Fall 1997 Taft Bulletin

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Volume 68

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In this Issue SPOTLIGHT

2 MANDARIN MIRACLE

By Sir Gordon Wu

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10 SCIENCE THEN & NOW

14 SCIONS OF SCIENCE A Department Profile

DEPARTMENTS 21—NEWS OF THE SCHOOL Page 10

New faculty, Parents’ Committee, Coming events

24—WINTER ATHLETIC SCHEDULE

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On the cover: The Mathematics and Science Center Stair Hall, 1997. The images on the wall depict the evolution of scientific principles, instruments, and inventions over a 3,000-year period—from Aristotle to Watson and Crick, the lever to the microchip. Photo by Camille Vickers.

The Taft Bulletin is published quarterly, in February, May, August, and November, by The Taft School, 110 Woodbury Road, Watertown, CT 06795-2100 and is distributed free of charge to alumni, parents, grandparents, and friends of the school.

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The Mandarin Miracle

By Sir Gordon Wu Introduction by Lance Odden

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ir Gordon Wu is a visionary and a philanthropist. When he was an undergraduate at Princeton, he resolved to be the first Asian to give back to his college. And so he did. Largely through his own self-made achievements, he made first a dorm, then a college, and then the greatest benefaction in the history of Princeton University.

It was there that he found his early inspiration. Often he has told me of the importance of a trip he took as a young man to go up to the New Jersey Turnpike, which had just been constructed. And he realized the power of the introduction of infrastructure to the economy of a society. He also came across the names of the great railroad builders such as Harriman and Stanford.

He realized their singular contribution to the development of American history and of the economic success of our country.

At Princeton, he got the dream to become an infrastructure builder of Asia. Following that dream has been Sir Gordon Wu’s life, first in Hong Kong, then as the first Chinese businessman, Hong-Kong-based, to go into the People’s Republic of China, and then throughout all of East Asia, from India to the Philippines, to Bangladesh, Thailand, and elsewhere.

He has helped build the economic miracle of East Asia. Before anyone else he saw the power that could be introduced through investment, through taking risks, b Sir Gordon Wu

through helping the PRC to change. I can remember as many as ten years ago, being with him when he said, “Lance, everybody worries about the People’s Republic taking over Hong Kong. The People’s Republic is going to ‘Hong Kong-ize’ Guangdong Province and then all of China.” He remained resolute in that vision and in that belief in the dark days of Tiananmen Square, when so many gave up hope, and he has been right. He and his vision have proved that in the end economics will always triumph over politics.

—LRO Taft Bulletin

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“Today is a glorious day in the history of Taft, the most important since the dedication of CPT in 1929. Our new Lady Ivy Kwok Wu Science and Mathematics Center and the Nancy and Ben Belcher Learning Center integrate teaching and learning linking the maths and sciences with the humanities. At the core of these facilities are faculty offices underscoring the essential role great teaching has in every student’s experience. Our buildings are modern but rendered within the context of Taft’s collegiate gothic architecture. We have rebuilt and modernized our campus for the twenty-first century, even as we have reemphasized the human values so essential to the Taft experience. Our wonderful donors speak to the evolving traditions of Taft; Nancy and Ben Belcher are the scions of the multi-generation family of devoted Taftties. Gordon and Ivy Wu are pioneers in our outreach to Asia and

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Sir Gordon and Lady Ivy Kwok Wu with their children June ’88 and Carol ’89 with her husband, Albert Ting. Thomas ’90 was unable to leave his studies at Stanford Business School.

Gordon Wu: I come here very excited because Ivy and I are proud parents of three Taft graduates. They graduated in 1988, 1989, and 1990 and went on to universities. I realized the importance of education, because what makes the difference in the world today is education. The most important years are probably the formative years when students are in high school or in prep school. As the old saying goes, the battles are won on the fields of Eton.

Today, I would say they probably will be won on the fields of Taft.

I want to take this opportunity to say a few words about the developments of the People’s Republic of China, what I see as the future of Hong Kong, and what are the opportunities. As you know, the PRC went communist in 1949. The economic policies of China are like a textbook in that every economic principle, proven or

otherwise, has been put into practice between 1949 and 1978. At first, the Communists tolerated the existence of private enterprise in a communist state. A couple of years later, they abolished free enterprise and said there may only be stateowned enterprises, to introduce central planning from Russia. Later on when they had the quarrels with the Soviet Union, they abandoned all the help of the Soviet technocrats and tried to go on their own, what Chairman Mao Zedong called selfreliance. He then embarked on the world’s biggest—it wasn’t the greatest—experiment in communes. China was effectively divided in the rural areas into communes.

This is what was called the Great Leap Forward starting in 1958, and in about three years’ time managed to have massive famines, which was even worse than what is happening in North Korea today.

In 1962, the famine was so great that I

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remember, I had just graduated a few years before from Princeton and went back to Hong Kong, and in the summer of 1962 there was something like half a million people who swam across the border into Hong Kong because people just wanted to leave the PRC and come to Hong Kong.

Chairman Mao Zedong, in the winter of 1963, had to step aside because the economy didn’t work. Then there were Zhou Enlai and Lui Shaoqi, who began to repair the damage that had been done.

Again they introduced the concept of private plots in the communes, which somewhat was able to provide more production of food. As you may know in history, in the Soviet Union, the communes account for much of the state’s resources. The private plots account for only 3 percent of the land area, but they account for 25 percent of the production.

So I guess Chairman Mao never understood the meaning of work incentive. After the introduction of private plots in China—although there was some easing of the food shortage—the problem never went away. Chairman Mao, on the sidelines, was not very happy, and he staged his political comeback, which was called the Cultural Revolution.

In 1966, what he basically said was that all the rules go and he was going to have a brand-new, chaotic-type of revolution. Of course, that plunged China into greater turmoil. Ultimately Zhou Enlai tried to pick up the pieces, and he started what he called this pro-modernization program. In 1971, Zhou also started the Open Door Policy, where he tried to introduce some detente with the West. In 1976, Chairman Mao died and his annointed successor, Hua Guofeng, just followed the principles of Mao Zedong.

In two and a half years he was succeeded in the party congress by Deng Xiaoping, who is probably one of the greatest visionaries of this century. I remember one of his most famous sayings, his comment on the cat population: It doesn’t matter if it’s a black cat or a white cat; as long as it can

catch a mouse it is a good cat.

Not being an academic, not one of those theorists but rather a pragmatist, he wanted to do something good for China.

He didn’t have to carry any baggage on his back because he didn’t care whether he was ideologically correct. He just wanted to do something good. In the winter of 1978, after he was promoted to be the de facto leader, he promptly launched this Open Door reform program, which I believe is the watershed year for China.

Now, as China is over a billion people I would say that that fateful decision back in 1978 probably had the most profound influence on mankind, because it affects one billion or more people.

I remember reading those proclamations in 1979. Being a civil engineer, not an economist, certainly not a historian, I scratched my head and asked, “What does a communist country mean by saying ‘open door’ and ‘reform’ because that has never been done before?” I also remembered that my history teacher said, “History always repeats itself.” So I said there must be a parallel somewhere; let’s go to the library and let’s start looking to see what the significance is. After reading that proclamation about five times, I finally understood what Deng Xiaoping meant. He was not original. What basically he was trying to do was to emulate what Emperor Meiji’s court people were doing in 1868 when they decided if there was any future for Japan, Japan must modernize. And the Meiji Restoration program was just that. They sent students overseas, workers overseas; they revamped the whole politcal situation by adopting a constitutional monachy and introducing the diet, a system not unlike that of England.

And of course, we’ve seen that Japan was successful. After realizing what Deng Xiaoping was trying to do, I predicted that China would be successful. After nineteen years, since that fateful decision in 1978, what we are seeing in China today—what we’ve seen in the last nineteen years—is

proud parents of three outstanding graduates. We are indebted to them even as we are to all alumni and parents who have given so generously to building a Taft prepared to lead in the twenty-first century.”

—Lance Odden Headmaster

“I would like to compliment the tremendous job the architect and the builder have done on this facility. Personally, I have been an engineer, architect, and builder in the last 39 years, and I’ve worked on many buildings. I have done a lot of this kind of thing, and I’ve also dedicated buildings to Princeton. But I must say that this is the finest building I have ever seen.”

—Sir Gordon Wu P’88, ’89, ’90

“The Taft School’s new math and science center is a very important building for our firm because it demonstrates • that the thoughtful siting of a single new building can have a profoundly positive effect on an entire campus environment, • that a new building can be contextual and relate to its historic neighbors but still be innovative and exciting without being derivative of earlier periods, • and that good planning and successful architecture result when a client values team collaboration, provides strong leadership, and processes insightful vision.

Taft was all of these and more.”

—John Prokos Graham Gund Architects

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“The Lady Ivy Kwok Wu Science and Mathematics Center and Belcher Learning Center make powerful statements about Taft on several levels.

First, they speak to the school’s historic mission of providing the finest liberal arts education available at the secondary level. This facility will allow us to educate our students on the cutting edge as we enter the 21st century.

Second, they speak to the strength of the Taft family. The generosity of the Wus and Belchers continues a long tradition of the school family supporting Taft.

Finally, they speak to the extraordinary leadership Lance Odden has provided over the last 25 years. The school has experienced dramatic transformation and renewal, and these two buildings are fitting capstones as we approach a new century.

I consider myself fortunate to be part of all of this and to have my own children be beneficiaries of Taft’s education, family, and leadership.”

—Bill Morris ’69 P’97, ’99 Dean of Academics

“One outstanding feature of the new facilty is the way that the labs are configured. The Science Department determined early in the planning process that we wanted combined lab and classroom areas, but the department did not want fixed furniture in the middle of each lab area because that style limits the way that the space can be used for teaching. Instead, we asked that permanent fixtures (fume hoods, sinks, and the like) be placed along the perimeter of each lab. In the center, we asked for tables on casters so that we could easily reconfigure the space as needed for different activities or lab experiments.”

—David Hostage Science Department Head

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nothing short of an economic miracle.

While there are at the present time these currency uncertainties in Southeast Asia, China is sitting on 126 billion dollars of reserves, safe from these attacks. And of course Hong Kong, with 66 billion dollars, is also very safe. In 1979, when this policy was propagated, Hong Kong rose to the occasion because a lot of Hong Kong people recognized that this was the opportunity for Hong Kong to do something to help China, to modernize, and to improve upon its economic well being.

I always look at what Japan has done to America. I remember in 1941 the Japanese sent bombs and torpedoes and dropped them on Pearl Harbor. The Americans didn’t like that and rose to the occasion and beat the living daylights out of them. The Japanese retreated, and in 1961—twenty years later—they started dropping Toyotas and Sonys and wound up owning half of Rockefeller Center and the whole of Waikiki Beach. In Hong Kong we realized we certainly didn’t want to fight communism by way of guns and rockets because there are over 1.2 billion people across the border and we have only 6 million. At 200-to-one odds I think even General Custer would say that he had better odds.

It would be no good to just stand on the rostrum and tell them that their economic policies were no good. I don’t think they would have listened. So the third way—and the most effective way— was to persuade China gently. Since they wanted to go on an economic experiment of Open Door reform, we the people in Hong Kong had a lot of software and management expertise. We had a lot of money, we had the willingness to work; why not start working?

In the next fifteen years or so, right after the Open Door policy, Hong Kong people provided something like four million jobs across the border in the Pearl River Delta region. And of course Deng Xiaoping was not displeased with the fact that every year he saw more and more

export growth and more and more reserves. This is what economics are all about. Once you start working hard, once you start creating wealth, you find refrigerators, you find color TVs, you’ve got better living conditions and this is much better than just shouting slogans and still having an empty stomach at the end of the day. This is what economic cooperation is all about.

Hong Kong in the last nineteen years or so has worked very quietly on that point, even when it comes to the matter of sovereignty. The return of Hong Kong to China in 1997 became a non-event.

On June 30, we had a five-day holiday.

Eight thousand media people came to Hong Kong expecting a lot of protests, a lot of fanfare, a lot of unrest. Instead, it was exactly that, a five-day holiday, a nonevent. As I told Lance many years ago, I said, “I have a crystal ball in front of me.

I know exactly what is going to happen to Hong Kong after 1997.” Lance was very enthusiastic. He asked what. I said, “After 1997 it will be 1998.”

In 1984, in the terms of return of sovereignty of Hong Kong (you may say terms of endearment) Beijing offered to the Brits and to the people of Hong Kong several principles. And let me expound on them. First, there would be one country, two systems. Hong Kong would be able to keep its capitalist system. Second, Hong Kong would have a high degree of autonomy. Third, Beijing would assume the responsibilities of defense and foreign affairs without asking Hong Kong to come up with a single dime. The fourth one was that Hong Kong would not have to pay Beijing any tax for the next fifty years.

After I read that I said, “This is a very nice and generous offer; what is in it for Beijing?” Again, I read those documents, and after reading them several times, I understood the logic. In those years right after the Open Door Policy, until 1984, China saw the upswing of its economy; the reserves started to build up, the exports started to increase, the

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The Belcher family officially opens the Nancy and Ben Belcher Learning Center.

From left, Lance Odden, Ward Belcher P’97, Cassie O’Connor ’91, Michael Bauer ’95, Becky Belcher ’97, and Ben Belcher ’53. economy started to build up. The biggest single help came from Hong Kong, because Hong Kong accounted for something like 60 percent of China’s foreign investment program.

Now if you look back between 1949 and 1978, China’s economic policies were so terrible it was like watching a World Series where you see the pitcher throw all sorts of pitches but get nobody out. All of a sudden you get a very nice pitcher and the batters go down one, two, three. Before 1978 China feared change, but Deng Xiaoping changed that. How? He told us, you just keep going for fifty years so that we can catch up with you. In the meantime, you do your bit for us, help us to do it. This is the essence of the unification of Hong Kong to Beijing. Therefore the fifty years is not only for Hong Kong, it is for the People’s Republic of China as well, so they can catch up.

Under this kind of sponsorship, you might say, that Hong Kong’s role is to help the PRC to achieve its goals of economic development. You may wonder how the six million people of Hong Kong can do all that. Well, we cannot do it ourselves. Hong Kong people, we are not that bright, but we have a little secret which I want to share with you. In Hong Kong, we adopted the policy right after the Second World War that we welcome anybody to come to Hong Kong to set up business. So basically, a Hong Kong company is one that wants to come to Hong Kong, take our business registration certificate, and instantly become a Hong Kong Company.

Hong Kong is reinforced by the thousands of firms coming from Japan, Taiwan, the United States, Europe, Southeast Asia, that come to Hong Kong, make their money, make the investments,

“The jack hammers are gone; the mud has been replaced with lawn and graceful walks; the newly-renovated library is extraordinarily attractive. The new reading room houses the periodical collection and provides student study tables, a fireplace, and easy chairs for relaxed reading. The Great Hall serves as the entrance to the library’s services and also houses the Alumni Collection.

Several small group study rooms have been added to provide areas where students can work together on joint projects. The new layout is also proving to be a good, workable model for our enhanced access to computers. Students have responded well to the warm environment of this building. It will surely serve as a place of tradition and permanence on the campus—a locus for the academic life of the community.”

—Carolyn White Head Librarian

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“The Lady Ivy Kwok Wu Science and Mathematics Center provides us with a wonderful place in which to teach. The spacious classrooms give us the room not only to fit comfortably the traditional chairs and desks for the students, but also allow us to include all the current technological tools.

As teachers, we are now centralized into one location. (In recent years, math classes have been spread out over three buildings.) The Peter R. Fink ’51 Memorial Faculty Center encourages constant dialogue among the teachers. Working in a group office promotes the sharing of teaching strategies and the collective solving of issues facing us. Having the Science Department in the same room will allow a cross-departmental flow of ideas unprecedented at Taft. The next few years should see an exciting revolution in how math and science jointly present topics to our students.”

—Al Reiff, Jr. ’80 Mathematics Department Head

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Students, faculty, members of the Board of Trustees, and invited guests witness the formal dedication of the Lady Ivy Kwok Wu Science and Mathematics Center and the Nancy and Ben Belcher Learning Center. and through Hong Kong, go inside China. Right now we are represented in Hong Kong by each and every Wall Street firm; many of the Fortune 500 companies are represented in Hong Kong. So Hong Kong is only acting as the intermediary. And together with the locals, we are doing a tremendous job, so much so that, for instance, they started stock exchanges in Shanghai and in Shenzhen.

Now I remember when I was a young student, the propaganda was that America is a paper tiger. America is run by the Wall Street war mongers. By 1990, you see the same war mongers in the stock exchanges in Shanghai. So you can see the changes that are happening in China and how greatly this fellow Deng Xiaoping has transformed this economy.

I would say that the future of Hong Kong, and the future of China, is very bright because it is now undergoing

enormous changes. And one of the most important changes is also helped by the United States of America, not through the State Department, but rather through the American people. Since the Open Door Policy something like 150,000 PRC students have come to this land. They have been to universities. About one third of them have already gone back. The education they got from this country, the hospitality they got during their stay here, and the concepts they got from this country, a lot of these concepts have gone back— in very much the same way as the transformation of Taiwan and Korea.

I remember in the ’50s and ’60s those regimes were very, very rigid, very, very autocratic, and if anyone said anything against the goverment you might dissappear overnight. But in Taiwan’s case it was the US-trained Ph.D’s who served

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in responsible positions in government and by the time there was a Ph.D. acting as the president, you see democracy. So in China we are seeing that these 50,000 people who have already gone back all went back talking about the concepts of Patrick Henry and Thomas Jefferson.

It’s going to, in due course, make profound changes. Because of information technology, CNN, and the Internet, there is no way you can keep information away from anybody.

So what I predict is that in the future China will gradually adopt more and more of an open society and adopt an economic system which they copy generously from the Hong Kong scene.

Already we have seen that two weeks ago they had the fifteenth Party Congress.

They adopted two things: first, the dismantling of state-owned enterprises, and second, the introduction of secret ballots in getting their members elected.

We’d like to see China change overnight, but this is not going to happen, and probably it shouldn’t happen overnight.

What we are seeing is that China is changing over time. And I believe that this changing over time is important, because if you see something changing overnight there could be too much chaos. If you change over time, you will have a smoother transition and at the end of the day it will probably benefit the people a lot more.

A lot of people, particularly some of the people in congress in this country, believe in changing overnight. But they are very short in their memory. One of my heroes is Thomas Jefferson, who in 1776 wrote that all men are created equal.

He wrote this Declaration of Independence, which formed the basis of the United States of America. But America wasn’t changed overnight. Over the next two hundred years we saw women struggle to get the vote, black men had to struggle to get their vote, and even white men without land had to struggle to get their vote.

So ultimately, even in America it was a transformation over time. It was not over-

night. Now, if Thomas Jefferson in 1776 had insisted there be no compromise, no phased-in program, I’m sure he wouldn’t even have gotten the state of Virginia to pass his own declarations.

So even in this country we have seen transformation over time, and that is precisely what is happening in China now. We have seen China, over the last nineteen years, slowly embracing the concepts of the rest of the world, such as political prisoners, such as intellectual property rights, such as the people’s rights and civil rights. They are certainly not up to Western standards, but if you look back at the standards of 1949, China has already come a long way, and the direction is very clear. Therefore, I believe the most important thing is for America to be a little patient and to help them do the job, by having patience.

I am a strong believer that the most important thing is software, which is education. You can transform a nation only with software, only with education. That is why the institutions of learning in this country are so important. I want to take this opportunity to thank the American people who have been very generous. No where in the world would so many institutions open their doors to foreign students, give them a nice education, and send them back with no questions asked.

This is where America will be able to give a lot of help in making not only China, but the rest of the world a better place.

If you look at the numbers—I’m an engineer, I always look at numbers—fifty thousand PRC graduates went back to China to work. Well, not so long ago, the good Lord started with only twelve disciples, and one went to work for someone else for thirty pieces of silver. That’s 8.5 percent gone. So you can see these 50,000 people will do the job. And in due course, don’t be surprised if you see institutions like Taft appearing in the PRC and also opening their doors to other people of the world. This is what education is all about.

Endowed Rooms in the Science and Mathematics Center The following areas of the Lady Ivy Kwok Wu Science and Mathematics Center were formally dedicated on Saturday, September 27, 1997: The Chow Family Seminar Room The Mollie Newberry Gronauer Laboratory The Schutt Family Study Area The Kennedy Family Classroom The Johnson Laboratory The Donald C. Little ’37 Laboratory The Covington Conference Room The Alfred G. Gilman ’58 Laboratory The Gordon S. Calder, Jr. Study Area The Burns Family Conference Room The Peter R. Fink ’51 Memorial Faculty Center The Lois S. DePolo Classroom The Daniel C. Comiskey Classroom The Peter S. Firestone Laboratory

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SCIENCE Then & Now

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n the fast-paced world of the 20th century, no arena has transformed more quickly than the field of science. The Taft campus has grown continually in this time, and the evolution of science laboratories is evidence of that.

The following is a progression of some of the facilities that have been used in science instruction over the last 85 years.

Truly humble beginnings. One of the earliest science facilities at Taft was the laboratory in the basement of Horace Dutton Taft Hall, built in 1914. This area now houses the school’s maintenance department.

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With the construction of Charles Phelps Taft Hall in 1930, a new laboratory was built near Bingham Auditorium, above ground this time. The room later housed the art studio, then served as a choral room, and is now a laboratory of a different sort— for the study of modern languages.

The 70th anniversary of the school was celebrated with the construction of a modern facility dedicated to the instruction of science and mathematics.

Here, Paul Lovett-Janison conducts a class in the Stott ChemistryPhysics Laboratory, completed in 1961.

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Today, Laura Erickson demonstrates a biology dissection for her students and onlooking members of the Board of Trustees in the Lady Ivy Kwok Wu Science and Mathematics Center.

The new view across the pond—The Lady Ivy Kwok Wu Science and Mathematics Center.

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Scions Science of

Teaching for the future Introduction by David Hostage

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rom an early age, most teachers of science have been fascinated by the phenomena of the natural world and have striven to gain understanding of it, first through questioning their parents, and then through a wide range of experiences that obviously vary from individual to individual.

Sooner or later we began a formal study of science, taking courses and interacting with our science teachers. As we look back at our teachers, we recall different personalities and different levels of competence, different subjects and different degrees of difficulty.

For most of us the teachers who stand out most clearly in our minds are the teachers who conveyed to us the same feeling of excitement and wonder in the phenomena that we felt ourselves. Indeed, for some of us these feelings may have been first truly awakened by a teacher. As we analyze our own teaching goals we would do well not to forget this most fundamental of goals: to convey to and instill within our students this same sense of wonder and appreciation for the marvels of the universe, from simple everyday phenomena to those well beyond our normal experience. While we can argue about methods and techniques of teaching, let

the students see and feel how much we enjoy science; it is what determined for most of us this choice of vocation and may well prove to have the most influence on our students in the long run.

We also feel that it is vitally important to convey to our students how unique science is among academic disciplines.

Science is not only a set of facts. More important, it is a formal plan of action.

The scientific method requires a perpetual re-evaluation of each set of ideas. The hypothesis that a scientist poses after examining a situation or set of data is not meant to be the ultimate explanation to a problem. Rather it is a work in progress.

While subsequent questions and answers may elevate a hypothesis to the status of a model, then to a theory or law, at no point is that idea assumed to be the final answer. Science alone among the academic disciplines pursues truth with this system of perpetual self-checks. It is, by its very nature, an on-going process.

The question of how science will be taught as we move into the next century is profound. Here, each member of the department gives his or her thoughts about the future of the subject we all love.

All photographs were taken in the Lady Ivy Kwok Wu Science and Mathematics Center.

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David W. Hostage, Head Middlebury College, BA; Wesleyan University, MALS, CAS 14 Years at Taft Chemistry, Taft Educational Center Director Teaching science is undergoing a metamorphosis! We actively encourage the participation of women and other under-represented groups in learning and using science. We emphasize the importance of laboratory skills and support the use of real world examples and investigations in our classes. Especially important is the use of science. Several of us have been working with our students in science and engineering competitions, allowing them to put those concepts and laboratory skills that they have learned in their science classes to use in challenging situations. Our wonderful new facility, the Wu Mathematics and Science Center, will allow our students and faculty to pursue science in laboratories, workshops, and computer rooms. I predict an explosion of science activity here at Taft!

John S. Crosby Hartwick College, BA; University of Maine, PhD 3 Years at Taft Biology Science educators today cannot hope to explore with their students all, or even most, of the topics in contemporary biology.

Rather, our challenge is to provide our students with a good understanding of the basic tenets of biology, and then show them how to use the information in imaginative ways and in cooperative efforts with others. This is truly the manner in which science is done. Science is no longer descriptive, but investigative. Only by providing easy access to the most current information, and the sharing of technological resources, can students participate in the discovery process.

Fig. 36 Astronomical Illustration, 1771 Philosophia Britannica, Benjamin Martin, 1771 The illustrations included with these profiles are taken from the panels adorning the main stairwell in the Lady Ivy Kwok Wu Science and Mathematics Center.

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Rusty Davis Princeton University BSE, MSE 25 Years at Taft Physics, Dean of Students

Fig. 41 Slide Rule for Chemical Equivalents, 1814

I believe that we live in a world in which the number of people who understand science is not increasing at a fast enough pace.

To be sure, more people are literate in using computers and other technologies than they were even a few years ago, but it is discouraging to walk into a bookstore to find rows of books on new age theories, astrology, extraterrestrials, and alternative medicines, and only a small section of books that deal with real science. Our students will need to understand the difference between what is real and what is not. I think that this kind of learning begins early. We need to teach our students skills that will allow them to understand how to look at the science that will be important to them, science that may not even exist today. We need to give them that background.

William Wollaston Courtesy of the Collection of Historical Scientific Instruments, Harvard University, Cambridge, MA

Laura Erickson University of Wisconsin, BS, MS 4 years at Taft Biology One of the most exciting facets of being a science teacher is providing our students with the information necessary to allow them to explore the rapidly changing scientific environment evolving in the world of research. From the lightning speed advances in genetic research, leading to such global efforts as the Human Genome Project, to the perfection of more and more complex equipment and technology, science is exploding as we prepare to enter the 21st century. As a teacher of high school science, it is fascinating to stay abreast of the current developments and very challenging to present them to our students in a meaningful and understandable manner. Science provides the student with the opportunity to practice deductive reasoning, and we need to provide a curriculum which allows for stimulating laboratory work, as well as making sure our students grasp the fundamental building blocks which lead to scientifically literate adults able to make intelligent decisions in a technological world.

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Fig. 34 Weights and Pulleys, 1764 Lectures on Select Subjects in Mechanics, Hydrostatics, Pneumatics and Optics. J. Ferguson.

1764

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Fig. 43 John Dalton’s Atomic Symbols, 1835 lecture leaflet (facsimile) John Dalton and the Rise of Modern Chemistry.

Sir Henry Roscoe.

London, 1895

Garrett Forbes Tufts University, BS; University of Illinois Urbana-Champaign, MS 2 Years at Taft Chemistry One of the issues facing chemistry teachers is the availability of funding for projects to foster interest in scientific research and development at the high school level both in and outside of the classroom. Proper funding allows teachers to surr ound their students with the latest instrumentation and software, enabling them to assimilate and manipulate scientific data more easily in the classroom. Outside of school, programs need to be created and supported by community laboratories that allow motivated students to contribute to the solution of “real world” problems. Both of these efforts produce confidence and a sense of accomplishment at an early age as the students get a chance to work with modern hardware and among skilled scientists.

Volker Krasemann Ernst-Moritz-Arndt University-Greifswald, Germany, MS; Montana State University-Bozeman, MS 2 Years at Taft Physics, Astronomy I will try to incorporate the use of the Internet in my astronomy course, not only as a resource but also as a teaching tool, meaning I will try to teach classes while the students are logged on to their computers. Students have to be especially focused on their work and try to keep pace with each other if they are going to get the same information out of the class and the presented material. There can also be more distractions while working on the Internet. In the future, the use of technology inside the classroom will be our greatest challenge.

I have also done a lot of work on the continuing research in student misconceptions with regards to physics. The continuing work on that will be important as a form of personal development as well as to change the curriculum and methods of teaching accordingly.

Fig. 40 Mechanical model of Solar System, 1812 Antide Janvier

Taft Bulletin

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SCIENCE•DEPARTMENT•PROFILE

Alexander Lyapin Moscow Institute of Physics and Technology, Russia, BA; Harvard University, MA 2 Years at Taft Physics I am interested in the use of new technology and software in classroom teaching.

1. Many computer programs are developed every year that have a goal of making it easier and more fun for students to learn science. We are testing these programs and finding out which ones work well in our classrooms.

2. More high-quality and more affordable lab equipment for high school science classes is on the market. The challenge is to find ways to integrate effectively this equipment in our teaching methods.

3. We are finding ways to use the Internet to facilitate the learning of science.

Besides that there will be many of the issues we face today.

1. Finding ways to teach that accommodate students with different learning styles and personality types.

2. Actively engaging students in class discussions, making science more interesting and fun to learn.

3. Doing all of the above without lowering our expectations and standards.

Fig. 55 Lorenz Butterfly (Chaos Theory), c. 1960 Edward Lorenz Center for Meteorological and Physical Oceanography, MIT, Cambridge, MA

Jim Mooney Boston University, BA; Wesleyan University, PhD 12 Years at Taft Physics Taft is one of only a few schools that requires its sophomores (middlers) to take physics. This presents both challenges and opportunities for the teacher. It is a chance to work with some exceptional young minds and to show them the logic and beauty of physical law as can only be understood by a precise, mathematical description. On the other hand, it is a chance to work with students who may never take another physics course, and to show them through demonstration and hands-on activities how mankind acquires and interprets scientific knowledge.

Fig. 21 William Gascoigne’s Screw Micrometer, 1631

18

Fall 1997

SCIENCE•DEPARTMENT•PROFILE

Fig. 27 Philosophia Naturalis Principia Mathematica

Paul Nanian Trinity College, BS One year at Taft Chemistry

Isaac Newton, 1686

One of the issues that science teachers face is finding appropriate ways to integrate technology into the classroom. I believe that in some ways science teachers are well prepared to do this because we already use technology: microscopes, spectrometers, interferometers.

Computer technology has resulted in some new tricks of the trade that teachers of science can use to enhance student learning. For example, animated computer models of atomic interactions are far superior to a two dimensional blackboard rendition, and observational assessment software can assist the teacher in tracking student learning. I feel, however, that teachers who use these technologies must be wary of the impact they have on the teacher-student relationship.

Fleurette Turkenkopf Wesleyan University, BA One Year at Taft Physics

Fig. 46 Alexander Graham Bell’s patent for the telephone, 1876

I believe the focus in science teaching will change, due to technology. The computer age is adding so many new skills to the curriculum that teachers are finding themselves having to choose which skills are more important to teach. Students are going to be able to use their computers in so many aspects of the courses but might end up suffering because of it. Therefore, teachers will have find the balance between new technology and the other necessary skills.

Taft Bulletin

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SCIENCE•DEPARTMENT•PROFILE

Amy Wilson Swarthmore College, BA; Harvard University, MEd 4 Years at Taft Physics-on sabbatical leave

Fig. 15 Geometric Square, 1571 Pantometria. Thomas Digges. London, 1571

William W. Zuehlke Colby College, BA; Wesleyan University, MALS 9 Years at Taft Biology, Environmental Science In an age when computer use and technology are growing so rapidly, I see a great challenge in trying to maintain some sort of equilibrium between using technology in the classroom and teaching students the fundamentals of scientific research. Presently we use computers for data collection, manipulation, and presentation, gathering information from the Internet, and preparing laboratory reports. Additionally, a number of computer programs are used to simulate activities that we cannot easily carry out in our laboratories. However, I would not want to see the whole of our curriculum become taught as a “dry” science. Rather than simulate the activities of a particular plant population as they respond to various environmental conditions, I want my students to grow, manipulate, and observe the plants themselves so that they can draw conclusions from the activity. Likewise, using a computer simulation to dissect a frog removes from the student the ability to develop surgical techniques and proper handling of the organisms. Science needs to be taught in a manner that provides the students with the opportunity to touch and feel what they are learning and at the same time have the ability to use the most up-to-date technology available to them.

20

Fall 1997

At the high school level, we are in a position to either turn on a population of students to the scientific world or to alienate them from it forever.

We need to write a curriculum which will engage students in the act of doing science. They need to practice evaluating evidence and recognizing the simplicity that can lie under the surface of complex observations.

Physics demands that its students create abstract models in their minds to explain the causes of phenomena in our physical world. To be able to isolate what is simple about a complex idea is to be able to learn or understand just about anything. Students are confronted with so many choices now with regard to the courses they can take in high school and college and the information to which they have access through the Internet. We need to equip them with the skill of paring down all of this information, isolating the important ideas, and linking those important ideas with others. A physics course requires the same skill. In the face of all that we see around us, we attempt to recognize patterns and laws which govern the universe. We attempt to link the physics of the nucleus of the atom to the origin of the universe. We hope that our students gain from the course both an enthusiasm for the beauty of the physical world and an ability to analyze information in a systematic way.

Fig. 37 Astronomical Illustration, 1771 Philosophia Britannica. Benjamin Martin. 1771

NEWS•OF•THE•SCHOOL

Parents’ Committee Dinner

T

oni and Chuck Peebler P’99 hosted a dinner party for Patsy and Lance Odden and the Parents’ Committee of the Annual Fund on Thursday, September 18, at Mortimer’s in New York City.

Over fifty current parents and trustees attended.

Beirne Donaldson P’00, Lance Odden, and Mollie Zweig P’97, ’00

Peter Madsen P’95, ’00, Nancy Paduano P’99, and Toni Peebler P’99

Brooke and Sally Weisleder P’95, ’98, and Bill Camp P’98

Suzanne Lake P’98 and Joe Toce P’98, ’01

Diana Elzey Pinover P’98 and Ed and Nancy Barr P’98 Taft Bulletin

21

NEWS•OF•THE•SCHOOL

New Faculty

1. Nanian, 2. Swendsen, 3. Chin, 4. Levitus, 5. Sullivan, 6. Rumbao-Real, 7. Winstead, 8. Asbury, 9. Turkenkopf, 10. Bogardus, 11. Spencer, 12. Panadero, and 13. Lee.

Margaret C. Asbury

Andrew L. Bogardus ’88

A. Mark Buckholtz

Pearl M. Chin

Carpenter Teaching Fellow in History An athlete, a campus leader, and a musician at Williams College, Garet wrote a distinguished record as a history major with a concentration in women’s studies.

Admissions Officer, History, Assistant to the Dean of Students After graduating from Denison, Andrew has for the last four years been a teacher, coach, and administrator at Marvelwood School.

German Mark has an extensive academic background in the humanities, psychology, German studies, and German language and literature. He has been an instructor in German at Yale for eleven years while completing his doctoral degree there.

English After earning Distinction in English at Yale, Pearl taught English, coached, and lived in the dormitory last year as a teaching fellow at Exeter. She is a distinguished pianist as well.

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Fall 1997

NEWS•OF•THE•SCHOOL

Jane J. Lee

Paul S. Nanian

Sara A. Rumbao-Real

Pascale C. Swendsen

Mathematics A graduate of Robert Louis Stevenson School and Williams College, Jane has worked for two summers at the Northfield Mount Hermon Summer School. At Williams she was a student leader and athlete while writing a strong academic record.

Chemistry After receiving his BS from Trinity College, Paul served two years in Fiji with the Peace Corps and most recently taught for two years at Cardigan Mountain School. He is an avid hiker and rock climber.

Spanish Sara was introduced to the world of American boarding schools last year at Deerfield Academy, where she filled a one-year position as a teacher and dormitory supervisor. She is a graduate of the University of Sevilla with a degree in English language and literature.

French Pascal resigned in October for medical reasons. Carrie Shaffer, a graduate of American University in Paris, has taken over the position. Carrie taught and worked for a film company in Paris for several years and taught part time last year at Hotchkiss and Indian Mountain Schools.

Michael E. Spencer

Fleurette D. Turkenkopf

Fellow in Chaplaincy While completing his master of divinity degree at Yale this year, Michael will also work at Taft to build a chaplaincy program. He has taught in summer programs at Milton Academy and St. Paul’s School and most recently taught classics at Tabor Academy.

Teaching Fellow in Physics Flo comes to Taft with a distinguished record at Wesleyan University, where she was president of her class, a tutor and a TA, and a residential advisor. She was a co-founder of a Women in Science program at the university.

Jason A. Levitus Teaching Fellow in Mathematics and Computer Science After graduating from Wesleyan University, Jason took a year to explore carpentry and other professions in North Carolina. While an undergraduate, he served as a TA in two different departments.

María José Panadero Spanish María José’s teaching experience includes working at the Hopkins School, Miss Porter’s School, and the University of Connecticut.

Thomas J. Winstead Katherine G. Sullivan Teaching Fellow in English Kate comes to Taft after graduating from Exeter Academy and Amherst College, where she was a leader in athletics and social issues.

Mailliard Teaching Fellow in Mathematics Trey has written an outstanding record in engineering at Vanderbilt University and has spent the last nine summers as a camper, counselor, and leader at Camp Pasquaney, an experience that has no doubt prepared him well for boarding school life.

Taft Wins Fundraising Award for Third Straight Year This past summer, Taft was cited by the Council for Advancement and Support of Education (CASE) at its Circle of Excellence Awards ceremony. For the third consecutive year, Taft was honored for Overall Fundraising Performance, and finished first among all schools nationally in two categories.

By raising over $18 million in gifts, Taft was the highest in Total Fundraising Support. Taft also finished first in the category of Total Support as a ratio of the Operating Budget: support exceeded the school’s operating budget by 120 percent. These honors speak to the tremendous generosity of Taft’s alumni/ae, parents, and friends who made it possible.

Taft Bulletin

23

NEWS•OF•THE•SCHOOL

Winter Athletic Schedule 1997-98 This schedule is subject to change. If you would like to verify the time and location of any game, please contact the school at 860-945-7706.

Boys’ Varsity Basketball 12/6 (Sat) 12/9 (Tues) 12/10 (Wed) 12/17-19 1/14 (Sat) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/26 (Mon) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/16 (Mon) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

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

Canterbury H Choate A Kingswood A Loomis Invitational Kent A Hotchkiss H Berkshire H T-P A Canterbury A Berkshire A T-P H Hotchkiss A Deerfield A Avon H Salisbury H Kent H Loomis H Avon A Westminster A

Girls’ Varsity Basketball 12/6 (Sat) 12/10 (Wed) 12/18-19 1/10 (Sat) 1/14 (Sat) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

2:30 2:30 2:30 4:00 2:30 2:30 2:30 2:30 2:30 2:30 2:30 2:30 3:00 2:30 2:30 2:30

Suffield A Kingswood H Tabor Tournament Canterbury H Deerfield H BerkshireA Kent A Loomis H Canterbury A Hopkins A Kent H Westminster H HotchkissH Willliston H Choate A Berkshire H Hotchkiss A

Boys’ JV Basketball 12/6 (Sat) 12/9 (Tues) 12/10 (Wed) 1/14 (Wed)

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2:30 4:00 2:30 2:30

Fall 1997

Canterbury H Choate A Kingswood A Kent A

1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/26 (Mon) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/16 (Mon) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

2:30 2:30 2:30 4:00 2:30 2:45 2:30 3:30 2:30 4:00 2:30 2:30 2:30 2:30

Hotchkiss H Berkshire H T-P A Canterbury A Berkshire A T-P H Hotchkiss A Deerfield A Avon H Salisbury A Kent H Loomis H Avon A Westminster A

Girls’ JV Basketball 12/10 (Wed) 1/10 (Sat) 1/14 (Wed) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/28 (Sat)

4:00 2:30 4:00 4:00 2:30 4:30 2:30 4:00 4:00 4:00 3:00 4:00 4:00

Kingswood H Canterbury H Deerfield H Kent A Loomis A Canterbury A Hopkins A Kent H Miss Porter’s H HotchkissH Williston H Choate A Hotchkiss A

Boys’ 3rds Basketball 12/6 (Sat) 12/10 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

4:00 4:00 4:00 3:00 4:00 4:30 2:30 2:30 2:30 2:30 2:30 2:30 2:30 2:30

Deerfield H Avon A Hotchkiss A Choate A T-P H Hotchkiss H Canterbury A Hopkins A Berkshire A Westminster A Kent A Berkshire H Avon H Suffield A

Boys’ Varsity Hockey 12/6 (Sat) 2:30 12/10 (Wed) 2:30 12/19-21 1/7 (Wed) 1/10 (Sat) 1/12 (Mon) 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/1 (Sun) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

2:30 2:30 4:00 2:30 2:30 2:30 2:30 2:30 2:45 2:00 2:30 2:30 2:30 4:00 2:30 2:30 2:30

Berkshire H Avon A Lawrenceville Tournament Gunnery H Avon H Salisbury A Westminster A Choate H Loomis A Canterbury H Kent H T-P A Lawrenceville H Kent A Salisbury H Hotchkiss H Deerfield H Choate A T-P H Hotchkiss A

Girls’ Varsity Hockey 12/6 (Sat) 4:30 12/7 (Sun) 10:00 12/10 (Wed) 4:30 12/17-19 1/10 (Sat) 5:30 1/14 (Wed) 2:30 1/17 (Sat) 2:30 1/21 (Wed) 3:00 1/24 (Sat) 4:30 1/28 (Wed) 2:30 1/31 (Sat) 7:30 2/1 (Sun) 12:00 2/4 (Wed) 4:30 2/11 (Wed) 4:30 2/14 (Sat) 2:30 2/18 (Wed) 2:30 2/21 (Sat) 2:30 2/25 (Wed) 4:30 2/28 (Sat) 2:30

Washington Caps H Tiger Lillies H Simsbury H Taft Invitational Tournament K.U.A. H Canterbury H Choate A Loomis H Deerfield H Loomis A Tabor A Cushing A Williston A Greenwich Acd H Hotchkiss A WestminsterA Choate H Kingswood H Hotchkiss H

NEWS•OF•THE•SCHOOL

Boys’ JV Hockey 12/6 (Sat) 12/10 (Wed) 1/12 (Mon) 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

2:30 2:30 4:00 4:30 4:30 4:45 4:30 2:45 2:30 4:30 4:30 2:30 4:30 2:45 4:30

Berkshire A Fairfield Prep H Salisbury H Westminster A Choate H Loomis H Kent H T-P H Berkshire H Kent A Hotchkiss H Avon H Choate A T-P A Hotchkiss A

Girls’ JV Hockey 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/3 (Tues) 2/11 (Wed) 2/14 (Sat) 2/17 (Tues) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

4:30 4:30 4:00 6:15 4:30 4:30 7:15 3:00 4:30 7:15 4:30 4:30 3:45 4:30

TBA

Girls’ Varsity Ski Racing TBA

Boys’ Varsity Squash 4:00 2:30 3:30 3:00 10:00 2:30 3:30 1:00 2:30 3:00 3:00 4:00 3:45 2:30 2:30

Varsity Volleyball

12/6 (Sat) 12/7 (Sun) 12/10 (Wed) 1/14 (Wed) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed)

Pomfret H Yale Invitational A Choate H Greenwich Acd H Loomis A Hotchkiss H Canterbury H Greenwich Acd H Kent A Choate A Millbrook H Deerfield A Hotchkiss A Westminster A NEPSA Tournament

12/6 (Sat) 2:00 12/10 (Wed) 3:34

Pomfret Var H Avon A Greens Farms A Choate H Avon H Hotchkiss A Kent A T-P Var H Loomis H Choate H Kingswood Var H Brunswick H Deerfield H Hotchkiss H Westminster H

JV Volleyball

3:30 10:00 3:00 3:30 2:30 2:30 2:30 1:00 2:30 3:00 2:30 3:45 2:30 2:30

Boys’ JV Squash Simsbury H ChoateA Simsbury H.S. A N.J. Rockets H Deerfield A Greenwich Wings H Polar Bears “B” H Greenwich Acd A Hotchkiss A So CT Stars H Gunnery H Choate H Loomis A Hotchkiss H

Boys’ Varsity Ski Racing

11/17 (Mon) 12/10 (Wed) 1/10 (Wed) 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/22 (Thur) 1/24-25 1/28 (Wed) 2/4 (Wed) 2/11 (Wed) 2/16 (Mon) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

Girls’ Varsity Squash

Brunswick H Avon A Andover/Exeter A Choate A Choate Invita. A Berkshire A Hotchkiss A USSRA A Kent A Loomis H Choate H Brunswick H Deerfield A Hotchkiss H Westminster H NEISA Tournament Trinity Col

12/6 (Sat) 12/10 (Wed) 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/16 (Mon) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed)

3:30 3:45 3:00 3:00 2:30 4:00 2:30 4:15 3:00 3:00 4:00 4:00 4:00 2:30 2:30

Girls’ JV Squash 12/6 (Sat) 1/10 (Sat) 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/14 (Sat) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed)

2:30 2:30 3:30 2:30 4:00 2:30 4:00 1:15 4:00 3:00 2:30 4:00 4:00 4:00

1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/4 (Wed) 2/11 (Wed) 2/18 (Wed) 2/21 (Sat) 2/22 (Sun) 2/25 (Wed) 2/28 (Sat)

3:00 2:30 3:00 2:30 3:00 3:00 2:30 3:15 3:00 2:30 11:00 2:30 2:30

12/6 (Sat) 2/10 (Wed)

2:30 3:45

1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/28 (Wed) 1/31 (Sat) 2/11 (Wed) 2/18 (Wed) 2/21 (Sat) 2/25 (Wed) 2/28 (Sat)

3:00 4:00 3:00 2:00 3:00 3:00 3:15 4:30 2:30 2:30 2:30

Porter’s Playday A St. MargaretMcTernan H Hopkins A Westminster A Westover H Hotchkiss A McDuffie H Ethel Walker H Berkshire H Choate H Canterbury A Miss Porter’s H Choate Invitational A Choate A Hotchkiss H

Berkshire A St. Margaret-Mc Ternan A Hopkins A Westminster A Westover H Hotchkiss A McDuffie H Ethel Walker H Choate H Canterbury A Miss Porter’s H Choate H Choate Invitational

Varsity & JV Wrestling Choate A Miss Porter’s A Greenwich Acd H Kingswood H Loomis A Hotchkiss H Rye C. D. H Greenwich Acd H Kent A Choate A Millbrook H Deerfield H Hotchkiss A Westminster A

12/7 (Sun) 12/10 (Wed) 1/10 (Sat) 1/14 (Wed) 1/17 (Sat) 1/21 (Wed) 1/24 (Sat) 1/24 (Sat) 1/28 (Wed)

12:00 3:00 2:30 3:00 2:30 3:00 2:30 2:30 3:00

2/4 (Wed)

3:00

2/14 (Sat)

2:30

2/18 (Wed) 2/21 (Sat)

3:00

2/26-28 3/7-8

Taft Invitational H Taft Quads H Hopkins, Loomis A Forman, McTernan H Williston H TP, Gunnery A Hotchkiss,Suffield A JV Tournament H Avon, Hyde, Brunswick H Greens Farms, Cheshire, NYMA H Hamden Hall, Forman H Choate A Western New Englands at Williston National Preps at Lehigh U. New England Championships

Taft Bulletin

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