Fall 1971 MA Montage

M O N T C L A IR

ACADEMY

Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore, Send these, the homeless, tempest-tossed, to me I lift my lamp beside the golden door.

S O U P DU JO U R

This issue begins the second year of the publication of Montage and it is finally the issue which has come closest to the hope expressed in the Tennessee Williams lines printed above the first Soup Du Jour column last fall, "talk to me like the rain and let me listen."

It is truly more an alumni mag­ azine than before, with pieces written directly by alumni or by them through interview and with pieces written about them. It is hopefully the issue which inaugurates a future of further alumni involvement in the content of each Montage and the issue which indicates the potential for a viable experience with people in such an alumni publication.

The silence of many alumni across the country has been so eloquent recently that many of the people involved with alumni work begin to speak of the post-alumnus era, an era in which schools may be ininterested only in alumni who are interested in them and an era in which they may turn their services and. needs towards their parents, their friends and their communities.

Perhaps we do enter the post­ alumnus era and perhaps there are no significant reasons, other than the nostalgic remembrance of things past, for many alumni to be interest­ ed in their schools. But there should be many significant reasons for people to be interested in ideas and in the role schools play in the ex­ ploration of knowledge, in the de­ velopment of intellectual skills and in the use of freedom of thought for creative and constructive expression.

The Academy invests a serious hope in the interest and involvement of its alumni and, when those qualities do not come forth freely, the School works to cultivate them through alumni publications and programs. This issue speaks well for alumni interest and involvement and it is hopefully the beginning of a long road down which the Academy will travel to find the voice of its alumni. f.j.

MONTCLAIR ACADEMY

montage Volume 2

Number 1

FALL, 1971

CONTENTS

1 Going to School

in the Ghetto

5

Fidelismo

9

Gallery (portraits of interesting Academy people)

13

Alumni Questionnaire '71

Notes of the School

19

Sports Preview

editor: fritz jellinghaus editorial advisory board: alumni members: robert h. muller, m.d. '39, dallas s. townsend, jr. '36 ■ faculty members: nixon bicknell, nicholas I. childs, robert r. just ■ staff member: c. arthur littman ■ trustee member: frederick I. redpath Design and Printing: Heden-Livingston, Inc. cover photograph by Lisa Jellinghaus

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.

to love is to care is to share is to love

the N ational G uard in the m idst o f racial w arfare, 1967

Photo Courtesy of The Record

(SOINS TO SCHOOL IN THE GHETTO The following story is about Newark, New Jersey, a city almost completely bankrupt of money and spirit. It is a story about a summer program and about the public school system. But it is really a story about the inner-city kids.

The first part is based upon an interview with Mike Nolan, Class of 1967, who was the Director of The Kids School, a community-oriented summer school, with a staff which included three other Academy alumni, John Apgar, Jon Olsson and Vernon Potter, all in the Class of 1971. The second part was written by Bob Ferrara, Class of 1965, who has taught in a public school for two years and who has been of assistance to the Academy in its search for com­ munity scholars.

Ghetto children talk like simple graffiti, with a naked, almost raw quality that undresses their suffering and makes it so fundamental and so immediate that it becomes poignant. Their talk is poetry because it is as simple as

their suffering and their joy. It describes itself. Like The Kids School.

What could be more simple than to name a school, a community-oriented summer school in Newark for one hundred black kids, The Kids School?

Inside the square brick building, there is a long hallway and on the walls are pictures the kids have painted and sentences and stories they have written. By the entrance door, there is a large white bedsheet hung against the wall and painted on it in red and blue colors are the words: to love is to care, to care is to share, to share is to love.

The kids are playing in one of the classrooms off the hallway before school begins. An eight year old boy, with a paunchy stomach stretching the buttons of his Vest, comes into the room with a large empty can and two broken-off chair legs. Mike says the boy always looks like an eighty year old man. The boy turns the can over and starts to drum on it with the ends of the chair legs. The sound is

1

Photography by Eris-Marie Aiello

not tinny, but solid and very rhythmic and he holds the can tightly between his feet, his right foot tapping and his tongue rolling seriously, pensively across his lips.

Vernon asks him if he went swimming yesterday and he looks up from his drumming and says slowly, “ Nope, didn't have no trunks."

Someone comes to take pictures and the kids are ex­ cited and they gently push at each other trying to get closest to the center. A seven year old boy, with a beautiful face, moves away from his friends and says later, "I wasn't in the picture, I was ashamed because I look like a bum."

Some of the kids are talking with each other and with the staff members and others run after each other in the room and down the hall. One boy, making the loudest noises, runs fiercely up and down the stairs. No one tells him to stop. During the year in school, everyone yells at him to stop running and he likes the attention. "Now he runs everywhere all the time," Mike says, "and no one says anything and he cannot figure it out."

2

The school day is about to begin and most of the kids are in the main classroom. With staccato movements, one girl dances around the drummer and notices nothing but the style of her own feet and body. The other kids are running and screaming with laughter and some of them are still talking.

The day begins in the auditorium and Mike takes at­ tendance. As the first period begins, the kids go to their various classes.

In the hall, a staff member tells a story to several of the kids who are sitting in chairs around her. When she finishes her story, they are supposed to try to write their own stories. In another room, the kids are cutting words out of newspapers and magazines. The staff member shakes the words up in a bag and the kids pick out a handful and write their own sentences and stories. In the audi­ torium, one of the staff members does yoga exercises with a large group of the kids. They are seated on the floor in a circle, holding hands, with their eyes closed, humming "ohmmmmm." The staff member is very serious (Mike says he puts himself into a trance sometimes for several days), but several of the kids are giggling. When the exer­ cise is finished, the staff member asks them if they felt relaxed and they stop smiling and seriously nod their heads and say, "Yes, very relaxed." He asks those who are not really interested to find something to do that they would like better, so that those who are interested can try it again. Only two boys leave the circle and they sit on the stage and watch the group go through the exercise again.

When it is over, they have their dance and music and some of the kids hit cow bells with sticks and bang empty cans with their hands and other kids dance alone or together and they are all clapping or stomping their feet and dancing across the bare wood floor. Down the hall, a staff member helps a boy who is learning how to read. And on the stairs which lead down into the art room, another staff member sits with two girls and they talk for most of the morning.

Yesterday, they all went to the beach, as they do every Thursday. "W e go to the beach," Mike says, smiling, "because it bribes the kids to come to school and because I like the beach." They also take at least one other trip every week, to many places where black people work.

They go to banks, fire departments, police headquarters, post offices, museums, courthouses and jailhouses, hospitals and airports. "Perhaps we are creating dreams for these kids," Mike says. "And if we are, why not? Dreams are good fun. But we are also breaking down fears. We want to show the kids that this is their black community and we want them to be proud of it."

This is The Kids School. Privately financed through Mike's efforts and in a building loaned to them, an old brick schoolhouse inbetween the best and worst sections of the city.

These are the kids. One hundred black boys and girls from the neighborhood, in the third, fourth, fifth and sixth grades, often victims of a dissipated family structure and the rough environment of the streets. They have vol­ unteered to come to school, but they are a select group.

They are the kids who hate school, who are thrown out of their schools or who do not go. Mike found them

through conversations with community social workers. “ They are fabulous kids," Mike says. "They know so much about living and about people."

And these are the staff members. Twenty-two young men and women, all of college-age and most of them friends of Mike. Sensitive and compassionate, they work very hard for $25.00 a week. "Many people would have come to work here for $100.00 a week," Mike saysS'but we wanted the really concerned people." The staff is made up of streetpeople, gangleaders, nurses, professors, ex-Benedictine monks, drama students and athletes. Nine­ teen of them live next door. "This is very important,*' Mike says, "because we see many of the kids on the streets at night and they know we are here and they know we care about them."

Mike is an angry and radical educator. "This is not a functional, remedial program," he says. "We are not con­ cerned with the public school standards of academic achievement. We are concerned with attitudes. When I spoke with people about the financial support of this program, I told them that we would not promise them smarter kids or improved grades. We would only work with the attitude of the kids. You cannot teach a kid to read if he does not want to read. We work around reading and writing and self-expression. We like simple ideas of love."

Photography by Eris-Marie Aiello

Mike talks about the attitudes and the system of values the kids live by. "They hate school," he says, "and they see no value in it. They only see value in being the small­ time hustler, in the numbers racket and pushing drugs, to have their shiny cars, their fancy clothes and their girl­ friends. In many cases, their families, their neighborhoods and their city are crumbling. People do not understand that the millions of dollars poured into space research must be invested into our decaying cities. Yet, it seems that the only way to make people aware of the problem is to let the cities collapse. Let Newark fall, let it burn.

Somebody in the public school system here must come to realize that education is the only answer and that most people are not doing their jobs.

"What we are trying to do at The Kids School, before we strive for an intellectual discipline, is to instill the appreciation of learning. We have a loose schedule, but we expose the kids to many experiences and encourage their free movement within each experience. It is not a matter of control, but a matter of love and involvement and sharing and caring.

"And we have so far had a great success. The kids feel the joy of learning and of being themselves. After their eight weeks here, most of them, who were not able to do school work before, can do the work and they know it and they are enjoying it. And these are the kids who are going to shake up their teachers in the fall, because they will not be satisfied with not learning. They will not forget the joy of learning and will not be afraid nor ashamed to express themselves. Hopefully, their teachers will sense the enthusiasm and cultivate it."

Towards the end of the morning, Mike is sitting in a wooden chair in an empty classroom, wearing a button on his shirt that reads: "Dig Yourself."

I have been teaching seventh grade for the last two years in Newark's public school system, at the Miller Street School, which is located in the predominantly black South Ward, though there are also some Spanish-speaking people.

The School consists of three buildings, one built in 1880, one in 1915 and one in 1960. It is an elementary school, with grades from kindergarten to eighth, though, because of a lack of space, there is no sixth grade and sixth graders must be bussed to another school in the district. Eightytwo teachers and about twenty aides service the 1,760 children.

Last year, I had thirty-four students in my class; eighteen girls and sixteen boys, twenty-nine were black and five were Puerto Rican and their ages ranged from eleven to fourteen. About ninety percent of their families were on welfare and they usually lived with their mothers and with five or six brothers and sisters.

But the children were beautiful. It was very easy to become attached to them. Most of them came from broken homes. Many wore the same clothes for days at a time and very often their diets seemed to consist of potato chips, candy and gum. The Board of Education offered a 3

free lunch program, but many of the kids did not find the food appetizing and they went out to lunch for a bag of potato chips and a coke. A child cannot be ex­ pected to concentrate, let alone learn, when he is so hungry. So, their poor nutrition was a serious problem.

As severe a problem was their lack of sleep. When I asked my kids what time they normally went to bed, most of them said that they were not asleep until after “ The Tonight Show," which is usually over at 1 :00 a.m. In the mornings, they came to school hungry and tired.

And sometimes they did not come at all. Truancy was another problem. On an average day, l had twenty-four children in the class. Those who did not come said that they had been sick, that they had been baby-sitting, that they had been to a doctor or simply that they had not felt like coming to school.

The migration of their families intensified these more regular problems. Some of my students had moved two or three times before they reached my classroom. This un­ settled life was responsible for the inconsistency in their learning patterns and for the difficulties of their readjust­ ment in a new environment.

During the year, I spoke with most of the parents. They seemed to be very concerned about their children's education. Yet only a few of them came to see me regularly and those were the parents whose children were the least problematic. Most of the parents only came to the School when their children were having problems.

In the classroom, I taught primarily English, History, Mathematics and Reading. When the students came in the fall, I evaluated them in each of the subjects to determine their reading levels, how well they wrote and how far they had progressed in math. Last year, there were only about four students who were on a seventh grade reading level; fifteen were on a fifth grade level, a few were on a third grade level and there was one student who did not even

the calm b e fo re the storm

4

know the alphabet. Almost eighty percent of the students did not know the multiplication tables. Most of them could not write a complete sentence and did not know what verbs and nouns were. Some of them thought that Trenton was a state and others did not know where California was, let alone where. Viet Nam was. The teachers are often blamed, but I think that many of them try very hard to educate their students.

I did not have a full set of books for each child in any of the subjects and many of the books I was forced to use were more than twenty years old. Every time the class began to study another subject, almost half an hour was spent to double-up the students and to borrow the necessary books from other teachers. I ordered new books last year for each subject. I did receive the math books, but they were too advanced and could not be used.

My classroom was painted two summers ago. This helped considerably. But the desks were old and deeply scarred with slang words and with the names of past students and it was impossible to write on them without using several sheets of paper. I did not have shades in the room. They had been promised for a year, but they never came. So, audio-visual aids could not be used.

The kids in the Newark public schools are not getting an education. I think all the people involved are to blame, the parents, the teachers, the school administrators and the Board of Education. No one can be singularly blamed, but we will all have to work together towards the solutions which are necessary, towards the construction of a completely new system. There are a few teachers who are indifferent to the problems, but most of them in these circumstances cannot help but to feel concerned about their kids. We are not just teachers. We are baby­ sitters and we are parents and friends. If we were not, we could not survive teaching in Newark.

Photo Courtesy of The Record

15th Session of the General Assembly of the United Nations, 1960.

an interview with Ronald K. Blair, Academy language master and native of Cuba

"Capitalism can kill a man with hunger, while communism kills him by destroying his freedom." These were Fidel Castro's own words when he was posing as a democrat.

The slogan of the Cuban Revolution in 1959 was humanism, yes, communism, no. Castro said that the Revolution was the color of green.

This was the humanism. And then there was a current saying that the Revolution was like a melon, green on the outside and red in­ side . . . But what I have heard from people who have come to America from Cuba recently is that the food shortages and the repres­ sion are more severe now than ever. It is very bleak in Cuba.

Cuba has fought a long time for independence. More than thirty years. She started fighting in 1868 and it has been a drawn out, cruel war. After the first war, there was the much shorter second war of liberation. Its hero was Jose Marti Perez. After the failure of the 1868 revolutionary war, there were several factions and rivalries which Jose Marti brought together in the battle for total independence.

To do this, he sacrificed his life.

But his achievement is something which has continued after his death because, although today we have Cubans who are pro-Castro and Cubans who are against Castro, all Cubans venerate Marti as the apostle of human independence; even Castro says that he is a follower of Marti.

When independence was given to Cuba, the Americans intervened in the War, the Spanish-American War, and fought for a few months.

But the Cubans went forth for thirty years. When the Battle of Santiaga de Cuba was fought, Calixto Garcia, the general who had helped to win, was not allowed to enter with the victorious forces of the American general, as if he had done nothing.

So it was a victory for America and nothing for the Cubans at all.

Her sovereignty was further mini­ mized when she was not even 5

allowed to sit at the peace con­ ference. This was something which all Cubans felt as an affront and a humiliation.

So independence had come but it had a flaw and that flaw was the constant threat of American intervention. This, coupled with other things in Cuba, brought about a state of disruption in the island because of weak and bad govern­ ments made up of grafters. And there was the forgotten Cuban.

Many Cubans became rich, owners of great tracts of land which they sold over to American dollars.

The forgotten Cuban was left with practically nothing. There was great misery, hardship and poverty in some parts of the island and there was wealth and luxury in Havana and in the big cities. Many of the people who lived in Havana did not know of the misery which existed.

6

This striving to achieve an honest government and a true indepen­ dence starts off a revolution in 1925 against General Machado, who insisted upon governing beyond that which the Constitution allowed him. The University of Havana, always a strong fermenter of protest, masterminded the revolution and Eduardo Chibas, a classmate of mine at the University's Law School, was one of the leaders of the revolution which overthrew the Machado government in 1933.

There was confusion and chaos.

The coup was headed by Fulgencio Batista and a revolutionary government, headed by Ramon Grau San Martin, was formed in order to right many of the wrongs and to reaffirm the sovereignty of Cuba. Batista did not engineer the plot. He was just there at the right moment. The people put their hope in the revolutionary govern­ ment, but Batista rebelled and the Americans recognized him because they hoped he would bring law and order.

But there was unrest and rev­ olutionary ferment until 1953, al­ most twenty years. Batista wanted to retire. But he also wanted to be popular. So, before he left Cuba, he instituted honest elections. Grau San Martin won and the Cuban people believed in him and in his revolutionary record. Batista became the man who had brought to Cuba honest and democratic elections.

He wanted to have that legend: Batista, the democrat.

Yet the corruption continued and it became so great that another revolutionary party was formed.

At the head of this party was Eduardo Chibas, my good friend, an idealist. His program had nothing to do with socialism; he wanted to get into politics to end the graft. This new party, very unknown, had Fidel Castro as one of its members.

Eduardo Chibas, who was very dramatic, wanted to awaken the people, to show them the last knocking at the door. He shot him­ self before the radio microphone.

I do not think he had the intention of killing himself. He wanted to jolt the people with a dramatic gesture. But he died and he was widely mourned.

Because of his imminent defeat in the upcoming elections, Batista, who had come back, staged a military coup that destroyed the road to democracy in Cuba.

He came back as a dictator and the people were very angry, but they were afraid to speak out.

When Batista took over the government again, Fidel Castro voiced the opposition of the people He had the courage to say what all the people felt. The revolutionary movement against Batista was begun.

The movement had the support of the middle class. Castro belonged to the middle class and they sup­ ported him. But he said that the middle class did not participate actively in the Revolution and that they only offered passive resistance at the end when Batista had already been overthrown. That was not true. His original group in­ cluded a few proletariats, but of the one-hundred and twenty-five people who attacked the Moncada barracks in 1956, eighty-two were of the middle class. The party that never participated in the Revolution until the very last was the Communist Party. They came out against the Revolution, against the Moncada and against Fidel Castro. So, Castro's main support came from the middle class. When he was triumphant, when every­ one knew that his victory was sure, the communists joined.

One of the most tragic elements of the Revolution was that the middle class began to desert Castro because he would not leave them alone. He divested them and all classes of their rights, of freedom of education, of the press and of expression. The idea of communistic indoctrination was repellent to the people and many of them were afraid of what was to come there­ after. Although they had been agreeable to many of the innova­ tions which had been introduced, they felt that they were paying too great a price and they began to leave Cuba. They had been for freedom and for democracy and they were not willing to give these ideals up for any degree of wealth or material progress. So, that was the tragedy, for Castro to turn his back on the people who had helped him most. He betrayed the middle class.

He has even lost support from the left. In the beginning, Castro said that the intellectuals should have the freedom to express their ideas without fear. To a certain extent, the intellectuals did enjoy this freedom and many of the leftist intellectuals, like Sartre, were very enthusiastic about Castro. But due to a series of historical events,

particularly after the Czechoslovakian disaster, Castro had to back up Russia. His charisma began to erode and he became very critical of the intellectuals and of all criticism.

This affair with the writer Padilla, the first well-known example of anti-intellectualism, had inter­ national repercussions and so many of the intellectuals at the left have disdain for Castro. He is vain, he loves to be flattered. If there is a man who has a great ego, that is Castro. In fact, they say that what we have in Cuba today is "Fidelismo."

But, of course, he is a very able political leader; even his enemies concede this. Castro probably felt that he needed a freer hand for his purposes and that is why he did nothing at all to attract the Communist Party at first. Yet, he was wise because the people of Cuba thought that he was in the hands of the Party and, later when he had control of the Cuban Communist Party, he did away with the old communists and took control himself.

But the problems of Cuba have not been solved. There is still a food shortage and still the re­ pression of freedom. He has recently pawned the honor of the Rev­ olution to bring about a big, ten million ton sugar harvest. And he failed. He took the blame himself, before the people had the chance to blame him. But being so politically clever does not solve the problems.

He has the young people of Cuba, a large part of the population, behind him, those who are sixteen and seventeen and who have all grown up under his regime and his indoctrination. This is his force and, along with the army, perhaps they will help him.

7

I left Cuba because I did not feel secure. There is no legal structure there but the will of Fidel Castro. So you can be sure of nothing. What is yours today may not be yours tomorrow. I was not satisfied with that way of living.

I like to speak out and say what I think and not to be compelled to say what I do not think. Castro himself said that in his Revolution there were no neutrals. So I was not even permitted to be neutral. 1 left Cuba and I am not planning to go back.

That sense of insecurity made many people leave; those who were sympathizers feel that his personal government has betrayed the socialistic revolution. Castro knows he cannot stop the exodus. He knows that he cannot count on those people who want to leave because, in their heart of hearts, they are against him. So, he is losing not people who love him, but people who do not like him.

And besides, there are fewer mouths to feed.

Castro would most like a free hand in Cuba, particularly to solve his own economic problems. Yet, for his own economic survival he has had to follow the foreign policy line of Russia. So, perhaps he is not as free today to do what he likes as he was several years ago. We hear nothing of his approval or support of revolution in other parts of the Americas. The death of Che Guevara, his strongman in Latin America, a true revolutionary and a true socialist, was a severe blow and Castro has had to return to domestic problems.

I am not an expert in the Cuban Revolution nor in Cuban affairs.

I have lived in Cuba,

8

I have read about Cuba and I have spoken with people who have left Cuba. I do not know what will happen. Contemporary history has its surprises; we have it now with the new China policy. Perhaps there will be a new Cuba policy.

There must be a rapprochement at some time. The pressure of geopolitics, the pressure of geog­ raphy, point that way. But who knows how? I have never been involved in politics. I am a teacher.

I have been involved in teaching all my life. I am interested in politics, I read my papers because I like to be informed, but I have never taken part, not as a student, growing up with revolutionaries, nor now.

I will be a teacher until the day I die.

Castro has changed several times and people will change with him. But what must not be forgotten is that eleven years have passed and some of these changes may never be undone. The Cuban Revolution is still in transformation.

The last word has not yet been said.

Dr. Blair is a brilliant professor who perhaps was attuned to the intellectual revolution In Cuba long before Cuban history imprinted itself on the consciousness of the world. He was born in Cuba. He was educated there, at the University of Havana, and he taught there for almost thirty-five years, at the Instituto de Santiaga de Cuba, where he became Chairman of the English Department, and at the University of Oriente, which he helped to found and whose Department of Foreign Languages he created. Dr. Blair left Cuba in 1966 and came to Montclair Academy. During the years he has been at the Academy, he has taught all levels of the Spanish language and is teaching this year an introductory course in Latin American affairs.

THE Ga Ll ERy robert I. Clifford, class of 42 new jersey's commissioner of insurance "The regulation of the insurance industry is of staggering dimensions. The two most burning consumer issues, said a White House poll in 1970, are auto­ mobile insurance and health insurance. In this State, both of those concerns fall on my shoulders/' Sworn in as Commissioner by New Jersey's Governor Cahill in February, 1970, Cliff came to his work with a strong background in the legal profession: as counsellor and, immediately before his appointment, as a partner in the Morristown, New Jersey firm of O'Donnell, Clifford, Conway and Leary. He is a member of the Morris County, New Jersey and American Bar Associations, a Fellow-elect of the American College of Trial Lawyers and he presently serves as First Vice President of the New Jersey State Bar Association. "W e have little regulatory control," Cliff has said, "over the cost of health insurance in New Jersey. Twenty-one years from now, the average per diem cost in a hospital will be in excess of $1,000.00. The federal government is involved in this insurance act and I predict that, before too long, health and auto insurance will be wrapped up into one package in Washington. I am not sure this is good, but I predict it in two years." Cliff is quite convinced that many aspects of our automobile accident reparations system are bad. "O ur auto insurance system in this country is unsatisfactory, as far as the consumer is concerned. There are deep philosophical, as well as dollar-and-cents, considerations to 'no fault' insurance, which in my view will not solve the expense problem, but it will at least take the 'nickel and dime' cases out of the court system and the courtroom, where too much money and time are spent in argu­ ments over the right and wrong of accidents. This fall, new laws will go into effect about front and rear bumpers: the front must be able to withstand a five mile an hour force, the rear a two and a half mile an hour force.

Children walk that fast. We can put a man on the moon, but the car manufacturers say they cannot make a rear bumper to withstand a force of five miles an hour. There is evidence that someone already made such a rear bumper, but Detroit is not telling anyone.

New Jersey has also been derelict in its licensing. We give a seventeen year old driver his license and then never check his eyes again nor in any way attempt

9

to see if he is still fit. It is ridiculous. In my opinion, about fifty percent of the people now on the road have no right to be there half of the time® Cliff believes that Americans have let themselves become victimized by the automobile industry. "People cannot wait to spend their $6,000.00 to $9,000.00 for a new vehicle that is different from last year's in that the cheesecloth on the front is more fragile and more decorative.

And billions are spent so these people have somewhere to drive their cars. Our priorities are out of whack.

We spend more money on one military bomber than on the whole federal judiciary in this country. We have monumental social problems that need our help; yet our policemen are out on the highways to catch people speeding, when machines could do that by timing on toll cards and the police could be back where they belong, minding the store." As the State's first Commissioner of Insurance, Cliff has certainly wasted no time in getting to what he feels is the heart of the matter for his seven million clients in New Jersey.

william f. brown, II, class of '46 free-lance writer Tables and shelves are crowed with records and magazines and books in the studio apartment in New York where Bill Brown writes during the weekdays.

He is now at work on several projects: the book to a musical about the Wright Brothers, called "W ilbur and M e;" the book and lyrics for a seventy minute live and audiovisual rock musical for Warner Brothers about superheroes, which will be shown at colleges and fairs across the country; "The David Frost Revue," a new show syndicated for television in the fall; and two cartoon strips. Bill is a veteran of the entertainment world, written, spoken and sung, and such an intense and versatile scope of projects is not unfamiliar to him. Since his days at the Academy, when he was chosen Head Boy in 1946 and when he wrote for the newspaper and did much of the artwork for the yearbook, Bill has been a cartoonist and illustrator, a magazine writer, a talent agent, an advertising agency producer, a lyricist, a comic sketch writer and a playwright. After he left the Academy, he went to Princeton University, where, in his last year, he began a long history of cartoon work for newspapers and published a book of drawings about the University. After the war, at the age of twenty three, he worked in Hollywood for a talent agency, the Music Corporation of America. He left Hollywood in 1954 and went to work in New York for an advertising agency, B.B.D and O., where he became the agency producer for the "Armstrong Circle Theatre" and the "U.S. Steel Hour."

Several years later, through his association with the television producer Max Liebman, Bill worked on a number of television specials and then left B.B.D. and O. to free-lance on his own; drawing cartoons and also writing articles for many national magazines. He wrote the sketches and lyrics for cabaret revues in New York, at Upstairs at the Downstairs and at Julius Monk's Plaza-9,

10

and he wrote material for such night club performers as Ceorgie Kaye and Joan Rivers and for performers who appeared on the country's most popular variety and talk shows. He was also a sketch and lyric writer for "That Was the Week That Was," pne of the bestknown television satirical revues. He is the author of the play called "The Girl in the Freudian Slip," which ran for a short while on Broadway, and he wrote the book for the off-Broadway play, "How to Steal an Election."

Most of Bill's writing has been comedy-variety work, though he continues to be involved in many avenues of communication. He is in himself a multi-media show.

"I would like to work on two major projects a year," Bill says. "Like a play and a movie. Television has left New York for the West Coast, where the conditions are easier and the facilities are better and cheaper."

This is a time of violent controversy about the boundaries of freedom of expression through the nation's media.

"It is frightening," Bill says, "to see the impact that the Agnew mentality can have on communications. His Des Moines speech about the people in New York who control television, that the communication leaders, the liberals, were so damaging, bordered on having overtones of Hitlerism and Fascism. His attacks on tele­ vision are themselves very dangerous. Most of the country is basically conservative and republican now and in favor of Agnew and the majority does point a finger of blame at television. I think that the recent investigation into the CBS documentary, 'The Selling of the Pentagon,' is wrong. There is no reason for the show to have been subpoenaed; it is not done to a reporter's notebook and it should not be done to television. What makes the Pentagon so sacrosanct?

But the sponsors are very powerful in terms of how they influence the networks. The lack of controversial shows on the air is caused by a lack of sponsors who will buy them. In terms of what the media can say, television is the most restricted; it is more restricted than news­ papers and it is ten light years behind movies. If you don't want to buy a magazine or see a film, you don't buy it and you don't see it. This should be the same with television. I think that what goes on the air now is the best available of what most of the people want to see. Cassettes may change things some; it will be wonderful to have cassette television in your home. But I don't know what effect it will have on people's tastes."

john c. biggins, class of '70 student political leader From his initial disdain for student hedonism and for its detachment from everything but pleasure, to his efforts to organize a national bi-partisan group of young people who are working to activate the right to vote of as many as possible of the more than eleven million, eighteen to twenty-one year old young people across the country, Jay has traveled a remarkable distance since the beginning of his freshman year at American University in Washington, D.C. last fall. It is an awesome distance

11

which is indicative of a generation of many young people whose contribution to life may someday, at the very least, assume the quality of what certain women's liberation advocates call “ consciousness raising." If Jay's freshman year is more the rule than the exception, then the days of the socio-politically unaware and un­ involved student may be numbered. The idea for Young Delegates is an outgrowth of Jay's refined and know­ ledgeable seriousness of purpose about his University; it is an outgrowth of his involvement in a student government association in the nation's capitol which is every day a reflection of national politics and, as well, a thorough exercise in governmental principles and in social action for the concerns of the community and the University students. In the fall of his freshman year, Jay campaigned on behalf of a candidate who ran for and won the presidency of the student government as­ sociation and who later appointed Jay as Senate Parlia­ mentarian. "Had there been a referendum the year before to abolish the student government," Jay says, "it would have passed. But people were swept up in this election and their concern became a milestone in the University's history." With his appointment as Senate Parliamentarian, Jay became involved in a progressive reform to decentralize the governmental structure and open up further opportunities for student participation.

Even his own political opportunities broadened. In the early winter, he went to work for Senator Edmund Muskie's campaign. “ I became the regional coordinator of the Washington, Maryland and Virginia area in the Youth Coalition for Muskie," Jay says. "I think we proved that the young people had to be reached and that reaching them could be one of the most dynamic parts of the campaign. While I worked for Muskie, I gained some of the most valuable experiences and associations with people that I have ever had." It was at this point that Jay began to think about forming a national bi-partisan organization to educate the new young voters to the opportunity of becoming involved in party affairs and to the potential effectiveness and relevance of their vote.

"After years of struggle," Jay says, "American suffrage has progressed from exclusively white land owners to non­ land owning whites, to blacks and now to young people.

The Voting Act of 1970 has lowered the voting age to eighteen, but if that right to vote is not fully exercised, the Act is to no avail. Because there is no organized means through which young people can channel the voice that their numbers dictate they deserve, Young Dele­ gates was formed to ultimately encourage qualified young people to run for election in the state primaries to delegate seats at both national conventions in the spring and early summer. We have a Board of Directors and several hundred volunteers who are working now, preparing lectures to be given at schools and preparing individual kits for each state, which will include in­ formation on its election procedures, qualifications for candidacy and voting patterns. We are recruiting students and non-students, young republicans and young demo­ crats, and we will actively recruit any element that is not sufficiently represented among us. There are, however, several aspects which are still pending. We are waiting to be incorporated and to be granted tax-exempt status and, although expenditures to this point have come from my pocket and from the pockets of several others, we are in the process of drafting proposals to certain foundations for their assistance. Young people must become involved in the political machinery and we are optimistic about our plans." And where is the class­ room in all of this? "I do have certain conflicts with my time and energy," Jay says, "and, although my political in­ volvement is ultimately important, I also feel a strong responsibility to the University and to my studies."

The Alumni Office would welcome your suggestions of other Academy people for The Gallery

12

Dear Alumnus: The Alumni Office is having an identity crisis. Who are we? We know that we are you, that we exist because of you and for you, but many times we do not know what you are doing or what you are thinking. To find ourselves and to better serve you, we have to keep up with you.

Please take five minutes to fill out this Questionnaire, drop it in an envelope and send it along to us in the Alumni Office. What will take you five minutes now could create a year of more interesting and exciting alumni publications and programs. Thank you.

;

1

»

alumni questionnaire '71 Name Address Zip Code Nickname________________ Years at M.A. 19_____ to 19_____ Graduate Yes---- No—

1. Do you feel well-informed about the Academy? Yes------

No------

2. Which are your primary sources of information? Montage ------ - Participation in alumni programs Personal contact with classmates and other alumni ------ - O th e r--------------------- — -----------------3. Have you been satisfied with alumni communications? Yes---- No---4. If not, why? ------------------------------ —--- —----- -------------------- -

“

5. Which section(s) of Montage do you enjoy most? Feature sections----------- , Alumni Review— Sports Review______, Notes of the School------ , Notes of the Classes------ , Gallery-----6. Which other subjects or areas would you like to read about?

— ----------------- —

7. Do you feel that your ideas are sought after by the Academy? Yes-----No-----8. Would you be willing to write or be the subject of an article in Montage? Yes

No

9. Can you suggest any classmates or other alumni who might write or be the subject of articles in the magazine? ---- ------------------------------------------------- ■ --- ■

"

Reasons: — ■ ------------------------------ ----------------- —---- _------------------' 10. Have you been satisfied with alumni programs? Yes----- No----- If not, w h y ? ------------------------------------

11. Would you be interested in any of the following programs? alumni career discussion with students.

Yes_____ No_____ alumni seminars with alumni of similar professions or interests: Yes---- No---- alumni 12. At the Annual Alumni Dinner each spring, the Alumni Association has the opportunity to present the Out­ standing Alumnus Award to an alumnus who has been outstanding in his community, his profession or a chosen field of endeavor. Could you suggest an alumnus for consideration?

Why?

------------------------------------------------------- — ---------------- -

-

—“ "

” 13

Business: Name of Firm Occupation and Title Address , -------------Zip Code DirectorshipsggBusiness Awards and Distinctions

Higher Education: College or University

Year Graduated

Degree Honors, if any

Marital Status: Single--------- Married ----------- Wife's Name Children: Name and Age —------------------------------ -—

Military Service: (Dates of Service, Branch, Rank, Decorations)

Relatives who attended M.A.

Year

Graduated

Any news of yourself or other alumni for inclusion in the class notes section of Montage?

We'd like to know how you are. We'd like to know some news about you for the Montclair Academy Montage. Children? Occupation? New address? New job? Married? Business or Military Promotion? Travel? (If not news about yourself, news about other Montclair Academy alumni.)

HOM ECOM ING IN

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OCTOBER 16 NOON coming home A pre-game picnic lunch for the families of alumni, parents and friends of Montclair Academy is the program on Saturday, October 16th for the Home­ coming day celebration and football game against Englewood School. The Academy will provide hot grills, condiments, ice, soft drinks and beer, avail­ able from noon until the game at 2:00 p.m. and during halftime. Bring your picnic baskets and lawn chairs to the "green" behind The Weiss Arts Center.

It's free!

NOTES OF THE SCHOOL

redpath and miller Frederick L. Redpath, President of the Montclair Academy Foundation, has been elected Vice Chairman of the Alumni Council of Princeton University. He is a graduate of the University in the Class of 1939. He is the General Manager of the Editorial Services Division of Time.

Incorporated in New York.

In addition to his deep interest and involvement with the Academy and with its Alumni Association, Mr. Redpath has been at the leadership of many of Princeton's alumni af­ fairs. He has served as Secretary and President of his own Class, as Chair­ man of the school's committee in the area of Chicago, Illinois, and as the Chairman of two major Alumni Council committees, Reunions and Academic Programs. As Chairman of the Academic Programs Committee, Mr. Redpath has been instrumental in establishing a broadly based pro­ gram of continuing education for Princeton alumni, including the now annual Alumni College.

Paul R. Miller, Jr., Class of 1943, an active Trustee of the Montclair Academy Foundation and an in­ volved member of the Editorial Board of the Montage, has resigned from these positions to assume new duties as the Vice President of Public Affairs for Simmons College, in Boston, Massachusetts.

After his graduation from the Academy, Mr. Miller served in the United States Navy before graduating from the School of Public and Inter­ national Affairs at Princeton Univer­ sity in 1949. He worked for almost twenty years with Business Week magazine, as Assistant Foreign Editor, Business Abroad Editor, Chief Editor of International Management and, finally, as Assistant Managing Editor.

16

After leaving Business Week, Mr. Miller became the Director of Public Relations for the Celanese Corpor­ ation. He has been an active member of the Council on Foreign Relations, the Overseas Press Club, the Prince­ ton Club of New York and St. Lukes Church of Montclair.

summerthings What happened in the Academy's Summer Program this year was un­ usual. Ecology master Edward H. Williams, Jr. led eight students and one young alumnus on an eightweek, 10,840 mile environmental re­ search trip across the country and back, traveling from Montclair to Florida, across the southern part of the country to the West Coast, north to Oregon and back to the School via Route 80, the northern route.

In their extensive travels and studies, they analyzed the environ­ ment and carefully noted and com­ pared collected samples of soil and water and other non-living elements of the ecosystem. They studied plant and animal life and particularly the relationship between the two.

Although the research trip was pri­ marily a visual experience, they did have one significant manual experi­ ence when they offered their services to the Carlsbad, New Mexico, Cham­ ber of Commerce and cleaned a twomile stretch of the Pecos River. ''As a"" visual experience," Mr. Williams said, "the itinerary was chosen to in­ clude both the beauty and the beast in the American landscape. Most of our experiences gave us the chance to see the natural beauty of this country."

The only example of environmental destruction they witnessed was the relocation of the Snake River in Wyoming to accommodate the heavy

traffic going to Yellowstone National Park and the Grand Tetons. "And we were a part of that traffic our­ selves," Mr. Williams said.

The study of an ecosystem is the study of the living and non-living aspects of the environment. "What was equally as important as the inter­ relationship between the plants and animals," he said, "was the inter­ relationship between the boys, the human ecology of our trip. The boys got along very well and were al­ ways anxious to share their experi­ ences. They have gained much of the first-hand environmental knowledge which is necessary for constructive criticism. What they need now is to find the proper channels through which they can activate their con­ cern."

Much of the assistance given to the Ecology Caravan came through arrangements made by an Academy father with the Chicago branch of the advertising agency, Young and Rubicam, two of whose clients loaned the group modern, airconditioned traveling vehicles. The Starcraft Trailer Company loaned them two large trailers and the In­ ternational Harvester Company loan­ ed the two stationwagons which pulled the trailers. Young and Rubi­ cam also arranged the publicity for the Caravan through various media across the country. The Winter Notes of the Montage will further carry the story of their trip and hopefully a photographic display.

Another unusual part of this year's Program was "The Itch of the Witch of W ur," a play written, directed and produced by Academy drama mas­ ters Robert C. Hemmeter and Robert R. Just, the founders of the Acad­ emy's summer theatre workshop and theatre company. Members of the cast included students from both the

testing and comparing water and soil samples

cleaning the Pecos River

sailing across their own footprints at the Whites Dunes National Monument

v. hiking down into the Grand Canyon

Academy and the Kimberley School for girls in this play about a witch who, because of an incessant itch, takes revenge on the Kingdom by stealing the smiles of all the people and, assisted by ghouls, a pollution dragon and a diabolical seller of dreams, attempts to frustrate the ef­ forts of a hero, a smileless jester and a princess in disguise, in order to set matters right. Created on several levels by Mr. Hemmeter and Mr. Just, the play was seriously about anti-passivity and more lightly a fantasy for children. Many children did attend and a benefit performance was offered for those who were in­ volved in such County municipal summer recreation programs as Grass Roots and the Montclair Summer Playground Department.

The Day Camp provided another interesting facet of the Academy's Summer Program. In addition to the art, developmental reading and mathematics courses and the exten­ sive recreation offerings, Mr. and Mrs. David H. Seeley took the camp­ ers on a variety of trips. With Mrs. Seeley, who taught reading in the mornings, campers visited museums, zoos, exhibits of Indian culture, movie and stage theatres, cattle­ milking farms and automobile as­ sembly plants. With Mr. Seeley, campers not only visited zoos and museums, but they also took several ecological trips to such places as parks and sewage plants; one of their last projects was to count the number of cars on the main street in Montclair to determine how much fumes were created per gallon of gas per hour, per day, per month and per year.

Summer Studies. Day Camp. The­ atre Workshop. Athletic Clinics. En­ vironment Research Trip. "All in all," said Carmen M. Marnell, the Sum­ mer Program's Director, "we are pleased with the season and think it was an interesting and versatile ex­ perience for all the kids/''

in and out of the classroom Headmaster Philip L. Anderson announced in May the appointment of J. Stevens Bean as Assistant Head­ master, effective in September. Mr.

17

Bean was succeeded as Chairman of the Science Department by C. Laur­ ence Piersol, Jr. and, although he also leaves behind the title of Dir­ ector of Studies, he will continue to act in that capacity. Mr. Bean gradu­ ated from Bowdoin College in 1962 and, after receiving his Master of Arts degree from Brown University, he spent one year there working towards his Doctorate of Physics degree before coming to the Acad­ emy in 1964. He began teaching General and Earth Science and has since taught Physics, Introductory Physical Science and Time, Space and Matter. Mr. Bean is now in the last stages of study at Rutgers, the State University, for a Doctor of Education degree in educational ad­ ministration.

Mr. Piersol, succeeding M m Bean as Science Department Chairman, returned to that post after three years at the Ransom School in Florida, where he was also Chairman of the Science Department and Dir­ ector of Studies. He was at the Academy for five years, as a member of the Science Department and as its Chairman for three years, before going to the Ransom School. He is a graduate of Ursinus College, with a Bachelor of Science degree in biology, and o f the University of Pennsylvania, where he pfeceived his Master of Science degree in second­ ary education. Mr. Piersol has taught biology,pfchemistry and physics and was for nine years a teacher of advanced and college preparatory biology at Plymouth-White Marsh Joint High School in Plymouth Meet­ ing, Pennsylvania.

Charles Kenneth Mansuy, Jr. also ggreturned to the Academy this year, to the mathematics classroom where he had taught for three years before a leave of absence, on a National Science Foundation grant, to pursue his Master's degree in mathematics at Bowdoin College. Mr. Mansuy re­ ceived his Bachelor of Science de­ gree in mechanical engineering from Newark College of Engineering in 1955. From 1964 to 1967, he did graduate study at Adelphi University and did substitute teaching in public schools on Long Island.

Elliott B. Williams joined the Acad­ emy faculty in the fall, as a teacher

18

of early and western civilization. Mr. Williams received his Bachelor of Arts degree in political science from Brown University in 1958 and his Master of Education degree in school administration from Rutgers, the State University, in 1964. From 1958 until 1969, Mr. Williams worked at the Peddie SchoolHwhere he was Director of Admissions and, for two years, Director of Summer School.

Since then, he has been employed as an Assistant Director of Readwell Company and as the store manager of Garden State Farms in Providence, New Jersey.

Also joining the faculty were two part-time teachers. Eugene C. Mazzola, to teach Latin III, and Mrs. Leopold Neil, to teach typing. Join­ ing the staff as the School's Nurse was Mrs. Carol A. Reeves, a graduate of Englewood Hospital School of Nursing and a previous employee of Medical Associates and Planned Parenthood, as Clinical Supervisor, of Dover, New Jersey.

Although there were only a few specific changes in the Academy's curriculum this year, there was a substantial expansion. In the . third year of classroom coordination with the Kimberley .School for girls, the program was expanded to include all biology classes, two sections of Latin at Kimberley and three sections of Spanish at the Academy. As during last yearjjsthe Computer Mathematics d a ^ A taught at Kimberley and the African Studies ell ass is taught at the Academy.

The academic program for senior students was also expanded. "To maximize the intellectual growth of each senior," Headmaster Philip L. Anderson said, "we have changed the program from the normal course re­ quirement of four subjects to include a fifth academic course or a half­ credit course or a semester-long in­ dependent study project. The choice ¡Sthe student's and there will be a broad selection of study areas from which to choose."

The (Srriculum was also expand­ ed this year to include the new Department oJHFine Arts, with Di­ rector of Music Nixon Bicknell as its Chairman. Mr. Bicknell has been at the Academy for six years, di­ recting the Glee Club and its select group, the Mastersingers, teaching

music and, beginning this year, as­ suming the duties of Academic Supervisor for the Seventh, Eighth and Ninth Grades. He is also the Organist and Choirmaster for the First Congregational Church in Mont­ clair.

class of 1971 goes to college Andy Abramson Cornell John Apgar Middlebury Jeff Arthur Florida Southern Bas Basralian Albright Bob Benigno U. of Pennsylvania Steve Bobella Lehigh Tom Boyle U. of Bridgeport John Brandow Yale Ken Brooke Vanderbilt Jim Bryan Florida Southern Rick Cancelosi U. of Virginia Paul Ciancimino Franklin & Marshall Geoff Close U. of Virginia Harvard Paul Cosentino Yale Doug Crawford Ithaca Guy Della Penna Kings Paul Donohue Union Bruce Downsbrough Connecticut College Jon Draper Lehigh Terry DuMont Boston University Dave Faulkner Washington & Lee Jeff Fischer Cornell Dave Freed Lafayette Tom Gallo John Golding Lincoln Muhlenberg Rich Gresh U. of Pennsylvania John Cuttmann Colgate Dave Hoffman Lafayette Bob Hoonhout Elmira Sig Johnsen Hampden-Sydney Jeff Jones John Kobus Hope Lehigh Bob Kovacs Jeff Levin Lafayette William and Mary Mike Lidwin Bob Lipman U. of Pennsylvania Elmira Phil Mancusi-Ungaro Chris Martin St. Lawrence Ken Myers U. of Hartford Kenyon Buzz Norton Boston University Jon Olsson Lafayette Bruce Pastorini Lehigh Mike Pierce Ohio Wesleyan Vernon Potter U. of Denver Scott Purvis Peter Roth well Swarthmore Ithaca John Schmitz Wesleyan Herb Tate U. of Pennsylvania Jon Thorbecke Allan Tordini Dickinson Lehigh Dan Vesco Tufts Tony Vitale U. of Virginia Richie Wahl Ithaca Root Wellott Boston University Tom Wells Vassar Mike Wolff Mike Zebrowsk St. Bonaventure

At this time last year, the Montclair Academy Lions were on their way to what would have become one of the first undefeated football seasons since 1926, had they not lost their last game. The soccer team was on its way to winning eleven out of fifteen games and the cross country team was running what would become seven victories out of ten meets. This season promises memories as historic.

The varsity teams of 1970 pro­ duced such a fine record that even a close approximation this fall would be considered a successful cam­ paign.

The thrust of coaching efforts now seems aimed at developing new stars to fill important roles that were manned by last year's excellent’ crop of seniors. Working on behalf of the coaching staff is some strange phenomenon which seems to mature "green" juniors magically. The junior-senior summer has become an important aspect, as juniors who performed only a bit above average be­ come tough, proficient competitors on whom the entire team can pely.

Cross country coach Doug , Jennings will count heavily on seniors Pete Perretti, Blair Sandler and Sam Weiss and juniors Hunt

Geyer and Mai O'Hara to replace co-captains Jon Draper and Phil Mancusi-Ungaro.

Varsity football's nine-game schedule includes one new oppo­ nent, Horace Mann School of New York City. Equalling the perform­ ances of Paul Cosentino, Jeff Close, Kev Basralian, Rick Cancelosi, Jeff Arthur, John Brandow, Bruce Pastorini arid Mike Zebrowski falls upon thè shoulders of a large senior group which includes Mike Gpssatly, Harlan Gibbs, Lou Gioffre, Bob Gross, Greg Jackson, Jack Prince, Randy Ryan and Glen Veit.

Co-captains Tom Brueckner and Bill Crawford will be seeking third football letters and should be ready for outstanding performances.

Charlie Faurot's soccer jugger­ naut ought to keep rolling un­ checked, although the loss of John

SPORTS PREVIEW

Apgar, Dave Faulkner, Bob Kovacs, Ken Meyers, Pete Rothwell and Andy Abramson does present a rebuilding problem. A strong group of underclassmen, Tony Fleischmann, Durwin Johnson, Bill Kovacs, Vince Mascia, goalie Bruce Pollack, Pete Redpath, John Sperling and Ben Thompson, appears ready to take up the slack.

The varsity squads each have an experienced nucleus which ought to ensure a .500 season. How far above that mark each team finishes will be determined by how wisely our athletes used the summer to get into condition and learn new skills, by how well position shifts work out and by the degree of dedication our senior athletes lend to their respective squads.

Carmen M. Marnell, Director of Athletics

19

FALL SPORTS SCHEDULE, 1971 FOOTBALL Sat. Fri. Sat. Sat. Sat. Sat. Sat. Sat. Sat.

Sept.

Sept.

Oct. Oct. Oct. Oct. Oct. Slov.

Nov.

18 24 2 9 16 23 30 6 13

King School Princeton Day School Wardlaw School St. Bernard's School Englewood School Morristown School ColTegiate School Horace Mann School Newark Academy

Away Away Home Home Home Home Away Away Home

2:00 3:00 2:00 2:00 2:00 2:00 2:00 2:00 2:00

Sept.

Sept.

Sept.

Oct. Oct. Oct. Oct. Oct. Oct. Oct. Oct. Oct. Oct. Nov. Nov. Nov.

18 21 28 1 4 6 8 13 15 18 20 27 29 2 5 9

King School Pingry School St. Bernard's School Peddie School Newark Academy Neumann Prep Wardlaw School Morristown School Wardlaw School Neumann Prep Rutgers Prep Rutgers Prep Princeton Day School Englewood School St. Bernard's School Morristown School

Away Away Home Home Away Home Home Home Away Away Away Home Home Away Away Away

12:00 3:30 3:30 3:45 3:30 3:45 3:30 3:30 3:45 3:45 3:45 3:45 3:00 3:15 3:00 3:15

Pingry School Princeton Day School Wardlaw School Neumann Prep Bordentown Military Instit.

Immaculate Conception H.S. Rutgers Prep Morristown School Rutgers Prep Newark' Academy NJISAA Championships

Away Away Home Home Away Away Away Home Home Home Away

3:30 3:45 3:00 3:45 3:30 3:30 3:30 3:00 4:00 3:00 3:00

SOCCER Sat. Tues.

Tues.

Fri. Mon. Wed. Fri. Wed. Fri. Mon. Wed. Wed. Fri. Tues.

Fri. Tues.

CROSS COUNTRY Tues.

Fri. Sat. Wed. Wed. Fri. Wed. Sat. Wed. Sat. Wed.

Sept.

Sept.

Oct. Oct. Oct. Oct. Oct. Oct. Oct. Nov. Nov.

21 24 2 6 13 15 20 23 27 13 17

THE PERFECT GIFT

Whether your home or office follows the so-called conventional or modern trend, one (or both) of these two chairs, in black with gold trim, will lend itself in perfect harmony. The arm chair is available in either all-black or with arms in optional cherry. The rocker is only available in the all-black design.

The Montclair Academy seal is attractively embossed in gold on the front of all chairs. Order one or more for your personal use or for that special gift. Delivery is made direct from the manufac­ turer, and takes approximately three weeks.

ALL PROFIT FROM THE SALE OF CHAIRS GOES TO THE MONTCLAIR ACADEMY CHAPTER, AMERICAN FIELD SERVICE. Use the order blank below to place your order today.

Enclosed is my check for $------------------ Please send items checked to the address indicated. □ Arm Chair with black arms at $46.75 plus $2.33 N.J. Sales Tax □ Arm Chair with cherry arms at $48.00 plus $2.40 N.J. Sales Tax □ Boston Rocker (all-black) at $36.00 plus $1.80 N.J. Sales Tax All chairs are shipped express collect from Gardner, Mass. Make checks or money orders out to Montclair Academy. Check must accompany order.

Name ---------------------------------------------------------------------A d d re ss-------------------------------------------------------------------C ity ------------------------------------ State------------- Z ip -----------

Photography by Eris-Marie Aiello

The Weiss Arts Center

M O N T C L A IR A C A D E M Y

montaqe M ontclair,

N ew

Je rse y

ADDRESS CORRECTION REQUESTED

07042