Appletree winter 2014

Feeding young imaginations A publication of The Elisabeth Morrow School

APPLETREE

Science!

Winter 2014

APPLETREE

Winter 2014

Appletree is a publication of The Elisabeth Morrow School 435 Lydecker Street Englewood, NJ 07631 www.elisabethmorrow.org Articles, images and other contributions from the extended Elisabeth Morrow community are welcome. Contact the communications office at jabernathy@elisabethmorrow.org or 201.568.5566 x7208. All submissions are subject to review and submission does not guarantee publication.

Editor Jan Abernathy Director of Communications and Alumni Relations Design Erbach Communications Group

Content Contributors Paul Baly Aaron Cooper Tricia Eickelberg Beth Goldman Marianne Malmstrom Sarah Rolle Sue Tummarello Gail Weeks Carey White

Photography and Photographic Contributors Karen Bronstein Nancy Dorrien Liz Gabriel Donna Kennedy Robin Robison-Dillard Charles Russell Ginny Smith Sammie Smith Paul Sky Carey White

TT

in this issue

Letter from the Head of School

2

Appletree News

3

Scientists at Work

6

Building a Solid Foundation

8

Graduation 2013

Advancement 12

Alumni and Parent Profiles

Reflecting on transformational leaders and their embodiment of EMS’ values.

Students thrive when confronted with open-ended learning challenges; other news and events.

Celebrating the middle school experience.

On June 7, 33 young men and women officially became Elisabeth Morrow School alumni.

A Morrow Moment Science comes alive when Head of School Aaron Cooper spends a little time learning about spiders from one of our young students.

Second graders, feeding a classroom guinea pig. Elisabeth Morrow students in all grades learn science by participating, experimenting, observing and interacting with nature.

Photo Credit: Robin Robison-Dillard

10

A focus on supporters of The Elisabeth Morrow School mission.

14

Achievement

16

? Athletics

18

Class Notes

19

Then and Now

20

Three faculty members celebrate 20 years at EMS.

On the Cover

Exploring the foundations of our science program.

Recaps and photos from the Eagles’ fall season.

Clothing and hairstyles may change, but music is always in fashion at The Elisabeth Morrow School.

a letter from the head of school The last half of 2013, and the first semester of this school year, saw the world pause to reflect upon and remember some of its most transformational figures. Just before summer ended, we observed the 50th anniversary of Dr. Martin Luther King Jr.’s “I Have a Dream” speech and the March on Washington. Then, in November, we recognized the 150th anniversary of Abraham Lincoln’s Gettysburg Address and the 50th anniversary of John F. Kennedy’s assassination. Finally, in December, we celebrated the life of Nelson Mandela at his passing.

At Elisabeth Morrow, we reflected, celebrated and learned about these leaders, their actions and some of the qualities that helped them become the transformational figures they were. Each showed tremendous courage in the face of opposition and the depth of character needed to transcend those challenges. Each showed a deep understanding of the dignity of humans and the ability to think both independently and creatively during times of duress. Finally, each pursued his vision of equity and justice tenaciously. We discussed, analyzed and reflected upon these qualities at The Elisabeth Morrow School because they so closely embody our core values. Elisabeth Morrow has a tremendous focus on moral growth and social responsibility, as directed by our mission and evidenced by the 4 C’s and our work on character development. We cultivate students’ capacity for independent and creative thought throughout all levels and areas of the school, and we instill in students the joy of lifelong learning, which results in the development of interests and passions that students pursue with dedication.

“Elisabeth Morrow has a tremendous focus on moral growth and social responsibility, as directed by our mission and evidenced by the 4 C’s and our work on character development.”

Though we do not expect that all of our graduates will become as well-known as those we studied this fall, we do know that the values we have helped instill in these young men and women are timeless, and that people who hold fast to those values will change the world. I hope that you get a sense of our mission in our redesigned Appletree, which will now be published twice yearly. In this issue, we bring the past to life with a story about a very special dollhouse, explain the goals of our science program, show how our middle school experience promotes leadership at EMS and profile some terrific alumni and parents who are starting to change the world a little bit at a time. Enjoy!

My best,

Aaron Cooper Head of School

2 APPLETREE

appletree news

Bright Ideas At The Elisabeth Morrow School, we are committed to creating dynamic learning spaces for our students. These environments shift the role of the teacher to that of a facilitator/coach. This approach allows for children to take ownership of their learning and to grapple with solving compelling, authentic, open-ended questions.

As students participate in these open-ended types of learning challenges, they must engage in creative thinking while pulling from a wide range of disciplines to find answers. The act of problem solving provides the motivation for learning, and the act of doing demonstrates what a child knows.

The following three examples showcase different ways in which that is done here. Each case demonstrates innovative use of tools that support a teaching and learning process, space that is open for learning and a studentcentered approach. continued on next page

APPLETREE 3

appletree news

Bright Ideas

Example 2:

What is MaKey MaKey? Example 1:

Meet the Bee-Bots A Bee-Bot is a bee-shaped robot designed for use by young children. Keys on the Bee-Bot can be programmed by children so that the Bee-Bot learns to follow commands. This is a perfect tool to help our youngest learners develop sequencing, estimation and problem-solving skills. Children answer their own questions and design new experiences for the Bee-Bot to encounter. While the child is making a decision and programming the Bee-Bot, questions posed by the teacher support the learning process and drive children to “dig deeper” and apply what they know.

There are endless possibilities for Bee-Bots and physical props as students instruct their little robots to move in all directions.

A MaKey MaKey is a printed circuit board with a microcontroller.

When a MaKey MaKey is attached to any material that conducts even a little bit of electricity, ordinary objects become keys for the computer. If hooked into a computer, it can communicate key presses, mouse clicks and mouse movements via the connected objects. Our fourth graders were challenged to create an invention utilizing MaKey MaKey’s microcontroller to perform a task of their choosing by making any object act like the keys of a keyboard. They applied what they already understood about electricity to do this in technology class. They gathered ideas from the MaKey MaKey website, tested their ideas and defined for themselves what their invention could be and what it would do. When finished, there were an assortment of Play-Doh joysticks that could play video games, aluminum foil switches and a variety of keys made with bananas that did everything from take pictures to play piano. The processes of collaboration and guided troubleshooting were integral for new understanding to occur.

Example 3:

Coding: When Students Drive the Learning A natural outcome of gaming is that children become interested in coding. This was especially evident this fall, when several students lobbied Marianne Malmstrom, middle school technology integrator and teacher, to add coding to the curriculum. The problem was that coding is outside Ms. Malmstrom’s expertise.

No problem! As sixth grader 4 APPLETREE

Reha Mathur put it, “I have a book; we can probably figure it out and teach ourselves.” That is how the first fifth through eighth grade club in Morrow House was started, driven solely by student interest. Coding Club meets every Monday during lunch, where kids eat and chat about their goals. They then move to the computer lab, where they take turns teaching

mini lessons and giving each other challenges. Students agreed to start learning Java.

Eighth grader Emily Yu volunteered to compile club notes and keep everyone informed. More than just facilitating space for student-driven learning, Ms. Malmstrom is expanding her own knowledge base by learning to code with her students.

News, facts and events from The Elisabeth Morrow School

BOOK FAIR This year’s Book Fair, sponsored by the Parents Association, was a resounding success. In addition to the traditional Flashlight Picnic for kindergarten students and a Faculty Tea before the opening, the Fair included author visits for students, book talks for the adults, a raffle and a wonderful selection of books and gifts for purchase in the Gymkhana. The Fair raised more than $17,000 for EMS!

Math Whizzes EMS students excelled in the New Jersey Math League competitions!

Twenty-four of our elementary students and 21 middle school students participated in the contest. Third grade teams came in 1st and 6th place. The fourth grade teams won 2nd and 4th place and the fifth grade teams garnered both 1st and 2nd place. In the middle school competition, EMS teams were awarded 2nd, 3rd and 5th place. At all levels, several of our students were among the top 10 individuals finishing in their categories.

Best Buddies EMS launched an All-School Buddy Program this year to help further unify the school and form relationships between students in different grades. Eighth grade was paired with third grade, seventh with second, sixth with first, fifth with kindergarten and fourth grade with the threes and fours. Buddies do a variety of activities during the time together, and all faculty participate. The program is designed so that all students will have the same buddies over several years. The current fours will be in the third grade when they watch their current fourthgrade buddies graduate in 2018, after which they become older buddies themselves.

A Tune for TEDx Twenty-nine girls in the Super Chamber Orchestra performed Pachelbel’s Canon in D to more than 150 people at a TEDxHoboken conference in early December.

The girls’ performance was a surprise to the conference guests, who were asked to close their eyes and prepare for the full day of speakers and workshops. “Suddenly, the sounds of the cello ostinato began, and the audience was mesmerized to see such young students playing such beautiful music,” says Carey White, ’86, music department faculty member.

The event, TEDxHobokenWomen, allowed local participants to simulate the well-known TED conference experience, bringing together a community of thoughtful men and women interested in invention, ideas worth spreading and human connection.

The program included a full day of live speakers and performers, workshops, a simulcast of TEDWomen and a global conversation from Seoul to San Francisco to Hoboken.

“We were so honored to have participated in the opening of the conference and we were inspired by all the leaders and innovators who are shaping the world around us!” Mrs. White says. “It was a great experience for our girls.”

4 C’s in Action EMS families, organized by second grade parent Luisa Angioletti, collected more than 300 pairs of shoes to aid victims of Typhoon Haiyan. It’s no surprise that the diverse EMS community responded so generously, notes Mr. Cooper. “Our children have a global perspective, which is a real strength of our school.”

APPLETREE 5

cover story

Scientists Work at

6 APPLETREE

By Aaron Cooper, Head of School

What is a double helix? Why do earthquakes happen? Which of the birds at the feeder will migrate this winter? Curiosity about scientific phenomena is alive and well at The Elisabeth Morrow School and we provide an outlet for that interest.

The lessons students can learn from science are as important as “the three Rs.” That is why we have science specialists and why science classes meet as often in the middle school as other core academic subjects.

Whether marveling at the capillary action in a leaf or at the structure of DNA, our science program focuses on five central themes throughout the school: • Inquiry — Powerful learning starts with questions from students. Children are naturally curious, and this forms the building blocks for our science curriculum, particularly at the youngest levels.

• Experiential Learning — Students learn by participating, by experimenting, by observing and by interacting, particularly with nature. Students of all ages care for animals in classrooms, till and plant their own gardens, collect specimens from our campus and construct models to deepen their understanding.

• Authentic Learning — Students have the opportunity to act as scientists while learning science. For example, second graders spend time acting as many different kinds of “-ologists” throughout the year, and seventh graders use their knowledge of chemistry when planning and presenting along with chemists and other professionals at National Chemistry Week.

• Appreciation — Whether using our campus as a classroom or studying natural phenomena further afield, our science curriculum fosters a deep appreciation for our world.

• Integration of Curricula — Science connects to other parts of our curriculum, deepening learning. Our science program connects with art, social studies, math, language arts, technology, music and physical education at various grade levels.

Science education at EMS fosters the joy of lifelong learning by challenging students’ intellects, rewarding their curiosity and encouraging them to appreciate and understand the natural wonders that are all around them. They leave here considering themselves to be scientists, ready to conquer the challenges they will face in more complex courses in high school and beyond.

STEM (Science,Technology, Engineering and Mathematics) Incorporating STEM (Science, Technology, Engineering and Mathematics) into her classes is important to Gail Weeks, middle school science teacher. “I do a STEM unit with my sixth grade classes in conjunction with our climate change curriculum. After discussing various types of clean energy, students work in small groups to design their own blades for small wind turbines in the classroom. The goal is to test different variables and design blades that will produce the maximum amount of electricity to power various buzzers, lights and a water pump.”

This activity requires students to use critical thinking for evaluating the problem at hand, and to use science, technology, engineering and mathematics concepts to come up with the best solutions. “Regardless of whether the students end up pursuing these subjects in higher education or their careers, it will help all students to come up with creative ideas in their daily lives,” Mrs. Weeks says.

A Focus on Environmental Education With the benefit of a 14-acre campus replete with all kinds of natural wonders, EMS’ faculty have been leading the way in environmental education for decades. “Issues relating to sustainability are everywhere here. We have fields, working gardens, a stream and forests,” says Carolyn Milne, lower school science teacher, who has been both a teacher and a parent at EMS since the 1970s. “The bucolic presence of this campus is what first captured me as a parent. It is so important for children to experience nature daily.”

A newly formed faculty environmental committee, involving members from every division, is discussing greater environmental education integration at the school. Teachers and students are collaborating on ways to give all community members meaningful roles in EMS’ sustainability efforts, from recycling to gardening to litter management. The goal is that through the EMS curriculum, children will continue to explore the wonders of our natural world.

“All around the world, people are trying to preserve biodiversity,” says Dr. Leslie Day (left center), author of acclaimed books on nature and a middle school science teacher.

“I have always felt that nurturing wildlife brings out our own humanity. We want to develop our students into people who will be advocates for environmental conservation and who will understand the importance of keeping the earth safe for all living things.”

APPLETREE 7

feature story

A

fter coming to know and love EMS, parents and students sometimes ask us, “Why can’t you just add a high school?”

While flattering and potentially impossible, adding a high school division would fundamentally change the essence of an Elisabeth Morrow School education. Yes, the quality teaching, the 4 C’s, the rich programming and the strong community could manifest in a high school division. However, the educational purity that exists in a threes through eighth grade environment allows our school’s real character to shine.

Someone once told me that you can tell a lot about a school by understanding what it celebrates. Inevitably, when a high school exists, communities celebrate the high school students. Athletic teams are highlighted in local papers, curricular discussions focus on AP tests and college placements define the quality of the program. Similarly, kindergarten through fifth grade schools covet the innocence and charm of their elementary school students. However, the middle school experience is often marginalized and misunderstood.

BUILDING A SOLID FOUNDATION Celebrating the Middle School Experience

by Paul Baly, Middle School Head

In threes through eighth grade schools like EMS, middle school students lead the entire student body. This leadership takes many forms: Eighth graders become team captains, student council officers, ambassadors, leads in plays, yearbook staffers and first violinists. They also serve as symbolic leaders, setting the tone on campus. Less visible traditions, like entering Friday assembly first and accessing the lounge before school, fortify that notion. Eighth graders embody what it means to be an EMS student in its fullest form, and they take seriously their responsibility to mentor students in younger grades.

It is easy to view the preadolescent years as a waiting period, an awkward time to endure after the formative skill building in elementary school yet before the “real” academic work of high school. Nonetheless, during these years, students grow physically, intellectually, emotionally and socially at breakneck speed, each at a different pace, and they develop habits that remain with them forever. So often, I observe students stumble into fifth

To Yale and Back Again

by Jan Abernathy

As a member of Elisabeth Morrow’s first eighth grade class, Kate Heaney ’06 knows what it is like to be a pioneer. “It was a really exciting opportunity for all of us,” says the Yale University senior. “ We were given a leadership role in designing the seventh and eighth grade experience. I remember the meetings with Mr. Cooper, where we talked about what kind of precedent we wanted to set, and what sort of traditions we wanted to leave behind.”

8 APPLETREE

Kate went on to the Theater Academy at The Bergen County Academies and later to Yale, from which she will be graduating with a double major in psychology and theater next spring. She says that the lessons learned at EMS are still valuable today. “From our earliest days in school, teachers instilled in us the value of creating a positive community in the classroom.” Kate says that EMS’ emphasis on the 4 C’s fostered mutual respect among children and adults, and mitigated much

of what some people think of as typical middle school behavior.

“When I got to college and heard people talking about how horrible middle school was and what a tough time they had, I really didn’t understand what they were talking about,” she says. “At EMS, there was none of the cattiness or cliquey behavior that people sometimes expect of young teens.”

Some of Kate’s fondest memories from school include the Kindergarten Circus, science classes

(“I remember working with and caring for the animals and how hands-on it was,” she says), the writing club, the Greek Olympics and the extensive music and arts programs, which led to her lifelong passion for theater.

“I remember vividly the sixth grade play, Anne of Green Gables – that was a real high point,” she says. “EMS’ emphasis on the arts allowed me to have a huge creative outlet and I was able to hold on to that even through college.”

grade unaware of themselves as students and people, yet through mentoring, care and the maturing process, they develop into selfdirected, independent eighth graders, ready to take on the world.

I have also seen students who seem so self-assured and together after elementary school struggle mightily through the challenges of middle school. The skill development that seemed so intuitive in elementary school becomes challenging when asked to think abstractly and represent a point of view; the friendships that came so effortlessly at six years old intensify and confound. Disillusionment, excitement and frustration exist in every middle school, but at threes through eighth grade schools, the focus on the here and now helps students face these challenges head on. Students don’t outgrow adversity by waiting for high school. By facing and navigating it in a safe and familiar place, students persevere through it and become more self-aware and resilient. Students depart our environment “fully cooked” and ready for the social and academic challenges of a secondary school.

closure on their time at EMS, focusing them on their next challenge with a sense of purpose.

Each day, I shake the hands of smiling young people, observe genuine exchanges between teachers and students and feel the excitement that permeates our building. Our director of curriculum and secondary school placement, Michele Bower, and I spend a lot of time with admissions directors at secondary schools. They always comment on the rigorous education that our students have had, and how well prepared they are for high school. But, as important

A house is only as strong as its foundation.

This is the essence of the school that ends at the end of childhood.

As counterintuitive as it may be, among the most valuable aspects of the threes through eighth grade experience is planning to leave it. As students approach the eighth grade year, they are faced with a pivotal, yet wonderful, challenge. The secondary school process requires students to take stock, reflect, identify their passions and work together with a series of adults to make the best fit. They discuss goals and values with their parents, our teachers and admissions directors. They complete applications, write essays and participate in interviews. A maturing process occurs when faced with a decision that will impact one’s destiny, and the gravity of that decision is not lost on our eighth graders. Going through this process in an honest and realistic way provides students with tremendous perspective and sets a course for the next four years and beyond. As bittersweet as it is, the process itself helps students put

Kate, who came back to EMS in December to conduct research on the moral lives of children as part of her senior thesis, says that her work in this area was inspired by the emphasis on moral behavior that is evident at the school. “The consciousness about morality in the classroom, and the ways in which we were taught to be aware of our fellow classmates and their feelings, made me interested in continuing to examine those things.”

Mr. Baly works with middle school students in technology lab.

to all of us here at EMS, they also say this: our graduates are really nice people. This is no coincidence; the tone, culture and sense of comfort that exists in our environment plays a role in cultivating that characteristic. Our students are comfortable in their own skin and unencumbered by the need to posture for older students.

They develop their personalities knowing that they are safe to be themselves.

A house is only as strong as its foundation. This is the essence of the school that ends at the end of childhood. We focus on solidifying children’s physical, intellectual, emotional and social foundation so that we can send them off into the world with the confidence, selfawareness and know-how to accomplish anything. And they do.

Kate Heaney in her EMS days and today.

APPLETREE 9

graduation 2013 On June 7, 33 young men and women officially became The Elisabeth Morrow School’s newest alumni. Head of School Aaron Cooper urged the graduates, “to invent something, to involve others in your work, to have fun learning as much as you can, to pursue those avenues that most interest you and to never cease in making the world a better place.” Below are highlights of some other graduation speeches: Liel Sterling ’13:

Truthfully, we are not just saying goodbye to a school; we are saying goodbye to a home, and to a community filled with incredible people who have shaped us into who we are.

What makes EMS so special isn’t just the place and what it teaches but also the people in it. Every person sitting up here today has so greatly affected who I am. They are all my classmates, and my friends. So, now, I leave you with this quote from Marcus Zusak: “I have hated words and I have loved them, and I hope I have made them right.”

Samantha Rahmin ’09:

Remember that the things that mattered to you throughout your EMS years should be the things that matter to you throughout your life. Being kind, learning how to love, being respectful — these things matter so much more than being popular or being on top. Remember what matters and the education you received from this special place will allow you to keep perspective.

Heide Ilgenfritz P’13, P’13 and trustee:

You, as a class, have pulled together through all manner of challenges — the snowstorms, the hurricanes, the blackouts, the math tests. You’ve overturned canoes at Camp Ockanickon, and you’ve stood stranded on the streets of Manhattan after the epic fail of an overheated school bus.

You’ve laughed together and cried together. And most of all, you have been friends. And even as you go your separate ways to separate schools, you will remember, and it will matter.

10 APPLETREE

From 2009 to 2013, two or more EMS graduates have matriculated at the following secondary schools: Dwight-Englewood School (25) Academy of the Holy Angels (18) Bergen County Academies (16) Riverdale Country School (11)

Horace Mann School (10) Masters School (6) Blair Academy (5) Dwight School (5)

From 2009 to 2013, three or more EMS graduates have matriculated at the following colleges and universities: New York University (16) Columbia University (11) George Washington University (11) University of Michigan (9) University of Pennsylvania (7)

Harvard University (6) Washington University (6) Boston College (5) Cornell University (5) Emory University (5)

Hackley School (4) Bergen Catholic High School (3) Lawrenceville School (3) Loomis Chaffee School (3)

Saddle River Day School (3) Columbia Grammar & Preparatory School (2) Convent of the Sacred Heart (2)

Fordham Preparatory High School (2) Paramus Catholic School (2) Peddie School (2) Phillips Exeter Academy (2)

Tulane University (5) Yale University (5) Barnard College (4) Bucknell University (4) Georgetown University (4)

Johns Hopkins University (4) Muhlenberg College (4) Princeton University (4) Rutgers University (4) University of Chicago (4)

Boston University (3) Carnegie Mellon University (3) Colgate University (3) Franklin & Marshall College (3) Syracuse University (3)

University of Miami (3) University of Southern California (3) Wesleyan University (3)

APPLETREE 11

advancement

A Tie That Binds

by Jan Abernathy

For Courtney Miglietta ’81, The Elisabeth Morrow School is the tie that binds.

“My two brothers (Bradford and Gregory ’78) and my sister (Holly ’79) attended school here, and now, I am happy to say that my three children (Gio ’17, Ally ’19 and Maddy ’21) are EMS students as well,” says Mrs. Miglietta, who can still remember shaking Mrs. Chilton’s hand upon walking into school. “I can’t say enough about how wonderful our school is. Some of my best friends now were my best friends when I was a student here.”

Mrs. Miglietta has expressed her devotion to EMS time and again, whether through her efforts on behalf of the Apple Tree Fund, chairing the Spring Gala for several years or being the class mom in her children’s classes. She takes the long view of her philanthropic efforts at school. “For me, it goes so far beyond any benefit my own children may have, or that I may have had. I want EMS to continue to thrive well after they have graduated,” she says. “We believe so strongly in the mission of this school. It’s so hard nowadays to find something that you can believe in wholeheartedly, but EMS is that place.”

“It’s so hard nowadays to find something that you can believe in wholeheartedly, but EMS is that place.”

Her own children, now in fifth, third and first grade, are benefiting from so much more than a great education, she says. “The education isn’t the only reason I send my kids here. Of course, the quality of the education is extremely important, but more than that, I want my children to be exceptional people in the ways that matter. I want them to take responsibility for their actions and respect others,” she explains, noting that the school’s emphasis on the 4 C’s develops these virtues in children from the earliest ages. “Anyone can be a good student, but it’s those other qualities that make a person truly successful.”

The intimate atmosphere that EMS fosters, which “makes everyone feel like it’s their home away from home,” she says, also helps the children strive for better academic performance. “Teachers here are so attuned to their students — they know each child really well. When children feel safe and secure, they take risks, and they achieve great things.”

Noting the large number of multigenerational EMS families, Miglietta is proud to be part of a school where traditions are embraced and passed on to the next generation. “It’s so hard nowadays to even find traditions in schools that allow parents to create the same fond memories for their children that they had themselves,” she says. “But tradition gives children such comfort in this fast-paced world.”

Her children obviously agree. “My son said to me, ‘Mom, when I have children, I want to send them to EMS because I love it so much.’ What could be better than that?”

Courtney and Maurizio with Maddy, Ally and Gio. 12 APPLETREE

The House in the Attic

by Tricia Eickelberg, Early Childhood Director

It began as a search for some early childhood classroom furniture, but it became a treasure hunt. Searching the Little School attics for a play kitchen, I came upon a large object covered with a tarp. A sign read, “Antique dollhouse — do not discard!” I recognized the dollhouse as something that had been on display at one time in the entrance of Little School.

It needed a lot of work, but I knew it had incredible potential. I placed it in the hallway and put it on my list of things to work on.

I knew that there was some history to the house and wanted to unearth that before restoring it. I went to see Penny Lippe, our director of development, and she immediately gave me the best advice. “Why not ask Reeve Lindbergh (niece of Elisabeth Morrow, our school’s founder)? She might remember if it has a connection to the Morrow family,” Mrs. Lippe said.

I quickly sent an email to Ms. Lindbergh and not only was the mystery solved but what she shared has been truly the best part of the whole experience.

It turns out there were a number of these marvelous houses built at the request of Mrs. Morrow during the Great Depression, when men were looking for work. She had them commissioned and gave them to her children and grandchildren. She also kept one at her home on Next Day Hill Drive.

Ms. Lindbergh’s cousins and daughter all responded and shared their memories as well. Many of her cousins recall playing with “Grandma Bee’s” dollhouse at Next Day Hill, what we now call Morrow House. That dollhouse was kept in what they (and we) call the Mexican Corridor.

Cousins Elisabeth M. Pendleton, Constance M. Fulenwider and Reeve Lindbergh with antique dollhouse. think that’s

, and I

very familiar house looks which my

d, “The doll my mother ha is like the one dhoods, and il ch r because it is ou ng ri was ayed with du e pl er I Th d an t. on er sist here in Verm ughter’s home visited our now at my da with when we ed ay pl we at th e us that is now ho , a doll Next Day Hill at the house, e same one. th is is grandmother s th , and perhap ol ho , sc e th All the best part of rgh” be nd Li e ev Re

In October, three Morrow cousins decided to visit the school and take a look at the dollhouse. In the meantime, they sent along pictures of their own dollhouses, many of which are being used by the great-greatgrandchildren of Mr. and Mrs. Morrow. When they visited, I brought out the little box of furniture that I had in the library closet and, lo and behold, the cousins remembered that as well.

We are in the midst of finding the right craftsperson to help us renovate this fabulous piece of school and family history. Once it is repaired and repainted, it will be able to move among the Chilton House classrooms so that all of the students in the building will be able to enjoy using it.

An antique dollhouse as it appeared in the Mexican Corridor.

ERMM Foundation Donates $100,000 to the Apple Tree Fund The Elisabeth Reeve Morrow Morgan Foundation was incorporated in 1935 in memory of our school’s founder, Elisabeth Morrow, for the support of the education of children. Each year, the board meets and awards a meaningful grant to the school’s Apple Tree Fund. The Foundation also has supported the school’s endowment. This year, The Elisabeth Reeve Morrow Morgan Foundation increased its gift significantly to benefit our faculty. Its gift of $100,000 to the Apple Tree Fund this year will help EMS to:

• Fund tuition remission for faculty children • Expand our ability to attract as well as retain the very best faculty • Provide more targeted faculty development “We are, as always, grateful for the support of the Foundation, and we appreciate that it has directed its funding toward our efforts to provide more professional development for faculty,” says Aaron Cooper, Head of School. “Through this gift, we will be able to continue to enhance the excellent education we provide for our students in so many ways.”

APPLETREE 13

alumni and parent profiles

Making a Difference for African Farmers

by Jan Abernathy

Englewood native Charles Nichols ’01 is not a man afraid of risk.

After starting his first business while a freshman in college, he turned his entrepreneurial efforts into a business helping African farmers use their land more efficiently — thereby increasing their profits and changing their families’ lives for the better. Nichols, 25, spoke with Appletree about his latest venture.

Charles Nichols ’01 and farmer Peter Kimani of Ngecha, Kenya.

Q. Clearly, you are a serial entrepreneur — how did you get bitten by that bug?

A. My great-grandfather, William H. Nichols, started a chemicals company in Brooklyn in the late 1800s, which eventually became AlliedSignal, the forerunner of Honeywell’s specialty materials business. William founded this company when he was only 18 years old. I draw a lot of inspiration not only from his business success but also from the way in which he did business. His most often quoted belief was that “the Golden Rule is as applicable in business as it is in church.”

Starting my first company — an import/export company specializing in textiles and consumer electronics — at 18 gave me the confidence to pursue other entrepreneurial endeavors, eventually leading to SunCulture.

Q. How did SunCulture get its start?

A. My co-founder and friend, Samir Ibrahim, and I launched SunCulture through New York University’s Stern School of Business’ annual business plan competition. We ended up receiving second place, which motivated us to move to Kenya full-time in October 2012 to prove that the idea would work.

Q. Why work in Africa? Were you much of a world traveler before this?

A. I was born in London but raised in New Jersey. My parents were always big on traveling, but I took my first trip outside North America/Europe when I traveled to Senegal in 2007 to teach English to talibés or “street children” in Saint-Louis, the former capital of Francophone West Africa. The experience was transformative for me. I realized how much opportunity there was

What Teachers Make (excerpt)

by Taylor Mali You want to know what I make?

I make kids wonder, I make them question.

I make them criticize.

I make them apologize and mean it.

I make them write.

I make them read, read, read.

I make them spell definitely beautiful, definitely beautiful, definitely beautiful over and over and over again until they will never misspell either one of those words again.

14 APPLETREE

to make a difference outside the comfortable sphere in which I had grown up. Following my time in Senegal, I knew that I would end up working in Africa.

After coming back from Senegal, I joined a non-profit organization called Books for Africa that ships textbooks to schools across the continent. During my time teaching in Senegal, where we had no books for a class of 30 students and each student had to share a pencil and pad of paper with two others, I realized the importance of access to proper teaching materials — a fact I had always taken for granted while I was in school.

My work with Books for Africa kept me connected to Africa while I studied mechanical engineering and economics in school. I later interned for a commercial solar power developer, where I learned a lot about the economics of solar, which are particularly favorable in parts of the world like Africa, where grid electricity is often expensive or unavailable.

Q. What impact has your business made on the lives of Kenyan farmers?

A. SunCulture designs and sells solar-powered irrigation systems and agricultural extension services that make it cheaper and easier for farmers in Kenya to grow high-value horticultural produce.

SunCulture’s AgroSolar Irrigation Kit delivers water directly to crop roots, resulting in yield gains of up to 300% and water savings of up to 80% when compared to traditional farming methods.

SunCulture’s irrigation kit also benefits farmers through fuel, labor and fertilizer cost savings.

One SunCulture farmer, Peter Kimani, has a one-acre farm in Ngecha, Limuru, about 45 minutes west of Nairobi. Before installing an AgroSolar Irrigation Kit, Peter was entirely reliant on rain-fed agriculture to grow maize and potatoes. Last year, Peter made roughly 60,000 Kenyan Shillings ($700) by selling his surplus crop. After installing the AgroSolar Irrigation Kit, he grows high-value vegetables like cabbage, onions, tomatoes and sweet peppers that require regular irrigation. In his first three-month growing season utilizing the AgroSolar Irrigation Kit, he grew 600,000 Kenyan Shillings ($7,000) worth of vegetables. He will use the money to pay for education for his three children and medical care for his youngest, a newborn he has affectionately nicknamed “AgroSolar” after our technology.

Q. What did EMS teach you?

A. EMS imparted a lifelong love of learning and an ability to think creatively. I was fortunate to have Mr. Penny as my sixth grade teacher. He challenged me not just intellectually but also personally.

There’s a great poem by Taylor Mali called “What Teachers Make” that perfectly describes Mr. Penny and the impact he had on me and many other EMS students.

Donna and Robert Kennedy with son Finton ’21.

Over the River and Through the Woods A Manhattan family’s journey to EMS

by Donna Kennedy P’21

I’ve been an educator for more than 25 years and most people think I have an insider’s view of the school search process. Yet being a head of school and being a parent are two very different roles.

While my lens as an educator may be more acute when looking at the details of a curriculum, as a parent seeking to place my fiveyear-old in an independent school, I was also very concerned with a school’s culture and how it nurtures the development of students.

While sharing thoughts with some of my neighbors going through the same process, one of them mentioned that she was looking at a few schools in New Jersey. We live in Washington Heights and spend most of our weekends crossing the George Washington Bridge. After finding out that busing had started in Manhattan, we decided to learn more about The Elisabeth Morrow School. From the first visit, the campus felt like home.

What seemed solid to me then and what holds true today is that EMS is committed to being a school where children are accepted for who they are as unique individuals, and where a diverse group of families are welcomed and encouraged to be a part of the community. Whether we are New Yorkers or New Jerseyans, we are all a part of the EMS tapestry. We feel fortunate that our son has the opportunity to share a bus ride with his friends over the river and through the woods to EMS.

To learn more about Charles Nichols’ projects, visit his website, www.sunculture.com.

APPLETREE 15

achievement

Time Well Spent

Michele Bower

by Jan Abernathy

Just call Michele Bower a hopeless romantic.

Her introduction to The Elisabeth Morrow School was “love at first sight.” She says that after more than 20 years, “it’s like being in a relationship that’s really in sync.” And she still marvels at the beauty of the campus.

Mrs. Bower has worn a few hats in her tenure at EMS. Starting out as a long-term substitute teacher, she left for a few years because “like many romances, the timing wasn’t right.” She came back to EMS to teach fifth grade, and after the school’s expansion into seventh and eighth grade, she taught history to those students and became the history department chair. For the last two years, she has been the director of curriculum and secondary school placement. Middle school was always a perfect fit for Mrs. Bower because, “I get the students and they get me.”

As The Elisabeth Morrow School continues to provide innovative education rooted in tradition, we celebrate the accomplishments of our 20-year educators.

And what better place for a middle school specialist than a school where middle school is the culminating experience?

“One of the best things about EMS is that we are committed to the threes through eighth grade model of education. We understand how important those years can be and focus on both the academic and personal growth of our students,” Mrs. Bower says. “We provide plenty of opportunities for them to be leaders and they leave EMS with a strong foundation that will support them in their secondary school years and beyond.”

16 APPLETREE

With her additional responsibilities, she says, she’s savoring the new view of her students. “Being the secondary school placement director means a different relationship with my eighth graders and their families,” she says. “I am acting not only as an advocate for the students but as a mentor for the families. They put their trust in me and I take that very seriously.”

Despite the changes through the years, Mrs. Bower says EMS remains the same place she fell in love with that day so long ago. “What never changes is that we are all interested in making this a place where kids really want to be. No matter where they go, they realize how deep their roots are here.”

There are not many people who can say that they have taught more than 8,000 students at The Elisabeth Morrow School — but Amelia Gold can.

Ms. Gold, who interviewed for a job at EMS while still a senior at the Juilliard School, remembered asking veteran teacher Jan Deats for advice and Mrs. Deats gave it to her straight. “She said, ‘Forget about getting children to like you — get them to respect you,’” Ms. Gold says. Later, when another vet, Grace Muller, observed her class, Mrs. Muller noticed something else. “She told me, ‘You have extremely high expectations for these kids — don’t ever change that.’

It was very hard for me to figure out how to balance the young and fun teacher with high expectations, but it’s that balance that I have tried to keep over these years. We are having fun, but the bar is set very high.”

Amelia Gold

That new graduate, who initially taught only 25 violinists, now works with 91 in Morrow House alone, and says EMS has become “my community and my life.” As the arts department chair, she is grateful for the dedicated and passionate artists with whom she works. “I am so proud of all of the work that we do as a team and all that we have accomplished with the students,” Ms. Gold says.

Noting that she has come a long way from the young woman whose own mother took her to Nordstrom to buy “the only suit I have ever owned” for her EMS interview, Ms. Gold is also now mother to four EMS students. “My kids go to a school where parents and students share the same values, including a strong commitment to the 4 C’s,” she says. She calls the fact that the school ends in eighth grade “the cherry on top” because students leave EMS confident and ready to stand up to negative influences in young adulthood.

And, of course, there is the music. “I have the joy of hearing the children play and discover their passions,” she says. “And music means so much to this community. Many things have changed since I’ve arrived, but we always play ‘Sleigh Ride’ in the holiday concerts and the ‘Apple Tree Song’ at graduation. Music really is one of the keepers of the traditions.”

It was the employment section of the local paper that brought Susan Labita to EMS but was the great community that made her stay for 21 years and counting.

“I was at home raising my family for 18 years and afterward, I wanted to get back into the profession, so I started substitute teaching here and at other schools,” she says. After a few years, she was offered a permanent position at EMS working with the three-year-olds.

Mrs. Labita has had many great teaching partners over the years

Susan Labita

— including two of the three of the school’s current division heads, Mrs. Eickelberg (“we were quite a team for nine great years,” she says) and Ms. Brennan. Mrs. Labita also shared the room with Mrs. Milne, who was then the part-time science teacher. For many years afterward, the classroom doubled as a science room, complete with a collection of animals. “The children loved that because it was a little bit like being in a zoo every day,” she notes. “We would actually see the chicks hatching.” Currently, Mrs. Labita’s partner is Michelle Goldstein.

Although childhood may have changed along with the world since she has been teaching, children have not, Mrs. Labita notes.

“Three-year-olds are still three-year-olds. For many of them, this is the first real experience away from home and leaving all that is familiar,” she says. “Our goal is to make them comfortable with that. Every day, you have to be prepared for different things and every year, you adjust to the chemistry in your class.”

While she may have taught a couple of generations of young children, she’s learned a lot, too. “My coworkers here are talented and ready to share whatever knowledge they have with someone else,” Mrs. Labita says, adding that as the years progress, she can see how much an EMS education benefits the children. “The children in our early childhood division are developing foundational social and academic skills in an environment that encourages empathy and respect for others. These are the characteristics that make a child truly successful in life.”

That success is clearly seen in the hundreds of students whom Mrs. Labita has ushered through her classroom. “It’s great to see the children blossom and thrive, knowing that as their first teacher, you played a role in helping shape the person they became.”

APPLETREE 17

athletics

Flag football was launched at EMS, based on student interest. “We only got to play two games, but the kids loved coming to practice; they never wanted to leave,” says Athletic Director Andy Escala ’83.

The team won in both of its outings.

Girls tennis improved throughout the fall. The highlight was a sweep of the Saddle River Day School team, where all courts, including exhibition players, won their matches.

The girls volleyball team had a building year, developing their skills in a winless season. The girls learned a lot about the strategies and gained a great appreciation for the sport.

Cross country runners improved over the season — many seeing large drops in their race times by the last meet. The girls took third place overall in the championship meet.

The EMS girls soccer team this year had a good season, beating rival Dwight Englewood, 4–3, during the last game of the season.

The boys soccer team waged a successful campaign this fall, garnering four wins, six losses and one tie. The boys worked on their touch, their fitness and their match play and improved in each facet of the game.

18 APPLETREE

class notes HOW TO SUBMIT CLASS NOTES We welcome news from alumni. Email Jan Abernathy, Director of Communications and Alumni Relations, at alumni@elisabethmorrow.org.

1970

Jim Webster writes: “Life continues to roll along in Bozeman, MT, where we’ve lived now for just over 20 years. Our youngest child, Danny, 17, is a senior at the Fountain Valley School of Colorado and I am in my third year on their Board of Trustees. I see Melinda Macdonald Twomey ’70 quite often there as she and husband Barry have two daughters at the school as well. This past year has seen some unique travel as I went to Greenland and the Canadian Arctic aboard the National Geographic Explorer and later to Australia to visit our son, Cameron, 23, who was on a college program. Our oldest, daughter Emily, 26, received her master’s in counseling and works in the Portland, OR, area.”

1973

Cathy White Mertz writes: “I left EMS after fourth grade to move to Princeton, when my dad joined a surgical practice. I graduated from Princeton Day School, then Smith College, then, eventually, Northeastern University School of Law. We live in Needham, MA, just outside of Boston.

I’ve been married for three decades to Oscar Mertz, an architect, and we just sent our only child, Noah, off to Wesleyan University in September.

Currently, I am a recovering lawyer, working as the executive assistant to the president and CEO of a company — downwardly mobile, and happy to be where I am! I’m so happy to have reconnected with several old EMS (and pre-EMS!) friends on Facebook, and I hope I’ll be able to actually manage to get together with some of you in person! Karen Lovejoy and I have come close, and we’re still working on it!”

Elizabeth Mettler Bacon writes: “Our son, Tim, is getting married in June. He is marrying his girlfriend of 10 years! They just bought a lovely coop in Carroll Gardens, Brooklyn. Natalie is a senior here at Blair Academy and going through the dreaded college process. Next year will mark our 25th at Blair and retirement is very near. We have a place on Martha’s Vineyard, where we will spend most of the time. We will try to get away in the cold winter months to one tropical spot or another!”

Henry Schwarz attended Dwight-Englewood School after EMS and graduated from McGill University in 1982. He then completed a master’s in comparative literature from Rutgers University in 1986, and a Ph.D. from Duke University in literature in 1991. A professor of literary criticism and theory and cultural studies at Georgetown University, he writes scholarly books and articles about world literature, mainly in India. He has also co-produced several documentary films about radical performance in India, and is currently Co-General Editor of the Encyclopedia of Postcolonial Studies forthcoming from Blackwell Publishers. Henry lives with his wife, a doctor, and 12-year-old son.

IN MEMORIAM George Rennell Merriam, III George Rennell Merriam, III, M.D., Professor of Medicine at the University of Washington and attending physician for the Veterans Administration Puget Sound Health Care System, died while hiking on Mount Rainier on September 26. He was 66.

A committed conservationist and hiker, Dr. Merriam was a 1959 graduate of EMS. He graduated from the Dwight School in 1965 and he received both undergraduate and medical degrees from Harvard University. A Phi Beta Kappa member, he also received a Fiske Scholarship to study physics and especially astrophysics at Cambridge University. After completing a residency in internal medicine at Columbia-Presbyterian Medical Center in New York City, he became a fellow in endocrinology at the National Institutes of Health, where he met his wife, Suzanne, whom he married in 1984.

Dr. Merriam’s work in neuroendocrinology led to clinical studies of growth hormone for children of short stature and the effect of growth hormone on cognition and memory and muscle function. He was author or co-author of 200 articles, reviews and book chapters and author or co-author of three books. Dr. Merriam was a frequent speaker at medical symposia and conferences, and was awarded many grants and professional honors.

Dr. Merriam is survived by his wife, Suzanne, and his daughter, Kelsey; his mother, Martha; his sisters, Charlotte and Susan; his brother, John, and three nieces and one nephew. In lieu of flowers, donations may be made to Friends of Minute Man National Park, with ‘Merriam Corner Fund’ written in the memo line, and mailed to: Friends of Minute Man National Park, 174 Liberty Street, Concord, Massachusetts 01742.

1974

Alison Evans-Fragale writes: “I am a nurse practitioner by day and an animal rescuer and advocate by night. By day, I work in a private practice in Keyport, NJ, specializing in urgent care and pain management. By night, I rescue wild parrots and marine mammals. I established the Edgewater Parrot Society a few years ago to educate the public about wild Quaker Parrots in New Jersey. My website is www.EdgewaterParrots.com, and I have a page on Facebook named ‘Save the Wild Quaker Parrots of New Jersey.’ The Conservation Club at EMS and its teacher, Leslie Day, visited with Edgewater Parrots on several occasions for tours and to learn more about what they can do to help save the wild parrots in our area. I share my home with my husband, Marc Fragale, who was my boyfriend at Skidmore College, and our beloved animal companions — a German Shepherd, three cats and three birds. I’d love to hear from some of my EMS classmates! My email is Alison@EdgewaterParrots.com.”

1988

Sandy Puljic writes: “After residing in Southern California for 13 years, I moved to Palm Beach County, FL, to live closer to my parents, other family and friends on the East Coast. I am also looking forward to continuing to work as an interventional therapist for children with developmental challenges.”

APPLETREE 19

then & now

class notes 1998

Isaac Ross writes: “I went to Horace Mann High School and later Cornell University. I worked at WME, the talent agency in Los Angeles, and later M&C Saatchi in Santa Monica. I launched my own clothing line, Solid & Striped (www.solidandstriped.com), last year with partner Chris Burch (founder of Tory Burch). I recently moved back to New York and opened an office in the fashion district.”

2002

Jeanmarie Petersen moved to New York City in June after receiving an M.A. in management from Wake Forest University School of Business, which she attended after graduating from Peddie School. She now works in compliance for SkyBridge Capital, a fund of hedge funds.

2003

Caroline Russell graduated from The College of William & Mary in May 2013 with a B.A. in international relations, and is currently working for an NGO outside Visakhapatnam, India. Caroline is greatly enjoying her project, which focuses on education quality in tribal and fishing village schools.

Hillary Goldstein graduated from the University of Virginia last May and is working as an economist for the Virginia Department of Transportation and as an MCAT instructor for Kaplan Test Prep. This coming May, she will matriculate into the M.D.-M.P.H. program at the University of Miami School of Medicine.

Music is a part of every day at The Elisabeth Morrow School.

Our strings program is renowned throughout the area. Our students light up the stage in our musicals, thrill audiences with their choral performances, and learn so many important educational concepts every day through simply singing and dancing.

Our archives are filled with pictures of children making music, including the one above, and we would love to identify the students and the time frame. Can you help? Please email us at alumni@elisabethmorrow.org. The archival photo pairs perfectly with the more recent representation of our youngest students learning about the xylophone, perhaps for the first time.

2007

Brian Hajjar: The Vocaholics, an all-male A capella group from New York University, for which Brian sings and is the business manager, received an invitation to sing at this year’s White House Christmas tree lighting.

They sang privately for the President and Mrs. Obama. Songs included the usual Christmas fare as well as selections by one of the President’s favorite artists, Beyoncé. They also sang for many news correspondents, as well as Hollywood elite. In fact, a CNN correspondent asked the group if they could sing one of her favorites, “This Little Light of Mine.” While the others were not familiar with this, Brian remembered it from his days at EMS, and soon the Vocs were happily serenading her!

2008

Ariana Panbechi graduated from The Dwight-Englewood School in 2012 and is currently a sophomore at The George Washington University, double majoring in art history and classical studies. She is looking forward to going on an archaeological dig in Tuscany, Italy, this spring.

David Aghassi attends Case Western Reserve University, where he is majoring in computer science with a minor in video games and entrepreneurial studies. He enjoys innovation, electronics, DIY projects and meeting new people.

2009

Samantha Rahmin has thrived during her first semester at the University of Pennsylvania. In addition to loving her classes, she has enjoyed serving as a member on the judicial branch of Penn Student Government and getting involved in the Philadelphia area by tutoring third graders in the local schools.

Ben Russell is a freshman at Tulane University, where he is a prospective jazz studies major playing drums in the traditional jazz band. In addition, he is a disc jockey at WTUL New Orleans, where, starting in the spring semester of 2014, he will have a regular show in progressive music.

20 APPLETREE

2012

Casey McConville is a sophomore at Riverdale Country School, ;where she played varsity volleyball in the fall and junior varsity basketball this winter. In the spring, she plans on pursuing a community service opportunity where Riverdale students tutor kids at a nearby charter school. Casey is a member of the creative writing club and Riverdale chorus, which recently performed in the winter concert.

2013

Liel Sterling is currently a student at the Bergen County Academies, where she focuses on music for voice. There, she is a member of the Class Council and the Chamber Choir, an editor of the literary magazine, as well as the founder and president of the Women’s Leadership Club and the Freshman A capella group. Additionally, Liel was recently honored by the Manhattan School of Music as the first recipient of the Maitland Peters and Karen Beardsley Precollege Scholarship Fund.

“I can’t wait to share what I learned today.”

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. Within our diverse community, we value tradition, innovation and the joy of lifelong learning.

Your gift helps us pursue this mission.

Ways to Give: The Apple Tree Fund can accept gifts by check, American Express, MasterCard, Visa or appreciated securities.

• To give online: www.elisabethmorrow.org and click “Giving.”

• To make a gift of securities, please contact Penny Lippe in the development office at plippe@elisabethmorrow.org or 201.568.5566 x7222.

Corporate matching gifts enable you to double, or even triple, your gift to EMS. Simply complete a matching gift form from your company’s human resources department and send it to EMS along with your gift.

The Apple Tree Fund

giving@elisabethmorrow.org www.elisabethmorrow.org/giving

The Elisabeth Morrow School 435 Lydecker Street Englewood, NJ 07631 Return Service Requested

calendar of events Thursday, April 24 ...................................Alumni Party 7:00 pm – 9:00 pm Location: The Head’s House (for guests 21 and over)

The Elisabeth Morrow School Please join us for a special evening at our

Friday, May 9 ....................................................... Field Day Tuesday, June 10............................................Graduation June ......................... Young Alumni Luncheon (TBD) June 16 – 20.................................................. Camp Week (String, Jazz, Theater, Sports and June Express) June 23 – August 8................Summer Explorations (weekly programs) August 11 – 15.......................Summer String Festival

Saturday, May 3, 2014

Alpine Country Club 7:00 pm Cocktails, Auction, Dinner and Dancing Proceeds to support further development of the technology programs Cocktail Attire For more information or tickets: myork@elisabethmorrow.org