEMATICS Problem Solving at The Elisabeth Morrow School
By Aaron Cooper Assistant Head of School At The Elisabeth Morrow School, in addition to building skills and knowledge around facts, equations and algorithms (math as most of us know it), students regularly confront problems that require them to work collaboratively, iteratively and logically. Finding “the answer” is the lure, true, but
what really matters is what occurs in the minds of each student and what occurs between students on the road to that “answer.” Using the words of ninth grade math teacher Dan Sherman (see next page), math is “mental weight training” at Elisabeth Morrow. It is moving beyond textbooks and worksheets into a more collaborative and cognitive activity. Struggling, attempting,
evaluating, succeeding, correcting and reflecting: all are valuable and essential components in the process of problem solving and provide wonderful opportunities for discovery. Here then, are six gradelevel math experiences witnessed during the last few weeks of school.
The Three-Year-Old Program
Kindergarten
How Can I Find Out?
Would I Be Able To?
On a May morning, a student entered her classroom to find a small group of classmates playing in the sandbox. She counted five children (including herself). She asked her teacher how many students had not yet arrived at school. The teacher asked her if she could think of a way to find the answer to that question. The student thought for a moment before walking to the cubby area. After remembering which students were playing in the sandbox, she began counting the cubbies of the children who were not present. Once she finished, she proudly announced that nine of the children had not yet arrived. The teacher asked her how she came up with that number. The student said she counted the cubbies of the nine missing children. When she added those nine to the five children present, the answer was the magic number, fourteen (the total number of students in the class).
Taking polls and making graphs has been a focus for the kindergarten students throughout the year. Students are asked to answer questions by placing a colored cube in the appropriate column in a bar-graphing board. For example, this year students predicted whether certain liquids would freeze in the winter (juice and paint, yes; oil, no) and in another example, identified their preferred JackO-Lantern face, scary or happy (scary was preferred by a landslide). One student in the class was planning a birthday celebration. He wanted to make cupcakes for his class, frosted with each student’s favorite flavor. He brought colored stickers and a list of his classmates to school one morning and set about taking a poll. His teacher asked him how he was going to keep track of the group’s preferences. Remembering his experience with graphing, he decided to use the same method to keep track of his classmates’ frosting choices for his special day. He offered the choices, used the bargraphing board along with the cubes his class had used all year long, and graphed the results. The student noticed that chocolate was the most popular frosting, and his graph made it possible to see at a glance how many cupcakes of each flavor were required.
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My grade 9 students have difficulty appreciating the usefulness of the standard form of the equation of a line, prompting them to ask, ‘When are we ever going to need this?’ This question used to really bother me, and I would look, as a result, for justification for everything I taught. Now I say, ‘Never. You will never use this.’ I then go on to remind them that people don’t lift weights so that they will be prepared should, one day, [someone] knock them over on the street and lay a barbell across their chests. You lift weights so that you can knock over a defensive lineman, or carry your groceries, or lift your grandchildren without being sore the next day. You do math exercises so that you can improve your ability to think logically, so that you can be a better lawyer, doctor, architect, prison warden, or parent. Math is mental weight training. It is a means to an end (for most people), not an end in itself. ~Dan Sherman (from the book “Made to Stick: Why Some Ideas Survive and Others Die” by Dan and Chip Heath)
Grade Two
Did I Do Something Like This Before? In second grade, our children develop problem solving skills in geometry by learning to identify and name various shapes. In one activity, the students were given a set of four triangles and four rectangles previously cut from a four-inch square of paper. The students were asked to name the shapes they saw and identify similarities and differences between them. The class agreed that all the triangles were congruent (in their words, “exactly the same size and shape”) and noticed that all the rectangles were congruent as well. Then, the students
fig. 1
were given a pair of scissors and a new, unmarked four-inch square piece of paper and asked to cut four congruent triangles and four congruent rectangles from it with no leftover paper (fig.1). Teachers noted that there was plenty of extra paper, if needed. Some students got to work folding and cutting by trial and error. Others tried to envision the problem before beginning to cut. One student tried to start cutting out shapes approximately the correct size. After getting two triangles and two rectangles, none exactly the same, she was left with scraps of paper littering her desk. A teacher approached her, and they started a discussion. The teacher asked if she remembered the quilting squares project they completed a couple of week before. The student did. “Now, what shapes were on that quilt? How did you make those shapes?” The student remembered that there were rectangles and triangles and that she had folded the paper first before making her quilting design. Off she went, folding and cutting. Five minutes later, she proclaimed happily, “I got it!” and showed off her eight shapes with no leftovers. Grade Four
Is There A Pattern? On a beautiful June morning, fourth grade students gathered in the Grace Muller Courtyard to work on a problem about King Arthur selecting a knight to marry his daughter. At first, there were thirty knights around the table. King Arthur eliminated every other knight, starting with the second knight and continuing around the table until there was only one knight left. What was the seat number of the lucky knight? Students scattered in pairs around the courtyard, armed with sidewalk chalk and a copy of the question. They drew circles, made slashes, used multiple colors and checked their work using different methods. When they gathered together five
minutes later, most had determined that seat #29 was the lucky seat. The second part of the problem asked students to figure out a winning strategy for a more complex game. If I were a knight wishing to be chosen to marry the king’s daughter, and I did not know in advance how many knights would be at the table, is it possible for me to figure out where is the best place to sit? Can I show up the day of the competition, count the knights, think for a minute, and then take a seat that I know will make me the winner? Before the students got to work, the teacher asked what strategies they might use to solve problems like this. Students called out possibilities. “Draw it!” said one. “Try to find a formula!” and “Use a calculator!” said others. The teacher asked if the students remembered how they had solved a recent problem called, “The Ice Cream Problem.” A student said, “We tried to find a pattern; maybe that will work here.” The teacher agreed. When the students scattered to begin searching for the pattern, they agreed on a systematic approach to fig. 2 solving the problem: start with one knight at the table, continue adding a knight and tracking the “magic” seat until a pattern emerges. It is quite a complex pattern but the students were able to get at it bit by bit. First, they noticed that the first knight wins again and again. Then, the students noticed that an everincreasing sequence of consecutive odd integers gave the place of the winning knight. As can be seen in fig. 2, the odd integers, starting with one, repeat themselves to give the place of the winning knight. Each time, the string of odd integers lengthens. Eventually the students noticed that the first knight wins when there are two knights, four knights, eight knights….. and on and on as the number of knights doubles, beginning with two. After much discussion, they learned to predict the correct seat for a given number of knights. While not explicitly writing a formula, the students realized that they needed to find the highest power of two that was a part of the number of knights at the table. The number left over from that power of two was the winning position! Explicitly formulating the problem would require the use of logarithmic functions, a high school math topic often learned in pre-calculus courses. Nevertheless, our fourth graders were able to appreciate the pattern and use it to model the problem. This kind of thinking lays the groundwork for a much deeper understanding of such problems when encountered in more advanced classes, where the actual formula will be the end product of the exercise.
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Working the Problem Fourth graders looking for creative ways to solve a difficult math problem.
Grade Six
There Must Be An Easier Way. A sixth grade class starting their study of permutations and combinations had completed the following problem for homework: “The digits 1,2,3, and 4 are written on slips of paper and placed in a hat. A three-digit number is drawn at random from the hat. What is the probability that the threedigit number is divisible by the number three?” Students presented their methods for solving the problem: “I wrote out all the possibilities of a three-digit number – there are 24,” and “I did 4! (four factorial - i.e., 4x3x2x1) to determine 24 possibilities.” Another student noted that each number sequence (such as Factorial (!): {1,2,3}) had six possible combinations the product of and that no matter the order, each of those numbers will be divisible by three. positive integers. {2,3,4} was another set of numbers divisible by 3 with six combinations. So, example: the class agreed that the answer was ½: 12 out of the possible 24 combinations The set of numbers would be divisible by three. {1,2,3} can be During the ensuing conversation written in six about how students checked their different answers, a hand shot up from the side of combinations: 123, the classroom. “What if there were 1,000 numbers in the hat instead of 132, 213, 231, 312, 321 - the sixth four?” Mathematicians love this type of question. They call it the “natural” next graders also noted step, a more difficult question of the that 3! (3x2x1) same type. The teacher, knowing that determines this. this is what mathematicians do, engaged the question. “Okay,” she said, “Let’s change it. Instead of four digits in the hat, there are ten. Zero through nine. The other parameters are the same. Get to work.”
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The students began by using the tried-and-true method from the original problem, writing out all the possible number sequences that are divisible by three. As students called out numbers and the teacher wrote them on the board, some students began to wonder if they’d chosen the best method. They asked, “How can we be sure that these are the only possibilities?” and “Is there a better way to do this?” “All this work, and we’ve probably got it wrong,” said some. Though the students made good progress on the problem, they soon discovered that their original methods were unreasonably time consuming and difficult for this extended problem. In the To determine end, they were close. The students found forty sequences divisible by three, whether a yielding 218 combinations. There are, number is actually, forty-two sequences yielding 228 divisible by combinations and a probability of 19/54 (approximately 35%) of getting a number three, simply divisible by three. add the digits When mathematicians encounter a similar issue – known methods being overly of the number. cumbersome, they have two options: If the sum is automate the original method, if possible, or divisible by develop a stronger method. The students’ recognition that there must be a simpler three, then way to solve the problem and subsequent the original attempts to identify that method is an important step in the development of their number mathematical minds. is too! The solution requires a more advanced form of combinatorics, usually studied in high school pre-calculus classes. The students saw how the more advanced problem is motivated from the simpler problem. Further, they began to explore the more advanced problem and develop techniques for solving it. Both of these experiences should deepen their understanding of the topic when they come to study it in a more formal fashion in high school.
“Divisibility by 3” Rule:
Grade Eight
It’ll Be Some Crazy Shape… Or, Maybe, A Parabola. Towards the end of the school year, an eighth grade math class began with the following pep talk: “You all know a lot at this point in the year. Now, can you work on a problem that could use any of the things fig. 3 fig. 3 you’ve learned? Even if I don’t tell you which of those things you’ll need to use? Trust me, you know how to do this. It may look strange and feel strange, The distance formula between but you’ll figure it out. You know two points on a graph is how.” The teacher then asked derived from the students to remind one another Pythagorean Theorem about two concepts that they had derived the previous day: how one finds the distance between two points on a graph (fig. 3) and how to determine the shortest distance between a point and a line (fig. 4). Afterwards, the teacher continued, “Good. Now, suppose I have a point, F, at (0,4) and a horizontal line, l, with the equation y=-4. Find a point or some points that are equidistant from F and l.” A student’s hand shoots up. “I got one! (0,0) is four units away from both the line and the point.” The teacher responded, “Excellent. Now, can someone get another?” After a number of guesses – many close but none correct – students began thinking of the shape that fig. 4 might appear. “It’ll be some sort of crazy shape...or, maybe, a parabola.” “Yeah, maybe the origin, (0,0), is on the axis of symmetry,” and “You could reflect the other points.” The teacher re-centered them, “Okay, but Length of perpendicular so far you’re guessing. Let’s find segment = distance another point that we are sure about between point and line. and go from there.”
fig. 5
Counting Kernels: Second graders working in groups to learn groupings in multiples of ten (10’s, 100’s, 1000’s, etc.).
Another minute passed. A different hand shot up. “I got one! (4,1) is five units above the line and, if you use the distance formula, you find that it is also five units away from the point F.” “Very good.,” said the teacher. Another student offered, “And its reflection, (-4,1), also works!” Soon, another student had found two more points, (8,4) and (-8,4), that were also equidistant from F and l. The teacher, cycling back to the students’ previous hypotheses, said, “Excellent. So, we have a lot of questions. Is this a parabola? Is it a parabola segment? Is it some sort of ‘V’ shape? What is it? There are a variety of conjectures, but the strongest consensus is behind the idea that all the points together will form a parabola. So, how do we confirm this conjecture? This is the next step. Let’s take a sliding point, (x,y), that satisfies the given requirements, but that could be anywhere on the resulting shape. Find out how far the point, (x,y), is from F and how far it is from l.” The students got to work. After ten minutes of conversation, of building on one another’s ideas, of trying some thoughts that proved incorrect and others that proved helpful, the students were able to determine the distances that (x,y) is from F and l. They then realized that to get the equation describing the resulting shape, they would need to set the two expressions equal. The students had taken a similar approach when deriving the equation for a straight line earlier in the year. Although this problem was significantly more difficult, they were able to come to that realization with only very little reminder. The next day, they completed the problem (fig. 5) and discovered that they had indeed derived the equation of a parabola (fig. 6).
fig. 6
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CAPITAL REFLECTIONS
insight and images from the eighth grade trip to Washington, D.C.
A highlight of the eighth grade experience at Elisabeth Morrow is the Washington, D.C. trip, which serves as the culmination of their course in American history and a complement to their ongoing study of current events. Students visit museums and memorials and see the centers of each of the three branches of U.S. Government: the Capitol (Legislative), the White House (Executive) and the Supreme Court (Judicial). At the Supreme Court, this year's class had the unique opportunity to hear oral arguments in the case City of Ontario v. Quon and meet with Justice Sonia Sotomayor afterwards. What follows are excerpts from the students' impressions of their Washington experience along with some photographs from the trip. Note: Unfortunately, due to Supreme Court regulations, we are unable to publish the picture of the class with Justice Sotomayor.
We went to the Lincoln Memorial, the Capitol, the White House, the Washington Monument, and we saw the beginning stage of the structure for the Martin Luther King, Jr. Memorial. As the monuments are lit up at night, this enhances the power of each monument. It resonates a stronger feeling for all the effort we went through to be free, and to have a government of the people, for the people, and by the people. While at the Lincoln Memorial we recited the Gettysburg Address, and I know we made Lincoln proud. ~Natasha Nouri I loved seeing the Washington Monument, especially at night, because as a child I had seen pictures of it and it was significant for me to be able to see it in person. I feel as if the Washington Monument is as important as the Statue of Liberty because they are both important symbols of the United States of America that are recognized around the world. As well, I will never forget going to the Lincoln Memorial because the entire eighth grade was required to recite the Gettysburg Address in front of everyone at the site. It was a funny and somewhat embarrassing memory. ~Ashley Bryan I enjoyed going to the Lincoln Memorial. The reason I found this place interesting was because I have always found the statue of Lincoln intriguing. It was cool the way they designed it so that one of his hands was closed and the other was open to show his welcoming and dignified side. I also could not stop looking into the eyes of the statue. I think they deliberately put a stubborn look on his face to symbolize a never-ending fight for our country’s freedom. ~Jalen Henriquez
Most of all, I thought that the tour guide was the best. He kept us captivated with his words and stories. He toured the class around the White House and through all the memorials, with the exception of the Arlington Cemetery. He would explain what he knew in a very detailed way and he never got sidetracked. It mattered to him that his audience knew what he was talking about. He also thought it was a good idea to say thank you to the veterans at the WWII memorial. Our class did as well. So we all shook their hands and said “thank you very much for fighting for freedom” and that was something that will stay with me for a long time. ~Andrew Abrahamsen I’ve always felt immense respect for the brave men and women who fight for our country in war, but never had I been more moved by their courage and determination than when our class went to the Vietnam Veterans War Memorial…the emotions I felt were enough to make me remember that monument forever. ~Zach Walsh
My other favorite part of the trip was when we visited the Vietnam Veterans War memorial.…So many people made sacrifices. I think that memorials don’t have to be large and dramatic, with superfluous detail to mean something. I believe that even a simple memorial can have the same or more meaning as a large and complex one. ~Sam Loring I thought, however, seeing the Vietnam Veterans Memorial was one of the most moving experiences of my life. Though I had been there before, at the age of seven, I didn’t appreciate its meaning. It is not as lavish as the World War II memorial but it is still equally moving. Standing in front of a wall of names seeing my reflection, at eye level, I felt like I was in a grave, looking at a tombstone. The most heartwarming part was seeing the cards and objects left by people in front of the wall. There were little cards written by children saying, “Grandpa, you are my hero, thank you for your service.” And there were letters written by friends and family saying, “I never felt as though we had closure and here was the only place I felt we could.” These sentiments demonstrate the power of the wall. The Vietnam Veterans War Memorial was an amazing and poignant experience. ~Benny Kesslen We went to the Vietnam Veterans Memorial; the number of people that died was so overwhelming and disturbing because of the massive black, shiny walls with the names of all of the dead. We went to the Korean War Veterans Memorial as well; there were statues there, standing like ghosts, which made a very deep impression. The World War II Memorial was the most memorable for me because of one
simple thing: I got to shake the hands of two World War II veterans. It is likely that in ten years, veterans like them will be so rare to come by and that is so sad to me. ~Luke Buquicchio The annual Washington, D.C. trip was lots of fun this year. Six days was a long time to be with your classmates twentyfour hours a day though….The Vietnam Veterans Memorial was pure genius. The reflective, black, stone walls were dramatic without trying to be. All the names carved into the walls made it personal, especially with all the cards and flowers left behind. I came very close to crying when Mr. Pitch (our tour guide) told us the stories of what he had found there and the notes. Also, meeting Justice Sotomayor was wonderful; I can't believe she met with us! I liked how laid back and down-to-Earth she was. ~Samantha Kirsch
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After we witnessed the intense oral arguments in the Supreme Court, we met Justice Sotomayor in a nearby conference room. I really enjoyed meeting her and hearing what she had to say. She told us how difficult it was from going from a state judge to a Supreme Court Justice; she said it took a lot of work. The number of cases that she has to go over and analyze is unbelievable. Meeting Justice Sotomayor was a once-in-a-lifetime chance and it was very inspiring, especially because I want to work in law. ~Ryan Kitts
The famous eighth grade Washington, D.C. trip turned out to be everything I thought it would be. I saw almost every historic landmark, from the Washington Monument to inside the White House. I had many interesting experiences, such as tasting Native American food and hanging upside down on an airplane simulator at the Air and Space Museum. I also met a Supreme Court Justice, Sonia Sotomayor, which was an experience most Americans never have, and it is one that I will never forget. This was a trip of a lifetime that gave me memories I will cherish forever. ~ Lena Woo
Going to the Supreme Court was my favorite place we went to in Washington. Although I had to sit in the last row and I could barely see the Justices and Quon, I still loved sitting in the room and listening. I found Chief Justice John Roberts funny. I thought the case that we sat in on was also extremely interesting and thought that the subject of texting was something we could all relate to. ~Isabella Oropeza
On Monday, I observed the Justices make witty remarks, keen observations and ask resilient questions. We were present at the place in which the founding fathers built their vision of a country where unity, justice and prosperity ruled. I began to perceive that my ancestors along with all the dissimilar personages in my grade were a part of creating a country where everyone is truly equal. ~Mimi Goss
On our first full day in D.C., Monday, we visited the Supreme Court, where we listened to the oral argument of City of Ontario v. Quon. I found listening to the Justices very interesting, the way that they phrased questions and formulated their idea and views. I understood the drift of the argument well, and I was surprised at how informal the argument was, as I had expected it to be very official and proper. After the oral argument we had a short tour, and then, finally, we met with Justice Sonia Sotomayor. As Justice Sotomayor walked in it felt as if I knew her from somewhere, for she was exactly like Mrs. Nicolaou from school. They looked similar, they sounded the same, and they said the same kinds of things. I found meeting Justice Sotomayor a fascinating experience, and her answer to a question about the necessity of oral arguments made me look at oral arguments in a completely new way, as I now realize their importance in helping each Justice know the other Justices’ views. ~Jakob Solheim
Then, when Justice Sotomayor walked in and began to talk to us, I felt really connected to her. Her speaking was powerful and very thoughtful, yet with a very kind tone to it. Sitting in the same room, less then ten feet away from one of the nine most important judges in the world, was almost nauseating. The fact that a Supreme Court Justice was so close to us overwhelmed me. Even though her talk with us was short, it was a powerful talk I will never forget. ~Niall Higgins
One of the things I liked the most about Washington, D.C. was meeting justice Sonia Sotomayor. I loved the fact that she actually was interested in my classmate’s questions and she didn't treat us any different just because we were eighth graders. Now I can say I have met a Supreme Court Justice, something most people can't say. ~Joseph Del Rio
Most importantly, we had the privilege of meeting with Supreme Court Justice Sonia Sotomayor. She was likable and completely at ease with us, and her audience listened attentively, with respect. She described how working in such a demanding job was a challenge that she whole-heartedly welcomed. She gave us some advice about law which would be very helpful to potential lawyers. I am glad that the most powerful court in America has justices that are as devoted to fairness and equality as Justice Sotomayor. ~Sofia Joseph
I remember when Sonia Sotomayor walked into the room we all stood in her honor, and I could not wipe the smile from my face. Prior to meeting Justice Sotomayor I had thought I would be nervous to be around such an important figure, however, my reaction was entirely different. I was jubilant and thankful to have met her and listen to her speak. Towards the end of our visit, Mrs. Bower presented her with the scrapbook Rachel and Natasha had worked on for her. The book was filled with the whole grade’s Supreme Court briefs! At this point I was proud of my classmates and myself. ~Caitlin Ferrarese
The Supreme Court took your breath away, even when standing outside of it. It stood majestically and dignified, like something out of a book about Ancient Greece. When first stepping into the courtroom I was amazed by how small the area was, yet how high the ceilings were. The sight of the nine Justices helped me understand the enormity of the privilege it was to sit in this historical building and witness the court in session. ~Greg Hyer
When we met with Justice Sotomayor, I was antsy and nervous. However, I was surprised that in person she was friendly and warm, and in the words of one of my classmates, “like Mrs. Nicolaou.” It was enjoyable when she answered our questions, never saying that they were too hard or she didn’t like them. The highlight of our visit was when we presented her with the scrapbook that several students made with all of the briefs we had written. I could see that she was truly touched by this gesture. ~ Jaeho Lee
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On the day after arriving in D.C., we were fortunate to have a private question and answer session with the newest member of the Supreme Court, Justice Sotomayor. Upon entering the conference room, we were all very surprised to see that she looked very similar and has the same personality as one of our teachers at EMS, Mrs. Nicolaou. She impressed me with her honesty, that sometimes justices look back at cases and have regrets with their decisions. She is truly a remarkable woman. ~ Bryan Rubin Meeting Supreme Court Justice Sonia Sotomayor was really the highlight of the trip for me. She has accomplished so much and still keeps such a cool air of modesty about her. She has become somewhat of a role model for me. She said this at the beginning of our meeting: “Every time I go into court, I get nervous. I hope that those nerves never go away.” Those words spoke to me; I think in a way she was saying she hoped the anticipation is never replaced by boredom. I will never forget shaking Justice Sotomayor’s hand. From the Supreme Court to the Newseum, I enjoyed it all. Our tour guide, Mr. Pitch, said that Washington was a place of magic. I believe he was telling the truth. ~Phoebe Gennardo The highlight on this trip was, by far, our visit to the Supreme Court. I had a better understanding of what was really occurring before my eyes because of all the pre-trip prep work we did. I was literally in shock when got a view of, arguably, nine of our country’s most influential people. Then, after the great oral argument, the day got ten times better when Sonia Sotomayor walked into the meeting room to visit with us. Being in the presence of such an important figure and listening to the precise way she answered each question made my trip. ~Michael Anagnos Another great experience I had on the Washington trip was our trip to the American History Museum. Two of my favorite exhibits were the First Ladies’ dresses and Julia Child’s Kitchen. Every dress in the showcase was stunning and elegant; like any other girl, I enjoy looking at gorgeous clothing. ~Phoebe Mattana One of my favorite trips was the visit to the Newseum. The movie at the beginning of the visit was great, and I really enjoyed the view of the Capitol from the balcony on the sixth floor. I was awestruck when I saw the 9/11 exhibit. To see all of the front pages of national and global newspapers published the day after September 11, 2001 was completely captivating. ~Rachel Park
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Prior to meeting Justice Sotomayor I had thought I would be nervous to be around such an important figure, however, my reaction was entirely different. I was jubilant and thankful to have met her and listen to her speak. ~Caitlin Ferrarese I have to say, honestly, my favorite part was going to the museums on Tuesday; I saw amazing exhibits at the American History Museum, witnessed adorable creatures at the zoo, and even got to take some cool flower pictures at the Botanical Gardens. This was my favorite museum, the Botanical Gardens, because I got to explore the plants and flowers from all over the world, and I enjoyed taking lots of interesting photos. ~Zoe Homonoff One of the exhibits that stood out to me was the section of the lunch counter that was central in the struggle for civil rights for African Americans (Woolworth’s Lunch Counter, Greensboro, NC, 1960). It stood out because we were just studying this protest and to see it in front of you really puts it in perspective. I understood that it was real but reality hits you when it’s right in front of you. ~ Emily Latinsky I thought one of the best occasions of the trip was going to watch the musical, Little Shop of Horrors. It was a highlight of my trip because we saw the musical at Ford’s Theatre where President Abraham Lincoln was shot. Since we learned about this event in history class, it was exciting to be able to see the actual place. I also enjoyed seeing the balcony where he was shot set up exactly as it was on the day it actually happened. ~ Natsuko Takashima
Another highlight was seeing a play at Ford’s Theatre. The night was a two-in-one experience. First of all, we got to see Little Shop of Horrors, which was an amazing play. Second, that were watching this play in the theatre where Abraham Lincoln was shot only made it better. During the play I kept glancing up at the place where Abraham Lincoln last sat, trying to imagine the chain of events surrounding his assassination. ~Rebecca Federman Even when I am a senior citizen like the WWII veterans, I will still remember the educational yet enjoyable experiences I had on my eighth grade trip to Washington: the bunks, the museums, the history, the flight simulators (at the Smithsonian National Air and Space Museum), and most of all, the magic of it all. ~ Daryl Johns All in all, I think the trip was a success. Aside from getting to see all the memorials, monuments, and historic buildings, I thought it was fun playing Mr. Cooper and Mrs. Bower in air hockey. The six day trip was fun, educational, and exciting all at once, and I definitely won’t ever forget it. ~Taylor May
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The Elisabeth Morrow School
BENEFIT 2010
May 6, 2010 Alpine Country Club Alpine, New Jersey The Elisabeth Morrow School extends thanks and congratulations to Adrienne Anderson, Heide Ilgenfritz and Jennifer Shaia (pictured below) for their extensive time and talents in chairing Benefit 2010. As well, a special thank you to Jenny and Jon Steingart who donated their portion of the winnings in the 50/50 raffle back to the School. Finally, thank you to our faculty for donating their time and activities to this event. Nearly $120,000 was raised for faculty compensation.
Above Top: The Loetschers looking over a few items in the Silent Auction. Above : Winner of the 50/50 raffle, Jenny Steingart, and her husband, Jon. 22
Far Left: Melinda Insana, Kelli Agresta, Heide Ilgenfritz and Amelia Gold. Left: Tom Rivoir and Aidan Quinn. Below Left: Nancy and Mitchell Lynn, Judy and George Couri, Ashley and Ronald Grant. Below: Jennifer Buquicchio raises her hand to bid at the Live Auction.
Above: Kim Agresta Chiocco, Jasmine Jaswal, Hanita Walia. Middle: Assistant Head of School Aaron Cooper thanks the attendees for their generosity. Right: Anna Williams and Kyungae Chung.
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Above: Tennis player Zach Canelos. Below: Girls’ Lacrosse players Emma Loring and Isabella Oropeza.
EMS SPRING SPORTS REVIEW
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Boys’ Tennis
Girls’ Softball
The inaugural season for boys’ tennis was a positive one. Fourteen boys in sixth, seventh and eighth grade made the daily jog down the hill to the Englewood Field Club for practice (and back up again afterwards). The group included a mix of experienced and inexperienced players alike and practices focused on tennis basic skills such as ground strokes, serves, volleys and match strategy. Our schedule of six matches pitted us against very good teams from Dwight–Englewood, Saddle River Day and Horace Mann. Though the boys battled valiantly, we were unable to secure any wins during the season. We did, however, have a few notable moments, including seventh grader Zach Canelos playing first singles beating his counterpart from Dwight–Englewood and going deep into other matches; and eighth grader Sam Loring and sixth grader Jon Candler teaming up at first doubles to win their match against Saddle River Day School. ~ Coach Aaron Cooper
Girls’ softball was revitalized in 2010 with the formation of a brand new team. Fourteen girls came out from sixth through eighth grades and joined together to create a supportive team and cohesive group. The season provided our girls with learning experiences as they became familiar with the game and its many rules. Five girls had played before and they made up the bulk of the infield. Eighth graders Rebecca Federman (1st base) and Phoebe Mattana (shortstop) led the infield, while seventh grader Shira Federman (2nd base), sixth grader Casey McConville (pitcher) and sixth grader Abigail Rivoir (pitcher/catcher) added depth to the field. Although the team experienced a losing season (1-5), the highlight of our season was a win against Dwight–Englewood with only nine players on hand. Other highlights included Rebecca Federman hitting a home run in the first game of the season against Horace Mann, and back-to-back triples from the Federman sisters (Shira and Rebecca) against Teaneck Charter School. All of our novice players gained invaluable experience on the field and at bat. Colette Daibes proved to be a fast learner behind the plate, Viveca Riley made some great plays at third base, and Ali Meyers backed up the infield at short centerfield. The outfield was a combination of Nicole Lugo, Julia Hyman, Taylor May, Catherine Grieco, Emily Insana, and Daniella Sheerins, who all made excellent progress and developed their skills. 2010 proved to be a successful building year for girls’ softball here at EMS and we look forward to the return of our newly seasoned sixth and seventh graders next year. ~Coach Ginny Smith
Girls’ Lacrosse Lacrosse had our best season yet with a record of 3-3! We won two games against Dwight–Englewood and one game against Columbia Prep. Our key scorers were Isabella Oropeza, Caitlin Ferrarese and Egan Sachs-Hecht. Together they were a powerhouse of speed, with Sofiya Joseph and Ashley Byran right behind them. Our goalie, Sara Merker, proved to be invaluable in the net. New to the team were sixth graders, Abby Kwak, Anakatrina Zeidwig, So Young Jang and Emma Loring. Emma was a speed demon and fearless coming down the field, scoring three goals for the season. They were versatile and eager to jump into the game at any time. The rest of our offensive team consisted of Kensley Lipka and Jane Buquicchio sharing the point position, and Natsuko Takashima anchoring second home. Our defensive team was anchored by the steady, smart play of Samantha Kirsch and Rachel Park. Emily Latinsky served as both defense and goalie when needed. Eva Gurian, Selen Nehrozoglu, Jaclyn Schmaus and Mimi Goss rounded out our strong, supportive bench. We are looking forward to our sixth and seventh grade girls returning next year. Good luck to our eighth graders on their journey beyond EMS. Congratulations team on a terrific season! ~ Coaches Martha Loring and Liz Gabriel
Boys’ Baseball The 2010 baseball team finished the season with a winning record (4-3). The team swept the season series against Teaneck Charter School and Saddle River Day School, and they lost close games to St. Bernard’s and Montclair Kimberley Academy. Joe Del Rio was the team’s top pitcher this year. Eighth graders Ryan Kitts, Zach Walsh, Mike Anagnos, and Joe Del Rio were the top hitters on the team, while sixth grader Carter Hirschhorn was one of the best players on the team, playing short stop and batting in the lead-off position. Newcomers Basil Williams, Jacob Hyman, and Nik Menne played key roles both offensively and defensively. ~Coach Andy Escala
GO EAGLES! 25
ELISABETH MORROW ALUMNI Evan Brown, Director of Communications and Alumni · 435 Lydecker Street, Englewood, NJ 07631 · 201-568-5566 · alumni@elisabethmorrow.org
· The Elisabeth Morrow School, Class of 2000 · Ethical Culture Fieldston School, Class of 2006 · Yale University, Class of 2010, • Phi Beta Kappa • Summa Cum Laude • William H. Schubart Prize for distinguished writing • Jonathan Edwards College Fellows Prize for scholarship · University of Cambridge, attending fall 2010 • Gates Scholar • Masters of Philosophy, International Relations
Gates Scholar:
JOSHUA SILVERSTEIN ’00 I have spent the past four years at Yale University, where I am a history major in Jonathan Edwards College. I fell in love with Yale before I even knew if I had the grades to make it there and I have never once doubted that it was the best place for me to spend my "bright college years.” I chose Yale because I wanted the most challenging and rewarding experience I could possibly achieve and I have been blessed to attain both of those goals. I was inspired to apply for the Gates Cambridge Scholarship during my junior year. The application process is a long and rewarding journey of applications for those who can stomach it. Like its Oxford counterpart, the Rhodes, the Gates is a full-cost scholarship program to Cambridge that seeks men and women of intellectual ability, capacity to lead in their fields, and a desire to use their knowledge to contribute to society. The process begins with your application to the University of Cambridge. I chose to apply for a Masters of Philosophy in International Relations (IR). This is a one-year degree on the history, theory and practice of international relations, geared for those who seek to become practitioners in the field. Based on my deep interest in matters of war and peace, and foreign affairs at large, a degree in IR thus seemed perfect. I will be off to England in October after a retreat with the rest of the American and international class of 2010 Gates Scholars. After Cambridge, the sky is the limit. I have not yet decided where I will go or what I will do. I will likely return to the United States to pursue a professional degree, either in law or business, or stay on at Cambridge for a Ph.D. Ultimately, I hope to pursue a career in either politics or policy in Washington, D.C. I graduated from Elisabeth Morrow in 2000 and attended middle school and high school at Ethical Culture Fieldston School in the Bronx. In looking back, my memories are 26
shockingly vivid. I remember sitting in the music room being tested on my knowledge of classical music by Mrs. Deats (I can say with certainty that none of my friends from Yale have a similar story). I remember playing timpani in what I still consider to be a world-class orchestra that demanded poise and excellence from even its youngest members. I remember learning about the battles of the Persian Wars by reenacting them in front of Morrow House's sloping lawn. I remember learning about environmentalism and conservation from Dr. Day. I remember developing a deep and abiding love for all things cultural, musical, and culinary through the school's many attempts to introduce its students to new horizons and different worlds. I remember the “city game” with George Penny and the shocking discovery that history was alive and that its stories and lessons were important today. I remember our Greek Olympics and learning the Aristotelian principles of Greek tragedy and then attempting to apply them in my own Greek play–yes, we even muddled through reading Aristotle as sixth graders! I remember the way Mr. Penny graded his tests - every fact is worth a point, every fact counts. I remember being inspired by this system to study voraciously until I could recite the textbook word for word and score more points than he did on many a test. However, Mr. Penny's point was not to indoctrinate his students or foster rote memorization, but rather to inspire an unquenchable thirst for knowledge, to make the acquisition and transmission of wisdom, (even if in the form of tiny factoids) an impressive and significant accomplishment even for someone as young as 12. Throughout my seven years at EMS, a community of caring and compassionate teachers helped me to find my passion, and I realized I could accomplish any goal I set in my sights. I left Elisabeth's Morrow's leafy campus with an unshakable sense of my own potential and the power of perseverance. Thus, in a way, my current perception that there is no challenge too great to be overcome can be traced to my experience at The Elisabeth Morrow School.
LARA SETRAKIAN ’94 ABC NEWS FOREIGN CORRESPONDENT FOR THE MIDDLE EAST DUBAI, UAE
· Elisabeth Morrow Class of 1994 · Horace Mann School Class of 2000 · Harvard University Class of 2004
I do a job I love, one that involves going deep into foreign cultures and watching America’s role in a changing world order. I live in Dubai, reporting on Iran and the Arab world for ABC News. The way I work reflects how my field is changing: I file for television, radio, and web, some days with a four person crew, other days with just my laptop and a microphone. But it is the same fun challenge of journalism, responding to breaking news, getting up to speed on relevant issues, then presenting complex information and analysis in a clear and accessible way. Naturally, reporting from abroad adds several dimensions to how I think and work. I need to be sure that what seems interesting and important from here, in my front row seat, connects to an audience thousands of miles away. On the ground there is a balance of being the bold, go-getting reporter that I am, within in a culture that has very different ideas about women’s behavior and the value of critical journalism. Wherever I go I am constantly culturally sensitive; that means being aware of local norms and watching out for how I’m perceived by those around me. In Iran I need to cover my head with a headscarf, or ‘hejab.’ In Saudi Arabia I must cloak my whole body in an ‘abaya,’ the black Islamic robe that’s especially common among Arab women in the Gulf. More than the physical changes, it is the exercise of sensitivity and behavior that, when done right, can hugely enable my work. As a woman, I’m not necessarily at a disadvantage; given the separation of the sexes in conservative Muslim countries, I have more reach into stories about women and how they live. That has led to some of my favorite moments: from profiling Iran’s female Tae Kwondo champion, heading to the 2008 Beijing Olympics, to filming a factory on the outskirts of Riyadh, Saudi Arabia where low-income women covered in black were working the assembly line, earning a living wage. In conservative Saudi Arabia, where women have long been locked out of the workplace, that is the sign of a quiet revolution. I owe a lot of my curiosity to Elisabeth Morrow, especially to George Penny, the sixth grade teacher who woke me up to the world. He would make us mine the New York Times for current events, then quiz us on its contents. Another graded task involved memorizing the countries of the world, a continent at a time, along with their currencies, capital cities, and other demographic tidbits. Beyond forcing us to crack open a map – it was easiest to memorize when you could visualize – Mr. Penny made knowing these things cool. That’s in part because we kids thought Mr. Penny was cool. But it was also a testament to the school itself: it created an environment where academic success was reinforced with positive feedback. Learning at a young age from a broad base of activities – with the range of classical music to Greek theater to environmental science – gave me an early taste for interdisciplinary thinking. It also set a very peculiar expectation in me, that life should be stimulating and fun and hard work. That, I believe, led me to journalism. When a CBS News/60 Minutes producer named David Gelber came to speak at Horace Mann, where I was in the eleventh grade, I jumped at the chance to be his summer intern (I had to create the chance, writing an earnest letter asking him to take on a high school student when most interns were in college). That landed me on the production team for Ed Bradley, a legendary correspondent who advised me that ‘to be good at TV, you should start by being good at radio.’ I took his advice, and spent my energies at Harvard College running news broadcasts on our campus radio station. During a sophomore summer at ABC News I had the gumption to pitch story ideas to the network’s top anchors and producers; to my happy shock, some of those ideas made air. When I came back to interview at ABC News, after working a year as a management consultant, there was a feeling of rightness in the pit of my stomach. I followed the feeling, worked hard as an off-air reporter at the ABC News Law & Justice Unit, started doing on-air work, then raised my hand when the opportunity arose to live and work in the Middle East. In the path toward a happy life there are certain constants: resilience, creative thinking, confidence in our abilities and in the risks we take. Elisabeth Morrow has helped me develop that set of skills. I keep working at them over time, but remain deeply grateful that the school gave me a head start. 27
The Elisabeth Morrow School
ANNuAL ALuMNI PARTY
April 8, 2010
Bowlmor Lanes union Square, NYC
This year’s Elisabeth Morrow Annual Alumni Party was held at Bowlmor Lanes and Carnival at Union Square, in New York City. We had a good turnout and it was great getting to meet and shake hands with a wonderful group of alums. I hope you had a good time; it looks like you had a lot of laughs as you rolled a few balls and chatted with former faculty and old friends. Special thanks to Eric Piazza ’94 who did all of the legwork in finding a fun venue for this event. The Elisabeth Morrow School takes pride in its alumni. Please take the time to keep us updated on your news. It’s always great to hear from you and we look forward to seeing you all again (or perhaps for the first time) at our next alumni gathering. All the best, Evan Brown Director of Communications and Alumni ebrown@elisabethmorrow.org
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Follow us on Twitter: http://twitter.com/elisabethmorrow
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The Elisabeth Morrow School · Class of 2006 Back Row: Jason Pak, Rachel Borghard, Mallory Evron, Jared Levine, Goh Endo, In Sang Chang, Gregory Tedesco, Suzanne Abuhadba, John Kwak, Gregory Schmaus, Max Lesser, Moses Musaelian, Sophia Signorelli, Lauren Carillo, Katherine Siegel, Jeremy Scher Front Row: Katherine Heaney, Carl Lorins, Emma Ellis, Andrew Tighe, Christopher Lavinio, Alexander Evans, Oliver Marvin, Laney Yang, Nicholas Brown, Akosua Bonsu
To our first eighth grade graduates, the Class of 2006: We remember you well. The Elisabeth Morrow School sends you our congratulations, and we wish you best of luck as you head off to college this fall. NAME
SECONDARY SCHOOL
COLLEGE/UNIVERSITY
Suzanne Abuhadba Akosua Bonsu Rachel Borghard Nicholas Brown Lauren Carrillo In Sang Chang Emma Ellis Goh Endo Alexander Evans Mallory Evron Katherine Heaney John Kwak Christopher Lavinio Max Lesser Jared Levine Carl Lorins Oliver Marvin Moses Musaelian Jason Pak Jeremy Scher Gregory Schmaus Katherine Siegel Sophia Signorelli Gregory Tedesco Andrew Tighe Laney Yang
Montclair Kimberley Academy Choate Rosemary Hall ’11 Frisch School Dwight-Englewood School Sage School Dwight-Englewood School Northern Valley Regional High School The Masters School Green Meadow Waldorf School Dominican Academy Bergen County Academies Peddie School Dwight-Englewood School Bergen County Technical High School Riverdale Country School Dwight-Englewood School Horace Mann School Dwight-Englewood School Horace Mann School Tenafly High School Hank Haney Golf Academy/Heritage Academy Bergen County Academies Ethical Culture Fieldston School Dwight-Englewood School York Preparatory School St. George's School
Seton Hall University
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Pratt Institute American University Ramapo College of New Jersey Carnegie Mellon University Colgate University Rutgers University Vassar College Rutgers University Yale University Franklin and Marshall College The George Washington University The George Washington University Denison University The George Washington University Union College Carnegie Mellon University Vanderbilt University Rice University University of Houston Wellesley College Eugene Lang–The New School for Liberal Arts Columbia University University of Hartford University of Michigan
CLASSNOTES Pat Hooven ’33: “It’s so great to see so many of my former first-grade students who are now parents of students at the school. We could almost have had our own reunion. I have been working part time at EMS doing the Before and After School Programs. Next fall I will be working with the North American Riding for Handicapped Association–an international organization that uses horses as partial therapy for children with disabilities.”
Rushika Conroy ’87 is finishing up her pediatric endocrinology fellowship at Columbia University Medical Center. She is married with two children: Nevin (2) and Amalia (5 months).
Keats Smith ’39: “I still remember my days at the Little School on Lincoln Avenue. In Miss Abraham’s class there was a blue wing chair, just like an adult chair, but it was just my size. I missed being the tightrope walker on Fair Day; I guess I was sick. It was a great disappointment.”
Jared Hertzberg ’87 successfully defended his physics dissertation and will receive his doctorate in December at the University of Maryland. He is currently a postdoc at Cornell in the Physics Department. Jared’s research was recently published in Nature Magazine.
Tina Hahn Jacobson ’65: “I have three daughters: ages 26, 23 and 20. My oldest married in May of 2009 and is in law school at Michigan. My youngest attends Columbia and my middle daughter graduated from Columbia in 2008. She currently trains in Atlanta with hopes of making the U.S. 2010 Olympic Fencing team. Are there any other EMS fencers?”
Ned Puchner ’88 is currently working on his Ph. D. dissertation in American Folk Art at Indiana University and was married to another Ph. D. candidate (in Art History) this past June.
Cathy Chapman ’69 works as a Pediatric Neurologist and has recently celebrated her 25th wedding anniversary with Vic Polk. She has two children: Abe, who attends Boston University, and Emily, who recently graduated from high school. Lisa Diaz Nash ’70: “Back in Englewood in May where I was Dwight-Englewood’s graduation speaker, I saw Diane Barzman Heiman and Cindy Frank Edelson. Also, I received the Distinguished Alumni Award. I am now CEO of Blue Plant Run (www.blueplantrun.org). We manage safe drinking water projects around the world. Please join us.” Jonathan Halpern ’70: “I am a partner at the law firm Bracewell and Giuliani, LLP., New York, where I represent companies and executives in government investigations and other white collar defense matters.”
Shailaja Koppolu ’89: “My husband, Dr. Elliot Farber, and I are anesthesiologists in Phoenix, AZ. We moved here from Boston last year and celebrate our third wedding anniversary this fall.” Kavita Shah Bafana ’90: “I have moved back to New Jersey after living in Chicago and Mumbai. Have started a music class for children called Little Ustaads and I have twin boys.” Lacy Muhlfeld ’91 married Daniel Royer on October 3, 2009 in Amagansett, NY. Ali Muhlfeld ’90 was the maid of honor. All reside in the Washington, D.C. area.
Ali (’90) and Lacy (’91) Muhlfeld, at Lacy’s wedding in Amagansett, NY.
Brad Clifford Cosman ’74 reports that he finished his first ultra-marathon back in February—the Pony Express 50-mile run in Cameron Park, California. Jennifer Gersten Price ’77: “My twins, Lizzie and Harry, are in the fifth grade at Horace Mann. They are 10 years old. I would love to hear from other EMS alums.” Thomas G. Johnson, Jr. ’79 has been living in the Washington, D.C. area for the past twenty years with his wife, Lisa, and sons, Carter (3) and Calvin (10 months). 31
Rena Harper ’93 is attending the Tuck School of Business (at Dartmouth College). Karissa Chen ’94: “After doing four years of PR, I quit my job to do some travelling and volunteer work in Vietnam, teaching English and helping out in orphanages. I spent a year in San Diego and have now moved back to the New York City area where I am pursuing an MFA in creative writing and fiction. I am working on a novel.” Charlotte Adams ’96 works for Sesame Workshop, the non-profit behind Sesame Street, in New York City. Michael E. Gruen ’96: “Three truths and a lie: 1. Wrote Twitter for Dummies; 2. Date one of your current teachers; 3. Hired as CEO of a healthcare technology company; 4. Invented a new type of toaster strudel.” Mariella Soussa ’97 reports that she graduated from Fordham Law School in May. Jordan Levine ’01 is president of the Penn Democrats and writes that he has met President Obama a few times through this organization. He is also volunteering on campus to teach underclassmen the art of public speaking.
Alexandra Levine ’02: “I am writing for several student publications at U Penn and I am participating in gymnastics. I would love to hear from old EMS classmates.” Kurtis Rhee ’06 just wrapped up his senior year Horace Mann and will be attending Cornell University this fall, a member of the Class of 2014. While at Horace Mann, he was the captain of the varsity tennis team. Adam Sands ’06: “I graduated from Riverdale County School and will be attending Columbia University in the fall. I was recruited to their neuroscience program and was selected to be part the Undergraduate Science Scholar Program. I am really excited to go. Last year I was lucky enough to co-author a paper with Nobel Laureate Dr. Paul Greengard which was published in the National Proceedings of Science Journal. This summer, I am travelling across Europe with my best friends from Riverdale.” Christina Ho ’07 writes that she will be entering her senior year at Dwight-Englewood this fall. Joshua Levine ’08: “I am playing water polo and skiing for Horace Mann.”
Follow news and events on the The Elisabeth Morrow School Blog: www.elisabethmorrow.blogspot.com or follow us on Twitter: twitter.com/elisabethmorrow
Shree Jayesh Patel ’09 sent a note saying that she is entering her sophomore year at Dwight–Englewood School.
A Very Special Thank You... The Elisabeth Morrow School would like to extend its thanks to the 2009–2010 Parents Association Board. Thank you for all your hard work and dedication to the School. Back Row: Annitsa Philliou, Donna LoBue, Daphné Helm, Jennifer Buquicchio. Front Row: Jodee Fink, Hillary Hirschhorn, Wendy Kwak, Kelli Agresta. Missing: Christine Benanti.
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CONGRATuLATIONS TO OuR NEWEST ALuMNI Your Faculty and Friends at The Elisabeth Morrow School wish you well Andrew Abrahamsen · The Dwight School Michael Anagnos · Riverdale Country School Ashley Bryan · Dwight–Englewood School Luke Buquicchio · Hackley School Colette Daibes · Northern Valley Regional High School Joseph Del Rio · Bergen Catholic High School Rebecca Federman · Riverdale Country School Caitlin Ferrarese · Convent of the Sacred Heart Phoebe Gennardo · Horace Mann School Mimi Goss · The Masters School Jalen Henriquez · Paramus Catholic High School Niall Higgins · The Masters School Zoe Homonoff · Bergen County Academies Gregory Hyer · Fordham Preparatory School Daryl Johns · Dwight–Englewood School Sofiya Joseph · Dwight–Englewood School
Benjamin Kesslen · Riverdale Country School Samantha Kirsch · Bergen County Technical High School Ryan Kitts · Bergen Catholic High School Emily Latinsky · Dwight–Englewood School Jaeho Lee · Columbia Preparatory School Samuel Loring · Blair Academy Phoebe Mattana · Dwight–Englewood School Taylor May · Saddle River Day School Natasha Nouri · Dwight–Englewood School Isabella Oropeza · Riverdale Country School Rachel Park · The Lawrenceville School Bryan Rubin · Dwight–Englewood School Jakob Solheim · Champlain Valley High School Natsuko Takashima · Horace Mann School Zachary Walsh · Hackley School Lena Woo · Horace Mann School
CLASS OF 2010
The Elisabeth Morrow School 435 Lydecker Street Englewood, NJ 07631 www.elisabethmorrow.org 201-568-5566
Return Service Requested
BYE BYE BLUESTONE The Grace Muller Courtyard will look a little different when you return in the fall. That’s because the entire patio is getting a much needed facelift. The old and crumbling stone tiles will be replaced with pavers, giving a fresh look to one of our attractive campus highlights.