Toaxnoes Winter 2014-2015 by Nichols School

Nichols WINTER 2015

Connecting Students with Powerful Mentors

Mission “Our aim is to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.” – Joseph D. Allen, 1909 (second Headmaster of Nichols School) Jeremy Jacobs Jr. ’81 President, Board of Trustees William Clough Head of School Leslie Garcia Director of Development Simon Chabel Director of Marketing & Communications Editor: Nannie Clough Assistant Editor: Adele Jackson-Gibson ’09 Marketing Assistant Class Notes Editor: Blake Walsh ’98 Director of Alumni Relations Design: Kelley Rechin, Duffy Moon Design Printing: Cohber Contributors: Stephanie Angelakos, Genevieve Carbone, Simon Chabel, Bill Clough, Chelsy Collins, Russell Combs, Caitlin Crowell, Paul Errickson, Alex Fisher ’15, Warrren Gelman ’63, Larry Hiller, Adele Jackson-Gibson ’09, Aranya Maritime, Chuck Ptak, Mary Rech Rockwell, Kevin Powers, Dick Stratton, Blake Walsh ’98, Laura Yusick ’96 Photography: Paul Errickson, Alex Fisher ’15, Adele Jackson-Gibson ’09, Matt Kianka, Ron Montesano, Kevin Powers Class Notes: bwalsh@nicholsschool.org All other alumni matters: alumnioffice@nicholsschool.org Published by Nichols School’s Marketing & Communications Office and Development Office for alumni, parents and friends of the School.

Nichols WINTER 2015

F E AT U R E S

10 Pen Pals – Class of 2021 Meets the Class of 1964 15 A Calm Head Prevails 17 Commencement 26 A Teacher’s Philosophy 31 A Collaborative Campus 32 Aligning Our Schedules: From Theory to Practice 34 Leadership Moments Are Years in the Making 40 Community Service – At the Heart of our Mission 46 A Trip to the Dunes Club: Two Perspectives D E PA RTM E N T S 4 Campus Clips 6 Meet our New Faculty and Staff 8 New Alumni Board Members 13 Social Media 16 Nichols Awards 37 Classroom Spotlight 43 Squash at Nichols School: Then and Now 48 Sports Update

50 After Nichols: Ken Robinson ’91 52 After Nichols: Amy Blum Houston ’85 54 Honoring the legacy of Keith Celniker ’84 56 Reunion 60 In Memorium 61 Class Notes 72 End Notes

– means “that which is true” and is pronounced “taw alay théss.” Nichols School 1250 Amherst St., Buffalo, NY 14216 Telephone: 716.332.6300 • Fax: 716.875.3931 • www.nicholsschool.org Nichols is an inclusive community. Admission granted to qualified students.

Winter 2015

CAMPUS CLIPS

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1. Players celebrate a dramatic overtime win against Oakfield Alabama High School. Nichols tied the game in the final second of regulation before winning 34-28 in OT.

3. On the Nichols Day of Caring, Nichols hosted students from West Hertel Elementary in Buffalo. Here, kindergarten students paired with Seniors participated in a dance and movement class.

6. & 7. Students perform in the Fall Dance Concert, a performance that included original routines and numbers choreographed to the music and dance of Michael Jackson.

2. & 4. Students decked out in face paint cheer on their classmates in the Spirit Day Broomball Tournament.

5. Students in Sandy Cunninghamâ&#x20AC;&#x2122;s 7th grade science class test their hypothesis about how many rubber bands it takes to burst a watermelon. (More than 500!)

8. Girlsâ&#x20AC;&#x2122; soccer players get psyched up to take on Mt. Mercy on Homecoming. 9. Seventh grade science students measure the height of an eruption resulting from a combination of Mentos and soda. Winter 2015

Meet Our New Faculty and Staff William “Bill” Banas Dr. Banas joins the Science Department as an Upper School

Physics and Geology teacher. He earned a bachelor’s degree in Electrical Engineering, a master’s degree in Aerospace Engineering and a doctorate in Aerospace Engineering from SUNY at Buffalo. Dr. Banas has worked as a consultant and analyst at numerous companies throughout Western New York, including Praxair and Moog. Most recently, he taught Physics as an adjunct professor at Niagara University and tutored high school students for AP and IB Physics courses. Dr. Banas has extensive experience traveling with his family and bringing students on excursions. In addition to teaching Freshman Physics and Geology, he will coach our Boys’ Club/Prep C Hockey team. We look forward to adding another strong teacher and coach to Nichols.

Mary-Alice Belden Mrs. Belden joins the Nichols Community as our new School

Nurse and Middle School Administrative Assistant. She is happy to return to her Western New York roots after living in Pinehurst, N.C., where she worked as an emergency room nurse. She holds a bachelor’s degree in Nursing from D’Youville College. With a warm and welcoming approach, Mrs. Belden is excited to get to know everyone in the Nichols community.

Amanda Besl Ms. Besl joins the Arts Department as an Upper School Visual Arts teacher. No stranger to Nichols, she was a visiting artist in 2012 in conjunction with her solo exhibition, “Undertow,” at the Nichols School Gallery. Ms. Besl earned both a bachelor’s degree in English Writing Arts and a bachelor’s degree in Fine Arts from SUNY at Oswego, where she also minored in Museum Studies. She went on to complete her master’s degree in Painting at Cranbrook Academy of Art in Michigan. She has been a practicing artist exhibiting her work in solo shows around the world for over 10 years. Most recently, she taught painting and drawing classes as an adjunct professor at SUNY at Fredonia and Daemen College. Ms. Besl works with all grade levels in the Upper School, from our Freshman Survey of the Arts course to our most advanced electives for senior art students.

Simon Chabel Mr. Chabel joins Nichols as the Director of Marketing and Communications, taking over the role previously held by Nina Barone, Director of Admissions. Most recently, Mr. Chabel worked at Humboldt State University in Arcata, Calif., as a Communications Specialist, overseeing internal communications and serving as a spokesperson. He previously held positions with Minnesota Homeland Security and Emergency Management, as well as the Federal Emergency Management Agency. Mr. Chabel holds a bachelor’s degree in Economics and Political Science and a master’s degree in Public Policy with a concentration in Education Policy from the University of Minnesota. He is an alumnus of Sidwell Friends School in Washington, D.C. Mr. Chabel brings a great deal of experience with internal and external communications and a passion for education to the School. 6

Nichols School

Adele Jackson-Gibson ’09 Adele Jackson-Gibson ’09 joins the Nichols community

as our new Marketing Assistant. Adele graduated from Yale University in 2013 with a B.A. in French Literature. There she played soccer and ran track as a varsity athlete. In addition, she won the Winston Trowbridge Townsend Prize for her excellence in English and several awards for her athletic achievements. She spent the past year teaching English in Japan and has returned to her alma mater to help promote Nichols School.

Shawn O’Donoghue Mr. O’Donoghue joins the Athletic Office as the Assistant to the Athletic Director. Originally from Illinois, he was recruited to play hockey at Buffalo State College. Mr. O’Donoghue graduated in 2009 with a bachelor’s degree in Social Studies Education and a minor in Athletic Coaching. Twice he was named Most Improved Player for hockey and he served on the Student Athlete Advisory Committee, from which he was chosen to attend the NCAA leadership symposium. Mr. O’Donoghue earned a master’s degree in Sports Administration from Canisius College in 2013 while coaching the Nichols 7/8 A Hockey team. He returned home to finish his degree with an internship at Northern Illinois University, working in the Athletic Department. Since returning to Buffalo last year, Mr. O’Donoghue has worked as a substitute teacher and coached the Boys’ Prep B Hockey team.

Katie Schwartz Rosenau ’01 Katie Schwartz Rosenau ’01 joined the Nichols team in September of 2014. She is the Upper School Registrar and the Administrative Assistant in the College Counseling Office. Ms. Rosenau is also a 30-plus-year veteran of Nichols, having been one of the first babies in the old Nichols Daycare. As a student at Nichols, she was a member of the Nichols Dance Ensemble and won the Nichols Dance Award two years in a row. She went on to receive a bachelor of fine arts in Dance from SUNY at Brockport and spent the last several years in the Baltimore/Washington D.C. area. There, she was the Director of Dance at Connelly School of the Holy Child and a ballet and modern dance teacher at the Studio of Ballet Arts. She also performed her own work in D.C. and New York City. In addition to her position at Nichols, Ms. Rosenau teaches ballet at the Lisa Taylor Academy and Step-In-Time Studio of Dance. She also continues to dance professionally with several companies in the Buffalo and Rochester areas. Mike Wagstaff Mr. Wagstaff joins Nichols in the Admissions and College Counseling Offices. He will serve as the Assistant Director of Admissions and College Counseling to support the offices’ work with prospective students and our families in the college process. He coached the Boys’ Junior Varsity Lacrosse team last year and will continue to coach lacrosse, in addition to serving as an assistant coach for the Boys’ Prep A Hockey team. Most recently, Mr. Wagstaff worked as an Assistant Director of Admission at Northfield Mount Hermon School, where he coached hockey and lacrosse and served as a dorm parent. He holds a bachelor’s degree in Sports Management and Business from New England College and is a graduate of Berkshire School. Previously, Mr. Wagstaff was a PGA Teaching Professional for McInnis Park Golf Academy in San Rafael, Calif. He also played professional ice hockey in England for five years. Winter 2015

NEW ALUMNI BOARD MEMBERS

Jon Blumhagen ’01 graduated from St. Lawrence University in 2005, where he majored in Economics and played football and baseball. After college, he returned to Western New York to work in medical sales for Smith & Nephew Biotherapeutics. Writes John, “I am looking forward to the opportunity to reconnect with the Nichols community and culture.” John lives in Kenmore and is the younger brother of Steven ’99.

Jon Blumhagen ’01

Annmarie Cellino ’05

Clare Poth ’81

Nichols School

Katie Campos ’04

Ashley Robb Lewis ’00

Mark Preisler ’86

Katie Campos ’04 was born and raised in Buffalo. She is the Executive Director of Teach For America Buffalo and is responsible for launching a partnership with the Buffalo Public Schools. Prior to Teach For America, Katie served in New York Governor Andrew Cuomo’s cabinet as his Assistant Secretary for Education. Katie is also the founder of Buffalo ReformED, an education reform advocacy organization that works with Buffalo parents. Katie earned a Bachelors of Arts from Washington University in St. Louis. Annmarie Cellino ’05 graduated from Middlebury College in 2009 with a degree in American Studies and was a two time All-American hockey player for the Panthers. Following her collegiate career, she spent one year at Trinity College in Hartford, Conn., coaching the Women’s Ice Hockey team as an assistant, helping lead Trinity to the best record in team history. More recently, Annmarie earned both a J.D. and M.B.A. from the University at Buffalo. She has accepted a position at the Vance Law Firm, which limits its practice exclusively to matrimonial law. She will be working as an associate pending her New York State bar admission. Annmarie currently resides in Orchard Park with her younger sister, Brigitte ’08. Ashley Robb Lewis ’00 grew up in Eden, N.Y., and attended University of New Hampshire where she graduated with a bachelor’s degree in Communications and an associate’s degree in Business Management. She recently started as Account Supervisor for New Business Development at The SKM Group, an integrated marketing agency, and is responsible for introducing the agency’s capabilities to new business prospects and working with the internal team to move those prospects to new clients. Previous to SKM Ashley worked at another local agency, Eric Mower + Associates, in a similar role as their Marketing Services Manager. Prior to her new business roles, Ashley spent seven years in New York City working in Public Relations with a concentration in working with beauty brands. Her last role while there was Global Communications Manager for

NARS Cosmetics where she handled national press outreach, Fashion Week initiatives, celebrity relations, and executing press events. She and her husband, Patrick ’00, live in Buffalo. Clare Poth ’81 graduated from Skidmore in 1985, where she majored in Art History and held a minor in Studio Art. She also holds a M.S. in Museum Education and an M.S. in Elementary Education from Bank Street College of Education. Clare founded Bryant Street Studio in Buffalo, an art school and local gallery. She currently teaches art classes out of her home studio and at the Burchfield Penney Art Center. Clare is a member of the board at TargetCancer and Friends of Crane Library, and she is an active member of the Member’s Council of the Albright Knox Art Gallery. She is married to Middle School faculty member, Tom Maynor ’81, and is the mother of Frederick ’14 and Lydia ’21. Her brother, Paul Poth, graduated from Nichols in 1987. Says Clare, “After serving as a fifth grade room rep last year and volunteering in the classroom, I realized I wanted to become more involved with Nichols. Nichols has been an important part of my life and the lives of our family for many years. I am interested in fostering stronger ties for alumni through programming and social events.” Mark Preisler ’86 joined Pegula Sports and Entertainment in August as the Executive Vice President of Media and Business Development. In his role, Mark is responsible for leading and overseeing the development and growth of new business. He serves as PSE’s leader in all aspects of media relations and production, and is responsible for developing and maintaining key effective media relationships. Mark also works with each department on the development of content across all PSE entities. Prior to his current role, Mark was an Executive Producer with the NHL Network and had spent 12 years in multiple roles with ESPN, including Coordinating Producer for the network’s flagship show, SportsCenter, the NFL franchise and ESPNEWS before leaving as Senior Coordinating Producer of Baseball Tonight. Mark’s team won two Emmy Awards for its work on SportsCenter. He also worked closely with ESPN’s sales and marketing teams to incrementally increase revenue through the development of new cross-platform initiatives, including the launching of SportsCenter and ESPNEWS in HD. Mark earned a bachelor’s in English from Franklin & Marshal College in Lancaster, Penn. He lives in Amherst with his wife Andrea, daughter Francesca and twin boys Charlie and Holden.

NEW TRUSTEES Monica Jones is a community volunteer who has given much of her time to helping Nichols School. She was a member of the parent council from 2007 to 2014 and has volunteered for many campus events from the Derby Day Auction to the Big Green Athletic Dinner. She graduated from Metropolitan State College of Denver with a Bachelor’s of Science in Aviation Management. She holds a commercial pilot’s license and worked for People Express Airline and US Jet Aviation before making a career shift to marketing and business development in the architecture industry. In addition to her volunteer work at Nichols, she is a coach at the Buffalo Ski Club and active with the Buffalo Canoe Club. She is co-chairing the 2014-15 Nichols Fund with her husband, Ian Jones ’80. She is mother to Lauren ’11 and Allie ’14. Monica Jones

Brian Anderson ’88 is the Assistant Director of Human Resources at Duke University

Hospital. He graduated from Canisius College in 1993 with a Bachelor’s of Science; Mississippi College School of Law in 1997 with a Jurist Doctorate and Suffolk University in 2000 with his Master’s in Business Administration and is currently completing a Master’s in Health Systems Administration at RIT. Brian currently works with the several youth organizations in Durham but is most proud of his work that his does with the Achievement Academy in Durham, a not for profit that works with young adults who are striving to get their GED. Brian is a member of the National Black MBA Association, SHRM and ASHHRA national chapters. He and his wife, Tamara, are parents to two girls, Nakai and Nile. Brian Anderson ’88

Cynthia Baird Stark is a substitute elementary school teacher and community volunteer.

She also sits on the board for Burchfield Penny, the Erie Arts Cultural Advisory Board, and the Metropolitan Opera Regional Board. In the past, she has served on the boards of Elmwood Franklin School and Buffalo Seminary. She has also volunteered actively at Nichols, serving as a grade representative and on the Leadership Team for The Nichols Fund. She graduated from Vassar College with a Bachelor of Arts and earned her Master’s in Education from Canisius College. She is the mother to Abi, Jake ’10 and Sam ’15.

Cynthia Baird Stark

Dr. Christopher Hamill ’79 is an Orthopaedic Spine Surgeon at UB/MD Orthopaedics and Sports Medicine. A graduate of Colgate University, he earned his Doctor of Medicine at State University of New York at Buffalo School of Medicine. He is a Fellow of the National Scoliosis Research Society and American Academy of Orthopaedic Surgeons, and a member of the Western New York Orthopaedic Society, the American Medical Association, the Medical Society of the County of Erie, the Medical Society of the State of New York, the American Society of General Surgeons, and the Scoliosis Association of Western New York – Chapter 21. He and wife, Vikki, are parents to MacKenzie ’14, Delaney ’16, and Reilly ’21.

Dr. Christopher Hamill ’79

Winter 2015

Pen Pals 2014

The Class of 2021 Meets the Class of 1964 To commence Reunion Weekend festivities each year, the 50th Reunion Class gathers in the atrium of Regan Hall to meet their 5th-grade pen pals. Deep in the heart of winter, students in the 5th-grade class send letters to members of the 50th Reunion Class, sparking a four-month back-and-forth dialogue with their reunioning counterparts. The 5th-graders explain life at Nichols today and eagerly ask questions about school life 50 years ago. The letter exchange is one of the most heartwarming activities of the year, and we look forward to continuing the tradition with next year’s 50th Reunion Class, 1965, and the Class of 2022!

Our 5th-graders report the following from their meetings and messages with the Class of 1964: Anna Russo ’21: “It was great to get feedback on Nichols from someone who went here a long time ago.” Carson Kania ’21: “It was cool to hear about what used to be in the building. I learned what college he went to after Nichols.” Lily Margulis ’21: “It taught me how to write a letter, and it was exciting to receive a letter back!” Juliette Gurney ’21: “I like how I could show how Nichols is evolving.” 10

Nichols School

Some snippets from the Pen Pal letters for Reunion 2014: Greg Coward ’64 writes to his pen pal, Driena ’21: “You say you play the violin – good for you and keep at it! As you grow up you will appreciate playing an instrument more and more. You might even find some day that you want to try playing something else – it doesn’t matter! Just play what you like and do it when you can. Go home tonight and tell your parents how much you appreciate their sending you to Nichols. It’s a special gift, one that you will still have by the time you celebrate your own 50th reunion.”

Ed Marlette ’64 writes to his pen pal, Zahra ’21: “Nichols has changed a great deal since I first entered the ninth grade in the fall of 1959, and yet in many ways it has stayed the same. The school occupied just one campus, as it does now, and the grades were, and are still, 5 – 12. While it is true that we didn’t have computers, a science building, language labs, arts program or even girls (!), what we did have were great teachers who not only taught us in the classroom but who seemed to be involved in every aspect of our lives. I am very happy that Nichols today has many more opportunities for its students to explore their interests. Take advantage

3 of as many of these as you can. I’m sure that you will, and I cannot wait to hear more about you when we meet in June!” Jim Rosokoff ’64 writes to his pen pal, Anna ’21: “I spent my last two years of high school at Nichols, and though I was there only briefly, it prepared me well for college. I felt honored to be class president for the Class of 1964. You are very fortunate to go to Nichols, which I think is a terrific school!” Tobey Llop ’64 writes to his pen pal, Reilly ’21: “Your thoughtful letter with congratulations for my 50th class

reunion was a nice surprise! I drove by Nichols yesterday, noticing many building additions since I was a student there and remembering my days on campus. Can you imagine what it will be like if you drive by in, say, 58 years for your 50th? What would the girl you are now have to say to the woman you’ll be then, and can you guess what she might say in return? Fun questions!” Hayden Letchworth ’64 writes to his pen pal, Kiki ’21: “In the 50 years since I graduated, Nichols has sent me hundreds of cards, letters, magazines, notices, emails, etc., but none has warmed my heart more than your letter. My wife,

Lenora, and I are looking forward to meeting you in June and learning about the Middle School. So many changes have occurred there since I last visited in 1995, when my son graduated… After college, I had the privilege of serving as a Peace Corps volunteer in the Fiji Islands for three and half years. Mostly I taught 7th and 8th-grade students on a small island that had a population of about 1,200 people… Kiki, I did not realize what a blessing Nichols is until after I graduated and began to understand just how much those wonderful Nichols teachers had guided and taught me in the classroom, the athletic fields, and in the halls.” n Winter 2015

Pen Pals 2014

1. Ed Marlette ’64 with his pen pals, Zahra Khan ’21 and Steven Hall ’21 2. Pen pals meet for the first time.

3. Dean Parentis ’21 with Bob Nichols ’64

Nichols School

4. Anna Russo ’21 and Gabrielle Finkelshtein ’21 with Jim Rosokoff ’64, his wife, Sari, and Bruce Roberts ’64 5. Alissa Stevens ’21 and Juliette Gurney ’21 with Henry Killeen ’64 and Brian Keating ’64

6. Scotia Snyder ’21, Taylor Walker ’21, Chloe Desai ’21 and Alex Aubrecht ’21 with Kevin Wyckoff ’64 and John Spitzmiller ’64 7. Elle Ackerman ’21 and Maureen Foley ’21 meet Jeff Birtch ’64.

S O C I A L M E D I A

facebook.com/nicholsschool 500! After 36 years at the helm of Varsity Girls Soccer, Larry Desautels records his 500th win, defeating Mt. Mercy Academy, 3-1. Amanda Gee ’01: Congratulations, Mr. Desautels. I think I speak for many students, past and present, when I say you are the type of teacher and coach that helps us create happy high school memories we will carry forever. Melinda Quigg ’83: Way to go Larry!! Congratulations. What a great accomplishment. I’m sure class of ’83 will take some credit for a few of those wins :)

Follow us on Twitter: @NicholsSchool – Follow us to stay in touch @NicholsUpper – Tweets from the Upper School @NicholsMiddle – Tweets from the Middle School @NicholsVikings – Sports scores and more @NSAdmissions – All the latest from Admissions @NicholsSchoolCC – College Counseling News and info

Kathleen Abrego-Hearn ’82: Congrats coach!!!! We were with you in the beginning!!! Didn’t realize how fast time has flown!

Miles James ’19 looks through a microscope in Mr. Bouchard’s class at the different stages of cell division as 8th graders continue their preview of Upper School science classes. @nicholsschool: Honored to have @EmpoweringUs founder Jarrett Mathis foster dialogue with our students, parents, faculty & staff. @nicholsschool: Tremendous thank you to @AlbrightKnox Director @JanneSiren70 for speaking and inspiring our students and our faculty this morning. @nicholsathletics: WINNING SHOT: Congratulations to the five seniors who signed their D1 letters of intent.

Winter 2015

Alumni Golf Day

The second annual Nichols Golf Day was held on Monday, Aug. 11, at Orchard Park Country Club. More than 100 alumni and friends reconnected with one another while enjoying a great day of golf, food and giveaways. The Alumni Board is to thank for putting on such an outstanding alumni event, especially event chair, Matt Miller ’95, and Board President, Scott Saperston ’90. Next year’s event will be held on August 10, 2015 at Harvest Hill Golf Course in Orchard Park.

The Derby Day Auction was a Winner Our Derby Day Auction was another huge success, raising nearly $240,000, thanks to the dedication and leadership of the event chairs, Sasha and Edward Yerkovich ’80 and Jackie and Jim Ennis ’81. Their hard work and great ideas created a fun and exciting evening for all. Thank you to all our committees and parent volunteers who worked diligently throughout the year. We could not have achieved such a successful night without your time, talent and efforts.

Thank you to our sponsors: Triple Crown: M&T Bank; Kentucky Derby: Amstar of Western New York, Delaware North Companies, Noco Energy; Preakness: Paul William Beltz LLC, Buffalo Neurosurgery Group, Hodgson Russ LLP, Union Concrete and Construction; Belmont: Aesthetic Associates, Medaille College, Mercedes Benz, Niagara Metals, Uniland, and Univera Healthcare

We are happy to announce our 2015 Derby Day Auction Chairs, Vicki and Jim Newman ’79! Save the Date: May 2, 2015.

A Calm Head Prevails By Adele Jackson-Gibson ’09 When the first Ebola patient was detected in Texas this fall and panic seized the country, Dr. Gale Burstein ’82 remained calm and cogent. “We are never going to encounter what they’ve unfortunately encountered in Western Africa because they just do not have the public health infrastructure nor the healthcare infrastructure to deal with this epidemic, unlike the United States.” As the Commissioner of the Erie County Health Department, she speaks with experience and authority. Dr. Burstein oversees operations for seven divisions within the Health Department, including Public Preparedness, an emergency response team that focuses on infectious disease and outbreaks. The division continually stays up to date on Ebola protection policy in New York State. In late October, the Erie Country Medical Center and the Women and Children’s Hospital of Buffalo were designated as Ebola treatment sites because of greater resources, trained healthcare workers, and renovated facilities. If an infection is identified here, Dr. Burstein will coordinate the county’s response. But sometimes the threat is more localized. Recently, during the terrible “Snovember” storm that barraged the greater Buffalo area with record snow totals, Dr. Burstein was a steady presence at the Erie Country Emergency Services Training & Operations Center in Cheektowaga, appearing regularly on television and radio with area officials and Governor Andrew Cuomo to share health advisories and updates. Meanwhile, she continued to oversee the operations of the Public Health Emergency Preparedness Response Team in the rescue efforts. Dr. Burstein’s path back to

Buffalo has been peripatetic. “Nichols provided me with great extracurricular activities. For example, I think the most amazing experience I’ve had in my life was the trip to Kenya,” she says enthusiastically, referring to the 1981 summer trip organized by former English teacher Ed Williams. “It just really opened my eyes to travel and made me start to think about global health and health disparities. It was truly a life-changing experience.” During medical school, she worked at a refugee camp at the ThailandCambodia border. After graduating magna cum laude from University at Buffalo School of Medicine, she became the Chief of Pediatrics at Shongwe Hospital in South Africa at the start of the AIDS outbreak in 1993. “I started seeing young children come to the hospital clinics with health problems that healthy children should not have. When I tested these children most of them had HIV. I had to tell the moms that their child had HIV and that they were going to die of it, because at that time they didn’t have AIDS medication. So it was a really difficult time in medicine and healthcare,” she explains. “Many of the communicable diseases in developing countries are preventable and able to be treated, however, such as malaria or hepatitis A. So by using our scientific knowledge and common sense, many of these diseases can be avoided. The opportunity to make a difference in the developing world, where resources are scant, is huge.” When she returned to the States, she headed to Baltimore to pursue a fellowship in Adolescent Medicine. “I became interested in public health because it seemed like all my patients, whatever they walked in the door for, they walked out with the diagnosis of a sexually-transmitted infection, or

Dr. Burstein was a regular and reassuring presence on television news throughout the November snowstorm that blanketed the greater Buffalo region.

STI. And I thought, ‘Oh my God. I’m not doing anything here. What’s the point? I could just dispense antibiotics at the door and it would save a lot of time. I didn’t feel like I was having an effect on disease morbidity and the burden of disease. So I started taking courses at the School of Public Health at Johns Hopkins. And then I took this one course called the Epidemiology of Sexually Transmitted Diseases and I thought, ‘Oh, this is what I want to do!’” Today, besides her Commissioner duties, she is a clinical and research professor at the University at Buffalo, a faculty member of the Region II STD/HIV prevention clinic, and – to fulfill her joy of working with kids – a part-time physician of adolescent health at Bennett High School. She is currently conducting research on how to expand confidential sexual healthcare for teens. She is also working to fill the void in women’s and children’s services by opening up more clinics in the area. Last February, she celebrated the opening of a new health mall in downtown Buffalo and hopes to keep up the momentum. “I am not sure that I am successful balancing my time, but I don’t know any successful professional women, especially in medicine, who have it figured out. But we have to remember that we are not alone. My family and colleagues are great resources. I realize that there is no place like home to implement good public health and make a difference.” n Winter 2015

NICHOLS AWARDS

The Mitchell Award: Jackie Ennis The Mitchell Award, established in 2000, is named in honor of John A. “Jock” Mitchell ’66 and is presented “to that individual whose volunteer efforts have made the School stronger and whose commitments to the mission of Nichols School is outstanding.” This award was presented to current parent Jacquelyn “Jackie” D. Ennis at the Leadership Giving Society Reception on Sept. 17, 2014. Jackie’s affiliation to Nichols began when she married James S. Ennis ’81, and expanded in 2006 when the first of their three children, Kathryn ’13, John ’15 and Nicholas ’17, enrolled. An active member of the Parents’ Association, Jackie served as a Grade Representative for several years, and as an at-large member serving on and chairing a number of committees and events, including the Holimont Ski Day, Big Green Athletic Celebration, the Parent Ambassador Program and Parent Mentor Program. In 2011 and 2014, she served as co-chair of the Derby Day Auction. Finally, Jackie and her family have always been consistent supporters of the Leadership Giving Societies of The Nichols Fund. Jackie’s outstanding efforts and commitment over the course of eight years has been invaluable. Thanks to her unflagging energy and enthusiasm, she continues to inspire those who have the good fortune to work with her. Congratulations, Jackie, and thank you for all you do for Nichols!

MaryAnne Hejna Honored with Gannon Family Award By George Kloepfer ’68 The Gannon Family Foundation Award (formerly known as The Olive R. Ringo Award) is an endowed award, established to recognize outstanding contributions by members of the Nichols faculty to the education of Nichols students. Every spring, members of the faculty are nominated by their peers, who cite each nominee’s professional and personal characteristics that make her/him such an effective teacher and colleague. A committee of previous award recipients reviews the nominations and selects each year’s recipient. The Gannon Family Foundation Award recipient for 2014 was MaryAnne Hejna. A member of the Math Department since 2002, MaryAnne was recognized for her always positive, measured, respectful approach with her students as she guides them through the intricacies of higher-level mathematics. We congratulate Ms. Hejna on receiving this award, and thank her for her continued commitment to the academic success of our students.

Nichols School

Honoring the Class of 2014 at the 122nd Commencement By Genevieve Carbone, Marketing Assistant On Friday, June 6, on a beautiful day in the Quad, Nichols held the 122nd Commencement ceremony. Founder and CEO of Remarketing Services of America, Stuart Angert ’58, served as the Commencement speaker and Seth Meyer ’14 was chosen by his peers to be the student speaker. The ceremony began with Head of School, Bill Clough, welcoming the gathering of students, parents, faculty, staff and friends to Nichols. Mr. Clough complimented the Class of 2014 and recognized the many talents of its members. Welcoming the graduates into the alumni body, he cited the 122-year legacy of the School and the network of 4,500 alumni worldwide that they will soon join. “Every member of this class has contributed to the positive spirit at Nichols this year. As Dr. Maritime eloquently described at Class Day, they are a group who cares for one another and who draws the best out of others. This will be their legacy,” said Mr. Clough. “Seniors, I want to thank you personally. From the first day I visited campus, you welcomed me and have allowed me to guide and serve you. One of the great ironies of leadership is that to do it well, leaders need the permission of those they lead. You gave me permission, and it has been my honor to lead you and be led by you.” President of the Board of Trustees, Jane Cox Hettrick ’78, addressed the Class of 2014 and recognized the Class of 1964, whose members celebrated their 50th Reunion that weekend. She recognized each of the retiring members of the faculty: Nancy de Perio, Allan Hayes and Frank Sacheli.

Craig Semple ’98, Alumni Board President, presented the William Nichols Award to Nancy de Perio. The following citation was read in her honor: Who can imagine how many reams of paper have passed through your hands? Field trip forms, birth certificates, passports, ski club applications, medical forms, late slips, doctor’s notes, progress reports, flyers, concert programs, and the giant August mailing. You have seen your work evolve from typewriters and carbonless triplicate forms to First Class and Senior Systems. You created your own grid system with tiny strips of Post-Its to develop a Middle School schedule that addressed every child’s and teacher’s needs, not to mention room assignments. And once you came up with a daily schedule, you needed to invent one for ski club days, activity days, advisory days and play days. You assigned a letter of the

alphabet to each new version of the schedule, and sometimes you would be on letter R, S or T before everyone was satisfied. You have had your finger on the pulse of the school and have been the go-to person for every question. You worked long (and often past your scheduled) hours to get everything ready for each school day and special event. As a nurse and caretaker, you asked kids the tough and necessary questions and wouldn’t let them feign illness as an excuse. Your kind heart asked, “Did you sleep last night?” or “Did you eat breakfast?” as you dispensed pills, bandaged wounds, and called parents. No one can imagine the stream of kids in and out of your office each day, especially how many slept on beanbags in every available spot. You scrubbed and cleaned and organized and took home laundry. When we became one community on 1250 Amherst Street, you tripled the number of students under your care. While you helped with injuries, sickness, hunger, anxiety and exhaustion, you also taught manners and monitored the dress code. Students and teachers went on field trips fully kitted for each of life’s emergencies. You lost sleep worrying about everyone and everything. Families of students with chronic or lifethreatening illnesses know how you shepherded their children through many school days and some difficult months and years. You have definitely ridden in an ambulance more than you would like. Whenever there was extra work to do, you were there helping or leading. You have counted thousands of coins and bills for various fundraisers. When the library catalogue was computerized, you helped put barcodes on many a volume. Before we had a Mandarin program, you would bring culture and cooking to the history classrooms to celebrate the Chinese New Year. No one knows what your official title has been over the years, but secretary, administrative assistant, nurse, caretaker

Winter 2015

Nancy de Perio reacts with shock when she learns she is the recipient of the William Nichols Award.

extraordinaire, master scheduler, secret leader of Nichols School would not begin to cover it. Nichols cannot possibly fill your role here by hiring just one person. You are the one who knows where everyone is supposed to be. You miss no detail. For you, presentation is everything, meticulously framing every citation, designing each concert program to feature student art, and graciously displaying information and welcoming parents and visitors. Because of you, every event at Nichols has had polish, style and the extra touch to make it friendly and beautiful. For all you have done to enhance the fabric of life at Nichols through your interactions with students, faculty and parents alike, the Alumni Board is pleased to award the 2014 Williams Nichols Award to you, Nancy de Perio. Head of Upper School, Aranya Maritime, introduced student-elected speaker, Seth Meyer ’14. Dr. Maritime explained that Seth came to Nichols in 5th grade. She also recognized many of his accomplishments, including his induction into the Cum Laude Society, his having received both the Alumni and Williams Cups, in addition to his great overall character. “In his time at Nichols, he has impressed peers, faculty and coaches with his strength of character and love of learning,” said Dr. Maritime. “As a three-sport athlete, a member of chorus and a dedicated student, Seth embodies the long-standing tradition of balance and rigor that have been the hallmarks of a Nichols education for over a hundred years.”

Seth then took the podium and shared the following words with the audience: Hello, everyone: members of the Board of Trustees, faculty, parents, guests and the Class of 2014. My name is Seth Meyer. There are many little things I will remember about my time

Nichols School

at Nichols, and I want to share them with you this morning. Most of you have had a large amount of exposure to the Nichols experience, so I’m sure that you have already heard from us and our teachers about all the big things that make Nichols so great. I really think that the things that sometimes go unnoticed, however, are what make Nichols feel like home. For example, Mr. Crowell’s stories, the Student Center, hockey kid haircuts, when the O’Brien potatoes at Brunch lunch are especially crispy, Dr. Maritime’s “The Scarlet Letter” references, talks with “DVal,” Saturday sports practices that are just way too early, Urban Studies field trips to vacant and dangerous parts of Buffalo, Troy Dobbs’ supporting announcements during form meetings, flash SUMA meetings, Wolney’s sunglasses, Jason Zhou’s musical moments, playing Frisbee on the turf during X period, and of course, prank week. The list could go on and on! Those are just a few memories, but today I want to highlight some of the most valuable things that I’ve learned from Nichols that were not academic lessons. These are things that my classmates and teachers have taught me through their actions and words, and not through their lectures and textbooks. Our class can be a very confident bunch, even when we aren’t necessarily justified in our confidence. One class last year in AP U.S. History, we were chatting about the impact that Jackie Robinson had on the civil rights movement. In the midst of the conversation, one student, in a very genuine way, raised his hand and commented, “Jackie Robinson’s contribution to the civil rights movement was extremely far-reaching because he opened the door for many other black players to play in the MLB, you know, like Mickey Mantle!” There was a short pause, and Mr. Combs looked at him for a few seconds and said, “Yes, that’s a good point. It’s just that Mickey Mantle is white!” After this, there was a long period of ensuing laughter. The student was a great sport about the joke and was able to laugh at his own gaffe. In this instance, this particular classmate of mine taught me that there is no reason to get upset when you make a mistake. People don’t care when you make mistakes; they care more about how you react to them. We are also a tolerant and accepting class. Every Tuesday and Thursday, we have something called form meeting. It’s a meeting of the students and advisors of each specific grade level. Early in May, our parents made us a senior breakfast during our form meeting. We held our normal rituals, which included dean announcements, faculty announcements and student announcements. As usual, students gave messages on behalf of the various clubs, sport teams and clothing drives. Lizzy delivered her usual softball update. Jack H. gave a clothing drive reminder. Troy told us, once again, to finish the school year strong. And Monica gave a final SUMA announcement. The same day, I went to watch the Boys’ Tennis team play St. Joe’s. As I was watching my cousin, Micah Herskind, play his match, his mom, Joelle Herskind, walked over to me and we started talking about tennis, and school and other things. She had been at the form meeting that morning, so she says to me, “That was

CO M M E N C E M E N T

really cool to see you guys in action this morning. I could tell that everyone was super comfortable giving their announcements without having any hesitations or fears of being made fun of.” It was a very small, seemingly insignificant comment and I’m not even sure she remembers saying it. As I thought about it more, I realized that for most of high school, I had been fairly scared to give announcements and I’m not really sure why. What was there to be afraid of? Being made fun of? Sounding stupid? I’m not sure, but every person that has ever given an announcement at form meeting, whether it was Lizzy, Troy, Jack, Monica or anyone else, has shown me that there is no reason to be ashamed of a passion. If you really love doing something, it shouldn’t matter what other people think of it. Earlier this year, a member of our class, Spencer Bacon, decided to make a video to promote school spirit at Nichols. He had gotten inspiration from a YouTube video in which a cameraman walked through a school filming the student body dancing and waving posters in the air. The video was to the tune of Katy Perry’s “Roar.” Initially, when he told the school about his idea, reactions were mixed. Some kids were super into it, while others didn’t want to be bothered. A project this big, however, would require the cooperation of every student at School. Eventually, he pulled off the project, and it turned out amazing. The way he was able to do this so successfully, I believe, was because of his enthusiasm. Enthusiasm to give back to this amazing School. His optimistic energy to pull of this difficult task showed me the power of what a positive-thinking, enthusiastic person can do. He rallied close to 400 kids to this big goal and the result was outstanding. Finally, I want to finish my comments with a brief reflection on what I believe was one of our class’, and our School’s, greatest moments this school year. That’s the Manhattan Cup. And I don’t just say that because I was on the Basketball team. I’m sure I still would have thought this even if I was cheering in the stands. For those of you who don’t know, the Nichols Basketball team won this year’s Monsignor Martin Playoff Championship. The championship game was at Canisius College. Over 2,000 people came out to watch it, and this included former parents and alumni of all ages. This was an enormous accomplishment, and being a part of it was

an unbelievable experience. But the part that I loved most was how the entire high school, and our class in particular, rallied behind our team from the beginning of the playoffs. The whole process was truly a collective effort. Being able to look out into the stands and see a massive Nichols student section made me so proud to be a student here. Actually, it was such an incredible feeling that when they were introducing the two teams, I ran out onto the court and tripped over the 3-point line because I was so distracted. We truly were all on the same team, working for the same goal. And that’s one of my favorite parts about this class and this School: that everyone here wants everyone else to succeed. This is not an internally competitive place by any means. We are, and always will be, a team. So Nichols, thanks for teaching us so much over the past four years, but in particular, for teaching us how to learn from our mistakes, to embrace our passions, to be enthusiastic, and to work as a team. Thank you.

We have been exposed “ to the finest in educational

opportunities on the planet. In fact, predicated on an expanded and enhanced curriculum, in a richer, coeducational and inclusive environment – compared with my Nichols’ experience – you are the beneficiaries of Nichols to the 10th power. Nichols not only prepares us for college – it prepares us for life.

Head of School, Bill Clough, then welcomed Commencement speaker, Stuart Angert ’58, to the podium. An alumnus of the School, Mr. Angert offered stories from his time at Nichols, including obstacles he overcame, and explained how Nichols changed him for the better. He emphasized that he and this year’s graduates share the same invaluable Nichols education. “We have been exposed to the finest in educational opportunities on the planet. In fact, predicated on an expanded and enhanced curriculum, in a richer, coeducational and inclusive environment – compared with my Nichols’ experience – you are the beneficiaries of Nichols to the 10th power. Nichols not only prepares us for college – it prepares us for life.” He continued by sharing a short list of Nichols graduates who have gone on to do remarkable things in their adult lives. He concluded by telling the Class of 2014 to dream big and encouraged them to continue to do great things. The morning concluded with Mr. Clough awarding diplomas to the graduates. Congratulations to the Class of 2014! n

”

Winter 2015

Commencement On Friday, June 6, Nichols School held its 122nd Commencement, honoring the Class of 2014. “We have been exposed to the finest in educational opportunities on the planet. In fact, predicated on an expanded and enhanced curriculum, in a richer, coeducational and inclusive environment – compared with my Nichols’ experience – you are the beneficiaries of Nichols to the 10th power. Nichols not only prepares us for college – it prepares us for life.” Stuart Angert ’58, guest speaker “That’s one of my favorite parts about this class and this School: everyone here wants everyone else to succeed.” Seth Meyer ’14, student-elected speaker

Upper School Major Awards Senior Awards (VI Form)

Junior Awards (V Form)

Sophomore Award (IV Form)

Edmund Petrie Cottle, Jr. Award: Micah Herskind

Dudley M. Irwin, III â&#x20AC;&#x2122;45 Award: Brady Stevens

Yale Award: Leyton Johnston, Maeanna Merrill, Alex Randaccio

Awarded to that member of the graduating class whose scholarship, achievement, leadership and influence based on character has been of greatest value to the school.

Presented to a junior boy who, by virtue of character and leadership, has assumed prominence in his class.

Presented to that member of the sophomore class who, by scholarship performance, by participation in school activities, and by character, has assumed a position of prominence in the class.

Faculty Prize: Spencer Bacon, Jason Zhou

Nottingham Award: Erin Nebbia, Paige Spangenthal

Awarded to that member of the graduating class who has contributed most to the school in activities other than athletics.

Presented to a junior girl who, by virtue of character and leadership, has assumed prominence in her class.

Freshman Award (III Form)

Williams Cup: Seth Meyer

Harvard Prize Book: Rebecca Regan

Christopher Wadsworth Award: Maya Nigrin

Presented to the student with highest scholastic standing in the graduating class who has won a varsity letter at Nichols and exemplified the spirit of Nichols athletics.

Presented to an outstanding member of the junior class who displays excellence in scholarship and high character, combined with achievement in other fields.

McCarthy Prize: Jack Vance

Williams College Book Award: Alex Fisher

Awarded to a student who has shown outstanding growth during his or her career at Nichols.

Presented to a junior who has demonstrated exceptional academic achievement and intellectual leadership, and has made a significant contribution to the extracurricular life of the School.

Head of School Award: Emily Certo, Anthony DeRose, Mike Geiger, Masha Kolesnikova, Rena Lyon, Val McNamara, Alex Montesano, Marie Zaccagnino Presented to the student or students who have made outstanding contributions to the School and its life during the year.

Joseph L. Hudson, Jr. â&#x20AC;&#x2122;49 Award: Caroline Hogan, Monica Manney Awarded to a senior who embodies citizenship and virtue throughout his or her years at Nichols School, and emerged as an exemplary individual who has contributed to the Nichols community through his or her willingness to live with honor and without pretense or judgment. It is hoped that this award will not be given to a student who will also receive several other awards.

Nichols School

Presented to that member of the freshman class who, by scholastic performance, by participation in school activities, and by character, has assumed a position of prominence in the class.

Cum Laude 2014 Spencer Bacon Zachary Cole JJ Davis Anthony DeRose Michael Geiger Micah Herskind Caroline Hogan Lauren Hurley Samantha Johnson Maria Kolesnikova Robert Kubiniec Tyler Kuhns Will Lahood Lorena Lyon Seth Meyer Alexandra Montesano Tom Nuttle Mike Rapaport Anthony Tirabassi Kristen Tiftickjian Kayla Yellen Jason Zhou

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Middle School Awards and 8th-Grade Recognition Ceremony On Wednesday, June 4, students, faculty, staff, parents and friends joined together in the Flickinger Performing Arts Center for the inaugural Middle School Awards and Eighth Grade Recognition Ceremony. Middle School award recipients were honored and the Class of 2018 was recognized for successfully completing this grade level and moving on to the Upper School. Head of Middle School, Paul Errickson, opened the ceremony by welcoming all in attendance. He complimented the 8th-grade class and wished them well as they moved up. Middle School faculty members, Tom Maynor ’81, Annie Newall, Debbie Howe, Allan Hayes, Julie Alford ’84, Greg Plumb ’96, Paul Errickson and Head of School, Bill Cough, presented awards to students.

Additionally, Sarah Sauer ’20, Nick Scott ’19, Rockwell Tang ’18 and Brian Tank ’17 presented awards to their fellow classmates. Maren Geiger ’18 and James Hughes ’18 served as speakers of their class and discussed highlights of each grade level – from 5th to 8th – with their class. Middle School faculty member, Greg Plumb, addressed the 8th-grade class and gave them advice as they move on to the Upper School. Chloe Keating ’15 and Sam Stark ’15, Upper School Co-Presidents, spoke to the 8th-grade class and offered 10 pieces of advice for the next year at Nichols. The 8th-grade chorus sang “Seasons of Love” for all in attendance, and Mary Kate Morrow performed the alma mater, “We’ll Green You As We Grow.” A viewing of the 8tth-grade video followed by a reception in the Quadrangle concluded the momentous event.

2013-2014 Middle School Awards The Cornelia L. Dopkins Award: Taylor Walker ’21, 2021, Anya Acharya ’20, Jordyn Mucklewee ’20, Travis Goodin ’19, Dorian Williams ’18 This award is given to 5th- 8th grade students who have been nominated by their peers because they have demonstrated a genuine concern for others and for Nichols School. The recipient is a person who sees what needs to be done and does it with enthusiasm and without expectation of reward.

The Pliny H. Hayes III Award: Audrey Lazar ’19, Nicholas Scott ’19

The Charles I. Kleiser Award: James Rauch ’18

This award was established to honor Pliny H. Hayes III, Former Head of the Nichols Middle School. It is given to that 7th-grade student whose commitment to the pursuit of excellence in all endeavors challenges others, whose enjoyment and pleasure in new experiences and learning stimulate others, and whose character and personal integrity inspire others.

This award was established in 1960 by the faculty to honor the memory of Charles I. Kleiser, a Nichols Junior School teacher for more than 30 years. It is awarded to an eighth grade student who has demonstrated qualities of positive leadership, sound character, and concern for others.

The Henry D. Waters Award: Dean Parentis ’21, Brian Clarey ’20

The Bruce Anderson Award: Michael Berdysiak ’18

This award was established to honor Henry D. Waters: teacher, coach, advisor, and friend of middle school students for 25 years. It is awarded to 5th or 6th-grade students who participate willingly in all activities to the best of their ability, who are fair-minded and demonstrate good sportsmanship, who are honest and of strong moral character, who have a genuine sensitivity for others’ feelings, a commitment to the good of the group, and a positive sense of humor.

This award is given in memory of Bruce Anderson by the II Form Class of 1973. It is awarded to an 8th-grade boy who not only displays athletic excellence and a fine sense of sportsmanship, but also contributes to the general welfare of his classmates through strength of character and leadership.

The Coaches’ Award: Maren Geiger ’18 This award is given to an 8th-grade girl who not only has displayed athletic excellence and a fine sense of sportsmanship, but also through strength of character and leadership has contributed to the general welfare of her classmates.

E. Webster Dann Faculty Award: Elizabeth Malone ’18, Gabrielle Stern ’18, Rockwell Tang ’18 These awards are given by the faculty in honor of E. Webster Dann, whose contributions, both subtle and diverse, to the Nichols Middle School community are reflected in the current 8th-grade winners. These students have earned our special admiration and respect due to their positive leadership, sound character, true concern for others, and helping nature.

The Robert A. Gillespie-Vincent E. Walsh Academic Award: Eric Dhillon ’18 This award was established by Allan J. Lerner, class of 1947, to honor two outstanding Nichols teachers. It is awarded to the eighth grade student who has achieved the highest academic standing during his or her eighth grade year. Winter 2015

Class of 2014 Matriculation The Class of 2014 steps boldly into the future, eager and prepared to impact the world. Thanks to the personal dedication of and mentorship of the College Counseling team, these newly-minted alumni are headed to destinations that are as unique as they are: big, small, technical, artistic, and Ivy League.

1 Arizona State University

i Harvard University

2 Binghamton University

j Haverford College

3 Boston College

k High Point University

4 State University of New York

l Hobart and

Phoenix, Ariz.

Binghamton, N.Y.

Chestnut Hill, Mass.

College at Buffalo Buffalo, N.Y.

Haverford, Pa.

William Smith Colleges Geneva, N.Y.

m Ithaca College

6 Case Western Reserve University

n John Carroll University

Cleveland, Ohio

University Heights, Ohio

o Kenyon College

8 Clarkson University

p Lafayette College

9 Clemson University

q Le Moyne College

0 Colgate University

r Lehigh University

Potsdam, N.Y. Clemson, S.C.

Hamilton, N.Y.

Gambier, Ohio Easton, Pa.

Syracuse, N.Y.

Bethlehem, Pa.

A Providence College

Mahwah, N.J.

C Renesselaer Polytechnic Institute Troy, N.Y.

D Sacred Heart University Fairfield, Conn.

E San Diego State University

s Lourdes University t Macalester College

c Dickinson College

u Marymount Manhattan College

d Eckerd College

v Mercyhurst University

e Emory University

w Nazareth College

New London, Conn.

b Denison University Granville, Ohio Carlisle, Pa.

St. Petersburg, Fla. Atlanta, Ga.

Sylvania, Ohio

St. Paul, Minn. New York, N.Y.

Erie, Pa.

Rochester, N.Y.

f Franklin & Marshall College

x New York University

g Georgetown University

y Pace University

h Hamilton College

z Princeton University

Lancaster, Pa.

Washington, District of Columbia Clinton, N.Y.

Nichols School

New York, N.Y.

Princeton, N.J.

Providence, R.I.

B Ramapo College of New Jersey

a Connecticut College

Ithaca, N.Y.

7 Chatham University Pittsburgh, Pa.

High Point, N.C.

5 Canisius College Buffalo, N.Y.

Cambridge, Mass.

San Diego, Calif.

F St. John Fisher College Rochester, N.Y.

G St. Lawrence University Canton, N.Y.

H State University of New York

at Plattsburgh Plattsburgh, N.Y.

at Potsdam Potsdam, N.Y.

I State University of New York J State University of New York

at Oswego Oswego, N.Y.

K University at Buffalo, The State

University of New York Buffalo, N.Y.

Canada

8 H W GI q Q wFJ0mLhC 3i K5 l 2 PA 4 Da v B n zxy 6 p r s c j u 7 f N bo M g

T U

k 9 O

R University of California, San Diego

San Diego, Calif.

S University of California, Santa

Barbara Santa Barbara, Calif.

T University of Chicago

! University of South Carolina

U University of Denver

" University of Southern California

V University of Maine

# University of Vermont

W University of New England

$ Vanderbilt University

O The University of Alabama

X University of Ottawa

% Wheaton College

P Trinity College

Y University of Pittsburgh

& Williams College

Q Union College

Z University of Rochester

' Xavier University

L Syracuse University

M The George Washington

Syracuse, N.Y.

University Washington, District of Columbia

N The Ohio State University

Columbus, Ohio

Tuscaloosa, Ala. Hartford, Conn.

Schenectady, N.Y.

Chicago, Ill.

Denver, Colo.

Orono, Maine

Biddeford, Maine Ottawa, Ontario Pittsburgh, Pa.

Rochester, N.Y.

Columbia, S.C.

Los Angeles, Calif. Burlington, Vt.

Nashville, Tenn.

Wheaton, Ill.

Williamstown, Mass. Cincinnati, Ohio

Winter 2015

By Richard G. Stratton

Nichols School

s Thoreau said in another context about “action from principle,” it “changes things and relations … and does not consist wholly with anything which was.” Custom cannot stale the infinite variety of teaching carried on in this spirit. From year to year the students change and they must, if the process is to have validity, encounter a teacher himself changing, evolving, always open to myriad

influences of interaction with his students, with his community, with the wider world. A classroom is always “open” no matter what its physical structure, when such encounters take place. Joy is the cornerstone of my teaching philosophy. I believe what Dostoevsky’s Father Zossima tells Alyosha Karamazov: “When we are happy, we are doing God’s work on earth.” Like most truly profound wisdom (“all things whatsoever ye would that men should do to you, do ye even so unto them”), the statement might seem at first glance simplistic, even naïve. But a quarter-century of teaching

Winter 2015

experience has convinced me, these questions, I hope, will be more firmly than I am convinced ideas, suggestions, or “hints” of any other philosophical pertaining to the other. My principle which I hold with approach to English is based respect to education, that upon a conviction, bedrock unless the interaction between deep, that written language is teacher and student generates, the single most important factor not constantly (this is, after all, in the development of human an imperfect world), but with civilization, that is constitutes, Dick Stratton 1978 some kind of periodic regularity, by a clear margin, the most the mutual joyous pleasures vital ingredient in our cultural of recognition, discovery, and fulfillment, then the more heritage, that we are obligated to cherish and defend it as traditional goals – acquisition of a “body of knowledge,” we would cherish and defend our families, that to debase or development of technical skills – will not be attained, and the cheapen it is a crime against humanity. It does not follow very process of education will become nugatory. from this that I am canonizing a rigidly formal standard There is no mystery why this is so. It is the way we are of unchanging “correctness” as a prerequisite from which made. We respond positively to what interests, attracts, the slightest deviation must be regarded with pious horror. pleases, fascinates us. All areas of knowledge, I firmly Change is a law of language as well as life. A living language believe, are inherently fascinating, capable of engendering will constantly change as it absorbs vital expressions this “attractive joy” in minds which are exposed to them generated by living communities. If the expression has met eagerly and artfully by the teacher who loves his subject, a genuine need, language will very naturally appropriate loves his students, loves his craft. I take “love” in this it. But there is more than one kind of change. Language context to mean “A feeling of strong personal attachment can deteriorate. Sloppy usage can rob words of precision induced by sympathetic understanding.” I like this and vitality, and when a word loses its “edge,” it becomes, definition because it implies an organic relationship like any other tool, duller and less efficient in its task as a between love and understanding, which I think is essential vehicle for thought and communication. The consequent to the growth of a teacher. Loves grows as understanding deterioration of thought produces necessarily a further deepens. The teacher who ceases to deepen and enrich his deterioration of language, for language and thought are understanding will find himself losing patience with his as soil and plant. We cannot think without attaching our students, not because they have grown duller, but because thoughts to words. If the words aren’t there (as the rulers he has. He may not know this, but the students will know in Orwell’s 1984 well understood when they excised words it. And they will cease to respond. The good teacher must like “freedom” and “liberty” from the dictionaries) we fear “going stale” every bit as intensely as the aging roué will be unable to shape the thought; if the words which fears impotence. “Staleness” I define as the loss of vitality are there are imprecise, we will be condemned to think which ensues when joy departs from the teaching process. incoherently. It is a terrible thing! How to guard against this deterioration? Students How does my “philosophy of joy” relate to the must learn not only to understand their language – its specific subjects I teach, and what other educational syntactical principles, its grammatical laws, its rich and principles co-exist with it or flow from it? I will try to copious “word-hoard”– they must also, or the teacher has deal lucidly with these questions without artificially failed in his most important task, learn to appreciate, to separating them. Implicit in the direct answer to one of love its energy, capacity, variety, and beauty. They must be

Nichols School

shown why a bad sentence is not only incorrect, but also ever “fun,” but is as necessary to the teacher’s professional insipid or ugly, why a good sentence not only works, but satisfaction and to his social value as any part of his also delights. A favorite assignment of mine, when reading job. Like a Civil War surgeon amputating a gangrened a prose master like Thoreau or Joyce, is to ask the student arm without benefit of anesthetic, the corrector of an to write out his ten favorite sentences, irrespective of what incompetent piece of writing must be at once sympathetic they mean, of what ideas they contain. It is enough that and pitiless. The rotten part must be excised, but the they like the sentence, as Stephen Dedalus liked “Bury comments and advice must be neither harshly critical nor me in the old churchyard.” I think the question “what sarcastic. The student must be “led out” (educare) of his does this sentence (or line or errors as skillfully as possible verse) mean?” is perhaps asked and shown, when feasible, too often in English courses. It alternatives to his poor sentences. invites “translation” into a more Correction should never be abstract statement or platitude superficial or skimpy (A teacher with all the loss of juice such has nothing “better to do”), a substitution implies. I often just as crop land should not be prefer to ask: “What do you see, superficially plowed. Hard labor or hear, or feel in this sentence? is a constituent element in any Why do you like it? What’s human activity worth doing. happening in it? How does this Thorough correction of papers word, or image, or vowel sound, is the hardest labor an English work? To respond to such teacher knows. He must not questions necessitates, I think, a stint it. Hard as it is, is never concentration on the sentence, becomes drudgery if he works not a Houdini-like “escape” with a sense of purpose. I may from it, before we have either feel exasperation when I correct, made its acquaintance or felt for the sixth or seventh time, a its quality. It seems axiomatic, fundamental syntactical error as well, that to notice, to “enter in the same student’s work, but into” the language in the I try to make my comment Dick Stratton 1977 sentences he reads is a necessary as explicit and complete as prerequisite if the student is to notice and enter into the the first comment was, knowing that there is always the sentences he writes. Many of the most fundamental errors possibility that this time, for some mysterious reason, the – tense shifts and pronouns with unclear or non-existent words may take root and the process of awareness which antecedents, for example – testify that the student has leads to self-correction may begin. The joy of a farmer not entered into his own writing (that he is not thinking who raises a respectable crop on marginal land, which he clearly is, of course, a corollary), that he writes “at a little has skillfully restored and over which he has arduously distance” from his sentences, just as Joyce’s Mr. Duffy, in labored, manuring it with his own sweat, can be every bit A Painful Case “lives in a little distance from his body.” as satisfying as that of his colleague who has harvested a The philosophy of joy is most strenuously tested by record crop from rich, black earth. I have always delighted paper correction, but it survives intact. The correction in teaching gifted students, but I feel that the analogy is of deeply-flawed, semi-coherent student papers is hardly nonetheless applicable to my experience.

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uch of what I have said about my philosophy of teaching English applies to history as well, especially with respect to the interaction between teacher and student, the need to stimulate joyous involvement and response, the willingness to grapple with the seemingly intractable problems of less gifted students, and the constant encouragement of clarity, energy, and incisiveness in spoken and written thought. But my philosophy as a history teacher rests on a different cornerstone. William Faulkner said it best in Absalom! Absalom!: “ The past isn’t dead. It isn’t even past.” I know of no truth more profound or more inadequately realized in present-day America. “Future shock” is a trauma which most afflicts those who have lost touch with their roots. I know of nothing valuable in our culture which has sprung up overnight. The experiences which enrich our lives – family relationships, friendships based on common values, responsiveness to natural beauty, religious and ethical awareness, aesthetic sensitivity, political and social commitment, and, above all, the recognition of, and dedication to, individual human dignity – all have their roots deep in the past. History is, among other things, the record of how and why these values have emerged, and, by obvious extension, why they are necessary for the full realization of our humanity. It is also a salutary, documented warning of how fragile they are, how vulnerable to disasters born of human imperfection or perversity – to Pelopponesian Wars, Mongol conquests, enclosure movements, “peculiar institutions,” “final solutions,” and Gulag Archipelagoes. I tell my students in History 3A that the two most important things to realize about Ancient and Medieval men and women is that they were (a) very different from us, and (b) fundamentally the same as us. Both statements are true, and imaginative rapport with the past, as well as a wide and unparochial awareness of the present, are necessary both to appreciate the paradox and to learn from

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it. The students must, if the are to “enter into” (there’s that verb form again!) the past and bring something back from their excursion, become oriented in time. (“Do we hafta know dates?”) and place (“Is there gonna be a map question?”). But chronology and geography, while necessary, constitute merely the boundaries within which the fruitful exploration of our human past (and present) takes place. Great works of literature (The King Must Die, Plutarch’s “Life of Antony,” Beowulf, The Canterbury Tales, and Saint Joan in History 3A; Herzen’s Childhood, Youth, and Exile, Tolstoy’s short stories, Gogol’s Dead Souls, and Dostoevsky’s The Possessed in Russian history) are absolutely essential to my goals as a history teacher, as are the kind of imaginative, creative assignments in which the students themselves are invited to turn the past into literature (“A Contemporary Candide,” An Imaginative Biography of the Anglo-Saxon “Wanderer,” “A Symposium in Eternity” among Luther, Calvin, Erasmus, and More, “A Slice of Medieval Life,” “A Day in the Court of Hammurabi”). It is, I hope, during this process of “turning, turning” as the lovely Shaker song “Simple Gifts” has it, that the students will “come out right.” ie. enter for a while into that past which is not dead (“not even past”) and which has nourished us all. The poet Keats once said that truth was not Truth for him until he had proven it “on the pulses.” This applies, I think, to the kind of truths which a teacher of the Humanities tries to communicate. They must be realized (ie. made real) by the student and teacher, not merely understood in a passive, objective, lifeless way. They must be “entered into” and experienced, not merely observed from “a little distance,” and they must be energized by that “deep power of joy,” whereby, as the poet Wordsworth has told us, “we see into the life of things.” n

Editor’s Note: Richard G. Stratton joined the Nichols faculty in 1973, the first year of coeducation, after teaching at Hebron Academy in Maine since 1960. He originally wrote this paper on his teaching philosophy in 1983 as part of a faculty self-evaluation process. After 41 years of teaching at Nichols, and 55 years of teaching overall, Dick Stratton will retire at the end of this academic year. We are indebted to him for the incalculable influence he has had on generations of students.

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A Collaborative Campus By Dr. Mary Rech Rockwell

Ten years ago, our campuses merged and we became one community. We imagined a community

where all would benefit from the opportunities of a consolidated campus. At that time, some parents

feared the merger of the two divisions, feeling that Middle School and Upper School students did

not belong together. After all these years of sharing fields, gyms, classrooms, technology labs and dining facilities, we know that we are a stronger school for having made the change.

During the 2013-14 academic year, we worked on an initiative to align our schedules and facilitate more interaction and community activities, while preserving the unique developmental needs of students in each division. In the fall of 2014, we put the common schedule into practice.

Not only did we want to promote community by amending our schedule, but we hoped to provide more opportunity for students by placing them in appropriate classes given their ability levels. We now have teachers who can teach in both divisions and can collaborate with one another during free periods.

The new schedule also allows students more chances to work together, whether in the A-LEG (Advancing Leadership in the Eighth Grade) program pairing juniors with 8th-graders for mentoring, or experiencing common assembly speakers and visiting artists. We have preserved the most

Winter 2015

crucial pedagogical advantages of our current schedule by implementing a rotating schedule school-wide – all students now see teachers at different times of the day. We also preserved our robust Middle School sports program by providing physical education and competition during the school day for grades 5-8. We kept our designated X period in the Upper School for chorus and orchestra and extra help. We also added time after school and before athletic practices for club meetings and for opportunities during which students can seek extra help from teachers. With constraints such as limited dining hall seating, bus departures at 3:30 p.m., longer blocks each day, and double-period courses, we believe we have worked to find a schedule that satisfies our priorities. After a scheduling committee created a model, we invited all faculty members and administrators to review it and give us feedback. Students weighed in with their ideas and concerns. We made adjustments to the schedule based on their ideas, and now have a model that works. Early returns are favorable – the students are happy with the rotational schedule, and the faculty appreciates the time for collaboration. n

Nichols School

Aligning Our Schedules: From Theory to Practice By Dr. Aranya Maritime, Upper School Head, and Paul Errickson, Middle School Head

hange does not come easy in most organizations, especially schools, and Nichols is no exception. A change in our institutional schedule – one that would require compromises in both divisions and all departments, and affect all students, faculty and staff – seemed like a near impossibility for us. While the desire for a common 5th through 12th-grade schedule had persisted for almost as long as the Middle School has been on the main campus (13 years), the idea came to fruition only when Bill Clough made it one of his first priorities as Head of School. In the new schedule, which was officially implemented this past September, classes are arranged in blocks (A – G) and coordinated so that all students, grades 5 – 12, are able to eat lunch, play sports, and take classes with minimal logistical conflicts. (Just imagine how difficult it is arrange meal times for over 650 students, faculty and staff from 11 a.m. – 1:30 p.m. in a lunchroom that comfortably seats 150 people at any given time!) While our new schedule makes for an earlier start in the Upper School, teachers and students appreciate the newfound time in between Morning Meeting and first period. It gives us all a chance to take a deep breath and get everything together before the pace of the day picks up. In addition, the extra 20 minutes or so each day provides valuable time for clubs and Student

Council to meet, without students feeling the pressure to get to practice at the end of the day. Students and club advisors had been asking for designated club time for years, and now they have about an hour each week in the new schedule. The new schedule has brought many deliberate and significant changes to our Middle School students and faculty. Teaching blocks, once stagnant and fixed, Monday through Friday, now have a seven-day rotation, with classes meeting at different times of the day, and students and teachers relying heavily on their academic planners so they know where to be and when. One of the offshoots of the schedule for our 7th and 8th-graders is the addition of an enrichment block. Along with their six core academic classes (math, science, English, history, foreign language, arts), our 7th and 8th-graders have an extra block in their schedule. This allows us to regularly schedule in many additional programs, such as wellness, advisory and chorus/band. (Under the old system, their impact had often been compromised by schedule changes, or sometimes they were just too difficult to fit into the school week.) This additional period also provides each of the academic disciplines allotted extra time to augment the curriculum by grade level. For example, Mr. Plumb’s 8th-grade science students recently visited three Upper School science classrooms to learn about three

topics that they will be covering in 8th-grade science this year: mitosis, DNA spooling and the biology of the eye. For an 8th grader, walking over to Center ’63 and learning from Mr. Morris, Mr. Bouchard and Mr. Hiller made for an enriching change of pace, and it gave them a greater sense of the Upper School science program. This extra block also presents new opportunities to expose our Middle School students to activities that are not typically included in an academic curriculum but nevertheless have value. We recognize that, as adolescents, our students are curious and looking to explore and connect with their peers and teachers in novel ways. With this in mind, our faculty can use this special activity period to share a passion or interest, or engage students in learning something unusual, like how to play the ukulele or a spirited game of flag-football! Such activities reinforce the notion that learning can take many forms and is, most importantly, fun! The common schedule also allows for more interaction between the two divisions. Form V Dean,

Russell Combs, and Eighth Grade Team Leader, Greg Plumb ’96, have collaborated to create A-LEG, an initiative that partners junior mentors with groups of 8th graders. (Read more about this in the article “Leadership Moments Are Years in

{} The common schedule enables students and faculty to move between divisions, thereby opening up new and exciting opportunities for individualized learning and mutual support.

the Making” on page 34.) The newly aligned schedule has also afforded many more opportunities to meet as an entire community. Whether for Convocation, special speakers like

Dr. Janne Sirén, executive director of the Albright-Knox Art Gallery, or performance assemblies, these events build our sense of shared purpose and camaraderie. Finally, the common schedule enables students and faculty to move between divisions, thereby opening up new and exciting opportunities for individualized learning and mutual support. Students now have the ability to take classes in either division, allowing us to tailor a program to each student’s particular strengths. For teachers, the common schedule also allows for greater collaboration, flexibility in teaching assignments, and many more opportunities to learn and grow from each other. And logistics, like building in time to observe our colleagues’ teaching techniques, lining up substitute coverage crossdivisionally, or reaching out to our peers for support and professional development, are significantly eased. Indeed, the new schedule has helped us to align and unify our curricular goals to provide a more engaging and dynamic learning community for us all, students and faculty alike. n

A Historical Perspective By Roddy Potter ’82 Prior to the advent of coeducation – and the attendant division of the school into physically distinct campuses – there appears to have been a fairly high level of schedule integration at Nichols. Records from the pre-1973 era indicate that faculty in several departments, notably in modern and classical languages and the arts, routinely taught in both the high school and the “Junior School,” meaning that the daily schedule must have been sufficiently coordinated to allow interdivisional instruction on a wide scale. Even after the Middle School moved to Nottingham Terrace the language department continued in this fashion, with sixth- and seventh-graders bused on a daily basis to French and Spanish classrooms in the Upper School. By the mid-1990s, however, there was little if any carry-over of this practice, the Middle School having taken on its own full-time language teachers, and thus without any imperative to synchronize class times the Upper and Middle School schedules began to drift in increasingly divergent directions.

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Leadership Moments Are Years in the Advancement of Leadership in the Eight Grade (A-LEG) Mission Statement Our aim is to intentionally create leadership opportunities between the Nichols 8th-grade class and their junior class mentors through the cultivation of relationships focused on the highest ideals of character and service. Guided by the Nichols School Core Values, the A-LEG program will strive to connect our 8th-grade class to the Nichols community, its alums, and thereby increase Nichols’ impact on Buffalo and the world. – Gregory Plumb ’96, MS Science Teacher and 8th-Grade Team Leader

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Making

By Russell Combs, V Form Dean Last September, as part of our 8th-grade on-campus, overnight retreat, a group of 11th- grade mentors met for the first time with the 8th-grade members of their pods, which are comprised of two to four students. They had dinner, took part in a number of team-building activities, including a most spirited egg drop competition, and spent a beautiful Buffalo late-summer evening getting to know each other. Our new program grew out of conversations driven by Greg Plumb ’96, the architect and energizer of A-LEG, about how we could better help 8th-graders prepare for the challenges of life in high school that always seem to come just before students are ready for them. We hope the program will provide 8th-graders with both a mentoring relationship with a high school student that will carry over to the Upper School, as well as a forum for working on personal leadership. Juniors will be given an opportunity to be mentors and develop their own leadership styles and skills in a small group setting. Amazing moments unfolded all around campus in those first few hours of the retreat. Many of the 8thgraders became more conscious of their words and actions in the presence of the juniors. Juniors were suddenly faced with how to connect with kids who, although only a few years younger, seemed to be from a different generation. Our faculty noticed that the juniors in each pod approached the evening’s activities in ways that reflected their own personalities and drew on their strengths. We avoided telling them how to get their kids involved. We asked them to find a way to get to know and connect with their pods, and then gave them room to do it. As a result, when it came time to tackle the evening’s activities, the juniors, in turn, let the 8th-graders contribute their ideas and draw on their strengths. We are a school that challenges students to seek out answers — they aren’t simply written on the board. We work to bring out the individual voices of all students and encourage them to take ownership of their learning. Because that approach to learning and leading is modeled for them daily by our faculty, when it came time to

Winter 2015

venture out as leaders in their pods, our juniors turned down a familiar road. While we often tell students to do unto others as they would have done unto them, the truth is that most students will do unto others what has been done to them – often by us, the adults in their lives. If we are able to cultivate this program and see it bear fruit in the way that we envision, it will be in large part due to how it grew out of our school’s mission, values and culture. It wasn’t purchased, unwrapped and passed out with a workbook. A-LEG will succeed if we keep it rooted in what makes us Nichols School. As we talked with the juniors before sending them home to get some sleep prior to our own class retreat the next day, I was able to share with them my favorite moment of the evening. A few years back, as chair of the History Department, I observed a 7thgrade history class as they played a game of Jeopardy. Students worked in teams to answer questions about a just completed unit. They were all excited and engaged, except for one young man who was all over the room. He rolled around on the floor and crawled under desks throughout the entire period. His teacher was masterful and kept the Jeopardy session on track while helping this student to be as plugged in as he could be in that moment. That young man is now one of our new junior mentors. His energy level is still quite high, but there is considerably more poise. As groups dispersed to prepare for the egg drop, he looked around and realized his pod was one person short. His missing pod-mate was on the ground, rolling around in the grass at the edge of the quad. The look he gave his mentee was not unlike the look I saw his teacher give him a little more than three

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years earlier. In that moment, he had to decide how he would get his young charge to reconnect with the group. His tone and actions sounded and looked a lot like how he had been treated by his 7th-grade history teacher during that game of Jeopardy. The juniors laughed and jostled him as I told the story. They know him far better than I do, and had witnessed the same thing many more times than I had. While they made comments about karma and the circle of life, what hit me was that my junior would not have had that moment if we hadn’t created the opportunity for it. It didn’t happen serendipitously in the context of the school day. It happened as part of a program that we initiated in order to create those opportunities and experiences. I can’t describe how fortunate I feel to have witnessed that moment and shared it with my students. Since that beautiful September evening, the juniors and their pods have met a number of times. They worked together to make signs for Spirit Week. They’ve sat together at school assemblies. Most recently they spent time talking about whom they consider to be an important leader, prompting a chalk talk that explored characteristics of leaders and challenges the students face in their own school lives. Growing a program like this takes a lot of time, energy and patience. It will be messy and, like tending a newly planted garden, we will likely go long stretches wondering if anything of substance is happening. However, if we remain true to our school’s core values and beliefs and use them to guide our work, we just might be on our way to a bountiful harvest. If the first two months are any indicator, I like our chances! n

CLASSROOM SPOTLIGHT

An Alternative to “Cookbook” Laboratory Programs By Larry Hiller, Upper School Physics Teacher If you were to visit one of our 9th-grade physics classes in late September, you would see our students doing vector labs. This is not particularly surprising until you notice that each pair of students is doing a different vector lab. Meanwhile, two students in the room are playing chess. Two other students are in the hallway playing miniature golf. And hey, there are even two students outside with a map looking for “buried treasure.” Sure, it looks like they are just playing, but in fact, these students are all learning about distance and displacement.

In most high school lab programs, students are expected to do a minimum of 1,200 minutes of lab work for each course. Usually, this is done by having students do between 30 and 40 stand-alone labs that each take a single class period. Each of these labs involves following a prescribed set of instructions and filling out a data table that was provided by the teacher. At the end of the data collection, the students fill in a worksheet so the teacher can assess what they learned from the lab. At Nichols, our physics students do eight labs all year. Each lab lasts a whole week. The students spend four days working on their labs, and on the fifth day, they are responsible for sharing what they learned with their peers through whiteboard presentations. The goal of this program is to create an environment where the students are encouraged to go into depth on a few key topics, while learning a variety of process skills

that will be useful to them as they continue their academic career. By doing fewer, more intense labs, the students will have a greater likelihood of remembering the main ideas and gain confidence in their ability to do science. The benefit of having each pair of students do a different activity is twofold. First, the students are encouraged to become more self-reliant. Secondly, during their presentations there are great dialogues between the students about the similarities and differences in their procedures, techniques and results. At the beginning of a lab cycle, we put out 10 big bins, each of which is labeled with a different process skill that we want the students to develop. Objectives for each activity are placed in the bins, along with any critical equipment the students will need. The objectives are written in a minimalist format so as not to stifle the creativity of the students. Procedures and materials

lists are not provided to the students. They are expected to come up with their own plans and then gather tools and supplies to implement them. They have to decide what data to collect, how to organize it and, ultimately, how to analyze it.

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Strengths of the program When most people think of science labs, they think of sheets of instructions including materials lists, ordered steps to follow, and pre-made data tables to fill in. All that our students get is an objective, stated as simply as possible, and usually in just one or two sentences. The students must decide how to meet their objectives. They develop a procedure, and gather their own materials. They are responsible for figuring out what data they need to collect and how to interpret it. Any lab that we have in our program has been done dozens of times over the last six years – and it’s been done differently every time. On the day that their reports are due, the students also do oral presentations. Relevant diagrams and/ or graphs are drawn on whiteboards, and each pair of students talks for about five minutes about their lab. During the lab cycle, many different, exciting things are going on. The students are aware that everyone is doing different activities, but there is no time to really watch each other or talk to each other because they are so busy with their own work. The presentation day is a great way for everyone to hear about what the rest of the class has been doing. The best part is that since the students are hearing eight reports on widely different activities that all have a core physics concept in common, they really get the sense that “physics is everywhere.” During the presentations, the students question each other on technique and results. They give each other good ideas that they can use in their future labs. They reinforce each other’s good ideas. They sort out each other’s misconceptions. This is real science!

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The instructor’s role during the lab cycle is to circulate and observe the students, offering encouragement and suggestions here and there. We make a point of trying to interact with everyone at least twice in a period. Depending on the size of the lab section, I only spend between 5-10 minutes with each pair of students during a period. On the presentation day, the students are given about 10 minutes to put together a whiteboard and prepare for their talk. The presentations and discussions take about half an hour. The students’ grades are based on both their writeup (75%) and their whiteboard presentation (25%). The rubric that we use to score the write-ups has evolved over the years into something that is both useful as a guide yet not stifling to student creativity. At the beginning of each new cycle, the students pick a lab from a different bin so that by the end of the year, they have done a lab for eight different process skills.

A more inquisitive classroom culture Giving students ownership in the classroom can be an effective way to engage their intrinsic curiosity. Inquiry models of instruction, like this program, are linked to student ownership. This program offsets a demanding workload with the freedom for students to make choices about how they carry out their tasks. When students design their own labs, they get emotionally invested and want to do well; the quality of the students’ work improves dramatically. This program teaches students independence and self-discipline. They know we, their teachers, won’t be watching them every single second, but they are also aware that five periods can be a very short amount of time to achieve the high quality we will expect to see at their presentations. Consequently, it is rare to see anyone wasting time. In fact,

most students begin working before the bell rings! As an instructor, I consider my students as my “research team” and treat them accordingly. A free and open exchange of ideas is critical, as is the mutual respect required for such dialogue to exist. Here’s the fun part: At the beginning of the course, we discuss the goals of research with our students. It is very easy to elicit from them that the goal of research is to a) learn new things and b) share that knowledge with others. With whom do we want to share this information? The students are aware that research should be shared with colleagues and that it is often appropriate to share things with the general public. It also is very clear to our students that a researcher could not write one paper and submit it to both The American Journal of Physics and Time magazine for publication. One paper could not possibly be appropriate for both audiences. We want to encourage our students to learn to address both audiences. At the end of a lab cycle, when it’s time to write up the activity, each student writes his or her paper independently. One student in each pair writes a “technical” paper, which would be appropriate for other physics students to read. The other student in the pair writes a “popular” paper, in which the lab activity is explained in terms a 7th-grade student could comprehend. Technical papers are written in the third person and include all of the data and calculations. It is not necessary to define physics vocabulary in their papers. These students also write an abstract in the heading of their paper. Popular papers are written in the first person, and include pictures of the setup, procedure and results. Raw data are not included in these reports;

only summary information is given. In popular papers students have to define any physics vocabulary they invoke. Over the course of the year, each student will write five papers in each style, switching styles halfway through the year.

A golden thread woven through the sciences Programs like this one should not just be aimed at higher-ability students. In my experience, all students can benefit from this approach. We use the same pool of labs for our Regular Physics, Advanced Physics and calculus-based AP Physics students. Based on the papers they produce and the discussions we have on the presentation days, I feel that the students are actually learning physics in a meaningful way, and retaining it exceptionally well. During presentations or in class, students will frequently bring up labs they did months ago to make points in current contexts. This demonstrates that the students are capable of Application and Synthesis, the highest levels of Bloom’s taxonomy. I know that there are teachers who are skeptical of “student-centered” environments, mostly for reasons related to classroom management. Programs like this do require a lot of preparation on the part of the teacher, and the lab room can become fairly chaotic with 8-10 different activities going on at once. However, I believe that any teacher who gives such a program a chance and sees the positive effect on their students would never contemplate reopening the traditional “cookbook.” n

Why do Physics in 9 th Grade? Nichols began its Physics First program nine years ago. Our students take physics as 9th graders and then go on to study chemistry in 10th grade, followed by biology in 11th grade. There are several pedagogical benefits to this sequence. We can teach physics through the act of playing with toys. The course is very experiential. The students can see the motion and feel the forces. In that sense, it is a lot less abstract than the other sciences. There is also a lot less to memorize. In terms of content, the ideas that students learn in physics about energy, electricity, magnetism and light are a great foundation for understanding bonding, gas laws and emission spectra in chemistry. Biology students who already know chemistry are well prepared for discussions of nutrient transport, permeable membranes, the endocrine system and DNA. This spiral of connections does not work in the more common sequence of biology, followed by chemistry, followed by physics. There are cultural benefits to our program as well. No self-respecting adult would admit that they are illiterate, yet many happily proclaim that they “can’t do math.” Unfortunately, it is socially acceptable to be ignorant or even fearful of mathematics. Putting our young students in situations where they are solving real-world problems using mathematics helps them to not only trust but value mathematics in a way that we hope will one day become the new norm. One of the great aspects of teaching at an independent school is the ability to internally align our curricula however we want. The 9th-grade math teachers have arranged their courses so that the students are exposed early to the mathematical ideas they need most for physics class. Grasping physics isn’t easy. We ask our students to confront and overcome their misconceptions. We ask them to create their own models for how the world works. When our students ask us questions, we answer them with questions. We don’t want them to memorize and regurgitate our ideas; we want them to come up with and test their own ideas. For many students, it is quite a shock to be asked to think for themselves. It takes some getting used to. But it works. Our students do wonderful work. They get a lot out of it, and they come back for more. We offer three elective physics classes for older students, and each year they fill up.

L ABORATORY FRAMEWORKS Challenge

Data collection for these activities requires great care and perseverance on the part of the students.

Competitive

Students work separately, each trying to get a “better” answer to the problem.

Confirmation

Students try to prove something that they already learned in class.

Cooperative

Students work separately to collect a larger amount of data, which is then pooled together to find a result.

Discovery

In these activities, students are teaching themselves something new that has not come up in class before.

Gedanken

Inspired by the German word for “thought,” these activities often involve simulations or video analysis. Sometimes they are done as proposals for experiments that students would like to do.

Observation

Students form a model to describe the behaviors of a system. They have to defend their model with data.

Procedure

These activities are complicated enough that we give the students a few more guidelines than usual.

Research

As a part of these activities, students must look up data that will either help them get started or help them interpret their results.

Technology

In order to do these activities, students must learn how to use a new tool.

Winter 2015

Community At the Heart of our Mission By Kevin Powers and Caitlin Crowell The Nichols School mission statement calls us to “train minds, bodies and hearts for the work of life.” Our school commitment to those first two categories is easy to spot. You can see it in the work that takes place in our classrooms and studios, on our fields and stages, and everywhere else Nichols students strive to excel as scholars, athletes and artists. But where do we “train hearts for the work of life”? At Nichols, we do this through the community service work that our students undertake.

Our Community Service Program encourages students to find a need in our community that intersects with their own interests, skills or both. And Nichols students can routinely be found doing all kinds of meaningful work in neighborhoods across the city, for a diverse group of agencies and organizations. This diversity of service interests and experiences is a strength of our program. Myles Hervey ’17 volunteers as a tutor for Buffalo Prep, getting students ready to enter high school. Why? “Someone did it for me,” he explains, “and I want to make sure that the next group of kids gets the same opportunities I did.” Matt Igoe ’16 works with Elizabeth Triggs, the founder of a community organization on Buffalo’s East Side, None Like You/We Care Outreach. Last summer, Matt

Alexandra C

astiglia ’15

Right now I am a volunteer sw im coach for Franklin Swim the Nichols-E Team, and I am lmwood a member of Collaborative the Girls Educ Student Com ation mittee, which towards open is currently w ing a girls’ sc or ki ng hool in Tanzan last year for ia. I also ran Typhoon Hai a bake sale ya n re lief efforts in worked with the Philippin First Tee of W es, and NY. I enjoy vo and global le lunteering at vels because bo th local it opens my ey experiences es to various and opportun cu lt ures, ities that I w contact with ould not com if I were not e into volunteering .

Nichols School

organized a group of Nichols students to volunteer for neighborhood cleanups and tutoring below-gradelevel students, and he is continuing that work into the current school year. Luke Meyer ’16 volunteers at St. Luke’s Mission of Mercy, serving food to the hungry. Elena Ciotta ’15, Lizzy DiPaola ’ 15 and Jenna Rich ’15 help organize a shoe drive for refugee families. Hailey Miller ’17 volunteers at the Williamsville Farmers’ Market. Lilly Shuman ’17 volunteers at a summer day camp because she likes working with little kids. Brandi Ball ’16 works as an events coordinator for Computers for Children, Lily Verbeck ’16 volunteers her time at DeGraff Memorial Hospital, and Annabel Bacon ’16 runs an annual book drive to benefit Child and Family Services. Brady Stevens ’15 is one of the leaders of a large group

Service

Ralegh Petri ’1

I am a Mento r Coach with Buffalo Sabre I’ve also volu s Thunder Sp nteered with ecial Hockey. B uffalo’s divers by helping to e immigrant build and reha population b homes for through Wes low-income fa t Side Ministr milies ies. I helped with Hasek’s to build a muc Heroes as wel hneeded rink l as voluntee Having helped red with Cris my elderly gr is S ervices. andmother, I problems face became awar d by seniors e of the and the disa Western New bled caused York weather by our harsh . I or ganized Sho group that w veling for Sen orks in the co iors, a mmunity to ai d those in ne ed.

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of students who routinely volunteer at an urban farm affiliated with the Community Action Organization (CAO); their work helps the farm provide fresh, healthy food to people living on fixed or low incomes. These are just some of the many Nichols students serving people and organizations in need throughout our Western New York community. But whatever form of service and whatever the organization or agency, the common theme is that the service work that Nichols students carry out grows out of their interests and, in turn, helps them to grow as students and as citizens. So, where do we at Nichols “train hearts for the work of life”? That essential work takes place in neighborhoods, community centers, church halls, urban farms, tutoring centers, food pantries and nonprofit organizations across the city of Buffalo and throughout Western New York. You might even say that at Nichols, these service sites are the classrooms of the heart. Are you interested in serving our community? Contact Community Service Directors Caitlin Crowell at ccrowell@nicholsschool.org or Kevin Powers at kpowers@nicholsschool.org.

Nichols School

Carolyn Hoffman ’15 I’ve recently been volunteering at Westminster Presbyterian Church from 4:30-6:30 p.m. on Tuesdays for an after-school program designed for elementary schoolaged children. The volunteers sit with the kids as they eat dinner, and then after dinner, we help the kids with their homework, leaving time for games at the end. I’ve also been volunteering at Ronald McDonald House Friday afternoons, helping clean for the families who have a loved one at the hospital. I’ve continued to have a relationship with St. Luke’s Mission of Mercy on the East Side from my time at Holy Angels Academy and go a few times during the year, whether to help during the holiday season with food baskets or to help in the kitchen. What began as required service hours my freshman year of high school quickly turned into a voluntary commitment to helping the community. I have learned more about myself and who I want to be by volunteering with others than from any academic subject.

Kelly Ann Swartz ’16

Over the summer, I volunteered in the St. Catherine Laboure Nursing Home at Sisters of Charity Hospital in Buffalo. Many residents living in the nursing home do not have families or friends in Buffalo to visit them, so as you might imagine, many are extremely lonely. I volunteered there not because it was a requirement, but also to try something new. It was not only fun to become friends with the elderly and learn about their lives, but because they simply needed someone to talk to. Being a companion to them was heartwarming, because in some cases, I was the only new face they had seen in months. Seeing their faces light up was all the confirmation I needed to know I was brightening up their day.

Liza Ryan ’16

I have done volunteer work for Students for Environmental Awareness (SEA) since freshman year. This includes the annual Tour de Farms bike race that supports urban and rural farms around WNY, Buffalo Niagara Riverkeeper, CEPA Gallery and most of our work at CAO on Harvard Place. I do this volunteering because I have learned a lot more about urban farming and all of the fabulous organizations that are really dedicated to Buffalo and its revival. More important, I have realized how much I am in a position to be of service to other people and how much actually doing hands-on work directly affects your community.

Squash at Nichols School: Then and Now By Charles D. Ptak, Head Coach, Girls’ Varsity Squash

The first mention of squash at Nichols School dates back to 1910, when in the Verdian of that year, Headmaster Joseph Dana Allen wrote that “During the winter months [...] the squash courts, the indoor track, gym floor, and [pool] are constantly used.” It should come as no surprise that two squash courts were part of the original design in the new gymnasium, considering many local alumni at the time – including A. Conger Goodyear, Frank H. Goodyear, Jr., and S.V.R. Spaulding – were leading proponents of building squash courts locally at the Saturn Club and Tennis & Squash Club. According to the Verdian in the subsequent years, the School hosted intra-school tournaments, open to both faculty and students, in 1911 and 1912. The first recorded winners were Mr. Duncan H. Aikmann (faculty) over Mr. Judson A. Parsons (faculty) in the Upper School bracket, and Arthur L. Notman ’15 over Seymour H. Knox, Jr. ’15 in the Lower School. Seymour H. Knox, Jr. ’15 began his studies at Nichols in the First Form in 1910, before completing his studies at the Hotchkiss School in Connecticut. After Nichols, Hotchkiss and Yale University, he went on to become captain of the U.S. Squash national team in 1935 and later served as President of U.S. Squash in 1948-49 before cofounding Skillman Associates, “the association of former team players, alumni, parents and friends of Yale University Squash.” Thus began the first in a long line of Knox family members involved in squash at Nichols. His son, Seymour H. Knox III, was on the Board of Trustees at Nichols for many years and also served as President of U.S. Squash from 1967-69. Mr. Knox Jr.’s other son, Northrup R. Knox ’46, was a letterman in squash and hockey at Yale, captain of the United States polo team, and a world champion in court tennis to boot. The brothers were featured in the Sept. 14, 1959 issue of Sports Illustrated under the title “School of Hard Knox.” The youngest of the nearly century-long Knox legacy at Nichols – John C. Knox – earned a varsity letter in squash and graduated in 2011. Squash reentered the Verdian in 1952, with a simple picture labeled “Squash team” with three members in the Class of 1953: John Cramer, David Robb and John Hobbie. The “North American” Knox Squash Courts were formally dedicated on February 17, 1964, with an

exhibition match between Northrup R. Knox ’46 and Stephen S. Gurney ’51. The new “international” courts were built in 2001 with support from the Seymour H. Knox Foundation, including Seymour H. Knox IV ’73, and were fully refurbished this past summer. The first Nichols squash team to use the Knox courts was the 1964-65 team, led by Head Coach Austin McC. Fox ’30. Mr. Fox, the longtime chair of the English

1952

Department, retired from Nichols in 1978 after 37 years. The assistant coach for that team was Stephen S. Gurney ’51, also a member of the Nichols English Department. Mr. Gurney went on to become the head coach at Yale University from 1976 to 1983, and the Steve Gurney Award is given there annually “to the squash player who has achieved great personal growth in the course of the season.” The 1964-65 team consisted of Richard B. Benson ’65, William C. Bissett ’65, Richard O. Hayes ’65, Nicholas P. Rumsey ’65 (captain), B. Mason Bowen, Jr. ’66, Theodore C. Jewett III ’66, Jeffery D. Weeks ’66, David H. Arbesman ’67 and Charles P. Jacobs ’68. The first full schedule in 1967 (of what is now the

Winter 2015

1964-65

Conference of Independent Schools Athletic Association) included matches with Ridley College, Upper Canada College, Trinity College School, Appleby College and Hillfield College, and the first Interstate League match was with Shady Side Academy in 1969. Nichols further strengthened its schedule by hosting some of the finest competitors from New England and the Mid-Atlantic by launching the annual Nichols Invitational in 1970. Nichols defeated Trinity-Pawling School (from the Founder’s League of the New England ranks) 3-2 after falling to a “superb” Episcopal Academy squad from mainline Philadelphia. Following the first full year of co-education in 197374, the first year of girls’ squash came in 1977-78, with matches against the University Club, Saturn Club, Tennis & Squash Club, St. Catherine’s Club (Ont.) and the SUNY-Buffalo club team. The 1977-78 Nichols Girls’ Squash team consisted of Patricia Marlette Nalle ’78, Greta Flickinger Barton ’78, Carolyn Lubke Blanford ’78, Ann Flynn Wolney ’78, Mary Kenefick Kopp ’78, Darby Ruth Johnson ’79, Penny Sue Benatovich ’79, Molly Magavern ’79 and Carolyn Piver Dukarm ’80. The Buffalo City Singles Championships were first held in 1925. The winner that year was Mr. E. L. Hedstrom, father of Eric L. Hedstrom, Jr. ’41 and grandfather of Gilbert S. Hedstrom ’71. Since that time, Buffalo City Men’s and Women’s Singles champions have included John

Nichols School

Bassett ’14, Grace Munschauer ’14, Michael Che ’11, Pamicka Marinello ’11, Charlie Barth IV ’06, Lauralynn Drury ’04, Julia Drury ’02, Sarah Kreiner ’99, Lisa Regan Anderson ’82, Lisa Benatovich Brosofsky ’82, Peter DeRose ’78, Phillip C. Barth III ’75, Stephen S. Gurney ’51, Wolcott H. Johnson ’48, Seymour H. Knox, Jr. ’15 and Mary Rech Rockwell (faculty). The Buffalo City Doubles Championships were first held in 1936. Since 1936, Buffalo City Men’s, Women’s and Mixed Doubles champions have included Caroline Hogan ’14, Charlie Barth IV ’06, Lauralynn Drury ’04, Erin Hart ’03, Julia Drury ’02, Steve Joyce, Jr. ’82, Peter DeRose ’78, Helen Ladds Marlette ’77, Scott Friedman ’76, Phillip C. Barth III ’75, Elizabeth Stevens Gurney ’75, Marc Reinhardt ’73, Charles Jacobs ’68, George Ostendorf, Sr. ’59, Robert E. Rich, Jr. ’59, James Wadsworth ’57, Stephen S. Gurney ’51, Nelson M. Graves, Jr. ’44, William R. Dann ’44 and Mary Rech Rockwell (faculty). In the May 3, 2014 edition of The Buffalo News, columnist Charlie Garfinkel featured local squash players who are part of “Buffalo’s roots.” They include: William R. Dann ’44 and Nelson M. Graves, Jr. ’44: “Their incredible teamwork resulted in them winning seven City Doubles Championships, five U.S. National Age Group Championships and three Canadian Age Group Championships.”

1978

Charles Jacobs ’68: “Without doubt, Jacobs is one of the greatest doubles players to have ever played in Buffalo. From the late 1970s until the late 1980s he won the City Doubles Championships 11 years in a row with three different partners — Rev. Bob Hetherington, Jim Wadsworth ’57 and Marc Reinhardt ’73. For good measure he added a 12th City title, again with Marc Reinhardt ’73.” Phillip C. Barth III ’75: “Barth was a six-time City Singles Champion and won 11 City Doubles Championships.” Peter DeRose ’78: “Only local player to win a National Open Doubles title and was twice ranked No. 1 in doubles in North America. A four-time City Singles Champion and a 10-time City Doubles Champion.” Nichols has seen many squash coaches over the years, with perhaps none having as distinguished a record as George Kloepfer ’68. For 29 years – from the 1977-78 season to the 2005-06 season – Coach Kloepfer guided his teams through local matches and on trips up and down the Eastern seaboard. Coach Kloepfer himself won the Buffalo City ’B’ Singles Championship in 1990 and City 50+ Championship in 2003. In recent years, Nichols squash alumni have gone on to captain such programs as the University of Pennsylvania, Dartmouth, Wesleyan, Colgate and Hamilton, among many others over the past

decades. Currently, the Varsity Boys’ team continues to play a local and Canadian schedule, winning their first CISAA championship in 2013. The Varsity Girls’ team also features a local and national schedule, including annual matches with St. Andrew’s School in Delaware – The Roach Cup – in honor of Daniel T. Roach, Jr. ’75, current Head of School at St. Andrew’s, and with Berkshire School in Massachusetts – The Clough Cup – in honor of current Head of School, Bill Clough. The 2013-14 Boys’ and Girls’ captains now play collegiate squash at George Washington, Hamilton and Williams. n Editor’s Note: The genesis of this article occurred during a routine rooting through the archives. Chuck Ptak, the Nichols Girls’ Squash Team coach, stumbled on a picture of the 1964-5 team, with a typed note on the back: Nichols’ first squash team. It seemed like a great time to commemorate a milestone – 50 Years of Squash at Nichols, and Chuck assumed a quick paragraph and a scanned photo or two would suffice for our publication. Not so fast! Due diligence – and Jim Zug’s authoritative “Squash: The History of the Game,” John Sessions’ “Nichols School: A Century of Tradition and Change 1892-1991,” and Buffalo Squash Racquets Association records - revealed an earlier and more nuanced story. Conversations with Mary Rech Rockwell, Seymour Knox ’73, George Kloepfer ’68, and Roddy Potter ’82 helped complete the picture. What results here is an exhaustive – and exhausting – comprehensive history of squash at Nichols. Thank you, Chuck and friends, for helping set the record straight! We welcome your memories, updates or photographs for the Nichols archives.

Winter 2015

A Trip to the Dunes Club: Two Perspectives Alumnus Perspective: Warren Gelman ’63 Mike Keiser ’63 has never said no to a request from Nichols School. Whether it was a request from classmates to give a Reunion gift so that his class could set a record and motivate other classes to keep up; or a request to make a leadership gift for the Class of 1963 Center for Mathematics and Science; or a request to be the Commencement speaker at the 2013 Commencement Ceremony, Mike has always said yes. So when I received a telephone call last spring from Coaches Ron Montesano and Frank Sacheli about a possible trip to New Buffalo, Mich., with the Nichols Boys’ Golf Team to play on Mike’s nine-hole Dunes Club course, I knew that it would be an easy sell to Mike. The trip involved three of Mike’s passions, which include his Class of 1963 friendships, Nichols School and golf. I emailed him about the trip, and he replied within minutes: “Of course.” The trip turned out as expected. Mike and I had a wonderful time that Friday; we played some golf and reminisced about our class, our friends and many trips over approximately 40 years. Golf trips to Scotland, Ireland, Nova Scotia, South Carolina, Florida and Bandon, Ore., have cemented friendships among the Class of ’63 and other classes, and I am proud to say that those friendships remain intact and as strong as ever today. Mike Keiser’s

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leadership and involvement have been a big part of the closeness and friendships of his class over the years. Our time at the Dunes Club in New Buffalo was typical of a Mike Keiser event. On Saturday we played 27 holes of competitive golf with Mike and the Nichols team. Mike walked alongside the caddies and the boys, deep in conversation. As is always the case, he paid more attention to the caddies and the kids than he did to Ron, Frank and me. By the end of the day, Mike had played some very good golf and won several matches. He indicated afterwards how much he enjoyed the day with everyone. There was no great fanfare surrounding these seemingly simple moments. But the Nichols Boys’ Golf Team saw firsthand Mike’s unassuming and friendly personality, which are his trademarks. Moreover, it was touching to see the camaraderie of the Nichols team. It appears to me that some special friendships are forming – it was similar to my experience as a teenager many years ago. Many of my closest friendships were forged on the golf course in my teenage years and later years, and I expect that members of today’s Nichols Golf Team are also forging these types of friendships. In many ways, Mike made this trip possible, which shows how much he cares for Nichols School. The Judgy Lytle ’64 Endowed Scholarship at Nichols and the many great golf courses around the world he helped to create

Above: From left to right, front row, are Ronald Montesano, Michael Bliss ’16, Mike Keiser ’63, Warren Gelman ’63 and Frank Sacheli H’14. Back row are David Pfalzgraf ’15, Michael Hafner ’16, Tom Elia ’17, Alex Fisher’ 15, Charlie Carlson ’17, Luke Meyer ’16 and Gregory Sibick ’15. Below: Stephen Goodwin’s “Dream Golf: The Making of Bandon Dunes” is a fascinating look into Mike Keiser’s bold vision and journey to create one of America’s most renowned courses on the rugged coast of Oregon.

are contributions that may last forever. Many of us make significant contributions during our lifetimes, but few of us do things that will last forever. For many generations to come, Nichols students and golfers around the world will be impacted positively by what Mike Keiser has done.

Student Perspective: Alex Fisher ’15 The trip to the Dunes Club in New Buffalo, Mich., was a fantastic learning experience for the golf team. For two days we played an incredible course. More important, we played with two amazing people. Mr. Keiser and Mr. Gelman were very gracious hosts, helping us navigate the course’s lightning-fast greens and expansive waste bunkers. Even when pars and birdies proved elusive, everyone was in high spirits. People open up on the golf course. Far away from the office or classroom, golfers let down their guard and are at ease. Golf is indeed a great equalizer. While we played, Mr. Keiser and Mr. Gelman shared stories about their Nichols days, and I was struck by the fact that their relationship with the school is no different from the one I am having some 50 years later. New buildings, fields and faculty have not shaken the Nichols culture. The campus was a place of collaboration and creativity back when the Class of 1963 graduated, and it was the same when Mr. Keiser gave the Commencement speech to the graduating Class of 2013. During our third round at the Dunes Club, I partnered with Mr. Keiser in a match against Mr. Gelman and Charlie Carlson ’17. I was amazed by our hosts’ style of

play; they play fast, really fast. Rather than bother with pesky practice swings, they step up to the tee with full direction and whack the ball right down the middle of the fairway. In an era in which many of my fellow junior golfers are groomed to act like robots with hardwired elaborate warm-up routines, Mr. Keiser and Mr. Gelman’s style of play is refreshing. Every student who played with them learned a valuable lesson in finding his own style of play. It is a powerful message that we can apply to other situations beyond course. Golf is a lifetime sport. There are infinite ways to put together a foursome. Unlike many other sports, it doesn’t matter whether someone is from another generation or plays at a totally different skill level. We all try to make the same little white ball drop into a 4.25 inch cup in as few strokes as possible. That common goal is the beauty of the game. Through the generous efforts of Coach Montesano and Coach Sacheli, we have been fortunate to become friends with alumni who are also our role models. When the current Nichols Boys’ Golf team tees it up against a tough Monsignor Martin league opponent, we know we have the support of generations of former students. It was a pleasure to witness the friendship between Mr. Keiser and Mr. Gelman. Their careers took them to dramatically different places, yet golf has always drawn them back together. My wish is that I, too, can maintain the wonderful relationships I have made on the Nichols campus – long after I graduate. n

Winter 2015

S P O RTS

U P DATE

Coach Desautels Wins 500 Games By Adele Jackson-Gibson ’09 As one of the most successful high school soccer coaches in Western New York, as well as a beloved English teacher, Nichols Girls’ Varsity Soccer Coach, Larry Desautels, has become a legend on the field and in the classroom. At times, he has even conflated the two roles. Flowery speeches and refined rants often color the Nichols Girls’ Varsity Soccer experience, inspiring his athletes to play and pick up a dictionary. What coach screams the word “egregious” to describe a bad call? Coach Desautels started coaching in the late ’70s, when girls really began to gravitate toward the sport, and his philosophy has stayed the same since the beginning: There is no such thing as “girls’” soccer. For him, “playing like a girl” means playing as hard as any boy. Over the years, many talented females have appreciated his equalizing coaching stance, because it has given them the space to develop as strong, confident players to bring home the wins.

A total of 500 wins is more than just an impressive statistic; it is a string of stories that span generations, and chains of hard work linking the hours of practice, grueling preseasons and countless passing drills. 48

Nichols School

In his 36th season of coaching soccer at Nichols, Desautels achieved an exciting milestone. On Oct. 10, the players were finally able to pull off the 500th win for the coach in a 3-1 victory against Mount Mercy Academy. The Nichols community celebrated Desautels’ achievement at a morning meeting. Captains Emma Elia ’15, McKenna Geiger ’15 and Amanda Szarzanowicz ’15 each spoke about Coach Desautels’ impact on their skills and their lives. The girls then sprinkled the stage with 500 balloons – green and white – each signifying the levity of the moment and the gravity of the Nichols soccer tradition. A total of 500 wins is more than just an impressive statistic; it is a string of stories that span generations, and chains of hard work linking the hours of practice, grueling preseasons and countless passing drills. Thank you, Coach Desautels, for your dedication and commitment to Nichols Girls’ Soccer – and congratulations!

Golf: Alumni vs. Students By Blake Walsh ’98

2014 Nichols Hall of Fame Inductees Back Row: Meaghan Sittler ’94, Ronald Killinger ’72, Sarah Kloepfer McLynn ’97, Derek Laub ’89, Michael Sullivan ’80 Front: Henry DePerro, Jr. ’66, Michael Quinlan ’64, Frederick Hunt, Jr. ’69, Paul Danieu ’82, John Mineo ’72

Athletic Hall of Fame Induction

On Monday, Oct. 6, the Nichols Alumni Golf Team, gathered by captain, Warren Gelman ’63, defeated the Nichols Boys’ Varsity Golf Team. The final tally was 13.5 to 6.5 at Cherry Hill Club in Ridgeway, Ontario. Gelman and partner Ed Marlette ’64 defeated varsity golfers Charlie Carlson ’17 and Matt Gasuik ’17. Also winning for the alums were the teams of George Bergantz ’67 and Jack Walsh ’63, Mike Walsh ’70 and Kingman Bassett ’77, and David Pfalzgraf ’88 and Ted Walsh ’72. The lone bright spot for the varsity guys was the team of Gregory Sibick ’15 and Michael Bliss ’16, who found their games and were able to defeat Matt Miller ’95 and Frank Sacheli H’14.

By Blake Walsh ’98 The 10 alumni members of the 2014 Athletic Hall of Fame class were formally inducted in a ceremony on Friday evening, Sept. 26, in the Flickinger Performing Arts Center at Nichols. With 250 people in attendance to pay tribute to this year’s honorees, the event formally acknowledged the accomplishments of these exceptional alumni athletes, who were presented by fellow alumni, coaches and friends, with inductees ultimately taking the podium themselves to speak about their most meaningful Nichols sports memories. For more photos and to read the official citations written for each inductee, visit www.nicholsschool.org/athletichalloffame.

Row 1: Cavan Derrigan ’18, Matthew Gasuik ’17, Frank Sacheli H’14, Warren Gelman ’63, Ted Walsh ’72, George Bergantz ’67 Row 2: Jack Vanderhorst ’18, Gregory Sibick ’15, Michael Hafner ’16, Michael Bliss ’16, Charlie Carlson ’17, Joe Tomczak ’17, Luke Meyer ’16, Ed Marlette ’64, David Pfalzgraf ’88 Row 3: Alex Fisher ’15, David Pfalzgraf ’15, Mike Walsh ’70, Jack Walsh ’63, Matthew Miller ’95, Kingman Bassett ’77

Winter 2015

AFTER NICHOLS

Ken Robinson ’91 Ken Robinson ’91 is Regional Disaster Officer for the American Red Cross in the Ohio Buckeye Region, serving 45 counties in northwest, central, and southeast Ohio. Ken’s work is based out of Perrysburg, Ohio, where he lives with his wife and two sons. Dedicated to service and helping others, Ken chose a career path that grew out of his experiences at Nichols, where he began as a junior-year transfer student in 1989.

What are you up to now? Tell us about your life and career. When Mrs. Dow asked me to help organize the blood drive in my junior year, Mrs. Walsh explained that it would be a good way to meet people at the school. I continued organizing blood drives in college at Ohio Wesleyan University and was hired by the American Red Cross in Toledo right out of college. I have served in volunteer services, branch operations, as Chief Operating Officer, and in my current posting, Regional Disaster Officer. In May of 2014, the Northwest Ohio Region merged with the Central and Southeast Ohio Region for a combined 45 (out of 88) counties in Ohio with a population of four million. I maintain offices in Toledo and Columbus and am generally away from home two days and one night per week. As Regional Disaster Officer, I lead a team of volunteers and employees to execute on the full range of American Red

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Cross Disaster Services. Our areas of focus are: • Preparedness – ensuring the community has the information and resources it needs to prepare for emergencies so that their effects are mitigated and that individuals, families and businesses are more resilient in the face of a disaster. • Response – we respond to thousands of fires each year as well as tornadoes, flooding and other severe weather events. We also need to be prepared for manmade emergencies such as nuclear incidents, mass casualty responses and civil unrest. We’ve responded to all except the nuclear incidents during my tenure. This involves a great deal of planning, exercises, and consistent team building and organizing. • Recovery – We act as the facilitative leaders in our communities to engage a whole community response

to emergencies We work with outstanding government and NGO partners and are committed to doing everything possible to ensure there are no gaps in the services people require to recover from their disaster-caused or disasteraggravated needs. Did anything from your time at Nichols inspire your career path? What motivated you to get involved in this line of work? I tell my volunteers and staff that our calling is to be the best part of

someone’s worst day ever – after that fire or flood or tornado – and that both the client and the service volunteer are inspired by what we do. I learned that through the Thanksgiving food drive and the ESL program I began at Nichols for immigrant students at Grover Cleveland High School in Buffalo. I always feel that I get more from serving than I give. Nichols instilled in me a discipline and work ethic that I’ve always relied upon since. I also began to learn there the importance of writing and speaking and researching, all of which I use in my career and my personal philanthropy. Most profoundly, Nichols gave me opportunities for service through the Butzer Program that formed me into who I am now. What advice do you have for others who may want to work in your field? Be fearless. The human heart has a truly limitless capacity for caring and compassion. It’s elastic and resilient and like any other muscle, it needs to be exercised. Finding your passion is something that the Nichols experience (and college) can really foster and enable. At Nichols, students find themselves in a community of great human and material resources. The influence and affluence of our community is greater than we realize, and when a student is motivated, everything else magically falls into place. What are the most valuable lessons you have learned in your life to date? What would you want to pass along to young Nichols graduates as they embark on career/college/life? Arrive early, work harder than the next person, stay late. So much of life’s success is being present at the right place and at the right time to

realize the opportunities to learn and serve. It’s a terrible cliché, but you get out of life what you put into it. The level of investment directly affects the return (true in finance, in personal and professional affairs, and in philanthropy). Finding what inspires you and creating a vocational or avocational opportunity to live that out is critical. Silly as it may seem, there has not been a day when I haven’t been excited to go to work. What is your favorite Nichols memory? My classmates may not share it, but I have vivid memories of exhorting the senior class to beat the juniors in the Thanksgiving food drive. I had zero interest in cooking breakfast for the juniors or anyone else. I cannot recall the result, but we collected a phenomenal amount of food and raised a great deal of awareness about food insecurity. It hit me especially when Mrs. Izquierdo, the ESL advisor at Grover Cleveland High School, told me many of the students we tutored in the ESL program weren’t always sure of how they were going to eat and had the added difficulty of not being proficient in English to access the resources others may find for help. I loved the service project and I was changed by the new awareness. Anytime you can educate and meet a need, you’ve been successful. What do you feel is your greatest accomplishment? We have two sons who are bright, caring, service-oriented young men (at school, at church, through Scouts). They have a commitment to social justice and inclusion of all people that makes me immensely proud. Much of that comes out of our faith experience

and conversations as a family, but children can really choose to opt in or opt out. I just don’t have enough words to say how happy it makes me to see their care and concern for others. What do you like to do for fun/ volunteer work/hobbies, etc.? My personal philanthropy centers on Rotary, whose core values are not dissimilar from Nichols’ values. I have been a Rotarian for 17 years and I love the opportunities it has given me to serve and improve communities near to and far from me. Rotary is a place to join leaders who share a commitment to the Four Way Test (of the things we think, say or do) as an ethos, exchange ideas about pressing community needs, and to take action to address them as an individual club or collection of clubs through Rotary International. We are so close to eradicating polio, for example, and also have the opportunity to promote peace and goodwill through projects focusing on sanitation and clean water, maternal and child health, economic empowerment, literacy and education, and so many others. It is a blessing to have a vocation and avocation that I love. Beyond my involvement with Rotary, I stay active as Troop Committee Chair for my sons’ Scouting troop, chair of the Perrysburg Schools Strategic Facilities Commission, and through Rotary in-service projects at our local food pantry and domestic violence shelter. I try to focus my volunteer work in areas where my sons can also be involved. Inspiring them to care and serve and to be responsible, contributing citizens is my most important job and the one I love best. n

Winter 2015

AFTER NICHOLS Current Trustee of Nichols School

Amy Blum Houston ’85 Amy Blum Houston ’85 is Managing Director of Management Assistance for the Robin Hood Foundation, New York City’s largest poverty-fighting organization. Since its founding in 1988, Robin Hood has focused on finding, funding and creating programs and schools that generate meaningful results for families in New York’s poorest neighborhoods. The organization has raised more than $1.95 billion in money, goods and services to provide hundreds of the most effective soup kitchens, homeless shelters, schools, job-training programs and other vital services that give New York’s neediest citizens the tools they need to build better lives. The organization also administers a relief fund for disasters in the New York City area. In addition, Robin Hood’s board of directors pays all administrative, fundraising and evaluation costs, so 100 percent of public donations goes directly to organizations that help New Yorkers in need. When Robin Hood decides to fund an organization, they are investing not only in that group’s ability to provide extraordinary services to people in poverty, but also in the ability of nonprofit leaders to manage complex organizations. The support of a committed board, a transparent accounting system, a motivated staff, managing logistics, overhead and office arrangements – this is where Amy Houston comes in. Her job overseeing Management Assistance is to augment and protect donor investments in these life-saving organizations. This is done through Robin Hood’s

Nichols School

consulting staff lending expertise directly to a nonprofit, and at other times, recruiting the best providers of professional services for grant recipients. Each year, Robin Hood’s staff and corporate partners provide professional services to grant recipients worth more than $5 million. In 2000, Robin Hood helped start and fund NPower NY, a nonprofit dedicated to providing technology assistance and consulting services to New York’s nonprofits. In 2001 (its first year of operations), NPower NY helped nonprofits obtain over $250,000 worth of new hardware to replace what was lost in the attacks of September 11th. And in 2003, Robin Hood created Capital Initiative to combat inadequate facility issues, allowing for better lease negotiations, as well as bigger and better spaces. It has also helped nonprofits break ground on new buildings. These capital improvements equate to more people served and a higher return on Robin Hood’s funding investment. As Amy explains, “Management Assistance enhances Robin Hood’s investments. It makes every donated dollar into much more than that.

More important, it assures that every organization is effective.” Did anything from your time at Nichols inspire your career path? What motivated you to get involved in this line of work? Nichols has always been deeply connected to the Buffalo community. Back then, we all thought about ways to change the world inside the classroom – and we volunteered outside of the classroom. The notion of service was central. Working in schools, first as a teacher in Namibia and then in low-income communities in Chicago, helped me understand the singular value of education as a poverty-fighting tool. It made me value my Nichols experience and now makes me passionate about all students getting access to a great education. Nichols was the most important part of my education. Diagramming sentences in middle school and learning how to research, analyze and write in high school. All else rests on these core skills. Amy Blum Houston ’85 in front of University Settlement House in New York City, a Robin Hood Foundation partner that runs early childhood programs on the city’s lower east side.

What advice do you have for others who may want to work in your field? If you’re thinking about the nonprofit sector, volunteering is a great place to start. Identify the causes you are most interested in, and then look for organizations that are result-focused and well run. Nonprofits are typically smaller, so we value folks who have lots of different skills and are willing to do whatever is required to get the job done. What are the most valuable lessons you have learned in your life to date/what would you want to pass along to young Nichols graduates as they embark on career/college/life? First, it’s good to have a plan, and then it is right to change the plan as often as you need. Pilot, adjust and pilot again. Second, and related, quoting from my dad: less talk, more action. Third, remember the Nichols network. Call on our talented alumni for advice and connections throughout your career. What is your favorite Nichols memory? It’s all from seventh grade. Singing “Laudamus Te” in Mrs. Wagner’s chamber chorus. Making a pig-shaped cutting board in Mr. Sacheli’s shop class. Fighting for the right for girls to wear pants on Student Council. Taking an elective with Mr. MacKinder where we came to school at 7:00 a.m. and cooked bacon and eggs on a tin can repurposed as a stove. I think we were learning outdoor cooking skills… What are your greatest accomplishments? Having a rewarding career and sharing it with my family. Finding and keeping great friends, many of whom I met at Nichols. n

Winter 2015

Honoring the legacy of

Keith Celniker ’84 By Laura Yusick, Director of Financial Aid Nichols School is extremely fortunate to have many endowed funds, known as named scholarships, established by alumni and friends of the School to support our financial aid program. Some named scholarships are created to continue the legacy and memory of a lost loved one like Keith Celniker, a member of the Class of 1984. Keith Celniker joined his class as a sophomore. He had spent the previous seven years in Greece studying at the American Community Schools (ACS) of Athens. Well traveled by the time he was 14, he had visited England, Scotland, Turkey and the former Soviet Union. He was small physically, yet mature emotionally. He was a thoughtful, hardworking, friendly and, most notably, a young man of character. Remembrances by several of his friends, teachers and coaches reveal how Keith influenced the lives of the students and faculty around him in immeasurable ways, then and now. Undeniably he stood out that first year at Nichols and was not surprisingly selected as the co-winner of the Yale Award, the only accolade awarded to a sophomore. In just nine months, he had assumed a position of prominence in his class as a scholar, as a citizen, and as a contributor to the community at Nichols School. And contribute he did. In and out of the classroom. On and off the field. “Keith was always looking for ways to add value,” his friend Shane Coppola ’84 said, “Although not a natural quarterback, he worked hard for two years to get stronger and bigger and faster – and he did it. He became the

Nichols School

quarterback our senior year.” Shane commented, “He joined the track team but wasn’t fast, so he tried the pole vault. He had never done it before. He worked at it, and soon enough he was competing. He wasn’t afraid to take risks.” His acts of leadership and his effect on the Nichols community continued in the subsequent years at Nichols. His coaches, George Kloepfer ’68 (football) and Tom Franz ’76 (wrestling), have reflected on his character, his grit and determination. Countless messages in his yearbook from teammates and friends refer to his perseverance and leadership on the wrestling team. One student wrote, “I wished we could have been better for you.” George Kloepfer stated, “He was the kind of person who left a place better than it was.” His friends recall his scholarship, but mostly his spirit. “Keith could gather a group together and organize a trip to Ft. Lauderdale for 20 people and at the same time organize a whiffle ball league that was well-attended and supported. He had rosters and everything!” Mike Roach ’84 said. It is apparent that Keith’s enthusiasm for fun was contagious and that his ability to organize a great and meaningful time was a core part of his personality and legacy. In the spring of his senior year, Keith was named winner of the 1984 Cottle Award. According to the inscription, the award is given to: “The member of the graduating class whose scholarship, achievement, leadership and influence, based on character, has been of greatest value to the School.” Keith’s citation read:

Some lead by the accumulation of involvements. Others lead by presence. You, Keith, are one of the latter. It is not that you have been uninvolved: those who have watched you play football, wrestle, run, those who have seen you act, those who know of your scholastic achievements recognize the contributions you have made. But the sum of your activities does not equal your influence, your capacity to inspire trust and loyalty, your knack for correcting peers with no hint of self-righteousness. As one teacher said of you, “your strengths influence others to think about their own performance.” Your quiet command, your self-possession and self-confidence have set you apart in the eyes of your classmates and in the eyes of your teachers. You embody the best of Nichols, Keith, and we delight in naming you the recipient of the 1984 Cottle Award. June 1, 1984

His college counselor, Jim Kramer, wrote in his college recommendation the following: “Friendly, utterly responsible, witty, confident and concerned for others, he has no personal weaknesses that we can discern. An excellent student who is coming on strong, an actor of considerable ability and an athlete who makes the most of his talent, Keith is our version of the Renaissance man.” Keith had plans to attend Brown University. Keith would have celebrated his 30th Reunion this past June. The Class of 1984 suffered a great loss with his passing. In search of a way to honor Keith, hundreds of gifts were sent to Nichols in his commemoration. The funds were used to establish a scholarship which serves as a continuing tribute to Keith’s memory. Every four years, the scholarship is awarded to a rising 9th-grade student who demonstrates many of Keith’s outstanding attributes. The recipient is named through graduation. In a recent conversation, Kevin Burke, our 1994 Celniker scholar, reflected on his scholarship and his close relationship with Phil and Joyce Celniker: “I never would have attended Nichols without the scholarship. … and the Celnikers, well, I spent a lot of time at their house for dinner between practices… Mr. Celniker was instrumental in all of my choices from classes to take, clubs to join and actually, my career path too as he let me spend a summer in his law firm… I remember sharing the

news about my acceptance into Georgetown and before I knew it, Mr. Celniker surprised me with a Hoya sweatshirt and a wastepaper basket!” Phil Celniker is often seen at games and performances cheering on Celniker Scholars in their activities as well as supporting Nichols teams. His connection to this community remains strong and unyielding. This year we are pleased to name Hanna Prince ’18 our 2014 Celniker Scholar. “When I was notified I had earned a scholarship, I was excited. After reading the background on the Celniker Named Scholarship and how I had been chosen for having similar qualities as Keith, it took on such a deeper meaning. It was a compliment and I am going to work my hardest to honor his memory. This scholarship helped my dreams of attending Nichols come true,” she said. To be considered for the Keith Celniker ’84 Memorial Scholarship or any other named scholarship, students must complete the admissions process and the financial aid application to determine eligibility. Please contact Laura Yusick ’96, Director of Financial Aid, at 716.332.6329 about the needbased scholarship process. Those wishing to support the Celniker Scholarship at Nichols are encouraged to contribute to the fund, as it is a part of the School’s permanent endowment. If you would like more information on contributing to the Keith Celniker ’84 Memorial Scholarship Fund, please contact Leslie Garcia, Director of Development, at 716.332.5151. n

Winter 2015

Reunion 2014 By Blake Walsh ’98

On Friday, June 6, following the 122nd Commencement, Nichols alumni gathered for Reunion 2014, which included campus tours, a “Welcome Back” program in the Glenn and Awdry Flickinger Performing Arts Center, Distinguished and Honorary Alumni Award presentations, and a reception in the Quadrangle. The Reunion celebrations began early in the day, with the 50th Reunion Class of 1964 meeting their Pen Pals in the Class of 2021, and went well into the weekend, with class parties and activities through Sunday. With 350 people in attendance over the weekend, and great weather on hand, Reunion 2014 proved a true success.

The “Welcome Back” program featured a State of the School address from Head of School, Bill Clough, as well as the presentation of three awards:

The Honorary Alumna Award was presented to Alexandra Llugany Montante ’86, a Nichols alumna, parent and Trustee who has dedicated countless hours and energy to her alma mater. As a Trustee, she has served on the Education, Governance, Finance and Development Committees, and has impressively chaired the Development Committee and The Nichols Fund for the past three years, annually leading our development efforts to

Nichols School

heights previously unattained. Under Alex’s leadership, parent participation has increased significantly, and The Nichols Fund has surpassed an alltime high this past fiscal year. Alex was also instrumental in the success of the nicholsfuture.org Capital Campaign, where she served on the leadership cabinet. As stated in the official award citation presented to Alex, “your calm reminders that we need to put the School’s mission and its students at the forefront of all we do have served the Board well. It is not always easy to balance parent and Trustee roles simultaneously, yet you have managed to do so gracefully.” Beyond Nichols, Alex is a devoted community volunteer and has served on the Boards of the Buffalo Zoo, Maria Love Convalescent Fund, Hauptman-Woodward Medical Research Institute, the WNY Women’s Foundation, the Community Foundation for Greater Buffalo and the Junior League of Buffalo, where she served as President.

The Distinguished Alumnus Award was presented to Donald Miller ’60 for the consistent passion he has shown over the years in championing Nichols causes on all fronts. As Class Agent for the Class of 1960, Don has served as the glue that keeps our alumni bond strong, educating classmates throughout the years on the latest happenings at Nichols and charismatically enticing them to annually support Nichols to the best of their respective abilities. Thanks to Don’s tactful and passionate communications, the Class of 1960 regularly performs as one of Nichols’ most generous classes in terms of

participation. Furthermore, Don has led by example in his support of the Big Green as an annual member of the Headmaster’s Society in support of The Nichols Fund, the One Community Capital Campaign, the endowment, scholarships, construction of the Flickinger Performing Arts Center and a new Zamboni in the early 1990s. Don joined the Board of Trustees in 2011 and has provided essential guidance to Nichols as a member of the Education Committee, where his science background as a physician has proved invaluable. As a member of the Board’s Trilateral Committee, he has drawn on his leadership skills as former head of Buffalo Medical Group, which has proven extremely helpful. As a member of the Facilities Committee, he has spent countless days in the hockey rink and around our campus on behalf of the School. Indeed a constant fixture on the sidelines or in the rink, Don has proven that his care for the current student experience at Nichols parallels his own fondness for Nichols as a student over 50 years ago. The Honorary Alumnus Award went to Nichols’ own Frank Sacheli. The longest-tenured faculty member at Nichols prior to his June 30 retirement, Frank joined the Big Green in 1971 and is a member of both the Greater Buffalo Sports Hall of Fame and the Nichols School Athletic Hall of Fame. With an impressive athletic pedigree already intact upon his arrival at Nichols, Frank’s plentiful coaching successes have been beyond compare in Western New York, having coached Freshman Hockey, Under 16 Hockey, Boys’ JV Hockey, Boys’ Varsity Soccer, Boys’ Varsity Golf, Girls’ Varsity Softball, Girls’ Varsity Hockey and Boys’ Varsity Hockey. Frank coached 563 games as the Boys’ Varsity Hockey coach, recording an astounding 421 wins and 25 tournament wins, including seven Nichols New Year championships, five Ridley Invitational

championships, four St. Andrew’s MacPherson Title championships and four Lawrenceville championships. He helped mold several future NHL players and prospects, including Peter Ciavaglia ’87, Les Kuntar ’87, Scott Thomas ’89, Tony Hejna ’86, Jason Zent ’90, Brooks Orpik ’98 and David Seitz ’92. In 2006, Frank took a sabbatical from teaching duties at Nichols and joined the Middlebury College Men’s Hockey team as an assistant coach. The team won an NCAA National championship that year, and he brought his newfound knowledge and enthusiasm back to Nichols where he took over as the Girls’ Hockey coach. Over the next four seasons, the team recorded 95 wins and became the Canadian Independent School Athletic Association champion in 2007, Deerfield champion in 2008 and the North American Prep Hockey League undefeated champion in 2010. Frank’s great coaching also transitioned to the golf course, where his teams

won 85 percent of their matches, earned four Niagara Frontier League championships and a Monsignor Martin League championship in 2007, and were the New York Independent School State champions for four consecutive years from 2002-05. Of equal significance, Frank has had a profound effect on Nichols students’ lives in the classroom, where he taught painting, drawing and sculpture to each grade level of the Upper School. The bold work of his students brings vibrancy to the hallways of Nichols. Frank’s work restoring furniture for Buffalo Reuse has taught our students that artists can serve the greater good. Moreover, no faculty member has taken more pride in the maintenance of Nichols School. Whether refinishing tables for the Reading Room, adding new baseboard molding to Mitchell Hall or installing new storage units to the theatre classroom, Frank has always been on the lookout for ways to enhance our community. n

For those who will celebrate next spring (classes ending in “0” and “5”), now is the time to get involved! We welcome your help in planning events for your class reunion. Save the date for Friday, June 5, and Saturday, June 6, 2015. We look forward to seeing you back at Nichols!

Winter 2015

Reunion 2o14

1939 Ted Prentice, Robert Wolfsohn, Bud Kreiner. 1949 Dick Wakefield, Chuck Yeager, Vic Williams, Dave Schnatz, Ed Weisbeck (seated), Ham Ward, Russell Baker, Bill Donaldson. 1954 Row 1: Bob Campbell, Henry Porter, Bill Stone, Dick Gordon, Jerry Putnam. Row 2: Tom McElvein, Joel Levin, Fred Turner, Hugh Hartzberg. 1959 Dan and Michelle Kraft, Howard and Lana Benatovich.

Nichols School

1964 Row 1: Brian Keating, Peter McCormick, Ward Hamlin, Ned Hengerer, Jim Rosokoff, Bob Nichols, Mike Quinlan, Dan Botsford. Row 2: Peter Fleischmann, Bruce Roberts, Tobey Llop, Richard Russell, George Pyron, John Spitzmiller, Hayden Letchworth, Greg Coward. Row 3: David Strachan ’51, Kevin Wyckoff, Tom Harriman, Peter Burke, Hank Killeen, George Metzger, Jeff Birtch, Ed Marlette.

1969 Row 1: Elaine and Art Cryer, Elaine and Greg Pauly. Row 2: Andy Rich, Ken Sullivan, Dick Coley, Jad Cordes and Shelly Heffernan. 1974 Row 1: Al Bellanca, Michael Wilcove, Tom Meyers, Kathy Hopper Massimilian, Carol Jason Sampson, Kim Kennedy Cardwell, Zibber Clauss Stockman, Ann Brady, Thompson Herrick, Dick Stratton. Row 2: Doug Hamill, Doug Hopkins, Doug Rait, Martha Bush, Barbara Kloepfer McFadden, Rick Melzer, Seymour Knox, Adam Lehotay, Dennis Reilly, David Strachan ’51.

Row 3: Jay Smith, Todd Jebb, Rick Hayden, Pen Starke, Dion Birney, George Haar, Bill Epes. Row 4: George Kloepfer ’68, Greg Stevens, Joe Trimboli, Peter Jones, Doug Swift, Gordy Gannon, Tim Burke, Pat Shields. 1979 Row 1: Chip Rogers, David Egan, David Strachan ’51, Susan Pitterman Plotkin, Peter Amershadian (former faculty), Jay Campbell. Row 2: Susan Bassett, Jim Strachan, Lorraine Hoffman, Michael McGowan, Karen Heath, Caroline Kunz Reeves, Karen Wisbaum Van Dyke. Row 3: Peter Weinmann, Jamie Bourne, Rick Herrick, Loretta Kennedy- Peters, Michael Montesano. Row 4: Darby Johnson, James Middleton, Erica Procter Tank, Ted Truscott, Chris Hamill, Lowell Grosse, Jim Newman. 1984 Row 1: Kim Rich Lupkin, Jane Vendetti, Brenda Callahan, David Laub, Elle Anthone Barnhart, Sarah Yerkovich, Julie Genco Alford, Valerie Zingapan. Row 2: Ellen Hassett Cahill, Joan Rice, Andy Scirri, Joan Saab, Beth Gingell Epstein, Gigi Chen, Greg Castiglia, Steve Fortunato Row 3: Patrick Scott, Elizabeth Hassett Schmidt,

Paul Shosho, Bill Gruen, Dan Pitterman, Jim Fitzhenry, Mike Daley, Kristen Rhodes, Joy Trotter, John Butsch. 1989 Row 1: Matt Kolken, Karen Burgess Chiantella, Eric Saldanha, Mona Wagle Bargnesi, Darryl Joseffer, Karthik Achar, Adam Greenberger, Andrew Adams Row 2: Suchitra Koneru, Erik Oliver, Jason Rothschild, Rich Denning, Peter McGennis, Christen Clifford Row 3: Kedar Lele, Kim Troya-Sixbury, Peter Petri, Jerry Hughes, Mary Giallanza Carney, Lindsay Cranz Esposito, Josh Nussbaumer, Lisa Turchiarelli Barbin, Bridget Saab Van Sickle.

1999 Ben Siracusa Hillman, Linda Groff Mroz. 2004 Brianne Wopperer, Katie Campos, Charlie Cannan, Stephanie Perna Celani, Brittany Salmon, Addison Franz, Maggie Barrett, Ashley Ladowski Kreutzer, Tamar Siracusa. 2009 Row 1: Cary Marlette, Rachel O’Neill, Anthony Giangreco-Marotta, Ilona Haidvogel, Victoria Nachreiner, Joe Trapp, Emily Oakley. Row 2: Alyssa Murrett, Alec Schappert, Lyman Munschauer, Isabel Farhi. Row 3: Curtis LoFaro, Alexandra Logel, Joseph Hoerner, Philipp Rimmler, Eric DeRose, Amanda McLaughlin, Connor Kenney.

1994 Row 1: Michael Bernhardt, Kristina Nesensohn Prokop, Matt Montante, Becky Crane Mercatoris, Rebecca Besant, Sarah Mitchell Duddy. Row 2: Lindsey DeLange Schultz, Liz Sadler Cryan, Amity Lippes Mann, Sameer Patel, Alisah Assad Todd, Tricia Boland White, Jaime Lovejoy Resmini, Kanchan Achar Kinkade, Case Kerns, Brennan Keating, Gary Occhino, Christian Campos Row 3: Jay Billings, Mike Burgess, Katy Kelly Peniston, Bart Radolinski, Jay Mepani.

Winter 2015

I N

M E M O R I A M

A LU M N I Frederick “Fritz” Jerauld ’52 – Apr. 16, 2014 Allen Raymond ’41 – May 1, 2014 Mortimer Sullivan ’48 – May 27, 2014 Beverly Armstrong ’73 – May 26, 2014 Alan Oppenheimer ’44 – June 10, 2014 Richard Shaughnessy ’51 – July 5, 2014 James Cranz ’60 – Aug. 19, 2014 Henry Urban ’38 – Aug. 22, 2014 Rumsey Clark ’96 – Aug. 30, 2014 Roger Gratwick ’51 – Sep. 10, 2014 John Wadsworth ’55 – Sep. 14, 2014 Albert “Tom” Wende ’54 – Sep. 21, 2014 Jaime Venago ’93 – Sep. 22, 2014 Ann “Scotty” Clauss ’73 – Oct. 15, 2014 Edward “Ned” Regan ’48 – Oct. 18, 2014 William Orr ’48 – Oct. 19, 2014 Henry Wall ’42 – Oct. 28, 2014 Sidney Robinson ’40 – Nov. 3, 2014 FR I E N D S David Carlson – April 7, 2014 – Father of David ’72, Richard ’72, Dan ’77, Stephen ’78 and Michael ’85 Howard Yood – April 12, 2014 – Grandfather of William Yood ’09 and Nathaniel Yood ’11 John Flanagan – May 15, 2014 – Father of Dan Flanagan (staff) Ronald Montesano Sr. – May 18, 2014 – Father of Ronald Montesano, Jr. (faculty); grandfather of Anthony ’06, Anne ’10, Angelica ’13 and Alexandra ’14 Patrick Waldron – May 19, 2014 – Cousin of Sarah ’98, Emily ’07, Kathryn ’09 and Christine Moloney ’13, and Lauren ’02 and Anna Whistler ’07 Drew Grosof – May 24, 2014 – Son of Robert Grosof ’78; nephew of Erik Grosof ’76 Mary Kent Prentice – May 30, 2014 – Wife of Ted Prentice ’39; grandmother of Barrett Gordon ’96, Jesse Gordon ’98, Maggie Barrett ’04 and Mac Barrett ’02 Wayne Reilly – July 14, 2014 – Father of Dennis ’74, Kevin ’75 and Patrick ’77 Marjorie Gardner – Aug. 4, 2014 – Former Faculty

Nichols School

Allen Goldfarb – Aug. 13, 2014 – Father of Carl Goldfarb ’75; grandfather of Sam Duggan ’04, Benjamin Duggan ’05 and Ari Goldfarb ’10 Gerald Nolan – Sept. 9, 2014 – Father of Dan Nolan (faculty); grandfather of Olivia Nolan ’20 Norma Marlette – Sept. 13, 2014 – Wife of Edward ’37; mother of Edward ’64, Michael ’71, Peter ’76; grandmother of Paul Sullivan ’88, Peter Sullivan ’92, Melissa Marlette Kresse ’96, Megan Carbone Steven ’96, Edward Marlette ’99, Lindsay Sullivan ’99, Spencer Carbone ’00, Perry Marlette ’00, Whitney Carbone Parker ’01, Karr Marlette ’02, Cooper Carbone ’03, Sarah Marlette ’03, Blake Carbone ’05, Peter Marlette ’06, Cary Marlette ’09 and Grace Marlette ’09 Lonnie Trotter – Sept. 15, 2014 – Grandfather of Marcellus Cooper ’18 Maureen Brady – Sept. 17, 2014 – Grandmother of Dann “Brady” Stevens ’15 and Alissa Stevens ’21 Gayle Zimmer – Sept. 21, 2013 – Mother of Gregg L. Zimmer ’80 and Wendy E. Zimmer ’81; grandmother of Ali Reis ’08, Max Reis ’09, Jake Zimmer ’11, Rachel Zimmer ’13, Jack Hourihane ’14, Mimi Hourihane and Sophie Hourihane Maryellen “Molly” McKendry – Sep. 26, 2014 – Mother of Ryan McKendry ’13 Louis Peresie Jr. – Oct. 4, 2014 – Grandfather of Zack ’17 and Ashley Peresie ’18 Germain “Gerrie” Graves – Oct. 11, 2014 – Wife of Nelson Graves ’44; mother of Peter Graves ’76 Suzanne Coleman – Oct. 15, 2014 – Mother of Peter Jones ’74 and Ian Jones ’80; grandmother of Lauren ’11, Allie ’14, Sam ’15, Kendra ’17 and Leeanne Jones ’17 Mary Saperston – Nov. 12, 2014 - Wife of Howie’ 58, mother of Howard ’89, Scott ’90, and grandmother of Max ’20 and Rose ’22

C L A S S

If you would like to serve as a Class Agent, please contact the Alumni Office at 716-332-5151 or alumnioffice@nicholsschool.org.

NOTE S

Allen Short ’43 12 Emory Dr., Jamestown, N.Y. 14701

Head of School, Bill Clough, recently visited with Nichols’ oldest alumnus, Dr. Arthur Hengerer, at his home in Slingerlands, N.Y. Now 101 years old, Dr. Hengerer was born in Buffalo in 1913, graduated from Nichols in 1931, from Hamilton College in 1935 and from Cornell Medical College in 1939. He met his wife, Janet Stewart, in Rochester while doing his residency, and they remained happily married for nearly 73 years. She passed away six weeks shy of her 96th birthday and just three months shy of their 73rd anniversary. Dr. Hengerer, a noted track star during his time at Nichols, served in the U.S. Army as a flight surgeon from 1942-44, and then as a gynecologist in the Albany area from 1944-89. He and Janet have four children: three sons, Arthur S. Hengerer MD, James R. Hengerer MD, David D. Hengerer and one daughter, Susan H. Sneeringer; 14 grandchildren and 17 great-grandchildren! An avid golf and tennis player, Dr. Hengerer spent many happy summers on Echo Lake in Maine with his family. While he’s not as agile today, his intellect and humor still sparkle and he has many stories to share of his days in Buffalo and at Nichols.

Rit Moot writes: “I now use a walker, following a bad episode on stairs in our home on Clarendon Place in Buffalo, which has led to a move to a one-floor independent living home in Cheektowaga. My wife Barbara loves it, but for me, Cheektowaga is not Clarendon. We would love a visit anytime!”

75th

Howard B. Graves, Jr. ’40 hbgraves22@yahoo.com Sidney G. Robinson ’40 sidney_r1@yahoo.com

Nothing to report. Please send news.

John P. Halstead ’41 jphalstead@roadrunner.com Charles Pearson III ’41 grizabella@roadrunner.com

Nothing to report. Please send news.

No Class Agent

Kirke Rockwood writes: “Barbara (85) and I (89) are doing just great enjoying our hobbies. We moved into a retirement community condo on 12 acres of lawn and woods and continue to have fun together. Our daughter and her family live within 30 miles, and our son and his family live on the coast north of Seattle. We have five grandkids and one greatgrandson. Barbara, a concert organist, still teaches and substitutes for church services, and I continue with my audio/video transfer business.”

Allen Short hosted Ed Walsh and Head of School, Bill Clough, for lunch in Jamestown, NY, in June. A graduate of Colgate University and a U.S. Marine Corps veteran, Allen was awarded a key to the city of Jamestown on May 23 from Mayor Sam Teresi in recognition of his outstanding career and community service. Allen recently retired after working for 62 years at Northwestern Mutual Life Insurance Associates and for Short and Smith Insurance Associates, where he had served as partner since its inception in 1978.

Richard W. Dates ’44 rwdates@msn.com

Nothing to report. Please send news.

70th

Robert L. Miller, Sr. ’45 rlmiller@millergesko.com

Nothing to report. Please send news.

Frederick J. Batson, Jr. ’46 FBatmanJr@aol.com

Nothing to report. Please send news.

H. Ernest Montgomery II ’47 41 Saint Georges Sq., Buffalo, NY 14222

Nothing to report. Please send news.

Winter 2015

C L A S S

NOTE S

Malcolm Strachan II ’48 272 Rivermist Dr., Buffalo, N.Y. 14202

Nothing to report. Please send news.

Russell J. Baker ’49 rebake@verizon.net Richard W. Cutting ’49 rwcutting@yahoo.com Bernard D. Wakefield ’49 197 Bering Ave., Buffalo, N.Y. 14223 Reginald V. Williams, Jr. ’49 suggiewil@aol.com Charles L. Yeager ’49 33 Gates Circle, Apt. 1-C, Buffalo, N.Y. 14209

Nothing to report. Please send news.

65th

John R. Bray ’50 68 Bridle Path, Orchard Park, N.Y. 14127

Nothing to report. Please send news.

David G. Strachan ’51 kbunkport@roadrunner.com

Nothing to report. Please send news.

Charles L. Abell ’52 lee_abell@ml.com Jack A. Karet ’52 53 Danbury Ln., Kenmore, N.Y. 14217 E. Dennis McCarthy, II ’52 buffalowireman@aol.com

Nothing to report. Please send news.

Henry F. Goller ’53 HFG35@msn.com James J. Herlan ’53 jherlan35@gmail.com

Nothing to report. Please send news.

Roger W. Putnam ’54 rogerputnam911@aol.com Frederick D. Turner ’54 fturner@brownkelly.com

David Sternberg writes: “I’m alive and well, writing, reading and living in NYC in the summer and Palm

Nichols School

Beach in winter, and in my 16th year of retirement as Professor Emeritus of Sociology at the City University of New York. I would have liked to have attended our 60th Reunion, but it conflicted with my 29-year-old daughter (not granddaughter) Paula’s graduation from Fordham Law School (Cum Laude). My wife, who grew up alongside the Amazon River in the city of Iquitos, Peru, then lived in Europe and ultimately came to and practiced and professed psychology in New York, just published her elegant and lyrical memoir, “The Tide Comes Back: A Life in Short Stories.” I’d love to hear from classmates, especially Joel Levin (the great piano man), Henry Porter (the wonderful language student, along with the late “Baron of Bloomingdales,” Kalman Ruttenstein, with whom I shared a playpen on Rand Avenue in the late 1930s), Jim Halpern (with whom I do keep in touch… while most others were out partying, Henry, Jim and I spent, I think, the summer between our junior and senior years studying German two or three evenings a week with the amazing Mr. Sutter at his house), Coleman Colla (who never got a grade of anything but 100% in every subject at Nichols), and of course anyone else in the class.

60th

No Class Agent The Class of 1955 is looking for a Class Agent. If you are interested, please contact the Alumni Office at alumnioffice@nicholsschool.org

George Lockie writes: “Brenda and I have moved into a wonderful new community care facility that is perfect for us. My job as a medical consultant for the Disability Insurance Program (part of S.S.A.) remains challenging and meaningful. In my former life, I was a pediatric rheumatologist, which perfectly allows me the skills to evaluate children with disabilities. The community we live in is called Meadowbrook Village Christian Retirement Community, which is a

new and state-of-the-art collection of homes and apartments.”

David C. Laub ’56 davidclaub@aol.com

Nothing to report. Please send news.

George C. Morris ’57 gcm@jdcousins.com Charles A. Smith II ’57 chicsmith1033@aol.com James M. Wadsworth ’57 jwadswor@hodgsonruss.com

Nothing to report. Please send news.

Stuart H. Angert ’58 stuart.angert@roadrunner.com Howard T. Saperston, Jr. ’58 htsaperston@hotmail.com

Nothing to report. Please send news.

John W. Henrich ’59 johnhenrich@msn.com Daniel J. Kraft, Sr. ’59 krafty@legacyagency.com George H. Ostendorf ’59 callieo121@gmail.com

Ronald Crone writes: “This has been a difficult time for me. I lost my precious wife of 44 years, Jinny, to breast cancer. At the same time, I was in a prolonged coma, causing short-term memory loss and paralysis of my right leg. It took nearly a year and a half to recover approximately 85% of my injuries. Classmates are free to contact me care of Oasis Rehab Care Center in Lake Worth, Fla.: (509) 379-8247.” Dick Laub writes: “Nichols has always been a shining light for the Western New York area. Keep that light shining! Keep producing leaders for this country.” Bob Yost swam his fifth consecutive 1.5 mile Alcatraz Sharkfest swim in San Francisco, Calif., in June.

55th

Donald E. Miller ’60 donmil43@gmail.com

Nothing to report. Please send news.

Richard B. Adams ’61 rba@richardbadams.com Frederick B. Cohen ’61 fcohen@fbcesq.com

Bill Franklin was honored with the Savannah Bar Association’s 2014 Cheatham Award in June. The award is presented to the attorney within who best exemplifies professionalism in the manner in which he or she engages clients and other members of the profession and the community as a whole. Named after Judge Cheatham, who exemplified professionalism in his career, the award seeks to acknowledge that individual who pursues work on behalf of clients, as well as on behalf of the community, as a public servant to promote justice and the public good. Ken Neil writes: “Despite cool temperatures (41 degrees) and galeforce winds (gusts up to 50 mph), I struggled to the finish line of the 2014 NYC Marathon, held on November 2. My time was my worst ever (4:16), but I was not alone – even the awesome Kenyans were slowed down. The stats show that I came in 12th out of 152 runners in my age group, not a total embarrassment.”

David H. Desmon ’62 david_desmon@ml.com

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Warren B. Gelman ’63 warren@mcgee-gelman.com Charles F. Kreiner, Jr. ’63 charles.kreiner@ubs.com

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P. Jeffrey Birtch ’64 jbirtch@ChasonCOS.com Howard L. Schweitzer ’64 howschweitzer@gmail.com

Steven Buck writes: “Still living on the Buffalo waterfront. Our Buffalo Otolaryngology Group merged with Buffalo Medical Group on December 1, 2013, so after 35 years as a group, we are now part of a larger one. My son Mitchell ’01 is still a coastal engineer in Woods Hole, Mass. My daughter Ali (attended Nichols until her freshman year) graduated UB Law School in 2010 and has been admitted to practice law in the state of Maryland. Katherine graduated from Michigan University in 2011 and Dan graduated from Syracuse in 2012.”

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Bruce N. Keiser ’65 bnk@carterfinancialmanagement.com

Nothing to report. Please send news.

Jonathan R. Wright ’66 jonathan@niagara.com

David Kiely writes: “After a career of administering nonprofit organizations committed to supporting persons with disabilities, my wife, Theresa, was called to the University of Notre Dame, where she currently serves as the Associate Director of the Master’s Program with The Kroc Institute for International Peace Studies. I was fortunate enough to teach and facilitate part-time in the Mendoza College of Business’ Nonprofit Leadership Program. For the last four years, I have worked with the Executive Education Program teaching the leadership of national nonprofits, as well as international leaders, how to better administer their organizations and to accomplish their mission. This summer, I stepped down due to some health issues.”

George O. Bergantz ’67 gbergantz@benchmarkgrp.com Dale B. Haidvogel ’67 dale@marine.rutgers.edu

Nothing to report. Please send news.

John M. MacCallum ’68 964 Parkside Ave, Buffalo, NY 14216

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John J. Cordes ’69 jcordes@irdprojectmanagers.com Arthur W. Cryer ’69 art.cryer@fnrm.com

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45th

Michael K. Walsh ’70 mwalsh@walshins.com

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No Class Agent

The Class of 1971 is looking for a Class Agent. If you are interested, please contact the Alumni Office at alumnioffice@nicholsschool.org

Nothing to report. Please send news.

Thomas E. Caulfield ’72 tecaulfield@roadrunner.com Roland L. W. Hayes ’72 rhayes@legalaidbuffalo.org

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Seymour H. Knox IV ’73 SHKIV@aol.com Theodore B. K. Walsh ’73 walsh@walshins.com Henry D. Waters, Jr. ’73 hwatersufs@aol.com

Nothing to report. Please send news.

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William T. Jebb II ’74 wtjebb@aol.com Peter M. Jones ’74 pmjones55@gmail.com Gregory D. Stevens ’74 maplewoodgreg@yahoo.com Joseph A. Trimboli, Jr. ’74 bhtrimboli@yahoo.com

Nothing to report. Please send news.

40th

Hon. Thomas P. Franczyk ’75 tfranczy@courts.state.ny.us Charles L. Gurney III ’75 cgurney@gbbourne.com Elizabeth Stevens Gurney ’75 Elizabeth.Gurney@fnfg.com Brad F. Randaccio ’75 brandaccio@lippes.com

Franciscan friar Rev. William “Jud” Weiksnar’s assignment in Camden, N.J., ended in July as scheduled and he has moved home to Buffalo to work with impoverished communities in Western New York. While in Camden, Jud spearheaded the restoration of Von Nieda Park, once labeled one of the most depressing parks in the country; ministered individually to countless parishioners; and empowered a community of middle school students to push City Hall for promised changes to their neighborhood. As told to the Philadelphia Inquirer upon the occasion of his transition, Jud offered: “I’ve never been so happy to go somewhere and so sad to leave.” His parents and siblings, John ’84, and Melissa ’73 all live in Buffalo.

Todd W. Brason ’76 tbrason@willcare.com

Laura Yerkovich writes: “Very proud of my amazing sister-in-law, Sasha Yerkovich, for chairing Derby Day!”

Nichols School

Brian Zatulove, the son of Brett Zatulove, will be attending USC this coming fall as a freshman. This past year, Brian’s Senior Dean at Campbell Hall High School was Brett’s former Nichols classmate, Lisa Jerauld Levine. Lisa has been the Senior Class Dean at the Studio City, Calif., private co-ed school for 20 years.

Brett Zatulove ‘76, his son Brian, and Lisa Jerauld Levine ‘76.

John C. Farmelo ’77 jcfarmelo@yahoo.com Wende A. Mix ’77 mixwa@buffalostate.edu M. Grosvenor Potter III ’77 gpotter@buffnews.com

Hugh M. Russ III ’78 hruss@hodgsonruss.com David D. Tiftickjian ’78 tiftrugs@aol.com

Mark Redlinski writes: “After getting married last October in Sedona, my wife, Peg, and I decided to begin making plans to move to Arizona permanently. The last of our children had left the nest, so we seized the opportunity. I still own 95% of Redlinski Meats and Buffalofoods. com. The day-to-day operations are now overseen by my younger cousin (fourth generation). I just accepted a position with Sysco Foods of Arizona after bumming around the last two months. We’re looking forward to golfing and hiking year round.”

Wendy Zacher Hammond ’79 hammondxander@aol.com Kristin Weber Somers ’79 kristin@tkii.com

Nothing to report. Please send news.

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Kristan Carlson Andersen ’80 kcandersen@me.com William H. Gurney ’80 bgurney@couriercapital.com William D. Hibbard II ’80 bill@efacilitysolutions.com Ian W. Jones ’80 iwjones42@gmail.com

John Meegan and John Johnson met up with former Nichols faculty member and coach, Andy Anderson, and his wife, Ellie, for a mini Nichols reunion in Tampa in early March. “We had a wonderful time talking about Nichols basketball in the 1970s,” writes John Meegan.

Elizabeth Truscott Mueller, daughter of legendary former faculty member, George Truscott, writes: “I have the perfect life during the school year. I work at a dog grooming/daycare facility and play with dogs all day. In the summer I am fortunate to be able to go to Rhode Island, where I spend several hours a week tutoring and teaching kids of all ages. I guess the apple doesn’t fall far from the tree! I feel my dad’s presence in all that I do and I shamelessly admit I miss him

Douglas J. Bradley ’83 doug@bradleymediaworks.com Wendy M. Pressman ’83 wmpress18@gmail.com Katherine B. Roach ’83 kkcl@roadrunner.com

terribly. Please give my best to the great Nichols family!”

Jennifer Jarvis Hamberger ’81 jsjh1988@gmail.com Stephen Kellogg, Jr. ’81 Kellogg@Kellogg.net

Nothing to report. Please send news.

Annette Holzman Fitch ’82 afitch@printplus.us Stephen J. Joyce ’82 steve_joyce@verizon.net

Lisa Massaro Keating, owner of Leelee in Williamsville, was named one of Western New York’s 2014 Women of Influence in the Entrepreneur Category by Buffalo Business First. Lisa donated the prize stipend provided by Business First back to Nichols School.

Glenn Koch married his longtime partner of 18 years, Mr. Scott Scott, in a private ceremony on July 10, 2014, in Provincetown, Mass. Glenn enjoys the visual arts and painting, while Scott is a musician.

Tom Luscher was promoted to the rank of Rear Admiral via a national board selection process that typically takes place only once every four years. Tom was selected from an extremely competitive group of distinguished Naval Officers. He and his wife, Jen, live in the Washington, D.C., area along with their two children. Kurt Weber is an equine veterinarian living in Andover, N.H. He has been “more than happily married” for 25 years to Karin Clough, sister to Nichols Head of School, Bill Clough. Kurt and Karin have three children, twin boys Luke and Finn (14) and a daughter, Sofia (13). Though the family lives far from Kurt’s hometown of Orchard Park, they are all ardent Bills and Sabres fans. Safely rescued from the ranks of Nichols “Lost Alumni,” Kurt has enjoyed reconnecting with classmates. If you spot a minivan with NH plates stuffed with hockey bags, skis and soccer gear – sporting a Nichols sticker and Sabres decals – you’ll know Kurt is back in town for a visit! We’ll get him to the Holiday Gathering or Reunion yet!

Mary Schaff Nesser writes: “A lot has happened in the past 30 years. My oldest graduated from college and my other two children are in college. I’ve been married 27 years and I have published two books: ‘The Happy Hoo-Ha and ‘The Happy Hen House.’”

Ellen Hassett Cahill ’84 ellen@e-sagacity.com Gregory J. Castiglia ’84 drcastiglia@buffaloneuro.com Joy C. Trotter ’84 joyct601@gmail.com John P. Weiksnar ’84 jpw@roadrunner.com Valerie A. Zingapan ’84 vazingapan@yahoo.com

Justin Webb and his wife, Lisa, moved to Baton Rouge, La., this year so that Justin could pursue a job producing a TV show for Louisiana State University. In 2013-2014 Justin was awarded an Emmy for location set design for Sports Time Ohio’s Cleveland Indians promotions and received a Telly Award (honoring film and video productions, groundbreaking online video content, and outstanding local, regional and cable TV commercials and programs) for his work on a series of induction videos for the University of Georgia’s Circle of Honor.

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Mark J. Appelbaum ’85 mark@oehlerswelding.com Mark N. Roberts ’85 markroberts1@roadrunner.com

Nothing to report. Please send news.

Winter 2015

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Michelle Rosenberg Parentis ’86 michelleparentis@gmail.com

Nothing to report. Please send news.

Joseph T. Vanini ’87 lavanooche@icloud.com

Nothing to report. Please send news.

No Class Agent

attorneys in three offices (Buffalo, Lockport and Rochester). In addition to his role as Managing Partner, David leads the firm’s Corporate Practice Group and represents clients that range from privately held businesses to publicly traded companies. David serves on the Nichols Board of Trustees and resides in Buffalo with his wife, Amanda, and four children.

Carl LeVan, a professor in the School of International Service at American University in Washington, D.C., published a new book with Cambridge University Press entitled “Dictators, Democracy, and African Development: the Political Economy of Good Governance in Nigeria.” David Pfalzgraf was recently elected Managing Partner of his law firm, Rupp, Baase, Pfalzgraf, Cunningham & Coppola LLC, one of the fastest-growing law firms in Western New York. David and his partners founded Rupp Baase in April 2000, and the firm now boasts 40

Nichols School

Sarah Gelman Carney ’92 sarahgcarney@verizon.net Ryan J. Lucinski ’92 rlucinski@gmail.com Christine Leone Sabuda ’92 tsabuda@curbell.com Christen O’Mara Smith ’92 christenomara@aol.com

Nothing to report. Please send news.

Jodi Priselac de Riszner ’93 jodi@esacompany.com Elizabeth Constantine Janowski ’93 betsyc@cfgb.org Mark J. Travers ’93 markjtravers@gmail.com

The Class of 1988 is looking for a Class Agent. If you are interested, please contact the Alumni Office at alumnioffice@nicholsschool.org

Amy Bradley Bortner writes: “I currently live in Baltimore, Md., with my husband, Bret, twin daughters, Katherine and Eve (12), and son Mason (9). I started a new job at St. Paul’s School for Girls, where I am the Director of Alumnae & Parent Relations. I love working in the same school where my daughters are in 7th-grade. I usually make it back to Buffalo over Thanksgiving to visit my brother Doug ’82 and his family.”

Liz Sacheli bumped into Curt Steinzor, Nichols’ Technical Director of the Flickinger Performing Arts Center, at the Americans for the Arts’ National Arts Marketing Project conference in Atlanta, Ga., in November of 2014.

Mary Giallanza Carney ’89 giallanzalaw@gmail.com

Nothing to report. Please send news.

25th

W. Scott Saperston ’90 Scott.Saperston@morganstanley.com

Nothing to report. Please send news.

Bridget McIntee Bartolone ’91 bridget0622@gmail.com B. Kevin Burke, Jr. ’91 kburke@lippes.com

Kevin Burke, a partner at the law firm Lippes Mathias Wexler Friedman LLP, was recently named a charter member of the Rotary Club of the Buffalo Niagara Medical Campus.

Betsy Constantine (pictured with son, Henry) received a master’s in social work from the University at Buffalo in May 2014.

Amity Lippes Mann ’94 amann@unyts.org

Nothing to report. Please send news.

20th

Elizabeth Kreiner McCarthy ’95 betsy.k.mccarthy@gmail.com Matthew D. Miller ’95 miller@ruppbaase.com

Lori Decillis Tiedje and her husband, Garth, welcomed Willa Dodge Tiedje to their family on Jan. 15, 2014. Writes Lori, “big brother Tycho is ecstatic!”

Gregory F. Plumb ’96 gplumb@nicholsschool.org Jennie Brinkworth Ramsey ’96 jbrinkworth2222@yahoo.com Laura Lombardo Yusick ’96 lyusick@nicholsschool.org

Cory Arcangel’s latest project, Arcangel Surfware, was featured in The New York Times on May 18, 2014. A “conceptual clothing and lifestyle line,” Surfware, as Arcangel puts it on his website, is “everything you need to chill in bed all day and surf the net.” For more product info, visit www.arcangelsurfware.biz.

Dr. Zac Gershberg and his partner, Dr. Karen Hartman, accepted positions as professors in the Department of Communication, Media, and Persuasion at Idaho State University this academic year. They welcomed their first child, Bridgette Hartman Gershberg, a few weeks after moving to Pocatello this summer.

Elizabeth Walsh Keenan ’97 lizakeenan@gmail.com

On April 27, Ashley Dayer and her husband, Ron Meyers, welcomed their son, Linden Robert Dayer-Meyers. He was born in Ithaca, N.Y., and according to mom, “is already enjoying long bird walks on [the] farm.” James Gutow and his wife, Christobel, welcomed their second son, William, on Dec. 21, 2013. Older brother Max is excited to have a younger sibling.

Alexis Muscato Agnello ’98 aagnello@mtb.com Craig E. Semple ’98 CSemple@courts.state.ny.us

Jeremy Baird and wife, Lisa, welcomed a new daughter, Caroline Victoria, on Sept. 1, 2014.

Catherine Vladutiu and her husband, Matt Suczynski, welcomed twins, Owen Theodore and Emma Lynn, on June 7, 2014. Big brother Noah is thrilled to have both a brother and a sister to play with.

Margaret Stevenson Auerbach ’99 megauerbach@gmail.com John T. Soron ’99 jtsoron@gmail.com

Elizabeth Gage Bouchard and her husband, R.J. (a Nichols faculty member), welcomed a daughter, Caroline Gage Bouchard, into the world on May 6.

Zombie Chasers series author John Kloepfer visited Nichols Middle School this October to speak to students about the creative process

behind his comedic sci-fi series. “You don’t need permission to write,” Kloepfer said. “Get your characters into trouble as quick as you can.” Moreover, he stressed the importance of the Nichols education in the development of his writing skills. “When I went to Nichols, I remember having great English courses and the Junior Poetry Paper. [That taught] me how to analyze a text, which translated into me analyzing films when I was in film school and books later on when I was getting inspired to write my own work. I was able to deconstruct how a story is told.” Following Nichols, John earned a film degree at UB. He now writes under Alloy Entertainment and is currently working on his newest kids’ series, “Galaxy’s Most Wanted”. Linda Groff Mroz writes: “I have been coaching at Sacred Heart Academy for two years, where I am currently both the varsity field hockey and lacrosse coach. This past season, the lacrosse team captured its second league championship, beating Mt. St. Mary’s by a score of 10 - 8. In field hockey (as of this entry, Oct. 8), we are 7 - 1 - 0, with three remaining games in the season. SHA won the Kenmore Tournament for the first time in history, beating Kenmore 4 - 0 to make it to the championship game, then beating Wilson 2 - 0 in the final. This past year I was also appointed head coach for the Monsignor Martin varsity girls’ ice hockey team – first female coach in the league! We made it to the semifinals, falling to Lancaster/ Iroquois. Over the summer, I started an all-women’s roller hockey league through WNYRoller and we are looking to compete nationally next season. In addition to all of that, I am finishing up my master’s in English education at Buffalo State. Joshua is now 11 and plays hockey; Riley will be 6 in July and plays soccer, hockey and lacrosse; Cooper just turned 2.

Winter 2015

Brian and I celebrated our eight-year wedding anniversary in October.”

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Robert C. Drake ’00 rdrake@mtb.com Ashley Robb Lewis ’00 alewis@skmgroup.com Patrick Lewis ’00 patrickzlewis@gmail.com

Rob Drake married Paige Wettlaufer on June 28 in Buffalo. Christian Chouchani and Jennifer Guarino were married on Sept. 6 in St. Joseph Cathedral, Buffalo. Chris holds a B.S. in Biochemistry from Canisius College and a Doctor of Osteopathic Medicine degree in Obstetrics and Gynecology from the University at Buffalo. Jennifer is a graduate of Mount St. Mary Academy and has a master’s degree in Physician Assistant Studies.

Erin Scott married Nicholas J. Dulak at St. Joseph’s Cathedral in Buffalo, N.Y. on Aug. 30, 2013. The reception was held at Wanakah Country Club in Hamburg, N.Y. Erin is a veterinary resident in comparative ophthalmology at the University of Wisconsin-Madison, and Nick is the Executive Chef at the University Club in Madison, Wis.

Matthew S. Baldauf ’01 Matthew.Baldauf@gmail.com Jonathon W. Blumhagen ’01 jblumhagen3@hotmail.com Sarah Jane Burke ’01 sarahjane.burke@yahoo.com

Joe Small participated in a taiko (Japanese percussion instrument) performance at Buffalo State’s Rockwell Hall on Oct. 25. Joe is the only non-Japanese apprentice that his taiko master, Eitetsu Hayashi, has taken on as an apprentice. The concert was called “Heartbeat of

Japan: Taiko Drum Performance.” It was co-sponsored by the Buffalo State Music Department and the Japan Culture Center of Western New York, whose Executive Director, Dr. Takako Michii, is a Nichols alumni parent (Yuki ’90). Nichols faculty member Kate Olena says of the performance: “It was dynamic, passionate and gripping, and those of us who had the privilege of teaching Joe at Nichols were filled with pride.” Joe is a graduate student at UCLA majoring in ethnomusicology and dance, and has traveled all over the world as an apprentice to Hayashi and as a part of his ensemble. Joe’s apprenticeship has required him to become steeped in Japanese language (which he has been learning partly from Dr. Michii) and culture (including the intricate tea ceremony), and to train rigorously daily for the strenuous movement and complicated rhythms of taiko drumming. Joe gravitated toward taiko through his dance studies at Swarthmore College and has spent the last 10 years travelling to Japan to perfect his craft. “I loved it so much,” said Small while on campus at Nichols in October. “Just the feeling of moving my body in a certain way that would cause an immediate tactile and sort of sonic reaction and effect. There was instant feedback and gratification. I wanted to know more.”

Andrea G. Ward ’02 andieward@gmail.com Jeremy J. Witt ’02 jeremywitt1@gmail.com

Nichols graduates in attendance from left: Martha Donovan ’00, Emily Pierce-Delaney ’96, Nicholas Scott ’19, Brian Takats ’00, Shannon Scott Shannon ’87, Erin Scott ’00, Tricia Gaughan Burke ’79, Alex Cockerill ’00, Kevin Gaughan ’72, Maxwell Scott ’16, Patrick Scott ’84, Rachel Heckl ’00, Margaret McKendry ’00. Not pictured: Fouzia Najar ’00 and Shannon Gaughan Bowman ’77.

Nichols School

Nothing to report. Please send news.

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Erin E. Hart ’03 erinhart03@gmail.com

Nothing to report. Please send news.

No Class Agents

The Class of 2004 is looking for a Class Agent. If you are interested, please contact the Alumni Office at alumnioffice@nicholsschool.org

Chris Mueller was a member of the American Hockey League’s Texas Stars, who won the Calder Cup (the AHL’s championship) in June. In 19 playoff games, Chris had six goals and five assists. He also played nine games with the Dallas Stars of the NHL during the 2013-14 season. Marykate Oakley has completed the second year of her Ph.D. in Psychology program at the University of Massachusetts (Amherst).

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Jane K. Arcadi ’05 jane.arcadi@gmail.com Jesse E. Baier ’05 jesse.baier@gmail.com Annmarie R. Cellino ’05 arcellin@buffalo.edu Patrick M. Hanley, Jr. ’05 patrick.hanley.jr@gmail.com

Ferry and Main Street in Buffalo, a structure his firm is in the process of refurbishing. The new Fenton Village will house 23 loft-style apartments full of modern amenities. Dr. Rockwell says of the visit, “I wanted my students to see a young Nichols alumnus who is rehabilitating historic buildings and to learn about the process it involves, including historic tax credits, bank financing, construction loans and costs. They will be asked later in the semester to propose the renovation of an abandoned or empty building and come up with a re-use plan including a budget for their project.” Matt hopes that Fenton Village will help bolster the Buffalo community as well as encourage others to revive it. “I hope to create further pockets of development moving south and east of Main Street,” he says. “I think this project has been a detonator for other developers to see the success of this corner and then realize it’s safe to invest in a formerly distressed area.”

William S. Gurney ’06 William.s.gurney@gmail.com

Members of the Class of 2006 reunited in Canada over Labor Day weekend: (left to right) Stephen Ruotsi, Charlie Barth, Peter Marlette, Sarah Finn, Hanna Gisel and Will Gurney. Matt Connors is VP of Development for Sinatra & Company Realty. He recently met with Dr. Mary Rockwell’s Urban Studies class in the rundown building on the corner of West

Ashley Tibollo and Joe GiangrecoMarotta were married in the Quadrangle at Nichols on June 14, 2014.

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Sean T. Heidinger ’07 heidinger.sean@gmail.com Matthew K. Parker ’07 mkparker@buffalo.edu Tyler J. Van Schoonhoven ’07 tyvanschoonhoven@gmail.com

Sean Pegado lives in San Francisco, Calif., where he works as a Financial Analyst at Google. He writes, “I’m on [a] team [focusing] on hardware – Chromebooks, Chromecast, phones, tablets, etc.”

Brigitte R. Cellino ’08 bcellino@gmail.com Allison L. Todd ’08 altodd716@gmail.com

Nothing to report. Please send news.

Joseph G. Trapp ’09 jgt853@aol.com

Adele Jackson-Gibson, a dual-sport athlete in soccer and track at Yale University, graduated in 2013 with a B.A. in French Literature. She spent a year living in the countryside of Japan teaching English to kindergarten and elementary school students. She recently returned to work at Nichols School as a Marketing Assistant. She is responsible for the School’s social media efforts and writes stories for the school website. In addition, she is one of the editors and contributors to . She is applying to journalism schools in the New York City area for next fall. Kathryn Moloney is a 1st-grade teacher at Stamford American International School in Singapore (SAIS). A 2013 graduate of Hobart and William Smith Colleges, Kathryn also received a master of arts in teaching from HWS this past spring.

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Megan Ziske writes: “After getting my B.S. in Biology from Denison University in Granville, Ohio, in May 2013, I went on to get my masters in Biomedical Sciences from the University of Toledo. I am now getting my M.D. (Class of 2018) at the University of Toledo, College of Medicine, and was chosen to present my research on a new ovarian cancer treatment at the American Medical Association’s Research Symposium in Dallas, Texas, in November.”

5th

Siobhan T. Hanley ’10 siobhan.t.hanley@gmail.com Stephen Kellogg III ’10 Stevekellogg1@Gmail.com Jacob Stark ’10 jcs2@williams.edu Theresa M. Williams ’10 tmw49@cornell.edu

Three classmates earned degrees from St. Lawrence University in the spring of 2014: David Pegado (B.S. in Neuroscience, with minors in Math and Statistics), Victoria Vossler (B.A. in Economics and Art & Art History) and Peter Loree (B.S. in Geology).

Nichols School

No Class Agent

The Class of 2011 is looking for a Class Agent. If you are interested, please contact the Alumni Office at alumnioffice@nicholsschool.org

Maya Jackson-Gibson is a senior at Amherst College, where she is a member of the women’s soccer team. She is a Spanish major and hopes to go to medical school. Marissa Faso writes: “I am a senior at Mercyhurst University, and I am Social Work major minoring in Psychology. I am currently looking into graduate schools. I would like to get a Master’s in social work. While I get my Master’s, I would like to have a graduate assistantship.” In addition, Marissa Faso played in the Division II Field Hockey All-Star Game this past fall.

Harrison C. Bacon ’12 hbacon26@gmail.com Michael D. Gates ’12 mdgates@bu.edu Jenna M. Herskind ’12 herskind.jenna@gmail.com Spring Sanders ’12 springin2it@aol.com Meredith M. Vivian ’12 meredith.m.vivian@gmail.com

Zoe Jackson-Gibson is a junior at William Smith College majoring in Economics with a minor in Environmental Studies. As a member of the Herons soccer team, Zoe was recently named the Liberty League’s Defender of the Year.

Joel P. Almand ’13 joelalmand@gmail.com John F. Faso ’13 jfaso@bu.edu Lauren Randaccio ’13 randaccio.lauren@gmail.com Hillary A. Vossler ’13 hillaryvossler@gmail.com Coumba E. Winfield ’13 winfield.coumba@gmail.com

Christine Moloney is a sophomore at William Smith College majoring in English with a minor in Media and Society Studies. She is a member of the girls’ a cappella group, 3 Miles Lost, and competes for the skiing and sailing teams. Lauren Randaccio is a sophomore at William Smith College majoring in Physics with a minor in Sustainable Communities Studies. She plays forward for the Herons soccer team and she hopes to participate in the joint five-year program with Columbia University.

Spencer C. Bacon ’14 spencerbacon@gmail.com Christopher B. Bean ’14 bean_18@gwu.edu Caroline M. Hogan ’14 caroline.hogan95@gmail.com Marie C. Zaccagnino ’14 zaccagnino@roadrunner.com

Nothing to report. Please send news.

There are a million reasons to participate in The Nichols Fund. Whatâ&#x20AC;&#x2122;s yours? To make your gift, visit www.nicholsschool.org/give or call the Development Office at 716.332.5151.

thanks

1,000,000

for your support of The Nichols Fund

End Notes

Head of School Bill Clough

Shortly into my first year at Nichols, I invited an old friend to spend a day with our Board of Trustees. Bill Burke was my English teacher during my junior year at Holderness School, and my hockey and baseball coach. But he was more than that. As far as I was concerned, he was a force of nature, a font of knowledge and inspiration who taught me as much about how to live as how to think and write. When I introduced Bill to our Board, he was beginning his 24th year as a Head of School at St. Sebastian’s School, an independent day school outside of Boston. I needed his experience in the room, but I really needed him. I needed his wisdom, guidance and optimism; I needed our history together. As Bill and I were about to enter the Board meeting, it dawned on me that he had attended Hebron Academy in Maine while he was a high school student. “Bill,” I said, “did you happen to overlap with a guy named Dick Stratton while you were at Hebron?” “Dick Stratton!” Bill exclaimed. “Dick Stratton was my English teacher. He taught me how to write. A real stickler for grammar.” “Do you know that the same Dick Stratton teaches English here at Nichols?” I asked. “Dick Stratton is still alive?” he said in disbelief (keep in mind: people over 30 are all old when you are a teenager).

Nichols School

“Alive and well,” I said, “and still a great teacher!” I followed up with Dick the day after the Board meeting. “Dick,” I said, “do you happen to remember a student named Bill Burke at Hebron?” “Bill Burke!” Dick exclaimed. “Bill Burke was in my English class, a curly-haired boy from Massachusetts. A hockey goalie, if I remember correctly.” Why do these men remember one another after more than 40 years? Certainly the answer has much to do with them, but I suspect that environment (the physical and intellectual space they once shared) and timing (when their readiness, stamina and inspiration conjoined) also play a role. Many of the stories in this edition of are about people who invest themselves deeply in the lives of others. And there’s powerful proof of the impact a strong mentor, particularly during formative school years, can have on long-term success and happiness.

There is a clarion call to challenge the way we teach and learn, as you undoubtedly know, and it has stimulated wonderful opportunities to innovate and integrate our curriculum and pedagogy, and to collaborate and partner with our wider communities. Scary? It shouldn’t be. As Dick Stratton reminds us, “…the students change and they must, if the process is to have validity, encounter a teacher himself changing, evolving, always open to myriad influences of interaction with his students, with his community, with the wider world.” What will never change, however, is the power of our relationships. More than 40 years ago, Bill Burke, my mentor, was fortunate enough to find himself in Dick Stratton’s classroom. Strange fortunes intertwine their experience now with mine, and perhaps, somehow, I have Dick to thank for the role Bill plays in my life. I am humbled to know that powerful teachers are having that same impact every day at Nichols. They – and we – are lucky indeed. n

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Classes celebrating at Reunion 2015 end in 5s and 0s

Save the Dates Green and White Luncheon th (For 50 Reunion Classes and Older)

Regional Gatherings

Alumni Holiday Gathering

San Francisco Tuesday, Feb. 17 University Club 5:30 – 7:30 p.m.

Monday, Dec. 22 12:00 – 2:00 p.m. Rand Dining Room Monday, Dec. 22 5:00 – 7:00 p.m. Rand Dining Room

Derby Day Auction Saturday, May 2

Open to all alumni and friends of Nichols

Boston Wednesday, April 22 Downtown Harvard Club 5:30 – 7:30 p.m. New York City Thursday, April 23 Judith Charles Gallery 5:30 – 7:30 p.m.