BULLETIN VOLUME XXXI ISSUE I
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DECEMBER 2015
OVERTURES y daughter likes the reptile house at the Turtle Back Zoo. She is particularly smitten with the majestic white python that occupies a glass-enclosed space roughly three times the size of my upstairs bathroom.
“Did you know that a snake grows to the size of its cage?” she asks. “No,” I say. She assures me this is true. Far Brook is growing. By the time this Bulletin reaches our mailboxes, great mounds of dirt will have been replaced by soil and grass. The diggers and bulldozers will be gone, as will workers wearing hardhats, blueprints in tow. We will again park on Tall Pine Lane. We will have new ground to explore. Like the python expanding to fit its home, let us allow for possibilities, to be challenged by new perspectives, and to usher in the familiar sense of wonder and curiosity that we at Far Brook have come to know and cherish. Hope Chernov
Charlotte, Sixth Grade
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WELCOME NEW FAR BROOK STUDENTS By Koonam Aurora
“Every leaf speaks bliss to me Fluttering from the autumn tree.” Emily Brontë
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ach leaf brings a distinct and dazzling beauty to the kaleidoscopic fall landscape; similarly, each student at Far Brook brings qualities unique and precious that make up the diverse mosaic of our School. As we welcome new friends to our community, let us celebrate our similarities as well as our differences, and take the time to listen and learn from each other. As the intricate dance of autumn’s dazzling burnt oranges, russet browns, earthy yellows, and red-purples create splendor for the eye, so Far Brook’s vibrant student community creates warmth and a sense of belonging; indeed, splendor for the soul, child by child, leaf by leaf.
AIDAN, First Grade Resides in: Maplewood Prior School: Poly Prep Country Day School, Brooklyn Aidan loves sports, especially baseball; he also enjoys drawing and playing outside. His favorite holiday is Christmas.
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TEJI, First Grade Resides in: Short Hills Prior School: Deerfield Elementary School Teji enjoys playing with Legos and reading chapter books, especially The Magic Tree House series. During the school day at Far Brook, he enjoys when he and his classmates are “doing their work.� Given a choice, his super power would be using electricity to fight bad people.
Lily V, Fifth Grade
Harry, Kindergarten
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INDIE, Second Grade Resides in: South Orange Prior School: Berkeley School Indie recently moved from California. She enjoys watching Wits Academy and used to play violin. She points out that at her previous school, she ran four laps on the small playground, but now at Far Brook, she runs two laps on the big field. She is very excited to see snow on campus, and if she could, she would make spells to benefit the universe and help plants grow.
LAURA, Third Grade Resides in: Maplewood Prior School: Marshall Elementary School Laura enjoys reading, playing on the computer, and drawing people and cute things. She likes sports and music at Far Brook, and she is excited to be learning her first new language, French! Laura would like to know what if feels like to get off the ground; therefore, her superpower of choice would be to fly.
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Jazmyn, Kindergarten
BRIAN, Fourth Grade Resides in: Short Hills Prior School: Hartshorn Elementary School Brian likes that his classes at Far Brook are 45 minutes each. He enjoys woodshop. If he could meet any historical figure, it would be George Washington because he was very famous, and Brian would want to learn more about him.
WYATT, Fourth Grade Resides in: Summit
Emy, Kindergarten
Prior School: Lincoln Hubbard School Wyatt enjoys the different types of classes and specials at Far Brook, especially woodshop. His favorite holiday is Christmas because he loves receiving presents. His superpower of choice would be to be able to fly, so he could get around different places in town.
WILLIAM, Fifth Grade Resides in: Short Hills Prior School: Hartshorn Elementary School William enjoys science at Far Brook very much, and he thinks the School’s sports teams are cool. If given a superpower, he would fly because flying is faster than driving a car. William would like to fly over the Fourth of July fireworks.
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CHARLOTTE, Sixth Grade Resides in: South Orange Prior School: South Mountain Elementary School Charlotte likes that at Far Brook, teachers are called by their first names. She also appreciates the smaller class size of her grade. If she could meet any historical figure, she would choose Malala (Yousafzai) because she finds her to be a role model and a real inspiration for standing up for girls’ education. Charlotte’s superpower of choice would be the ability to time travel to help people, and to re-do things she missed out on or could have done better.
GRACE, Sixth Grade Resides in: Summit Prior School: The Winston School Grace loves how “big and fun and interesting” Far Brook is. In addition, she is really enjoying her classes and is happy to be making new friends. When not at school, Grace studies hip-hop dance and contemporary lyrical ballet and swims competitively.
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Miles, Fourth Grade
NYATCHÉ, Seventh Grade Resides in: Orange Prior School: Our Lady of the Lake, Vernon Nyatché enjoys Far Brook’s outside campus, the humungous field, and how everything is nature-related. She enjoys her French class better than her prior Spanish class. She does think that her Far Brook classes are fun, too. If she could meet any historical figure, it would be Rosa Parks, because of the major difference she made in the issue of segregation; Nyatché believes what Rosa Parks did was very brave during a hard time in history.
Louisa, Fourth Grade
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New Adventures in Lunch By Tanya Miller
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he Far Brook kitchen, always a welcome respite for teachers seeking coffee and students stopping by to fetch daily fruit snacks for the classrooms, has now become a bustling lunchtime hub since the recent addition of a healthy lunch option for Upper School students.
Each day, intrepid kitchen coordinator Melissa Stampoulos, along with several energetic parent volunteers, preps the kitchen in anticipation of a small throng of students. Each of three groups whisk into Moore Hall, one after the other, assembles a freshly prepared meal – including fruit and vegetable – then heads back to the classrooms to enjoy. Volunteer Penny Sokolowski describes the scene as a “mad rush of happy, hungry kids, followed by a short lull and then the next group of happy, hungry kids enters. Repeat until all kids are fed!”
Michael, Kindergarten
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Once lunch has been served and devoured, students gather recyclables and environmentally-friendly materials, and return the reusable lunch bins, utensils, and trays back to the kitchen to be washed.
The lunch program has all been quite a change for Melissa, who is thrilled to see many more students each day. “The kids seem to love it,” she says. To be sure, the new program has been welcomed into the pantheon of Far Brook food-sharing experiences. Here’s what some participating students have to say: Grade Five: “I am in love with the big choice chicken and chili.” Grade Six: “There hasn’t been a lunch so far that I haven’t really liked. Plus, it’s so organized! I love that!” Grade Seven: “A lot easier because I don’t have to pack something up in the morning.” Grade Eight: “It is delicious and healthy too!”
Saaliha, Fourth Grade
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Far brook flashback Reprinted from the December 1985 Bulletin
See how things have changed, or not, in this Far Brook parent’s musings on lunch from 1985...
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A Far Brook Moment
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uring the sports report, the children mentioned that one of the girls was playing field hockey for the first time ever, yet she did a particularly amazing job given that fact. They were excited that the team’s goals were all scored by different players, because it showed how they worked together as a team, not for personal glory. Only at Far Brook could a sports report make me emotional! Liz Burke ’93, Far Brook Parent
Alice, Fourth Grade
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Zachari, Sixth Grade
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King Lear By Kim Bloom
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hakespeare can be tough to understand, but Far Brook students are up to the task. This year’s Sixth Grade class brought King Lear, widely regarded as one of William Shakespeare’s greatest tragedies, to the stage.
Drama is an integral part of the curriculum at Far Brook, where founding Director Winifred Moore asserted that history and literature come alive for children through drama. In The Roots of Excellence, an eloquent statement of Far Brook’s philosophy of education, she writes, "Children and the great artists belong together. Shakespeare is not cultural at Far Brook, but a good plot, a conflict between good and evil, between monsters and good spirits, between conspirators and noble creatures.” Under Mrs. Moore, the Eighth Grade presentation Thomas, Eighth Grade of A Midsummer Night’s Dream alternating each year with The Tempest began, and has since become one of Far Brook’s most beloved traditions.
Preparing King Lear for the Far Brook stage is a joint effort between Sixth Grade teacher Valerie McEntee, and Director of Drama James Glossman. Forty-five minutes per day is usually spent with the play, first reading and discussing the text, starting the second week of school until the first week in November when the play
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is performed. Students are not merely memorizing lines, but become immersed in the historical context, the beautiful language, and the complex storyline of this classic tragedy. Valerie begins by providing a frame of reference around the play, within which the class discusses the development of the Roman Empire and the progression into the Middle Ages. Students spend time exploring the formation and evolution of government and leadership, excavating deeper themes such as good versus evil, and delving into character behavior and motivation, all of which call upon students to sharpen their analytical skills. Examining the play’s structure, plot, and dialogue develops a more sophisticated understanding of how narrative can be utilized to richly tell a story, while also enforcing vocabulary, grammar, literary terms, spelling, and punctuation. Full rehearsals with Mr. Glossman, by which point the students are on their feet, are dynamic and animated. As actors rotate through various roles, he gives specific direction and notes on pronunciation and enunciation. He asks questions to help build vocabulary and improve expressiveness. What is penury? What’s the meaning of naught? Grace, Sixth Grade
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Questions about dialogue lead to discussions regarding plot and context; for example, when King Lear tells his daughter Regan, “I can scarce speak to thee; thou’lt not believe with how deprav’d a quality…,” Mr. Glossman challenges the cast to unpack the line’s meaning, what it reveals about Lear’s state of mind as well as his relationship with his daughter. This performance-based learning approach enables students to take on the complexity of Shakespearean text without fear. Mr. Glossman explains, “The goal is not to train actors, but rather to have students climb into the role and own the words.”
Zachary, Sixth Grade
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By the beginning of October, roles have been assigned and blocking rehearsals take place on the stage in Moore Hall. Students begin to understand how to move in theatrical space so that they are always visible to and heard by the audience; they explore how to walk, gesture, and use visual expressions to communicate their lines. During this stage of the process, there is swift progression; the actors grow more expressive with each rehearsal and are unafraid to try new ways of approaching a line or a moment. Costumes and lights are added to enhance and further bring the production alive. The goals of the Drama Program are consistent through the years: to comprehend the historical context of the curriculum and the language of that time; to explore exciting stories and complex plots using voice and body to communicate to an audience; and ultimately, to feel empathy through understanding another time and place via the characters’ interior and exterior lives. What students learn through the study of Drama is applied to more than just the stage, for the tools they acquire also aid in strengthening narrative writing ability and increased confidence in public speaking, as well as in developing an appreciation for great art and literature. The Sixth Grade students learn to meet the challenge of complicated productions through collaboration, determination, fearlessness, and fun; these seeds, however, have been sown earlier on at Far Brook, as even Nursery students can be heard acting out scenes from A Midsummer Night’s Dream and The Tempest on the playground. As Winifred Moore wrote, “Great plays are given children here, for they deeply understand them in part and return to them all through their lives.”
“Nothing will come of nothing, speak again.” King Lear, Act I, Scene 1
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A Dedication for the Future By Hope Chernov
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all Family Day is always an extraordinary event at Far Brook, a tradition that celebrates our exuberant community and the changing season. Fall Family Day 2015 took on a special significance as Head of School Amy Ziebarth ushered in the morning with a beautiful dedication of the new Music and Arts Building, the Kronthal Science and Environmental Center, the Charlotte ’07 and Duncan ’04 Fisher Woodshop, and the Courtyard dedicated to Far Brook’s 1948 Founding Families. This moment marked the near culmination of the School’s capital campaign entitled Imagine the Possibilities. Amy, clearly moved, remarked, “I’m so happy for the School and proud; today, we celebrate that Far Brook’s possibilities have been realized.” There is much to admire in the natural beauty of the airy, spacious courtyard and the elegant new structures, which one parent commented, “look like they’ve been here forever.” Beyond aesthetics, however, we were reminded on this day of the tireless dedication of our Head of School along with staff, faculty, trustees, alumni, architects, builders, students, friends, and family, who together accomplished so much in so small a period of time. Amy and Board of Trustees Chair Tommaso Zanobini expressed heartfelt appreciation and honored those whose particular commitment and generosity proved instrumental; among them was Far Brook class of ’54 Alumnus Brad Wiley, who recounted how in 1948, a small group of families cashed in their war bonds to establish the School. How fortunate we are that the tradition continues, and that our children have the opportunity to learn and grow in an environment that cherishes the past while looking to the future with courage, optimism, and unwavering faith that today’s students will be prepared for roles as future leaders and exemplary world citizens.
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“How lucky we are to be here at this remarkable elementary school…to give our children the gift of an unhurried childhood, with time to question, explore, and think about things that matter.” Amy Ziebarth, Head of School
The dedication, in moving Far Brook fashion, concluded with music, as Senior Philanthropic Advisor Carol Sargent led a communal singing of Simple Gifts. To once more quote Amy, “How lucky we are to be here at this remarkable elementary school…to give our children the gift of an unhurried childhood, with time to question, explore, and think about things that matter.” May the dedication of Far Brook’s new buildings ensure that more and more students have this opportunity for generations to come.
Sivan, Kindergarten
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Far Brook First Impressions By Rebecca Randall
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ach year, Far Brook proudly welcomes many new families to our community. This year, we asked for their “first impressions” of life at Far Brook, and this is what we heard:
“Isabella is having a wonderful time at Far Brook. She doesn’t want to leave at the end of the day! Also, she is glowing with pride in teaching us French at home. We love the way her eyes light up as she shares her new knowledge.” Jamila, mother of Isabella, Nursery Lux, Kindergarten
“Our daughter Lulu’s favorite part about Kindergarten so far is that they are studying ‘bugs’ in her classroom. Also, the field trip to the wildlife conservatory (where they also saw bugs, including a preying mantis) was very impressive!” Mary, mother of Lulu, Kindergarten
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“I was a little familiar with Far Brook, but it wasn’t until my husband and I toured for the first time that we realized it was the right place for our daughter. We felt a sense of community and family as soon as we stepped onto campus and witnessed the caring and nurturing spirit of the faculty and staff. The teachers have a unique, creative ability to integrate the arts into every aspect of the curriculum, which allows each student their own form of personal expression. As a kindergartner, Jazmyn is absolutely loving Far Brook and hates to miss a day!” Charity, mother of Jazmyn, Kindergarten “When I came to my new school on the first short day, I just KNEW that I would LOVE my teacher Jennifer! Also I knew that my school would be fun because it had a very large playground and that one day we would build a castle with the blocks that I saw.” Rebecca, Nursery
Sammy, Sixth Grade
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Kate, mom to Emil in Nursery, contributed this: Me: How was school today, sweetie? Emil: (jumping with excitement) Mama, today, I had SCIENCE! Me: Yay, that’s great! Emil: Mama, what’s science?
“I’m so excited to go to school with my baji .” (Respectful term for his older sister, Sanaah, spoken as she walked Azeem to class on the first day).
Corrina, Second Grade
Azeem, Nursery
Bailey, Second Grade
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“I love how when I ask Cameron about Far Brook, he either sings or laughs… that’s really what strikes me – how happy and comfortable he is there.” Carolyn, mother of Cameron, Nursery
“I love Far Brook because we have specials and they aren’t the same thing as Morning Meeting. We also go to Morning Meeting sometimes. We play on the playground and go down the slide unless it’s raining. But maybe we could if we had a bathing suit!” Cameron, Nursery
Miles, Kindergarten
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“I just really loved seeing the children gather around Bill in a big circle on the carpet, while he entertained/involved them by singing and playing his guitar. Also, I loved how big and spacious the nursery classroom is, giving the children lots of opportunity to play, learn, and explore throughout the day.” Fedora, mother of Rebecca, Nursery
“Reflecting on the first month at Far Brook, we all feel that we’re in the right place: Ben loves spending time with his friends and teachers in the Nursery classroom and we’ve Sawyer, Sixth Grade heard a lot of great details about the woodshop, music, and even a few words in French. We like that the community is very strong and that most families know each other very well. This is our first year at Far Brook, and we’re excited about exploring the School and getting to know everyone!” Aid, father of Ben, Nursery
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“What drew me to Far Brook, and what I’ve experienced already in my visits to the Nursery classroom and Morning Meeting, is that this is a place that TRULY celebrates childhood!” Rebecca, mother of Kate, Nursery
“I love Claire, Bill, and Jennifer!” Kate, Nursery
Aidan, Sixth Grade
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A UNIQUE MOMENT IN FAR BROOK HISTORY BY JANICE CHERKIS
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ife is a process of change. No moment remains the same; around us and within us there is constant movement. Someone is a little taller, someone else a little grayer. Our open community of learners shifts and adapts, sometimes coming together, sometimes stepping apart, moving forward as one, changing a little bit every day.
Far Brook, the landscape where our children learn and practice the values of caring and kindness, of thought and reflection, and of responsible action, has recently undergone a momentous transformation. The process was at times thunderous, stampeding with energy and force – a foundation bulldozed, a playground moved, and other times more subtle – parking spaces on an angle, a new walking path to Tall Pine Lane. As the ground underneath them shifted, our children were called upon to observe, adapt, and improvise. Like a cresting wave, each moment arose only to be replaced by another, perhaps smaller and quieter, or perhaps surprising in its magnitude. Our students embraced the upheaval, watching and wondering.
Maya, Fifth Grade
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The transforming campus, from initial vision to completion, has been a deeply felt human experience for all in the Far Brook community. Change asks us to let go of the past so that we may create space for what is to come. This is easy to say but can be much more difficult to live; it requires daily practice with hands, hearts, and minds. Here at Far Brook we are blessed with an exceptional group of mentors that understands and encourages our children to embrace transition and the accompanying flood of emotions – excitement, unease, amazement, joy – that will propel them, and us, through the uncertainty.
Kitty, Sixth Grade
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Essential also to letting go and moving forward is remembering what has been. Autumn 2015 will be known as “the autumn before the new buildings.” Far Brook students and families are part of a unique moment in history, and a time when we became its historians. We will share stories and memories of years gone by, and in doing so will give context and meaning to what is happening right now, thus linking the past and present. The great James Baldwin wrote, “Know from whence you came. If you know whence you came, there are absolutely no limitations where you can go.” Next year at Fall Family Day, we will stroll among the classrooms and buildings, both new and not so new. We will reminisce about days past and marvel at how the campus has grown. Our children will have discovered new paths and shortcuts, perhaps flowers and trees taking root where none existed before. New parents will hear stories of Far Brook’s rich history and traditions, and in telling these stories we will be thankful for the opportunity to be part of the change, to glimpse life’s infinite possibilities. May the additions on our campus help to ensure that our children’s children and their children’s children continue to think deeply, to explore as far and wide as their hearts and minds will take them, to embrace change – the essence of life – with courage and hope.
“Change is the essence of life.” Reinhold Niebuhr
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Reprinted from December 1985 Bulletin
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Izzy, Fourth Grade
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Quinn, Second Grade
Far Brook Bulletin staff
EDITORS
CONTRIBUTORS
Jennifer Barba
Koonam Aurora
Hope Chernov
Kim Bloom Liz burke
LAYOUT
Janice Cherkis
Janice Cherkis
Hope Chernov Kathy de las Heras
EDITORIAL ASSISTANTs
Tanya Miller
Joan Burr
Rebecca Randall
Peggy Fawcett Printed on recycled paper
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Far Brook School 52 Great Hills Road Short Hills, New Jersey 07078
NONPROFIT ORG. U.S. POSTAGE PAID UNION, NJ 07083
(973) 379-3442 development@farbrook.org www.farbrook.org
PERMIT NO. 473
ADDRESS SERVICE REQUESTED
Far Brook Moment
Inside this issue: Overtures
by Liz Burke ’93 1
by Hope Chernov Welcome New Students
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by Kathy de las Heras
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A Dedication For the Future
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by Hope Chernov 8
by Tanya Miller Far Brook Flashback Brown Bag Blues
King Lear by Kim Bloom
by Koonam Aurora New Adventures in Lunch
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Far Brook First Impressions
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by Rebecca Randall 10
A Unique Moment in Far Brook History by Janice Cherkis
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