Becoming 2017

2017

The Harley School. Committed to our motto, “Become What Thou Art.�

Celebrating our Centennial

Inside:

Living Our Mission | Our Caring Community | Alumni Reflections

Joy in Learning + Become What Thou Art + Caring Community =

Excellence

Head of School Ward J. Ghory, EdD Editor and Publisher Beth Bailey P ’23, ’26 Art Director and Designer Lisa Osborne Lange ’74, P ’09

Director of Development Whitney Brice Associate Director of Development and Alumni Relations Karen Saludo P ’27 Copy Consultant Ceil Goldman Contributing Writers Erin Berg, Karin Bleeg ’01, John DeGolyer ’77, Sarah Fink ’15, Peter Gow, Sara Prozeller Hartman ’61, P ’85, ’90, ’93, Mark Joslyn ’80, Maggie Lloyd ’11, Joe Syracuse ’86, Sandra Tripp ’74, Ian Watson ’88 Contributing Photographers Art Rothfuss III P ’23, Ken Huth,

and submissions from our community The Harley School 1981 Clover Street Rochester, NY 14618 (585) 442-1770

FEATURE STORIES 11 Living Our Mission

18 Sports

20 Inspiring Lives of Great Purpose

DEPARTMENTS 4

By the Numbers

6

Commencement

Becoming Magazine welcomes questions, story ideas, and letters from readers. Contact us at the address above or at becoming@harleyschool.org

24 The Progressive Education Tradition

8, 9

From the Harley Archives and What’s New at Harley

28 Become What Thou Art

30

1000 Words

38 History of a Caring Community

34

Class Notes

44

In Memoriam; faculty/staff

57

classmates

Becoming Magazine is

published by The Harley School.

Printed in USA by Cohber Press in Rochester, NY, a certified FSC supplier. Only operations that have been independently verified for FSC chain-of-custody certification can label their products with the FSC logo. © 2017

Fall 2017 On February 28, we announced “the 100th day of the 100th year,” launching Harley’s centennial commemorations at a special assembly with a procession to the notes of “Jerusalem” played by Jay Stetzer. Each current banner bearer walked onstage accompanied by an alumni banner bearer carrying a historical banner with the same symbol.

What better visual demonstration of continuity, identity, and pride?

One of my favorite moments that day came later when visiting a Primary classroom. Their ever-ingenious teachers, skilled in translating an abstract concept like centennial for children, had set their kindergarteners and first-graders to imagining what they would look like when they were 100 years old. The result: a profusion of gray hair and wrinkled faces on paper plates hanging from a clothes string!

One hundred years ago, with Europe crisscrossed by trench lines and locked in the throes of mechanized warfare, a group of mothers in Rochester imagined a school for their children that would promote individual inquiry, honor individual differences, and welcome girls as well as boys. Across our nation, this was a time for progressive reform—in government as well as education. The best of those pioneering independent schools have made it to their 100th birthday led by teachers who never stopped innovating, parents who kept believing, trustees who consistently found a way, and alumni who always contributed needed support.

Today, our School has core principles rooted in our beginnings and summarized in a mission that unites us.

This issue of Becoming Magazine seeks to highlight key tenets of our approach: Joy in Learning progressive principles of learning centered on high expectations, hands-on learning, and creative problem-solving Become What Thou Art our commitment to the development of the whole child, respecting individual strengths and learning styles A Caring Community the understanding that we learn and grow best in community, making it our responsibility to care for the world and other people Lives of Great Purpose A school organized on these principles provides the best setting for nurturing young people who will face the challenges of tomorrow and lead lives of great purpose.

Your chance to see how Harley stands at 100 years comes anytime you’re in town, but particularly on the weekend of October 13-15, our Centennial Celebration. Mark your calendars and plan to enjoy and admire your alma mater.

Keep becoming and enjoy Becoming Magazine!

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By the Numbers The Harley School Logo history

10

7

The number of students in 1917 Letterhead from 90s.

The Harley School Logo history

times the oak leaf and acorn logo has been redrawn

8

Early version of the acorn and oak leaf in a crest.

Letterhead from 90s.

Early version of the acorn and oak leaf in a crest.

75th anniversary mark

mid-90s

Blast catalog 2003

ber of grad m u nu

Early version of the acorn and oak leaf in a crest.

75th anniversary mark

77

mid-90s

number of alumni living abroad in 2017 75th anniversary mark

76

mid-90s

Blast catalog 2003

1

s in 1927. ate

Th e

dollars: the cost of monthly tuition in 1917

Blast catalog 2003

$150

Early version of the acorn and oak leaf in a crest.

number of years we have had an alma mater

Early version of the acorn and oak leaf in a crest.

profit from the first next-to-new sale, our major annual fundraiser that ran for 50 years, before Blast! began

19

number of years Louise Sumner was Director of The Harley School — from 1925 –1944 4

B e c o m i n g M a ga z i n e

The Commons Series 2017-18 September 27, 2017 * October 24, 2017 November 15, 2017 December 13, 2017 January 17, 2018 February 28, 2018 March 21, 2018 April 25, 2018 May 16, 2018

Inside Job: How Government Insiders Subvert the Public Interest —Mark Zupan, Ph.D. P ’10, ’14 Sustainability alumni panel—Meg Malone Sternowski ’05, Nate August ’05, Davy Brooks ’18 Documentary screening: “Beginning With The End” (Harley Hospice program) Music in Our Community panel—local professional musicians (discussion and performance) Creative and Critical Thinking—Thomas Warfield (past Harley student) The Writings and Relevance of John A. Williams—Dr. Jeffrey Tucker P ’24 Restorative Justice—Gandhi institute and Jocie Kopfman ’09, Commons educator Small-Scale Farming workshop—Lisa Barker, Harley Food and Farm coordinator Student Commons panel—featuring student work and research in The Commons

The Commons at The Harley School Wednesdays (one Tuesday*) at 6:30 pm

OUR GOAL: TO RAISE OVER

$600,000 FOR THE HARLEY FUND

We Reached our Goal!

THE 100 FOR 100 CHALLENGE: IF WE RAISED

CHALLENGE

$100,000

in new gifts in the final six weeks of school, an anonymous donor would provide $50,000 as a match in honor of Harley’s Centennial.

When we issued this challenge, the Harley community responded!

We surpassed our goal by over $20,000!

WE ARE GRATEFUL TO EVERYONE WHO MADE THE HARLEY SCHOOL A PHILANTHROPIC PRIORITY THIS YEAR. THANK YOU!

409 cash gifts of $100 1,158 gifts under $100 totaling over $22,000 85 Harley Circle and 121 Harley Star participants paid on their five-year pledges 40 gifts of over $1,000 87 members of our faculty and staff gave back financially to The Harley School

66 members of the Harley Community made an additional gift to participate in the Challenge 105 first-time donors including 25 alumni, 15 current grandparents, 37 current parents, and 9 alumni parents 92 additional donors who gave for the first time in several years 9 stock gifts totaling almost $31,000 2 017

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Commencement Become What Thou Art

welcomed everyone and presented the Harriet Bentley Distinguished Alumni Award to DR. SAM HAMPTON ’77. Sam addressed the audience as guest alumni speaker. LIAM BRENNAN-BURKE introduced the speakers as senior class president. ABIGAIL O’BRIEN and BENJAMIN PLOTNIK spoke as selected members of the graduating class. LARRY FRYE spoke as the selected faculty member.

100 years of inspiring Lives of Great Purpose

WARD GHORY

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COLLEGE CHOICES: CLASS OF 2017

American University Barnard College Boston University Bryn Mawr College University of California, Irvine Case Western Reserve University Champlain College Claremont McKenna College College of the Atlantic Cornell University The Cooper Union Denison University Dickinson College Emerson College

The George Washington University High Point University Ithaca College Johns Hopkins University Keuka College Marywood University Molloy College Monroe Community College Nazareth College The New School Northeastern University University of Pennsylvania Rhode Island School of Design Rochester Institute of Technology

University of Rochester School of the Art Institute of Chicago Simmons College Skidmore College SUNY College at Geneseo SUNY College at New Paltz Swarthmore College Trinity College Tufts University Union College University of Vermont The College of Wooster

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from the Harley

Archives

Storytelling:

From Print

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By Beth Bailey and Art Rothfuss

What’s New at Harley

to Podcast This year Harley began podcasting—in two distinctly

different ways. But before we dive deeper into how we are using this form, it’s worth taking a look back at the precursors to Becoming Magazine itself, from the Harley Gazette, Notes … from Harley, The Harley Headliner, Update, The Harley Record, Banner, and the quarterly version of Becoming. These all represent a more “traditional” print form of communication.

Starting in the 1930s with the Harley Gazette, the School has communicated (and recorded) the happenings, stories, and accomplishments of its pupils, faculty, and alums. The pictured 1939 edition of the Gazette [green, upper left corner, opposite page] was written by students, reporter-style, covering news such as a fire in the reading room, new books in the library, and editorializing about the trend of Upper School girls to engage in “baby tawlk.”

By the time we reached the 1960s, the Office of the Headmaster started the newsletter with a three-page opening letter. The 1980s saw the focus swing decidedly to the faculty with department profiles followed by the inclusion of the annual report. Finally, the evolution of the newsletter into Becoming included a profile of a single faculty member in each issue, as well as several other articles and updates—a hybrid of news, alum reflections, and event recaps.

There’s Always a Great Story Happening

Now let’s take a look at how we use podcasts to tell our stories today. Currently, we are producing Joy in Learning—a general podcast about a l l things Harley, and The Harley Parley, conceived, written, and produced weekly by our Middle School students as an elective class under the direction of Art Rothfuss.

You can find these podcasts atharleyschool.org/news-events and select the podcast tab, or on Podbean.com by searching for “Harley School.”

Listening Has Strong Appeal at Harley

Audio storytelling is growing in popularity in large part because of evolving technology. Smartphones allow people to listen anywhere on demand. Edison Research estimates 64 percent of 12- to 24-year-olds and 37 percent of 25- to 54-year-olds in the United States listen to online radio every week.

For us, the appeal is being able to share a wide variety of stories with people worldwide. It’s an effective way to highlight the voices of our community—all ages and interests.

Our Middle School parents, in particular, really enjoy The Harley Parley, with news and interviews driven by the kids themselves.

These episodes are a good way to keep tuned in—plus, there is the extra engagement factor in hearing the students’ own voices.

We invite you to join us and enjoy the latest way we are storytelling at Harley. www.harleyschool.org/news-events and select the podcast tab.

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February 28, 2017—

The official start of the Centennial year on the

100

th day of the

100

th year of school.

a

Celebrations began with a special assembly featuring alumni and student banner bearers.

Centennial Celebration committee co-chair, Katherine Kearns Frame ’73, P ’05, ’08, presented the new Centennial banner, designed and stitched by Lisa Osborne Lange, to the School during the assembly.

b

Throughout our 100 year existence, Harley has prioritized civic engagement. With this in mind, we put together a Harley team for the United Way Day of Caring in honor of our Centennial year. An enthusiastic group of people participated including alumni, parents, staff, and friends. Pictured middle, left to right: Sarah Townsend ’01, Anne Townsend P ’98, ’01, Sarah Chambers, Brian Gambill P ’20, Karen Saludo P ’27, Anne Wilcox P ’15, ’17, ’20, Julie Gambill P ’20.

c

In May 2017, all students, faculty and staff headed out to the back soccer field to take a specially posed picture to commemorate the centennial.

d

On the evening of our 100th day, the community came together to celebrate “Shine a Light on Harley” by ‘painting’ the school with light for a long exposure photo (below). With guidance from the creators of RIT’s “Big Shot” our AP photography students created the beautiful composition and worked out the logistics for the event attended by over 150 Harley Community members.

a

b

c

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SHINE A LIGHT ON HARLEY MAY 2017

d

LIVING OUR MISSION

OUR MISSION STATES (IN PART):

WE PROVIDE A BALANCED EDUCATION THAT PREPARES OUR STUDENTS TO MEET THE CHALLENGES OF TOMORROW AND LEAD LIVES OF GREAT PURPOSE. THIS BALANCE DOESN’T HAPPEN BY ACCIDENT; IT IS A THOUGHTFUL COLLABORATION ACROSS DISCIPLINES WITH THE GOAL OF PROVIDING STUDENTS A ROBUST LIBERAL ARTS EDUCATION THAT FOSTERS A LIFELONG LOVE OF LEARNING. THE BREADTH AND RANGE OF OUR EXPERIENCES ARE DETAILED IN THE FOLLOWING ARTICLE. 11

IN THIS ISSUE, WE ARE BRANCHING OUT BEYOND OUR SPORTS COVERAGE TO SHARE HIGHLIGHTS FROM MANY DIFFERENT AREAS WITHIN THE SCHOOL. ENJOY LEARNING MORE ABOUT THE WAYS WE ARE “LIVING OUR MISSION”.

ENGLISH We encourage

students to find and develop their own authentic voices through the reading, interpretation, and discussion of a variety of literary texts. Our strong writing program supports creativity of thought and self-expression, deep knowledge of the structure, grammar, and vocabulary of our language, and a sense of confidence and control in communicating ideas.

Visiting authors at every level help to bring stories to life.

LOWER SCHOOL: Students are introduced to a variety of literature that reflects a diversity of cultures and points of view.

Our youngest students are encouraged to use costumes, open-ended art projects, toys, picture books, playtime, and daily story time as inspiration for their own tales. Weekend journals are introduced in Primary.

In Grade 2, students write about their experiences in their Daybooks. Twice a week, they write about their lives and ask one question. Every week, their teacher writes a letter in response.

FOREIGN LANGUAGE Beginning

In Grades 3 and 4, students practice descriptive writing throughout the year.

They use observation and memory to gather ideas and model their writing on a variety of mentor texts. Grade 3 offers a unique Authors Reading event where students who have authored, edited, and published their own narratives present them to parents at a special tea.

MIDDLE SCHOOL: Students continue to be exposed to a wide variety of genres and diverse cultural perspectives in their reading. Together, they discuss and write about novels, short stories, memoirs, poetry, drama, and essays by classic and contemporary authors.

Vocabulary-building, grammar, and formal writing skills are emphasized in Middle School. Students write daily and practice a variety of genres.

Students begin to acquire basic research skills. They learn the importance of evaluating source material, taking notes, and the necessity of acknowledging their sources.

Middle School students write and produce their own weekly podcast, The Harley Parley [see story, page 9], which broadcasts stories of interest that are shared online.

with our youngest students, exposure to languages provides a window into other cultures, bolsters communication skills and fosters creativity. In addition to the sheer enjoyment of learning another language, this study helps prepare our students for the multi-cultural world.

Grades 3 and 4 study French, while beginning to read and write while continuing to learn authentically about another culture. This culminates in Café Français where Grade 4 students run a breakfast café for the entire Lower School (and parents), conducting transactions in French while serving croissants with a smile.

LOWER SCHOOL: During Nursery through Grade 2, students explore the Spanish language. They learn vocabulary for the things they know best (weather, family, body, numbers, counting) and they grow in their conversational skills.

MIDDLE SCHOOL: Grade 5 is an exploration. Every student takes a trimester of French, Spanish and writing.

They gain skills in grammar (and English) as well as previewing what studying a language involves at the higher grades.

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UPPER SCHOOL: As readers and writers, students are encouraged to engage in exploring increasingly sophisticated and relevant topics through collaborative discussions and individual written responses to carefully selected literary texts. With support from their teachers, students work to analyze their preconceived notions about cultural identity, personal values, individualism, community, racism, justice and injustice, transgression, bullying, stereotyping, and the development of a strong sense of self, among many other topics related to ethics and values.

Students use a variety of techniques and technologies to write and collaborate on their responses to literature, including blogs, art projects, short films, and digital storytelling techniques.

Seniors focus on a study of memoir and personal writing. With the support of their teachers and peers, they respond to prompts from the Common Application in order to write personal essays that are suitable for submission with their college applications.

When students enter Grade 6, they select one of the offered languages, and the extensive work begins at this point with studies of the regions where the target language is spoken. During both Grades 7 and 8, conversation skills grow and more advanced reading and writing is introduced.

In Grade 8, all students take a trimester of Latin as it is the root of the two Romance languages we teach.

UPPER SCHOOL: At this point, students can concentrate on French, Spanish or Latin (or a combination). They are

required to study three years of a foreign language. Further emphasis on refining grammar takes place, as well as a deeper dive into related literature.

By the time teens reach the sophomore level, classes are offered in their target language with very little English spoken during instruction.

OUR 2017 FRENCH IMMERSION STUDENTS SHOW OFF THEIR CERTIFICATES AFTER TWO WEEKS OF STUDY IN SWITZERLAND.

IMMERSIVE STUDY In alternating years, groups of students studying Spanish and French travel abroad for an immersive study. Last year, the Spanish students went to Costa Rica;

this year, the French students journeyed to Switzerland.

The two-week itinerary was jam-packed with language classes while living with local families in Montreux, as well as trips to Lauterbrunnen Valley (including Trümmelbach Falls and the Ice Palace of Jungfraujoch), a walking tour of Lausanne and the Left Bank of the old Quarter, and an afternoon in the Alps.

According to French teacher AMY COLOSIMO, “During this trip, students really see how the language they are learning in class has a broader application in the world. They also gain a better appreciation for another culture and come back with a love of traveling and lifelong learning!”

HISTORY/ SOCIAL STUDIES

Our complex world deserves citizens who understand nuance and context. This is the root of our efforts in our history/ social studies curriculum. By understanding community and connection, we foster deep thinkers with the ability to tackle intricate topics.

LOWER SCHOOL: Students in Lower School explore the world around them one circle at a time. They begin by learning about themselves and their families— what is similar and what is different. From there, they learn about community helpers and then the story of their ancestors.

Diversity is at the heart of what our students discuss any time they learn more about their school, their city, their state, and, eventually, the whole world.

Focus Week often involves learning about different regions of the world, and the deep exploration of our region’s history and people is the core of the social studies curriculum

MIDDLE SCHOOL: Middle School students are ready to broaden their scope beyond their local region and country.

America, looking for patterns that help us understand the components of diverse countries.

•

•

•

•

UPPER SCHOOL: Our History Department is committed to the development of historical literacy and critical and analytical skills. While most history curricula emphasize “coverage,” usually at the expense of depth, we seek to engender both breadth and depth of thought. Our students learn to use historical materials, texts, documents, and primary and secondary sources; in addition, we teach reading, outlining, research, and note-taking skills. Students gain experience and proficiency in writing analytical, concise, and pointed essays.

During Grade 5 there is an emphasis on the connections between physical geography and social, cultural, and economic factors.

History in Grade 6 focuses on ancient civilizations as students gain an understanding of the role geographic features had on location, settlement, and lifestyle.

Grade 7 delves into the United States—from pre-Columbian Native American culture through the Civil War. Students in Grade 8 learn about modern Africa, Asia, and Latin

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LOWER SCHOOL FOCUS WEEK Focus Week is a tradition in the Lower School (dating back to around 1980). It is an amplification of what we do in class yearround: our inquiry-based approach determines how we learn about a topic, how the teachers learn with the kids, and how the students learn alongside each other.

This year’s theme was “100” in honor of our Centennial.

Explorations included: understanding the number 100, the evolution of toys, what life was like 100 years ago/what will it be like 100 years in the future, what’s located within a radius of 100 miles from Rochester, among other topics.

MATHEMATICS

Developing the skills for a deeper understanding of mathematical concepts and topics is at the core of our math classes. Delving into the how and why of solving problems fuels class discussion and exploration more than simply focusing on precise computation. We understand both are integral aspects of growing as mathematical thinkers.

LOWER SCHOOL: Students work with numbers and math concepts. Pencil and paper computation comes only as a supplement to deeper discussion about the why and how of math. Tallying how many children like marshmallows in their hot cocoa in Primary or counting and weighing crayfish in Grade 2 are examples of how our students gather and graph data. Students at all levels talk about how they arrived at an answer and they learn to appreciate the variety of approaches their peers use.

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MIDDLE SCHOOL: In Grades 5 and 6, we solidify basic math skills—addition, subtraction, multiplication, and division of whole numbers, integers, decimals, and fractions. During Grade 6, we introduce algebra and learn how to solve for unknowns using formulas.

We do an additional unit on geometry, solving simple proofs and completing constructions. Popular ways we bring math to life include: the Million-Dollar Project, Pi Day, and our April Math Fair.

We also attend Math Olympiads in both Grades 5 and 6.

Grade 7 and 8 students are introduced to the methods of algebra, including factoring, solving algebraic equations, and graphing linear equations.

In the final year of Middle School, students learn to evaluate, simplify, and factor algebraic expressions; to solve linear equations, inequalities and quadratic equations; and to manipulate and simplify exponential and radical expressions. Additionally, they are taught how to apply these principles to solve real-world problems.

Those who are especially passionate about math can join the weekly MathCounts team for Grades 6-8.

Last year we had three students in the final—and one, Maxwell Sun ’22, won locally before moving on to compete in state and nationals.

UPPER SCHOOL: From statistics to math modeling, the Upper School math sequence lays foundations to open doors in college and beyond. The necessary critical thinking we encourage helps students understand how and why concepts relate to each other, and to argue effectively and convincingly.

Project examples include: • Constructing polyhedra • Using washers and wire to construct mobiles that model equations • Carrying out, using AP Statistics, experiments/studies to determine such calculations as the quickest route to school • Students in precalculus classes create figures and designs using transform- ations of trigonometric graphs Upper School students also participate in Monroe County Math Competitions (Second place, Division I, 2016-17), take the American Mathematics Competitions (AMC) mathematics exam, and participate at RIT in applied mathematics competitions.

PERFORMING ARTS

PERFORMING "TANGLED?" FROM WOMEN ON THE VERGE OF A NERVOUS BREAKDOWN

Drama and Music are combined in the Lower School and then diversify and specialize in the Middle and Upper Schools in drama classes and specific music ensembles (strings, winds, and choir).

The continuity and integration of these curricular areas is important and is reflected in many of our school celebrations like Pageant, Candlelight, and concerts.

LOWER SCHOOL: Beginning with Nursery Creative Arts, our students are introduced to the appropriate combination of music, dance/movement, drama and pretend play in response to music in addition to identifying form in music with different types of body percussion and singing with gusto.

Performing Arts introduces our K– 4 students to pantomime, collaborative music-making, meaningful movement, and writing class plays. Grades 3 and 4 develop their musical literacy in Music Plus class as they learn musical and rhythmic patterns in order to apply them to Orff instruments, recorder, and their own compositions.

Every week, parents are invited to attend assembly on Wednesday where songs, plays, stories, and much more take place. The highlight of performing arts in the Lower School is the annual creation of Pageant by Grade 4 as a gift to the Lower School before they move on to Middle School.

MIDDLE SCHOOL: Our performance of the musical James and the Giant Peach, Jr. was preceded by Heather Stevenson from PUSH Physical Theater conducting physical theater/dance workshops with the entire Middle School. She choreographed the musical production working in elements of puppetry and physical theater to enhance the experience.

UPPER SCHOOL: • 2016–2017 was a “multicultural/world” theater rotation (theater about or based on non-U.S. topics). Performances included: The Magic Fire (reminiscences of growing up in Peron’s Argentina) and Women on the Verge of a Nervous Breakdown (a musical based on Pedro Almodóvar’s 1988 Spanish-language film).

• Our annual 24-Hour Theater Marathon took place in the fall (the shows were written, directed, acted, and teched by students in one 24-hour period).

• The Upper School Orchestra road-tripped to Cleveland to hear the CSO and also toured the theater.

• We presented our annual student-directed one-act plays.

ALL SCHOOL: 29 students participated in MCSMA Solo Festivals 30 students participated in NYSSMA Solo Festivals

JAMES AND THE GIANT PEACH

AWARDS

RECOGNITIONS

JUNIOR AREA ALL-STATE: ZACH ELLIS ’21 MICAH SMITH ’21, MAXWELL SUN ’22 SHEA WILLIS ’20

HOCHSTEIN YOUTH SYMPHONY ORCHESTRA MEMBERS: ERIN ALLEN ’19 GRACE MENDOLA ’17 SAM REEDER ’19 MAXWELL SUN ’22

SENIOR HIGH AREA ALL-STATE: MIRANDA BLOOD ’17 AUDREY SCUDDER ’19 SAM REEDER ’19

ROCHESTER PHILHARMONIC YOUTH ORCHESTRA MEMBERS: BEN DOANE ’18 JUDE KUKLA ’20 THOMAS NEUMAIER ’19 AUDREY SCUDDER ’19

HIGH SCHOOL ALL-COUNTY: SAM REEDER ’19 AUDREY SCUDDER ’19 THOMAS NEUMAIER ’19 ERIN ALLEN ’19

HOCHSTEIN YOUTH WIND SYMPHONY MEMBERS: SAM REEDER ’19 OLIVER KNAUF ’18 GRACE MENDOLA ’17 ELLIOT TINDALL ’19 CATE ROLLINS ’19

JUNIOR HIGH ALL-COUNTY: SYDNEY MCKINNON ’22 OLIVIA REYNOLDS ’22 MAXWELL SUN ’22 ELEMENTARY ALL-COUNTY: MAX ELLIS ’23 NATIONAL FEDERATION OF MUSIC CLUBS FESTIVAL PIANO ADJUDICATION (10TH STRAIGHT YEAR OF SUPERIOR RATING): KATIE CARNEY ’19 SHAKESPEARE COMPETITION WINNER: MICHAEL FANG ’17

HOCHSTEIN PHILHARMONIA MEMBER: SHEA WILLIS ’20 HOCHSTEIN JUNIOR WIND SYMPHONY MEMBERS: OLIVIA REYNOLDS ’22 MAXWELL SUN ’22 SYDNEY MCKINNON ’22

PENFIELD SYMPHONY ORCHESTRA CONCERTO COMPETITION WINNER: BEN DOANE ’18 1ST PLACE AT THE SYRACUSE FRIENDS OF CHAMBER MUSIC YOUTH CHAMBER MUSIC COMPETITION: ERIN ALLEN’S ’19 STRING QUARTET (CIRCADIAN SCHOLARSHIP STRING)

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PHYSICAL EDUCATION

Our goal is to instill enjoyment of lifelong sports and/or physical activity, regardless of age, for all children within our community. We support life and wellness skills by building good habits of daily exercise and health. Whether students choose to compete in sports or not, they all walk away with a disposition toward being active.

LOWER SCHOOL: For our youngest children, it is all about skill-building through developmentally-appropriate activities such as T-ball or pillow polo.

N-Grade 2: During these years, we concentrate on growing all the basic fundamentals including strength, stamina, mindfulness, swimming, and eye-hand coordination.

Grades 3-4: Utilizes the SPARK (Sports, Play, and Active Recreation for Kids) curriculum, including cooperative games (with rules) and collegial competition as children learn to be part of a team.

SCIENCE

Rational and creative thinking processes are cornerstones of our science curriculum at all grade levels. Through both hands-on and investigative projects, students develop analytical and communicative skills in science. Our breadth and range can be seen in the projects below.

LOWER SCHOOL: • Investigating owl pellets to determine what type of owl they came from based on comparison of the bones inside to the diet of different owls previously researched.

• Planning, designing, and operating a garlic farming business as part of the Harley micro-farm (Grade 3).

• Using the design-thinking process, students experimented with electricity.

MIDDLE SCHOOL: • Students participated in the Rochester Youth Climate Leaders Youth Climate Summit.

• Work on science/engineering projects in the project space and workshop, including: Stream Table, Rainforest Model, Hydroponics, DNA Model, Large-Scale Human Skeleton Model, and Egg Launch.

UPPER SCHOOL: • Bioinformatics Club members have been annotating genes from the bacterium Kytococcus sedentarius.

• They learned how to: access various databases to determine the gene and protein sequences, compare these sequences to those of other organisms, predict the location and function of the protein product, and ultimately confirm the sequence.

Their summarized findings were presented at a capstone conference at the University of Buffalo.

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MIDDLE SCHOOL: We continue to build skills and interest in activities and sports as students attend PE class for longer periods every other day in the week. Rotating stations allow students to work in mixed-ability and interest groupings.

Scrimmages develop skills and teamwork.

UPPER SCHOOL: Physical education is required for all four years in Upper School. It can be fulfilled through our independent study program, PE class, or an HAC athletic team. In Grades 9 and 10 all students are required to join one of our many Section V teams for a trimester.

NATIONAL MERIT SCHOLARS

NATIONAL MERIT FINALISTS AND SCHOLARSHIP WINNERS: BENNETT KUKLA ROWAN MELCHER BEN PLOTNIK

SPEECH AND DEBATE TEAM Our team provides interested students with opportunities to compete in tournaments and exercise speaking skills. It also prepares students to become articulate citizens. They compete in policy debate, public forum debate, and more as they build a solid foundation for communication. Participants focus on research, argumentation, and persuasion.

PHOTOS:

COMMENDED STUDENTS: BILLY DENATALE IRIS WILCOX

GRACE MENDOLA ’17

We are proud to recognize the five Harley Seniors who were honored in the National Merit Scholarship Competition.

These students demonstrated distinguished performance and a significant potential for future academic accomplishment.

RECOGNITIONS EARNING A SPOT IN THE STATE MEET: ALIZA LEIT ’17 AND BEN PLOTNIK ’17, OUR SENIOR CAPTAINS PARTICIPATING IN THE NCFL NATIONAL MEET: BEN PLOTNIK ’17 LINCOLN-DOUGLAS DEBATE: BEN PLOTNIK ’17, SECOND PLACE IN THE LEAGUE COMPETED IN THE HARVARD NATIONAL DEBATE IN CAMBRIDGE, MA: BEN PLOTNIK ’17 AIDAN LEIT ’20

VISUAL ARTS

Idea generation and personal expression are at the heart of our art program. We work with students to help them articulate their visions, while looking for the best ways to achieve them. When you look around our Gallery and school, the artwork is richly diverse. This speaks to the empowerment of its creators. As teachers and fellow artists, we understand the importance of making and building technique as a fulfilling practice, and our goal is to help our students find this space inviting and inspirational. Also, work in art parallels topics in our academic coursework.

LOWER SCHOOL: We are aware of the Responsive Classroom model and promote mindful awareness while making art, journaling, drawing, and developing basic technique with various materials.

MIDDLE SCHOOL: Our art program explores historical and contemporary art, as well as the art of other cultures. We consider the intersection between art and our other subject areas.

Students explore materials with an emphasis on design and problem-solving.

UPPER SCHOOL: In Upper School, conceptual development is key in both the studio art and photo areas. Individual and group critiques help push and refine inspiration for students as they develop their own ideas.

SCHOLASTIC ART AND WRITING AWARDS GOLD MEDAL (FILM AND ANIMATION): RIVER MELCHER ’17 FOR RUSSIAN RHAPSODY. NYC SHOWN AT PARSONS AND PRATT HONORABLE MENTION (ART PORTFOLIO): RIVER MELCHER ’17 HONORABLE MENTION (SCULPTURE): RIVER MELCHER ’17 FOR “PROFESSOR ABDUL” HONORABLE MENTION (PAINTING): STEPHANIE CUI ’18 FOR “4:03 AM” GOLD KEY (DIGITAL ART): STEPHANIE CUI FOR “MISSED CALL”

“4:03 AM”

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HAC ATHLETICS Boys’ Swimming and Diving Captures First-Ever Sectional Title Our HAC boys’ swimming and diving team has finished second in Class D swimming and diving sectionals five times in the past 10 years. This season they were looking to move up one more spot and make School history—and they did it!

The Wolves totaled 389 points to earn their first team sectional trophy ever, outscoring their nearest opponent by 99 points. The team victory wrapped up a fantastic year as the Wolves won the Genesee Region Division II title for the sixth straight season and posted an undefeated record during the GR dual meet season to finish 12-1 overall. The boys also won the GR Championship League meet for the fourth straight year. This year’s graduating seniors posted a 47-3-1 career dual meet record during their varsity career.

HELPING LEAD THE WOLVES TO THE TEAM SECTIONAL TITLE WAS THE SCHOOL RECORD-SETTING 200-MEDLEY RELAY TEAM, PLACING FIRST IN THEIR EVENT: JACOB LADUE ’19 NATHAN TITUS ’17 MAX KRECKEL ’19 LIAM BRENNAN-BURKE ’17 NOT TO BE OUTDONE, THE SCHOOL’S RECORD-SETTING 200-FREE RELAY TEAM WAS ALSO VICTORIOUS: MATTHEW GELB ’18 JACOB LADUE ’19 MAX KRECKEL ’19 LIAM BRENNAN-BURKE ’17 ADDING A WIN IN ONE-METER DIVING: ELINA NATARAJAN ’22 [AC]

Girls’ Cross-Country Defends Sectional Title, Earns Trip to State Meet Repeating a team championship performance is a difficult thing to do. It becomes even tougher when you add another team goal to your challenge; yet persevering and working hard makes achieving them even more rewarding.

That sums up the 2017 HAC girls’ cross-country season. They were elated with winning the 2016 sectional title, but wanted a trip to the state meet as well. In 2017, they achieved both and had many breakout performances in the process.

INDIVIDUAL CLASS D CROSS-COUNTRY CROWN: EMMA FIORINI ’18 LED THE LADY WOLVES TO A DEFENSE OF THEIR SECTIONAL TITLE AND AN IMPRESSIVE 1-2-4-5 FINISH. SECOND PLACE: EILEEN REINHARDT ’17 FOURTH AND FIFTH, RESPECTIVELY: LIZA COTTER ’20 ROXY REISCH ’20 THESE FANTASTIC PERFORMANCES EARNED THE TEAM A TRIP TO THE 2017 NEW YORK STATE CROSS-COUNTRY MEET, WHERE THEY PLACED 4TH AS A TEAM AMONG 10 TOTAL OPPONENTS.

During the regular season, the HAC Girls were undefeated (20-0) in dual meets and took home the Wayne-Finger Lakes Girls’ Championship meet title, as well.

Girls’ Track and Field Back on Top with Team Sectional Title A track and field team needs a lot of talented athletes to be successful, and that is just what the 2017 HAC girls team was all about—talent, depth, and great performances. Having their eyes squarely on a sectional title, the Lady Wolves came through in a big way after 19 events against 17 teams, winning the team sectional title with a total team score of 115.

Despite not winning a single event, HAC placed second or third 14 times throughout the meet, and truly earned the team championship.

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THE 4 X 100 METER RELAY TEAM: DANIELLE FULLER ’18 LIA URBAN-SPILLANE ’17 DANIELLE GEARY ’17 JULIANA STODDARD ’18 FINISHED JUST .01 SECOND BEHIND 1ST-PLACE NORTHSTAR CHRISTIAN. THE 4 X 800 METER RELAY TEAM: EMMA FIORINI ’18 ROXY REISCH ’20 EILEEN REINHARDT ’17 ELEANOR FOSTER ’19 TOOK 2ND AS WELL, JUST TWO SECONDS BEHIND 1ST-PLACE ALFRED-ALMOND. PLACING 2ND OVERALL IN THE PENTATHLON: IMANI BAKER ’18

HAC wolves By the Numbers

14 THREE-SPORT ATHLETES IN 2016-17 24 CONSECUTIVE YEARS THAT HAC VARSITY TEAMS HAVE WON AT LEAST ONE SECTION V TEAM CHAMPIONSHIP 67 SECTION V TEAM CHAMPIONSHIPS IN 12 DIFFERENT SPORTS OVER THE LAST 38 YEARS

Girls’ Swimming Continues to Dominate in Post-Season Having already defended their Girls’ Intersectional Title once last season, the Lady Wolves were looking to three-peat in 2017—and they did just that, scoring 397 points at the 2017 Intersectional meet en route to their third consecutive team title. The HAC girls were fantastic in the regular season, too, earning the Genesee Region Division II title for the 10th straight season.They finished the season 12-0 overall and 10-0 in the league. Four-year varsity seniors posted a 45-5 record during their varsity career. The Lady Wolves three-peated at the GR League Championship, as well.

LEADING THE WAY AT THE INTERSECTIONAL CHAMPIONSHIP WAS THE 200 MEDLEY RELAY TEAM OPENING THE MEET WITH A VICTORY. ERIN SZUROMI ’21 McKENNA SHEARING ’21 KIT BRIGGS ’21 NICOLE GELB ’18 GELB ADDED WINS IN THE 50 AND 100 FREE, AND TEAMED WITH: ERIN SZUROMI ’21 LILA CAMPBELL ’18 KIT BRIGGS ’21 TO WIN THE 200-FREE RELAY

RALPH S. McKEE Trophy The Ralph S. McKee Trophy is presented to a Harley School student-athlete who has displayed the greatest amount of dedication, leadership, and ability in athletics. The recipients of this award are also expected to be positive role models at Harley, where they have achieved academic success during their high school career.

This year’s McKee winners have made quite an impact on Harley and HAC during their four years. Diverse in talents and interests, they all share key traits—work ethic, desire, perseverance, and the ability to encourage those around them to achieve. They dedicated countless hours to our athletic program and should be proud of their individual and team successes. Their stories won’t end here, as we’re confident they will continue to lead lives of great purpose.

CONGRATULATIONS TO THE MCKEE WINNERS: DANIELLE GEARY ’17

EILEEN REINHARDT ’17

NATHAN TITUS ’17

GEARY EARNED 12 VARSITY LETTERS IN SOCCER, BOWLING, AND TRACK AND FIELD, PARTICIPATING AS A THREE-SPORT ATHLETE ALL THROUGH HIGH SCHOOL.

REINHARDT EARNED 9 HAC VARSITY LETTERS IN CROSS-COUNTRY, SWIMMING, AND TRACK AND FIELD.

TITUS EARNED 11 HAC VARSITY LETTERS IN GOLF, SWIMMING, AND BASEBALL

ROBERT J. MOORE Award The Robert J. Moore Award is presented to those student-athletes involved in HAC athletics who best exemplify a good work ethic, a caring attitude, and compassion for all.

There is a scoreboard at most varsity contests that tells the final result once a competition is completed. It indicates which team won and which team lost— but that scoreboard often falls short of telling the full story. A record of preparing to win, competing hard, and doing so with respect for the game and your opponent, gives a much clearer picture of an athlete and team—this picture is the one coaches, parents, and athletic directors are very proud of.

Harley’s two Robert J. Moore Award winners this year are true competitors— they love to win, but also know that preparing, competing, and doing your best will always make you a winner.

CONGRATULATIONS ABBY O’BRIEN ’17 AND RYAN PADDOCK ’17

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Alex DeSantis

100 years of inspiring Lives of Great Purpose

I never took an Alex DeSantis English class, which is a blessing. Had I been his English student, I would have inevitably disappointed him. I was the kid who sat in back avoiding eye contact because I never did the reading. Naturally, Mr. DeSantis would have noticed my attempts to go unnoticed and ca l led on me, at which point I would have revealed I had no clue who Addie Bundren was or why she smelled so bad.

(I’ve since read Faulkner’s As I Lay Dying, so I can tell you she was nine days dead and rotting in an unburied pine box.)

by Joe Syracuse ’86

So, thankfully for him, I was not a Mr. DeSantis English student. Thankfully for me, though, I was a Mr. DeSantis film student. I took his “Intro to Filmmaking” class my senior year at Harley (1986), and it literally changed my life. Let me repeat that: it literally changed my life.

Yes, I know; people describe any number of things as “life changing”: a new app, a flavor of Ben and Jerry’s ice cream, a weave of toilet paper. But none of those things change life in this way: before you tried them you were going down a road of utter self-destruction, laziness, possible jail time, and definitely a career in odd jobs. After you tried them, you became a filmmaker. That is the shift that happened when I took Mr. DeSantis’ film class. It changed my life.

What’s incredible is he screened just one feature film— but it was the right film. Over a few forty-minute periods we watched Carol Reed’s The Third Man. I had never seen anything like it. First, it was black and white (which, contrary to my kids’ belief, is not how they made films in 1986). Second, it was a noir (a style I’d never seen). Third, it had Orson Welles (whom I didn’t know even existed). These newfound glories were enough to pique my distracted teenage mind, but they never would have become for me what we now understand as life-changing were it not for how Mr. DeSantis presented them in his teaching.

What turned me on was what Mr. DeSantis guided me to see: in a moment, in a shot, in a frame, in a gesture.

He saw everything: Truth, Theme, The Big Picture, showing us—in turn—how a person’s interior life can be revealed through the smallest details. He’d say, “Life happens in fragments. In streams of consciousness. In minutia.” He’d give us a deeper understanding of the whole by analyzing the tiniest parts.

We learned the film term that captures this idea: miseen-scène—how all the aspects of a filmmaking come together to tell the story. This includes the lighting, or, in the case of The Third Man, the shadows. It’s also the composition and camera movement, like the angstfilled “Dutch angle” (a tilt) and push into Harry Lime’s wink. It encompasses the score: the repetitive CONTINUED ON PAGE 50

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Jay Stetzer

by Karin Bleeg ’01

It’s Jay Stetzer’s 47th teaching year at Harley—nearly a half century—and he now has accumulated a mental filing cabinet full of information about the thousands of kids (Jay’s “little people”) he has taught. Thus, when it comes time to talk about a child, through his virtual filing system that “little person” is very clear in Jay’s mind. He remembers their moves, responses, challenges, interests, and learning styles—all of which Jay uses in the service of lighting that child’s fire.

As an example of how Jay makes it work, one filing card he recalled when I spoke with him this spring was from a time when he and his students were putting a play together in the Centrum. Jay was working on the lights and a boy, who wasn’t involved with any of the play’s activities, saw this and became visibly excited, exclaiming that’s what he wanted to do, as well. The boy then worked as Jay’s lighting technician and sound engineer, and this moved him so much he told Jay that he had to go on stage even though he didn’t have a part; something had clicked in him that wasn’t there before. From that time forward the boy participated in the play in many roles—a musician, a dancer, an actor.

In telling this story to me, Jay himself lit up, and concluded by saying, “You never know what will spark children. What I saw—particularly after this boy was enlisted—was to give them as many opportunities to connect as possible in whatever endeavor we’re doing together, whether it’s lights, sound, acting, singing, dancing, props, makeup, costumes, writing the play. I don’t even care if they sweep! The more opportunities they have to make that vital connection with whatever their talents, skills, interests, and challenges might be, that’s it. Whatever brings them a connection.” Clearly, these stories in Jay’s personal filing cabinet have a profound and enduring impact on him; they’re a cherished mental photo album he returns to again and again in his teaching and performing.

I am not a “Harley lifer” like so many of my classmates. I came to Harley in the ninth grade, the beginning of high school, but, along with anyone else, I certainly knew about Jay—the Lower School Performing Arts teacher—familiar to anyone no matter which grade you entered Harley. To this day, my classmates’ eyes fill with joy when thinking about their time in Jay’s classroom and the inspiration he opened up for them.

But it wasn’t until June 2008—eight years after graduation—when I answered a Craigslist post for an apartment located on the second floor of the house Jay shared with his beloved wife, MAURA, also a Harley teacher, that we actually connected.

After I moved in, we ate meals together, gardened together, built a pizza oven, and much more. It was Jay who replied to my question about the nature of love that “Love is a muscle,” explaining that you have to exercise that muscle, and sometimes you have to flex that muscle for greater strength in those times you’re really feeling frustrated and not feeling so loving—to “act with love,” he said. This belief is reflected in the way Jay talks about his classroom, in the way his students talk about being in a classroom with Jay, and in how my classmates talk about their time in Jay’s classroom. I know those years living in Jay and CONTINUED ON PAGE 51

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100 years of inspiring Lives of Great Purpose

Joy Moss by Sarah Fink ’15 Joy Moss provided The Harley School community with forty-five years of exceptional literary and interpersonal support, offering steadfast expertise aimed at enhancing elementary education through a literary lens. In addition, throughout her time at Harley she encouraged students to pursue a master’s in education from the Warner Graduate School of Education at the University of Rochester, the very program Joy had herself completed. She wrote about her work and commitment in twelve published works focusing on education at the elementary school level, including Focus Units in Literature: A Handbook for Elementary School Teachers,

Teaching Literature in the Middle Grades: A Thematic Approach, and Literary Discussion in the Elementary School.

Joy worked in ta ndem w it h L ower School teachers,collaborating on cohesive units and engaging cross-disciplinary themes: “I would frequently talk with teachers about units and ideas, many of which teachers would continue teaching and expanding on throughout the year,” she notes. In fact, Joy’s book, From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom, written with MARILYN FENSTER, a fellow Harley Lower School teacher and University of Rochester graduate, focuses on the partnership between librarians and primary school teachers, which enriches the children’s educational experiences in both settings. Joy and Marilyn worked to advance Harley’s elementary literary curriculum and engage students in literary themes early in their educational experience, and have remained knowledgeable and reliable resources for fellow Harley teachers.

But Joy’s favorite activity, perhaps, was reading books aloud to clusters of Lower School students. She remembers learners pinpointing connections between books, excitedly laying claim to their discoveries.

“I remember at one point a student mentioned ‘opposing characters,’” she says, which happened to be the topical literary unit of focus. “Afterward, other students began mentioning other opposing characters from books we previously read. Eventually, one student exclaimed, ‘Let’s do a literary unit on opposing characters! There are probably a billion stories with that pattern!’ . . . That was very entertaining.”

Rather than begin her classes with one reliable go-to story, Joy’s years of expertise in children’s writing led her to maintain a literary collection, one designed with room to adapt and customize units for specific classes. “I chose books that would be of interest to students in order to create a natural progression of interest in them,” she says. Her extensive collection of children’s novels provided the students with variety—and, though Joy declines CONTINUED ON PAGE 52

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Al Soanes by Mark Joslyn ’80 do not fully understand a subject until “ You you teach it. ” Alan Soanes, April 14, 2017

My Harley journey began in 1969 as a member of MRS. MARGARET PIERCE’S second-grade class. Every Harley student’s experience involves key relationships with classmates, teachers, coaches, and staff. A highlight of my schooling was my key relationship with Alan Soanes in Upper School, so when I discovered the faculty profile project, I volunteered to share the lessons I learned from him. The “assignment” resulted in a trip down memory lane, a breakfast meeting with my teacher/coach, and (of course!) homework.

Soanes recognized my potential in the classroom and on the Harley-Allendale Columbia (HAC) athletic fields. He pushed me with his words, written evaluations, and, on occasion, even his broad shoulders! I often reflect on five life lessons imparted by this remarkable teacher and coach: 1. RELATIONSHIPS DRIVE OPPORTUNITIES. You are interviewing every

day. Training and credentials open doors for us, but relationships drive opportunities.

Soanes graduated from Hobart College in 1965 and began his teaching career at a boarding school where he worked with a colleague in the admissions department.

Six years later, that colleague, DON BACKE (then head of the Harley Lower School), recruited him to join the science department and to coach football. A relationship that created an opportunity.

This synergy in turn led to another. In 1972, Soanes learned of a contest for the National Aeronautics and Space Administration (NASA), so he approached a promising young Harley student named ROB STAEHLE ’73 with the challenge. The two negotiated an independent study (in lieu of traditional class time), and their partnership resulted in Staehle’s Skylab Experiment “Education 31” and a trip for both to visit NASA operations. Clearly, Backe saw promise in the young Soanes, and Soanes saw promise in the young Staehle.

2. The most successful people have a STRONG LEARNING ENGINE. It is our responsi-

bility to develop our skills and capabilities. During his time at Harley, Soanes taught biology, chemistry, physics, and computer science. I assumed that was true for all science teachers, so in my freshman year of college, I asked my zoology professor a question about chemistry.

He encouraged me to “look it up” or consult a chemistry professor.

Soanes would have taught me how to figure it out, and he would have known or studied the findings for the next time a student asked. Soanes welcomed new technology to the classroom, including calculators, computers, first-generation “smart boards,” and other CONTINUED ON PAGE 53

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The “Progressive Education” Tradition: “Old” Ideas and New Implications

by Peter Gow

In the era of The Harley School’s founding one hundred years ago, the idealists-cum-practitioners laying the foundations for “progressive education” had lofty ideas.

Their purpose was nothing less than the improvement of society through the transformation of children’s learning, with the end goal of bettering the human condition— even, perhaps, arriving at moral perfection and universal happiness. The politically progressive and reformist impulses of the nineteenth century gave the earliest Progressive educators a sense of the possible: for them, if slavery (if not, alas, racism) could be abolished and the Standard Oil trust could be broken, then schools could be improved.

By 1917, with war raging in Europe and old moral certainties in question, it is no surprise that Harley’s founders were setting out to create a learning environment that would be carefully prepared “to interpret and meet the needs of the individual child so that he may fit in with and serve his fellow beings to the height of his [and, of course, it was all “his” in those days] power. The school would surround the 24

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child with conditions that free potentialities for full growth and development and take into account not only outward achievement but also the kind of individual developed through the achievement.” This manifesto demonstrates that whatever associations progressive education was later to have with “permissive” or even anarchic learning, it is clear that progressive educators called in 1917—and still call in 2017— for rigorous, highly principled attention to the development of engaged, knowledgeable citizens, trained and disposed to be critical thinkers and active participants in the work of making the world a better place.

Harley in its earliest incarnation was riding the crest of a giant educational wave. In 1919, the Progressive Education Association was founded, and in the early 1930s the association promulgated its “Principles of Progressive Education.” The implications of these principles for today’s schools ring loud and clear by themselves even as they also resound with every aspect of what we have come to call “21st-century learning.”

Here are the principles, with thoughts on what they mean in and for education today:

I. Freedom is required for children to develop naturally.

Let us not forget that play, an important element of progressive education in 1917, is increasingly shown by current research to be vital to social, emotional, creative, intellectual, and physical growth. One hundred years later, this can also be read as requiring that schools recognize and respond to differences in student learning styles by working to differentiate learning experiences. It is also about accepting, appreciating, and nurturing diversity and individual identity development in all dimensions and manifestations in every child, with broad implications for curriculum content and work in areas like inclusivity and social justice.

II. Interest is the motive of all work.

Today this “interest” implies “relevance,” the ways learning experiences and assessments reflect the lives and daily concerns of students and their world as mediated by instructional methodologies such as design thinking, project- and problem-based learning, place-based learning, community partnerships, and other kinds of hands-on and experiential education. Here again lies opportunity for work that promotes social justice in a very “old-school progressive” way.

III. The teacher is a guide, not a task-master.

In 2017, teachers need the skills to design and implement curricula that go beyond tasks as much as they need expertise in their content areas; they must also be skilled observers of each student’s learning and smart users of the tools that facilitate observation and recording. Technology can now often serve as the knowledge source, but teachers must model the application of skills and craft in projectdriven classrooms built around increasingly team-based and collaborative student work, or in “flipped” classrooms, where students do much of the knowledge acquisition outside the classroom and then practice its application in school.

IV. Pupil development requires scientific study.

One hundred years ago, some early Progressives may have placed undue faith in the power of psychometrics to “sort” children in ways that perpetuated inequality, but in 2017, educators are seeing real promise in new kinds of assessment for such purposes as school and college admission and as data points for making decisions to improve curriculum, instruction, and school culture. New understandings in learning and cognition from fields like neuroscience and developmental psychology have applications not only in academic program development but also in classroom and building design.

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V. Increased attention must be given to all that affects the child’s physical development.

In 1917, this chiefly meant exercise and sunshine (for absorbing Vitamin D to avoid rickets, among other things), but today we know “wellness” is an intricate matrix that includes sleep, emotional health, work-life balance, and nutrition. Offering locally sourced foods, holding ongoing discussions about the nature and purpose of homework, and even the rise of what used to be called “niche” sports —think crew, squash, fencing—are all aspects of the quest to help students live lives in which their bodies and souls are as energized and inspired as their minds.

VI. The maintenance of cooperation between school and home is essential to raising healthy, productive children.

In 1917, many traditional schools had appropriated for themselves all expertise on raising children: “Leave your child with us, and go away,” they proclaimed. “We will do the rest.” The Progressives rejected this notion then, and today’s progressive schools continue to describe families as “partners.” This starts with modern admissions processes and continues with family and parent/guardian education initiatives like speaker programs and community readings.

Student-led parent/guardian conferences, portfolio assessments, online gradebooks, and even parent/guardian behavioral contracts are further ways that schools create, define, and fortify family connections.

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VII. The progressive school is a leader in educational movements.

Education is continually evolving, and progressiveminded schools and educators must keep abreast of constant developments in curriculum, pedagogy, and learning science. They must also work both to build and maintain rich institutional professional learning cultures and to join and nourish external networks of educators and schools. This also means progressive schools must be a voice in advocacy and policy conversations on local, regional, and national levels.

Skeptics and those who willfully misunderstand and

mischaracterize the meaning and history of progressive education would serve our students well to recognize that a progressive identity and an acknowledged progressive heritage impose on schools an intense programmatic and philosophical discipline, informed by the latest research and thinking on how children learn and how learning experiences and environments can produce, over time, adults who are equipped and ready to solve the problems of an imperiled world.

The challenge of making sure that students learn important academic and life lessons in environments where each child can develop as an individual spirit and intellect has not grown any less difficult since 1917, but the brilliant and demanding route that was mapped in that era is still an effective guide for educators today, inspiring the next generation to devote themselves to the common good.

An educator for more than 40 years, Peter Gow is executive director of the Independent Curriculum Group, a community of over 150 forwardthinking, if not all self-described “progressive,” schools. Harley has been an ICG Partner School since 2014. Gow lives in Dedham, Massachusetts.

student awards Ben Plotnik & Victoria Tausk ’17

Alumni Cup

GIVEN TO THE SENIOR(S) WHO,

BY HIS OR HER ACADEMIC INITIATIVE, PERSONAL INTEGRITY, AND CONCERN FOR THE SCHOOL AND ITS STUDENTS, BEST TYPIFIES THE SPIRIT OF HARLEY.

Sam Mendola ’25

Billy DeNatale ’17 & River Melcher ’17

recognizes a Grade 4 student who best exemplifies the spirit of the school. This student possesses qualities that include leadership, cooperation, community spirit, intellectual curiosity, and perseverance.

to honor initiative, productivity, perseverance, creativity, and commitment.

The Lower School Acorn Award

Emily Edwards ’21

Donald A. Pollack ’59 Scholarship Award

to a Grade 8 student who is involved in volunteer work within or outside the Harley community.

Erin Szuromi ’21

Oak Leaf Award

Abigail Bates Rinehart Art Award

Demetria Hale ’17

Foreign Language Award

Melanie Truman Bullard Scholarship to a student who excels in Latin.

Yixun “Jerome” Jing ’19

Douglas Kraai Memorial Award

to a student who shows exceptional caring and appreciation for life.

Nicole Gelb ’18 & Lily Glaser ’19

J. Allen Gray Scholarship Award

to students who demonstrate enthusiasm and a serious commitment to the School and community through volunteerism.

Gordon Myers ’18 & Belle Sherwood ’19

Chris Nielsen ’76 Scholarship Award

given to students who display eagerness to participate in the public life of the School.

Mackenzie O’Hara ’17

Mary & Art Cerasani Award

for a student with a passion for the art of sculpting.

Sariah Cochran ’17

Frank & Rose Lynn Curro Arts & Humanities Award

given to a student who shows creativity, leadership, commitment, and appreciation for culture, history, and art.

2016 RECIPIENT:

The August family

honoring outstanding musicianship and strong contributions to performing groups.

Leah Moore ’21

Sam Li ’20

The Sands-Stern Award recognizes an individual or family who has demonstrated extraordinary commitment to The Harley School through the contribution of their service and passion.

Music Award

Performing Arts Award

to a Grade 8 student who excels in understanding and knowledge of the humanities.

Sands-Stern Award

Miranda Blood ’17, Grace Mendola ’17 & Sara Sankowski ’17

to recognize a Grade 8 student who, while in Middle School, has best exemplified the qualities we value—strong sense of commitment, hard work, compassion for others, and genuine and ongoing involvement with the School.

Bill Dalton Award

WARD GHORY, AMY LUSTIK, BOB AUGUST, LIZ AUGUST ’82, TOM MAFRICIU, NATE AUGUST ’11

honoring excellence in drama and vocal and instrumental music.

Hannah Adler ’17 & Eileen Reinhardt ’17

honoring outstanding ability in language.

Floriana Milazzo ’17

Alex DeSantis English Award

to honor sensitivity to spoken and written word and a passion for reading.

Diane Doniger Award The Diane R. Doniger Parent Volunteer Service Award was established in 1997 to recognize Diane’s efforts and dedicated years of service to Harley. An active parent volunteer, she chaired the Board of Trustees, The Harley Sale, and Harley’s Yearbook 2000 capital campaign. The award is presented to the parent who best exemplifies the spirit Diane has shown in her endless hours of service to the Harley community.

2017 RECIPIENT: Helen

Wiley P ’14, ’17

Ben Plotnik ’17

Dexter Perkins History Award

honoring interest and scholarship in history.

Adrian Bell ’17

Alan Soanes Science Award

for consistent interest and abilities in science, mastery of concepts, and success in application.

Bennett Kukla ’17

William Sisson Mathematics Award for excellence in math.

Iris Wilcox ’17

Upper School Faculty Award

to a student with a powerful commitment to making the School and the world a better place.

Thirty-three upper school students

White Key Awards

for volunteering over 100 hours.

Elizabeth Hallenbeck Daly Grant This program supports our three strategic initiatives of faculty development/compensation: • Develop faculty member individual skills or plan specific curriculum projects; • Assure faculty develop technology skills and investigate best practices in the use of academic technology • To promote the faculty’s capacity to analyze and coordinate curriculum both horizontally (within a

grade level) and vertically (across grade levels).

2017 RECIPIENTS:

Peter Hentschke US Science & Dan O’Brien P ’11, ’13, ’17, ’27 MS Math 2 017

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100 years of inspiring Lives of Great Purpose

B E C O M E WH A T T H OU A R T JOHN DEGOLYER ’77 was interested in attending The Harley School but knew the tuition would be a stretch for his family. He learned about Harley scholarships and tested at the School to see if he might qualify. Though he did not, to his surprise he soon received a personal letter from the headmaster, STEVE HINRICHS, asking him to apply. Steve wrote he thought Harley would be good for John and he would be an asset to the School, so John began attending in 1974. To help with the tuition costs, he worked several jobs, first at Shumway Marina—thanks to the head of the Lower School, DON BACKE—then as security for Harley in the evenings and on holidays.

JOHN DEGOLYER ’77

John became a member of the yearbook staff, taking on the role of editor his senior year.

He worked closely with faculty advisor, ALEX DeSANTIS, encouraging the production staff as they built consensus around theme and concept.

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He did even more. As a “Ratz” member (a group of students who did the “behind the scenes” work in the theater department) with BILL DALTON, he helped make sure everything ran smoothly behind the scenes for every stage production. This group’s standards were: working extremely hard to ensure performances went off without a hitch; being creative with their resources; and—above all—making sure to have fun. He also competed as a member of the Harley cross-country ski team and still skis today, sometimes coming East but often in California, where he lives with his wife, Beth.

John says the faculty at Harley was wonderful—notable for always finding something to focus on during a lesson, then grounding students while encouraging and aiding in their learning. Once, John had questions about the voltage for a transformer, so he went to science teacher AL SOANES. Al knew hands-on teaching worked best for John, so he took the transformer, taught him about the voltage, and snuck in a physics lesson to boot—using the transformer as a basis for a personal and close educational experience.

John is now an IT consultant working primarily with small businesses. He says, “my love of sports continues; I’ve added sailing to my skiing.”

IAN WATSON ’88 was a lifer at Harley. His mother, LEAH WATSON, was the school’s learning diagnostician for 11 years—so Ian was born into a family of Harley connections.

IAN WATSON ’88

“My teachers at Harley encouraged me to pursue my own fascinations,” Ian says. “At the same time, Harley offered so many activities that channeled my energy in a more disciplined and practical way than I would have on my own.”

Ian was very involved in the Harley community through two critical commitments: student government and theater. He served as student council treasurer his junior year and vice president his senior year.

This work involved managing dances and events, working at the café in Beckerman, and revising the student government constitution. He greatly appreciated, he says, the “tough love” help he got from science teacher, Dean of Upper School, and later Head of Upper School MAGGIE SCHNEIDER in his work with the council. John’s second big commitment, theater, began with working in the tech crew for theater productions with LEE GOLDMAN ’86, ROB MCLEAR ’88, and DAN KUNITZ ’88. He collaborataed with Middle School teacher NEAL RODEN and a member of the maintenance staff, KURT ERNST. Ian spent many happy hours, he says, “making sure the productions were the best possible.” He was also involved with volleyball, Scottish Exchange, mock trials, and the yearbook.

After Harley, Ian went to Harvard and majored in linguistics. While an undergrad, he started working for “Let’s Go” travel guidebooks. After graduating, he was employed by Rick Steves, working on guidebooks and group tours—and twenty-five years later, he still does a little work for them each summer.

Ian went on to get a PhD from Rutgers, focusing on the subject of standardization. Since then, he has moved away from academia and back to another, earlier hobby: genealogy. His main job now is researching and writing books for a major genealogical publisher.

Ian still has a foot in higher education, though, flying to Norway once a month to teach media designers at a university there. He recently moved to Germany with his wife and three children where he continues his freelance work.

Looking back at his time here, Ian says, “I really did devote so much of my life and energies to the School—of all the institutions I’ve had a relationship with during my life, the relationship with Harley is the richest and most satisfying. I am so glad I didn’t miss it.”

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SARA PROZELLER HARTMAN ’61 is one of three generations of her family to have attended Harley, where she was at the School from Grades 9-12 as part of a group of six siblings. Her father, who worked at Xerox, was convinced by a co-worker whose kids went to Harley to send his children here, too.

SARA PROZELLER HARTMAN ’61

100 years of inspiring Lives of Great Purpose

Sara was an involved student at Harley. As editor of the student newspaper, The Scribble, she was able to leverage her father’s employer to borrow an experimental printer—the first automated printer at Harley—to help produce the publication. She was the salutatorian and/or valedictorian the several years she attended. (In those days, the salutatorian and the valedictorian were selected from students in Grades 9-12 and not just seniors.) No matter the subject, Sara wanted to master it. She was also a member of student government and enjoyed participating in sports.

Following further schooling at Mt. Holyoke, Sara married “the boy next door,” an engineer with a degree from MIT. They moved to Connecticut where she worked for the University of Bridgeport and earned her MBA. She joined a professional human resources organization and was offered a position at a hospital.

After being there several years, she found her calling in healthcare work. A colleague at work had a connection at Yale, so Sara, armed with a recommendation from her co-worker, applied there for a Master’s in Public Health. At that time, the program took only ten people, and women were a rarity—in fact, the women in the program traditionally were nuns working at Catholic hospitals. That year no nuns applied, and Sara’s application was accepted.

Sara and her husband moved back to Rochester where she has had a long career in healthcare at the University of Rochester, Rochester Area Hospitals Corporation, RIT, St. Mary’s, and her consulting business, Hartman and Associates, which focuses on health care facility, clinical service, and program planning.

At St. Mary’s, she worked to expand primary care services to help poor and at-risk populations and gained approval from the NYS Department of Health for primary care physician practices. Much of the consulting work she does now is pro bono.

Looking back, Sara thinks Harley was more internally-focused during her time. The student body wasn’t keenly aware of what was going on outside of school much beyond family and neighborhood. Harley was more formal, she says, more focused on academics and less on social issues. She considers Harley more “joyful” today.

SANDRA TRIPP ’74 SANDRA TRIPP ’74 came

to Harley from East High School in Grade 10. She found out about Harley through her “Big Sister” in the Big Brother/Big Sister program in the area. Her Big Sister, a graduate student at the University of Rochester, saw Sandra’s potential and thought she should be more challenged academically. On one of their scheduled times to get together, her Big Sister dropped Sandra off at Harley for testing. The result? She started at Harley soon thereafter.

Sandra was nervous when she arrived at Harley because she was from the inner city and starting in high school while many of the students had been at Harley for a long time. But right from the start, Sandra said she felt embraced by the Harley community, and even on her very first day, she connected with many groups. Although she was behind in mathematics, Sandra was academically focused and driven. Her teachers, MARCIA GITELMAN and SAL RAHMAN, tutored her in trigonometry after school while she took geometry during school. She caught right up! She was very close to MADAME WINDHOLTZ and GAIL McGUIRE (she hung out and worked with 32

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Gail in her lab). She adored STEVE HINRICHS, headmaster, because, she says, he “understood her.” A story expresses this: one year the senior prank was “Orange Day” and Sandra concocted a harmless protein indicator and added it to the faculty coffee.

When the culprit coffee was discovered, it was thrown out, staining the faculty room’s sink orange. As Sandra recalls, Steve summoned her from class and walked quietly with her to the faculty room sink. He said, “You have left your mark on The Harley School.” Beyond academics —and sinks—Sandra was involved in athletics: field hockey, cheerleading, and track. And (by the way) she was class president and a member of the yearbook staff. After Harley, Sandra attended Wellesley College, majoring in chemistry; her work with Gail inspired this choice. She went to Columbia University for her MBA and continued athletics by participating in squash.

Sandra worked for Johnson & Johnson, Merck, and Syntex, where she enjoyed a career in long-range global strategic planning. Throughout her 30-year career, she always volunteered at not-for-profit organizations, helping them create their strategic plans.

As a young African-American woman who was successful in the corporate world, Sandra stood out. One of her personal goals was to become financially stable in order to adopt a child from the foster child system. She succeeded and has a daughter who is a college graduate and working toward becoming an editor in the film industry; a media company in Los Angeles recently hired her as an assistant editor.

Currently, Sandra consults with—and volunteers for—several not-for-profits with missions ranging from helping family caregivers of Alzheimer’s patients to awarding scholarships to college-bound, lowincome students, focusing her energies on helping these organizations to develop and execute successful growth strategies. She is also preparing to launch, through the Silicon Valley Community Foundation, a new scholarship program to help low-income single mothers who want to pursue higher education. Her lifelong love for learning, Sandra says, is because of “the academics at Harley. Such a focus helped me attain my lifetime goals.”

MAGGIE LLOYD ’11 attended Harley from Grades 7-12 and participated in soccer, swimming, and track. In addition, she played flute, joined the chamber orchestra, governed as class president, engaged in Hospice class, and was a tutor.

MAGGIE LLOYD

Maggie states, “Every Harley teacher is her ‘favorite teacher’—they are all “simply amazing and helped guide me in my life.” Her Human Rights course with DR. KRISTIN SHERADIN got her interested in NGOs (non-government organizations), resulting in her senior internship at the Mary’s Place Refugee Advocacy Center in Rochester. Middle School history teacher DOUG GILBERT ’87, P ’21, ’24, ’26 she says, taught a class featuring different cultures highlighting “the important things in life,” and this helped her look outside her Harley/Rochester life to the world beyond. Middle School English teacher KIRSTEN ALLEN READER ’90, P ’20, ’26 taught a lesson using the book The House on Mango Street and asked the students to do a creative writing exercise where they wrote a memoir-style story about their lives. Maggie’s very first published creative writing work, in 2015, was written in the memoir style Mrs. Reader taught her. Maggie was also part of a pilot hospice program run by former Upper School English teacher BOB KANE and was one of several Grade 10 students invited to go on the hospice trip to South Africa.

After Harley, Maggie took a gap year in Spain and attributes much of her success there to her work with Harley Spanish teacher SRA. IRENE GALVIN. Following her gap year, she attended Carleton College with a CONTINUED ON PAGE 58

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HORN symbolizes the strength to open up a path for oneself. We protect those less strong and we mature to appreciate beauty in all things.

CLASS NOTES

CLASS NOTES

1940s classes of 1942 and 1943 – 75th reunion __________________________________________

classes of 1947 and 1948 – 70th reunion ANN HARTMAN ’43 writes: Although I graduated

74 years ago, I still look back at my years at Harley with fond memories and gratitude. I hated school and did very poorly until I went to Harley—and mysteriously, my years of school problems disappeared! We’ve moved to a nice little condo in a retirement community. Don’t have to worry about snow and cutting the grass. I’m very active in our peer-led Learning in Retirement program, attending and leading various seminars. With four colleges and a university here in the Pioneer Valley, we have lots of talent among our retirees, who offer interesting topics. Happily, our son lives nearby, and he and our daughter-in-law are very helpful. Plus, we get to spend time with them and our three grandchildren. The eldest just graduated from UVM. The second is at Trinity.

We've finally given up travel, which was a major interest. We managed to spend time in many fascinating places, always doing one country on a trip. Our favorites have been four weeks on a safari in Botswana and a fascinating trip to India. n JENKS MIDDLETON ’44 writes: I’m now 90, living in an apartment in Ashburn, VA, a suburb of Washington, still upright and playing tennis every week. My regards to all at Harley! n ELIZABETH CURTIS CASSIDY ’47

writes: I send hugs and kisses to all! n BARBARA HAYS ’47 writes: Last November I visited my classmate ELIZABETH CURTIS CASSIDY ’47 at her lovely home in Punta Gorda, FL. We had not seen each other in at least 20 years. “Liz,” as she likes to be called, drove me to Sarasota twice so I could visit the Ringling Palazzo and also, on another day, visit a famous garden. The visit was even more special when her cousin, JOE BRIGGS ’48, arrived with his wife, Nancy, and we had a mini Harley reunion. I would like to attend the Centennial birthday party if anyone from my class will be there. So, classmates, let me hear 34

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from you! n PETE KELLER ’49 writes: My very best to the remaining survivors of our class.

I never expected to be writing a note like this, given my family history, but thanks to the late DR. RUSS KNOPE ’47, my friend for over 75 years, I expect to reach 86 by 5/20. As many of you may remember, we were very close and our friendship began in the second grade and lasted the rest of his life. There was a line in our yearbook: “Russ and I are going hunting,” and we did that right up into our late 70s. I deeply regret he will not make the alumni gathering in October this year, but would love to see all of you there for what very well may be our last chance to relive, in memory, our Harley years. I fully intend to be there and would be delighted to see all of you who are still able to make the trip. Please try! I also think it would be great to ask the spouses of our departed classmates to attend with us and get filled in and caught up on our lives and escapades together.

A poem by Pete: What a place for students to be the teachers all, were so friendly They tried like hell to educate me handed me a diploma for all to see. graduation came and went, we promised ourselves, with good intent, to stay in touch lest friendships be rent. we were successful to some extent others became a non-event, we scattered then from coast to coast but of our school days we could boast to family, friends and strangers too great teachers known to our select few Larry, Cliff, Dinah, Doris and Pixley also MaeMae, Gerri Molly, Emily, Boomer too Bruce and Betty all suffered through the antics of our wild and crazy crew we drove these great folks up the wall yet I remember, can still recall they stood beside us one and all ’til off to college we all went in hopes someday we’d all repent the grief we caused the management we are older now, our ranks are few no longer the wild and crazy crew we'd love to see them all back at this event and tell them all we do sincerely repent all our class antics that drove them frantic

1950s classes of 1952 and 1953 – 65th reunion __________________________________________

classes of 1957 and 1958 – 60th reunion ANDREW GOLDMAN '52 writes:

Susan Heilbron, my wife of 31 years, and I have lived on Martha’s Vineyard in the little fishing village of Menemsha for the last 21 years. I have been active in town affairs and have become a lobsterman—from a lawyer—a wonderful change of pace. Our children and grandchildren provide a lot of pleasure, and so does the world travel we have been fortunate to do. I retired in 1996 as executive vice president of the State of New York Mortgage Agency, having spent a most enjoyable career in the public and private sectors. Retirement has been the chocolate [topping] on the ice cream. I have been so busy and had so much fun, I can’t imagine where I found the time to go to an office. I am always pleased to hear from old friends from Harley, and think gratefully on my years there. n JIM MCCOLLUM ’52 writes: I spent only a year and a half at Harley. But, for that brief time, Harley offered me a respite from a difficult period in my and my family’s lives because of a major controversy in which we were embroiled back home in Illinois. It is not an easy road to pursue an unpopular cause in a hostile environment! However, my mother was ultimately vindicated in her victory before the U.S. Supreme Court in what was a landmark 8 to 1 decision in constitutional law. These days I have returned to college at Southern Arkansas University in my retirement from a 34-year law practice in Rochester, teaching constitutional law as an adjunct professor to students I’m in class with. Harley will always occupy a warm spot in my heart! n MARY CRITIKOS '54 writes: One look is worth 1,000 words insofar as I am alive and well following my 80th birthday a few weeks ago, and happy. And happy to return to a Harley that is thriving beyond all expectations, certainly from the expectations

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CLASS NOTES

circa 1954. I recently participated in a class banner event wherein I had to climb four steps in front of 500 people—only made possible with the physical assist, due to first-class wobbliness, of two ladies from the development office. My partner was a lovely third grader with blazing blue eyes whom I admonished “never to leave Harley.” The little muffin shook his head vigorously. Decades ago I vowed never to leave Rochester as I wanted to remain near the Harley spirit my life long—however long that should be. No regrets whatsoever. As far as updates are concerned—this says it all. Happy beyond wildest imagination. Harley turns 100, and I turn 80—each is incredible. It’s far more gratifying than I could have imagined, as optimism leads the way. No turning back. n TRUMAN BULLARD '56 , professor emeritus of music at Dickinson College and retired summer school professor of musicology, Eastman School of Music, continues to perform as a bassoonist with the Central Pennsylvania Symphony and the Dickinson Orchestra, and to teach gifted high school musicians privately at his home in Carlisle, PA. n RICHARD CAINE-CERASANI ’56 writes: I remember using the trolley to get to Harley; I remember an emergency drill when a gas leak blew up a number of houses in Brighton. Walking along the creek always appealed to my imagination. I also have great memories of Sadie Hawkins Day. n JANINE TRAVIS BRAY '57 writes: My two years at Harley—Grades 7 and 8—profoundly affected my education philosophy: two magical years of acceptance, growth, fun. And why don’t public schools offer Latin?! n MALCOLM BALDWIN ’58 writes: As I get older, Harley and my many years there (16½) become increasingly important. That time shaped me. I look back on my last two years there (despite occasional misbehavior) as very special, when we were graced with such outstanding new classmates.

Harley instilled a belief in the importance of respect for all individuals, and an operational optimism that has lasted. I continue to enjoy life on a lovely farm, raising some 30 sheep, now with five new lambs; keeping a small vineyard (whose pruning and spraying I’ve surrendered to our grape-buying winery); and helping my wife Pamela manage our two B&B cottages

and our wedding business. As a civil celebrant I’ve enjoyed getting to know the young people who still think marriage is a good thing. I’ve remained active in efforts to keep our traditional farms in business in fast-growing Loudoun County, and since the election, I have engaged with our indivisible group in useful resistance to the policies of President 45. I’m looking forward to the reunion and the celebration of Harley’s Centennial and its indelibly positive impact on so many people. n FRAN CURRO CAREY ’58 writes: I’m adding life to my years with writing, travel, family, cultural activities, enjoying nature, keeping in touch with friends in Ukraine and worldwide, being active in political efforts to protect our democracy against tyranny. I’m recommending that people read The Federalist Papers! They remind us of our Founding Fathers’ obsession with tyranny and their efforts, embodied in the Constitution, to create a government with checks and balances, three branches of government, Rule of Law. I remember my Harley days, dedicated teachers, and wonderful friends. I’m proud that the Frank and Roselynn Curro Award at Harley recognizes the importance of the arts and humanities in our lives and honors worthy students who will carry on these traditions. www.francurrocaryblog.blogspot.com Francine (Fran) Curro Cary. PhD RPCV (Ukraine 2009-11) fcurrocary@yahoo.com 5753 N Main, #3, Sylvania, OH 43560 n BARBARA POOLE VON SCHILCHER ’58 writes: My class banner was a black standing lion on a gold field. ROWLAND MCKINLEY was head when I was on the faculty. n ALAN STAEHLE ’59 writes: Well, I think it was five of us unruly boys who were asked not to return for 1958.

That led to the best event of my life—in moving to Ouray, CO, having a state scholarship to the University of Colorado, and a successful and interesting life thereafter. I have always thanked Harley for kicking me out! And I do think Harley is a good school that provided me with some good education. A younger sister, SIA ’61, and brother ROB ’73 did very well at Harley.

CLASS NOTES

1960s classes of 1962 and 1963 – 55th reunion __________________________________________

classes of 1967 and 1968 – 50th reunion LINDA RUDD DAVIS ’60 writes: PETER DAVIS ’59 and I were

married in 1963. We have two children: Jean, who lives with her husband, Tim, in Marblehead, MA, and Ben, who, with his wife, Desiree, has two children ages 9 and 7 and lives in Oconomowoc, WI. Peter was transferred numerous times during his career in human resources with Burroughs/Unysis to Connecticut, Long Island, Detroit, and Philadelphia. I was a medical practice manager and was fortunate to have some very interesting experiences in the medical field wherever we were transferred, as well as involvement with the Medical Group Managers Association. Following retirement we moved to Prescott, AZ, where we began new careers and enjoyed being close to my parents, Marjorie and Gilliam Rudd, who had retired to Mile High City. After 13 years in Prescott, we moved to Maine to be closer to our daughter and her family, but that became too far to be a part of our granddaughter’s activities, so we moved to Massachusetts, where we plan to stay. We enjoy keeping in touch with and occasionally seeing Harley friends. We are active in our church and serve on various committees, Peter participates in choir and the community Festival Chorus, and I volunteer at a local hospital. Both of us have such positive and happy memories of attending Harley and are ever grateful that our paths crossed there. n LESLEY MILLER BOCH ’62 writes: I have very good memories of our 50th reunion. At that time we all agreed to try getting together again when we were 72 or 73 years old. Well, since that good idea sprung to mind, I think most of us have let it go—unless of course the Rochesterians should all plan to get together. My husband and I continue to live in our house in Chicago, which in a few years will be so close to the Obama Library that we could pop over there to go down the sledding CONTINUED ON PAGE 42

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Aerial photo by John Griebsch

WE ARE APPRECIATIVE OF OUR DONORS! class notes

By Erich Van Dussen

Anonymous (2) Dr. Clifford R. Everett and Ms. Rita M. Adler-Everett Jeffrey Alexis and Christine Hay Tom and Holly Anderson Ms. Elizabeth August ’82 and Mr. Thomas Mafriciu Mr. Robert August Paula Baker ’76 Mr. and Mrs. Charles S. Baldo Jack and Lisa Baron Mr. and Mrs. Bruce B. Bates Jim and Kay Benjamin Mr. Doug Bennett and Mrs. Abigail Stern Bennett ’99 Phyllis W. Bentley ’45 Norman and Phyllis Breen Ms. Valerie R. Bronte ’99 Mr. Stephen S. Brown Catherine M. Callery and Michael D.Nazar Mr. and Mrs. Daniel Chessin ’80 Patricia Corcoran Mary Critikos ’54 Dr. E. Ray Dorsey and Ms. Zena Shuber Dorsey Mr. and Mrs. Timothy S. Douglas ’82 Peter T. Ewell ’66 Mr. Raymond Fiorini and Ms. Gail Fiorini Mr. Steven Foisy and Mrs. Ivone P. Foisy Scott Frame ’73 and Katherine Kearns Frame ’73 Mary Jo and Conger Gabel ’62 Lee Gartley ’82 and Tina Gartley Mr. Ward J. Ghory and Mrs. Anne Ghory-Goodman Mr. Mark Goldstein and Dr. Dena Levy Anthony L. and Earlene C. Gugino Drs. Kenneth and Kathleen Hale Dr. and Mrs. Samuel M. Hampton ’77 Drs. Omar Hanuch and Andrea Sandoz-Hanuch Sara ’61 and Peter Hartman Dr. and Mrs. Wade C. Hedegard Kraig H. Kayser ’78 Drs. Srinivas Kaza and Lesley James Mrs. Shirley C. Kearns Gary and Pam Kimmet VaNita and Jim Laurito Dr. and Mrs. Michael E. Leit

Dr. Kenneth Lindahl and Mrs. Kathy Lindahl Susan Mees Longfield ’82 and Charles L. Longfield Staffan ’66 and Lee Craig Lundback ’66 Mr. and Mrs. Daniel Mahar Dr. John Markman and Ms. Amy Bach Mr. and Mrs. Robert F. McGraw, III Jon and Susan Parkes McNally Dr. and Mrs. Daniel Mendelson J. Merrill ’73 and Katy Stein Prof. John Mills ’57 and Suzanne Crowe Sarah ’18 and Leah ’21 Moore Family Ken Motsenbocker Mr. and Mrs. Gary Muisus Robert and Milena Novy-Marx Michael and Sarah Paddock Larry and Nancy Peckham Terry Platt and Dianne Edgar Ms. Karen Saludo and Mr. Dennis Drew Mrs. Marilyn Sands Mr. and Mrs. Richard Sands ’69 Mr. Robert Sands ’76 Kelly and Brian Scudder Mr. and Mrs. Thomas Shea Drs. William J. Sheeran and Deborah L. Pearce The Sisson Family Dr. Andrew Stern and Mrs. Melissa McGrain Lisa and William C. Sykes ’76 Mr. Kunal Tanwar and Ms. Anuradha Chaudhri Nelson Thomas ’86 Tim Tindall and Erica Harper Dr. T. Michael Toole ’79 Mr. John S. Trow ’76 Ms. Mary C. (Kitty) Van Bortel and Mr. Roger C. Garrett Mr. and Mrs. Ziad Wehbe Mr. Timothy S. Wiest ’76 and Ms. Priscilla Rockwell Wiest ’76 Helen Wiley and Marian Payson Peter ’72 and Deb Schaller Willsea ’73 Ms. Kathryn B. Wilson Mr. and Mrs. Matt Winslow Mr. Daniel P. Yeoman ’00 and Ms. Beth Bafford The Zupan Family

The Harley Circle is a giving society that supports the longstanding belief in Harley’s vision and core values.

A five-year commitment of $1,000 or greater annually to The Harley Fund provides membership into The Harley Circle.

To learn more, contact Whitney Brice, Director of Development.

(585) 277-1116 • wbrice@harleyschool.org 36 | B e c o m i n g M a ga z i n e

RETIREMENTS

Nancy Barrett

(Lower School) since 1987, 30 years “I am deeply grateful for the wonderful opportunity to work with and learn from exceptional teachers, administration, staff, students, and families over the past 30 years.”

Nancy taught Grade 2 at Harley for 30 years, loving every second of her ability to be creative in her approach to the education of children.

“The Harley community helped my husband and me raise our daughter Alyssa ’99, from kindergarten in 1986 to graduation in 1999. Because children and art had always been the driving forces of my life, I was happy to accept the chance in 1987 to make a difference in the lives of other children at Harley.

It has taken about 800 of these children and their families, and the untiring efforts of all my teaching partners—most significantly, Tony Cinquino— to realize, with some satisfaction, that I have finally achieved that goal. Now it is time for me to complete this full circle in my life and to pursue my artistic ambitions once again.”

Sue Turiano

(Lower School) since 1987, 30 years “Teaching preschool at Harley has been my dream job!”

Sue infused Nursery at Harley with energy and understanding. She focused on establishing a personal relationship with each child and his or her family as well as making sure each child felt valued as an important part of the classroom community.

“Harley was the perfect environment for my own children’s first school experience and for my growth and development as a teacher. I have felt valued and supported by all of the people I have worked with, and many of us have shared our life experiences with each other as we have grown together as teachers, parents, and friends. My husband and I are spending the summer camping and exploring the state parks of New York with our two dogs.

Other travel is also in our plans, as we look forward to escaping some of the Rochester winters.

I hope to continue to pursue my interests in mindfulness and the importance of nature play in the development of young children.”

Irene Galvin

(Upper School) since 2006, 11 years Irene rescued us over 11 years ago. We’d had a winter resignation and had to hustle to find a replacement—and wouldn’t you know, we hit a homerun!

A native Rochesterian with degrees from Harpur College/SUNY Binghamton and Harvard University, Irene brought experience in the classroom and as a writer of children’s books to her work with Harley students.

Although she mainly taught in the Upper School, she also taught writing and Spanish to Middle School students over the years.

Irene is an incredibly smart, deeply caring, and very inventive teacher: a colleague who is both super-supportive and yet so good at her job that she has raised everyone’s game.

Trish Vanable

(all divisions) since 2006, 11 years “I’ve been at Harley for 11 glorious years, and I will miss all of my wonderful colleagues and my students.”

Trish began her career at Harley as the Upper School registrar before taking over as our library director in 2013. Since that time, Trish has played an indispensable role in ensuring that students and teachers have the resources needed to support the curriculum and learning in the classroom. In addition, she introduced and implemented numerous events and activities, such as the Harley Barnes and Noble book fair, writing contests, academic bowls, author visits, and book exchanges, all aimed at increasing student learning and promoting literacy.

Trish’s ingenuity, creativity, drive, and genuine love of collaboration with peers made all of our jobs easier.

Patti Kelly

(Extended Day) since 2007, 10 years As part of the Extended Day staff for a decade, Patti’s wonderful sense of humor always shone through when she interacted with the children.

As the official “child whisperer” at naptimes, she oversaw rest in Nursery, Extended Day, and summer camp—a skill that helped support important downtime for our kids.

She truly loved working with them and found ways to bring her joy in them into all her interactions. “Miss Patti” will be greatly missed because she was so beloved by the children.

Patti and her husband, Ray, purchased a home in Florida and will be moving to the Sunshine State.

Mana Zanandrea

(Middle School) since 2012 as faculty; 17 years as a parent/volunteer As a faculty member, Mana has taught Spanish, algebra, study skills, and provided algebra support for SSP in the Middle School since 2012. In addition, Mana served as a Lower School room representative (organizing four years of memorable sock hops), Middle School coordinator for Parent Council, Parent Council co-chair. She beautifully costumed 10 Middle School musicals and 12 Upper School plays and musicals.

Although her time on our faculty is at a close, Mana will continue to actively serve the Harley community as a room representative for the next two years.

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A

The Harley School’s History of Caring Crafting Generations of Involved, Compassionate Citizens

By Erin Berg

mong the five core elements of The Harley School mission is showing students how to care for the world and the people in it. This is deeply rooted in the origins of the School, from the time in 1917 when a group of women got together and started “The University School of Rochester” for four-year-olds.

These women, mothers who recognized a need for a different educational experience in the Rochester area, pioneered a school that was built around values of community, independence, and curiosity. Inspired by the Montessori model, they developed a preschool and kindergarten program that stressed the development of the individual at his or her own pace. Learning included unstructured work time where children could work on what interested them most.

Our philosophy has been to interpret and meet individual needs of students in order to prepare them for the future.

With the goal of supporting a child growing into his or her best self, The Harley School has strived to produce a Progressive Educational environment in which “each child feels himself a stronger, more capable individual and gains courage to proceed with more difficult problems and to help others and cooperate with them along the way.” In his article on page 24, long-time educator Peter Gow discusses the basic elements of Progressive Education and how they have been incorporated throughout our School since its founding.

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In 1961, ROWLAND MCKINLEY, former head of school, wrote: “Harley is cosmopolitan—cosmopolitan not by accident but by design. This student body spans a social and economic gamut almost as broad as that of Rochester itself.

In this community boys and girls of varied economic and social backgrounds live and work and play together without awareness of the usual social barriers inevitable in a larger society.”

Just a few years after McKinley made this statement, Project North Star—named after Frederick Douglass’s newspaper— was born in April 1965. Project North Star had a two-fold mission: to continue to foster a cosmopolitan student body and to provide equal opportunity to a progressive education to include children in all areas of the Rochester community.

This laid the groundwork for an institutional and cultural commitment by the School to attract and keep students from a wide range of backgrounds. Today, we are one community comprised of many. Our students come from many different races, religions, families and backgrounds. This priority is supported by the $3 million in financial assistance we provide annually.

Harley is working to create an environment that models, teaches, and practices caring communities by providing opportunities for empathy and fostering collaborative problemsolving and mutual support. This is deeply entrenched in the instructive programs Harley faculty design.

In Lower School, teachers have developed numerous projects over the years to build new communities among the children, giving them independence and lessons on collaboration while keeping learning interesting. Among a number of inventive, interactive projects, the Twoville Post Office, begun in 1982 as a one-week activity, is an annual student favorite. TONY CINQUINO P ’06, ’10, a Grade 2 teacher, came up with the innovative idea of a Twoville Post Office project for his class. His goal? To give the students an enjoyable way to learn how to read, practice authentic writing, try new things, and hold roles of responsibility. How did he do it? He had the students construct a post office, where each student held a job.

They had to learn how a post office works, design jobs, and determine salaries for each job. The final hurdle was to get the entire Lower School involved in writing and sending letters between classes.

The project was such a success, it has become a 35-year-old tradition that continues to engage the whole Lower School.

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Twoville postal workers sort mail in 2015.

As Cinquino explains, “It takes a village of Harley classrooms for Twoville Post Office to be successful because all the classrooms help to process and deliver the IN and OUT boxes for our postal workers. I greatly appreciate that all the teachers have accepted our post office project with open arms and plenty of enthusiasm. They all get their students excited about it. Even our head of school, WARD GHORY, sends mail to each student on Valentine’s Day. Teachers also send humorous packages to each other.” Such a collaborative project not only allows students to find joy in learning and sharing, but also provides the chance to witness authentic community among grownups.

From community building modeled through complex and engaging projects in Lower School, this same idea continues into Middle and Upper School. One major service project Middle School students participate in is Adopt-aGrandparent, the brainchild of Grs. 7 and 8 English teacher KIRSTEN ALLEN READER now carried on by EILEEN FERRARI as part of her Grade 7 Health class. Students make five trips over the course of a trimester to the Rochester Friendly Home, a local senior retirement center. Students pair up with another student or two and connect with one resident who lives at the Friendly Home. Before meeting the residents, students work on brainstorming questions to ask them and what information from their own lives would be appropriate to share, particularly things that may interest the resident they visit. There are also meetings after the visit to debrief, where students describe their experiences.

At the heart of this project, teachers aim to provide opportunities for students to experience empathy with a person they might not connect to otherwise. Following a visit during the first year, Reader recalls one student starting her debriefing with:

I thought I’d be talking to old people, but it turns out they are just people!

—MIDDLE SCHOOL STUDENT

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M

oments like these may give an adult pause, but it is exactly what Harley teachers like Reader, Ferrari, and many others work hard to provide.

Through interacting with communities beyond one’s normal environment, Harley students experience more complex ideas about people in our community.

Brightening Birthdays, a springtime project involving Grade 8 students, works with Volunteers of America to organize and throw birthday parties for kids who are in an emergency family shelter. This past year, the students ran a bake sale to raise $400 for the event, and they also held a collection drive for books and presents. Teachers Eileen Ferrari, Kirsten Reader, and DAN O’BRIEN helped the students organize committees to plan and prepare for the party. There was a cake committee, a music committee, a decorations committee, a birthday cards committee, a goody bags committee, and a committee for activities at the party. Once at the shelter, the students worked together to set up decorations, put out food, and display presents. Then it it was time for all to celebrate with food, drinks, conversation, and games outside.

Although not all of Harley’s students experience each of these various service projects and lessons, they are representative of the many ways Harley’s social and educational environment is unique.

In BEN PLOTNIK ’17’s final words of his Commencement speech, he shared his realization that community is the common thread through all of his experiences at The Harley School, from learning about human rights and responsibilities in JOCIE KOPFMAN ’09’s Grade 9 course to seeing teachers’ doors always open—welcoming any student to walk in for advice or a good talk—to communal spaces. Plotnik left his classmates with this promise: “We leave the grounds of 1981 Clover Street, never again physically together as one.

However, our status as members of the Harley community will remain, and so will our own drive to build community wherever we are.” Throughout the classes in the Lower School, students learn how to care for themselves through fun, engaging lessons and projects. We’ve seen how projects like Tony Cinquino’s introduced collaborative work early, so that our students realize that caring for oneself is a communal act. This continues into Middle School, where teachers strive

Middle School students joining families at "Brightening Birthdays" in 2017.

to extend these lessons to communities beyond Harley walls.

The hard-work responsibility for the larger community these teachers continue to inspire and nurture in Middle School is fundamental for the success and popularity of a unique one-year senior elective course in Upper School: Hospice.

Don’t buy into this idea that you don’t have the strength to do this kind of work. Given the support—the love and the kindness—young people can do anything.

—BOB KANE Kane, former English teacher and former director of the Center for Mindfulness and Empathy Education, founded the Hospice program in 2004. He did this to counteract the way death in our culture has become a taboo topic of discussion. We do not want our lives or those of loved ones to come to an end, like the extinguishing of a flame.

Our inherent fear of dying has led us to sidestep confronting death by hiding it away in places not easily reached. Yet, it is in these places—the places that are difficult, that most people shy away from—that Kane saw a teaching moment, and he lit a literal and symbolic flame that continues today.

Since its inception and integration in the Upper School curriculum, more than half of the Harley seniors annually elect the Hospice program.

At the start of each class, a candle is lit. The flame is a reminder to all students life is fragile, it can flicker out at any moment. It is also a reminder to the students that, when the candle is lit, it is time to share personal experiences—leaving judgment outside the classroom. At first, students are often hesitant to talk about death. Some have noted that when they had a parent or grandparent die, they tried to ignore and avoid the death for a long time. Hospice is a place where students bring personal experiences of grief and gain new perspective.

Maddie DiPaola ’09 and Sean Sullivan ’09 provided palliative care during a home visit with Zululand Hospice. During home visits, students helped provide skin care as Zululand nurses discussed patient medications, nutrition, and overall health and hygiene.

One former student reflects, “I have always accepted death as a natural part of life, but I have never thought of it as something that requires work. It makes sense to me now, as it takes work to adjust to how your body is naturally shutting down, and it takes much spiritual and emotional strength.”

Another student states, “Through thinking about death I also think more about how I want to live my life every day.

In addition, Hospice has taught me how to cope with my feelings. It has taught me to release my pain by expressing it, like crying when I feel sad. I also learned to share my feelings with others.”

From students’ personal accounts, we gain access into the individual growth students experience working together and volunteering. ELFIN JOHANSEN ’04 and CAITLIN FRAME ’05 shared the impact their hospice work had on them, each expressing how caring for the dying emphasized the importance of community and bearing witness.

Johansen observed that

Life occurs because of connections and the crossing of paths. We come to see that what we do has countless effects.

—ELFIN JOHANSEN ’04 while Frame noted,

I want to expand my life and learn about other lives. . .what they have done, how they feel, or what they regret. To me, it is the people around us who can change the way we see ourselves.

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DEER ON SLOPE symbolizes swiftness and gentleness. It represents growth from awkward beauty into grace and a longevity of commitment.

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CONTINUED FROM PAGE 35

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hill or look at Michelle’s dresses. My husband has retired from the University of Chicago, where he was a tenured math professor. This does not mean we are staying close to home, though. Actually, since the responsibilities at the university have fallen off, our life of travel has become quite intense. For three years we went to Beijing regularly for 2–3 months at Tsinghua University. Our last trip was in the fall of 2016. At that point, the air and the hassle of living in Beijing got the better of us.

One would think we would swear off these trips despite our having left a shopping cart of supplies—the magnifying glass, the placemats, the coffee maker behind…Instead, we will concentrate more on places where we can speak the language and don’t have to use bottled water. Our trips to Paris will continue thanks, once again, to mathematics. My husband is connected to an institute just to the south of Paris on the B train line. If we are living there in the winter, I volunteer at the Soupe de SaintEustache. This is a fabulous (much more than) soup kitchen, which is held outside and in front of Sainte-Eustache Cathedral in all kinds of weather. I especially enjoy offering Kleenex to men while they are standing in line for the first course of soup and a plastic bag of takeaways. It gives me a chance to practice my French and they their English. Some of the questions and comments have advanced from Al Capone—Bang Bang!—to Barack Obama to “Are there homeless in Chicago like here?”

And then there is Canada, where there is also mathematics, but on paper and with a pen.

Our family island has no electricity or modern conveniences beyond the propane refrigerator, the wood-burning stove, and the grill. Ah yes, I forgot the bottled water for drinking; lake water works for everything else. I do a lot of reading and watercolors there. And since I have become a senior, I give a shout on my way up from the lake with water pails, and my son or husband comes to carry them the rest of the way. There are also three grandchildren—2, 7, and 11; they come for about two weeks. The oldest lives in Tashkent, Uzbekistan, with her mother and stepfather. The other two live with our son and his Sudanese wife in New York. My daughter-in-law begs off coming up to Canada.

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That northern kind of nature is not her style. I have continued being the chair of the Garden Fair Committee of the Hyde Park Kenwood Community Conference for 20 or so years. This means that every spring I am wrapped up in a whirlwind of activities related to this huge neighborhood event. I have always said this is when all the Hyde Parkers come out from under their winter rocks and once again see the neighbors. The fair is held in the courtyard of our shopping center. Our share of the profits from the two-day sale of everything that grows and can fit into the courtyard goes for our special projects in several neighborhood parks.

I have also run a weekly bingo game for at least 16 years when I am in town. The players at the table are generally men with numerous health issues, topped off with being HIV positive.

Since I have been calling the numbers, I have gotten to see how AIDS has changed over time.

Sixteen years ago people were terribly sick, and then there would be the funerals. Now, for the past couple of years we go on and on with regular bingo, a cover-all game, and a homemade dessert at the end with mostly the same group of people. After living in this somewhat confined setting, there is the possibility that each of the men here will be able to get an apartment, with continued support from the agency. I often tell the guys at the table that if it weren’t for them, I would have no one to play with. Last year my age coincided with the jersey number of football player of Refrigerator Perry, 72.

When I am older than the biggest number on the board (75) I am going to retire. We’ll see.

I buy the prizes at an independent local dollar store where the owners keep me in mind when doing their shopping. As you can tell, I really love running this game. Also, where else do I get to give men other than my husband quick kisses on their cheeks and huge hugs? Besides the garden fair and bingo, my life is mostly one of organizing our lives, doing errands on my 1985 licensed bicycle, and making a wee home for us in various places. Things are always the same more or less, just in different places. But I do aim in each place to have fun, get some exercise, learn something new, pay attention to what’s around me, and reach out to people. n KATHY CLARK VALLEAU ’63 writes: On July 22

we will celebrate 50 years of marriage. We thank God for His grace and our good health. On July 1, or thereabouts, we leave Provincetown, MA on our chosen home, the ‘Vesper,’ a 68foot Nordhavn trawler heading north with the ultimate goal of crossing the North Atlantic to arrive in Scotland in September. Our route is Maine, Nova Scotia, Prince Edward Island, Greenland, Iceland, and the Faroe Islands to Scotland. Bob and I have traveled more than 10,000 nautical miles on ‘Vesper,’ (yes, the Panama Canal!) and the last (over 2,000) miles (Bahamas/Exhumas) on our own. We will take an engineer along on the Atlantic crossing for sure. I am hoping to do a special blog about the trip, but there will be lots to do. n LAURA GROSSMAN FUKUNISHI ’63 writes: Everything is going well here except for Japanese political scandals, North Korean missile testing, and the topsy-turvy weather. I’m worn out with being asked to explain Trump! Otherwise, we are entranced with “The Kid,” our two-years-onEarth grandchild, Mizuki, and her cartoonist father’s Manga series in Japan’s second-largestcirculation Manga magazine. I still have a heavy, totally enjoyable schedule teaching English and psycholinguistics to students ranging from three to 86. My name is “Laura Sensei”! Good health to all Harleyites, and maybe I’ll see you at the Tokyo Olympics in four years. n BARBARA ANDREW ’66: May Harley thrive another century with progressive, inclusive education! n PETER TUCKER EWELL ’66 : After graduating from Harley, I attended Haverford College and Yale University, earning a PhD in 1976. I just retired as president of the National Center for Higher Education Management Systems (NCHEMS), a research center in Boulder, CO, where I did research on college student learning and development worldwide. n CAROL TUCKER CARLTON ’67 writes: My life since Harley School has included careers in intake psychiatric social work and my massage therapy clinic in Ohio. Avocations have been international sailboat racing, ballroom dancing, outdoor adventures, and water and snow sports.

I would love to reconnect with the classmates I remember from kindergarten through Grade 2 at Harley. Does anyone know how to find CINDY LEE or RICKY STOFFER from the second-

VCI S RO ER S /CSEWNOTR D S

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CLASS NOTES

Peter Ewell ’66

John Davidson ’67 with Deborah Dunthorn Bieber ’67

grade class for 1967? Also, JOHN MCCLEARY, a member of the 1967 class from kindergarten through Grade 3, passed away on Oct. 26, 2016, in Tallahassee, FL. He had many memories of our years there, including the bat that was loose in our room; one of our (unnamed) male classmates being reprimanded with soap in his mouth; my attempt to kiss SANDY (WALTER) BANNERMAN in Grade 2 while catching crayfish in the creek, and the beribboned maypole at recess.

I was finally able to reach the brother of MISS BARBARA KLAER, our second-grade teacher and my very favorite. Sadly, John told me that she has dementia and is in her 80s now. n JOHN DAVIDSON ’67 writes: DEBORAH DUNTHORN BIEBER ’67 and I together in early November. Deborah is recalling the A.A. Milne quotation on her Comet yearbook page and suggests it could be good here: “It’s awful to be born at all.” In the photo; we were sitting poolside at my hotel in Bangkok. Deborah lives with her husband Glen, about a half hour outside of Bangkok. For me, Harley was about our teachers and staff. The OPDYCKES (still in touch with them by phone), MIM COOPER, OLIVIA EDEY, DOROTHY BANNERMAN, DICK CHAPMAN, ROBERT MARSHALL, MELANIE BULLARD, TED LOBDELL , TOM TOOLE , MRS. ROACH (drama), ELAINE KARRON , MRS. MORSE (lower school), the EWELLS, ROWLAND MCKINLEY (headmaster), DOROTHY LULL, BEN LULL and DINAH WINDHOLZ . n JANE MINNET ’67: I attended seven schools and universities other than Harley. Though I only attended Harley for two years, Grades 11 and 12, it is the only school that ever engaged me, and the only school I ever felt a connection to. It made a

big, lasting, positive impression on me. n MASANORI OKUDA ’67 Hello, my friends from Harley, This year happens to be the 50th year after I graduated from Harley! In my banking career I worked 15 years in Los Angeles and San Francisco, but I never had a chance to travel to Rochester. I am now retired in Japan and I enjoy introducing my hometown, Nara, with photos and in English on Google+. I would be happy to hear from you or if you would find my photos and comments interesting.

Sincerely, Masanori https://plus.google. com/u/0/100339270020150638145 (or look up “Google+ Masanori Okuda”) MarkOkudaG@gmail.com EUGENE SU ’67 writes: After graduating from Brown University in bioengineering, I returned to Rochester for medical school. I met Christy Carter while at Brown, and we married after my graduation from University of Rochester. After I completed an internal medicine residency and Christy obtained a PhD in biophysics, both University of Rochester programs, we returned to Brown University, where I did a rheumatology fellowship and Christy did a postdoctoral fellowship. We moved to Ann Arbor, MI, in 1981, where I was in private practice in rheumatology until October 2016.

Christy is a professor of physiology at the University of Michigan medical school doing research, teaching, and administration. We have two daughters, both now living in Berkeley, CA. Elizabeth was married in September 2016. She works for Grand Rounds, a start-up company that specializes in facilitating second (medical)

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opinions for employees of clients. Alison started a PhD program in bioengineering at the University of California—Berkeley last fall.

Since retiring, I have started playing the ukulele and doing yoga. Christy and I have also started some ballroom dance lessons. We welcome Harley friends to visit us in Ann Arbor if you are in the area. Fun fact: Although I’ve not met him, a previous dean of the Upper School at Harley, DAVE M DOWELL, subsequently became headmaster at our daughters’ high school in Ann Arbor. n JAN COSTELLO ’68 writes: Since fall 2012, I have been taking courses in theology and expect to earn my MA by June 2019—not coincidentally the same date I will retire after 36 years as a law professor. For the past five years, my family has been running a private horse rescue and retirement ranch so I suppose I could, like St. Francis of Assisi, preach to the animals. (More likely I will listen to what they have to tell me.) n Hello Harley, this is IBI HINRICHS ’68: When recalling a school that influenced me and let me be comfortable in my own skin, it is Harley.

College did not respond so well; there I learned what was expected of me but not what was encouraged. The thirst to know how to live a harmonious life was all-consuming. What are the qualities of being human? What are our social responsibilities? What is living wholly?

What should one depend on? What is worthy of being depended on? For me, one fact was clear: about how I wanted to proceed in this world, and that was to live from kindness. It did not matter if anyone acknowledged kindness; it is enough to be in its presence. So I have found myself living a life that has been full of CONTINUED ON PAGE 46

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IN MEMORIAM John Dealy

Harley history teacher, 1969-1993 December 21, 1931–April 29, 2017 John taught a wide variety of history courses, including World History, History of Communism, Ancient and Medieval History, A.P. U.S. History, A.P. Modern European History, and history of World War II. His Upper School dean, MAGGIE SCHNEIDER, once wrote, “John’s strengt. . .is his serious and thorough preparation for classes. He works hard to provide students with the information he feels is important.” John made a practice of relating his history lessons to present-day situations.

As an example, he added a discussion of current religious wars to give students in the “Rise of Christianity” class a clearer understanding of the subject.

John also created the “Harley Forum,” where he advised and coached students in the art of discussing public issues. He offered students the opportunity to participate in mock trials, where they often learned as much about themselves as about their subjects; in 1988, he held a mock nominating convention where students played the parts of presidential candidates George H. W. Bush and Michael Dukakis. John, in fact, played a many-sided role in School life: he assisted the Academic Decathlon teams, volunteered on the Ethics Committee, helped students with a “Youth Ending Hunger” day at Harley, served as a faculty advisor to the Global Awareness Project, and was a supervisor on fire drill procedures. In addition, he was a significant force behind the push for an integrated history curriculum as well as a inter-disciplinary instructional approach throughout the entire Upper School.

Former head of the Upper School SUSAN GROESBECK wrote, “You have a legacy of historical teaching which has spurred many students to study history at the university level.

Your obvious love of history has contributed to the overall education of Harley students.”

We are so appreciative of John’s time spent enriching the lives of our students.

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FACULTY & STAFF

Ruth “Kay” Pearson

Harley School teacher; 1978-1986 September 13, 1923–May 28, 2017 Ruth Kathleen Pearson died unexpectedly, but peacefully, at her home on Sunday, May 28, at a young 93. Kay, as she was known to most, brightened the lives of many young Harley students during her time as the Middle School math and science teacher.

Speaking at her retirement farewell party, one colleague said, “Kay, your contributions to Harley have been generous and diverse. You’re a multifaceted individual with talents envied by all. You are a capable artist, an avid reader, a poet, an athlete, a teacher, and a friend. Your love for nature and your flair for fashion will be remembered by everyone who knew you. You exemplify Harley in many ways. Your cheerful enthusiasm and interest in those you work with make you special to all of us.”

Kay grew up in Charlton, MA, and earned her associate in fine arts degree from the Worcester Art Museum, her BA from Clark University, and her Masters in Education from Nazareth College. In addition to her teaching at Harley, she also played an important supporting role in the success of Rochester’s innovative Shop One (co-founded by her former husband, metalsmith Ronald Pearson) during the American craft movement of the 1950s and ’60s. Through it all, Kay raised four children in her renovated farmhouse in Fairport, and her youngest son, ARN PEARSON, graduated from Harley in 1978.

Kay had a knack for bringing her love of nature, geology, and the seashore into the classroom and making her students see math as fun. Many parents remarked on that gift with wonder.

Known for making the exquisite six-pointed paper snowflakes that graced her classroom window during the holiday season (and teaching others how as well), Kay was also a winter enthusiast who pushed her colleagues to get outside and go cross-country skiing with the kids.

BUD EWELL, the beloved head of Harley’s

Middle School who died last year, wrote Kay a poem for her retirement based on the recollections of her students and commented, “My, how they do love you. I too.”

“TO MRS. PEARSON, ON HER RETIREMENT”

BY BUD EWELL

Remember this when you pass through the door From us, to other realms, to other hearts, That we loved you best, and what is more, That you have shaped us fondly by your arts.

For how you spoke, and how you took our hand Encompassed us with all that’s good and true.

You found for us a way to understand, And opened worlds to us we never knew.

We will recall your face, its shining beauty, Poems and talks, and fossils you would bring, Your reverence for love, for trust, for duty, And where to look for snowdrops in the spring.

Oh, teacher dear, these minds you taught to soar Reach out to you as you pass through the door.

Kay left a graceful imprint on the world around her and will be sorely missed by many.

FORMER TRUSTEE

George Motley Angle

Harley School board president, 1967–1969 head of headmaster search 1976–1977 parent to Tim ’70, Vee-Vee ’74, and Nicholas ’82 (non-graduate).

May 28, 1922 – December 28, 2016 1943 was a seminal moment in George’s life as he simultaneously turned 21, graduated from Harvard, and enlisted in the Navy. George attended Midshipman School at Notre Dame as a ‘Ninety-Day Wonder’, graduating first in a class of 2,000. He was assigned to the USS Bearss Destroyer in the Pacific theater where he served and was promoted to the rank of Lieutenant (jg).

George’s career included Marine Midland Bank, The Matey Corporation, and 26 years at The University of Rochester, retiring in 1989 as Vice President of Public Affairs. George served on many local boards including the Urban League of Rochester, and The Harley School.

George is survived by his beloved wife of 68 years, Alva Hood Angle “Vee”, by his four children, eleven grandchildren and four great-grandchildren.

HARLEY SAYS FAREWELL TO A LEGEND

Ruth Ewell

Headmaster’s secretary and registrar, and College counseling office, 1960–1986 April 25, 1925– January 28, 2017

Ruth Ewell was hired as the Headmaster’s Secretary and Registrar in 1960 and remained at this important post

through 1980. She worked under ROWLAND P. MCKINLEY, STEPHEN HINRICHS, and DEXTER LEWIS and was the liaison to the Board of Trustees. From 1980-1986, she worked in the College Counseling Office, helping our next alumni with their matriculation to college. Through her work, she was the “record keeper,” keeping all academic and administrative records in working order. She worked daily on her mimeograph machine making so many copies that by noon her hands were purple.

Ruth was also the creator of the infamous “Poop Sheet”, a daily correspondence of student and faculty news and updates that still exists today. Ruth set the standard at the school with her warm, gracious demeanor and her hard work, commitment, and dedication to the School.

When she retired in 1986, she was difficult to replace. Former faculty member MAGGIE SCHNEIDER said, “When she retired…we tried to replace her by adding more people. Her IBM typewriter was put aside for new computers, her mimeograph and ditto machines were discarded for the Xerox copier. Since Ruth left her job at Harley we do some things differently. We can argue about whether or not we do them better.” Indeed, it took two people and a computer to “replace” Ruth.

Ruth had an amazing memory and she took this skill and her knowledge of Harley and gave a wonderful gift to the school by writing the 75th anniversary book, A History of The Harley School: 1917-1992. Her research on the first 75 years of Harley was hands-on, digging through those old files, photo albums, scrapbooks, yearbooks, news clippings, and letters. The book is a wonderful tribute to the school’s formation, the amazing faculty, staff, students and community and the founding ideals that remain today. We are so thankful that Ruth took this huge undertaking to share Harley’s important history.

The Ewell family was very much a part of the Harley community in every way. Ruth and her husband, MATSON “BUD” EWELL ’40, a Harley faculty member and administrator for over 40 years, were also parents to sons, PETER ’66 and JAY ’70.

Peter and Jay remarked they would all pile in the family station wagon to ride to school together, and the boys would wait patiently for the ride back home in the evening. Bud and Ruth were often referred to as “Mr. and Mrs. Harley” because everyone knew them. They were the face of Harley during the school day, at Harley events, athletics, and in later years, alumni reunion weekend. They were a very generous family, donating annually to the Harley Fund, to capital campaigns, and even donating their home to support the building of The Commons.

CONTINUED ON PAGE 58

Remembrances of Ruth What a great woman she was…she was literally the first person I met at Harley in March, 1980 when I interviewed. She was then Dexter’s secretary, a welcoming and kind presence that set this nervous college senior at ease. Her kindness and graciousness were her hallmark and she was loved by all of us.

Scott Reisinger, former faculty

She was one of the greats! She is a most honored person—I will miss her.

Doug Gilbert ’87

Ruth was a superb person who will be greatly missed.

Paul Schiffman, former Head of School

She was a very special and inspirational lady. A huge loss for Harley.

Susan Smith P ’98, ’02, former staff

What a nice lady.

Connez Todd ’65

She had a heart of gold.

Rachel Zinman ’84

Our thoughts and prayers are with her family. She is now with Bud. Vicki Pasternak P ’99, current staff

Ruth and Bud Ewell were the heart and soul of Harley.

Jan Costello ’68

The Ewells were such a special part of my Harley experience.

Courtney Dalton Gray ’82

So sorry to hear this! My thoughts and prayers go out to her boys!

Barbara Poole von Schilcher ’58

What a sad loss. She was so instrumental in sharing and preserving Harley's history.

Anne Townsend P ’98, ’01, former staff

Very sorry to hear of Ruth’s death. Her book about Harley at its 75th Anniversary is an excellent history of the school. Both Ruth and Bud were Harley for me.

Keely Costello ’64

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DRAGON represents us as creatures of courage and vigilance. We grow in wisdom as we grow in strength.

CONTINUED FROM PAGE 43

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beauty. It is not impressive on a work resume, though. I actually completed only two years of college; it was the late ’60s and early ’70s, and there was much practical people work to be done and big questions to be answered. After leaving my first college, I found myself doing well, and was offered a scholarship to Cornell in environmental studies, only to be pulled toward more direct answers to my deepest questions.

This path did not lead to a financially lucrative future, which I sometimes muse about; what if I’d gone to Cornell? But then I would not be the person I am, and so those thoughts do not stay long. I am content as a human being on this most wonderful planet Earth and delight in its gift of the breath of life that I would not trade. For over 40 years I have been learning from Prem Rawat, who continues to be the clearest person I have ever met who knows what it is to be a human being and what peace is. Opportunities and interactions continue to come my way. I have lived in NYC in Spanish Harlem, in Denver in Indian territory, in the wilderness of Maine, in Houston, Miami, upstate New York, Washington, DC, and now in Augusta, WV. I’ve been a photographer, a freelance caterer, an administrative assistant, and now, with my husband of 34 years and a few others, I am helping to run a multi-generational interactive community arts and music center.

Our lives are never one thing, nor can they be placed on a page and viewed. If one person can say about me, “She was a lit candle in this world,” then I have lived well. I wish I could sponsor some program at Harley on solar or community development, or self-awareness in the name of my father, STEPHEN HINRICHS, who was headmaster at Harley and director of a wilderness camp called AIC in Maine.

He truly understood the value of each human being to the whole and sought to instill that perception in each child he interacted with.

But, as I mentioned, I did not pursue a path that included lots of financial wealth, so I will just have to continue to thank my parents and Harley by living a life of service. IBI HINRICHS ’68

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“Keep a green tree in your heart and perhaps a singing bird will come.”

Chinese proverb

B e c o m i n g M a ga z i n e

BRUCE LINDSAY ’68 writes: The nicest thing

about Harley was the way it changed my life.

It helped me to become empowered to “become what I am.” The second best thing was that it helped my stepdaughter SHIRA YOUNG ’87 become the positive person that was always in her. Without Harley, neither of us would have manifested the courage or the independence to dream. And life is, after all, about dreaming what might be; we are manifest through our dreams. Today, I particularly enjoy returning for the lectures and seminars hosted by the School.

We do need to remember that learning and a liberal arts education are each a lifelong process.

Evie with Bob Levis ’68 on their wedding day

BOB LEVIS ’68 writes: While my wife, Evie,

and I were on vacation in Los Angeles in April, we got together for dinner with my Harley classmate JAN COSTELLO and her husband.

Jan and I are both hoping to make it back for Centennial weekend.

Bruce Lindsay ’68

Nell Davidson ’68, Bob, and Jim Davidson ’64 at Bob and Evie's wedding

SCTA G SOCN RE E NCTH E V R O N

symbolizes cyclesofofchanging renewal and growth.

We us gain as wepeople leave shyness and solitude playfulness and and joy. understanding representsthe a world forms.

It shows as agility developing in an orderly universeforstriving for peace

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1970s classes of 1972 and 1973 – 45th reunion __________________________________________

classes of 1977 and 1978 – 40th reunion KLAUS GINS ’70:

• Attended Harley 1969 – 1970 as German exchange student.

• Universities: Bern Switzerland, Stanford University 1976 - 1977 with a scholarship, Free University Berlin (MA) • Married to an English teacher.

• Two children: Jannis Mark (33), David (26) • English (and Geography) teacher for 33 years in a Protestant private high school in Berlin, Germany (Evangelisches Gymnasium zum Grauen Kloster).

I may repeat myself, but the Harley experience influenced my whole life up to this day. No wonder I became an English teacher and always loved it! It opened my eyes and widened my horizon. I had the privilege to sit in classes of most outstanding teachers, among them GEORGE MARSHALL (we put the musical "Brigadoon" on stage) and MICHAEL LASSER (very, very intense discussions about the atrocities in Nazi Germany and how it all was possible…), who I remember very vividly. n SCOTT SAINSBURY ’71 writes: In the late sixties/early ’70s, Harley had a rock band of local repute. The band, US Steel, regularly played gigs throughout the greater Rochester area, hammering out tunes by Paul Butterfield, The Sons of Champlin, Taj Mahal, Blood, Sweat and Tears, and others. They played parties, dances, in bars (lying about their ages), and venues as big as Highland Park Bowl and the Eastman Theater. Harley students included: JIM MARTIN ’71, drums (now living in Detroit); MARK MCGRAIN ’73, trombone (New Orleans); MIKE ROBINSON ’71, organ (unknown);

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UNICORN shows us as creatures of dreams, magic, and imagination. We develop virtue and strength of mind and body.

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SCOTT SAINSBURY ’71, saxophone (Vermont); and DAVID MERRILL ’71, lead guitar (Boston).

Non-Harley students included: Terry Whipple, lead singer, a student at East High (Conway, SC); David Block, bass (Arroyo Grande, CA) from Canandaigua Academy; and Craig Stapely, trumpet, a graduate of the Eastman School (deceased). After Harley, the band members went their separate ways—many not seeing each other for 45 years. Then, with the advent of Facebook, Pam Sage, who had been a good friend of the band, began to find the guys, suggesting that they should have a reunion. I live on an old farm in Vermont, and offered it as a venue for gathering and a place to play music in the barn. Amazingly, everyone said yes. The guys, their spouses, and old friends spent two glorious August days last summer, playing music, picnicking, and catching up on 45 years of life. Dave Block, national sales manager for Talley Vineyards, brought some of California’s greatest wines to move the conversation along.

And my wife, Pat Sainsbury, with all hands joining in, did her magic in our kitchen, turning out fantastic meals. It was an amazing experience to reconnect with old friends after so long and to share the deep harmony—literally—that comes with playing music together. We hope that the next reunion will occur in less than 45 years! n JULIE MAYNE BAKER '72 writes: I retired in January 2016 after working for NASA for almost 38 years. Retired life is very busy, filled with travel, volunteer activities, adult learning classes, and not worrying about being out of the house at 6 AM! n ROBIN SCAGLIOLA SIMONEAUX ’72 writes: As for me, here is my life in a big old nutshell…I received a social work degree and used it my first summer after graduation as the Camp Director for the Southside Community Center in Rochester… so much for my first career. I went back to school for an elementary ed. degree and ran away to teach 4th-6th grade remedial reading in an extremely rural town in southern Louisiana (one of those one flashing light kind of towns with a rickety general store on the corner that sells boudin made by some local hunter). My students knew where I was at all times…it was hard to hide that Robin Egg Blue Ghia. They also tried to marry me off to any warm blooded

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B e c o m i n g M a ga z i n e

Robin Scagliola Simoneaux ’72 and Megan

Deb Schaller Willsea ’73, Peter Willsea ’72 with Frances

uncle…nobody should be single and in their twenties. For entertainment, the community always had that ‘Damn Yankee’ under their microscope, waiting for me to teach my ‘radical’ ways (so much for southern hospitality). After signing a document in 1974 pledging my oath to never marry (Mom Scag sure got the last laugh), a southern gentleman found me, and we celebrated our 35th anniversary in November.

While Al was a drilling fluids engineer, we bounced from Houston to New Orleans with a few pit stops in between until ’83 when the oil fields bellied up. I was finally able to escape the south when we headed west to Tucson (where I had planned to settle before that fabulous guy got me sidetracked). After all these years, I’m still in awe of the mountains and sunsets. We are fortunate to have the most wonderful daughter (spoken like a true mom) who inherited her father’s love of flying. After spending two years at Smith College in the bowels of the computer lab with no time to spend at the local FBO, physics and engineering degrees didn’t seem so great. So, instead of designing planes, she transferred and graduated from Embry-Riddle Aeronautical University with her commercial pilot rating, and has been a certified flight instructor for EAA’s Air Academy. She’ll soon receive her CFII and will

head back to Embry-Riddle as one of their flight instructors. After that, listen for Megan’s name; she just might be piloting your next flight! After Megan flew the coop, I began my next career…MRS. RITTER, Harley's librarian while I was attending, would be shocked that I followed in her footsteps. I have been a librarian at a private school, the Dallas Public Library, an inner city high school, and presently at Pima Community College. I’ll retire when I no longer enjoy the critters, but for now they are keeping me young…and just to let you know, I have never told anyone to shhhh OR leave the library!

As for my third chapter, as a fellow classmate, CHARLOTTE LEE ’72, appropriately named it, when I grow up I want to live on a boat with a Murphy Moose tethered to it, and then I have a hankering to raise alpacas, and then… An update: After returning from a family trip to Italy last month, Al and I have decided we need a getaway near my relatives in the Piedmont region of Italy, the Canelli/Colosso area, to be precise. We’re in the process of looking and think we may have found our retirement home. According to the photo, Italy seems to bode well with the Simoneauxs (Robin & Megan). n BUTLER “TED” SMYTHE ’73 –Living in Blue Hill,

FCLREEUSRC E DN E TL I S

isrepresents the emblem a world of illumination—the of changing forms. flower It of shows light us and aslife. developing We strivepeople towardinbalance an orderly anduniverse discipline, striving purpose for peace and dedication and understanding

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Toby Tenecyk ’78 and Kraig Kayser ’78

Vee-Vee Angle Scott ’74's new grandson, Edmond “Teddy” Lyon Slobodian, was born May 15.

ME after retiring from the US Navy (Aviation), with an additional 15 years supporting NASA (Goddard) & Naval Air Systems Command (Pax River). Decided to beat the crowds and am not looking for work! n DEB SCHALLER WILLSEA ’73 writes: My husband, PETER WILLSEA ’72, and I are not only celebrating Harley’s Centennial this year—with Peter and my combined years associated with Harley equaling 100 years exactly, we also became grandparents to our little granddaughter, Frances, in February. n SARAH DUFFUS BREEN ’74 writes: I got remarried on Feb 13, 2016, the day before I turned 60! Daniel and I have been enjoying life together and we are trying to complete the whole Appalachian Trail before I turn 80. We just hiked 140 miles through and near the Great Smoky Mts. in Tennessee! n JIM TALPEY ’75 writes: Just a brief note that my daughter Laura graduated with honors from Washington University in St. Louis on May 19. She’s found a job as a lab intern at Stanford starting in the Fall. n BRUCE ALDRIDGE ’76 writes: I learned how to take improvised solos (trumpet) in the jazz band (under the direction of former faculty, pianist GUY BROWN ) which was the perfect setting for me. Brown, JEREMY SELIGMAN (flute), and ALAN PAVLIK (saxophone) were in the band as

Rob Sands ’76 and Bruce Aldridge ’76

well. They all took great solos, really great—lots of flair and enthusiasm. I’m still at it, jamming a lot, and practicing the trumpet or flugelhorn every day. n KATHY DURFEE D’AMANDA ’76: We are thrilled to continue this great Harley tradition with the 4th generation of our family, when JACOB JAMES SACKS (son of ALLIE D'AMANDA ’01 and Evan Sacks) joins the preschool program in Fall ’17! n ROB SANDS ’76: Hi, Class of ’76. Was reflecting on time passing and spring coming to Rochester and thought I’d add a note. We had a very nice reunion last year

in Summer of 2016. Great to see the attendees and some of our fine faculty retirees. Hard to believe that our next 5 year will be in 2021.

Wow! We will all be well into our 60s and many of us grandparents (I will have 3 grandchildren by next year). I can hardly believe it. Seems like just yesterday we were all together in senior room doing whatever. Well, time flies when you’re having fun! Hope you are all well. n JIM STORMONT ’76 continues to lead his hotel development company, with two active construction projects, including a 204-room Renaissance Hotel which opens in May this year and a 330-room Autograph Collection hotel (by Marriott) which opens next January. All three kids are successfully “launched,” so Jim and his wife Beth are trying to live the life of empty nesters, traveling as time permits. Jim’s favorite pastime continues to be competitive golf, and he hopes to play in several State and National tournaments again this year. n PAUL MOKDESSI ’77 writes: My 3 kids are all doing great—Lydia, 26, is a Brooklyn-based dancer and writer, working with Mikhail Baryshnikov’s center for performance. George, 24, lives in Chicago near me and is busy starting his business career. And Charlotte, 19, is a sophomore at Northeastern University in Boston, and studying in Johannesburg this summer. Enjoyed seeing BO HEWEY ’77 and his wife Kristie in

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[DESANTIS] CONTINUED FROM PAGE 20

z it her, at f i r st a n aural nod to Viennese folk culture and then a sardonic laugh at the darkness and pain therein. What interested Mr. DeSantis were concepts I never realized were present in filmmaking: style, structure, form—and how these parts were organized to create a complete work of art.

Mr. DeSantis brought an English teacher’s eye (and ear) to film study— and vice versa. He strove to find films that worked as literature and literature that worked as film. It’s no accident The Third Man is rich in metaphor, subtext, and poetry. As he said, films could show students “metaphors in action.” The themes came alive in images, in sounds, in manipulations of time.

According to the curriculum he chose for his English classes, Mr. DeSantis kept these f ilmic ideas in mind: he selected works that examined snapshots of interior lives, streams of consciousness, restructuring of time, and visual metaphor. The authors that ended up on his syllabus were Henry James, Shakespeare, Faulkner, Eugene O’Neill, and Chekhov. Is it any wonder some of the greatest films of all time have been made from works by these lions of literature?

William Wyler’s The Heiress is based on Henry James’ Washington Square; Orson Welles’ Chimes at Midnight is based on Shakespeare’s Henry IV and Henry V, and Kurosowa’s Throne of Blood is based on Macbeth; Douglas Sirk’s Tarnished Angels is based on Faulkner’s Pylon; and Woody Allen’s Love and Death, at least

in part, draws its best comedy from Chekhov.

The same choices are true as well for the filmmakers who inspired Mr. DeSantis: Billy Wilder, Fellini, Truffaut, Vincente Minnelli, John Ford, Max Ophuls, and Ingmar Bergman.

If you are not familiar with these masters, stop reading, and go to Netflix right now.

You’ll see these directors could all be noted for their near novelistic approach to directing.

Frames are infused with deep symbolism in composition and blocking. Timelines are broken apart in flashbacks and flash-forwards.

Metaphors are hit hard in repeated images.

And characters are always complex, layered, and worthy of closer study.

To give you an even clearer understanding of Mr. De Santis’ special approach to education, consider this: How many English teachers screen Wilder’s Some Like It Hot for students reading Shakespeare’s Twelfth Night? Mr. DeSantis does. But why? The movie isn’t based on the play; apparently, it has nothing to do with Shakespeare. It won just a single Oscar for costume design. How can a blackand-white 1959 comedy starring Jack Lemmon, Tony Curtis, and Marilyn Monroe illuminate Shakespeare for today’s digitalage attention-addled students?

Well, the two works share an obvious theme of cross-dressing, but that probably doesn’t merit three class periods’ worth of Lemmon/ Curtis shenanigans—or does it? Some Like It Hot is a farce, just like Twelfth Night is a farce. Wilder’s late-period screwball comedy employs the same comic timing, pace, and tone that would have characterized a production of Twelfth Night in Shakespeare’s Globe Theater. The jokes fly fast and furious, the actors are unabashed, and the situations are zany, to say the least. Even gangland murder is handled with a lighthearted touch. What’s more, the humor, although bawdy, is sophis-

ticated. Like the Shakespeare comedy, love is complex, gender is fluid, and sexuality infuses every move the characters make. What a relief it must have been for English students to have The Bard’s imposing legacy taken down a peg in Wilder’s film. How welcoming to see classical prose and iambic pentameter shot through the lens of a giggling Marilyn Monroe. Suddenly, students have permission to laugh, to imagine, to not take it all so seriously—and in doing so opening themselves up to the serious themes therein.

Damn. As I write this I wish I had taken his English class.

Recently, Mr. DeSantis shared with me an experience he had at Harley back in 1973.

It was his first crack at being the yearbook supervisor, a service he went on to perform for the next twenty-eight years. The finished yearbook had just been presented to the School. He remembers the moment like a shot from one of his beloved films: a June afternoon, sun streaming through those expansive hallway windows. He left the faculty room and four students, arms linked, made their way toward him—co-editors DEBBIE SCHALLER and JILL CRUIKSHANK, business manager MARTHA LESTIN, and chief photographer RANDY STATES. Harley had given them an opportunity to discover how much they were capable of in the face of unexpected challenges—and they had triumphed; the yearbook had been well received. The four had come to find Mr. DeSantis to share their sense of completion and fulfillment. None of them spoke, and what he remembers is that shining moment of silent gratitude. They just felt how far they had come, together.

Cue zither music on the soundtrack. And a wink from Harry Lime.

Get your special edition Harley School Centennial wear today!

T-shirts, hooded sweatshirts, crewnecks, and embroidered quarter zip sweatshirts and hats are available in the school store. All items will be available for purchase during the Centennial Celebration weekend, October 13-15.

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B e c o m iIfn gyou M are a ga unable z i n e to join us, but would still like to purchase your own swag contact Sarah Chambers at: schambers@harleyschool.org

[STETZER] CONTINUED FROM PAGE 21

Maura’s house gave me a window into what it might be like to be a “little person” not only in Jay’s classroom, but also in Maura’s classroom.

The news and academic studies these days focus on how children’s attention spans have shortened and creativity has been stunted since cell phones, computers, and tablets became ubiquitous. While Jay recognizes children are more technologically advanced today, his observations over the past 47 years reinforce his perceptions that “they are hungry to do stuff” and that “more so than children in the far past, they really want to be active in what they are doing, and I think that’s a good thing.” What informs Jay’s convictions are not only the thousands of cards in his mental filing cabinet, but also his wide reading about current clinical brain research on how children think and how their brains develop. All of this information helps guide Jay in what he puts in front of children.

While many of us have been inspired by Jay, he told me recently that it’s the other way around, as well: there isn’t a day that goes by when his students fail to encourage him by their creativity and their willingness to take risks. (Considering that Jay has taught for nearly 50 years, that’s thousands of times he himself has been inspired.) Jay believes these students have led him to be a more effective and successful performer, an experience he shares with them. He will talk with students about how it’s scary and anxious for him when there is new material to perform, but he tells his students they have helped him become accustomed to it because they themselves have new “stuff” to learn all the time. Jay can recall being on the “edge of safety” in taking risks in performance, but, he notes, “I never say to myself ‘This is too much. I can’t do this. It’s gonna bomb.’ I learned that from the kids.”

Jay’s creativity in performance extends into the classroom, as well. Anyone who has watched the process of Pageant every year, or watched Pageant even once, can see that creativity. He related a story from when the faculty was tossing around ideas for that year’s Pageant theme and one of them said, “Well, it doesn’t really matter what we talk about because Jay will take it and do something with it,” and then another faculty member said, “Well, Jay, what can you do with shoes?” Jay then approached the fourth-grade class and they brainstormed

together, making notes on the board; they ultimately arrived at “Walk a mile in another man’s moccasins” because the fourth grade studies Native American culture in the fall, and that was something that had made a profound impression. “We then thought about what it is like in other people’s shoes, what kind of shoes people wear for different kinds of jobs and boom—we ended up with a pageant,” Jay noted. I wondered in such a creative environment if more ideas bubble up for the students. Jay confirmed that inevitably while working toward the performance itself, that he and the children will often have another idea they will come back to later for a spring production or dance concert or anything else their creativity begets. All ideas are posted on the wall; that’s Jay’s process for organizing them because, he says, “It’s no fun having an attic that’s empty.

You need a full attic of ideas, and that’s the way you do it.”

The kind of collaboration Jay has with his students and Harley faculty colleagues is one of the School’s greatest attributes. This type of teaching allows for a certain level of academic intimacy and motivates teachers and students to maintain, encourage, and achieve—to become. I shared with Jay that my sister and I were discussing recently why it was better that I went to Harley instead of Brighton, where she and my brother went. Harley was the perfect conduit for me to transition to adult life. I spent middle school socially and educationally isolated, a nd Ha rley prov ided me, and others, with an environment where we could achieve a stronger sense of self and independence.

The traditional education rhetoric hovers around cognitive learning; Jay, however, believes that it’s “only one part of what kids need to be grown up. We talk about emotional IQ— the EQ—that’s critical: it’s how you get along with people, how you learn to negotiate, how you learn to cooperate, how you lead, how you follow, how you effect change in a group when you see it needing to be changed. These are the things that cannot be quantified in any kind of curricular format: you, the teacher,

have to model it, have to model it day-by-day and encourage the kids to model it day-byday,” he says.

Jay recalled the first headmaster he worked under, STEVE HINRICHS, told the faculty their job was “to be imitable, not inimitable, that kids were watching us all the time. How we do what we do has an effect on how they do what they do.” Jay believes Steve started collecting the phenomenal faculty he did because he wanted kids to be around teachers who were crazy about what they do. These teachers and those who inhabit Harley today represent educators who are wrestling with the heart and soul of their particular discipline— not just in the classroom, but continuing well after they leave school for the day. In living at Jay’s house, I could see this and engage with him on what he was confronting in performing arts—and you can see this as well in the students walking down Harley hallways on any given day.

Jay will encourage new parents to stroll through the Upper School because “You won’t see an empty room where there is no particular class; you will find a teacher and a bunch of kids hunkered down around a table messing with something relative to that topic because it goes beyond the bell and way beyond the class walls—and that’s what we’re all about.

We’re here as a vital community to learn from one another, because that’s where the fun is.”

And what about those of us who have long ago left Harley? I asked Jay about two of my c l a s smate s , S A R A H T O W N S E N D a nd CATHE RINE CA RITHE RS . Does his f iling cabinet still include them? Jay searched through his memory for a moment, his eyes widened, and then, “Oh, yes. Oh, boy.

Straight ahead there. I remember Sarah always looking around. Catherine on the other hand was a risk taker. I can still see them walking down the halls. It’s not only all in my mental photo album but also in my heart, because you know I get to be close to these people, all these little people.”

The excitement, the fire, the joy continues.

Jay Stetzer is on stage.

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[MOSS] CONTINUED FROM PAGE 22

to choose one favorite book, she does reveal a favorite novelist: “I always look for books

by Katherine Paterson; I’m impressed by her. I think almost all of her books are novels, so I didn’t get to read those aloud, but that would have been great.”

W hen ref lec t i ng on her role a s a l ibr a r ia n a nd l iter a r y f ig u re , Joy instinctively describes her position to inspire as well as teach: “That’s part of what teachers do,” she notes. While Joy sparked the interest and inspiration to chase literary pursuits in most of her students, she received immeasurable reward: “When I saw their general excitement as learners, what I noticed was the way they responded to the texts.

My favorite moments have always been when a student experiences the aha moment, and they would call out: ‘Oh! I get it now!’ or ‘Oh! That’s why that character looks so puzzled’ or ‘Oh! This story has a pattern of three.’

Joy was inspired as well by a flow of ideas between students, “when one student

would say something that would then prompt other students to form related connections . . . for me it was very exciting. It’s fun to reminisce about those years; I was at Harley for such a long time.”

Joy recalls her pleasure in the interest that arose in her students from her readings and literary units: “I’m very inspired by the students, particularly those who become avid readers and those that loved to write,” she says. “Many times what struck me were the kids who got really involved as readers. Then they kept going . . . I loved feeling that a lot of the students seemed to be inspired by particular writers I introduced,” she notes.

Joy augmented the students’ exploration of literature by providing them with opportunities to engage in creative writing. “There were so many kids that loved to write—and we did a lot of writing,” she says. Joy incorporated authors to assist a student’s own work: “The stories in the many wonderful writers of the books we read together truly demonstrated the craft of writing. We would discuss this craft—a whole new avenue for students to follow in writing, and I would always enjoy their excitement in exploring it,” she notes.

to the interlocked nature of literary themes: “That’s why we love literature so much—it’s all connected. I would get such a kick out of students when they made reference to other stories. I would tell them: Well, that’s what a unit is!”

Finally, and of no small importance, Joy was a crucial figure in maintaining and enriching Harley’s cohesive and family-like essence.

Multiple grades often gathered in the same space, which prompted students to find comfort in cross-grade friendships. Joy remembers being witness to the forging of many bonds: “That’s one of the things about Harley: people develop strong and enduring friendships,” she says.

Joy allowed students to ponder their potential passions and push forward with confidence and pride. She emphasized the importance of education, as well as the enjoyment and deep satisfactions that can often result from working through moments of struggle and self-doubt.

As Joy describes her time at Harley, it is clear that when the classroom became demanding, she and her library offered a peaceful interlude while maintaining an educational challenge.

As the spark that inspired countless students to fully engage in their educational journeys, Joy—and her students—thrived in the inter- Joy Moss most notably embodies Harley’s joy twined nature of Harley, which she likens of learning and fostering of community bonds.

The Harriet Bentley Society of The Harley School

Gift Ideas to Help The Harley School A GIFT THAT COSTS YOU NOTHING IN YOUR LIFETIME w Bequest GIFTS THAT PAY YOU INCOME w Gift Annuity w Charitable Trust

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Brice, Director of Development Contact Whitney (585) 277-1116 us today! wbrice@harleyschool.org plannedgiving.harleyschool.org

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[SOANES] CONTINUED FROM PAGE 23

innovations. He embraced each—first with curiosity, then with a desire to unleash the power of the tool in the classroom. In 1992, Soanes secured a g r a nt f rom t he National Science Foundation to study computer applications in physics. That summer, he lea r ned how to const r uct inter faces between computers and the physical world; thus, in the years when most universities did not have computer laboratories, Soanes’ Harley students would solder computer interfaces and grow in their understanding of computers as a tool.

3. THE BEST TEACHERS AND COACHES DO THEIR HOMEWORK BEFORE CLASS OR PRACTICE. Soanes prepared

to become a teacher by desig n ing a nd conducting the experiments before the students arrived. He considered the tools and talents of his students and athletes and designed practice sessions to challenge them.

A visitor to his laboratories or the athletic field would find him with a clear plan, and perhaps wonder who the really big kid was participating in the experiments and drills.

4. SPORTS MAKE A DIFFERENCE.

introduced strength training to improve performance and prevent injuries. This approach, which is expected for high school athletes today, was a new concept in the 1970s.

Sports provide many lifelong lessons about how to work and play well with others, how to win and how to lose. As a member of other HAC teams, I enjoyed more wins than losses, and the losses were by close margins. My experience was different when I joined the new lacrosse team, because the teams we faced in competition had great stick/ball handling skills, the ability to complete three passes in a row, and a deep understanding of the game.

Coach Soanes often reminded us that we really needed to practice because we were “0 for 3” in those areas, and as a result in our first year, we lost all of our games by very large margins.

Soanes was patient but demanding, and we rewarded his confidence by practicing in our free time to build the skills we needed to achieve our goals. Each season we narrowed the margin of loss and finally celebrated a long-awaited victory!

5. YOUR ACTIONS SPEAK LOUDER THAN YOUR WORDS. Inside and outside

the classroom, others pay more attention to your actions than your words. Soanes leads by example, and his actions and commitments match the advice he gives. The evidence is simple and powerful:

• Commitment to family: Married to his high school sweetheart, Helen, for more than fifty years, and a devoted parent and grandparent.

The opportunity to continue with sports was a major factor in Soanes coming to and remaining at Harley for 40 years. As my coach, Soanes was the only adult at Harley who insisted I run faster in the hallways— after hours—to build speed and agility. This 2016 arose from his conviction that participation in Event Program Advertising Opportunities sports supports learning.

• Commitment to teaching: Teaching Placing an ad in the Blast! event program is an effective way to market your business and to at Harley for 40 years! Few people

support The Harley School. With more than 300 people attending our fundraiser, ads placed in the are an effective tool for spreading the word about your business to a target audience.

Soanes was a celebratedprogram football player at remain loyal and engaged with their Please emailwhen PDF file (high print, CMYK, embedded) by March 1, 2016. Contactand Sarah few Hobar t, arriv ing at Harley Hquality AC fonts employer for decades, Chambers, Events Coordinator, at schambers@harleyschool.org or (585) 277-1118 with questions. athletics were first combined, and the HAC institutions remain intact with the The size of this year’s program will be different from previous years, so we will be unable to use programs and athletes were theadvertisements. beneficiaries to besame mission for decades. Soanes last year’s New artwork needs submitted. of his experience and dedication. First, plus The Harley School equaled a Ad size/Location: Dimensions: Price: ad sizes: powerful the larger teams allowed him new to introduce Back Cover (1) 5” partnership. w x 7.75” h $500 Center Page (2) 5” w x 7.75” h $250 11-player football. Then, in 1977, he was the Full Page 5” w x 7.75” h $200 Half Page 5” w x 3.75” h $150 catalyst introducing lacrosse as a team sport Quarter • Commitment to learning: Throughout page 2.375” w x 3.75” h $100 $50 retirement, in the spring season and recruited soccer and Line Listing his career, and now in football players to the team. In addition, he Soanes continues to “sharpen his saw”— Advertisement Form

Blast!

Business Name: __________________________________________ Ad Size: _________________________ Price: $ ________________ Contact Person: __________________________________________

learning new woodworking skills and taking online courses, including personal training and pharmacy tech.

• Commitment to his community: Besides his immediate family and large extended family, Soanes has always valued the Harley family community and his church family. Retirement has meant expanded involvement in many areas in his church and local community.

At our breakfast, I asked Soanes why he chose to remain at Harley for 40 years. His response was immediate: “It was my colleagues—the spirit of cooperation and collaboration and the opportunity to work with students who really wanted to learn!”

I am able to hold myself and others to a high standard because I have been fortunate enough to interact with remarkable role models at Harley who helped me set—and meet—such expectations. Alan Soanes was one of those role models, guiding me to become a better student, athlete, teammate, and person. He continues that “piloting” through the years, and I left our breakfast meeting with homework in the form of three questions: 1. What am I doing to develop my learning engine?

2. How can I apply my experience and skills to the needs of my community?

3. Why is a fish that I can see in the water not in the exact spot I expect?

Remember Soanes’ physics experiments regarding refraction and Snell’s Law? Neither did I—but I was inspired by our breakfast to find out.

MARCH 20, 2018

SILENT AUCTION MARCH 24, 2018

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TORCH shows us as a light to our School, our friends, our families. It represents the emblem of truth and illumination.

CONTINUED FROM PAGE 49

CLASS NOTES

CLASS NOTES

Portland, Maine in October. Would be great to see other Harley people—if anyone finds themselves in Chicago, look me up. n JOHN VOELCKER ’77 splits his time between New York City and a home in the Catskill Mountains where he test-drives cars as editor of Green Car Reports. He recently built a really nice garage and workshop for his old cars…and he still hopes one day to become an International Man of Mystery. n LISSA GREEN EATON ’78 writes: I was recently ordained as a Baptist minister and have been endorsed as a Cooperative Baptist Fellowship Chaplain. I am currently working as a chaplain at Mary Washington Hospital in Fredericksburg VA. n TOBY TENECYK ’78 stopped by the Seneca Food’s booth at the National Restaurant Show in Chicago to say hi to KRAIG KAYSER ’78. The two classmates hadn’t seen each other in over 35 years. Toby manages a casino on the Mohawk Reservation in the north country of NY, and Kraig lives in San Francisco. They swapped memories about the last football team of HAC.

1980s classes of 1982 and 1983 – 35th reunion __________________________________________

classes of 1987 and 1988 – 30th reunion

David Fitz-Gerald ’80

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DAVID FITZ-GERALD ’80 writes: I was elected

chair of The ESOP (Employee Stock Ownership Plan) Association, formed to educate about and advocate for employee ownership through employee stock ownership plans. I began my two-year term of service on May 1, and last week I gave my inaugural address, “I Love My ESOP,” wearing a crazy red-and-whiteheart suit to match the theme, because. . . well, why not! n MARTHA CAMERON ’81 writes: I continue to enjoy working in the independent-school world. In April of 2016, I moved to Mount Laurel, NJ, after accepting a job at Moorestown Friends School in south New Jersey. MFS is a Quaker day school with approximately 720 students in Grades preschool through 12. Along with teaching a leadership class to sophomores, I am the director of auxiliary programs, with summer programs as my main focus. My son, Patrick, lives with his fiancé, Varvara, in Denver where they are planning a 2018 wedding. Raven, my black lab, keeps me company. n ALAN SHECHTER ’83 writes: I have been traveling with my Tower of Not Babel project. (More details are at www. towerofnotbabel.org and www.facebook.com/ towerofnotbabel.) “Become What Thou Art” has been coming to fruition after all these years!

I have delightedly found my people, my tribe, and with their encouragement and inspiration this endeavor has been intensely gratifying. I am art! n SARAH KEMP ’84 writes: After 20 years in Asia (15 in China), I have moved back to the United States to take up the position of acting deputy under secretary for international trade at the Department of Commerce. n SARA J.S. WILNER ’84 writes: After Harley, I moved to Boston for school and stayed for 11 years, working in arts and educational institutions. I met my husband and had my kids there, and we loved it—but were too far from my family, so we moved to Canada (the closest relevant job for my husband at the time) 22 years ago.

We have been in Toronto for 13 of them, but we are moving to a lovely old farmhouse this summer. Over the years, I did my MBA and then my PhD and I am now in Waterloo, ON, a professor of business specializing in new product design and innovation. I have been married to Paul (also a professor) for 26 years. Our son Simon, 25, is a luthier (maker

of stringed instruments like guitars, dulcimers, banjos, ukuleles) and will be moving his workshop and home to the 153-year-old barn on our new property. Our son Julian, 22, is in Berkeley, CA, teaching the Japanese martial art aikido and conflict resolution to kids. Harley was a very transformative place for me and absolutely helped me to “become who I am.” I’d love to hear from fellow alumni, and, of course, welcome visitors! n TOM WITMER ’84 is now teaching social studies in Chappaqua, NY, after several years at a progressive charter school in Massachusetts. His family will be celebrating Tom and Elizabeth’s 25th anniversary in the summer of 2017 with a trip to the Grand Canyon and Yellowstone. n RACHEL ZINMAN ’84 will publish her first book, Yoga for Diabetes: How to Manage Your Health with Yoga and Ayurveda, with Monkfish Publishing in October 2017. She reports that she is “especially thrilled” to be touring throughout the United States in the fall to promote the book. Rachel is currently living between Australia and South Africa with her husband and fellow yoga teacher John Weddepohl. n OLIVER CASHMANBROWN ’85 writes: I was hired last year as Visiting Assistant Professor in the Department of Education and Human Development at the College of Brockport. I am teaching undergrad and graduate courses in Social Studies teacher education. I live in the South Wedge of Rochester with my wife Sarah and our daughter Sage. I still love music and history and baseball and chess. And I still play the ukulele. I'd love to hear from people. My email address is ocashmanbrown@gmail.com. n ALICIA MORGENBERGER SCHOBER ’85 writes: After a 16-year pause to raise my boys (Ricky 15 and Nathaniel 12), I am relaunching my career.

Living in the heart of the Silicon Valley means business moves fast and you need to know what will happen tomorrow, today. To gear up, I have participated in career accelerator programs targeted to women relaunching their careers. I continue my commitment to civic engagement.

I applied for commissioner and was selected alternate by the Cupertino City Council for the Parks and Recreation Commission; I lead the effort to bring an all-inclusive playground to our city. I will be returning to Rochester in October to celebrate Harley’s 100th! I encourage the

EC AR GE LS EC E N T

is represents the bird living a world in theoffull changing light of forms. the sunItrepresenting shows us as the developing warmth people of life. We in an strive orderly to be universe bold, adventuresome striving for peace andand proud. understanding

CLASS NOTES

Class of ’85 to attend. Let’s get together to catch up. I’ll be reaching out through Facebook to plan something soon. n AMANDA MORRICEMCBRIDE ’87 writes: I am so excited to see my classmates for our 30th reunion! I live many miles away in Corpus Christi, TX, but a large part of my heart remains in Rochester with very fond memories of Harley. I was enrolled from kindergarten through Grade 12, and I am the oak tree I am today due to the support and education I received at Harley. I loved being a part of the Yearbook staff, Student Council, and field hockey team. I hope many classmates will make this trip to spend time together after so many years! I look forward to seeing the changes at Harley, while also visiting the familiar places as well. n STEVEN GOLDENBOGEN ’88 writes: My wife, Elizabeth, and I have lived in the Pacific Northwest for eighteen years, are in beautiful Port Townsend, WA. I own and operate a game/toy store, and Elizabeth is the owner/director of the Port Townsend School of Massage.

Harley English teacher BILL DALTON. n MELISSA HIROKAWA ’95 married Bill Spiess on her family’s farm in Scottsville, NY, July 9, 2016. They live in New Brighton, MN, where Melissa is the owner of Living Spirit Therapy Services, LLC, a private practice in music therapy that serves seniors, people in hospice, and those with neurologic issues in the Twin City metro area. n DAVE HOPKINS ’95 writes: I was promoted this year to associate professor of political science with tenure at Boston College.

My most recent book, Asymmetric Politics, coauthored with Matt Grossmann, was published in September 2016

by Oxford University Press. n Over the past year, CLAIRISSA BREEN ’96 took a new position as an assistant professor in the

CLASS NOTES

Criminal Justice Department at Buffalo State College. She also was awarded the Certified Master Anti-Terrorism Specialist designation from the Anti-Terrorism Accreditation Board and was elected as a United States representative to the scientific commission of the International Society of Criminology. n BECKY BALTES ’97 writes: Elion (Eli) Scholes Baltes was born on November 11. We captured his first smile here. n ABBY (STERN) BENNETT ’99 and her husband, Doug, welcomed second child, Oakley, in March 2017. Their daughter, Azalea, is almost 2. The family lives in Rochester, where Abby and Doug continue to evolve their careers in business, becoming increasingly interested in social entrepreneurship and ways of making a difference locally. They look forward to becoming Harley parents in the Melissa Hirokawa ’95 and Bill Spiess

Rubenstein: Juniper Dalton Collins

1990s classes of 1992 and 1993 – 25th reunion __________________________________________

classes of 1997 and 1998 – 20th reunion CHRISTOPHER BURNS ’93 has decided to

leverage his marketing, economic, business, and community development experience into a run for public office—this fall, he will be running for the position of town supervisor in Irondequoit, NY, where he wants to take an active role in fulfilling the promise the town offers. n JONATHAN CONGER GABEL ’94 writes: Now I have a second-grader at Harley and twins that will start primary in the fall! n JEFF MARKOVICS ’94 writes: I married Erin Lauer in 2015. We have just recently bought a home in Portland, OR, where I work as an occupational therapist. My entire family, including JENNIFER MARKOVICS ’95 , has moved to the Portland area. n HEATHER RUBENSTEIN COLLINS ’95 and Brendan Collins, along with big brothers Sam and Everett, welcomed Juniper Dalton Collins to their family on March 1, 2017.

Juniper’s middle name is named after former

Azalea, Abby Stern ’99, Oakley, and Doug Bennett Becky Baltes ’97 and Eli

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GRIFFIN represents the light of dawn turning to gold. We grow in our own vision of ourselves; vigilant, kind, and helpful to others.

CLASS NOTES

CLASS NOTES

coming years. n HARMONY BUTTON ’99 writes: My experience at Harley launched my lifelong love of independent schools—which is why I am an independent-school teacher and administrator today!

2000s classes of 2002 and 2003 – 15th reunion _____________________________________ classes of 2007 and 2008 – 10th reunion

MCDONALD ’01 writes: My husband, Mike, and I welcomed a daughter, Flora Andromeda Rotondo, last October. She is a curious and active baby now. Her aunt KATIE (MCDONALD ’05) is perhaps her biggest fan! n ROB RICHARDSON ’01 writes: I graduated from SUNY Brockport with an MA in public administration with a concentration in public management. I finished with a 4.0 and was selected for recognition as an outstanding student and/or new professional by the local chapter of the American Society of Public Administrators. n RACHEL PRESENT SCHRETER '02 and her husband Dan were delighted to welcome a second son in February. Gideon (goes by Gidi) joins big brother Avi, who is almost three. All four members of the family are looking forward to a summer visit to Rochester, though they continue to live in Israel and welcome visitors to Tel Aviv to be in touch at rpresent@gmail.com n LINDSAY WORNER ’02 writes: I am currently in my seventh year teaching physical education at Harley. I coach varsity swimming with PETER MANCUSO and LORIE RICK in the winter season, and modified track and field in the spring with MARGARET TOLHURST. I love working with all my former teachers. LEE SHERWOOD ALLEN MCDERMOTT ’64 and I share a Grade 6 homeroom, and this spring we went on the Grade 6 outdoor ed trip. I look forward to seeing classmates as we plan for the Centennial reunion! n CAREY RUCKERT CARTA ’03 writes: Ellie became a big sister in June when we welcomed Abigail Lane into our ELIZABETH

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Elizabeth McDonald ’01 and Katie McDonald ’05 with Flora Rotondo with Frances

Rob Richardson ’01

Sister Ellie with Abigail Lane [Carey Ruckert Carta ’03] Avi and Gidi [Rachel Present Schreter ’02]

family. She’s been the perfect little addition, and Ellie loves being a big sister. n KATIE DUNN DAOUD ’03 writes: I love being a Harley lifer. Having attended Harley, I truly am able to embrace the joy in learning in my everyday life as an ER physician. n EDWARD LAIRD ’04 writes: I make electronic widgets and software

for a living—which probably doesn’t surprise anyone. I credit Harley’s math and science programs with a great deal of my professional success. What’s continually surprising (to me) is the degree to which every other program at Harley continues to contribute to my personal success. Harley taught me the importance of

TWO UNICORNS symbolizes the virtue and strength of mind and body. We cooperate in work and in play. We cherish the goodness in others.

CLASS NOTES

Brennan-Burke family

clear written communication, the elements of great photographic composition, and the way public policy is created. Harley taught me to love theater and recycling, to consider current events in a historical context, to stand up for myself in the face of authority. I even remember a little Spanish (lo siento señora Cole, solo un poco). n JOSEPH MAURICI ’04 writes: I entered formation for the priesthood of the Diocese of Rochester in the fall of 2014 and will begin theology studies this fall at St John’s Seminary in Boston. n MATT PRESENT ’04 writes: I’m in my third year of medical school at the University of Chicago and doing research on the impact of the Affordable Care Act on the diagnosis and care of patients with Type II diabetes. n DIDRIK SODERSTROM ’08 writes: I can’t believe it’s been almost ten years. Miss you all! n CELESTE SCHEPP D’AMANDA ’09 writes: I graduated from Bennington College and continued to work toward my master’s in genetic counseling from a joint program between the Johns Hopkins School of Public Health and the National Human Genome Research Institute at the National Institutes of Health (NIH). I graduated at the end of January and now am embarking on my new career as a genetic counselor at the National Eye Institute at the NIH. It is my dream job—I will be

working to provide patients with inherited/ genetic forms of vision loss and blindness social and psychotherapeutic support, as well as education about genetics and inheritance. I will also have the opportunity to contribute to research in genomics and social science. n RACHEL KURCHIN ’09 writes: I'm now a third-year PhD student in the Materials Science and Engineering Department at MIT, working on accelerating the discovery of new materials for photovoltaics so we can have cheaper solar cells in the future! After an inspiring summer spent at the National Renewable Energy Laboratory in Golden, CO, I’ve recently moved from experimental work to theory/computation, which I’ve found very rewarding. I (still) spend my free time knitting, running, cooking, and playing in pit orchestras for musicals.

CLASS NOTES

travel and expand her cultural education as well! Katie is sad she will have to miss the fiveyear reunion for the Class of 2012, but sends you all the very best! n MIKAYLA BRENNANBURKE ’13 celebrated with her siblings LIAM BRENNAN-BURKE ’17, ERIN BRENNANBURKE ’15, and COLIN BRENNAN-BURKE following her graduation from Vassar College. n ELIJAH HALE ’15 recently received his associate’s degree in paramedicine. n KELLY PRISTER ’16 writes: To the class of 2016, I miss you all so much and hope your first year of college wasn’t too bad :)

2010s classes of 2012 and 2013 – 5th reunion _____________________________________

REBECCA CINQUINO ’10 writes:

I am continuing to study at the Greater Rochester Collaborative Master of Social Work program of Brockport and Nazareth College. This year I have been accepted as a LEND (Leadership Education in Neurodevelopmental Disorders) fellow and will be working at The Strong Center for Developmental Disabilities/Developmental and Behavioral Pediatrics. I will be graduating with my MSW degree in May 2018. n KATIE HOEGER ’12 is currently completing her Masters in Criminology and Criminal Justice at the University of Oxford and researching the criminalization of coercive and controlling behavior in England and Wales. She is also an active member of the rowing team at St. Antony’s College, serving as stroke for the women’s first boat for the Torpids regatta. She is enjoying continuing her intellectual education and taking advantage of every opportunity to

IN MEMORIAM

Carolyn Eddy Constantin ’34 Emily Clapp Gillispie ’35 Ruth Harris Bennett ’36 Barbara Will Reichert ’36 Margot Heilbrunn Bauer ’40 John Hart ’43 Virginia VanDeCarr Howard ’44 Nancy Kearns Morris ’46 Marilynn Jayne Rose ’48 Barbara Metzger Berg ’50 Tony Arce ’53 Mary Gaylord Leighton ’54 Martie Toole Leitner ’82

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[DEALY] CONTINUED FROM PAGE 44

John’s impact as a teacher and advisor is apparent. When his passing was posted on Facebook, he received many accolades from his students: Arn Pearson ’78:

I’ll always remember Mr. Dealy as a wonderful teacher!

Marshall Carter ’87:

Statistics. Mr. Dealy was the first one to show me that so much could be observed through stats.

Whenever I hear the term “big data” I remember him.

Amanda Morrice McBride ’87:

He will be remembered and missed. Those ties. . .

Sarah Sette ’77:

Fine man, fine teacher.

P. Keely Costello ’64:

I enjoyed working with him when I coached and with the mock trial team.

[EWELL] CONTINUED FROM PAGE 45

Outside of Harley, Ruth, as well as Bud, were members of the Perinton Historical Society. Ruth joined the Society in 1975. She was the corresponding secretary on the Executive Committee from 1977 to 1983 and again from 1991 to 1994. Ruth was also the editor of the Society’s newsletter “Historigram.” She wrote articles and columns narrating the history and architecture of the area for 20 years from 19822002. Ruth attended the monthly meetings, taking minutes and writing notes about the speaker and meeting topic for all to read. Ruth’s knowledge of local history was vast and she contributed many essays on local topics. According to the Perinton Historical Society, Ruth’s “understanding of local history and the history of the Society is immeasurable.”

In 1999, Bud and Ruth were given the “Citizen of the Year” award for their work in the Society.

Ruth and her husband, Bud, always a team, were a tremendous part of not only The Harley School but the local community. We are so saddened by their loss (Bud passed away in March, 2016).

Marty Mukasa ’91:

I’ll never forget his sly sense of humor. Thanks for the laughs, Mr. Dealy! Fly high.

Lynette Fleury-Holland ’92:

Ahhh, a great teacher who made me love history.

Sleep well, Mr Dealy.

[LLOYD] CONTINUED FROM PAGE 33

Krysta Banke ’93:

My heart goes out to Mr. Dealy’s family and all who loved and appreciated him.

Debbie Doering ’81:

Was actually thinking about him this weekend . . . remembering how much I hated history in high school and how much I wish I had listened to him, because now it is fascinating to me!

Johannah Racz Knudson ’92:

Mr. Dealy taught me to be a better writer.

I remember his class well.

Susan Manning ’79:

A kind man and a wonderful teacher.

Donald Lindsay ’76:

A really good guy.

Alan Wasserman ’76:

He taught my AP European History. I was the only student. I got a 5 on the exam. He was a personal inspiration for me.

Paul Mokdessi ’77:

A kind man.

Ramanan Somaskanda ’95:

My condolences to his family. Rest in peace, Mr. Dealy.

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religious studies major. She continued to be active and engaged, including a trip to India studying South Asian religion. She was also able to do some fieldwork at the temple-based Sikh Coalition, an anti-hate crime civil rights organization; her findings there are being published.

In her junior year, Maggie applied for the Watson Fellowship, a grant awarded to a college senior for one year of independent study outside the United States.

She was one of 50 finalists for this coveted fellowship.

Maggie recently accepted a position as finance and systems manager at the Sikh Coalition. She says her senior thesis on Sikh experiences with prejudice after 9/11 led to this job.

Harley is a really important place to Maggie. She always believed that Harley was her community and supported her independence. “I am so grateful for the foundation Harley gave me,” she says, “which I am able to build on today.”

Cherished

T R A D I T I O N S at

OUR SCHOOL FLAG On February 12, 1931 the new $70,000 gymnasium building at The Harley School was dedicated. The Yule Carol Pageant of 1930, however, marked the first time the building was used. All 130 students sang for an audience of several hundred to mark the season. The floor on which they stood was still rough boards at that point, but loaned Christmas trees helped hide the signs of construction, and the enthusiasm and holiday cheer was evident.

Please make your gift.

Whitney Brice Director of Development wbrice@harleyschool.org (585) 277-1116

As the procession of classes entered, they carried cathedral candles, class banners, the American flag and—a donation from the Class of 1931—the new school flag.

The green background of the flag stood for growth, while the acorn and the oak depicted The Harley School motto: Become What Thou Art. The School flag, in updated form, is still in use today at a variety of functions throughout the year.

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Non-Profit Org. US Postage

PAID Permit No. 1830

1981 Clover Street

Rochester, NY

Rochester, NY 14618

Join us for a once-in-a-lifetime weekend.

Friday, October 13 Opening Reception – 5:30 PM

Saturday, October 14 Pancake Breakfast with Emeritus Faculty – 8:30 AM Tours of The Harley School – 10:00 AM Time Capsule Opening – 11:00 AM Alumni celebrating their Reunion years are invited to a Pre-Gala Reception at the Hyatt Regency – 5:30 PM

100th Birthday Party Gala – 7:00 PM

Sunday, October 15 Memorial Service for emeritus faculty and staff – 10:00 AM Historic Rochester Bus Tour – 11:00 AM

Make your travel plans today!

Overnight accommodations are available at

The Hyatt Regency https://aws.passkey.com/go/harley17 harleyschool.org/centennial Use the Harley discount!

Becoming Magazine is printed by Cohber on FSC® Chain of Custody certified paper. 10% post-consumer waste, using soy-based inks.

Celebrate Centennial

October 13–15, 2017