M O N T C L A IR
ACADEMY
m o n ta q e
W IN T E R , 19T1
!
SOUP DU JOUR In late July I had lunch with a black college student who was spending the summer in Newark, working to relate the Girl Scout program to Inner-city Newark girls, to relate the curriculum more seriously to their lives. "The pro gram," he said, "is based on a merit system of badges. There is the Home Economics Badge, for girls who plan and serve a threecourse meal: most of these girls in Newark don't even have enough food at home to eat. There is the Social Graces Badge: a lot of these girls are drinking in local bars at the age of fourteen and are prostitutes when they are fifteen. The program is irrelevant." He was fascinating and I was a little confused again about this horse-and-cart ambiguity of rele vance, about whether the program should relate to the girls or the girls should relate to the program. It is no doubt easier to change the Girl Scout program than to change the inbred sociology of a ghetto. This cry of irrelevance has been the banner of many tired, passive and depressed students for years; and the story of the Newark Girl Scouts seems a flexible enough metaphor to force a similar reevaluation of the relevance in American education, where there may also be the incongruity which breeds an irrelevance. If it is a matter of irrelevance in our schools, at which end, on whom, does the responsibility to relate fall? In October, Charles E. Silberman, editor, author and former college professor, published his thoroughly researched study of our educational system, an in famous and historic study of that system and perhaps someday its epitaph. In this issue, Al Penner, who has taught English at Montclair Academy for as many years as he has at public schools, reflects on the Silberman study for the Aca demy.
MONTCLAIR ACADEMY
winter, isti
montaqs Volume I
Number 2
"Always to be the best and to be distinguished above others." Homer, Iliad VI, 208
CONTENTS
1
Ecology and Its Academy Environment
4
From the Headmaster
6
The Education of Humanism
10
Notes of the School
13
Sports Review
I^
. Director's Report
20
Alumni Review
21
Notes of the Classes
editor—fritz jellinghaus photography doug crawford, senior class president H charlie flaherty, free-lance photographer ■ joseph veit, academy parent H Warwick wilson, new zealander, american field service student I The Academy is a member of the American Alumni Council and of the National Association of Independent Schools. The Montclair Academy Montage is published fall, winter, spring and summer by the Alumni Association of the Mont clair Academy Foundation of Montclair, New Jersey. Second class postage paid at Montclair, New Jersey, 07042.
6COLOGY finD ITS flCRDemy
The reality of environmental suffocation is unreal to most of mankind. Many people are ignorant of it, some have an intellectual awareness and few are involved with any constructive emotion. And ecology, like the weather, often becomes merely gratuitous conversation. But there are those who are active in the fight to save our environment and our lives and their strong efforts are at the most pragmatic level: they are devoted to the attack on such specific problems as air and water pollution. And their plea to mankind and to man is a desperate cry for the immediacy of involvement. But these problems will become more numerous and intense and there will be no essential peace to this fight unless man changes his attitudes about his relationship to his environment. The principles of the science of ecology, as well as the implications which result from the study of that science, can be incorporated into a philosophy of life which might well be called an ecological philosophy. The application of the science of ecology to human problems is crucial for today. But the broader application of the philosophy of ecology must be essential for tomorrow, for the living of our daily lives. So some of our basic attitudes in our relationship with nature must be changed. Our religious traditions bring us
enviRonm em by Ned Williams and Ted Gregg
a photographic look at the progress of the human condition as a sequence of destruction: the woods are destroyed to build the cities that are distorted and crumbling 1
to view our natural environment as a human resource and it has become a thing whose usefulness we have exploited. This attitude may have been necessary in times when the human species fought to grow and survive in a hostile en vironment. But we have overcome that kind of hostility and have won the dominance, indeed technologically, over our world. The value of such a victory stands still with its own irony: that we once battled and destroyed a hostile environment to build a world and that we must now battle that world before its hostile environment destroys us. We must learn to live more harmoniously with our en vironment. If we do nothing, nature, through its checks and balances, will force us into harmony by either dras tically reducing our numbers or by eliminating us as a species. But we, as individuals and by group involvement, may choose to avoid that drastic effect of nature’s course; and our choice must be to reintegrate ourselves. There is much controversy over this process of re harmonizing. The propensity for overconsumption, which has reached its greatest heights in the United States, must be overcome. There is a finite amount of energy and mat ter available in the world and we must think about limiting the quantity of goods and services for each person. It is much less painful to give up the electric pencil and knife sharpeners, the electric hair rollers, than it is to give up the second car and the additional telephones. But if we only limit the goods and services per person, we will in evitably, and some believe imminently, be defeated by a world so overcrowded that so many, many people cannot be fed, housed or clothed. The problem of our growing
A student studying the nature of plant life at Sandy Hook State Park in New Jersey.
2
population, of our overpopulation, deserves our most seri ous attention. Voluntary control is the best of the avail able alternatives; the others are an increased percentage of deaths at an earlier age or a compulsory system of birth control. We have only skimmed the reality of environmental suf focation with the mention of overpopulation and overcon sumption. The solutions are no less complicated than the problems, as death can often be no less complicated than life. We need to sublimate our historical reverence for the pressure of the moment and we must search, with an in sightful sense of tomorrow, for the solutions which we may not see at the ends of our noses, but which are there. Two years ago, we initiated the Ecology course at Mont clair Academy, designed for students who have completed the three basic sciences. The course is comprised of three divisions: theory, laboratory exercise, where theory is test ed, and discussion period, when the application of gained knowledge is used in the analysis of the problems of our environment and in the search for solutions. The laboratory program has been particularly successful and many stu dents have spent their weekends in the exploration of such areas as the Great Swamp and the Sandy Hook State Park. Last year, the class spent the Easter recess in Key Largo, Florida, exploring the coral reefs along the coast and the intricacies of the Everglades. This year, the students have formed the Ecology Club and have become actively involved, in affiliation with other organizations, in service to the community’s environmental
problems. They have begun to collect bottles and cans for the purpose of recycling the valuable materials. Other stu dents have written columns for the School newspaper and also for the Montclair Times, informing readers of the Club’s activities. Many times a bewildered, but concerned citizen may wonder what he might do to help. Another group of Academy students is in the process of publishing a list of “do’s and don’t’s.” It is a practical list which the consumer could follow, or at least refer to, in a conscious effort to ameliorate the burden placed on our environment. And although they have not acquired the right to vote, our students continue to express their thoughts to their congressmen. And so our students are interested, reasonably knowl edgeable and involved. It continues to be our intention, as it was at the beginning, to avoid imposing our feelings upon the students. Our ideas and our thoughts are pre sented for analysis and are not forced upon the students as facts. The course was initially intended to cover the biological subscience of ecology. Although this intention is still maintained, the course has now evolved to include the study of the philosophy of man’s attitude towards his environment.
Mr. Williams graduated from Wilkes College in 1968, with a Bachelor of Science degree in Biology. He is now attending graduate school in the evenings at the Teaneck campus of Fairleigh Dickinson University, working towards his Master of Science degree in Biology. Mr. Williams lives in Montclair.
Though we realized from the beginning the need for action, we did not feel that it would be proper to force action upon the students by the incorporation of active programs into the course. The students, because of their stimulated interest, have taken on themselves a strong and praiseworthy responsibility of involvement.
Mr. Gregg graduated from Cornell University with a Bachelor of Arts degree in Government in 1965. He graduated later from the Fairleigh Dickinson campus in Rutherford, with a Master of Arts degree in History and with a course study equivalent of an undergraduate degree in Biology. Mr. Gregg is married and lives with his wife and their son in Montclair.
fro m the headm aster Last spring chaos and confusion raged across American campuses. The communication between schools and their students was fractured. And we saw again the age-old problems of living together and groping for mutual under standing. The summer’s ocean has not washed away last spring. The problems are not yet history. Because of this situation in our country, I felt it necessary last August to write a letter to the entire Academy student body. Mont clair Academy has never been stricken with the violence that has disrupted so many other schools. We have, through honest and peaceful dialogue, made successful efforts to understand each other. In my August letter which follows, I have explained to the students how the School feels about them and their education-.
In only a few days, you will be returning to the Acad emy after what I hope has been a restful summer. Since each September marks a new beginning for the School as it does for you, it seems appropriate at this time to redefine the Academy’s educational philosophy in the light of the rapidly changing society in which the School and you are a part. We live in an age of complexity. Rhetoric seems to re place reason: the individual is caught between claims and counterclaims, his mind assailed by the strident voices of extremists on all sides. Everywhere he turns he becomes enmeshed in the gears of a burgeoning technology, which seems to have little regard for the human factor. From a hundred different sources, we are offered new experiences, tempted to adopt a hedonistic carpe diem philosophy: “Eat, drink and be merry,” the voices urge, “for tomorrow ye die.” And most frightening of all, we are beset by an overwhelming number of major social problems, each a wound in need of healing. It is little wonder that, in the face of such a frustrating complexity, a cynical pessimism about the future of man seems to have become the dom inant attitude of our age. It is tempting, in such an atmosphere, for a school to become fashionably “mod” or to revert to an ivory tower, to make of education a series of superficial and painless experiences or to retreat entirely from the realities of the world outside. But either course is self-defeating. Rather,
a school must seek to provoke an education which is rele vant to the problems of today’s world, but which at the same time guarantees the development of intellectual skills capable of considering and dealing with questions which may arise in a changed and unfamiliar world way beyond our present horizon. To achieve this difficult balance is the Academy’s con tinuing purpose. The School believes that its primary re sponsibility to its students is to provide an atmosphere in which the individual can develop valuable intellectual tools and can then stretch his mind to its full capabilities. While much of this training may not seem immediately relevant, it does ensure the individual’s fullest realization of his po tential as an intelligent and creative human being. At the same time, the Academy recognizes that specific aspects of contemporary life do require immediate attention and we are committed to providing opportunities for students to exercise their skills as thoughtful young men. It is to this latter end, to the goals of bringing the Acad emy closer to the world around it, that student-faculty dia logues were begun several years ago. The continuation of dialogue among students, faculty and administrators is en couraged. But it must be responsible dialogue, marked by willingness to listen, marked by reason rather than by rhetoric. In the end, administrators and faculty members have the ultimate responsibility to set educational directions and emphases; they do not possess infallible wisdom, but
they do have a clear sense of the long-range, as well as the short-range, goals. Students must remember that the intellect, like the hands, must be trained to do skilled and complex work; and it would consequently be foolish and irresponsible of a master carpenter to turn over his shop to confident, but only partially trained apprentices. As you return to school, weigh carefully the advantages and the disadvantages of attending Montclair Academy. The administration feels that most of the advantages lie in the realm of long-term intellectual development, while most of the disadvantages involve short-term discomforts or inconveniences. Ultimately, of course, no force of law compels a student to attend the Academy; rather, it is a decision reached between him and his parents. In this light you should consider your return to the Academy in the fall. Perhaps you had hoped that extensive changes would be made. It is inevitable that changes will continue to be made. In the meantime, however, you should begin the year with a full understanding of the School’s standards and expectations. And although you may return hoping still to change the dimensions of those expectations, it is assumed that your efforts for change will be respon sible and that you will live up to the standards of Mont clair Academy.
Philip L. Anderson 5
In an acutely outspoken indictment of the nation's public schools, commissioned by the Carnegie Corporation, Charles E. Silberman, author, editor and former college professor, has found that most schools not only fail to educate children adequately but are also "oppressive," "grim " and "joyless." There is an intense turmoil and concern today about secondary education, a turmoil that perhaps most intimately involves educators, students and the parents of students, but a turmoil that ultimately involves us all, as people interested in the welfare of our country and in the understanding and direction of the young who will grow into the crucial positions of responsible leadership. Below are reprinted certain aspects of Mr. Silberman's book. On the following page, Al Penner, English master at Montclair Academy, reflects on the Academy's growth in that turmoil.
EDUCATION HIIAtANISM FROM ‘CRISIS IN THE CLASSROOM’ The result of a three-year study commissioned by the Carnegie Corporation, Mr. Silberman’s report combines his re actions to the schools he observed with a survey of the literature on the subject and his own philosophy of education, which, he says, he acquired in the course of making the study. Following are excerpts from his report: It is not possible to spend any prolonged period visiting pub lic school classrooms without being appalled by the mutilation visible everywhere—mutilation of spontaneity, of joy in learning, of pleasure in creating, of sense of self. The public schools—those “killers of the dream,” to appropriate a phrase of Lillian Smith’s— are the kind of institutions one cannot really dislike until one gets to know them well. Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are, how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they uncon sciously display for children as children. •
Schools can be humane and still educate well. They can be genuinely concerned with gaiety and joy and individual growth and fulfillment without sacrificing concern for intellectual discipline and development. They can be simultaneously child-centered and subject- or knowledge-centered. They can stress esthetic and moral education without weakening the three R’s. They can do all these things if—but only if— =-4 their structure, content, and objectives are transformed. •
Education should prepare people not just to earn a living but to live a life—a creative, humane, and sensitive life. This means that the schools must provide a liberal, humanizing education. And the purpose of liberal education must be, and indeed always has been, to educate educators—to turn out men and women who are capable of educating their families, friends, their communities, and most importantly, themselves. •
Our preoccupation with the urban crisis must not be permitted to blind us to the important, if less urgent, defects of public schools everywhere. In good measure, the defects and failures of the slum schools are but an exaggerated version of what’s wrong with all schools. To be sure, the schools in middle-class neighborhoods seem to do a better job of teaching the basic skills of literacy and computation, hence their students are better equipped to earn a living. But this “success” is due far less to the schools themselves than to what has been called “the hidden curriculum of the middleclass home.” After 12 years of dull, repressive, formal public schooling and
6
by Al Penner
three and a half years of uninspired formal college teaching, six months of practice teaching in the same kind of classroom is almost bound to convince the student teacher that that is the way teaching is—worse, that that is the way teaching has to be. Almost inevitably, therefore, that is the way he tends to teach while he finishes his training and takes over his own classroom. • If our concern is with education, we cannot restrict our attention to the schools and colleges, for education is not synony mous with schooling. Children and adults learn outside as well as —perhaps more than—in schools. To say this is not to denigrate the public schools: as the one publicly controlled educating institution with which virtually every child comes into close and prolonged contact, they occupy a strategic, perhaps critical, position in American society. Nor is it to denigrate the colleges and uni versities, which for different reasons occupy a position of great and growing importance. It is simply to give proper weight to all the other educating institutions in American society: television, films, and the mass media; churches and synagogues; the law, medicine, and social work; museums and libraries; the armed forces, cor porate training programs, boy scout troops. •
The tragedy is that the great majority of students do not rebel; they accept the stultifying rules, the lack of privacy, the authoritarianism, the abuse of power—indeed, virtually every aspect of school life—as The Way Things Are. •
While the inadequacies of teacher education are more serious for teachers going into urban slum schools, I have yet to meet a teacher in the middle-class suburban school who considered his preparation even remotely adequate. On the contrary, the great majority agree with the judgment of Seymour Sarason of Yale, that “the contents and procedures of teacher education frequently have no demonstrable relevance to the actual teaching task.” • Students need to learn far more than the basic skills. For children who may still be in the labor force in the year 2030, nothing could be more wildly impractical than an education de signed to prepare them for specific vocations or professions or to facilitate their adjustment to the world as it is. To be “practical,” education should prepare them for work that does not yet exist and whose nature cannot even be imagined. This can only be done by teaching them how to learn, by giving them the kind of intellectual discipline that will enable them to apply man’s accumu lated wisdom to new problems as they arise—the kind of wisdom that will enable them to recognize new problems as they arise. ©1970, “Study Calls Public Schools ‘Oppressive’ and ‘Joyless,’ ” by William K. Stevens, The New York Times Company. Reprinted by permission. Permission to quote from “Crisis in the Classroom,” by Charles E. Silberman, was granted by Random House, Inc. ©1970.
A few parents of Academy boys send their sons to the School for all the wrong reasons: to get them into a “good college,” to get them out of a racially tense public school, perhaps to get them under control. Other parents send their sons to the Academy not because they see the Acad emy’s role as that of a social agency providing certain services, but because they believe in the ways the School goes about helping boys grow. In his book, Crisis in the Classroom, Charles E. Silberman has indicated that secondary schools should help “students develop the knowledge and skills they need to make sense out of their experience — their experience with themselves, with others, with the world — not just during adolescence, but for the rest of their lives.” Does the Academy provide this kind of education? Is the School’s purpose important in itself? Or is it merely a stepping stone “to what is really important” —- college? By slowly free ing students from out-of-class restrictions, by challenging them to work out academic problems, and by providing them with necessary skills, the Academy is indeed helping “students develop the knowledge and skills they need . . . for the rest of their lives.” Although Silberman would certainly consider the School’s regulations still too restrictive, there have been a number of changes which have made the Academy more responsive to students’ individual needs. “There are signs of change,” Silberman has written of public education, “. . . in part as a result of the . . . [administrators’] conviction that schools can be more humane, that students can handle and benefit from greater freedom and responsibility.” At
the Academy the faculty has long searched for the proper mixture of freedom and control. The student council president two years ago asked why the administration didn’t allow all students the freedom to judge how they should use their out-of-class time. If all the students were as responsible as he was, there surely would be no problem. A number of boys were impatient with such traditions as the “no talk” study hall, but complete freedom would have led to chaos. Since then a compromise has been reached — a compromise that gives freedom to those boys mature enough to handle it, yet helps others to build good study habits. Seniors may spend their time out of class largely where they wish. Many go to the common room to relax; others go to the carrel areas to study or to the library to browse. Juniors have the option of studying in the carrels or of going to the library. Younger boys go to the “library-study complex,” under the supervision of a teacher, where they may study, read magazines, browse, meet with other students for joint projects, listen to records, use the microfilm reader, or ask a master for help with their subjects. Many students do not think that they yet have enough freedom, and the pressure they exert for more freedom is often constructive, for it forces the administration and fac ulty constantly to re-evaluate the School’s regulations. Just as clearly, because the changes in school rules have created a freer and more humane atmosphere, the students are happier. Another “humane” change is the modified daily sched ule, which allows upper school boys not involved in inter-
7
scholastic athletics to be dismissed at 3:00 o’clock. The faculty and administration realized that students have important lives outside school and that it is important at the very least for boys to have time for outside interests. As a result the morale in the School is higher than it was a year ago. Just as clearly, however, the School, for that matter, perhaps every school, has yet to find the proper mixture of freedom and control. There will be more changes in the future, many of them relaxing some of the rules that many students find difficult to understand. But change is not only evident in students’ non-academic lives. In classes over the past several years, there has been a trend toward inductive rather than didactic teaching. Teachers are posing less as authorities who disseminate information and more as experienced guides to lead stu dents to think for themselves. Under their teachers’ direc tion, students form conclusions based on evidence they have collected. Recently, in an eleventh grade English class, the boys read Randall Jarrell’s “The Death of the Ball Turret Gunner.” From my mother’s sleep I fell into the State, And I hunched in its belly till my wet fur froze. Six miles from earth, loosed from its dream of life, I woke to black flak and the nightmare fighters. When I died they washed me out of the turret with a hose. Of course, the boys were at first struck by the horror of the last line, but they were mystified by the first four
8
lines. Certain details were obvious: “Six miles from earth,” “black flak,” and “nightmare fighters” describe a gunner’s life. But what pattern do these and the other details form? The master had the boys make a list of all the important details. Some students immediately saw two ideas emerg ing: birth and sleep. “Yeah, and if he’s in a turret, he’d sure be all hunched u p -B ju st like a fetus.” “Sure, and the word ‘belly’ fits in.” “Wait a minute. What about the business about sleep ing? The words ‘sleep’ and ‘dream’ and ‘nightmare’ aren’t there for nothing.” And so the discussion continued. The class ended before conclusions could be formulated, but the students left still working on the pattern. Later that day a couple of the boys asked the teacher if they could talk about the poem with him. At no time, however, did the teacher tell the class what the poem “meant.” Some of the boys find the lack of specific answers frustrating, but the inductive meth od forces them to think rather than memorize. This in ductive approach, which is used with all types of literature, is slow. The teacher cannot hope to cover many different titles, but the boys are challenged to think, to look at evidence, and to form hypotheses. The teacher’s job throughout is that of guiding the direction of the discussion by asking pointed questions, or perhaps by bringing up details that don’t fit a boy’s hypothesis, or maybe by sum marizing the conclusions which have been reached.
Other courses, too, are using the same approach. The United States History book presents primary sources and asks the boys to form hypotheses from these sources. Other history courses (Western Civilization and African Studies, for example) are taught the same way. According to Bob Hemmeter, Chairman of the History Department, the new curriculum has already paid dividends in terms of student interest. In the sciences an integrated approach has been used for a number of years. Starting with Time, Space, and Matter in grade seven, boys work their way through Intro ductory Physical Science, new approaches to biology and chemistry, and Physical Sciences Study Curriculum, a dif ferent and rigorous physics course. In all these courses the student is forced to think as a scientist thinks. In TSM, for instance, when a student has to measure heat, he is given an uncalibrated thermometer and is asked to devise a scale for it. Finally, most Academy boys believe that the faculty is sincerely interested in them as human beings. Perhaps the faculty is not any more dedicated than a public school fac ulty, but because of the small classes there is time to sit and listen to and talk with the boys. After school an English teacher discusses with individual boys their out side reading; on a Friday night a few masters get together to “rap” with the students or listen to their music; on a Saturday morning a coach arrives early to help a boy per fect his technique. Boys learn to trust their teachers and often go to them for advice.
Robert Frost has written a poem that coincides with Silberman’s view of secondary education. When I was young my teachers were the old. I gave up fire for form till I was cold. I suffered like a metal being cast. I went to school to age to learn the past. Now I am old my teachers are the young. What can’t be molded must be cracked and sprung. I strain at lessons fit to start a suture. I go to school to youth to learn the future. Simply, the Academy tries to allow boys to crack molds. More and more we are all learning that the School is a community, that community life is made up of compro mises on everyone’s part, and that no one faction has an exclusive understanding of the ideal secondary school.
Mr. Penner has devoted ten years to teaching, in both public and independent schools. In his fifth year at Montclair Academy, he is the assistant to Headmaster Philip Anderson in college admissions counselorship, the yearbook advisor, an assistant golf coach and a member of various School committees. He graduated from Oberlin College with his Bachelor of Arts degree and later, with a Master of Education degree, from Boston University. Mr. Penner lives in Florham Park with his wife and their daughter. 9
NOTES OF THE SCHOOL
academy-kimberley programs Some time ago, the Academy’s Director of Studies, Steve Bean, and Peg Osborne, Director of Studies at the Kimberley School for girls, con ceived the plan of coordinated as sembly programs for the two schools. At each school, a committee was formed of faculty members and stu dents; at the Academy with Mr. Bean, English master A1 Penner and history master Pete Thomas; and with seniors Ken Brooke, Doug Crawford and John Guttman. Long hours of thought and hard work have -resulted in a schedule of twelve dates, on four of which programs have already been held. “It is very important,” Mr. Bean said, “that the kids learn about each other and become interested and in volved enough in the program to want to plan it themselves. It is, afterall, their program, designed to expose them to each other through a cross-fertilization of ideas about thoughts that are relevant to them.” The first of the programs was a short play, “The Man No One Saw,” originally produced by the Civil Rights Commission to articulate the hard-core inequalities and injustices of the black man’s existence. The second program was a discussion of women’s liberation and was spear headed by two representatives from the New York Chapter. Several weeks later, the film, “No Reason to Stay,” was shown, the expression of a young high school student who is oppressed with the meaningless ness of a mechanical education and who drops out of its system of “good grades and success.” At the fourth program, The Reverend Jan Van Arsdale, Rector of the Trinity Re formed Church in Newark and direc tor of the tutoring program there
10
that has involved so many Academy boys, spoke about the problems of social change in the urban environ ment. An alumnus of the early 1940’s spent an afternoon at the Academy in November and was very excited about these programs. “In my days here,” he said, “we did not go out to much of the world nor did much of the world come in to us. I think it is marvelous that these kids have so broad an exposure to the knowl edge of the world.” The four pro grams between the Academy and Kimberley have been stimulating and will hopefully continue to pro voke the invaluable exchange of ideas and opinions. In addition to these special pro grams, the regular coordinated cur riculum between the two schools goes on, with five Kimberley girls in the African Studies course at the Academy and with eight Academy boys in. Kimberley’s Computer M athem atics and Program m ing course. A third course has been cre ated, a combination of Kimberley’s
Biology II course with the Acad emy’s Ecology course. “There are the problems,” Mr. Bean said, “of coordinate scheduling and of trans portation, but we are all anxious to develop this program between the schools.”
college admissions In an age that has demanded of the headmaster that he be a renais sance demi-god, that he be ubiqui tous and omniscient, it would per haps be as fruitless to list what he does not do as it would be exhaust ing to list what he does do. Head master Philip Anderson is also the college admissions counselor. His assistant is English master Allan Penner. Last winter, Mr. Anderson made an extensive tour of Southern col leges. In early October, he and Mr. Penner spent several days at the meeting of the National Association of College Admissions Counselors in Boston. In November, Mr. Penner
spent a long week in tour of North eastern colleges. This winter, Mr. Anderson will travel to visit schools in Pennsylvania and in Ohio. “Mr. Penner and I do this travel ing,” Mr. Anderson said, “to learn about the schools, to meet with the admissions directors, their assistants and staffs, and to speak to them about our students and about the Academy. It is an absolutely man datory responsibility we have to help our boys learn about the schools and to finally be accepted into the one school that is best for them. We also have the chance to speak with so many educators and always to bet ter understand the changes that are affecting American education and the fresh thinking that provokes those changes. And we have the chance to speak with former Acad emy graduates at these schools and to learn how they react to the changes and how they feel the Acad emy prepared them.”
' L
Although they do not spend much time in travel, Mr. Anderson and Mr. Penner reach out to a large part of the country and learn about many different schools. They do, however, spend most of their time in confer ence with the students, with their parents and with many college rep resentatives, directors of admissions and their assistants, who come to the Academy to speak about their schools and to talk with the boys who are interested. “It is this aspect of our counseling which is so very important,” Mr. An derson said. “Honest and individual communication in a human program allow Mr. Penner and me to devote the closest attention to each boy, to help him find the school that will be the best for him. We want each stu dent to know and understand the school in which he is interested and we want the school to know and
understand him.” Since 1961, 335 students have received diplomas from Montclair Academy; of these, 333 have been admitted to four-year colleges. The following list includes colleges in which three or more graduates en rolled during the period of Septem ber 1961 through September 1970: Pennsylvania 19 Yale 12 Cornell 11 Princeton 10 Lake Forest 9 Vermont 9 Rochester 8 Susquehanna 8 Virginia 8 Columbia 7 Harvard 7 Lafayette 7 Lehigh 7 Amherst 6 Colgate 6 Trinity 6 Denver 5 Georgetown 5 Vassar 5 Wesleyan 5 Dickinson 4 Gettysburg 4 Hobart 4 American 3 Boston 3 Brown 3 Florida Southern 3 Ithaca 3 North Carolina 3 Ohio Wesleyan 3 Rensselaer Poly 3 Stevens Tech 3 Tufts 3
music Nixon Bicknell is the Director of Music at Montclair Academy. Gior gio Tozzi is one of the Metropolitan Opera’s most popular and skilled
basses. Tozzi was singing “The Im possible Dream.” He was stunning. As he finished, he turned behind him to the stage curtain and sudden ly it was raised and there stood the Glee Club, dignified, a symbol of all the young American boys whom this benefit represented: “The Awaken ing,” to benefit the North Essex Drug Abuse Program. Only a little more than a week after the opening of school, with long hours of hard work, the Glee Club, under Mr. Bicknell’s devoted hand, performed twice in a gentle and warmly human community program that will be long remembered. A month later, the Glee Club sang three numbers and closed the town wide Montclair observance of the United Nations Anniversary celebra tion. Then two weeks later, at the American Field Service benefit pro gram that featured the Yale Whiffenpoofs, the Glee Club again opened the evening, singing, in addition to several classical pieces, two poems by Robert Frost from Randall Thompson’s “Frostiana” and also the English folk song “Scarborough Fair.” Mr. Bicknell has directed the Glee Club for six years. He is a graduate of Westminster Choir College and holds a degree of Master of Sacred Music from the School of Sacred Music, Union Theological Seminary. He studied conducting under John Finley Williamson, Abraham Kaplan and Thomas Dunn. For many years, he has been active in music in north ern New Jersey, where he has served as director of the Montclair Chorale and as organist and choirmaster at Temple Menorah in Bloomfield and at Central Presbyterian Church in Montclair. He is now Music Direc tor of the Oratorio Society of New Jersey and also organist and choir-
11
master of the First Congregational Church of Montclair, which regular ly presents performances of masses and oratorios. As an organist of con siderable note, Mr. Bicknell has per formed at the Cathedral of St. John the Divine and at the Chapel of the Inter-Church Center in New York, among other solo appearances. He is a member of the American Associa tion of Choral Conductors and of the Metropolitan New Jersey Chapter of the American Guild of Organists. In addition to the Glee Club, Mr. Bicknell also conducts the Mastersingers, a select group of boys who are chosen from the seventy-five voice Glee Club and who per form at various civic, church and women’s organizations throughout the year. This year they number thir teen and have a repertory which in cludes all the songs performed by the Glee Club and such favorites as the “March of the Kings” (in French), the “Boar’s Head Carol” and “O Tannenbaum” (in German).
the entire estate plan through the new charitable unitrusts, annuity trusts, life income contracts and short-term trusts, during life and by Will. The seminar was a part of the Montclair Academy Endowment and Deferred Giving Program, encom passing a $4.5 million campaign over the next few years. Information concerning the sem inar is available from the Academy Development Office upon request.
van
tax seminar As an inspiration to initiate pub lic knowledge of the means and benefits of charitable giving, the Montclair Academ y Foundation sponsored a public service seminar in the fall. The seminar dealt with the tax aspects of charitable giving under the new tax laws. Conrad Teitell, LL.B., LL.M., the highly re spected authority on taxation as it relates to philanthropy, was the guest lecturer. Mr. Teitell, who has an intimate knowledge of the Tax Reform Act of 1969, is an author and lecturer on tax-encouraged giv ing and estate planning. He is a member of the New York law firm of Prerau and Teitell and a member of the New York and District of 12
Columbia Bars. He is also the Direc tor of the Philanthropy Tax Institute, Editor and Publisher of “Taxwise Giving” and Director of the Amer ican Academy of Fund-Raising Sci ence. Mr. Teitell spoke about the new tax rules for outright gifts, in cluding a discussion of the sophisti cated planning for maximum tax savings. He also spoke about the in tegration of charitable giving with
A good maitre d’hotel is often found obscured among his people and behind long tables and counters of warm, good food. The gentleman to the left in the Academy kitchen may be a little obscured, but the prominent cheekbones, the tight and thin lips, the kindly gestured efficien cy, evoke the warm memory of the unmistakable Mr. Van Brunt, now retired but with a history of thirtyfive dedicated years at Montclair Academy. As the baseball coach, the football coach, the basketball coach. As a devoted instructor and as an admired friend. As a great man known and loved by all. But such tender memory is re served for the recollection of what has gone and Van has not gone, but has come home: at least once a month, with dark brown and rich fudge from his own kitchen; with long stories and with bits of news about many alumni; with perhaps quiet anger that the rain had kept him from the golf course or with quiet excitement that he had been the invited guest of Father Fahy, a friend for twenty years, at his in auguration as President of Seton Hall University. But whenever Van comes home, he comes with his smile and with his shy eyes.
SPORTS REVIEW BE. KT NEW KW
"it was a fine season because they are fine kids, with desire and with skill and poise; i think the newark academy game, regardless of the loss, was their finest hour" joe kerner, assistant coach, chairman of the english department
FOOTBALL On Friday, November 13th, the day before the traditional game against Newark Academy, the Montclair Academy Lions were one victory short of the first undefeated season since 1926. Forty-four years later, under Coach Carmen Marnell, the Lions had roared through one team after another and had finally arrived at the top, indeed as kings of the jungle. They had beaten King School 42-0, Princeton Day School 20-12, Wardlaw School 41-12, St. Bernard’s School 33-0, Englewood School 35-0, Morristown School 20-16 and Collegiate School 54-0. And in that week’s Essex County scoring tabulation, the Academy’s Mike
Zebrowski had the highest number of total points, 81, with 10 touchdowns, and 21 points after touchdown; Paul Cosentino had the third highest ranking of total points, 71, with 11 touchdowns and 5 points after touchdown; and Glenn Veit, the tenth highest, with 42 total points and 7 touchdowns. The Academy was leading the list of team offense, with 245 points scored and an average of 35 points; and with team defense, the Academy was second in the county, with 40 points and an average of 5.7. The only position held by Newark Academy on the chart was a ninth place for individual scoring. So by the records, the Academy Lions looked very good. It had rained hard that week
before the Newark game. The air was chilly and the Newark field was wet. But the Academy spirit was passionate: an airplane, hired by Montclair Academy parents, faculty and staff, circled above the Newark field, pulling a streamer that read “Beat Newark;” there were telegrams from alumni, parents, friends and from Bob Davis of the New York Jets; and there were the Montclair Academy fans who had traveled en masse to see their team try for an historic undefeated season. It was a fine feeling to see such loyalty, so many people so excited about their School. On that Saturday, Montclair Academy lost to Newark Academy, 12-0. But the spirit was still there. The team, the coaches, the fans 13
were very sad, but they were still proud of the history that had been made, of the seven strong victories, of the best record in the last fifteen years. “We are proud,” Coach Carmen Marnell said, “and we are of course very disappointed. But Newark played a terrific game, with an experienced line and strong running backs. The condition of the field and Zebrowski’s ankle injury did not help us. But we lost because Newark Academy had a good team and played a good game. We did well. Paul Cosentino played a good offensive and defensive game. John Brandow was fine. Geoff Close did quite well replacing Zebrowski. And Jeff Arthur, Kevin Basralian, Bruce Pastorini and Rich Cancelosi all played a firm game.” Regardless of the loss to Newark, the 1970 season was a milestone in Academy football history. The Lions had severely beaten teams which they had lost to last year. The “dream” backfield of Brandow, Cosentino, Veit and Zebrowski provided an excellent balance between running and passing games, with Arthur and Basralian performing extremely well as pass receivers. The offense averaged 30.6 points per game and,
1 ^ 1
1 3 b rt
Ml
Coach Carmen Marnell, sitting In the midst of his fine coaching staff. Also sitting, from left to right: George Hrab, Barry Nazarlan, Coach Marnell, Bob Black and Joe Kerner. Standing from left to right: Dave Forman, Sonny Ferrera, former parent and an untiring football enthusiast, Dooley Dul, alumnus, 1962 All-State Cen ter and a close follower of gridiron for tunes, and on the far right, Ken Gibson.
"i began to watch academy football In 1949 when my brother played; and I have watched the teams and seasons for more than twenty years and have never seen a better team than this one" barry nazarlan, assistant coach, engllsh master
14
although led by seniors Cancelosi and Pastorini, was made up mostly of underclassmen: Bill Breen, Mike Cassatly, Bill Crawford, Dave Dollar, Harlan Gibbs, John Lagasi, Dean Paolucci and Randy Ryan. They should provide a strong nucleus for the 1971 season. Defensively, the team averaged 6.5 points per game yield. Juniors Tom Brueckner and Glenn Veit gave excellent performances in the defensive secondary. “The seniors,” Mr. Marnell said, “provided superb leadership and we will miss their experienced skill. But the junior varsity, better organized and better coached than ever before, will begin to pay off for the varsity. We developed, at last, very good depth this past season. The team had fine poise and made the big plays when they counted. We are all happy with the way the new program of voluntary athletics has turned out: the boys have not lost their interest or excitement and there has been a successful competition, with a terrific attitude and with superior varsity records.”
"the defense was strong and cohesive; but it is tough to talk about: how difficult it was for them to win seven straight victories and to lose the last game; but we will fight again" dave forman, assistant coach, language master
SOCCER The Montclair Academy soccer team, under Coach Charles Faurot and assistant David Akbar, played fifteen games this season: they won eleven. They also lost four and tied one. For the second consecutive year, they won the New Jersey Independent School Athletic League Championship, which they have won five times in six years. They also won the Rutgers Prep Invitational Tournament, the first time in Academy history that a soccer team has won a post-season tournament. In addition to winning those two contests, two of the team’s players, Durwin Johnson and Tony Fleischmann,' were nominated for the most valuable player award of the Tournament. The only other team to have won the League title is Morristown School. The Academy soccer team beat Morristown twice this season. “It was a very good season,” Mr. Faurot said. “We began slowly, but improved to a fine team.” Throughout the season, key injuries hurt the team. The two outstanding shooters and scorers, Fleischmann and Johnson, were both out for part of the season with injuries. But the front line was brought up by Ken Brooke and Peter Redpath. The half-back line, aggressive and with a wide range, covered a great deal of ground and moved smoothly; leading the half-backs was Bob Kovacs, with the assistance of next year’s
co-captain Vinnie Mascia and of also Billy Kovacs, Bob’s brother. The strongest line was the full-back line, led by Captain Dave Faulkner, an outstanding prospect for college soccer. Assisting Faulkner were Andy Abramson, Ken Meyers and Peter Rothwell. The other co-captain for next year, Bruce Pollack, played his second year as goalie, with an unusually fine performance. The defensive playing was also firm and the full-backs were alert and mobile. There were several players who were versatile enough to play different positions on different lines: John Apgar, the only senior back-up man, Walter Porter, John Sperling and Ben Thompson. It was a splendid season for the soccer team, a season of conquering championships, a season for champions. The junior varsity, under Coach Ned Williams, won the unofficial championship title for the first time; and the junior team, under Coach A1 Saxton, lost only one game in their season.
>1 ;dfe
m11 l
iig p
§ |1 f|
St ¡ lilie s
16
CROSS
COUNTRY
The Montclair Academy cross country team ran its way to a successful 7-3 season record, taking third place honors at the State Championship meet. The team was led in scoring by sophomore Hunt Geyer, who won many of the duel meets and finished third in the State meet out of fifty-six runners. Two of Geyer’s classmates, Don Frey and Mai O’Hara, contributed greatly to the team’s success with their remarkable gains in running ability. The team had three members from the junior class: Blair Sandler, Peter Perretti and Sam Weiss, each of whom worked diligently and performed well. Perretti and Weiss are next year’s co-captains. Co-captains this year, seniors Jon Draper and Phil MancusiUngaro, provided a strong leadership. Mancusi-Ungaro was continually hampered by injuries and could only show sparks of his fine ability. Draper channeled the spirits of his young and ebullient team into a feeling for victory and himself finished a fourth year of varsity competition. The surprise newcomer of the season was freshman Henry Williams. He improved steadily
throughout and placed first in the junior varsity division of the State meet. Other young runners who show strong potential for next year’s season are Gregg Lackey, Bruce Marsh, Frank Paretti and Willy Weiss. This year marked the third consecutive winning season for Coach Douglas Jennings, bringing his record to an impressive 24 victories and 8 losses. He is not only a fine coach, but also a good runner and he is often seen running with his teams. The youth and dedication of his team give him hope for another successful season next year.
17
The winter sports season has begun: basketball, under Coach Carmen Marnell; wrestling, Coach Barry Nazarian; swimming, Coach Charles Faurot; and fencing, Coach Dave Forman. Your attention is called to the sports schedule printed below.
Winter Sports Schedule 1970 V A R SITY B A SK ETBA LL
V A R SITY W R ESTLIN G Away Morristown School Montclair Invitational Meet at Montclair High Home B.M.I. Home St. Bernard’s Home Pingry School Home King School Home Admiral Farragut Academy Home Rutgers Prep Home Wardlaw School Away Neumann Prep Away Peddie School Home Delbarton School Away Newark Academy N.J.I.S.A.A. Tournament
Fri. Dec. 11 Wed. Dec. 30 Sat. Wed. Fri. Wed. Wed.
Jan. 9 Jan. 13 Jan. 15 Jan. 20 Feb. 3
Sat. Feb. Tues. Feb. Fri. Feb. Tues. Feb. Feb. Fri. Tues. Feb. Feb. 26, 27
6 9 12 16 19 23
4:00
2:30 3:30 3:00 3:00 3:30 1:00 4:00 3:45 4:00 4:00 3:30
V A R SITY SW IM M ING Wed. Dec. Tues. Dec. Thurs. Jan. Sat. Jan. Wed. Jan. Thurs. Jan. Sat. Jan. Wed. Jan. Jan. Fri. Wed. Feb. Tues. Feb. Feb. Fri. Sat. Feb. Tues. Sat. Wed. Tues. Wed. 18
9 29 7 9 13 14 16 20 29 3 9 12 13
Feb. 16 Feb. 20 Feb. 24 Mar. 2 Mar. 3
Relay Carnival Irvington High Scrimmage St. Benedict’s West Orange High West Essex High Madison High Peddie School Rutgers Prep Livingston High Hun School Montclair High Delbarton School Essex County Championships Wardlaw School Blair Academy Pingry School N.J.I.S.A.A. Diving N.J.I.S.A.A. Swimming
Home 3:00 Home 10:00 Home 3:30 Home 1:30 Home 6:00 Away 3:30 Away 10:30 Away 2:45 Home 7:00 Home 3:30 Away 4:00 Home 3:30 Away Home Away Away Home Home
3:30 2:00 3:30 3:00 2:00
Fri. Dec. 4 Wed. Dec. 9 Fri. Dec. 11 Dec. 16, 17, 18 Wed. Jan. 6 Fri. Jan. 8 Tues. Jan. 12 Thurs. Jan. 14 Mon. Jan. 18 Wed. Jan. 20 Tues. Feb. 2 Sat. Feb. 6 Tues. Feb. 9 Fri. Feb. 12 Thurs. Feb. 12 Sat. Feb. 20 Tues. Feb. 23 Feb. 24, 25, 26, 27 Tues. Mar. 2 Wed. Mar. 3 Mar. 5 Fri.
Croydon Hall Academy Away Home Wardlaw School Home Morristown School King School Tournament Away Away Newark Academy Away Neumann Prep Home Pingry School Home JF C Home College High King School Home Away Wardlaw School Home Rutgers Prep Away St. Bernard’s Neumann Prep Home Away Rutgers Prep Morristown School Away Home Princeton Day School N.J.I.S.A.A. Championships
3:00 3:30 3:00
Home
4:00
Home
8:15
Englewood School N.J.I.S.A.A. Finals St. Bernard’s
3:30 8:15 3:30 8:00 3:30 3:00 4:00 2:30 3:00 3:30 3:30 2:00 3:00
FE N C IN G Mon. Jan. Wed. Feb. Tues. Feb. Tues. Feb. Thurs. Feb. Tues. Feb. Sat. Feb.
18 3 9 16 18 23 27
Away 3:30 Parsippany Hills High Home 3:30 Hun School Away 3:00 Lawrenceville School Away 3:30 Newark Academy Away 3:30 Pingry School Home 3:30 Newark Academy N.J.I.S.A.A. Championships at Newark
D IR E C T O R ’S R EP O R T
Art Littman Director of Development
Autumn is not only the season of sports, of football, soccer and cross country, and not only the season of the fall of leaves. It is also the time of serious work in educational fund-raising. Montclair Academy is an exciting school and the interest which has been expressed in the past through the support of our programs would seem to demand a few words on the progress of things monetary. Under the devoted direction of Bogart F. Thompson ’35, parent of Benjamin ’74, the final $231,000 of the Capital Gifts Program for bricks and mortar is being sought from last year’s new parents at the Academy and at Brookside. Fortunately, many past donors have also extended pledges or given additional funds and, as of November 15th, over $50,000 had been raised. We hope to have completed the campaign by the time you receive this Montage. Many alumni, parents and friends have asked about the plaque which lists the donors of the 75th Anniversary Campaign. The Development Office is currently in the process of obtaining the final proof of the listings and hopes to have the plaque installed over the mid-year break. The Annual Giving Program this year is under the active guidance of Richard L. Carrie ’41 and George J. Kramer ’54. This is a crucial fund. Each boy is helped. It provides the money to bridge the gap between the cost of educating a student and the price of his tuition. It provides the money for scholarships and for the attraction and retention of a stimulating faculty. It provides the money to allow the Academy to do the many things it does every day for every boy. Your support of this program, regardless of the amount, is of paramount importance. Success comes by participation. The Endowment and Deferred Gifts Program, under the fine leadership of James S. Vandermade ’35, is just getting off the ground and seems to be on a rapid rise to success. The campaign is currently in the leadership gifts stage and will begin at full start in February. It will encompass the areas of bequests, annuities, life income contracts and many other tax-wise methods of supporting the Schools. This is a wonderful way to make your good work last forever and to know it will be done while you can enjoy doing it. We are hoping for an Endowment of $4.5 million. Further information will be mailed to you. In the meantime, the Committee welcomes your inquiries about this exciting new campaign.
Double Your Money A large number of America's greatest corporations participate in matching gift programs, under which they encourage their employees to support their colleges and schools by giving them funds equaling those contributed by the employees. When you contribute to Montclair Academy, find out if your employer participates in a matching gift program. It's an easy way to double your gift.
19
ALUMNI REVIEW
On a warm fall afternoon on the last weekend of Oc tober, the Academy Lions were only three victories away from the first undefeated season since 1926. Forty-four years later, under Coach Carmen Marnell, the Lions had roared triumphantly through one team after another and, on that afternoon in late October, they were lined up against New York’s Collegiate School for what became a Homecoming Day victory. The Academy jumped to a 14-0 lead in the first quarter, picking up the score on a 90-yard drive, climaxed by Paul Cosentino’s run. Mike Zebrowski then scored the first of his three touchdowns. In the second quarter, Zebrowski scored on two passes from John Brandow. Glenn Veit took another pass for the third touchdown in the quarter and a 34-0 halftime lead. Zebrowski’s points after touchdown were going well too. In the second half, an interception brought 24 yards in three plays, with Geoff Close ending the short drive on a run. Brandow threw his final touchdown pass to Jeff Arthur and Keith Marsh closed out the scoring with a short run that capped a 70-yard drive. The game ended with the score 54-0 and the Lions again undefeated. It had been a perfect fall afternoon. The alumni moved from the amphitheatre-like embankment of the football field into the dining room for cocktails and dancing. Be cause of the evening’s conflict with Halloween, the dinner had been canceled, but there was a long buffet table of hot and cold hors d’oeuvres and the lively and versatile music of Peter Domineck and his Orchestra, with Develop ment Director Art Littman occasionally filling in for the drummer to tap the skins himself. Chairman Dooley Dul ’62 and his committee did a fine job planning the party and welcoming the guests. When the evening was over, it was dark outside and the long lights of the skyline horizon of New York seemed only a fingertip’s reach across the football field. The old and young alumni seemed to have had a very good time. As in past years, the Alumni Association held its annual Christmas Luncheon, for all graduates of the last four years. This year, the Chairman of the Luncheon was John A. Lawrence ’63. After lunch, Headmaster Philip Anderson spoke to the alumni about the growth of the School and about the changes this year. Director of Athletics Carmen Marnell reviewed what had been an historic fall sports season. It was a fine reunion and a good chance for current Academy seniors to speak with the college alumni. 20
Dooley Dul '62, the Chairman of the Homecoming celebration, and his entourage of lovely and helpful ladles finally have the chance to sit down after welcoming the guests and serving drinks.
NOTES OF THE CLASSES
December, 1970 Dear Alumnus: We do not have all the answers to the questions of education. We do not have a perfect understanding of the complex integration of free dom and discipline or of right and responsibility. What we do know and understand is our intention of giving to Montclair Academy boys the knowledge and intellectual skills they need to use their freedom of thought in creative expression. That is our deep commitment to them and to their growing awareness of what it means to be alive and to be them selves. We perfectly understand this to be at the backbone of our purpose as an independent secondary school. Our commitment to you did not weaken once you had graduated from Montclair Academy; in certain ways it has grown stronger, because you are in a better position now to understand what the Academy has meant to you. We still feel so deep an interest in you that we want to know what you are doing and what you think of what we are doing. It is your interest in the Academy, your thoughts about its purpose, your feelings about its actions, that will essentially help us to establish the best school; a school that boys will feel is the place for them to gain the knowledge which makes them think ing and creative people. We do not have all the answers and we reach out to you for your thoughts. The Academy does not exist for itself: it exists for the students who live and grow here and for the alumni, parents and friends who have a very personal investment in the freedom of thought and individ ual expression for which we stand.
During this period of crisis in independent secondary education, many schools have been forced to send their students home, lock up the classrooms and bar the front doors. We are convinced of the essential purpose of Montclair Acad emy and we stand strongly to keep the School as firm and as vital as it has always been. If we lose your concern, if we lose the wisdom of your experiences, if we lose your thought and your expression, then there is little hope for what we want to understand, for what we must un derstand together if the Academy is “always to be the best and to be distinguished above others.” Mrs. Anderson joins me in ex tending our warmest wishes to you. Sincerely,
Philip L. Anderson Headmaster
Because of the sad paucity of class notes, we have eliminated them from this issue. It would be fine if the notes were a large and important part of this magazine, so that alumni, parents and friends of the Academy could learn about each other; but this depends upon you. Head master Philip Anderson has ex pressed in his letter to you his desire to know your thoughts and to learn more about you. Please write your class agent or the Alumni Office news of your self, so that we might be more informative in the notes about what Academy people are doing. Thank you.
21
WANTED: SERVICE TO THE ALUMNI ASSOCIATION One of the most rewarding jobs available to any alumnus is to be able to give time, service and leadership to his Alma Mater. Montclair Academy has always received a warm response to the call for assistance. One of the positions of leadership is that of class agent. In this section, you will note the list of agents and their addresses. We still have several vacancies to fill: 1943 1957 1944 1958 1968 1947 1961 The class agent lends his name to this section of the Montage and forwards news he receives from or about his classmates to the Alumni Office or to the Montage Editor. He serves as liaison with the Alumni Office in efforts to locate members of his class whose addresses are unknown. He encourages attendance at alumni activities. He assists with the Annual Giving Program by drafting a letter and follow-up to his classmates. The letters are typed by the Alumni Office and returned, stamped and addressed, for his signature and mailing. It is a position of leading responsibility, but one which does not require much of the. agent’s time. Please notify the Alumni Office if you are willing to assume the position for your class in the list of vacancies above.
1900-1919 Mr. Arthur V. Youngman '18 33 Glen Road Verona New Jersey 07044
1920-1931 Mr. Henry B. Fernald, Jr. '28 221 N. Mountain Avenue Montclair New Jersey 07042
1932 Dr. James A. Rogers 346 East 34th Street Paterson New Jersey 07504
1933 Mr. William J. Thompson, Jr. 20 Windemere Road Upper Montclair New Jersey 07043
1934 Mr. Eugene I. Haubenstock 10-07 Plymouth Drive Fair Lawn New Jersey 07410
1935 Mr. Donald L. Mulford 260 Highland Avenue Upper Montclair New Jersey 07043
1936 Mr. Kenneth Reile Fritts 7 Edgemont Road Montclair New Jersey 07042
1937 Mr. Robert E. Livesey R. D. Cortina Company 136 West 52nd Street New York, New York 10019
1938 Mr. Ralph Gleason Ward Avenue Rumson New Jersey 07760
22
1939 Mr. William Marchese 15 Leslie Drive Wayne New Jersey 07470
1940 Mr. David Jacobs 4 Breton Place Livingston New Jersey 07039
1941 Mr. Richard L. Carrie 76 Gordonhurst Avenue Upper Montclair New Jersey 07043
1942 Mr. Daniel E. Emerson 18 Chaucer Road Short Hills New Jersey 07078
1943 No Agent
1944 No Agent
1945 Mr. William B. Grant 475 Upper Mountain Avenue Upper Montclair New Jersey 07043
1946 Mr. Frederick G. Schwarzmann Campbell Road Far Hills New Jersey 07931
1947 No Agent
1948 Mr. James B. Regan 879 Broad Street Bloomfield New Jersey 07003
1949 Mr. Richard M. Drysdale 300 East Avenue Bay Head New Jersey 08742
1950 Mr. Rudolph H. Deetjen, Jr. Stanwich Lane Greenwich Connecticut 06830
1951 Mr. Ernest Keer, III 459 Club Drive Bay Head New Jersey 08742
1952 Mr. Joseph Bograd 10 Gorham Court Wayne New Jersey 07470
1953 Mr. Martin Gutkin 377 South Harrison Street East Orange New Jersey 07018
1965
1959
Lt. j/g H. Holt Apgar, Jr. USS Corry DD817 FPO New York New York 09501
Mr. Philip Carchman 301 Western Way Princeton New Jersey 08540
1960
1966
Mr. Robert F. Crissman 49 Rutgers Lane Parsippany New Jersey 07054
Mr. Richard C. Kuzsma 370 Claremont Avenue Montclair New Jersey 07042
1967
1961
Mr. Peter W. Adams Box 334 Trinity College Hartford, Connecticut 06106
No Agent
1962 Mr. Robert John Schmitt, Jr. 172 Lloyd Road Montclair New Jersey 07042
1968 No Agent
1969
1963
Mr. Christopher C. Beling Susquehanna University Selinsgrove, Pennsylvania 17870
Mr. John A. Lawrence 122 Gates Avenue Montclair New Jersey 07042
1970 1964
Mr. Peter G. Webb 110 Morrow Box 1208 Station # 2 Amherst, Massachusetts 01002
Mr. Roy T. Van Vleck 21 Van Vleck Street Montclair New Jersey 07042
1954 Mr. George J. Kramer 199 Charles Street Clifton New Jersey 07013
1955 The Rev. Oscar A. Mockridge, III 644 Center Street O rad el I New Jersey 07649
1956 Mr. John W. Clapp 101 Smith Lane 1E Syracuse, New York 13210
1957 No Agent
1958
M O V IN G ? If your mailing address will change in the next 2-3 months, or if this issue is addressed to your son and he no longer maintains his permanent address at your home, please help us keep our mailing addresses up-to-date by: 1. PRINT your full name, class year and new address on the opposite form, and 2. Attach the label from the back cover of this issue and mail to the Alumni Office, Montclair Academy, Mont clair, N. J. 07042.
Name
Class Yr.
Address
City
State
Zip Code
ATTACH ADDRESS HERE
No Agent 23
By now, the alumni, parents and friends of Montclair Academy and Brookside School have received a personal appeal for support of the Annual Giving Program. Support of this Program is the support of much of the backbone in the progress of both Schools. Your support, regardless of its amount, cannot be overemphasized. Without you, without your support, the Academy and Brookside cannot accomplish all that they must accomplish. It is not enough to "let John do it." If we all said this about the Annual Giving Program, we would have to "let School X do it, because Montclair Academy cannot afford it and must, in fact, close at the end of this year." So please understand the urgency of this Program. And consider joining one of the new Annual Giving clubs: the Century Club, for gifts of $100-299; the Headmaster's Club, for gifts of $300-499; the MacVicar Associates, for gifts of $500-999; or the Foundation Associates, under the Chairmanship of Bernard K. Crawford, for gifts over $1,000. Your membership in any one of these clubs will help shape the future of the Academy and Brookside.
W e need your help. Mail your check today. Gifts are deductible for tax purposes.
D A RTicipA TiO N
IMEANSI
M O N T C L A IR A C A D E M Y
m o n ta g e M ontclair,
N ew
Je rse y
ADDRESS CORRECTION REQUESTED
07042