Princeton Magazine, September 2017

PRINCETON MAGAZINE

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CONTENTS

34 86

56

70

14 24

44

48

20 ..... FEATURES .....

..... HERE & THERE .....

CELEBRATING JFK’S 100TH BIRTHDAY

Q&A WITH HEADS OF SCHOOL

BY DOUG WALLACK

INTERVIEWS BY TAYLOR SMITH 20

A lasting inspiration 14

AUTISM IN NEW JERSEY

BOOK SCENE

BY STUART MITCHNER

A spectrum of challenges and hopeful possibilities

Rhyme and rhythm, words and wonder: Princeton’s Poet Laureate Tracy K. Smith

34

24

PLAY BALL

PRINCETON PANTRY

BY WENDY PLUMP

66

BY DONALD GILPIN

Carefully, and not all the time 48

FALL FESTIVALS

WALT WHITMAN’S NEW YORK CITY

BY LAURIE PELLICHERO 70

BY STUART MITCHNER

“The best, most effective medicine my soul has yet partaken”

FASHION & DESIGN

56

Chic Geek

IN THE SPIRIT

Academic Athlete

42

BY LAURIE PELLICHERO

44

Craft distilleries are booming in New Jersey

A well-designed life

76

94, 96

LEWIS CENTER FOR THE ARTS

BY ANNE LEVIN

A place to create and collaborate 86

ON THE COVER: The Chapin School, photography by Michael Branscom.

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TRACY K. SMITH, COURTESY OF PRINCETON UNIVERSITY, OFFICE OF COMMUNICATIONS, PHOTOGRAPHY BY DENISE APPLEWHITE; THE CHAPIN SCHOOL, PHOTOGRAPHY BY MICHAEL BRANSCOM; PRINCETON UNIVERSITY DANCE PHOTO BY ELENA ANAMOS; PALMER SQUARE, PRINCETON; EDEN AUTISM IN PRINCETON; SHUTTERSTOCK.COM

SEPTEMBER 2017

PRINCETON MAGAZINE SEPTEMBER 2017

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| FROM THE PUBLISHER

Dear Princeton Magazine readers, This past spring, I was fortunate enough to attend a conference to which trustees and administrators from every private school in New Jersey were invited to discuss various challenges facing their schools. What I picked up in the various discussions was a universal concern about their projected declining enrollments EXCEPT, as one of the presenters put it, “in that buzzing universe of private schools around Princeton!”

In this Back to School issue of Princeton Magazine, Taylor Smith brings you a bit of the buzz in many of these schools with Q&As of their Heads. This community is truly blessed to have so many outstanding schools, both public and private, from which to choose an educational path for your children.

October 5-8 marks not back to school, but the launch of a new school building with the opening of the amazing new Lewis Arts Complex. Anne Levin outlines the plans for a several day Festival of the Arts celebration and includes some great photos of the dance rehearsals.

Photography by Andrew Wilkinson

I was stunned when writer Don Gilpin told me that New Jersey has the highest rate of Autism in the country. The rate is one in 48 children and one in 28 among boys compared to the entire country where the rate is one in 68 children and one in 42 among boys. Don’s article will give you a concise analysis of what Autism is and you will find yourself feeling tremendous empathy for those whose lives it invades.

With the start of school comes school sports and with that comes sports injuries! Wendy Plump talks in depth with the experts about their pediatric medicine practice and how they deal with sports injuries.

I was impressed with the hospitals and medical groups in our area that are so adept at this special area of practice.

Did you know that JFK went to Princeton? Well, for three months he did! Now, as his 100th birthday arrives this year, there are some very interesting exhibits being mounted. Doug Wallack takes you to the New York Historical Society’s photo exhibit that is open until January 7, 2018, and the Kennedy Library which has a year long exhibit.

With the discovery and printing of the lost Walt Whitman novel, Stuart Mitchner presents a feature about one of America’s greatest poets and one of New York’s greatest characters. The novel, discovered by a graduate student, Zachary Turpin, at the University of Houston, is titled Life and Adventures of Jack Engle: An Auto-Biography; A Story of New York at the Present Time in which the Reader Will Find Some Familiar Characters.

In addition, Stuart Mitchner’s Book Scene section covers another great poet, Princeton’s own Tracy K. Smith, just named the new U.S. Poet Laureate, and her book Life on Mars. It is exciting to see this young woman’s star rising both at the University and in the nation.

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After you have read all of our offerings, it will definitely be time for a nightcap. How about a fine bourbon made...in New Jersey? Yes, New Jersey, where small batch craft distilleries are now offering all kinds of hard liquor, from bourbon to vodka.

Recent legislation allows this and Laurie Pellichero takes you on a tour of the emerging group of distilleries and explains their processes in this very “tasteful” article.

Your Editor in Chief, Lynn Adams Smith, and I hope you enjoy this issue and also all of the Fall Festivals that are listed where we usually have the Calendar. For now, I have to get back to school...to teach!

Respectfully yours,

J. Robert Hillier, DHL, FAIA Publisher

PRINCETON MAGAZINE september 2017

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CELEBRATING JFK’S

IOO

TH

BIRTHDAY

BY DOUG WALLACK

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The Kennedy Family at Hyannis Port, September 4, 1931. L-R: Robert Kennedy, John F. Kennedy, Eunice Kennedy, Jean Kennedy (on lap of) Joseph P. Kennedy Sr., Rose Fitzgerald Kennedy (behind) Patricia Kennedy, Kathleen Kennedy, Joseph P. Kennedy Jr. (behind) Rosemary Kennedy. Dog in foreground is “Buddy”.

Photograph by Richard Sears in the John F. Kennedy Presidential Library and Museum, Boston.

Q

uoted in the December 1963 Life article in which she famously coined the “Camelot” epithet for her late husband’s presidency, Jacqueline Kennedy says, “Once, the more I read of history, the more bitter I got. For a while I thought history was something that bitter old men wrote. But then I realized history made Jack what he was.” She goes on to outline a vision of a young John F. Kennedy for whom history was a great repository of heroes and role models—a catalyst for his own idealism.

In retrospect, it is tempting to flip her line and say that, in fact, history made Jack what he is. That is, despite his relatively modest accomplishments during his brief tenure as president, and despite the subsequent revelations of philandering that threatened to tarnish his legacy, history has smiled on JFK. Viewing his presidency through the lens of the tumultuous years that followed, the American public continues to name Kennedy as one of the best U.S. presidents to have held the office.

Now, as researchers and historians continue to nuance and complicate historical narratives, it is difficult to view the 35th president with same unqualified admiration he once garnered, but his charismatic leadership, his ambition, and the sense that he was guiding the country in a new direction have remained lasting inspiration for the public life of many individuals and institutions.

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In 2010, for the 50th anniversary of Kennedy’s eelection, Princeton University’s Seeley G. Mudd Manuscript Library held an exhibit of documents M ffrom both his political career and from his very bbrief stint as a Princeton undergrad. (Kennedy was a member of Princeton’s Class of 1939 for less than a semester, at which point he withdrew due to illness and transferred to Harvard.) Alongside a il Christmas card Kennedy and his roommates C ccirculated among their friends, and political ccorrespondences he maintained later in life, the eexhibition also housed his application essay to the uuniversity. If Kennedy, who would later pen the Pulitzer Prize-winning volume of short biographies P Profiles in Courage, showed any hint of his future P writerly prowess, it was in his extreme terseness of w hhis prose. Here is the text of his essay in full:

John F. Kennedy sits next to his typewriter and his book “Why England Slept” at Harvard in 1940.

President Kennedy signs the Maternal Child Health and Mental Retardation Planning Bill (H. R. 7544). White House, Cabinet Room, Washington, D.C. on October 24, 1963. Among the many onlookers is the President’s sister, Eunice Kennedy Shriver, far right. Photograph by Abbie Rowe.

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My desire to come to Princeton is prompted by a number of reasons. I feel that it can give me a better background and training than any other university, and can give me a true liberal education. Ever since I entered school, I have had the ambition to enter Princeton, and I sincerely hope I can reach my goal.

Then too, I feel the environment of Princeton is second to none, and cannot but help having a good effect on me. To be a “Princeton Man” is indeed an enviable distinction.

Perhaps not incidentally, Kennedy’s application essay to Harvard was nearly identical. Princeton University administrators, though, evidently didn’t harbor many hard feelings about his transfer.

Reunion Hall, the site of Kennedy’s freshman residence, was demolished in 1965, but the Class of 1939 Dormitory houses a bronze plaque framed by bricks rescued from his Reunion Hall room—a poignant commemoration of his time on campus.

PRINCETON MAGAZINE SEPTEMBER 2017

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(LEFT) President Kennedy, John F. Kennedy Jr., Mrs. Kennedy, and Caroline Kennedy with Pushinka’s puppies Blackie and White Tips, and family dogs Shannon, Clipper, Wolfie, and Charlie.

Hyannis Port, Squaw Island on August 14, 1963. Photograph by Cecil Stoughton. (RIGHT) President John F. Kennedy and First Lady Jacqueline Kennedy greet guests during the Reception Honoring the Centennial of the Emancipation Proclamation in the Cross Hall, White House, Washington, D.C. on February 12, 1963. Photo By Robert Knudsen.

CENTENNIAL CELEBRATIONS May 29 of this year marked the centennial of JFK’s birthday, and institutions across the nation are hosting events and installations to commemorate the occasion. Last summer, Congress passed an act establishing the John F. Kennedy Centennial Commision—a body intended to organize events related to the Kennedy centennial. Upon the legislation’s passage, Sen. John McCain remarked, “There are few leaders throughout history whose legacy of service and iconic leadership have inspired the country the way President John F. Kennedy has. I’m proud Congress has passed our legislation to create this commission, which will not only help Americans celebrate JFK’s remarkable life, but ensure his legacy lives on for generations to come.”

Beyond congressional legislation, The John F. Kennedy Presidential Library and Museum has taken the helm in organizing Kennedy-related events, coordinating a year-long nationwide series of events, activities, and exhibitions among organizations including the U.S. Navy, the Peace Corps, The John F. Kennedy Center for the Performing Arts, the United States Postal Service,

the Smithsonian American Art Museum, White House Historical Association, the John Fitzgerald Kennedy National Historic Site, and John F. Kennedy Airport. Numerous organizations in Massachusetts, where the Kennedy family has deep roots, are also taking part in the celebrations.

The Kennedy Library itself, located in Boston, is host to one of the series’s flagship installations: an exhibit entitled “JFK 100—Milestones & Mementos,” which will run, open to the public, through May 2018. A total of 100 objects, documents, and ephemera from throughout JFK’s life will be on display, including some of JFK’s sunglasses and ties; a flag from PT 109, the patrol torpedo boat he commanded during World War II; a scrapbook he compiled as a high school student; and a suitcase he used on the campaign trail in 1960. Stacey Bredhoff, the curator of the exhibition, writes that the collection “[humanizes] an elusive historical figure, while bringing his timeless message of hope to a world that still yearns to hear it.” Bredhoff contends that his leadership in the wake of WWII galvanized a fragile American public, bringing out its most dearly held commitment to public service. “He gave voice to the nation’s noblest aspirations,” she writes.

It’s a sentiment echoed by Dr. Louise Mirrer, president and CEO of the New York Historical Society, which, is hosting a photo exhibit entitled “American Visionary: John F. Kennedy’s Life and Times,” running through early January 2018.

“Certainly the presidency of John F. Kennedy... continues to loom large in the American consciousness,” she says. “The issues Americans confronted at the time may seem remote to us today. Still, many of the questions raised—above all, equal rights and Americans’ obligations on foreign shores—are still pondered in our time.”

The “American Visionary” collection contains a wealth of photos, some well-known, others previously unpublished, spanning both the high drama of Kennedy’s public life—and through that, the questions facing the American public to which Dr. Mirrer alludes—as well as the warmth of his family life. The collection features the work of some of the greatest photojournalists of the late 1940s through the early 1960s, including photos by Ed Clark, Lisl Steiner, and Ralph Crane.

For now—and rightly so—in the hearts and minds of so many Americans, Camelot lives on.

SEPTEMBER 2017 PRINCETON MAGAZINE

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photographs courtesy of Princeton Academy of the Sacred Heart

Q&A with Headmaster Alfred (Rik) F. Dugan III Of Princeton Academy of the Sacred Heart

When was Princeton Academy founded and what grades does it serve?

Princeton Academy of the Sacred Heart was founded in 1998. We are an independent all-boys school serving boys in kindergarten through grade eight.

We are proud that Princeton Academy is one of the most environmentally-sustainable schools in Princeton, relying on 40 geothermal units and over 700 solar panels to provide renewable energy to our campus.

What does it mean to be a Sacred Heart school?

Being a Sacred Heart school means that we devote ourselves to developing creative, compassionate, and courageous young men who will be leaders of a just society. Our mission is fueled by five Sacred Heart Goals that are at the heart of all that we do. We educate to a personal and active faith in God, to a deep respect for intellectual values, to a social awareness which impels to action, to the building of community as a Christian value, and to personal growth in an atmosphere of wise freedom. We are a Sacred Heart school for all; the strength of our community lies in the diversity of the wonderful families who comprise it.

Give some examples of school traditions.

In many ways, the soul of Princeton Academy is most represented in its traditions. We are proud to be the Hawks, paying homage to the plethora of raptors that soar over our campus each day. A group of hawks circling in the sky is referred to as a kettle, and with value placed on community, when we gather we say we are “kettling up.” We begin each day with Morning Handshake, where each young man is seen and greeted upon entering school for the day. Every Friday, our boys “kettle up” for Friday Thank Yous to express their sincere gratitude for moments that matter in their lives. Lower School boys begin each day with a morning run and end their day in song. On the first day of school our eighth graders receive their Princeton Academy ties and shake the hands of all their peers in kindergarten through grade seven. These same young men graduate in our Alumni Courtyard and then jump into the garden fountain upon receiving their diplomas — symbolic to say the least! One of the great Princeton Academy traditions occurs after graduation when our young men voluntarily return to campus to see their former teachers. It is striking to witness the genuine love and appreciation our alumni have for those who contributed to this unique and transformational journey in their lives.

Why an all-boys education?

At Princeton Academy, all that we do is premised on bringing out the best in boys. We want our boys to thrive. It is vitally important to create a positive association for learning as early as possible in a boy’s developmental journey. Our entire program is based on a philosophy of honoring boyhood, seeing each boy for the unique individual that he is.

We believe that boys learn best when they are navigators of their own learning, deductively, when given clear goals and feedback; when they are not afraid of failure; and through relational experiences. Our young men love to read, they are poets, they are artists, they are musicians, they are lifelong learners, they are athletes, and they are kind and caring individuals. Looking to the future, we are guided by our five-year strategic plan, Epic Vision: Soaring with Heart, and inspired by our vision — Princeton Academy of the Sacred Heart in 2021: Leading a National Reinvention of Boys’ Education for a New Generation of Enlightened Men. Our world needs this now.

Describe the history of the campus and current sustainability initiatives.

We are blessed by our 50-acre campus in Princeton. We view our full space as one large outdoor classroom that our boys can leverage to learn about themselves, each other, and our world through exploration and play. In addition to the naturally-wooded learning areas on the perimeter of our campus that provide opportunity for discovery, we have a geodesic dome that serves as a year-round greenhouse where our boys can cultivate fruits and vegetables; a Low Ropes Course where our boys grow through challenge and self-discovery in an experiential manner; and Our Lady’s Grotto, which is a quiet place of reflection nestled into the beauty of nature. Our cross-country running trail circles our perimeter and complements our adjacent soccer/lacrosse field, baseball diamond, and our McPherson Athletic and Convocation Center.

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How does Princeton Academy prepare boys for life after middle school, and what are some examples of secondary school placement?

In our Princeton Academy Portrait of a Graduate, we describe a Princeton Academy graduate as an active citizen, lifelong learner, and spiritual individual by focusing on integral aspects: Who He Is and What He Does. Our outcomes are driven primarily by the fact that our young men are kind, empathic, humble, moral, give back, communicate with understanding, grow in faith, and are respectful of others. Our young men earn admission to the finest day and boarding secondary schools in the state, nation, and the world. Our thoughtful and intentional secondary school placement process is predicated on supporting a young man and his family along this important journey. Our ultimate focus is on fit, recognizing that each young man is different. Beginning with the end in mind, we help to steward a young man’s journey to a secondary school where he will thrive. Princeton Academy is well known for its excellence in secondary school placement due to the success of our graduates and the contributions they make to their respective secondary schools. One of the many benefits of a K-8 education lies in our students’ opportunity to lead as eighth graders and gain a sense of self so as to contribute their unique identities in a new secondary school environment. Because our young men are seen and heard at Princeton Academy, they are needed and known at top secondary schools where they are naturally engaged as leaders from day one.

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photographs courtesy of Chapin School

Q&A with Head of School Barbara Pasteris of Chapin School

Describe Chapin’s history and campus.

In 1931, Chapin’s first head of school and founder, Frances Chapin, began teaching reading at 23 Chambers Street in Princeton. Under her leadership, enrollment grew steadily, additional grade levels were incorporated, and the curriculum expanded. Requiring successively larger spaces to accommodate the increases in the student body and faculty, the school moved to its permanent home on Princeton Pike in 1958.

As the physical plant has changed, so has the curriculum. What remains at the center of our approach is what is best for the children, is best for Chapin. That belief has guided the school from its small beginnings on Chambers Street to our nearly 90,000-square-foot facility on 14.5 acres replete with a new state-of-the-art design lab, science labs, library and learning commons, outdoor classrooms, sustainable garden, and playing fields.

What are the benefits of a pre-K through eighth grade community?

Leadership. The age 4 through grade eight model creates an environment that promotes leadership at an early age. Our students experience age-appropriate activities and challenges that encourage them to reach beyond their comfort zone without the pressure of emulating or competing against older high school students. Our students are able to “grow up” at their own pace. It is a unique opportunity to spend the formative years of one’s life in a community whose mission is dedicated to the belief that lifelong habits of the mind and heart are formed in the elementary and middle school years. When our students graduate, they are powerful advocates for themselves and ready for success in any secondary school.

Describe Chapin’s Character Education Program.

We value character as much as we do academics. Character is ingrained in everything we do. Every student is immersed in our school culture that values our five virtues — Respect, Responsibility, Honesty, Kindness, and Perseverance. Our virtues are the foundation for social interactions and emotional growth. Whether in class, advisory, on the playing fields, or at home, the virtues become who they are.

What role does sustainability play within student learning?

Sustainability is a guiding principle throughout our curriculum. Through experiential learning opportunities and with the participation of the entire Chapin community, we are striving to create an enduring culture of sustainability. Chapin students become active stewards of the Earth by learning about and practicing conservation and preservation in all grade levels such as growing vegetables

and composting in our organic garden, calculating carbon footprints, and conducting waste and water audits. Sixth graders study the three pillars of sustainability in a required course that combines sustainability with service learning. Through our student-led recycling program, Chapin won the national Green Schools Alliance Green Cup Recycle Challenge in 2013 and 2017.

How is educational technology utilized across the curriculum?

Our focus is on teaching students at the youngest levels how to be creators, not simply consumers of technology. Starting in Explorers, our 4-year-old program, all students learn the foundations of coding, computer skills, and programs, which prepares them for the 1:1 iPad program. Each teacher works with our academic integration specialist, who is dedicated to developing projects and learning experiences that challenge our students to analyze, evaluate, and create. Academic Integration and Discovery classes provide time for teachers and students to collaborate and develop STEAM and inquiry-based projects that extend core academic learning.

Integration of technology is key to student learning, which takes place outside, in the classroom, and in our new Technology Center, Design Lab (grades three through eight), and STEAM Workshop (age 4 through grade two). The use of technology does not end at the school door. In order to prepare our students to become responsible users of social media, Digital Citizenship is embedded throughout the year and across the curriculum.

Give examples of recent secondary school placement for Chapin graduates.

We hear consistently from secondary schools that Chapin graduates are well prepared academically and immediately contribute to the community. In the past five years, Chapin students have been able to choose from the following schools for their secondary school matriculation: The Dalton School, Deerfield Academy, George School, The Hun School of Princeton, The Lawrenceville School, Peddie School, The Pennington School, Philips Exeter Academy, Princeton Day School, Princeton High School, and many others.

What are Chapin School’s plans for the future?

Recognizing that the world is increasingly complex, our continual goal is for students to be passionate about questioning, learning, exploring, and creating. Chapin is a dynamic place. We consistently reflect on our mission and revise the curriculum to challenge our students. We equip them with the skills they need to lead with character, successfully navigating academic and social challenges. When we do this every day, every year, we are not only planning for the future, we give our students the tools to create the future.

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photographs courtesy of the hun school

Q&A with Ryan Hews, Upper School Head of The Hun School of Princeton

Tell us about The Hun School’s history and current campus location.

The Hun School was founded by Princeton University math professor John Gale Hun as a tutoring school over a century ago. Dr. Hun was renowned for his ability to inspire a passion for learning in each individual student, and that philosophy remains at the core of our mission today. We are the only boarding school located in downtown Princeton, New Jersey. Our campus sits on 45 idyllic acres overlooking Stony Brook. It is easily accessible from New York and Philadelphia as well as several major airports and train stations. Being The Hun School of Princeton is more than just a name to us. We aspire to be and to inspire our students to be responsible leaders and members of the Princeton community.

What grades does The Hun School serve and how do the staff and faculty promote joyful learning?

The Hun School serves boys and girls in grades six through 12 and post graduates. We’re proud that our faculty have helped us become a leader in student-centered education. Focusing on the skill development of each student, our faculty understand that students need to be more than just consumers of information. They lead by allowing students the opportunity to do rather than just listen, to achieve deeper levels of understanding because they are fully engaged and having fun. Students are also able to connect better with their teachers if they can laugh and explore together in a hands-on environment.

Therefore, our faculty make joyful teaching and learning a priority in and out of the classroom. They do this through their own impassioned approach and by encouraging students to find a personal interest in every learning experience. Academic excellence and joy aren’t mutually exclusive, and our faculty have helped establish a community of learners that is both kind and vigorous and we hear from current, past, and prospective students that this environment is what sets us apart.

Describe the boarding experience.

Our boarding program is essential to life at The Hun School. It brings together a highly-diverse student population from 30 countries and 18 states. All of our students, boarding and day, Middle and Upper, benefit from the diversity of our collective experiences as well as the 24-hour learning environment.

Programming, activities, faculty, and of course meals, are available on nights and weekends.

We enjoy cultural celebrations, wellness programs, films, and guest speakers in a relaxed, familial environment. In addition, Princeton University, Central New Jersey, New York, and Philadelphia offer innumerable cultural and education opportunities that our students and faculty readily enjoy.

We are uniquely a day and a boarding school and offer the benefits of both to our students and

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their families. Our day students may not sleep here, but they mix with and enjoy the community of our boarding program as if they lived here with us.

Give some examples of The Hun School’s vibrant student life, including any school traditions.

When students enter Hun, whether it be in sixth grade or ninth, they are assigned to a Raider House, and they remain a member of that House for life. Throughout the year, the Raider Houses compete across grade levels for points, which determine the winner of the Hun Cup. These spirited contests — athletic, artistic, and academic — allow mentoring across grade levels and have their roots in Hun School history. One of my favorite Hun moments is seeing senior House leaders hoist their sixth grade teammates in the air to celebrate a dodge ball victory. The peer leadership and character development of each student is reinforced through this important tradition.

How does The Hun School prepare students for college and beyond?

The Hun School is a pioneer in skills-based education. While many schools talk about the importance of this approach, very few systematically impart theses skills across grade levels and disciplines, offering students assessment of their skill development and meaningful opportunities to demonstrate mastery. By prioritizing the development of these skills over content, our graduates possess an agility that gives them an edge in college and in their careers. Hun alumni report being well prepared for college and life across traditional disciplines, but more importantly as collaborators, leaders, and innovators.

What are The Hun School’s plans for the future?

In a world of constant change, Hun will continue to lead the re-imagination of education for our students and the world they will help create. In recent years, we have focused much of this effort on developing student-centered classrooms, to facilitate hands-on and skills-based learning over lecture-style teaching. Moving forward, we plan to continue Dr. Hun’s philosophy of individual attention to students’ needs and give our faculty all of the tools they need to be exceptional mentors.

Additionally, we will have some exciting news to share soon about a new experiential program that will allow all of our students to have real-world, inter-disciplinary experiences as part of their Hun School experience.

On an administrative level, we will be working to bolster our endowment and philanthropic support, to ensure that our facilities grow to match our educational approach. As an example, this fall we are opening a newly renovated Middle School building, which boasts classrooms designed specifically to facilitate Harkness discussions and innovative learning projects.

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photographs courtesy of princeton day school

Q&A with Paul J. Stellato, Head of School at Princeton Day School

Tell us about Princeton Day School’s history and current campus location.

Princeton Day School is located just two miles from the center of Princeton, and includes more than 106 acres of open meadows, streams, ponds, and forests. The school began operation in 1965, on its current Great Road campus, with 650 students. Today that campus serves 972 students.

As Princeton Day School was formed through the merger of two schools, Miss Fine’s School and Princeton Country Day School, it enjoys a rich heritage that stretches back to the 19th century.

What grades does PDS serve, and how would you describe the school’s approach to learning through active engagement?

Our coeducational day school serves students in grades PreK through 12, and is divided into three divisions: Lower School (PreK-fourth grade); Middle School (grades fiveeight); and Upper School (grades nine-12). We enroll 972 students.

Students are guided and supported by a veteran faculty, drawn from across the country and around the world. The school fosters a cooperative partnership with its parents, many of whom volunteer their time and talents on behalf of their children.

In building a student body, the school seeks a diversity of cultures, views, and talents, all of which promote the intellectual growth and moral development of our students.

Give some examples of PDS’s vibrant student life.

Princeton Day School students may learn within and explore an expansive teaching garden; meet and collaborate with authors, policy makers, and visiting artists; study architecture and create research partnerships with local businesses and universities; travel to Edinburgh, Scotland, to perform in the Fringe Festival; travel to any one of 10 countries through school-sponsored initiatives; and compete as members of 74 interscholastic teams in 24 sports—from lacrosse to fencing to ice hockey.

The school offers more than 40 student clubs and affinity groups representing a wide variety of interests and provides a broad range of leadership opportunities.

What programs make PDS unique or unusual in the field of the arts?

From its founding, Princeton Day School has made a broad, deep commitment to student experience in the fine and performing arts. In fact, student enrollment in the arts is surpassed by only enrollment in English courses. At the core of this program is its teachers, each of whom is a practicing, professional artist in his or her own right and is able to lend to the classroom experience the strong sense of professional purpose.

Having just returned from an outstanding run at the Fringe Festival in Edinburgh, Scotland, the theater program has garnered the following awards: • Outstanding Achievement in Pushing the Envelope in Academic Theatre, New Jersey Theatre Awards, 2017 • Outstanding Acting Ensemble, New Jersey Theatre Awards: 2013, 2015, 2016 • Outstanding Musical Production, Paper Mill Playhouse Rising Star Awards, 2014 • Educational Impact Award, Paper Mill Playhouse Rising Star Awards, 2014

• Outstanding High School Theatre Program, Northeast Region, Stage Directions magazine, 2014 • Scholastic Art & Writing Regional Awards: More than 150 awards in 2016 and 2017 Within the architecture program, students may choose from more than a half-dozen elective courses to explore architectural concepts in depth and create ambitious original works, all in a dedicated space that emulates a professional architectural design studio. Over the past five years, graduates have been accepted into top college architecture and engineering programs based on their portfolio, including Cornell, Washington University, Carnegie Mellon, Notre Dame, and Tulane.

For each of the last four years, Princeton Day School photography students have earned national acclaim for their work. And just last month, three Upper School students were recognized for their work at the annual AWFS Fair, the pre-eminent biennial woodworking show in North America.

In what ways does PDS prepare students for college and beyond?

As its students attend the nation’s finest colleges and universities, the school offers an expansive college counseling program. While the formal college counseling program begins in a student’s junior year, the resources of the College Counseling Office are used well each year by parents of younger students, many of whom will attend a wide range of seminars and workshops for parents and students who have yet to enter the college process.

What are PDS’s plans for the future?

In preparing for the years ahead, the school will seek to expand its financial resources, thus allowing it to attract and retain the finest students and faculty; to enhance its facilities, to meet growing interest in the performing arts, athletics, and technology; and to advance a host of academic initiatives: the Miss Fine’s Center for Interdisciplinary Study, international travel and global studies, student wellness, and sustainability.

Among its most ambitious new programs is that of STEAM, an interdisciplinary approach to the study of science, technology, engineering, the arts, and mathematics, each of which is an as access point for guiding student inquiry and critical thinking.

The coming school year will welcome the arrival or expansion of three other curricular initiatives: • The Ninth Grade Core Curriculum, a common, foundational experience for all ninth graders, with core courses that emphasize the enduring relevance of the liberal arts and traditional academic disciplines while also exploring connections through interdisciplinary studies.

• The DaVinci Program, a new and innovative Middle School program with courses on a wide range of subjects, including robotics, sustainability, coding, and service learning, all of which aim to engage students as the captains of their own learning.

• Fourth Grade Leaders, which engages its students in four leadership classes through the course of the year. Whether these students are leading an assembly, teaching our community how to recycle, or spearheading a service learning initiative, these classes help students become confident public speakers, as well as role models for the Lower School community.

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| BOOK SCENE

Rhyme and Rhythm, Words andWonder: Princeton’s Poet LaureateTracy K. Smith

by Stuart Mitchner Princeton’s new poet laureate, Tracy K. Smith. Princeton University, Office of Communications, photography by Denise Applewhite.

If

you don’t count nursery rhymes, songs, and “The Night Before Christmas,” the first time poetry happened to me was at the end of the Classic Comic of Moby Dick. Each issue closed with “Highlights in the Life” of the author. Herman Melville’s ended with four couplets from a poem “published during the Civil War” that “best expresses our bewilderment of today.” I had no idea what was meant by “bewilderment.” I was 6. The Second World War was still going on. A red, white, and blue banner at the bottom of the page contained a Buy United States War Savings Bonds stamp. The lines that struck and stayed with me were these: “Can no final good be wrought?/ Over and over, again and again,/Must the fight for the Right be fought?” I had only a vague sense of the meaning beyond its being patriotic; what resonated, and still does, was the infectious play of rhyme and rhythm, especially the way it rocks the last line.

The same instinct, the same receptive reflex, is still working in poetry that moves and startles and stays with me today. On first reading “Don’t You Wonder, Sometimes?” by America and Princeton’s new poet laureate Tracy K. Smith, what drew me in was the casual almost offhand wording of the title, the sense of random inquiry, like a nudge from a stranger standing beside you in the same city doorway during a thunderstorm. Right away you feel like you’re sharing a special moment rather than reading a poem.

Then, three lines in, comes “Some thin-hipped glittering Bowie-being.” It’s rhyme and rhythm again and an instant rush of associations with the Starman. Just last week I was playing Blackstar for the first time since his death in January 2016 and feeling everything I felt and more when he sings “Something happened on the day he died/Spirit rose a metre and stepped aside.” And here he is “aching to make us see” in a poem written when he was alive and walking the streets of New York, and Smith already seems to be hearing the “aching” in the song, writing “Bowie will never

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die. Nothing will come for him in his sleep.”

Reviewing Smith’s prize-winning volume Life On Mars (Graywolf 2011), which shares the title of one of Bowie’s most stirring word-movies, Dana Jennings in The New York Times says “The book’s strange and beautiful first section pulses with America’s adolescent crush on the impossible, on what waits beyond the edge of the universe. . . . But what’s most satisfying ... is that after the grand space opera of Part 1, with its giddy name checks of 2001 and David Bowie, Ms. Smith shows us that she can play the minor keys, too. Her Martian metaphor firmly in place, she reveals unknowable terrains: birth and death and love.”

For me, the “wonder” in “Don’t You Wonder, Sometimes” is best expressed in the fourth stanza’s closing reference to “the life/ In which I’m forever a child looking out my window at the night sky/Thinking one day I’ll touch the world with bare hands/Even if it burns.”

POETRY IN PRINCETON The Princeton poetry connection dates back to Philip Freneau (Class of 1771) and 1943-44 Poet Laureate Allen Tate, first head of the Creative Writing Program now headed by Poet Laureate Smith.

Another Princeton Poet Laureate is two-time Pulitzer Prize-winner W.S. Merwin, who decided to be “a poet and nothing but a poet” when studying at Princeton under John Berryman and Creative Writing Program founder R.P. Blackmur. Princeton and poetry will be in the spotlight again in October as poets from here and around the world arrive for the biannual Princeton Poetry Festival, one of the events featured in a multi-day Festival of the Arts to celebrate the opening of the new Lewis Center of the Arts complex.

Books published this year by Princeton poets include the late C.K. Williams’s Falling Ill (Farrar Straus and Giroux), of which the Philadelphia Inquirer said “Many poets have

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gone out writing poems, but few have been such a poet.” Williams’s 20-year tenure at Princeton is celebrated by the C.K. Williams Reading Series in which senior thesis students at the Lewis Center read from their work, with established writers as special guests.

According to The Washington Post, Paul Muldoon’s Selected Poems 1968-2014 (Farrar, Strauss and Giroux) “demonstrates why he has long been regarded as one of the most significant poets of the past fifty years.” In Creative Writing faculty member Susan Stewart’s latest collection Cinder: New and Selected Poems (Graywolf), she writes, in the words of The American Poetry Review, “the kind of poem, virtuosic and illuminating, that goes on giving warmth and light long after the proverbial switch has been flipped off.”

NEW FACES Two members of the Creative Writing faculty with new books out are Monica Youn and Ericka L. Sanchez. According to critic Stanley Fish, Princeton graduate Youn’s Blackacre (Graywolf Press $16) is a “remarkable series of poems,” in which “words and objects are alike subjected to a probing intelligence that is at once philosophical and psychological.”

Erika L. Sánchez has been greeted as “a vital new voice in American poetry”

by Eduardo C. Corral, who praises the “penetrating intelligence and lyrical precision” of her debut volume, Lessons on Expulsion (Graywolf $16), in which she “makes visible the violence striking down Mexican women living on the border and interrogates the historical and the familial origins of misogyny.”

OCTOBER/NOVEMBER AUTHOR EVENT HIGHLIGHTS All events are held at 6:00pm in Labyrinth’s downstairs event space, unless otherwise noted. More events will be added! Find more information about speakers and their books, and a complete current calendar at www.labyrinthbooks.com/events 9/27

Labyrinth Live @ the Library: Yuri Slezkine & Simon Morrison The House of Government: A Saga of the Russian Revolution

THE BEWILDERMENT OF TODAY The institutional weight of the title U.S. Poet Laureate can seem at odds with the spirit of a poet whose most productive flights have little or nothing to do with ceremonial duties on the grand national scale. That line in the wartime comic of Moby Dick about a poem that “best expresses our bewilderment of today” sounds painfully relevant in 2017. It’s clear from Life On Mars and poems like “They May Love All That He Has Chosen and Hate All That He Has Rejected” that Tracy K. Smith is the right person to speak for poetry and poets, especially given the present state of the nation. Asked what she’s working on now, she writes that she has “a new book of poems coming out in April that takes up history as a gauge for grappling with race, violence and intolerance in our time. To my mind, the book is also yearning toward some sense of the ever after, contemplating our small fragment of the history of Eternity.”

10/24

John McPhee with Robert Wright and Joel Achenbach Draft No. 4: On the Writing Process

10/25

Library Live @ Labyrinth: Alvin Felzenberg A Man and His Presidents: The Political Odyssey of William Buckley

11/7

Poetry Reading: Sally Van Doren and Susan Barba Promise & Fair Sun

11/8

James Delbourgo - Collecting the World: Hans Sloane and the Origins of the British Museum

11/9

Wallace Best Langston’s Salvation: American Religion and the Bard of Harlem

11/9

Isabelle Allende - In the Midst of Winter: A Novel 6:00pm at the Nassau Presbyterian Church, 61 Nassau Street.

Co-sponsored by the Princeton Public Library.

6:00pm in the Community Room at the Princeton Public Library

*TICKETED EVENT* Tickets will be required and price will include a copy of the book.

10/3

Emmet Gowin (Emeritus Faculty, Visual Arts) Mariposas Nocturas: Moths of Central and South America

11/13

John Sacret Young - Pieces of Glass: An Artoire

10/4

Alice Oswald - Falling Awake: Poems

11/15

Stephen Kotkin - Stalin: Waiting for Hitler

10/5

Seth Stephens Davidowitz with Aaron Retica & Sam Wang Everybody Lies: Big Data, New Data, and What the Internet Can Tell Us About Who We Really Are

11/16

Susan Stewart & Princeton University Press present The PUP Contemporary Poets Series: Eléna Rivera and Miller Oberman

11/18

10/9

Anthony Appiah - As If: Idealization and Ideals

Library Live @ Labyrinth: Danielle Allen Cuz: The Life and Times of Michael A. Liveright

10/12

Jonathan Israel - The Expanding Blaze: How the American Revolution Ignited the World

11/29

10/17

Daniel Mendelsohn - An Odyssey: A Father, A Son, and an Epic

Nancy MacLean in conversation with Anastasia Mann Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America

10/18

Stephen Gubser - The Little Book of Black Holes

10/19

Library Live @ Labyrinth: Angela Dodson Remembering the Ladies: Fighting for Freedom at the Ballot Box

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Get announcements and up-to-date information in our weekly events email. www.labyrinthbooks.com/subscribe

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photographs courtesy ofthe peddie school.

Peddie School Welcomes Students with Diverse Talents, Backgrounds

For more than 150 years, Peddie School has been built on great teaching and learning, as well as a focus on striving for excellence in citizenship.

“We often say there is no typical Peddie student,” said Headmaster Peter Quinn. “But all Peddie students carry excitement, curiosity and character. These are the values we treasure most.”

Quinn said the school, located on 280 beautiful acres in Highstown, N.J., welcomes students from a range of academic talents and interests—something that makes the community stronger. “Our community is strengthened by its diversity,” he said.

Peddie is committed to the intellectual, social, and moral growth of each of its students.

Founded in 1864 and taking its current name from philanthropist and politician Thomas B. Peddie, Peddie School is a coeducational independent high school just outside of Princeton and about 50 miles from both New York City and Philadelphia. With two world-class cities nearby, the school takes great advantage of its location. When the school staged an all-student production of Les Miserables last year, for example, both the musical director and a lead actress from the Broadway production were brought in to workshop with the student actors and pit musicians.

In every aspect of school life (academic, athletic and extracurricular), students are challenged to reach beyond their expectations and define success by the progress they make.

“We take students further than they can imagine,” Quinn said. “We expect students to try new things as well as find and pursue their area of passion.”

In addition to completing the required curriculum, Peddie students also have the opportunity to pursue their passion in a particular field of study through the Signature Experience at Peddie. In their junior and senior years, students are able to opt into this

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specialized, self-designed program under the guidance of a faculty advisor. Students of this program can elect to dive deep into research science, the arts, Asian studies, creative writing, languages, or robotics. For those students who wish to pursue intensive study in another discipline, the Summer Signature program allows them to design their own course in virtually any field.

Signature experiences rival college-level curriculums, and many alums reference their signature experience as making a profound impact on their academic and professional career beyond Peddie.

“This community of people united by excitement, curiosity, and character is inviting rather than intimidating,” continued Quinn. “The school’s location, history of diversity and inclusion, broad and challenging curriculum, active student life, and democratic informality mean that Peddie appeals to those who seek an aristocracy of achievement, rather than one of entitlement.”

Peddie School enrolls about 530 young men and women in grades 9 through 12, including postgraduate students. The student body is 63 percent boarding and 37 percent day, and represents 25 states along with 38 foreign countries.

The average class size is just 12, with a 6:1 student-faculty ratio. All students must participate in theater, be on an interscholastic team, or be in one of the elective physical education classes after school. Peddie School graduates earn admission to some of the most selective colleges in the U.S. and abroad.

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Q&A with Headmaster Dr. William S. Hawkey Of The Pennington School Describe The Pennington School’s history and current campus.

I am lucky to be headmaster of a school with such a long history. The Pennington School was founded by the Methodist Church in 1838, and this year we will graduate our 180th class of seniors. We began accepting international students in 1885, and have always embraced students from all religious, ethnic, and socioeconomic backgrounds.

The leafy 54-acre campus site was originally chosen by the School’s founders because of its tranquil location, and Pennington is still considered one of the best towns in N.J. for families.

Our proximity to Princeton, New York City, and Philadelphia makes it easy for us to take advantage of all the cultural opportunities in these places and provides easy transportation for our boarders.

In what ways does The Pennington School prepare students for college and beyond?

When you walk onto our campus, you quickly feel what our students and families experience every day when they come here: a strong sense of community and acceptance, exceptional school pride and spirit, a warm and truly caring faculty, and an honest appreciation for every individual student.

New programs in global studies and applied science are preparing Pennington students to take part in a world that is very different from the one in which their parents were raised. We believe that empathy, kindness, and appreciation for others is just as important as the creative problemsolving skills students learn in the classroom.

One hundred percent of our students go on to four-year colleges and universities, and although Pennington students attend some of the most selective colleges in the nation, we focus on the right fit for each student.

What are the hallmarks of a Pennington School education?

Our entire campus has undergone a physical transformation over the past two years, and as a result our students enjoy all-new classroom spaces that are filled with light and the latest technology. Our educational model is student-centered learning, which means that teachers guide students through discussion to deeper learning and understanding.

A weekly chapel program, led by the School’s chaplain, is a time when the community gets together for personal reflection, to share ideas with each other, and to create opportunities for self-discovery and moral and ethical development. The Stephen Crane Lecture Series draws an international group of speakers from a variety of backgrounds and experiences to campus each year and represents our long-standing commitment to a diversity of perspectives that challenge our students.

What is the boarding experience like?

Boarding at Pennington gives our students a unique advantage over students at a day school: boarders have 24-hour access to the campus environment and all that it has to offer. In addition to time spent outside the classroom with teachers, coaches, and advisors, our boarding school students participate in many creative and athletic extracurricular programs offered here.

Plus, a full itinerary of events is planned for every weekend during the school year.

On Monday nights, boarding students enjoy one of the most cherished traditions at Pennington—formal dinners. Everyone dresses for dinner and eats together with residential faculty members and their families.

What roles do the arts and athletics play in the Middle and Upper Schools?

Both arts and athletics are important components of the program for both Middle and Upper School students. All students at Pennington take courses in the arts and everyone is required to participate in the after-school athletics program.

What are The Pennington School’s plans for the future?

We just concluded a five-year comprehensive campaign, which exceeded all of our goals and expectations. This campaign allowed us to build or renovate every classroom on our campus in addition to completing a brand-new, state-of-the-art academic building devoted to the humanities.

We created a center for science, technology, engineering, and math and built a new home for our thriving Middle School. We are in the middle of a large-scale renovation of our library and we are making great progress on a perimeter road that will create a pedestrian-only center core of the campus during the school day. This campaign also allowed us to create new academic programs in applied science and in global studies, and the endowments we received will give us the ability to explore so many new opportunities for our students in the future.

photography by Laura Pedrick

Describe the diversity and recent accomplishments of The Pennington School’s student body.

Our student body represents over 20 different religions and over 30 different countries and their cultures. Over 30 percent are students of color and over 25 percent receive some level of financial support from Pennington. Recent accomplishments include:

• Pennington’s Computer Science team completed the fourth and final leg of the yearlong American Computer Science League (ACSL) contest on April 21, and Pennington was the NY/NJ Regional Champion team for the third year in a row.

• Two seniors in the class of 2017 earned the highest possible composite score of 36 on the ACT, a leading United States college admissions test.

• Four Pennington students recently ranked among the top eight percent of competitors in the international Math Modeling competition.

• A member of our boys’ State Prep A champions and nationally ranked ( No. 4) soccer team was named by Top Drawer Soccer to their First Team All-America team.

• Our seniors spend the month of May participating in internship programs (The Horizon Program).

This year, these accomplishments included a student who completed over 600 hours as a volunteer firefighter and EMT with the Pennington squad, another who earned his certification as a river fly-fishing guide in Idaho, a student who created a charity race to raise money for HomeFront, one who completed a dive training program in Belize, and a student who worked at a wildlife sanctuary in Namibia.

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photographs courtesy of Princeton Charter School

Q&A with Lawrence Patton, Head of School at Princeton Charter School

What is the history of Princeton Charter School and where is it located?

Princeton Charter School (PCS) opened in September 1997. We were founded by Princeton parents who wanted a “rigorous curricula, with well-defined grade-by-grade outcomes in line with state, national, and international standards, focusing on cumulative acquisition of knowledge and skills in academic areas.” After trying to work through the regular public school channels (including serving on the Princeton Regional School Board), they saw an opportunity to found a charter school.

We remain an independent charter school, i.e. we are not part of a larger network. We’re located on Bunn Drive, just beyond Princeton Shopping Center.

for further academic achievement.” A recent change in the state law allowed for weights in the lottery for “economically disadvantaged” students. We saw this as an opportunity to build on a fundamental part of our mission. Individuals who qualified had their names entered twice into our random lottery. We saw immediate results. This year, 12 percent of the students drawn in the lottery qualified as economically disadvantaged. The majority of those students will be entering in the lower grades, K and one, as a direct result of the expansion. Last year, the rate of free and reduced lunch students was roughly 1.5 percent. The sibling preference (a child drawn in the lottery moves his/her sibling into the school if a space is available) played a significant part in increasing the number of economically disadvantaged students as well.

What grades does Princeton Charter School serve and describe some key features of the curriculum.

PCS is a small K-eight school. We emphasize core academic skills.

English and math sections have low student-teacher ratios: In grades three to five, the ratio is one teacher to 12 students in English and math. In grades six to eight, we have a 1:16 ratio in English classes and maintain the 1:12 ratio in math. We devote an hour a day to both math and English and supplement that time with reading periods and study halls so that students have time to read for pleasure and time to meet with teachers during the school day to ask questions and engage with the material at school. World language classes are introduced in kindergarten, and they meet five days a week starting in first grade. We start teacher subject area specialization for all subjects, i.e. mathematics is taught by a teacher who teaches only math, etc., in third grade with two exceptions: science and world language teacher specialization begins in kindergarten.

Our Curriculum Committee process engages faculty, staff, parents, and outside experts to review the curricula in every discipline. Those committees are a testament to how passionate we are about developing, sustaining, and constantly improving our curriculum. Finally, we also believe in the importance of play and unstructured time, and we have three recess periods every day for all of our students — including our middle school students.

As a result, we have seen stellar performance on standardized testing as defined by total pass rate, student growth percentiles, and the percentage of students scoring in the highest categories on PARCC, NJASK, and on national world language exams.

What makes the Charter School a unique option for Princeton parents and families?

PCS offers parents a small, close-knit, K-eight public school choice in Princeton. In addition to a strong curriculum, we believe that the K-eight model is a major advantage for many students — especially in terms of their social and emotional learning. We think that it is important for students “to be known and to feel known” — especially as they make the transition from elementary school to middle school. We have approximately 50 students per grade — including in middle school.

Connections are critical — within the school, our middle school students have joint activities with their counterparts in younger grades on a regular basis and with their former teachers. In addition, we offer two annual, face-to-face, parent-teacher conferences with every teacher in every grade.

Phone calls, emails, and additional conferences ensure that no one gets lost. We believe in long-term relationships — I can’t emphasize enough that we are a family here.

Please comment on the anticipated impact of the weighted lottery admissions program.

When PCS was founded, it had three goals. The second goal was a commitment to equity: “Princeton Charter School will seek a diverse student body and offer those students both excellence and equity in education. The school’s strong academic program will reduce achievement gaps by eliminating an important cause — the insufficient mastery of basic knowledge and skills required

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Describe Princeton Charter School’s plans for the future.

We will continue to build our student support and special education program. We are adding staff for special education, ESL, and early reading support. The expansion has also allowed us to implement some new courses. We are excited to be able to offer computer programming for all students in grades seven and eight. We feel this is an important subject area that we have wanted to implement for a while. And we will begin offering Spanish starting in kindergarten. We will also be constructing some additional spaces — classrooms and small instructional rooms for our special education and support services — for our additional students.

We will continue in our efforts to engage all communities in Princeton in order to attract students to enter into our enrollment lottery. We would like to partner with Princeton organizations through service and volunteerism in support of educational activities, sustainability initiatives, and community programs. We teach our students that they personally have the power to make changes in the world and that they also have a responsibility to help others in the broader community.

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photographs courtesy of solebury school

Q&A with Tom Wilschutz, Head of School at Solebury School

Describe Solebury School’s location and unique campus features.

In the early 1920s, Solebury School’s four founders had a vision for a new and different kind of school, one that would translate the lessons they had learned while working at Camp Marienfeld, an all-boys summer camp in New Hampshire. Thus, in establishing Solebury in 1925, it was important that the setting be bucolic, beautiful, and emphasize the outdoors. They found such a place on a rolling, 90-acre farm just outside the city of New Hope, in historic Bucks County, Pa. Today, Solebury School is still nestled on this rolling landscape, surrounded by preserved lands and timber, with a campus that has a mixture of 18th-century buildings alongside many more modern structures. Bisected by a stream flowing into a pond, our students travel to their classes along walkways that take them outside between virtually every class. It’s a bit like attending a school situated in a national park, but one with easy access to exciting urban areas such as New York City and Philadelphia.

How does Solebury’s size inform the student-faculty relationship?

Solebury is an intentionally small school, with 235 students in grades seven-12. Our size remains critical to our educational philosophy. With an average class size of 11, our faculty can get to know each and every one of our students — who they are, what sparks their interest, how they learn best; our size enables us to provide an education tailored to each individual student. Complementing the academic experience, our boarding program further prepares our students for the critical transition to college and greater independence. For the 90-plus years of our existence, if you ask alumni what they remember and value most about their Solebury experience, 99 percent will echo the same sentiment: the excellence and accessibility of the teachers and their student-centered approach to education. The magic of a Solebury education has always been that connection between a teacher and their student.

In what ways do Solebury’s Middle and Upper Schools honor the individual?

If there is one characteristic that defines Solebury School, it is the respect and acceptance offered to everyone. At Solebury there is no “in crowd.” This richly diverse student body accepts and respects everyone for who they are and who they are becoming. Our Middle School nurtures

our youngest students and offers an age-appropriate “community within a community.” Many of these students become leaders in our Upper School. A number of our programs are tailored to individual learning styles and interests. We offer a Learning Skills Program for students who have language-based learning differences, a Bridge Program for students who need some assistance with executive functioning skills, and a Math Enrichment and Support Program. We also offer over 30 Advanced Placement and Honors courses, and a rich array of courses in the arts, such as Rock Band, Master Singers, Swing Dance, and Theater. If you have an interest, we have a course!

Give some examples of Solebury’s multi-disciplinary approach to education.

In 11th grade, Solebury’s best students have the opportunity to take American Studies — affectionately termed “Amstud.” A combination of AP U.S. History and Honors English, this course is co-taught by members of the English and history departments. In their sophomore year, students may elect an honors-level ethics course, taught by three different instructors over the course of the trimester — each bringing their unique perspective. Weaving together English, history, film, and theater, Solebury offers classes in film analysis and script writing/directing, taught by professionals with long careers in the industry.

Annually Solebury School sponsors STEM Week, weaving together various threads of science and math, as well as offering an Arts Festival—a weeklong celebration of all the arts.

What are Solebury’s plans for the future?

Last year, the board of trustees adopted an ambitious strategic plan that will chart the path of Solebury School for the next 20 to 30 years. Planned enrollment growth, primarily in the boarding population, will have a ripple effect for both staffing and facilities over the coming decades. Our strong academic program continues to grow as we continue to enrich the curriculum — Robotics, Coding, Film Analysis, Engineering I and II, Architecture, and Teach2Serve (a social entrepreneurship course focused on social change), and on and on. Our plans are ambitious and our vision clear: to preserve the core qualities and characteristics that make us Solebury School, while continuing to offer a cutting-edge academic experience in the nurturing environment that distinguishes Solebury School. september 2017 PRINCETON MAGAZINE

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photographs courtesy of stuart

Q&A with Dr. Patty L. Fagin, Head of School at Stuart Country Day School of the Sacred Heart

(left) Academic exchange in Peru. (right) Girls in the fourth grade at Stuart Country Day School learn about coding as well as electricity in their STEM class. They combined the two by using the application Scratch to program electronics, and used a toolkit called Makey Makey to test circuit connections with different materials. In this photo, the girls are sharing the activities and games they develop with girls in other grades in the Lower School.

When was Stuart Country Day School founded and what is the history behind the campus?

Stuart was founded in 1963 by parents who wanted a faith-based and rigorous education for their daughters. They appealed to the Religious of the Sacred Heart to open a school that welcomes and embraces students of all faiths and backgrounds. Today, Stuart continues to thrive on the same foundational principals of faith, knowledge, social justice, community, and personal growth.

The architecture of Stuart is very special. Carefully situated on 55 wooded acres in the Princeton Ridge, our building is designed to meld into the space and nature of the surroundings.

With floor-to-ceiling windows, hallways and classrooms look out into wooded areas, and boulders strewn throughout the building and the grounds help to blur the lines between the inside and outdoors. We like to say it’s a, “peaceful place for girls to make some noise.”

Our beautiful campus was designed by Professor Jean Labatut, who was director of graduate studies in architecture at Princeton University in 1963. A little known fact is that renowned Princeton architect J. Robert Hillier was a student of Labatut’s at Princeton, and as a young graduate he served as Labatut’s designer/drafter on the Stuart project.

Why an all-girls education?

I think that anyone who has experienced an all-girl education realizes the importance of the freedom this environment gives girls to develop as young women. You don’t have to shy away from speaking what you believe to be important.

The skills and confidence girls gain from an all-girl environment in elementary through high school are carried forward in life. Girls who attend girls’ schools are more likely to hold leadership positions, pursue high academic achievement, and are six times as likely to be interested in STEM (science, technology, engineering, and math).

Why are you focusing on STEM and girls at Stuart?

We know from data that the greatest growth in future jobs and earnings will be in the STEM fields. Though girls surpass boys in nearly every measure of academic success, there is still a significant gender gap in the number of women pursuing college degrees and careers in STEM. New research, as reported by the New York Times earlier this year, tells us that girls, by age 6, already think they are not as smart as boys, and therefore are less interested in trying things they perceive to require “brilliance.” This is one area where Stuart’s all-girl education really makes a difference.

It’s crucial for girls to know–from the earliest years of elementary school–that math and science can be exciting. Stuart faculty are in tune to this and are dedicated to the way girls learn.

Through individualized instruction, Stuart girls develop the confidence to try difficult things and know that with trial and error, they can succeed.

The expansion of STEM at Stuart since 2011 has yielded results. Thirty-five percent of our 2017 graduates plan to pursue a degree in a STEM field.

What is the Stuart Institute for Finance and Economics?

Entrepreneurship, finance, and economics are also areas that are stereotypically thought of as

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fields requiring “brilliance” and where women are underrepresented. Through the Stuart Institute of Finance and Economics (SIFE), financial and economics concepts are integrated into the academic curriculum at Stuart, beginning in kindergarten and extending through senior year. Our goal is to graduate financially literate, capable, and confident women able to lead Fortune 500 companies, a sustainable farm, or any other career they choose.

Describe the intent and history behind the Visiting Author Program.

At Stuart we believe that every student, from the youngest preschooler to the graduating senior, should read and hear the best contemporary writing of her day.

We have hosted an incredibly diverse range of best-selling and award-winning authors, including Pulitzer Prize winners Paul Muldoon and Jhumpa Lahiri and best-selling authors Jonathan Safran Foer, Jane Hirshfield, and Mark Salzman. The picture books, poems for girls, essays, fiction, and poetry collections of Naomi Shihab Nye shaped and inspired English and language arts classes, and novelist Edwidge Danticat gave our students a social awareness of the Haitian-American experience.

In 2016, we were honored to work with the recently-appointed U.S. Poet Laureate Tracy K. Smith, and 2017 was a special treat as we were all, faculty and students alike, enchanted by the 21st Poet Laureate Juan Felipe Herrera, who writes poetry, novels, and children’s books from his Mexican American immigrant perspective.

What role does leadership play at Stuart?

Through the National Center for Girls’ Leadership at Stuart we are able to share our expertise and serve as a resource to parents, educators, and girls throughout the world. Our first #LEADLIKEAGIRL conference at Stuart in April drew over 900 K-12 girls, parents, and mentor women to campus to showcase and inspire girls’ confidence and creativity in STEM, entrepreneurship, and leadership. The outpouring of people from across the country who wanted to participate, to be a part of it, surprised even us. #LEADLIKEAGIRL filled a void, and really struck a chord in terms of what’s become a budding conversation around girls’ leadership, women in entrepreneurship, in STEM, and girls education in general.

How are Stuart girls encouraged to establish a global perspective?

There are so many ways Stuart girls learn about the world, and around them. Our school is a member of the global community of Sacred Heart schools, with 24 Network schools in North America, and over 150 around the world. Through this vast network, we partner with schools around the globe to give our girls academic and cultural exchange experiences.

Just to name a few, this year our girls went on academic exchange to locations in Peru, France, Ireland, Australia, and Japan, and their host students have come to live and study amongst our community here at Stuart.

Additionally, our immediate Stuart community is incredibly culturally diverse. Our families, faculty, and staff hail from over 50 countries and we celebrate and honor different traditions in so many ways, including our annual Flag Ceremony.

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PHOTOGRAPHS COURTESY OF THE LEWIS SCHOOL OF PRINCETON

Q&A with Marsha Gaynor Lewis of The Lewis School of Princeton

What is the history and mission of The Lewis School of Princeton?

The mission and philosophy of The Lewis School of Princeton are best described by founder Marsha Gaynor Lewis: “At The Lewis School, we understand our students’ unconventional approaches to learning not as disabilities but as learning differences—the expression of remarkable and diverse intelligence, creativity, and original thinking that coexists with the frustration of inherent challenges.” ©ML 1973 The Lewis School, which combines its Clinic for Educational Testing and Teacher Training, is a widely respected, private, coeducational, college preparatory day school and educational resource recognized for the exceptional researched-based education it offers. The School typically serves 200 students, pre-kindergarten through high school postgraduate age, who are impacted by dyslexia, ADHD, and challenges associated with auditory learning and executive functioning.

Lewis is a member of the National Association of Independent Schools (NAIS), and is accredited by the New Jersey Association of Independent Schools (NJAIS). More than four decades of extraordinary alumni success confirm The Lewis School’s unrivaled legacy as a proven leader at the forefront of education for students who learn differently.

In 1972, the work of The Lewis School began modestly in the founder’s living room as a tutorial program for five curious, “incorrigible” little boys and a shy, speechhesitant little girl who were struggling to read, write, spell, follow directions, and listen to their teachers.

Since 1973, The Lewis School’s mission has remained constant. “It is to educate and empower bright, creative young people whose scholastic achievement and human potential are compromised by unresolved, languagebased learning differences related to dyslexia, ADHD, auditory processing, and executive functioning.”

How are language and learning skills taught at The Lewis School? What ages does the Lewis School serve?

The School is recognized for the excellence of its frontline approaches to learning. We are an established leader among the respected programs in the country, offering dyslexic and learning-different students the advantages of researched-based, multi-sensory education. The curriculum is challenging, competitive, and parallels and/or exceeds the New Jersey State Core Curriculum requirements for high school graduation. The School offers an unmatched education for learning-different students, pre-kindergarten - 12th grade, and also provides educational intervention and support for high school post-graduates, GAP year students, and college students looking to build stronger reading, writing, and study skills.

The Lewis School does not define dyslexia as a reading problem in isolation. Dyslexia can affect language processing in a wide range of modalities expressed in the brain’s organization and mechanics of learning. Difficulties may also include auditory processing, sequencing, executive functioning, organizational skills, and memory systems. Current neuroscience research in education corroborates the efficacy and appropriateness of teaching and learning approaches that Lewis has used for decades. Other educators and schools locally and nationally have used The Lewis School educational methodology and educational model to inform and guide their own academic support programs.

Our education combines well-known remedial programs with Marsha Lewis’s proprietary LIMMOLL System of teaching and learning (Lewis Integrated Mechanics of Language and Learning). Orton-Gillingham, Wilson Reading, Lindamood-Bell, and the Fernald Method are simultaneously staples of teaching at Lewis.

What is the College Planning Program?

The College PREP program, (Preparing to Reach Exceptional Potential) is a standout Lewis School experience that thoroughly prepares students to navigate the academic rigors, social stressors, and the many opportunities of college life.

This year, the 17 graduates of the Class of 2017 were accepted to a diverse choice of colleges and universities, and together they were awarded $1.3 million in merit scholarship funding. Most of our students will graduate from college with little or no debt.

Lewis PREP programs are completely individualized and designed to steer and support collegebound “seniors” through every step of the application process. This includes preparation for the SAT/ ACT exams, and the ASL or other foreign language requirements (if not waived). A team of six skilled, highly experienced advisors meets with their assigned students regularly, often daily on a set schedule, until all applications, essays, and required documentation is finalized.

Students who qualify are encouraged to spend summers at other private schools, university campuses, or in programs abroad to explore special interests they may have before choosing a college or a college major. College PREP planning at Lewis has opened the door to extraordinary opportunity for thousands of Lewis School graduates.

Describe some accomplishments of current or recent Lewis School students.

Graduates have become championship divers in local and national competitions and Olympic trials; they have been accepted on full scholarships to colleges and universities nationally and internationally; they serve as board members, law professors, and medical school instructors. They are recognized artists, photographers, videographers, and successful senior management team members for Fortune 500 companies managing international wealth, private equity, and mergers and acquisitions.

Jamie Bishop, a member of The Lewis School Class of 1995, said, “My story is more than 20 years in the making and I am still shaped by the education I received at The Lewis School during the formative years of my life. When I was 8, I couldn’t read or even spell my name correctly. I had no confidence or self-esteem. It didn’t occur to me that I would ever go to college or succeed professionally.

“I never could have guessed that The Lewis School and, later, Oxford University and a JD would become the most wonderful experiences of my entire life. My teachers at Lewis built a foundation of learning that was the renaissance of my life.”

Jamie Bishop’s achievements currently include senior management positions in finance and leadership in the field of renewable energy and clean technology. Like so many others whose enrichment began at The Lewis School, Jamie Bishop went on to help make the world a better place, with life at Lewis making an extraordinary and successful life after Lewis possible. It is undeniable that alumni like Jamie Bishop are not only positive role models for dyslexic children, but for all of us.

What are The Lewis School’s plans for the future?

The Lewis School and Clinic is a flagship educational entity that combines a competitive, college preparatory, pre-k through 12, full-time school with a neuroscience-based diagnostic clinic, a teacher training resource, and research component.

The School’s Strategic Plan provides for the near-term and long-term growth and development of The Lewis School and Clinic’s existing programs and facilities. The Strategic Plan also ensures that The Lewis School and Clinic’s extraordinary mission and the Head’s pioneering vision for the future will prevail and prosper in perpetuity for the next half century and beyond.

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8/28/17 11:29:54 AM

AUTISM IN

NEW JERSEY: a spectrum of challenges and hopeful possibilities

by Donald Gilpin

Damon laughing, courtesy of PCDI.

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Autism now affects one in 68 children and one in 42 boys in the United States. New Jersey, with one in 48 children and one in 28 boys, has the highest rate of autism in the country. More children will be diagnosed with autism this year than with AIDS, diabetes, and cancer combined, and the cost of supporting an individual with autism during his or her lifespan can be upwards of $2.4 million.

It

is a relatively new neurodevelopmental disorder, not clinically existing for the first time until 1943, when American child psychiatrist Leo Kanner first described it as its own condition—not simply as a type of social maladjustment or neurological impairment. Kanner published a study about 11 children who were highly intelligent but displayed “a powerful desire for aloneness” and “an obsessive insistence on persistent sameness.” He later named this condition “early infantile autism.”

Autism, or autism spectrum disorder (ASD) as it is now designated by the most recent Diagnostic and Statistical Manual of Mental Disorders (DSM 5), can comprise a wide variety of different behaviors, skills, abilities, and disabilities.

The list of famous figures thought to have been autistic, or at least to have autistic qualities, includes Isaac Newton, Wolfgang Amadeus Mozart, Thomas Jefferson, Ludwig van Beethoven, Emily Dickinson, Mark Twain, Charles Darwin, Lewis Carroll, Vincent van Gogh, Thomas Edison, Albert Einstein, Andy Warhol, Bill Gates, and many more. Their autistic qualities often interweave with the attributes of genius. (Note the obsessive determination of many of these figures, or Warhol’s love of repetition—all those soup cans, for example.)

ASD manifests in repetitive behaviors, interests, and activities; and difficulties with social communication and interaction. The symptoms affect daily functioning from early childhood on.

The severity of ASD can vary greatly, with the spectrum of behaviors and disabilities including some children and adults with ASD who can successfully function independently and others Michael in the classroom. needing substantial support to perform basic activities.

First signs of ASD may appear during infancy, when the child might become overly focused on certain objects, rarely make eye contact, and not engage in typical babbling with parents. Social interactions, typical communication, and interaction are often particularly challenging for children with ASD. They may not respond to their names, avoiding eye contact and most interactions with others.

Children with ASD may prefer to be alone and may find it difficult to understand other people’s feelings. Some children with ASD may have delayed speech and language skills, may repeat phrases, and give unrelated answers

to questions. They may also have a hard time understanding non-verbal cues such as gestures, body language, or tone of voice.

Children with ASD may engage in repetitive movements or unusual behaviors such as arm flapping, rocking from side to side, or twirling.

They may become preoccupied with particular objects or parts of objects or obsessively interested in a particular topic. Many people with ASD thrive so much on routine that any changes in daily activities or in their environment can be very challenging, causing anger or emotional outbursts.

There is no cure for ASD. For many children, symptoms improve with age and treatment. Usually people with ASD continue to need help throughout their lives, but people with less severe ASD may be able to work successfully and live independently or within a supportive environment.

The challenges of autism are immense and growing for individuals, parents and families, schools, and society at large. Successfully treating autism is difficult—intellectually, emotionally, and financially. It’s expensive and labor-intensive to work effectively with children who suffer from ASD, and the challenges can become even more severe in adulthood.

The good news in this highestautism-prevalence state of New Jersey is that “we’re doing a tremendous job identifying children and connecting them to services,” said Autism NJ Executive Director Suzanne Buchanan.

Buchanan, a licensed psychologist and board certified behavior analyst-doctoral (BCBA-D), notes New Jersey’s “mature network of advocacy organizations and concerned parents who have access to information and are networking with each other and with our organization.”

AUTISM NJ Autism NJ was founded in 1965 by a group of concerned parents, who recognized the need for immediate treatment and advocacy. The “amazing advocacy group,” as Buchanan describes it, does four main things for the community: it provides information; offers education and training; promotes public policy to influence legislation; and provides services and awareness.

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Information is available on their 1-800-4AUTISM help line. “We help challenging behaviors, so their progress is much better than it would have families and professionals navigate service delivery,” Buchanan explained. been without the early intervention. From a humanistic perspective as well as “Often it is challenging for families to understand what services their child from a financial perspective, it makes so much sense.” is entitled to and how to access those services. We’re with them every step of She cites a cost analysis study done in Texas recently which determined the way, from the moment they suspect something is developmentally off with that the state, over an 18-year period, could have saved over $2 billion if it their child all the way through questions about adulthood, long-term care, what had had an early intervention ABA program in place. “And of course, more happens when I can no longer care for my child, and everything in between.” children would be in a much better place,” she said, “so you can make the case The autismnj.org website includes extensive resources for parents as well from the humanistic or moral or financial point of view. ” as publications on what to do when you get the diagnosis, teenage and adult She emphasized her commitment to her role as an advocate for the best resources, a booklet on the best care for autistic children in public schools, possible treatment for those affected by ASD. “That’s why I’m on this planet, to and more. get that information to the legislators and the governor and the administration “Being an autism community for more than 50 years,” Buchanan said, so they can help get the children the most effective intervention.” “we have a very thorough database through our website 24/7 to help parents ABA navigate to find the right provider and get funding for the services.”

Autism NJ sponsors two major conferences each year. On October 19 and 20 more than 1,300 parents and professionals will gather in Atlantic City for The success of ABA, according to Buchanan, requires that the intervention be some 80 different workshops, featuring a variety of experts on a wide range of individualized, engaging, and evidence-based: • Individualized—because every child or adult with autism has an individual topics related to autism, from instructional strategies to state service systems to advocacy, including recent best practice research, ideas about federal policy, profile, idiosyncrasies, things that they respond well to, their own personalities.

• Engaging—because one of the core characteristics of autism is a lack of and implications for Medicaid funding.

In its 35th year, this conference manifests a “tangible sense of community,” motivation, or limited social motivation. These are children who at first are not ready to learn or to soak up the knowledge. says Dr. Buchanan. “It’s a reunion for the community and everyone • Evidence-based—“We know a lot about what works. We want to acting in the best interests of those who have autism.”

Addressing a perhaps even more urgent challenge, Autism NJ’s give every child their best odds on a better quality of life, so when you look at interventions and evidence you come to ABA,” says Buchanan. second conference, to be held on February 26, 2018 in Iselin, will In its simplest form, ABA examines the relationship focus on the transition from adolescence to adulthood. between every behavior that the child does and what’s In its fifth year, this conference will address “the going on in the environment. Behavior analysts first service crisis that many adults experience after their observe, see what skills the child has, note what’s educational entitlement ends. We know that more than happening in the environment, and try to figure out 26 percent of adults with autism receive no services what motivates the child. after graduation, and many more are not provided with “Is it trains? Maybe we’ll use trains,” the services they need for a basic quality of Buchanan gives an example relating to life,” Buchanan said. a 3-year-old boy with autism. “If it’s a “Our tagline is ‘the power of connection,’ particular Disney movie, maybe we’ll to connect people to information, to use that. We’ll find reinforcing and training, to services,” she further notes. rewarding items for the child and try to ”It’s a time of tremendous uncertainty for arrange interaction for the child around that, a population that has many critical needs, and so that if the child is responsive, then he gets to play it’s reasonable to assume, given conversations about something fun. It’s a simplistic way of looking at it, health care at the federal level, that there may be cuts but it’s looking at everything that’s happening in the for individuals with developmental disabilities. We’re environment before the behavior, after the behavior, constantly monitoring the situation and working at the and trying to make appropriate behavior happen more state level to try and lessen any negative effects. There An Eden student at work at the Salt Creek Grille. Eden Autism often and inappropriate behavior happen less often.” may be more state-based influence into how Medicaid in Princeton is a recognized leader in improving the lives of The intervention, the task of the ABA teacher, is dollars are allocated to the population, and we’ll be children and adults with autism spectrum disorder, across the at every table we can be to assure that the needs of lifespan from early intervention and education to the transition time- and labor-intensive. “It’s often a long way for a to adulthood and employment to residential programs. child with autism, from their first intervention to being individuals with autism are everyone’s priority.” able to participate effectively in a general education classroom. There are a “THE GREATEST HOPE” lot of learning opportunities and practice and reinforcement along the way,” Buchanan says.

The most promising news in treating ASD comes from the field of applied ABA takes the approach that all behavior, including challenging behavior, behavior analysis (ABA). Since the 1960s a wide variety of behavioral is a form of communication. “So if the child is hitting his sister or his mom interventions based on principles of learning theory have been used in dealing or himself or banging his head on the kitchen floor, and they don’t understand with ASD children and adults, with the goal of increasing positive behaviors why, behavior analysts take a communication approach to that and do their and reducing behaviors that may cause harm or interfere with learning. observation and see what’s happening before the behavior and what’s happening Analytic studies of intervention treatments for autistic children show that after,” Buchanan explains. “And they can come up with a hypothesis as to why 30-40 percent of autistic children participating in the ABA group for one-two the child is doing that. Maybe he was just denied access to something. Maybe years “became indistinguishable from their peers,” meaning that behaviorally he wanted a cookie or maybe he was trying to get out of staying too long at they recovered. Their behaviors fall within normal limits, Buchanan says. It the dinner table.” is her mission, and the goal of Autism NJ, to help all ASD children to gain PRINCETON CHILD DEVELOPMENT INSTITUTE access to the highest quality ABA programs.

“The vast majority of children with autism do not have access to ABA and (PCDI) certainly not to high quality ABA. That really represents the greatest hope that this community has,” Buchanan says. “If we can get more intensive high Pat Progar, in his second year as executive director of PCDI, shares Buchanan’s quality ABA to children as soon as the diagnosis is confirmed, then that can enthusiasm for ABA, “the only scientifically-validated treatment for autism,” change a child and family’s life within a few years. Even for children who he says. A service provider since 1970, PCDI, on Cold Soil Road, currently still go on and have challenges, those challenges are much less intense. The enrolls 30 autistic students in its education program and 28 participants in its children who participate in intervention have a much larger skill set and fewer adult program, most of whom have come through the education program and

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Autism NJ Executive Director Suzanne Buchanan on air for a NJ 101.5 Town Hall.

Pat Progar, executive director of PCDI.

Chris Gagliardi and self-advocate Mom at the 34th Annual Conference with Autism NJ Education and Training Director Elizabeth Neumann and Executive Director Suzanne Buchanan. september 2017 PRINCETON MAGAZINE

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“graduated” into the adult program at the age of 21.

Progar describes the wide range of students and abilities at PCDI. “We have a lot of different outcomes,” he said. “Autism is a spectrum disorder, and you have some kids on one end of the spectrum and other children who have larger skill deficits, more challenging behavior. Trying to get them back into a regular classroom might not be feasible. And then we have other kids who have made significant gains, but might not be ready for regular education.

Maybe they will go to a less intensive private school.”

Every child in the education program at PCDI is there full time, but in some cases, where a student is doing well, in consultation with the family and the sending district, the student might attend a gym class at the regular school for five days a week. PCDI staff will work with the regular school staff, and if that goes well, they might try gym and one other class.

There’s one student now who’s on campus at PCDI only two mornings a week, and the rest of the time the staff is with him in a regular school classroom. The goal is to remove the staff entirely. “We have what we call fading techniques,” Progar says. Originally the staff might be right next to the child, but eventually we want the staff to pull back. Eventually we want to get to the point where maybe our staff is in the lunchroom or where we’ll just make periodic visits—‘call us if you need us.’”

Almost half of children diagnosed with autism can transition back to a regular education classroom, Progar believes, if they can enroll in a high quality ABA program before the age of 5. “If you get much beyond that age you can still make progress, but it becomes less likely that the child will be able to make the transition successfully,” he says.

MODEL INTERVENTION PROGRAM PCDI, whose research and intervention models have been used nationally and internationally, delivers an intensive program for parents and staff, as well as students.

Parents must attend training sessions.

The younger the child, the more parental involvement is needed. “It’s great to make changes in the child’s behavior here at school,” Progar says, “but we want to make sure the parents can implement those procedures at home and also that the child realizes it’s not just the person I just met who’s going to make me do this. It’s mom and dad too.”

Home programming for PCDI might involve the parent coming in two days a week for at least an hour, Derek at the dentist. then staff members going out to the home for several hours, sometimes more than once a week. With some families living more than an hour away, the staff puts in long hours. “But that’s an important part of our program,” Progar says.

“There may be particular problems or deficits that occur to the child at home, and it may be easier to work with the child at home on those particular types of behaviors.”

The thorough, labor-intensive program at PCDI comes with a cost, more than $100,000 annual tuition, typically paid mostly by the child’s school district.

Buchanan and Progar agree that the quantity and quality of the staff are crucial factors in successful treatment of autism. In effective ABA interventions there’s no short cut, no substitute for the one-on-one teaching model.

“That takes a lot of skilled staff,” Progar says, “and that’s where expenses are.

Most of our money goes to paying people with skilled training. That’s why we have the great outcomes that we do, but it’s not cheap. That’s our concern.”

Buchanan and Progar also agree that the whole field of special education needs to do a better job in working with state and federal legislators to emphasize the importance of providing necessary resources to address the growing challenges of autism. Progar argues that money spent on autism will be money well spent. “We need to do a better job of educating our legislators and families. The families will have to keep up the pressure on their local politicians as well, and let them know they need these services. It isn’t a question of whether these services are needed or not. They are. They are absolutely needed.”

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DEREK Patti Gianone, whose 7-year-old son Derek is in his fourth year at PCDI, concurs, “It’s been a great experience. Getting into this level of quality intervention has been life-changing.”

She described the parent training that accompanies Derek’s education.

“They keep the parents involved,” she says. “They continue to train us how to do the same procedures at night that they’re doing during the day. We go in to school once a week, and once a week they come out to the house.”

Gianone emphasized the importance of the individualized teaching. “There has been such a change in Derek developmentally. It’s been a steady upward progression since his care started more than three years ago. We’re setting him up for success.”

She notes how Derek at first was limited verbally and couldn’t request things specifically, “but now he’s like a different kid. They showed us how to reward him effectively.”

Derek has also learned to adapt to necessities of daily life like accompanying his parents to the supermarket, waiting patiently in line, and sitting for 15 minutes for a haircut.

Gianone attributes much of Derek’s success to PCDI and its ABA techniques. “We’re so lucky to have him placed there. There are very few schools that can keep the quality so high by concentrating on very few kids.”

She mentioned the administrative and political challenges involved in gaining the support of her home district. “We had to go through the process with an attorney,” she explained. Every district is different, but outside evaluations are usually necessary to make the case for a child to be placed in a special, private school.

“Most districts are not offering the level of quality of PCDI, the one-to-one, the ABA data-based support, the all-day attention— which is the only way to support what the child is doing. Districts are required to provide a free and appropriate education,” she says. “They may need to send you out of district. The district has to be on board, and the special school has to have an open spot.

When it works out it feels as if you’re hitting a lottery ticket. We’ve never felt so great as the moment we got Derek into PCDI.” She describes the importance of carrying on the fight to get the best education for Derek.

“I urge parents to fight for what is appropriate for their children. You have to keep at it. His education will determine your child’s future, what kind of adult he’ll be. It’s an investment, emotionally, physically, financially, putting your heart and soul into it.”

After graduation and the end of educational entitlement, services and funding for adults with autism become particularly scarce. “Autism doesn’t just disappear at the age of 21,” Progar says. “It’s something you have with you the rest of your life.” The PCDI adult division has a relatively small program, with just 28 enrolled and limited capacity to expand.

“Adults with autism have the right to be employed, just as you or I have, and to earn a living to the best of their ability and to live in a nice home of their own—perhaps with other adults with autism, but to have all the opportunities that anyone else would have,” Progar continues. “That’s one of our concerns.”

Gianone also warns about the consequences of taking short-cuts in the present, “It costs a lot of money and time, but everybody has to realize that we’re going to have a lot of adults who will need varying levels of support. It takes time and money now to help make these children more productive adults later on. Taking the easy way out with these children is hurting their capabilities for later in life. We’re going to have a problem with a lot of adults who could have had intervention early on and could be taxpayers and productive citizens in the community.”

PRINCETON MAGAZINE SEPTEMBER 2017

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N

o one is asking children to give up their sports. But it’s getting a little crazy out there.

In one generation, sports have gone from child’s play to a proving ground for elite athletes—many of whom haven’t even graduated eighth grade—who commit to strenuous schedules, trainers, travel teams, coaches, aggressive tactics, and year-round seasons that give a young body no quarter for rest and growth. Coaches book flights to cities far beyond their hometowns. Parents shell out thousands of dollars for participation fees. And college recruiters wait eagerly in the background until it’s time to dangle offers that are impossible to resist.

Maybe we should pause for a moment to think about where all of this is going.

“When did cheerleading become a sport where a 10-year-old girl is at risk for a serious brain injury?” asks Dr. Emil Matarese, director of the Concussion Program at Capital Health’s Capital Institute for Neurosciences in Pennington. He recalls a client who was referred to him after a cheer fall that left her so disoriented she couldn’t recite the date of her own birthday. “The girls at the base of the pyramid she was on were supposed to catch her. But because of their young age and inexperience, they flinched, and this girl landed on her head. This was the first time I’d seen a child that young with a concussion.

“I’ve spent a large portion of my career doing this,” adds Dr. Matarese, “and I’ve come to realize that what was previously thought of as a minor insult, what we used to call ‘ringing one’s bell,’ is in fact a potentially life-altering and serious injury. We are now at a stage in our society where we are pushing younger and younger athletes to achieve skill sets that previously were reserved for those in college or on professional sports teams. We’re seeing more serious head injuries, more forceful blows, in younger athletes than we ever have.”

Concussions are not always detected by routine examination, he cautions. The young cheerleader was taken to an emergency room where personnel told her that her brain looked normal. Yet her impairment was so obvious that, by the time she got to Dr. Matarese, she looked like “a deer in the headlights.” Every concussion is different. Some require a few weeks of rest. Others may need a year or more of monitoring. Social and academic skills can suffer.

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LIFELONG IMPACT The adolescent brain is not fully developed, so injuries that go untreated can have a lifelong impact. In addition, assumptions about the sports that cause such injuries are not complete. It isn’t always football and rugby that put athletes at risk.

Two of the more serious head injuries Dr. Matarese treated occurred in a young golfer whose skull was cracked by a golf ball and a tennis player who fell on the court.

A deeply compassionate neurologist who also serves as an advisor for the Brian Injury Alliance of New Jersey, Dr. Matarese acknowledges the benefits of sports. He spells them out without hesitation. But if we are going to push our competitors, he says, then parents, coaches, teachers, and athletes themselves must be vigilant on behalf of young people who are putting their health on the line. In most cases, a concussion is a temporary, recoverable neurological deficit. But when it goes untreated and the brain is exposed to a second injury, Second-Impact Syndrome can cause permanent impairment, or worse.

Another young woman, a junior in high school, came to Dr. Matarese’s practice after she had received a full scholarship to Harvard University.

But during a softball tournament, she was struck in the head with a ball. The young woman did not mention the injury. Three days later, she was struck in the head again. The back-to-back blows caused such neurological damage that the young woman barely finished high school and needed enrollment in a special program to complete a community college education.

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“She was never able to achieve her full potential in life. I could cry,” says Dr. Matarese. “Over time, as long as there is no permanent damage, most concussions should fully resolve. If it’s an isolated incident, the patient will get better. But if they keep playing and don’t give the brain time to rest and heal, you will keep seeing these devastating events in otherwise healthy, talented young athletes.”

BONES, JOINTS, AND SOFT TISSUE Dr. John Lawrence of the Children’s Hospital of Philadelphia (CHOP) doesn’t need statistics to demonstrate the pronounced increase in pediatric and adolescent sports injuries. He sees it in his office every day.

An attending orthopedic surgeon at CHOP with expertise in anterior cruciate ligament (ACL) reconstruction, Dr. Lawrence says the rising number of injuries is evidence of two trends: an increase in the number of young female athletes, who are more than twice as susceptible

to ACL injuries as young men; and dramatic rates of overuse.

“If you’re a kid playing soccer now, it’s not enough to just play intramural soccer,” says Dr. Lawrence. “The mentality of most of the patients coming to my office is, ‘We have to start playing and specializing in a sport at an exceptionally early age, and we’ve got to play year-round.’ There’s your spring play, then your summer league, then your fall, indoor league, and your winter league.

There’s always a push for these kids to get to the next-best development teams and the state cups and the national competitions.

“Now,” he adds, “there are travel soccer teams for 6-year-olds.”

Knee injuries are far and away the most common ailment he treats. While ankle injuries are the No. 1 epidemiological sports injury category, there usually is not a significant loss of game time for most of those patients. Knee injuries, however, can take up to a year or more for full recovery.

A 12-year-old, nationally-ranked skier in Dr. Lawrence’s practice crashed during a race and sustained a fracture of her tibia and also broke the attachment point for her ACL. “She’s a wonderful, articulate girl. And we ultimately put her back together again so that she is able to do her normal training as a skier,” says Dr. Lawrence. “But she definitely typifies that explosion of organized sports, in that she’s been ski racing ever since she was knee-high to a toadstool.”

Dr. Lawrence underscores the importance of neuromuscular development programs, here and across the country, that equip young athletes with knowledge about the foundational fitness that staves off injury. Participants learn how to warm up and how to fall; they learn safer positions for loading their joints; and, in general, how the body moves optimally and along specific “tracks” that cut the risk of injury. Other resources indicate, for instance, how many pitches Johnny can throw before he needs to rest his arm. And state and federal guidelines now dictate criteria for the handling of concussions and other athletic injuries.

“If these young athletes can’t get their coaches and clubs to institute these neuromuscular control programs, then they can do it on their own,” says Dr. Lawrence. “The bottom line is, don’t play with pain. Don’t play through pain. It’s a hard message for kids to get because they’re getting the push from multiple directions, from coaches and parents and teammates. But they should know: If they have any sort of pain, stop.”

PRINCETON MAGAZINE SEPTEMBER 2017

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…AND EVERYTHING ELSE Dr. Maria Halluska-Handy, a board-certified emergency physician now specializing in non-operative orthopedic care with Bucks County Orthopedic Specialists in Doylestown, Pa., says some of the biggest factors in increased risk for sports injuries are the very fatigue and repetitive use that stem from “four seasons of soccer.”

Tendinitis. Hairline fractures. Concussions from collisions. Athletes put themselves at a higher risk for injury when they are doing too much, too soon, and without the requisite rest and recovery time.

“Football, ice hockey, lacrosse, rugby. Overall, those are the highest-risk sports,” says Dr. Halluska-Handy. “But the highest overall numbers of people who get concussions are actually playing girls soccer, and that’s because you have the highest number of participants. Most catastrophic is cheerleading. You’re throwing people up in the air without any kind of head protection. The physics of that couldn’t be more devastating.”

Dr. Halluska-Handy explains that a child or adolescent is not simply a little adult, but another entity altogether. Their brains are different in that they are still growing and developing, their joints are more flexible, and their bones are more “plastic.” They more often have “green-stick fractures,” in which the bone doesn’t break all the way through, the way a young tree branch can be bent and snapped but not broken. The options for

treatment and management are therefore also different for adolescents.

One patient recently seen by Dr. HalluskaHandy had a wrist injury from skateboarding, with pronounced swelling and a deformity of the wrist.

Dr. Halluska-Handy ended up doing a hematoma block, in which the anesthetic is injected

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S

orting out his first impressions of Walt Whitman in a letter from November 1856, Henry David Thoreau admits feeling “much interested and provoked“: “Though peculiar and rough in his exterior,...he is essentially a gentleman. I am still somewhat in a quandary about him...He told us that he loved to ride up and down Broadway all day on an omnibus, sitting beside the driver, listening to the roar of the carts, and sometimes gesticulating and declaiming Homer at the top of his voice.”

Actually, it was more often than not Shakespeare that Whitman was declaiming while riding “the old Broadway stages” like “the Yellow-birds, the Red-birds, the original Broadway, the Fourth Avenue, the Knickerbocker.”

Looking back on those mid-century jaunts in Specimen Days in America (1881-1882), he recalls reciting “some stormy passage from Julius Caesar... (you could roar as loudly as you chose in that heavy, dense, uninterrupted street-bass).” He makes special mention of the drivers, “a strange, natural, quick-eyed and wondrous race” and savors the flavor of their names, “Broadway Jack, Dressmaker, Balky Bill, George Storms, Old Elephant, his brother Young Elephant (who came afterward), Tippy, Pop Rice, Big Frank, Yellow Joe, Pete Callahan, Patsy Dee.” These men “had immense qualities, largely animal—eating, drinking, women—great personal pride, in their way...Not only for comradeship, and sometimes affection—great studies I found them also.”

The passage ends with a wink at the critics who he imagines will “laugh heartily” to hear that “the influence of those Broadway omnibus jaunts and drivers and declamations and escapades undoubtedly enter’d into the gestation of Leaves of Grass.”

Thanks to Gay Wilson Allen’s biography, The Solitary Singer, we have a snapshot of the poet (“about 40 years of age”) at this time: “he was always dressed in a blue flannel coat and vest, with gray and baggy trousers, ...wore a woolen shirt, with a Byronic collar, low in the neck, without a cravat...and a large felt hat. His hair was iron gray, and he had a full beard and mustache of the same color. His face and neck were bronzed by exposure to the sun and air. He was large and gave the impression of being a vigorous man.”

WHITMAN’S POWER The vigorous man’s impact on the author of Walden can be likened to the way Whitman has embraced and repelled, seduced and intimidated generations of readers. In a subsequent letter, Thoreau writes: “We ought to rejoice greatly in him. He occasionally suggests something a little more than human. You can’t confound him with the other inhabitants of Brooklyn or New York. How they must shudder when they read him! He is awfully good.” But then, “To be sure I sometimes feel a little imposed on. By his heartiness and broad generalities he puts me into a liberal frame of mind prepared to see wonders,—as it were, sets me upon a hill or in the midst of a plain,—stirs me well up, and then—throws in a thousand brick.” This last figure would surely have amused Walter Whitman, the builder of houses. There’s also a potent insight in the phrase “more than human,” although Walt being Walt would have dismissed the idea of being set apart (as in not to be “confounded” with his fellow New Yorkers whom he loves en masse and who know him by his “nighest name”) when he imagines himself submerged in the human tide. In his own way, Thoreau, whose famous devotion to solitude would seem to make him the roaring poet’s absolute opposite, has expressed the truth about a life-force that can be at once in the city and of the city while being the city, and seeing beyond the city.

september 2017 PRINCETON MAGAZINE

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8/25/17 11:39:35 AM

“FACE TO FACE”

CITY AS AUTHOR

It stands to reason that the work Thoreau remembers best is “the Sun-Down Poem,” later retitled “Crossing Brooklyn Ferry,” where Walt looks directly at us, “face to face,” across the centuries, as if to call us by our first or “nighest” name as we do him, our Walt, the world’s Walt, who disdains convention, complacency, the reality of limits, mortality, life, death, time, space, incarnating himself in us as he does in the two cities he would embody as one, Brooklyn and Manhattan.

“Curious what is more subtle than this which ties me to the woman or man that looks in my face,/Which fuses me into you now, and pours my meaning into you.”

The outlandishly presumptuous claims Walt makes are convincing and endearing in their force, their spontaneity, as he tells us that if we have thoughts of him (as we surely do, reading him, his words), he has thoughts of us. “Who knows but I am enjoying this/Who knows but I am as good as looking at you now, for all you cannot see me?”

That was in the 1850s. Whitman returned to New York two decades later in summer 1878, older and ailing, an experience he expands on in Specimen Days under the title “Human and Heroic New York.” After three weeks of resuming “with curiosity the crowds, the streets he knew, Broadway, “human appearances and manners as seen in all these,” he finds that after “making all allowances for the shadows and side-streaks of a million-headed-city,” the “brief total of the impressions, the human qualities, of these vast cities, is...comforting, even heroic, beyond statement...In old age, lame and sick, pondering for years on many a doubt and danger for this republic of ours—fully aware of all that can be said on the other side—I find in this visit to New York, and the daily contact and rapport with its myriad people, on the scale of the oceans and tides, the best, most effective medicine my soul has yet partaken—the grandest physical habitat and surroundings of land and water the globe affords—namely, Manhattan island and Brooklyn, which the future shall join in one city—city surroundings.” of superb democracy, amid superb surroundings.

Obviously this later vision of the city, for all its optimism, has little of the face-to-the-face-of-the- ages cosmic immediacy of “Crossing Brooklyn Ferry” where “shadows and side-streaks” need not be allowed for when the poet’s very essence is in flux, “the impalpabe sustenance of me from all things, at all hours of the day...myself disintegrated, everyone disintegrated, yet part of the scheme.”

But what of ”the others that are to follow me, the ties between me and them;/The certainty of others—the life, love, sight, hearing of others”?

With a very “flood-tide” of poetic license already flowing below us, why not imagine Walt peering from Brooklyn Ferry into the first two decades of the 21st century where a young woman “attired in the usual costume” is sitting with her students mid-span on the Brooklyn Bridge reciting “Crossing Brooklyn Ferry”?

Or, perhaps “the woman who waits for him” is holding open to the title page a copy of the first edition of Leaves of Grass to show that under the title where the name of the author should be it says only “Brooklyn New York,” as if the city were the author, which is something the woman in question, Karen Karbiener, a Whitman scholar at New York University, pointed out to me after citing “City of Ships,” in which Walt in effect calls New York by its nighest name, “O city/Behold me! incarnate me, as I have incarnated you!/I have rejected nothing you offer’d me—whom you adopted, I have adopted;/Good or bad, I never question you—I love all—I do not condemn anything;/I chant and celebrate all that is yours.”

FOLLOWING WHITMAN’S FOOTSTEPS A New Yorker born and raised in Walt’s neck of the woods, and a Columbia graduate, Karbiener teaches “American Outlaw: Walt Whitman’s Radical Cultural Legacy,” a sophomore seminar divided between the classroom, where she discusses Whitman’s ideas of race, gender, politics and art, and the street, where she takes her

students on guided literary tours, following Walt’s footsteps around Brooklyn Heights, where the 1855 edition of Leaves of Grass was printed; around Newspaper Row, where Walt got his start; down to what remains of Pfaff’s Cellar, America’s “first Bohemian hotspot and his hangout in the late 1850s”; they take the Staten Island Ferry, “in an effort to simulate those countless rides on the Fulton Ferry.” Karbiener’s favorite tour is a perambulation around Fort Greene Park (established as Brooklyn’s first official park in 1847, because of Whitman’s almost-daily newspaper editorials calling for the need for green space in his neighborhood), then down the now omnibus-less Myrtle Avenue (passing the site of the offices of Whitman’s Brooklyn Freeman) to Walt’s house at 99 Ryerson, where in 2008 Karbiener and her class of 26 received an impromtu tour from the ”congenial landlord” who “ushered them through the ground floor entrance and up the staircases that Walt daily ascended and descended in 1855.” In her lookingforwhitman blog, Karbiener notes that “though the house is now divided up into smaller apartments (Pratt students and recent immigrants now live in closer quarters than the Whitman family did), the spirit of the house still felt broad, muscular.”

Besides editing Leaves of Grass: First and Death-bed Editions for Barnes & Noble Classics, Karen Karbiener is at work on a book titled Walt Whitman and New York: The Urban Roots of Leaves of Grass and is excited to have a volume of Whitman coming out this month in the Poetry for Kids series published by MoonDance Press for the 9-12 age group. Her selections are a much-needed response to the fact that the best of Whitman is so often excluded from young readers. Her notes in the section, “What Walt Was Thinking,” clearly reflect her enlightened passion for her subject. In her comment on “Give Me the Splendid Silent Sun,” where Walt “bares his city soul,” he “fell in love with New York at a time when other writers simply did not find inspiration or even a reason to live in the city. Walt felt energized instead of overwhelmed by its constant motion, heard music instead of madness in its street din, and saw humanity instead of strangeness in its crowds.”

One of Karbiener’s favorite projects is New York City’s annual “Song of Myself” Marathon, which was held in early June this year. According to Michael Robertson, a author of Worshipping Walt, the events “are always joyous e enactments of Walt Whitman’s central values: democracy, e equality, diversity, and the pleasures of reading poetry in th open air (at least when weather permits).” the

THE LOST NOVEL T W Whitman was in the news earlier this year when Walt th the New York Times reported the finding and publishing oof a lost novel from 1852, Life and Adventures of Jack Engle (Univ. of Iowa Press $14), rescued by Zachary E Turpin from the pages of a long-forgotten New York T nnewspaper, the sole copy residing in The Library of C Congress. Presented for readers of 2017 as “a short, rrollicking story of orphanhood, avarice, and adventure in New York City,” the 156-page book is an exciting ffind that nevertheless contains only flashes of Whitman aand his city. For one example, this summation of the city: ““I was happy that I lived in this glorious New York, w where if one goes without activity and enjoyment, it must be his own fault in the main.” Even given the m money-making motive, it’s hard to believe that so m sstilted, judgmental, and prosaic a sentence was written bby the same man who breathed life into his city in L Leaves of Grass and Specimen Days.

Karen Karbiener discusses the 1855 first edition of Leaves of Grass. Photo by Robin Michals.

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PRINCETON MAGAZINE september 2017

PM_WaltWhitman Sept17.indd 4

8/25/17 11:39:58 AM

Walt Whitman was editor of The Br Brooklyn kl Eagle from 1846 to 1848. At one point, the daily newspaper had the largest daily circulation in the United States.

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FA L L F E S TI VA L S

Hopewell Harvest Fair

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Bordentown Cranberry Festival

Mark your calendar for these upcoming events: SEPTEMBER 15-17 Central Jersey Jazz Festival Flemington, New Brunswick, Somerville centraljerseyjazzfestival.com The Central Jersey Jazz Festival is a full weekend of free live jazz performances in three different venues: Friday at the Historic Court House on Main Street in Downtown Flemington from 6-10PM; Saturday on George Street between Liberty and Paterson Streets in New Brunswick from 1-6PM; and Sunday on the Somerset County Court House Green in Downtown Somerville from 1-6PM. All concerts are rain or shine.

SEPTEMBER 16 & 17 Flemington Street Fair & Craft Show Main Street, Flemington; 9AM – 4:30PM Presented by the Hunterdon Harmonizers Barbershop Chorus and now in its 32nd year, this event features more than 60 crafters and artisans lining both sides of Main Street displaying a variety of wares including jams and jellies, paintings, quilts, jewelry, pottery, and handmade furniture. Street music is provided all day long.

SEPTEMBER 17 JazzFeast The Green on Palmer Square, Princeton; Noon to 6PM palmersquare.com Now in its 26th year, the JazzFeast event is an open-air jazz festival that swings with the joy of great music and food. The festival features performances by some of the industry’s best jazz musicians and showcases food from many of the area’s finest restaurants.

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JazzFeast at the Green on Palmer Square, Princeton

SEPTEMBER 22-24 Mercer County Italian American Festival Mercer County Park, West Windsor: Friday 3-11PM; Saturday Noon-11PM, Sunday Noon-9:30PM italianamericanfestival.com Named one of New Jersey’s Best Festivals by CBS News New York and now in its 18th year, this three-day festival features two stages of live entertainment plus lots of Italian American traditions and fun. Activities include a food piazza, Italian market tents, crafts, bocce, cultural theater, Italian Heritage Pavilion, puppet theater, dining and dance tents, amusement rides, Sunday Mass, and Saturday night fireworks.

SEPTEMBER 23 Hopewell Harvest Fair Hopewell Elementary School, 35 Princeton Avenue, Hopewell This annual festival brings together residents, businesses, and community organizations for a day of old-fashioned fun and entertainment. Features include hay rides, pony rides, a petting zoo, children’s games, food vendors, and a corn maze. There will also be plenty of contests like a bake-off, kids art, and photography. Funds raised from the fair are donated to local groups who provide important services to the community.

SEPTEMBER 23-24 (RECURRING) Apple Day Fall Harvest Festival Terhune Orchards, 330 Cold Soil Road, Princeton; 10AM-5PM terhuneorchards.com Celebrate fall with pick-your-own apples and pumpkins. Enjoy pony rides, wagon rides, a corn stalk maze, hay bale maze and a barnyard of farm animals.

Children can enjoy face painting and pumpkin painting. There will also be lots of food and treats, apple cider, live music, a farm store and winery, and more.

Every Saturday and Sunday until October 29.

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The leaves will soon be falling, the air is crisp… it’s time for fall festivals!

PRINCETON MAGAZINE SEPTEMBER 2017

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Heritage Wine Festival

Mercer County Italian American Festival

Collingswood Book Festival, featuring Liz Moore

Apple Day Fall Harvest Festival, Terhune Orchards

Oktoberfest, German-American Society of Trenton

SEPTEMBER 23 & 24

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Heritage Wine Festival 480 Mullica Hill Road, Mullica Hill; 1-5PM heritagewinenj.com Enjoy wine tastings from top-rated New Jersey wineries including Hopewell Valley Vineyards and Unionville Vineyards, gourmet food truck fare for purchase, premium craft vending, all-day live music, and more. Rain or shine.

Collingswood Book Festival Haddon Avenue, Downtown Collingswood; 10AM – 4PM collingswoodbookfestival.com Book lovers of all ages can stroll more than six blocks filled with authors/ speakers for adults and children, as well as booksellers, storytellers, poetry readings, workshops, panel discussions, exhibitors, kid-friendly activities, and entertainment. Now in its 15th year, this award-winning festival is the longestrunning, largest literary event in the Delaware Valley.

SEPTEMBER 24 Oktoberfest 215 Uncle Pete’s Road, Trenton; Noon-7PM gasociety.org Hosted by the German-American Society of Trenton & 94.5 PST, the 8th Annual Oktoberfest is billed as Mercer County’s largest German event. This traditional beer festival features German beer, food, and music as well as a pig roast, vendors, family fun, kid activities, crafts, games, and more. There will be music and entertainment by the Austrian Boys with traditional Schuhplattler dancing by the G.T.V. Almrausch. German attire is recommended. A portion of the proceeds will help benefit local charity The Jeremy Fund.

OCTOBER 7 & 8 Bordentown Cranberry Festival Farnsworth Avenue from Burlington Street to Park Street, Bordentown City; 11AM – 5PM btowncranfest.com Sponsored by the Downtown Bordentown Association and now in its 28th year, this two-day Cranberry Festival is one of the largest juried craft shows in New Jersey, featuring more than 150 artists, crafters, and vendors offering handmade, vintage, antique, and up-cycled items. There will also be live music throughout both days, an expanded kids’ zone, and delicious eats from both Bordentown City’s award-winning restaurants and select food trucks. New for 2017 is a craft beer garden, offering a curated selection of seasonally-appropriate craft brews.

OCTOBER 14 & 15 Chatsworth Cranberry Festival Downtown Chatsworth; 9AM – 4PM cranfest.org The Chatsworth Cranberry Festival is a celebration of New Jersey’s cranberry harvest, the third largest in the United States, and offers a tribute to the Pine Barrens and local culture.

There is a diverse showing of many artists and craftsmen, some of which will also be demonstrating their crafts as well as displaying them for sale. There will also be lots of food vendors and cranberry treats galore.

Chatsworth Cranberry Festival

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The Michener Art Museum presents the largest-ever survey of the work of George Sotter (1879–1953), an artist strongly identified with Bucks County. He is best known for his magical winter nocturnes, but his tranquil marines, sunlit landscapes and work in stained glass are equally enchanting.

Brace’s Cove, n.d., oil on canvas, James A. Michener Art Museum, Gift of Marguerite and Gerry Lenfest.

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image courtesy of Asbury Park Distilling Co. PM_Distilleries Sept 2017.indd 2

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by Laurie Pellichero

From Jersey City to Cape May, craft distilleries have been quickly popping up and producing local spirits throughout the state. While craft beers and breweries have grown quite ubiquitous in New Jersey, it’s been in just the past few years that these small batch distilleries, which now number 16 and counting, have been able to produce and promote their wares.

N

ew Jersey has a long history of distilling going back to Colonial times, but strict alcoholic beverage control laws in place during and after Prohibition prevented the industry from growing. It wasn’t until 2013 that the New Jersey Division of Alcoholic Beverage Control instituted its first distillery license since Prohibition—to Jersey Artisan Distilling in Fairfield. This was due to the efforts of its owner and distiller Brant Braue. Braue, an electrical engineer, wanted to follow his dream of making spirits in the classic style. “Nobody wanted to change the law until it applied to them,” he said. New Jersey craft distilleries can now produce 20,000 gallons a year, which translates to about 100,000 bottles.

A Great Change

Jersey Artisan Distilling, which opened in November of 2013, specializes in rums, including its Busted Barrel Silver and Busted Barrel Dark 80 proof rums, which have already won silver medals at the New York Wine and Spirits Competition.

They also produce Morena Rum and 86 proof James F.C. Hyde Sorgho Whiskey, which has been on the market for just a year. They also make Hard Ice alcoholinfused sorbet, made with small batch rum and real fruit puree.

“This has been a great change for me,” said Braue. “You have to have passion and love for what you do every day.”

Braue said he puts in very long hours perfecting his spirits, but it’s worth it. “If I don’t like it, I won’t sell it,” he said. Braue sells his spirits on site and throughout the state, and is working with distributors to sell in other states as well.

He said that rum can be un-aged, but the barrel-aged minimum is two years.

Some go to five years. What he is selling now was over two years in the barrel. He offers tastings and tours on Saturdays and Sundays, along with movie nights on Thursdays where they serve treats like kettle corn made with whiskey.

Whiskey, Boardwalk Rum, Jersey Apple Hooch, Patriot’s Trail Bourbon, Jersey Pumpkin Hooch, and Hopmanics. Their Crossroads Bourbon was the first aged bourbon whiskey produced in New Jersey since prohibition. Their distinctive bottles all feature labels by New Jersey artist Brett Strothers. “We have a craft distilling license, and aren’t afraid to use it,” joked Granata about their varied offerings.

Jersey Spirits uses natural products, like real fruit, instead of chemical flavorings.

Granata is excited about five different single-malt whiskeys that will be released soon, including Cherry Wood Smoked, Apple Smoked, Chocolate, Caramel, and a Straight Up Barley Malt.

Both Granata and Lord agree that it is a good thing to have three distilleries all in one area. “Everyone has a different dynamic,” said Lord. “We encourage our customers to check everyone out. We all do our own thing with our own recipes. It’s all good and builds the business for everyone.”

Jersey Spirits offers a special barrel share program where participants can come to the facility on the day that a new spirit is being distilled, and then come back for tastes as it is aging to see how it evolves over time. “They get a lot out of it,” said Granata. “They can appreciate it at a different level, and see it nurtured along the way. It gets people in touch with all aspects of the process, to be able to understand what is happening and when it is happening.” Granata added that the participants also have a say in when they think it is has come of age, and can take some home when it’s ready.

Jersey Spirits also offers tours, tastings, craft cocktails, and bottle sales in its tasting room. There are also lots of classes, including an apprentice distiller workshop that gives participants a comprehensive experience of what it takes to make a spirit.

Local, Fresh, Handcrafted

Sourland Mountain Spirits in Hopewell was established in 2015 by Ray Disch, one of the founders of New Jersey’s original brewpub, Triumph Brewing in Princeton.

Fairfield has turned out to be the current capital of distilling in New Jersey, with After that success, Disch decided he was ready for a new challenge. So when craft two other distilleries joining Jersey Artisan. Taking advantage of the area’s zoning Jersey Artisan Distilling distilling became legal again in New Jersey, he created a local distillery right in his laws, Claremont Distilled Spirits opened in May 2014, and specializes in vodka made from New hometown. New Jersey’s first farm distillery since Prohibition, Sourland Mountain Spirits now Jersey potatoes, along with whiskey and NJD Moonshine. Jersey Spirits Distilling Co. opened makes local, fresh, handcrafted, small batch spirits using the area’s many sustainable options in August of 2015, and features spirits named after New Jersey places and experiences that are from herbs to fruit to grain, supplied by local farmers. Already the producers of award-winning close to the hearts of its co-owners. gin and vodka, Disch said that he is now aging four distillations of rum in 53-gallon American Owned by Fairfield locals John Granata, Susan Lord, and Elizabeth MacDonald, Jersey white oak barrels. “It should be ready in late November, right around Thanksgiving,” said Spirits creates its small batches with local and regional raw materials. Their 2,400-square-foot Disch. facility includes a 1,600-square-foot distillery and 800-square-foot tasting room. Their extensive They are also working on a barrel-aged gin, and put up their first bourbon in August, which product line has already won multiple awards and includes Main Street Vodka, Barnegat White is made from ingredients from a local organic farmer. It will be aged for two years, with the first Capital of Distilling

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images courtesy of Jersey Spirits Distilling Co.

Jersey Spirits Distilling Co.

tasting after one year. In late October or early November they will be putting up a barrel-aged apple brandy to be ready in early 2018, just in time for the chilly months.

Sourland Mountain Spirits uses state-of-the art distillery equipment in a newly renovated barn behind the Brick Farm Tavern restaurant. Unique in New Jersey, it is the only place that has a distillery, a restaurant, and brewery (Troon Brewing Company) on one site, all on the Double Brook Farm.

Disch said that Sourland Mountain Spirits are now available in 75 stores and restaurants across the state, from Morristown to Atlantic City. Tours are offered on Saturdays and Sundays, and Disch looks forward to participating in this fall’s Central Jersey Beer Fest in Mercer County Park.

“A Clean, Smooth Drink”

Skunktown Distillery in Hunterdon County prides itself on offering well-priced, chemical-free spirits made with local ingredients. It was founded by Caine Fowler and Paul Hyatt, who wanted to introduce unique craft liquors to the area “in the beauty and secrecy of Hunterdon County,” said Fowler. “We wanted to capture the essence of Hunterdon County in a distillery.”

Fowler, who has lived in the Sergeantsville area his whole life, said that their main focus is a “clean, smooth drink,” with products that include rum, vodka, and whiskey. “No. 1 is using basic and natural ingredients, and naturally-occurring enzymes and yeasts — all done old-school style.

Everything we do is eco-conscious. Our liquor tastes really good straight.”

Fowler explained that they distill by process of cutting gallon by gallon to extract impurities for a totally different result than mass producers. The process takes about a month from start to finish, with everything done by hand. Skunktown now has three stills, one for rum and whiskey, one for vodka, and one for “research and development — the process is trial and error, it’s a step up from moonshining,” joked Fowler.

Fowler said his background in the pharmaceutical industry helps him in his new endeavor, and “I laugh a lot more these days,” he said. “I love my job.”

He also said that craft distilling could revitalize the farm industry in New Jersey, with the

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demand for local ingredients for their unique products. “You get from the craft world what you can’t get from anyone else.”

He noted that the New Jersey craft distillers all work together to promote the industry, and have even formed a guild to share ideas and address legislative concerns.

Skunktown spirits are available locally at bars, restaurants, and liquor stores, and the distillery is open on Fridays and Saturdays for tours and tastings. A portion of all proceeds goes to the Wounded Warriors Project.

An Exciting Time

One of the newest distilleries in the state is Asbury Park Distilling Co., which opened on Memorial Day weekend. Asbury Park’s first distillery since Prohibition, it is also the first in the state to be located in a commercial downtown area. It was founded by a group of six owners, including Zack Ohebshalom of Fort Lee, Rob Wile of Rumson, and Andrew Karas of Ridgewood.

Asbury Park Distilling Co. features a sleek, modern tasting room with views right into the distillery with a custom-made copper still from Germany. Patrons can purchase spirits by the bottle or enjoy them in an artisanal cocktail.

“It took three years to get going, but we have been given a warm reception,” said Ohebshalom.

“This community is all about arts, music, and culture, and we are happy to be part of it.”

“It’s beautiful to see people come here and share it with their friends,” continued Ohebshalom.

“We offer full tours, and our master distiller Bill Tambussi is very passionate about distilling. He traveled to Scotland to earn his master’s degree from Henriot Watt University, which offers one of the most well-respected distilling programs in the world.”

Ohebshalom said they currently feature gin and vodka, and will be releasing a bourbon in the fall, as well as a barrel-aged gin. He is not concerned about the seasonality of being located in a shore town, “It will be a destination spot in the winter, along with all the other great businesses that Asbury Park has to offer.”

“It’s an exciting time in the state,” he said. “We hope to grow in the same trajectory as the other distilleries.”

PRINCETON MAGAZINE september 2017

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images courtesy of Sourland Mountain Spirits

images courtesy of Asbury Park Distilling Co.

Sourland Mountain Spirits

images courtesy of Skunktown Distillery

Asbury Park Distilling Co.

Skunktown Distillery New Jersey distilleries to discover include: Asbury Park Distilling Co. 527 Lake Avenue, Asbury Park apdistilling.com Cape May Distillery 371 NJ-47, Cape May Courthouse capemay-distillery.com

Claremont Distillery 25 Commerce Road, Unit K, Fairfield claremontdistillery.com

Jersey Artisan Distilling 32C Pier Lane West, Fairfield jerseyartisandistilling.com

Cooper River Distillers 34 Fourth Street, Camden cooperriverdistillers.com

Jersey Cider Works 360 County Road 579, Asbury (Tasting Room under construction) jerseyciderworks.com

Corgi Spirits 1 Distillery Drive, Jersey City corgispirits.com

Jersey Shine Moonshine 20 Peterson Avenue, Millville drinkjerseyshine.com

Jersey Spirits Distilling Co. 1275 Bloomfield Avenue, Building 7, 40B, Fairfield jerseyspirits.com

Skunktown Distillery 12 Minneakoning Road, Suite 110B, Flemington skunktowndistillery.com

Lazy Eye Distillery 1328 Harding Highway, Richand 135 East Spicer Avenue, Wildwood www.lazyeyedistilling.com

Sourland Mountain Spirits 130 Hopewell-Rocky Hill Road, Hopewell sourlandspirits.com

september 2017 PRINCETON MAGAZINE

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PRINCETON MAGAZINE SEPTEMBER 2017

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Photographs courtesy of Princeton University’s Lewis Center for the Arts Photo by Bentley Drezner.

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by anne levin

A Place to Create and Collaborate Staging one of her dances for the Lyon Opera Ballet in France a few decades ago, choreographer Susan Marshall was thrilled to find herself in a newly remodeled, state-of-the-art theater with spacious rehearsal studios and plenty of room to test out her ideas. It was like a dream come true, “a sort of fantasy that was actually happening,” Marshall recalls.

F

or Marshall, since 2009 the director of dance at Princeton University’s donated $101 million to get the project started in 2006. Lewis, who was president Lewis Center for the Arts, an even bigger fantasy has materialized. of Progressive Insurance Company, died in 2013.

The Lewis Center’s $300-million-plus, multi-building arts complex The plan for the 22-acre Arts and Transit Neighborhood called for the along Alexander Street and University Place is everything the Opera relocation of the Dinky train station some 460 feet south. There was considerable Nouvel in Lyon offered her, and more. opposition, legal and otherwise, from some members The new complex designed by Steven of the community. But the University prevailed, and Holl Architects doubles the studio space of the the old station and its neighboring building have been University’s dance department. Two of the four large turned into the popular eateries Cargot Brasserie and studios also function as theaters. “They are spacious, The Dinky Bar & Kitchen. they have light, and they feel inviting,” says Marshall.

Some Princeton residents also expressed concerns “And each one has its own character. It’s just thrilling.” that the Arts and Transit complex would serve the Dance is just one of the arts being given a monumental University community, but leave the public out. Not so, boost by the opening of the Lewis Center. The complex according to those involved. will house the University’s programs in dance, theater, “I sometimes refer to the new Arts Neighborhood as musical theater, and the multi-disciplinary Princeton Berlind Alexanderplatz,” says Michael Cadden, chair of Atelier, as well as the music department’s expansion to the Lewis Center and a well-known professor of theater. supplement what is already located in the Woolworth “Little did we realize when the University collaborated Center of Musical Studies. with the McCarter Theatre in the construction of the The new arts center opens officially with a campusRoger S. Berlind Theater in 2003 that it would be the wide arts festival October 5-8 (see sidebar). It is as much prelude to the construction of an entire neighborhood. about encouraging collaborative thinking as it is about The Berlind has added immeasurably to the community adding space and gleaming new facilities. Princeton arts scene and I expect the Lewis Arts complex to do follows a liberal arts model in which the arts relate to each no less. It will give our students proper venues to share other and to academic areas of study. “It’s a partnership of what they produce in collaboration with our teachers scholarship and practice,” says Marion Young, the Lewis and guest artists. It will also give the greater Princeton Center’s administrative director. “These new buildings community an opportunity to participate in their creative are dedicated in many ways to practice, performance, processes and to assess their final products.” and collaboration. It’s about the making of art and the “Just the location itself will be an exciting place, Choreographer Susan Marshall, photographed by Tom Grimes. study of art.” even if you’re just moving through it,” says Ms. Young.

It was over a decade ago that former University president Shirley Tilghman “Yes, there will be students there. But it is definitely open to the public.” envisioned a multi-disciplinary arts initiative that would elevate the quality of The architects faced multiple challenges. “We wanted to radically transform the Princeton’s cultural offerings. Peter B. Lewis, a member of the class of 1955, southwest edge of campus and create a completely new arrival experience, while

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Photographs courtesy of Princeton University Aerial taken as construction neared completion by Aerial Photos of NJ, courtesy of Princeton University Office of Design and Construction.

Exterior photograph of the complex by Christopher Lillja, courtesy of Princeton University Office of Design and Construction.

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Photographs courtesy of Princeton University’s Lewis Center for the Arts

Princeton University Orchestra

Into The Woods, photo by Larry Levanti.

PLOrk—Princeton Laptop Orchestra

connecting it to the community,” says Noah Yaffe, a partner with the Holl firm.

“And a very specific goal was to elevate the programs in the arts, particularly theater and dance. We had to knit those goals together and maximize the collaboration and exchange between the arts.”

A three-sided courtyard that relates to existing campus traditions, a large reflecting pool, and a forum are all key components of the design. It is the forum, which is located underneath the reflecting pool, that most excites Cadden.

“That’s where colleagues and students from both Lewis Center programs and the Department of Music will pour into before and after classes and events,” he says. “We’ve done lots of wonderful work with the Music Department over the years, but now we’ll be living cheek by jowl. Good fences may make good neighbors, as Frost suggested, but I’m happy that this space is all about the gates in the fence. It should prove to be a wonderful place for serendipitous encounters and for off-center collaborations of all kinds. It’s also a place where audiences might gather after a show to chat with friends about what they’ve just seen. I’m also looking forward to the visual atmosphere of the forum, as it will be partially lit by skylights in the floor of the pool in the outdoor plaza above.”

The three-story Music Building has practice rooms and teaching studios that are suspended from the roof to assure sound isolation. “This one of the most interesting things for us,” says Yaffe. “We wanted to take the idea of acoustic isolation and give it architectural expression. They are like individual boxes.”

Members of the Princeton University Orchestra, the Princeton Laptop Orchestra, the chamber orchestra Sinfonia, and various jazz ensembles will be able to rehearse in a room with 30-foot ceilings and adjustable acoustics. All of the practice rooms have new Steinway pianos. A separate, 800-square-foot jazz studies studio is one of several specialized teaching facilities in the building.

Operating for several years out of a former elementary school at 185 Nassau Street, the University’s dance department was desperate for more space. “We have been up against a wall in terms of how many courses we can offer and at what times,” says Marshall. “We have been kind of frozen in terms of what we can offer.

With the new building, we can involve more students.”

The new home for dance provides more space, under one roof. “We have had the Hagan Dance Studio at 185 Nassau and another large studio at New South, which is on the opposite side of the campus,” Marshall says. “That left students and faculty dashing across campus to get to meetings and classes. With all the faculty and studio courses now in the same building, I think drop-in conversations among students and faculty will be so much easier and healthier and productive for everyone.”

“I don’t think there is another department on campus that is experiencing such a sea change in the facility,” Yaffe says of the dance building. “There were so many things we weren’t interested in replicating from 185 Nassau, but the spirit of collaboration is something we wanted to build on. There is kind of a wonderful energy at 185, and our concern was to maintain and augment that in this new building. The connectivity between the pieces and the programs are part of that.

There is also lounge space and stair circulation spaces that allow for impromptu collaborations. And that is key to how Princeton views the programs for the arts.”

Marshall expects that the arts complex will become a destination, “a natural hangout,” she says. “With its proximity to the new restaurants and McCarter Theatre, people will naturally come through our buildings. All of the spaces will make these three arts—dance, music, and theater—feel more tangible and available.”

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The buildings are made of a variety of materials, including translucent glass. “It’s highly energy efficient and it allows for wonderful qualities of daylight,” says Yaffe. “At night, the building lights up and glows like a lantern.”

It has taken four years to turn what was formerly a parking lot, for the most part, into a new complex of buildings and landscaping that create a new gateway to Princeton. “We’re just thrilled with how it turned out,” says Yaffe, who has been working on the project for a decade. “We’ve loved walking directors and faculty and trustees and donors through, and it has really been a treat to see their reactions. I think the public will feel the same.”

To celebrate its opening after four years of construction and a decade of planning, Princeton University’s Lewis Center for the Arts is hosting a three-day party that is open to the public and mostly free.

From October 5-8, from one end of the campus to the other, the University will offer dance, music, concerts, plays, readings, art shows, multi-discplinary presentations, community workshops, and site-specific events. It opens with the biennial Princeton Poetry Festival, which will showcase poets from Canada, China, Cuba, Iceland, Macedonia, Northern Ireland, the Netherlands, Serbia, the U.K, and U.S. in a series of readings and panel discussions organized by Pulitzer Prize-winning poet and Princeton faculty member Paul Muldoon. The Poetry Festival continues on October 6.

The following day, a specially commissioned “electronic fanfare” will have original music on specially made instruments performed by the Princeton Laptop Orchestra, Tilt Brass, and Sō Percussion, combined with kinetic lighting, bodies in space, wave robotics, and rigging. The idea is to interact with the new architecture. The event will be repeated throughout the Festival.

Additional events throughout the weekend include a new adaptation of Euripides’ The Bacchae, an evening-length work by choreographers Anne Teresa De Keersmaeker and Salva Sanchis set to music by John Coltrane, an opera for electric guitar called Orpheus Unsung, and a series of “performance walks” by Aaron Landsman and Alison Isenberg titled “Walking Histories: Race and Protest at Princeton and in Trenton.”

There is much more, including a carillon concert, a jazz jam session open to members of the community, sing-alongs with the Princeton University Orchestra and Glee Club for musicians of all ages conducted by Michael Pratt, and other theater, music, dance, and visual art events. For a full schedule, visit lcaopening.princeton.edu.

Photographs courtesy of Princeton University’s Lewis Center for the Arts

Dance photo by Bentley Drezner.

Dance photo by Crystal Liu.

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