Dana O'Neill Portfolio Sample 1

mountainThe Journal of The Storm King School

On the W i n t e r 2 0 1 3 – 2 0 1 4

SKS STUDENTS BUilD CharaCTEr aND maKE a DiffErENCE

moUNTaiN BiKiNg aND SailiNg NEw To SKS

a TraDiTioN of wriTiNg CoNTiNUES

PlUS alUmNi aUThorS

TEChNologY ENgagES liTEraTUrE

STUDENTS

CoSTa riCa

Creating success from potential since 1867845.458.7542 • www.sks.org • [email protected]

THE STORM KING SCHOOL

Today, as in the past, The Storm King School is a college preparatory boarding school dedicated to the success of each student. Blending the best of traditional educational methods with new and emerging technologies, SKS tailors individualized programs to meet the needs of each student. Students are helped to dream big, work hard, and achieve success, each in his or her own way.

We are always looking for students who will benefit from an SKS education. If you know a student who should consider SKS, contact Marek Pramuka in the admissions office.

Coed • Boarding and Day • Independent • Grades 8–12

Contributing WritersPaul DomingueJohn CarruthersLynn Crevling ‘72Taras FerencevychXenia FerencevychJeremy FreemanJoseph GraziosiMichelle MartinettiDana O’Neill

Contributing PhotographersJohn CarruthersTim Chen ‘14Taras FerencevychJohn KenneyDana O’NeillAmanda PenecaleKen Pivak

Copy EditorsLynn CrevlingAnne FultonMarge KovacsMichelle MartinettiDana O’NeillDenise Sollami

Graphic Design and ProductionDana O’Neill

PrintingVelocity Print Solutions

WiNTer 2013-2014

Our Mission The Storm King School inspires students toward academic strength and confidence with a caring faculty in a community that embraces character, balance, and trust.

www.sks.org | 1

F E A T U R E S

16 Why We Play Core ideals and principles of deep practice remain constant and true at SKS.

by Paul Domingue

22 A Tradition of Writing Continues

“Our Common Ground” looks at the nature and content of the teaching of writing at SKS, past and present.

by Lynn Crevling ‘72

26 SKS Alumni Authors Alumni writers span genres and types of writing.

by Lynn Crevling ‘72

28 Turning on to the Digital Page Multi-modal essays yield increased insight, confidence and enthusiasm.

by Jeremy Freeman

30 Costa Rica Fourteen SKS students and

two teachers pass on the turkey and stuffing to make a difference.

by Taras Ferencevych

33 Report of Giving

contents14

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2 | on the mountain winter 2013-2014

Board of Trustees 2013-2014

OfficersHilary Ackermann P’12, Chairroger D. Auerbacher ’66, First Vice ChairMichael Spano ’74, Second Vice ChairMark McGivern ’76, Third Vice ChairDavid Chirls P’14, TreasurerMichele DeFreece P’14, Secretary

TrusteesMassoud Amin ’79ila Barton ‘92Joseph W. Blount ’74Scott Cantor ‘73 ex officioPaul Domingue ex officioLawrence Gratz ’61Bruce Hanson ’62Myles MegdalJason P. MillirenAlan Serinsky ‘70

Trustees EmeritiMaia Brogan, HonoraryMichael Brower ’63robert Cobb ’58robert Cory iii ’63Jack D’Angelo H’13Harrison M. Davis ’56Thomas Delaney ’58Stephen Duffy H’71Peter Duggan H’58Lawrence Fain ’58Michael Fischer ’82Stanley FreilichHerbert Gelhardt ’48B. deracey Gilbert ’60Margaret HarbisonNorman Jeavons ’48Harold Kennedy ’73Carolyn Kohn ’72Peter Lamb ’72Bettina MurrayArthur reis ’75David riker ’50John Settel ’50Jeremiah H. ShawKarl SoderlundJames Sollamirobert D. Williams Jr. ’54Suzanne van der WoudePeter Wunsch ’73

D E P A R T M E N T S

03 SKS News

11 I am SKS

45 In Memoriam

46 Class Notes

48 I am SKS

Cover Photo: Taras Ferencevych

Web Extrassks.org/extras

• Watch a video to see how the character building trip to Costa Rica changed the lives of SKS students, and how they helped the lives of others.

• Learn more about the new sailing program, launching this spring.

• Submit your Class Notes and connect with alumni.

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www.sks.org | 3

SKS |News

For the First time in the history of The Storm King School, sailing will be a part of the school’s athletic curriculum this spring. Thanks to a very generous gift from Bruce Rowland, current parent of an SKS student, the school has been able to purchase a fleet

of six 420 sailboats from the Rochester Yacht Club in Rochester, New York. The 420 club boats have a jib and a main sail, which require the work of two sailors per boat. While quite a number of secondary schools around the country boast sailing teams, SKS joins an elite minority that actually owns its own fleet. According to Athletic Director Joseph Graziosi, “The addition of sailing to Storm King’s athletic program further diversifies the department’s offerings and will give many students the opportunity to try something new.” Wim Sprenger, foreign languages department chair, will coach the sailing

SKS to LaunCh FiRSt SaiLing team in SChooL’S hiStoRyBy Xenia Ferencevych

team. In addition to having a lifetime of sailing experience, Mr. Sprenger coached the College of Marin Sail Team in San Francisco, is a certified Keel Boat, Advance Keel Boat and Bare Boat instructor and holds a 100 Ton U.S. Coast Guard Merchant Marine Captain’s

license. “The learning curve is going to be awfully steep. We’re going to deal with the river, which, in this stretch of the Hudson, is an estuary,” Mr. Sprenger says. “We’re not only dealing with finicky winds but there’s a tremendous current shift all of the time, every six hours.”

Six 420 sailboats, like the one shown in this photo, are now part of the SKS athletic program.

ThE GOal Of ThE COmmuniTy SErviCE PrOGram at The Storm King School is to teach students that there is value and satisfaction in being contributing members of society. Community service helps to build character and self-confidence, a sense of place in relation to the rest of society, and a sense of responsibility for the common good. So far this year SKS students have logged over 400 hours of community service by participating in a variety of activities on and off campus. Some of the highlights include assisting in a build for Habitat for Humanity, fundraising for a walk for Alzheimer’s Awareness, and cooking and serving food at a monthly community dinner for people in need of a warm meal. Other activities include selling tickets and handing out programs at concerts sponsored by Safe Harbors of the Hudson Valley, a nonprofit organization committed to transforming lives and building communities through housing and the arts.

COMMuNiTy SerViCe TeACHeS VALueS

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For more info, go to: sks.org/content/sailing-team


rEuniOn 2013 haD an uPBEaT aTmOSPhErE and the best turnout in a decade or more! The Smidt room was “standing room only” for Headmaster Paul Domingue’s State of the School power point presentation, and the Alumni Association meeting was also well attended (for a summary of that meeting, see the alumni association section on our website at www.sks.org.) Older alumni/Mountaineers played younger alumni/Cougars on the softball field and the Mountaineers won by one run. Spirits were high, with most attendees saying they will come back next year.

Preview of reunion 2014

friday, June 20• Golf in the afternoon• evening Hudson river cruise and cocktails on the waterfront

Saturday, June 21• Breakfast and registration• Memorial service remembering all who passed away this year, with special

celebrations of the lives of Frank Brogan, headmaster from1966–1974, and Herb Sauer, faculty/staff from 1946–1985

• The headmaster’s State of the School address, including big changes on campus • BBQ and Jazz lunch• Alumni Association Meeting — come guide your school• Afternoon activities/sports• The NeW Sports Hall of Fame ribbon cutting and award ceremony. Hall of Fame

athletes are requested to send memorabilia for display, and other SKS athletes are encouraged to do so as well. Contact Lynn Crevling: [email protected]

• Cocktail hour• Alumni banquet in our newly expanded Henderson Dining room with the SKS

Parents’ Association sponsored silent auction. Donations for the auction are requested. Contact Michelle Martinetti: [email protected]

• After dinner alumni jam — we’ll provide the set-up, you bring an instrument and don’t be shy! Contact Scott Cantor: [email protected]

Sunday, June 22• Breakfast• All are invited to A Better Chance (ABC) and/or African American reunion and

Alumni forum and celebration spearheaded by Gerald Washington ’73. Contact [email protected] or [email protected]

SKS |News

reunion

Photos from reunion 2013 (top to bottom): Kim “Tommi” rubens Quiros ‘92, Karen Hayes Szvoren, Caithlin ryan Bridegum ‘93, erin Tewey Balducci ‘92, ila Barton ‘92; Members from the class of 1963 with spouses toast their 50th reunion; Members of the classes of 1971-1973 with Les McLean, former faculty member; Alumni Association Meeting

For Reunion updates, go to: sks.org/alumni/reunion

www.sks.org | 5

MOuNTAiN DAy 2013By Alan Lewis

every year during the first week of school, the Storm King School community gathers together on the Ledoux Terrace at Orr Commons and sets their sights on the peak of Storm King Mountain behind Spy Rock House. Mountain Day this year fell on a picture-perfect Saturday. Faculty and students donned their blue, white, and gold t-shirts emblazoned with our motto of Truth, Respect and Responsibility, and we set out in small groups to conquer the climb. For the first time in recent memory, every student who attempted the climb completed it, and the smiling faces posing at the summit were proof of a challenge met. After descending, the day

Team Truth participates in a team-building game of Helium Stick — a team-building activity that requires all the team members to be completely in sync in an effort to lower the stick to the ground without anyone’s finger loosing contact.

continued with students engaged in team-building games and orientation sessions, as part of a new tradition of “Color Wars” that pits three equal-sized groups against each other in a year-long competition for bragging rights.

updated LooK

Our uPDaTED WEBSiTE iS up and running. With dynamic photographs and an improved organized format, the information you are looking for is easy to find. The website infrastructure makes it easy to update information in a timely manner and includes a new online calendar which lists athletic schedules, special events, community service

agendas, testing dates, college counseling information and more. Alumni can update contact information, send us class notes and find out about upcoming alumni events. Take the time to log on and see one more example as to how The Storm King School is always improving!

Help us sustain the environment of excellence in which each student has the support

needed to reach their true potential.

Become a sustaining member

For more information or to make a contribution, contact Michelle at 845.534.7892 x222 or

[email protected].

The Storm King School Fund for Annual Giving CO

MPuTer: ©

ArTAGeNT; ABO

Ve: TArAS FereNCeVyCH


SKS |News

THe STOrM KiNG SCHOOL TO ACQuire eNerGy FrOM reNeWABLe SOurCeSBy Xenia Ferencevych

as part oF its ongoing commitment to become a greener, more sustainable institution, The Storm King School will begin consuming electricity generated by local wind farms and natu-ral gas, the production of which will be mitigated one hundred percent with carbon offsets. To that end, SKS has chosen the renewable energy supplier Viridian Power Company, headquar-tered in Stamford, Connecticut. Viridian Independent Associate Eric Stewart says that the school is on the vanguard of using alternative energy to power its facilities. While New York State has allowed an open electric-ity and natural gas market for many years, it has recently seen an increase in the number of companies offering alternative energy sources. According to Mr. Stewart, only about 20% of

customers in New York know they now have the option to choose another supplier of power, as opposed to traditional utilities. “I feel this is a tremendous opportunity for the school, Viridian and the environment…now The Storm King School is helping to contribute to this huge ripple effect on a cleaner, healthier and greener grid,” says Mr. Stewart. SKS will acquire electricity powered by wind from U.S. wind farms, which includes the High Sheldon Wind Farm in Strykersville, N.Y. The school has also

enrolled in Viridian’s “Simply Right 100” natural gas plan that provides for 100% carbon offsets, i.e. the replacement of all of the carbon it expends in producing the natural gas. One of the offsets includes planting trees in places such as the Amazon. The company provides a yearly sustainability report, audited by Ernst & Young that lists its sources of power: www.viridian.com/assets/marketing/Sustainability_Report_2012.pdf.

“I think it’s incumbent on us as a 21st-century school to do it, to teach our kids about it, to be consistent with the movement to create a sustainable planet,” says Storm King Headmaster Paul Domingue. The school has already implemented a series of ecologically beneficial changes including installing ultra high efficiency natural gas furnaces and high efficiency lighting, introducing a campus-wide recycling program and employing a landscaper that uses all natural fertilizers and pest control methods. The school’s well-regarded food service program provides students with meals made with natural and, when in season, organic ingredients from local farms in the Hudson Valley. “We are always looking for new ways to incorporate our local farm-ers into our menus. For example, most of the ingredients in our salad bar come from a local, aquaponic farm which is organic, and soon they will not only provide us with lettuce but fresh salmon and tilapia,” says SKS Head Chef Moises Ortega. The dining hall also serves locally produced dairy and is currently looking into locally sourced meats. Another plan, currently in its design stage, is the building of a highly efficient and environmentally sound wastewater treat-ment plant on school grounds. “I’m committed to making this a greener campus, and to bring it as far along that road as our resources permit,” says Mr. Domingue.

SKS will acquire electricity powered by wind from the High Sheldon Wind Farm in Strykersville, N.y., like this one shown.©

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SEND US YOUR NEWSemail or call Lynn Crevling:

[email protected] or 845.534.7892 x217follow us on twitter:

twitter.com/stormkingschoolbecome a fan:

facebook.com/stormkingschool

Connect with SKS

www.sks.org | 7

SKS students were all smiles during the 145th Commencement celebrations in June, including Senior Service with the traditional butterfly release representing new beginnings.

2013 award recipientsSpy rock Cup: yeon Woo Hong; headmaster’s Cup: Linglin Zhang; Storm King Cup: Lillian Snyder; riley Cup: Qun Xia and Director of Outdoor education Taras Ferencevych

commencement

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on october 10, ten environmental science students from The Storm King School furthered an ongoing, region-wide study of the Hudson River. It was a chance for them to come off the mountain to conduct real scientific work and contribute to major research about the river. Students participated in “A Day in the Life of the Hudson River,” an event coordinated by the New York State Depart-ment of Environmental Conservation’s Hudson River Estuary

Program, with assistance from Columbia University’s Lamont-Doherty Earth Observatory. The day focuses on educating students about the changes in the health and wellness of the river. Students and individuals collaborate with environmental professionals to observe marine life, collect and test water and sediment samples and other data at dozens of points along the Hudson — from Troy Dam to New York Harbor. The informa-tion is then entered into a designated website, to be shared and studied by students and educators. According to the NYSDEC website, these data create “snapshots” so that students “can better understand how their piece of the river fits into the larger Hudson estuary ecosystem.”

Learning Beyond the Classroom

Benissa uwamwiza ‘14 and Luke Azevedo ‘14 collect data from the Hudson river as part of the environmental science curriculum.

StudentS paRtiCipate in “a day in the LiFe oF the hudSon RiveR” By Xenia Ferencevych

SKS |News

STuDEnTS mET GEnEral DaviD PETraEuS (former director of the CiA and retired united States Army general) on Thursday, October 31 at The Newburgh Armory unity Center (NAuC). Petraeus was at the center to receive a special presentation by Mount Saint Mary Professor Dr. Janine Bixler, regarding NAuC’s partnership in the CeLL (Collaborative for equity in Literacy Learning) program. Deirdre Glenn, the president and CeO of NAuC invited various local and private schools from the area. Five students from The Storm King School took advantage of the opportunity. General Petraeus is a four star general who served his country for more than 37 years in the united States Army and is from Cornwall-on-Hudson, New york. The NAuC is a place where the children and young people of the city of Newburgh may come together for athletic and educational opportunities, and learn and experience important lessons that will help them to grow into responsible and productive adults and citizens.

STuDeNTS MeeT GeNerAL DAViD PeTrAeuS

The Storm King School students have participated and con-tributed their findings to the database since 2009. SKS biology teacher Mr. James Uhlig leads the expeditions and is excited about the experiential opportunity it provides because the students are doing true environmental science work: collecting and analyzing information in the field. “It’s really neat. I love it, especially because the professionals are involved. So, they help us — it’s not just an exercise, it’s a real thing,” says Uhlig. Mr. Uhlig says that studying the Hudson is a feature of the environmental science curriculum and that the NYSDEC and Columbia University offer lesson plans for teachers to use in the classroom. He says the data collected allows them to discuss changes in the river over space and time. His hope is that students learn to appreciate the river as an essential part of their environment. Now in its eleventh year, more than 3,500 people participate in “A Day in the Life of the Hudson River,” which takes place in conjunction with National Estuaries Day and World Water Monitoring Day.

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eSL eduCation ContinueS to deveLop in CLaSSRoom and beyondBy Kristen Casey, eSL Department Chair

over the past Five years, the English as a Second Language (ESL) program at SKS has seen great growth and development. We offer various literature, composition, and history classes that range from beginner to advanced. Our small classes allow for a true connection with students, which in turn leads to greater intellectual curiosity. Students are able to set and achieve

their personal goals within the class. In my classroom, it is important to create a trusting environment that also promotes respect and builds confidence. With the integration of classroom technology, the ESL department has found unique and creative ways to engage students. One of the tools that our classes will be using this year is Edmodo, an app that provides students with a way to collaborate. Students can respond to discussion questions to the teacher or each other. It is a safe and fun way for students to express their opinions and ideas on a topic being discussed in class. While our beginner and intermediate classes focus more on language immersion, grammar and vocabulary, and short writing tasks, the advanced classes are expanding and refining their writing. Students explore topics such as poverty, population growth, urban development, human

rights, the environment, and many others through historical and current events. One of the principal goals I have for my students is to think critically about the world around them. I encourage them to be independent, confident learners, able to express their own ideas and opinions and make thoughtful, value-based decisions. To do this, I believe that education must also extend outside the classroom. Two years ago, the ESL department created and organized a new international student orientation week. The week consisted of on and off campus activities to help acclimate students to campus life and to engage with their peers. This year, students took

part in a campus barbecue and campfire, where they talked about their travels to a new country and what they were looking forward to during the new school year. After a few days of participating in meetings about school expectations, dorm life, and placement testing, the students took a break from academics and headed to New York City to see a Broadway musical and then spent a day kayaking on the Hudson River. Additionally, we decided to add an overnight weekend trip to round out the orientation week. What better way to acclimate our new students then to take them to our nation’s capital, Washington, D.C.? We explored the muse-

ums along the National Mall, visited the Senate, walked through Arlington National Cemetery to watch the elaborate ceremony of the changing of the guard, and lastly stopped to see the White House. Students also spent an exciting day experiencing roller coasters and amusement rides at Six Flags America. As the department chair, I am extremely proud of my enthusiastic and experienced faculty and we are dedicated to helping all of our students succeed. Our vision as a department is for our students to be able to apply what is learned to all contexts and events. I am excited to share my knowledge and be a part of such an incredible and intellectual environment.

SKS |News

“With the integration of classroom technology, the ESL department has found unique and creative ways to engage students.”

—Kristen Casey, eSL Department Chair

Students share information using an iPad in an eSL class, taught by eSL Department Chair Kristen Casey.

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THree NeW TruSTeeS NAMeD TO SKS BOArD

This past year brought many changes to our school, including the induction of three SKS alumni to the Board of Trustees: Alan Serinsky, Dr. Massoud Amin and ila Barton. Alan Serinsky ‘70 has returned to the mountain for another term as a trustee. Alan came to the Storm King School from Newburgh, N.y. After graduating SKS he attended ithaca College and received a degree in economics and Business. He migrated to Southeast Florida and set up business in Deerfield Beach as owner of Serin Office Supply & Furniture. After 15 years of success he surrendered his business due to the invasion of Office Depot and reinvented himself with new a career. For the past two decades he served as President of Almark Products inc., which manufactures nutritional supplements and publishes books in the natural health industry. Vitalmax Vitamins presently sells world wide via direct mail and internet marketing. Mr. Serinsky resides in Boca raton, Florida with his wife Dale (Dollie) Brown. Both live an active life traveling internationally or spending time in their second home at Park City, utah. Many of you

might remember Alan as a magician. He recalls performing for the whole school body in the old library where Frank Brogan assisted him in a trick. Together with his wife they perform in South Florida as Aldini & Penni! Along with their magic they love to ballroom dance, golf, ski, and Alan has taken up the saxophone. Today Alan remains active with the American Cancer Society, Hospice of Palm Beach Florida, South Florida Jewish Federation and the Make-a-Wish Foundation. He now looks forward to spending more time with other board members in the development and educational improvements of the school.

Dr. Massoud Amin ‘79 is a professor of electrical and Computer engineering, holds the Honeywell/H.W. Sweatt Chair in Technological Leadership and is the Director of the Technological Leadership institute (TLi) at the university of Minnesota in Minneapolis. His responsibilities at TLi include direction and oversight of all academic, financial and administrative elements of TLi’s education, research and consulting. Dr. Amin pioneered research and development in smart grids. He has led the development of over 24 technologies transferred to industry. He received several awards at electric Power research institute, including the 2002 President’s Award and twice received Chauncey Awards, the institute’s highest honor. He was three times Professor of the year at Washington university (1992-95) and was inducted into the university of Minnesota’s Academy of Distinguished Teachers in 2008.

Ila Barton ‘92, of Norwalk, Connecticut, holds a BA in Social Psychology from Florida Atlantic university. She has spent more than 15 years of her career dedicated to working with children, youth and families in need with the Department of Children and Families (DCF)in positions from court appointed child advocate, manager of a teen age group home, to individual case management focusing on family reunification. She has also created a scholarship at Broward Community College (BCC) to encourage further education of the youth in need that she worked with at DCF. Her time in West Africa lead to the development of the Sankofa Project. The project has BCC students helping to support the educational needs of students in Senegal. ila currently works with individuals from The Department of Developmental Services as an early intervention associate with the Birth to Three Autism Program. On becoming a member of the Board of Trustees, Ms. Barton says, “i am honored to join a group of individuals dedicated to continuing the future success of SKS. As an SKS graduate, i know how much the school changed and shaped my life. Being part of that for future graduates is the reason why i am involved. i am privileged to be part of the successful changes that SKS has in store for the future of its students and faculty while maintaining the unique supportive experience that only SKS can offer as it did for me.

SKS |News

Monthly Acoustic Music Seriesvarious Dates SKS Campus

Check website for details: www.sks.org/content/acoustic

Young Alumni Eventmarch 22 newburgh Brewing Company

Info: sks.org/alumni/upcoming-alumni-events

CommencementSaturday, June 7, 2014, SKS Campus

Reunion Weekendfriday, June 20–Sunday, June 22 newburgh Waterfront and SKS Campus

All classes welcome, honoring classes ending in 4 and 9. Join us for a Hudson River cruise, dinner, silent auction and much more.

Info: www.sks.org/alumni/reunion

i am SKS Winnie van der Woude-Hennessy ‘74

Where i’m fromI was born in NYC and now live in Charleston, South Carolina.

educational and/or career highlightsI completed a Master in Nursing Administration in 1998 and PhD in Nursing Science in 2006. I specialize in intensive care, palliative care and research and currently lead professional development and nursing research for the Roper St. Francis Healthcare system.

Why i came to SKSHonestly, my parents made me.

My best memories of SKSMr. Bernstein, the science teacher, running into the science room with a gas mask on and bag full of some anti-gas powdered emergency stuff because Renee (Paolini Cusack ’74) and I apparently leaked bromine gas while attempting to make moth balls — the science building was evacuated; Jon’s (Jonathan Keeve, MD ’74) face when Renee and I emptied our left-over pure sodium into the sink and turned on the water. He was making a joke — we thought he meant it…the sinks blew up; Headmaster Frank Brogan’s poetry; Herb Sauer’s patience for us to learn calculus; Moments of profound camaraderie.

How SKS shaped who i am I was an emotionally young, insecure and socially awkward 14 year old girl, “thrown” into a school of young men, while the school was changing its 100 year identity. Over time, I was able to hear Headmaster Brogan’s messages and those of the faculty who were shaping our minds/our ability to critically think. We learned about the dynamics of human community, to trust, to reflect and accept our strengths and weaknesses, to find meaning in poetry, laughter or silence, and have the courage to pioneer ideas. As I look back, SKS prepared me for my career, shaped how I balance compassion, vulnerability, and intelligence to succeed and have impact as a woman in a man’s world.

My advice for SKS studentsLife is to be lived and the really good stuff is not embedded in the dynamics of material technology.

www.sks.org | 11

Winnie, dancing with her daughter, at her daughter’s wedding.


ArT STuDeNTS PArTiCiPATe iN VANS COMPeTiTiON

SKS |News

SKS STuDEnTS ParTiCiPaTED in an art competition sponsored by Vans, a united States-based manufacturer of shoes and apparel, known in the action sports industry and for sponsoring skateboard, surf, snow, BMX, and Motocross teams. The goal of the competition was to design shoes

in keeping with themes that the company requested — art, music, sports, and

“local flavor”. According to SKS Arts Co-Chair John Carruthers, who coordinated the competition, “the work is truly inspiring as the students worked really hard and gave it their all.” After the designs were

complete, Carruthers lined the sneakers

Top: Art student June Cho’s ‘15 local flavor cougar design; Bottom: Shanna ra’s ‘14 sports category design, “evolution” from simian to skateboarder.

the department oF perForming arts presented “The 30-Minute Shakespeare: MacBeth and A Midsummer Night’s Dream” on November 8–10. The abridged versions of Shakespeare’s plays by Folger Education artist Nick Newlin tell the “story” from start to finish with the use of a narrator to fill in the edited scenes. The students in the production were novices at performing Shakespeare’s dialogue, but they handled it very well. Many were in both “MacBeth” and “A Midsummer Night’s Dream” and juggled contrasting comic and tragic roles (along with school work and sports!)

STuDeNTS PerFOrM SHAKeSPeAre

up and told the students, “this is what you get when you expend the maximum effort.” The students were stunned at the great results.

Jamie Zale ‘14 and Joseph underwood ‘16 as Titania and Bottom in “A Midsummer Night’s Dream.”TO

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SKS |News

havE yOu EvEr hEarD of the saying “you’re your own worst critic?” Well, for 27 years, that was true for me. until recently, i was never really aware of what i was capable of doing. i never took the time to look deep into myself and to push myself further than i’ve ever been pushed before because i always thought, “Nah, you can’t

do that. “ The truth is, whenever something was tough for me physically, i would quit. Don’t get me wrong, i did pretty well in school. i was in chorus, band, Drama Club, i was vice president of my senior class, and i single-handedly taught myself to fly. Ok, that last part was a lie, but you get my point. i was involved in extracurricular activities, i did well academically and i was a social butterfly! i wasn’t an all-around quitter…just when i started to sweat

the StoRm King SChooL WeLComeS neW StaFF and FaCuLty membeRS

Pictured top row, left to right: Marek Pramuka, director of admissions; Patrick Martha, Chinese and english teacher. Bottom row: Amelia Kolach, chemistry and earth science teacher; Janet Sprenger, eSL teacher; ellen Van Dunk, American Sign Language teacher; robert Singley, music and video teacher; Paul Feffer, physics, math and computer science teacher. Not shown: Lynn Crevling, director of leadership support; Nancy Greenhill, accounting manager; Michael Campbell, maintenance; and ezra Zohar, Mountain Learning Center teacher.

or get a cramp. i tried to run, but i would get tired and stop and walk until i decided to run again, and then the cycle continued until i made my way home. Not very impressive. it wasn’t until the last few years that i started challenging myself physically. i became aware of just what kind of an athlete and competitor i could be, and i loved it! i started with 5ks, then 10ks, then a half-marathon. each time i signed up for something, i felt myself getting stronger and faster, and after i crossed every finish line, a new sense of awareness and accomplishment swept over me…i was addicted! i even did a 13-mile Tough Mudder (Ok, right now, i want you to put this down, go to your nearest internet source, go to www.toughmudder.com, click on “Media,” and watch a video. i did that). Then the day finally came that i had never even dared to dream of: the day of the New york City Marathon. imagine looking your worst, sweat pouring down your face, a sharp pain in your right knee that feels like someone bashed it with a baseball bat, and thousands of people watching you…now imagine loving every minute of it because those thousands of strangers are cheering you on from Staten island to Central Park. it was an amazing accomplishment and experience, and i will never, ever forget it. My point of writing this is to challenge you, dear reader. you came to Storm King for various reasons: you weren’t challenged enough, you wanted to learn english, you wanted smaller class sizes, you wanted to live on a mountain. For whatever reason you came to SKS, i want you to add another reason: to become aware of the real you. Becoming aware of what you are really capable of, daring to dream of doing something you never thought you would and then going out and trying it. i never, ever thought i could run non-stop through all five boroughs of New york City without stopping for 26.2 miles, but i did it, and i did it along the side of people that are blind, people that are in wheelchairs, people that have lost a leg or an arm or who have Parkinson’s or are battling cancer. i ran alongside 50,000 people who one day became aware of what really was possible, and they went after it. i challenge you to become aware of who “yOu” really are, and always surprise yourself. you really are amazing…you just have to become aware of it.

SeLF-aWaReneSSFaculty Member Leads by example, Teaching Grit and GumptionBy Kaitlin Nolan

Kaitlin Nolan, director of the Mountain Learning Center, waves as she runs the New york City Marathon.

“I ran alongside 50,000 people who one day became aware of what really was possible, and they went after it.”

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The fall of 2013 saw the introduction of an organized mountain biking program to our beloved mountain. Under the leadership of coaches Wim Sprenger

(foreign languages chair) and Taras Ferencevych (history), nine brave souls set out daily to tackle the trails of Black Rock Forest and various other fine mountain biking areas in the Hudson Valley such as Stewart State Forest, Lippman Park, Blue Mountain Reservation, to name a few. At first the going was tough, as most of the students had never done this type of cycling before. Students’ learning curves had various slopes, requiring more or less coaching and encouragement. Most modern mountain bikes have a minimum of 24-27 gears to make riding in various terrain possible. Mastering those while

trying to navigate through trees, loose gravel, rock gardens and various other obstacles resulted in some scrapes and bruises, and a constant pushing of limits — but resulted in a fine group of riders by the end of the term. Each of the riders made great gains in technique and fitness. In the spring of 2014 SKS’s mountain biking will continue its development when the school officially joins the National Interscholastic Cycling Association (www.nationalmtb.org) as one of the inaugural members of the New York High School Cycling League (www.newyorkmtb.org). A full schedule of races is already on the docket, culminating in the league championship right in our backyard (Stewart State Forest) on June 8, 2014.

SKS iNTroDUCES moUNTaiN BiKiNg ProgramOutdoor Education Continues to ExpandBy Taras Ferencevych

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The coaches are already making plans for the spring, designing SKS custom cycling jerseys, looking for jersey sponsors, and outfitting our bike shop. The fever seems to have caught on as our headmaster recently purchased a mountain bike to be able to expand his passion for cycling into new terrain. We invite any friends of SKS to visit us on the mountain and join us for a ride some time. If you are interested in joining us for a ride, or would like to support the mountain-biking program in any capacity please contact Taras Ferencevych ([email protected]). Stay tuned for more information about our expanding outdoor adventure program in future issues of OTM and on our website (rock climbing team, dog sledding, adventure travel).

SKS |News

yOu DOn’T nECESSarily nEED a tall mountain rock face to practice rock climbing skills. The sport known as bouldering, ascending or traversing rock faces and boulders usually no higher than fifteen feet without using a rope or any other aid other than hands and feet, has rapidly increased in popularity over the last ten years. Originally it was seen as a way to train or warm up for longer rock climbing routes, but today bouldering is a discipline in itself practiced all around the world. unlike easy to moderate rock climbing, bouldering often happens at steep overhanging angles and it demands some upper body and finger strength but most importantly a strong core, coordinated footwork and gymnastic movement. Climbers must work out sequences to move though a route, or ‘problem,’ without touching the ground, to get a ‘clean’ ascent or ‘send’. Beginning climbers committed to improving are quick to realize how they can improve with proper foot placements and body positioning. Often ‘sending’ a boulder ‘problem’ is not necessarily a matter of strength. This summer some of the Storm King faculty carved out a corner of the new student center to construct an overhanging indoor bouldering wall. With a hundred plus moveable hand holds bolted to the wall, each made of a synthetic resin shaped to simulate rock formations, the Storm King Bouldering wall is a great place to have fun and train for outdoor objectives on real rock. in late winter and early spring the Outdoor Adventure Climbing Club plans to visit the Shawangunk Mountains thirty miles north. Climbers from all over the world visit the ‘Gunks’ because of its high quality quartzite conglomerate rock. Meanwhile students have been training on the new bouldering wall and at the nearby Gravity Vault climbing gym in Mahwah, New Jersey. The Outdoor Adventure program hopes rock climbing and bouldering will teach students how to get outside and interact with the natural world in a fun and rewarding way. Climbing can potentially be a tremendously rewarding lifetime sport. There are hundreds of bouldering areas in outdoor locations on every continent, and teaching young climbers proper ethics, such as “leave no trace,” and respect for their climbing environments help foster another generation of responsible land stewardship wherever our graduates will go on to climb.

neW bouLdeRing WaLL at SKS teaCheS StudentS SKiLLS and ethiCSBy Jeremy Freeman


Why We playFrom the Headmaster’s Desk

The 2013-14 school year got off to a ter-rific start in September and it seems hard to believe that our students are now sitting for their first trimester exams. At SKS our academic and athletic calendars are synchronized — a convenient and logical rhythm that structures our school year into seasons. Before this exam week, the fall sports season had ended a week or so back, with several teams performing well in post-season play. I really enjoy watching the kids play in contests against rival prep schools, but confess that I enjoy watch-ing them practice even more. While the games are colorful and exciting,

and bring such a spirit of pride and joy to the students both on the field and in the stands, they are understandably focused on winning. When I see the teams practicing, or watch the non-competitive afternoon activities like dance going through their exercise routines, rather than sense the urgency of competition, what I see is the simple joy of movement, of activity, of play. At those times the kids are lost in the flow of the moment, engaged in the pure indulgence of practice, inculcating good habits of body and mind that they will

draw on, on game day and on every day — in every endeavor throughout their lives. “Why we play” is a topic of ongoing discussion at our school, one of the many essential questions that give rise to the energetic faculty debate that forms our institutional planning and decision making. The United States is one of few countries in which youth sports are centered in the schools rather than independent sports clubs. In most European countries, for example, the students are released from school

obligations in early afternoon. Participation in sports is voluntary

Order of the Day The weekday schedule from a 1920–1921 prospectus

6:50 rising bell rings and every boy is required to start the day with a cold shower bath

7:15 Setting-up exercises in the open

7:30 Breakfast

8:20-12:30 Devotional exercises and classes, with a short recess

12:30-4:15 The afternoon (the bright warm part of the day) is left free for exercise and sports. every boy is required to take systematic exercise out of doors for at least one and a half hours.

By Paul Domingue

We state frequently in our various publications that character development is at the center of all that we do at SKS. It is the core of our educational philoso-phy and manifests itself throughout our curriculum and residential experience. Despite being regarded by some as an “old fashioned” concept, the theme of character development as a central orga-nizing principle remains as true today as it was throughout Storm King’s storied 146 year history. It speaks not only to the persistence of purpose for our own school, but the underlying purpose of American boarding schools since their founding. Boarding schools have traditionally focused upon preparing young people for leadership roles in society, by teaching the knowledge, skills, values and habits of mind necessary to succeed in those roles. In a previous piece for this publica-tion, I wrote a bit about the compelling article written for The American Scholar magazine some years ago by David Hicks, the former rector (headmaster) of St. Paul’s School in New Hampshire. At the risk of redundancy, his basic premise bears retelling. In the article Hicks traced the roots of American boarding schools and described their common mission as “educating an unselfish and virtuous elite

for positions of influence and leadership.” Rev. Hicks’ article, “The Strange Fate of the American Boarding School,” goes on to trace the evolution of boarding schools in the US, highlighting their founding purpose to provide intellectual and moral education to the over-indulged children of the American aristocracy. What he terms “corrective salutary deprivation” was the common antidote to privilege which became the thematic center of our schools’ residential cultures. “One sent his boy to Groton,” Hicks writes, “to save him from the selfishness and softness of his secure place.” I was recently looking through a 1920–1921Storm King School pro-spectus — the equivalent of a modern viewbook or website — and came upon the following daily timetable (below), proudly stating the rigors every student would undergo each day.

and takes place through local youth sports clubs. In Asia, afternoon study programs fill the hours between school time and evening homework for many university-bound students. Relatively few students participate in organized sports of any kind unless they have been identified as having high athletic potential at an early age and have been brought into the national sports academy system. Here in America, of course, virtually every high school fields teams in a wide variety of interscholastic sports. Athletic competition is so ingrained in the American high school experience that few question why it is that we devote so much time to this non-academic endeavor. Indeed, at U.S. prep schools like Storm King, where university matriculation is the ultimate goal of every student, we even take it a step further. Here athletic participation is not reserved for the select few who can “make the team.” Rather, every student is required to participate in sports and recreational activities. Everyone plays, and with our stated “college prep” purpose, it is entirely reasonable to ask why. And that “why” points straight to character.

4:15-6:00 Classes

6:00-8:00The evening is devoted to study, one hour for the younger boys and two hours for the older.

8:00-10:00Bedtime varies, with the age of the boy.

“By this order, ample provision is made for the exercise and sleep necessary to good health at an age with the demands upon vitality are great.”

Left: According to the 1920-21 prospectus, SKS was “a school of 100 boys, with a class size of eight, so that each boys’ problems can be studied, with a view to supplying his particular needs and increasing his individual efficiency.” Center: Boys played hockey on the depression occupied by tennis courts in summer and flooded in winter in front of Old Main. right: A school room where boys studied under supervision.

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Among the lovely images of the now-long-gone, white clapboard campus buildings like Tower House, Old Main, the Gymnasium and Arts Center, the call to early rising, calisthenics and cold showers seems quaintly dated. [ed. note: Cottage House and Spy Rock House are the only buildings from that era still standing today.] Clearly Storm King was among that group of old-line boarding schools which “promoted values like courage, determination, persistence and forbearance.” The Storm King School and all boarding schools have evolved over the years, just as our culture has evolved. One of the biggest changes began during the 1960s, when a more open, egalitar-ian spirit emerged nationwide, and the demographic profile of our schools dra-matically changed. Rather than serving what Thomas Jefferson had dubbed the “artificial aristocracy” — children born into positions of privilege and eventual leadership — what emerged was a mis-sion to recognize and develop a “natural aristocracy” of talent and ability…a meritocracy. Students were accepted to our schools increasingly based not upon their parents’ social position, but upon their own promise. A successful stu-dent was one who worked hard, made the most of his natural abilities, and achieved excellence across a broad range of endeavors — one who would eventu-ally assume a position of leadership on the strength of his accomplishments,

not on the privilege afforded by his birth. Our schools “opened up” noticeably, and our student bodies increasingly reflected the religious, racial and eth-nic diversity that remains today at the center of our country’s national

identity. However, as this

phenomenon occurred, sparked by the post-war cultural

upheaval, the notion of character development became somewhat passé.

It did not happen all at once, of course. One can leaf through the pages of a 1966 Boy Scout Handbook and see embedded therein the very strong hand of traditional character development. But during this unprecedented period of economic growth and prosperity, nur-turing replaced discipline in Dr. Spock’s child-rearing guidelines, self-actualiza-tion replaced duty, and the American dream gradually became synonymous with immediate gratification and self-indulgence. Increasingly, as we became a more open and global society, notions of social relativism and tolerance made our traditional values seem dated, irrelevant, even culturally repressive. The pendulum had swung, and judging one’s character seemed, well…too “judgmental.” In the past few decades most board-ing schools diminished and eventu-ally abandoned many of the rigorous exercises, routines, rituals and traditions that had distinguished them, adopting the look and feel of the newly emerg-ing independent day schools. This new breed of American prep school was cre-ated for an entirely different purpose: to provide the highest quality educational facilities and opportunities for urban and suburban families who found public schools inadequate and boarding schools too remote. The strong emergence of these day schools, with their stunning physical plants and “best of everything” appointments, reflected Americans’ growing desire to provide every oppor-tunity for our children to prosper in the

new meritocracy. It also reflected the desire of many parents to keep their kids closer to home, to provide the best of both worlds: first class academic prepara-tion and a comfortable, secure home environment. Affluent families were hav-ing fewer children and affording them with more and more of the trappings of privilege. “Corrective salutary depriva-tion” was not part of this equation. Quite the contrary. Increasingly coddled and sheltered from life’s inconveniences, few of these children had walked to school, shared a bedroom, waited in line to use the bathroom, or wanted long for any desire. Suburban day schools multiplied and grew like topsy, despite a declining birth rate among the affluent. Inexorably, as boarding schools com-peted with day schools for the steadily declining numbers of U.S. students, they joined in the luxury appointments arms race — fewer demands, more opportuni-ties. Hicks calls this the “deconstructed boarding school,” which, he writes, “… looks and acts more like a day school, except without parents.” He concludes his article by asserting that most Ameri-can boarding schools have lost their center. They have abandoned their tra-ditional role to develop good character and have evolved into virtual shopping malls of educational opportunities to meet every conceivable desire and need. They compete for prestige with day schools and each other using the metrics of facilities, standardized test scores, col-lege lists and won-lost records. Boarding schools have become unfocused patch-works of caregivers and service providers, he writes, “attempting to meet the needs of everyone.” An impossible undertaking to be sure, but more importantly, one that breeds entitlement and privilege rather than responsibility and service. As a lifetime educator and now Storm King’s headmaster, I have a long, personal interest in this business of character development, having benefited from some of the rigors of “salutary deprivation” in my own education and formation(!), but particularly because I lament what I see around me, read in the Lu

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newspapers and experience each day in the electronic media. I believe passion-ately in the ancient Athenian ideal “mens sana in corpora sano” — a strong mind in a strong body — that has long articu-lated the core principle of “balance” in Western culture and the liberal arts. This principle was reaffirmed during the early Renaissance most elegantly, when the Paduan philosopher Vergerius wrote: “We call those studies liberal which are worthy of a free man; those studies by which we attain and practice virtue and wisdom; that education which calls forth, trains and develops those highest gifts of body and of mind which ennoble men, and which are rightly judged to rank next in dignity to virtue only.” I would argue that it is precisely the concept of balance that has served as the central organizing principle of our best schools throughout the ages. Indeed, we expect our students to grow into balance by developing their intellectual selves, by becoming physically healthy, and by increasing their emotional and spiritual intelligences. This is not new, of course.

A cursory examination of the history of democratic education will reveal that balance was embraced by John Dewey, Rudolf Steiner, Maria Montessori, and countless other educational theorists as a key component of a “whole-child” educational model. So it is no surprise that American boarding schools carried the idea of holistic education beyond the classroom and into the dorms, the play-ing fields, the dining rooms, the theatres and gymnasiums. With students in residence, isolated from the distractions of the outside world, they could benefit from a round-the-clock educational experience. Teachers were coaches, dorm parents, advisors and role models…an experience no working parent could provide. And American parents were, increasingly, working all the time. For my part, I see the concept of char-acter in two broad categories: 1) those aspects of personal behavior that lead to successful scholarship, citizenship, and productive lives; and 2) those aspects of personal behavior that embody what we might call the “virtuous life.” The former

would include character traits such as determination, perseverance, courage, conscientiousness, self-control and, my favorite: the very old-fashioned word “gumption.” (A tip of the cap to Robert Pirsig and his wonderful book, Zen and the Art of Motorcycle Maintenance.) The latter would include responsibility, hon-esty, generosity, tolerance, compassion and respect. The first group relates to the self, and the second to a good relation-ship with the world. The key word in both categories is, of course, “behavior.” Character is not a matter of genetics. It is a matter of habit. This past summer, our faculty con-sidered the book, How Children Succeed — Grit, Curiosity and the Hidden Power of Character, by Paul Tough. In this important work, the author documents the strong correlation between character and achievement — a much stronger correlation than that which was previ-ously assumed to exist between aptitude and achievement. Tough demonstrates that a student’s high school Grade Point Average (GPA) turns out to be a far better indicator of future college suc-cess than the Scholastic Aptitude Test (SAT) — the test that was developed specifically to do just that. Considering the infinite variations in course content and educational quality in high schools nationwide, as well as the bewildering array of grading methods employed, it is entirely reasonable to ask how GPA could possibly be a more accurate predictor than the SAT. Tough argues

“everyone plays, and with our stated “college prep” purpose, it is entirely reasonable to ask why. and that “why” points straight to character.”

every student is required to play a sport at The Storm King School. Here, Kenny Paramore ‘14 (left) and edward romanik ‘14 (right) work on their basketball skills in the gym.

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that the likely reason is because grading schemes in most high schools include effort as a component of the grade. And high effort is an outward indication of good character traits like conscientious-ness and persistence. Good character leads not only to a virtuous life; it leads to personal achievement. To flesh out this idea a bit, please con-sider the national lament that students seem increasingly unable to focus, to stay with projects when they become dif-ficult, to remain engaged when the vol-ume of their lives gets turned down, and less willing to simply work a problem to completion because they are expected to do so. If we grant these observations for the sake of argument, it could be said that students increasingly seem to lack the qualities of sustained attention, per-sistence, determination, delayed gratifi-cation and conscientiousness…all terms that one can easily find in Peterson’s and Seligman’s standard taxonomy, Character Strengths and Virtues: A Handbook and Classification. We have bemoaned the steady decline in American standardized

test scores, which we have assumed to be reliable indicators of future academic success. And we have endured a deafen-ing clamor to create better test takers by focusing on the “common core” and other artificial standards. The flaws in this argument are, to me, many and obvious. If character correlates reliably with performance, and character deficiencies are pervasive, then character development should be our first concern. But, some will argue, schools are not parents. We should focus on academic content and leave the “personal” stuff to them. I would counter that if we are truly committed to preparing young people to become productive citizens, lifetime learners and successful leaders, then we simply must focus on character. Furthermore, Paul Tough demonstrates, character traits are not immutable aspects of personality. They are not life sentences; they are habits. And habits can be changed. Many of you will have read the recent bestseller The Power of Habit, by Charles Duhigg. If you have not done so, then

I heartily recommend this book to you. It is a very read-able exposition on the science behind habit formation, helping one to clearly under-stand this mysterious part of our nature. It also describes unambiguous, effective meth-ods to form good habits and change bad habits. So much energy is consumed in our culture trying to reverse bad habits (consider the prepon-derance of diet and self-help books at the top of each week’s best-seller lists,) that if you are like me, you will

find this book and its revelations greatly reassuring! New developments in brain science are the bases for Duhigg’s book, and also for the terrific bestseller by Daniel Coyle that I also recommend for your edification: The Talent Code. Coyle demonstrates how recent discoveries in neurochemistry have correlated the production of a substance called myelin with exceptional performance in any number of endeavors from math and science, to music, to athletics to complex problem solving, and beyond. Myelin coats and insulates the synaptic circuits that are activated during complex mental and physical activity, and has been found to be the critical neural compo-nent of skill, talent and genius. And, it turns out, myelin production occurs as a byproduct of what Coyle calls “deep practice.” “How do you get to Carnegie Hall?” the tourist asks the New York cabby. “Practice, practice, practice,” he responds. But not just any practice — certainly not unfocused repetition. Deep practice is characterized by intensity, concentra-tion and struggle. A key technique is “chunking” — breaking down compli-cated movements into small component parts — and then repeating each part until mastery is achieved. It is not, as an example, sitting down, playing a musical piece through at full speed, acknowl-edging the errors, and then moving on to the next assignment, only to repeat the process the next day. Rather, “deep practicers” move haltingly through each exercise, address the smallest mistakes immediately, and achieve mastery before moving to the next section. To continue the analogy, practice is not performance; it is not pretty. But done in this manner,

“Character development remains at the center of each student’s experience. This is not sanctimonious marketing spin. It is a promise we make to our students and to our parents…”

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it builds myelin in our neural pathways at an astounding rate. Coyle estimates that world class achievement in any field involves 10,000 hours of deep practice — concentrated, focused…exhaust-ing...and most importantly, marked by continual failure. In fact, it is the failure itself, when immediately recognized and addressed, that builds myelin the fastest. Coyle summarizes deep practice as “set a goal; reach for the goal; evaluate the gap; repeat.” And, myelin is the product of that effort. What does all of this have to do with character development and scholastic achievement, you may ask? Everything. As modern norms of child-rearing and education have shifted, we have become culturally less discriminating. The very notion of quality has devolved. Our expectations for our children and our-selves reflect the dominance of happiness as a cultural value, and happiness has been correlated frequently with mate-rial acquisition and a lack of adversity. Discomfort is unacceptable; failure is unthinkable. And someone sells a pill to treat every problem. Much has been written about the so-called “helicopter parents” who hover over the schools and soccer fields, mod-erating their children’s experiences and attempting to mitigate any difficulties and disappointments they might experi-ence. This behavior prevents their kids from learning the important character lessons to be gained through failure...lessons like persistence, resilience and accountability. Every prep school teacher can relate harrowing stories of panicked children and furious parents who cannot accept the fact of a failed test, poorly executed assignment, or violated stan-dard of conduct, and who often dispute that their child should undergo the con-sequences of those actions as a learning tool. Schools are increasingly expected to overlook, to give second, third and fourth chances, and to ensure that every student excels, even if the student him-self is not excellent. Every child receives a gold star on his report; every incorrect answer is “interesting.”

Recall Paul Tough’s revela-tion that character has been clearly demonstrated to correlate with achieve-ment much more reliably than aptitude. And we have defined character into two broad catego-ries, the first of which are most relevant to this argu-ment: those aspects of per-sonal behavior that lead to successful scholarship, citizen-ship, and productive lives. We include in this category traits like determination; persistence; resilience; conscientiousness; courage; endurance; tolerance for hard work; delayed gratifi-cation; will-power; grit; zest; optimism; self-discipline; self-reliance; self-control; responsibility; and gumption. I contend that in today’s world these notions are profoundly counter-cultural, and these traits increasingly rare. And yet these are precisely the traits that lead to high achievement. Could it be that in our desire to provide the very best, most indulgent upbringing for our children we are actually robbing them of their excellence? By eschewing struggle, failure and accountability as educational tools we inevitably teach the lesson that success comes no matter how much effort you invest. Success comes because you deserve it…are entitled to it. For one, I do not believe this is a good lesson to teach, for the child or for the culture at large. And furthermore, it is not true. Research clearly demonstrates that excel-lence and virtuosity derive from deep practice, struggle and failure, not from the indulgence of privilege. and so this is why we play. Why sports and music and dance and theatre and art and cleaning one’s room and wearing one’s uniform and doing one’s homework and being punctual and respectful and truthful and responsible are so much at the center of our school, today and throughout Storm King’s long history — to work hard in every endeavor, to practice the behaviors of good character until mastery is achieved

and lifetime habits are ingrained, and ultimately, to become our best selves. At SKS we are fond of saying, “Character development remains at the center of each student’s experience.” This is not sanctimonious marketing spin. It is a promise we make to our students and to our parents that we will continue to emphasize not only what will make our kids better people, but what really works in education. It is a promise to our alumni that our school remains focused on its core ideals and principles which, articulated differently throughout the years, have nevertheless remained constant and true since 1867. And it is a pledge to ourselves to evaluate thought-fully the various educational trends and fads which pop up and down, like so many “whack a moles.” Scientific research and sound discourse contrib-ute to our educational philosophy, not political mandate and not pop culture. We stand apart and proud.

Opposite page (left to right): Bobby Cao ‘14, Nadia Delisfort ‘15, Anne Fulton (faculty), Moniesha Hayles ‘16 and Ashira Mayers ‘17, practice lines from a Shakespeare play for a theatre performance. Above: recent developments in neuroscience have proven that complex mental and physical activity have been found to be the critical neural component of skill, talent and genius.

LiGHTWiSe

“Teaching students to think is as much a part of the SKS education of today as it ever was. Reading, writing and

thinking are skills that are entwined, related and synergistic.”

—English Chair Jeremy Freeman

Our Common Ground

A TRADITIOn OF WRITInG COnTInuESBy Lynn Crevling ‘72

As an alumna who remained connected with our school for many years as class agent and a volunteer, it seemed natural to come to work at SKS last May. In the newly created position of director of leadership support, I reach out to our alumni and encourage them to connect, become involved with, and support SKS. In my seven months at SKS, I have communicated with alumni about their SKS experience and I have relayed the great news of the state of our school. It has been fun and rewarding to share SKS stories, ideas, hopes, and vision together. This topic for “Our Common Ground” evolved out of recent conversations with alumni. Some alumni have wondered about the nature and content of the teaching at SKS. Others have commented on whether or not they learned to write, and enjoyed writing, while here. These conversations became seeds of ideas for an exploration of the teaching of writing at SKS. I also came to know about alumni writers, and I discovered alumni or SKS staff reading books written by SKS alumni. I began to ask alumni who they knew that had been published, and we sent out an email blast

asking for information about SKS writers. I thought that others might like to know about our alumni writers’ careers and work. My identification of SKS writers started with Burke Boyce, headmaster from 1952-1956. Headmaster Boyce was a Harvard graduate, magna cum laude, with Honors in English. He lec-tured at Radcliffe, conducted courses in the Adult Education Division of New York University, was a guest lec-

turer at Rollins College, and taught American and English literature at The Storm King School. Headmaster Boyce was a well-known author. His first novel, The Perilous Night (1940), a story of Orange County during the American Revolution, became a best-seller. His second novel, Miss Mallett, won the annual award of the New Jersey High School Teachers Association. His third novel, Cloak of Folly, was chosen by the Book League of America and was also published in France and England. In addition, he wrote children’s books, many short stories and articles, and two series of verse for the New Yorker magazine. Burke Boyce was an inspiration for alumnus Richard deRosa ’61, a writer and teacher, who wrote about him in a story called “The Teaching Life” in his book, Hawthorn Hill Journal: Selected Essays. “Our first headmaster, Burke Boyce, required that after Sunday dinner, a very formal occasion in those days, we gather


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english Department Chair Jeremy Freeman believes that good writing is not just a matter of technical and structural accuracy, but also needs to include a balance of creative and analytic skills.

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at his feet (literally) in the large common room adjacent to the dining hall to be read to (all 125 of us). It is not hard to imagine what most of us thought about such an idea. But over time the soft modulations of his voice hauled us in and before long even the most recalcitrant among us began to look forward to these half hour readings. Robert Browning was one of his favorite poets, so we got a healthy dose of him.” DeRosa was inspired to become an English teacher by his SKS English teacher Bill Carhart. He described Carhart as “Demanding but never condescending, he taught us how to think…. He did it with humor, an infectious zaniness, and a willingness to let genuine thought thread its way along whatever paths it chose.”

Writing is a Thinking Tool

Teaching students to think is as much a part of Storm King education of today as it ever was. Reading, writing and thinking are skills that are entwined, related and synergistic, says SKS English Department Chair Jeremy Freeman. He says that experience has lead him to believe that the physical and mental exercise of writing leads to better thinking and reading — and in turn, better thinking and reading leads to better writing. Mr. Freeman is a graduate of Lyon College and Yale Divinity School, with a BA in English and Philosophy and a Masters of Arts and Religion, respectively. He has attended several workshops at the Institute for Writing and Thinking at Bard College, a program that was developed for teachers in response to colleges’

concern about college entrants not having the writing skills needed for their college years. SKS faculty also takes advantage of the Hudson Valley Writing Project’s seminars to hone their skills in teaching students how to research and write. Mr. Freeman is careful to note that good writing is not just a matter of technical and structural accuracy, but also needs to include a balance of creative and analytic skills. His training in psychotherapy at the Gestalt Institute has contributed to his perspective that SKS students must find and express their own authentic voice. That voice may be found in the practice of daily journaling by English students, in addition to a variety of writing exercises assigned at SKS. Under Freeman’s direction, the goal of an English teacher at SKS is to awaken in students the belief that they are writers and what they have to say is worth saying. I was invited to attend Freeman’s Modern American Fiction class, where students wrote about images as well as literature, practiced descriptive writing, interpretation and made comparisons. They described what was important and what it meant to them, and identified themes. They practiced and shared their writing together and identified whether sentences were simple, complex and/or compound. They critiqued and encouraged one another. They immersed themselves in language by memorizing and reciting poetry, great speeches, or Shakespeare.

In Mr. Freeman’s classroom, I witnessed students experimenting with language and coming to embrace its poetic and expressive forms. The atmosphere of the class was focused, inspired and enthusiastic. I remembered the feeling of inspiration in my English classes at SKS and how comfortable I felt in participating and


WeN

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ArLS

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interacting — so unlike what I had experienced in public school before. Mr. Freeman’s students were engaged, just like we were. Another English Department goal is to bridge literary traditions with the needs of contemporary life using new ways of communication. “A letter written in the Victorian era may be a beautiful reflection of a time in history and is worth studying and appreciating, but the style of writing is not relevant for most uses today,” Freeman states. He points out that our current students’ generation has different and emerging ways of pro-cessing information and communicating. He notes that methods of communication have changed with new technology, are often less text-based and more visual and aural, and that a new kind of literacy is emerging in the digital age. Alumnus Howard Marks ’76, relays that he was a student who got the message that he couldn’t write, which technology later helped address. “I had lousy handwriting and spelling. But things changed when I got out of college and got involved in the computer industry and when word processing came into my life. Now I could get my thoughts down as fast as I could think them, and then reorganize without having to recreate the words on paper on a typewriter.” Marks has now written hundreds of articles and has been the lead author or a significant contributor to three books on computers and computing. “Technological advances have advantages over the hand-written papers that I wrote at SKS, and the typewriters and “white-out” that followed.” Also, in the ’70s, different learning styles were not a common part of the educational vocabulary, although boarding schools have traditionally addressed individual needs with the extra time and attention that the setting allows. A standard part of teacher preparation and professional development now includes working with various learning styles. In addition, SKS’ Learning Center also provides tools for students to organize and manage their work, while the Mountain Center provides specific support for students with documented learning differences. Even with technological tools, Mr. Freeman notes the challenges of teaching high school writing: “High school writers are often better than the sum of their grammar and technical skills. We must keep in mind that the teenage brain is not fully formed in the high school years, and that the development of writing, like the development of thinking skills, will continue after SKS.”

“As a department, we have to teach in a way that is aware of this delicate balance between freedom and structure, creativity and format — giving students opportunities to learn the rules and to break them,” Mr. Freeman says, “A student who has wonderful things to say might never have an outlet or skills to see his or her ideas come fully to fruition and may, sadly, come to the false conclusion that he or she simply cannot write or is not a writer at all, or, conversely, a student may learn all the right rules of organization, grammar, usage, etc. and write an extremely well writ-ten essay that, in fact, says nothing.” The SKS History Department teaches students the rules and structure to write research papers, while encouraging the freedom of independent thinking. History Chair Jonathan Meisel also speaks about writ-ing as a tool for developing critical thinking. “Writ-ing requires students to organize to get their ideas on paper.” Early in the academic year, an intensive writing

exercise encourages his students to write using brainstorming and creativity. Later, for class research projects, students must follow specific steps for a paper starting with a broad exploration of a topic. In a process that narrows the focus, students will develop a thesis for their writing to be discussed one-on-one with Mr. Meisel before beginning the stages of writing. Meisel’s students then identify source material to set out to prove or disprove their thesis, and they learn the specific format and requirements for research citations, footnotes and bibliographies.

Left: History Department Chair

Jonathan Meisel speaks about

writing as a tool for developing critical

thinking, and how to organize to get ideas

on paper. Opposite page: The Cavemen (1959) — a splinter

group of The Quarry — expressed

opinions on controversial matters

and delivered students “behind the

scene” news.

www.sks.org | 25

This column, “Our Common Ground”, was created specifically for an alumni voice. If you would like to write an “Our Common Ground” article, contact Lynn Crevling, Director of Leadership Support, at 845.458.7517 or [email protected].

Perhaps most important, Mr. Meisel wants students to recognize the perspective of their sources. “Everything is biased, so what is the bias? To pursue truth, you need to question, and continually question,” he tells them, “and in this process of exploration, research, questioning and examination, we should be open to changing our viewpoints, and our writing will change, too.”

One School, your School, The Same School

Often alumni say to me “SKS is not the same as when I was there.” “No, it’s not,” I will sometimes say, “It’s better.” We could debate this, and sometimes we do. What is the same anymore? There are pros and cons with change and that come with “progress”. There are many more courses of study today at SKS than “back in my day.” We just had plain old English (and it was my favorite class). Today, there is Middle School Eng-lish; American Literature; Introduction to Literature; Modern American Fiction; Philosophy, Film and Litera-

ture; Honors British Literature; and AP English. The coursework of today has the variety, breadth, depth and richness that gives students an edge for increasingly competitive college admissions. With almost unlimited access to sources on the Inter-net and through electronic library systems, there is much more information available for students to sift though. As Mr. Meisel says, “It’s like trying to fill a thimble with a fire hose.” It seems that our students’ world today is much more complex. Yet, and still, what really matters can also be quite simple. “What does matter is that students come away from their brief interludes with us better able to stand on their own two feet” says deRosa, who taught English at high schools and at Hart-wick College. He says that the years he spent at SKS pro-foundly shaped him, inspired his career, and were the best years of his life “and I am enduringly and profoundly grateful.”

I came to SKS as a shy girl who had felt invisible in the large public school classrooms pre-Storm King, but my education and support here prepared me to go forward confidently into many experiences in work and life in an ever-changing world. What hasn’t changed at SKS is the caring faculty and staff, the attention to each student’s needs, and an emphasis on the building of sound character and independent thinking. Now, after more than 40 years, I’m back where my inspiration started, on our common ground. Like my fellow alum Dick deRosa eleven years before me, I am grateful, profoundly grateful.

Lynn Crevling ’72 received an English award at SKS, received her BA from Hobart and William Smith Colleges, and earned a master’s degree from the Maxwell School of Citizenship and Public Affairs at Syracuse University. She has worked in government, nonprofits, and in schools teaching English as a Second Language (including the teach-ing of writing). In her work as a development director, she has written many grants, always seeking words to express the feeling and spirit.

SKS Alumni AuthorsAlumni writers span various genres and types of writing, covering a wide range of topics and experiences. Some of our alumni writers are listed below.

JuSTin aBElSOn ’74 grew up in a family where becoming a writer seemed natural. His father was a writer and top editor for Barron’s magazine, his mother worked in publishing and was a crossword puzzle creator, and his sister is currently a business reporter for The New York Times. Abelson said that SKS propelled him to Hobart College, which propelled him to the university of Kansas for a master’s degree in Journalism. Abelson has been in the trade for 30 years, the last 16 years as editorial page editor and Sunday night editor of The Recorder of Greenfield, MA. “It’s an interesting and changing profession now in the Internet age,” Abelson commented. “But newspapers remain the best source for getting news and information in your community.”

PETEr BOyCE, PhD ’54, the son of the late Headmaster Burke Boyce, earned a PhD in astronomy and worked at Lowell Observatory for a decade. He was a program officer at the national Science Foundation and received a congressional fellowship to serve as a science advisor to Congressman Mo udall, and subsequently became the executive officer for the American Astronomical Society (AAS); He was the editor of the Bullet of the American Astronomical Society for 17 years, and the editor and pub-lisher of the newsletter for the AAS. He wrote a number of scholarly papers, including an article in Science magazine on an astronomical detector. Boyce is now “retired” in nantucket and is leading the Scallop Research Program of the Maria Mitchell Associa-tion. “A lot of this comes from my grounding at SKS, particularly my science and math training. I have told my teachers how much their teaching had meant to me.”

BraD BrOnK ’72, published, wrote for and edited a free monthly newspaper, The Wisconsin Sports Journal, for five years. Brad covered Tiger Woods’ first professional round on the PGA at the Greater Milwaukee Open and was the first person to interview him as a pro. Bronk wrote theatre and music previews and reviews for several weekly newspapers and for the local daily in Santa Barbara, California for 10 years, as well as doing publicity for several theatre groups and working as a travel writer. Bronk has also been a radio broadcaster since 1983.

franCiS BrOaDWay, PhD ’72 is a professor of education in the Department of Curricular and Instructional Studies at the university of Akron (Ohio). His research interests are curriculum studies, children’s literature, urban education and African American students and teachers in science. He has published numerous academic articles, including a recent article with Sheri L. Leafgren in the Journal of Cultural Studies of Science Education entitled “unmasking: on violence, masculinity, and superheroes in science education.”

JOSiah (Si) CanTWEll ’74, has been in the newspaper business since 1979. He is a local news columnist and community editor at StarNews in Wilmington, north Carolina. “I love newspaper work and feel fortunate to have been able to make my living helping people. It is fun being at the epicenter of stuff. I think what is the most fun about working for a newspaper is all the stuff you know. You know more than gets printed because there is stuff you can’t verify, so you don’t print it. There are rumors and there’s stuff behind the scenes.”riCharD DErOSa ‘61, was in large part inspired to become an English teacher by

his SKS English teacher, Bill Carhart. He also considers Burke Boyce and Warren Leon-ard significant influences. He has a doctorate in English from SunY Albany, taught high school and college English. He published his first book, Hawthorn Hill Journal: Selected Essays, two years ago and he is now working on a second collection, which he expects to complete in a year or so. He continues to write bi-monthly essays for The Freeman’s Journal, a weekly newspaper. Many of the essays in the first book origi-nally appeared in The Freeman’s Journal. The second book will include a mix of both previously published, but reworked, essays, and those written just for the collection.

TErrEnCE DOPP ’92, has been writing about politics and public finance for Bloomberg News since 2006 and has been a reporter since 1999. On Twitter, he is described as: “Trenton-based reporter for Bloomberg news covering Chris Christie, public finance and state politics.”


www.sks.org | 27

hamilTOn v. (KiP) GayDEn ‘56, is a judge of the First Circuit Court in nashville, Tennessee. He is also the published author of two novels: To Circle the Cross and Miscarriage of Justice. Miscarriage of Justice is a murder mystery based upon real events “ripped from the headlines of the March 16, 1913, Tennesseean” and is rated with 4.9 out of 5 stars on Amazon.com.

A selection of books by SKS alumni authors: Wendy Shreve, John B. King, Kip Gayden, Balazs Szabo, richard derosa and Jack Hemingway.

JOhn (JaCK) hEminGWay ’41, was the eldest son of the novelist Ernest Hemingway and the father of famous daughters (Joan, Margaux and Mariel). Hemingway’s 1986 book, Misadventures of a Fly Fisherman: My Life With and Without Papa details his experiences as a fly fisherman and as the son of Ernest Hemingway. According to Wikipedia, Jack Hemingway helped finish A Moveable Feast (1964), his father’s memoir of life in 1920s Paris, published three years after his father’s death. A second volume of Jack Hemingway’s autobiography was released posthumously in 2002: A Life Worth Living: the Adventures of a Passionate Sportsman. Before his death, in an interview entitled “Hemingway in Sun Valley”, Jack Hemingway said that he wasn’t really conscious of his father’s importance as a writer until his junior year at SKS when his English teacher Mr. Borg told him he couldn’t believe he hadn’t read his father’s work. “He made me read several things. I wasn’t mature enough to appreciate Papa’s prose writings until the war years.”

JOhn KinG ’65 wrote and self-published a book in 2010 of paintings and poetry about Parkinson’s disease. John owns Hudson Valley Homestead foods with a line of over 100 products, including homemade dressings, mustards, barbecue sauces, vinegars and spices. King’s book can be purchased by calling 518.851.7336 or at thetroybookmakers.com.

hOWarD marKS ’76 has been writing about computers for PC Magazine since 1987, has written hundreds of articles, and has been the lead author or a significant contributor to three books on computers/computing.

STEvE SinGEr ’71 earned his bachelor’s degree in Environmental Science from new England College and studied underwater archaeology at nova university. He worked as associate editor for Treasure Quest magazine and writes for other dive-related publications. He is the author of Shipwrecks of Florida (Pineapple Press; 2nd edition, July 1, 1998), a listing of over 2,100 shipwrecks from the 16th century to the present and a reference book for underwater archaeology and shipwreck recovery. Singer recalls SKS English teacher (the late) Alan Laufman and history teacher Alan Anderson as inspirations.

WEnDy ShrEvE ‘78 is a past faculty member (1997-2000) who earned a master’s degree in English from the university of Montana and had her first book published this summer entitled Shadowwater, a mystery set in Cape Cod where Wendy lives. She is working on a sequel entitled Dark Sea (Shadowwater II) that will be out in the spring. Shreve advises students and new writers to write and journal whatever thoughts come to you when inspired and to have fun. “When writing creatively, remember your audience but also write from your heart. Find your own voice. Write to show people new ideas, places, experiences and your love of the written word.“

BalazS SzaBO ’63 wrote a book about his experience as a boy in Hungary during the time of the Soviet Occupation and the Hungarian Revolution, and his solo defection to the u.S. Knock in the Night (Refugee Press 2013 www.knockinthenight.com) is a memoir that has been likened to The Diary of Anne Frank in its vivid and captivating account of a childhood under a terrorist regime. Szabo is also an accomplished artist and has several published art books of his works including the winner of the u.S. print design excellence award The Eye of the Muse.

DianE (KlETz) TravErS ’72 holds an MFA in Writing from Sarah Lawrence College, taught writing at SunY Purchase for a decade, and lectured at Westchester Community College in the Lifelong Learning program. She now heads her own company, Perfectly Stated Lectures and Writing Projects, which offers literary lectures and memoir writing workshops in assisted living residences in the new York area. Travers says that it was her senior project at SKS on the History of the Women’s Movement in America that sparked her interest and built her confidence in writing. Her SKS dance teacher and local Cornwall journalist, Judy Bennet, must have seen Travers’ potential when Bennet invited Travers to attend a luncheon of journalists sponsored by Orange County. Diane Travers created “Our Common Ground” for On the Mountain.

William mCDOnalD ’64 spent most of his career with the Connecticut Post as a feature writer, including sports reporting, people profiles, and reporting on Hispanic issues. An avid paddler, he has had articles published in Canoe and Paddler magazines. His blog is PeterPondSociety.com. McDonald was editor of SKS’ Mountaineer newspaper and credits Mr. Carhart, his English teacher at SKS, for being a major influence in his life.


ENgliSh DEParTmENT ComPoSES iN ViDEo aND aUral moDaliTiES To ENgagE STUDENTSBy Jeremy Freeman, SKS engliSh Department Chair

“It was the best of times, it was the worst digital-est of times.” The English Department seeks to engage our students using a number of approaches and contexts. At a lecture at Bard College last year for a conference entitled “Teaching Writing in a Digital Age,” I experienced a shift in my perspective on what it means to teach high school students in an age of unprece-dented technological advancement and came away with another great approach for helping students engage with literature. Cynthia Selfe, Humanities Distinguished Professor in the English Department at Ohio State University, made a very compelling argument for how English composition teach-ers need to rethink traditional modes of teaching writing and composition. Selfe provided some historical background on the perennial concern that most adults have about adolescent writ-

ers, most notably framed by the question: “Why can’t Johnny write?” Selfe exhorts that the ‘under-taught’ high school writer in fact can write and compose in highly evolved ways when given the proper framework and tools. Selfe explained that the teenage brain today is capable of digesting large amounts of data, and, when pursuing topics of their own interest and curiosity, they are able to produce innovative compositions (through different modalities) that go beyond text-centered traditional literacy approaches. A week later I took my findings back to the classroom here at SKS and introduced, gradually, the option of composing essays in a video or aural modality. This means that students are able to use images, sounds, music, as a way to engage a text and argue a thesis. As it happens the iPad apps Garage Band and iMovie made such a task quite attainable. It is remarkable that we live

TURNING ON TO THEDIGITAL (P)AGE

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in a time when so many people have access to technology that can so easily record and edit sound and video. Many students were already familiar with these programs and how to work with them. In pairs, students took no time at all imagining ways to work in these new modalities and had proposals outlined at the end of the class period. When the projects were underway and in the editing phases, Selfe’s argument in favor of multi-modal composition became quite clear to me. Sound effects established pensive and curious tones or sudden, impactful epiphanies. Dialogue, interviews and casual conversations conjured a playfulness and spontaneity missing in most high school essays. Video and photo collage enhanced and overlaid imagery central to the texts we were studying. It was clear. Multi-modal compositions freed up a way of thinking that is often inhibited in text based composition. Whether they

were analyzing Shakespeare’s Tempest, Cormac McCarthy’s The Road or Ray Bradbury’s Fahrenheit 451 students were proposing and arguing a thesis via a new form of digital literacy more fitting to the world that they live in today where most of the information they digest comes in various digital formats. Perhaps the most rewarding aspect of the process, though, occurred after they completed the final edits of their multi-modal essays, and I reined them in to do a more traditional, formal writing assignment. The batch of essays I received had

an increased level of insight, and most importantly a confi-dence and enthusiasm which told me that they had begun to care about their ideas — that they had ideas worth communicating. For more than a few this amounted to a notice-able improvement in their writing. Had they not have composed in alternative modalities before hand, their text-based essays, in my opinion, would have been much

weaker, unenthusiastic, and not as rich in content. As a department this year we are integrating into the curriculum the opportunity for students to explore non-text based forms of composition alongside the practice of traditional writing. But for the traditionalist out there, don’t fear; we also strive to honor the balance between tradition and innovation. We are still fighting the good fight to teach students MLA style

research papers, proper grammar and usage, the ‘five-paragraph essay’, the expository essay, and creative writing projects, to name a few of our curriculum goals.

“As a department this year we are integrating into the curriculum the opportunity for students to explore non-text based forms of composition alongside the practice of traditional writing.”

—Jeremy Freeman, English Department Chair

imani McPherson ‘14 (front) and Dylan Chirls ‘14 (back) working with the mobile audio lab on a video essay exploring Northrop Frye’s concept of

the Green World in Shakespeare’s romance The Tempest.


CoSTa riCa

Beyond the Classroom

on friDay, nOvEmBEr 22, as all of their classmates were preparing to leave the mountain for the Thanksgiving break, 14 SKS students and two teachers (Ms. Casey and i) boarded a bus to JFK to start our day-long journey to Costa

rica. After a short layover in Mexico City we arrived in San Jose in the middle of the night, got a few hours of sleep and started our nine-day adventure. First stop, a climb up the Poás volcano with renowned volcanologist Don ronaldo. After descending from the volcano, off to escazú to meet and dance with mask-maker Don Gerardo. At 6 a.m. the next morning the adventure truly began as we travelled by bus from San Jose to the semi-autonomous Bri Bri (indigenous tribe) region of Costa rica/Panama. We arrived in the village of Bambu, boarded 20-foot-long dugout canoes and off we went up the yorkin river. After one and a half hours we arrived in the Bri Bri village of yorkin, where we would spend the next four days. The days in yorkin were long (6 a.m. to 10 p.m.) but full of excitement, service, learning and

1. Breakfast stop in Puerto Viejo de Talamanca, Costa rica after emerging from the rain forest.2. Three classroom buildings rebuilt and repaired by SKS students. 3. Bunches of fresh bananas and plantains for sale along the highway. Delicious!

1 2

3PHOTOS AND STORY BY TARAS FERENCEvYCH

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adventure. We tore down, re-built and repaired three classrooms; we built a new set of stairs from the river up to the village; we each planted five native trees to offset the carbon expended travelling to Costa rica; we learned about native medicinal plants; we learned to shoot a bow and arrow and we even learned a little bit of the indigenous language. Leaving yorkin was bittersweet, we’d have hot showers — but our adventure was coming to an end. The next two days we weathered a big storm and zipped through the rain forest on steel cables. A 4 a.m. wake-up call got us to the airport in time to make our 7 a.m. flight back to JFK.

4. Chandler Zhang ’14 and Zhou Luo ’14 carry fresh cut bamboo to be used in repairing one

of the classroom buildings. 5. Dominique DeFreece ’14 receiving a thatching lesson from one of our indigenous hosts in yorkin. 6. (Front to back) Matt Fascaldi ’14, Chandler Zhang ’14

and Zhou Luo ’14 travel by dugout canoe up the yorkin river to the Bri Bri village of yorkin.

7. The crater of the Poás volcano.

4 5

6 7

Continued on next page

Watch a video interview of students who experienced this

trip at: www.sks.org/extras


8. Matt Fascaldi ’14 and Alicia Nunez ’16 trying their hand at mask making in Don Gerardo’s workshop in escazú. 9. el Diablo mask made by master mask maker Don Gerardo. 10. Chandler Zhang ’14 crushing Cacao in preparation for making chocolate with Zhou Luo ’14 looking on. (The chocolate turned out delicious!) 11. Alzira Fernandes ’15 makes friends with ismay on our first day in yorkin (a constant companion from then on). 12. All smiles upon arrival at Casa Verde — our accommodations in yorkin. Back row: (left to right) Chandler Zhang ’14, Anthony Matriss ’15, Matt Fascaldi ’14. Front row: (left to right) Tatiana eftimiades ’16, Alzira Fernandes ’15, Dominique Defreece ’14, Gabbie Garcia ’15.

8 9

10

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Report of GivingJuly 1, 2012–June 30, 2013

www.sks.org | 33


A Message from the Chair of the Board of Trustees

How much you give does not matter. What matters is that you join us in giving back to the school that gave you or a loved one so much.

—Hilary E. Ackermann

Dear Friends of Storm King,

It is with great pleasure that I present to you our Report of Giving for the school year 2012–2013. I am so happy to be writing my first letter to you as the new chair of the Board of Trustees and I am proud to be a part of a school with such energy and heart as Storm King. Our headmaster, Paul Domingue, just completed his first year on the mountain. I had the opportunity to spend some time with Paul, his wife Dale as well as the staff and faculty at Spy Rock and I can tell you that the level of excitement and enthusiasm was palpable. Among the many projects undertaken this past summer, we renovated part of the dining hall, installed new boilers at Spy Rock and the arts center and resurfaced the driveways at Spy Rock and Tryon, and renovated and refreshed administrative and business offices. We also created a student center in Orr Commons that includes a grill area for snacks. This is a wonderful space for our students to gather and relax as a community. In addition, we are thrilled to say that we are in the final stages of creating a master plan for the campus. This plan, when complete, will provide a multi-phase road map to refresh and upgrade our campus so that the physical

landscape matches the mission and vision for Storm King. We would not have been able to do any of this without you…the foundation of Storm King. It is thanks to your generosity that Storm King is able to move forward into a bright future. If your name is listed in this report under our list of donors, thank you. If it is not, I urge you to consider making a gift to the school this year. How much you give does not matter. What matters is that you join us in giving back to the school that gave you or a loved one so much. As I say to my son, a 2011 graduate, we need to pay it forward! The future of our beloved school depends on your ongoing support now more than ever. With so many exciting new projects on the horizon, now is the perfect time to return to Storm King, to help the school unlock its true potential, just as the school continues to help so many students realize their own potential each and every day. This report shows you what we have accomplished thus far. Please contribute to the Annual Fund this year so that Storm King can get to where it needs to go.

With all good wishes,

hilary e. ackermann P’12 Chair, Board of Trustees

www.sks.org | 35

Mr. and Mrs. roger Auerbacher ‘66Mr. Jonathan S. Babcock ‘75Brig. Gen. raymond e. Bell Jr.Mr. and Mrs. robert B. Bicknell ‘61Mr. Kenneth M. Bijur ‘62Mr. and Mrs. Jonathan A. Broh ‘74Mr. and Mrs. Michael A. Brower ‘63Dr. and Mrs. Donald P. Burt ‘40Mr. Scott H. Cantor ‘73Mr. and Mrs. Haddon C. Carryer ‘61Mr. David r. Collens ’65 and

Mrs. Vivien AbramsMr. robert H. Cory, iii ’63 and

Mr. Jose L. SousaMs. Dana C. Crevling ‘77Ms. Lynn Crevling ‘72Mr. and Mrs. Harrison M. Davis, iii ‘56Mr. and Mrs. Thomas Delaney ‘58Mr. and Mrs. Peter M. Duggan ‘58Mr. and Mrs. Gustav W. eckilson ‘53Mr. Jeffrey A. edinburg ‘61Dr. James Factor ‘70Mr. and Mrs. Michael FriedmanMr. and Mrs. Antoine Gagne ‘36Mr. and Mrs. H.G. Gelhardt, iii ‘48Mr. B. deracey Gilbert Jr. ‘60Mr. and Mrs. John A. Gilchrist ‘62Mr. Lawrence J. Gratz ’61 and

Mrs. Jane SchiffMr. and Mrs. Jeffrey S. Hall ‘74Mr. and Mrs. Bruce L. Hanson ‘62Mr. and Mrs. James M. Harbison Jr.Dr. evelyn J. HardenThe rev. and Mrs. Francis A. Hubbard

ThE STOrm KinG STEWarDSStorm King Stewards are those supporters who have given faithfully to SKS for 10 or more consecutive years, ending June 30, 2013. We are grateful to these members who make such a difference in the life of our school.

The Storm King School expresses appreciation to all of its supporters for their generous contributions. if you note any discrepancies, we apologize for the oversight and please do not hesitate to contact the Development Office at: 845.534.7892 x222.

Mr. and Mrs. Lawrence C. Jencks ‘62Mr. Hamed KandilMr. and Mrs. Martin P. Kennedy ‘50Mr. and Mrs. rocco LandesmanMr. and Mrs. Thomas F. Leeds ‘69Mr. and Mrs. Sayre A. Litchman ‘59Mr. Harry B. Marshall Jr.Col. and Mrs. Vance F. McKean ‘36Mr. and Mrs. edward J. MerrellMr. and Mrs. George NikolskyMr. Jeffrey L. Patchen ‘63Mr. and Mrs. Samuel H. Post ‘71Mr. and Mrs. richard roberts ‘60Mr. and Mrs. Michael rosenblatt ‘89Mr. and Mrs. John F. Settel ‘50Mr. and Mrs. Jeremiah H. Shaw, Sr.Mr. and Mrs. H. Gregory Shea Jr. ‘62Mr. William ShovanDr. richard e. Slimak ‘64Mr. and Mrs. J. Halsey Smith Jr. ‘46Mr. Kenneth r. Stuart, CFP ‘65Mr. John P. Williams ‘69Mr. and Mrs. robert D. Williams ‘54Mr. and Mrs. Peter e. Wunsch ‘73

The Brogan SocietyGifts of $25,000 and above

Mr. Joseph W. Blount ‘74Ms. Linnea Conrad ledoux SocietyGifts of $10,000 to $24,999

Mr. and Mrs. roger Auerbacher ‘66Mr. David Chirls and

Mrs. roberta FisherBenedict FoundationLinus r. Gilbert FoundationNorma Gilbert Farr Foundationralph e. Ogden FoundationMr. and Mrs. John F. Settel ‘50

Storm King Champions Gifts of $5,000 to $9,999

Ms. Hilary Ackermann and Mr. Paul Goldberg

Mr. and Mrs. Peter M. Duggan ‘58Dr. and Mrs. Daniel FoxMr. Lawrence J. Gratz ‘61Mr. and Mrs. Bruce L. Hanson ‘62Mrs. Jane SchiffMr. Michael Spano ‘74Mr. and Mrs. Peter e. Wunsch ‘73

Pinnacle SocietyGifts of $2,500 to $4,999

Mr. and Mrs. Michael A. Brower ‘63Mr. yawJang Chen and

Mrs. yuhChyang KaoMr. Stanley r. Freilich and

Mrs. Carol MarquandMr. and Mrs. John H. Garrett, iii ‘63Mr. B. deracey Gilbert Jr. ‘60 and

Ms. Sally FischerMr. Stephen MasonMr. and Mrs. Myles MegdalMr. and Mrs. Jason MillirenMr. Lida Shen and

Mrs. Chen ying Chen

mountain Top SocietyGifts of $1,000 to $2,499

Mr. Frederick Bay (Bay and Paul Foundations)

Mr. richard G. Broughton ‘54Mr. in Kook Cho and

Mrs. Soom Ok LeeMs. Dana Crevling ‘77Ms. Michele DeFreeceMs. Christina DiBellaMr. and Mrs. Paul DomingueMr. and Mrs. Michael J. Fischer ‘82Ms. Sibyl r. GoldenMs. Hye Myung JeongKaplan Family Foundation

report of Giving July 1, 2012–June 30, 2013

lEaDErShiP GifTSThe Storm King School would like to thank the leadership donors listed below. These gifts include those to the SKS Fund for Annual Giving and the Capital Campaign: This is Our Time combined.



Mr. and Mrs. rocco LandesmanDr. robert L. Littman ‘70Col. and Mrs. Vance F. McKean ‘36Mr. Christopher B. Milne ‘73Mr. Brecken Morgan ‘99Mrs. elizabeth S. Mosher Gaudet ‘86Mr. Manpei Nakamuta ‘83Mr. robert W. Parke ‘57Mr. Arnold S. PennerMr. Frederick reynolds Jr. ‘71Mr. and Mrs. richard roberts ‘60Mr. and Mrs. Scott rutter ‘73Mr. and Mrs. Alan H. Serinsky ‘70Mr. and Mrs. Frederick Sopher ‘58Mr. and Mrs. Kenneth J. Wang ‘69Mr. robert D. Williams ‘54

Spy rock ClubGifts of $500 to $999

Mr. and Mrs. Donald P. Burt ‘40Mr. and Mrs. Anthony B. Cahill Jr. ‘75Mr. and Mrs. Scott Cantor ‘73Mr. robert H. Cory, iii ’63 and

Mr. Jose SousaMr. and Mrs. Jack D’Angelo H’13Mr. and Mrs. Thomas J. Delaney ‘58Ms. Nan Forte and

Mr. Stephen BialeChief Donald M. Freidman, uSN ‘68Mr. and Mrs. Joseph GraziosiMr. and Mrs. Scott e. HuntMr. and Mrs. Norman S. Jeavons ‘48Mr. Jonathan Lamb and

Ms. Susan Toni ScherrerMrs. Joan F. LedouxMr. Pemberton H. Lincoln Jr. ‘60Mr. Brion Lipschutz ‘77Mr. Mark H. McGivern ‘76Mr. and Mrs. John D. MoyerMr. and Mrs. John Odum

Mr. Jonathan C. Penner ‘84Mr. and Mrs. Samuel H. Post ‘71Mr. Jim rensinkMr. and Mrs. James Sollami Mr. Kenneth r. Stuart ‘65

headmaster’s ClubGifts of $250 to $499

Dr. Massoud Amin ‘79Ms. emily BoronkayMr. and Mrs. Michael FriedmanMr. and Mrs. Herbert G.

Gelhardt, iii ‘48Mr. George A. Hahn ‘47Mr. and Mrs. ray HechtThe rev. and Mrs. Francis A. HubbardMr. and Mrs. robert irishMr. and Mrs. George Klein ‘73Mr. and Mrs. Thomas F. Leeds ‘69Mr. and Mrs. Jim LepplaMr. and Mrs. Brian OhlMrs. Dana O’NeillMr. Jerome J. O’Neill ‘74Mr. and Mrs. H. James Perlberg, iii ‘70Mr. and Mrs. e.W. Proctor, iii ‘63Mr. and Mrs. David N. reddenMr. and Mrs. Michael N.

rosenblatt ‘89Ms. rotha SchectmanMr. and Mrs. irwin SeemanMr. and Mrs. Jeremiah H. Shaw, Sr.Mr. and Mrs. David M. Slap ‘75Mr. and Mrs. eric P. Smith ‘63Mr. Jen S. Wang ‘72Mr. and Mrs. robert Went

Today, The Storm King School is a small college prep boarding school dedicated to the success of each student. Blending the best of traditional educational methods with new and emerging technologies, SKS tailors highly individualized programs to meet the varying needs of each student. At Storm King, students are helped to dream big, work hard and achieve success, each in his or her own way.

friends of the mountainGifts under $250

Mr. Justin Abelson ‘78Mr. and Mrs. Stephen P. AdleyMr. and Mrs. Thomas AzevedoMr. Jonathan S. Babcock ‘75Brig. Gen. raymond e. Bell Jr.Mr. and Mrs. robert B. Bicknell ‘61Mr. Kenneth M. Bijur ‘62Mr. and Mrs. Anthony Bissell ‘63Mr. Braxton A. Bladen, esq. ‘49Mr. Corey BovaMs. Leslie BretonMr. and Mrs. edward BristolMr. and Mrs. Frank BroganMr. and Mrs. Jonathan A. Broh ‘74Mr. Paul Bucha and

Mrs. Cynthia Bell-BuchaMr. Douglas H. Burg ‘71Ms. Carla Caccamise AshMr. Philip K. Cameron Jr. ‘64Mrs. elizabeth O. CantlineMr. and Mrs. Christopher Capers ‘74Mr. and Mrs. Haddon C. Carryer ‘61Mr. and Mrs. Jose L. CastilloMrs. Norma CavanaughMs. Lingia Cen ‘13Mr. Nelson r. Clark ‘35Mr. Alan M. Coleman ‘64Mr. David r. Collens ’65 and

Mrs. Vivien AbramsMr. and Mrs. Darrell CooperMs. Lynn Crevling ‘72Mr. and Mrs. Brian PJ CroninMr. richard L. Cullman ‘63

Mr. Steve Curran ‘88Mr. and Mrs. David DardaniMr. and Mrs. Harrison M. Davis, iii ‘56Mr. and Mrs. Paul e. DavisMs. Dominique DeFreece ‘14Mr. Paul Denecke ‘45Mr. and Mrs. Bruce Dennison ‘68Mr. and Mrs. Thomas DonahueMr. and Mrs. Gustav W. eckilson ‘53Mr. Jeffrey A. edinburg ‘61Mr. evan emanuel ‘15Ms. Joanna e. evansDr. James Factor, D.C. ‘70Mr. and Mrs. Taras FerencevychMr. Angelo C. FerraroMr. and Mrs. Joel D. FivisMr. and Mrs. C. Worthington

Fowler, ii ‘48Mr. edward D. French ‘73Mr. and Mrs. raymond FultonMr. and Mrs. Antoine F. Gagne ‘36Mr. and Mrs. robert GarciaMr. and Mrs. John A. Gilchrist ‘62Ms. Polina Goryunova ‘13Ms. Margaret GriswoldMr. and Mrs. Jeffrey S. Hall ‘74Mr. James and

Mrs. Margaret Harbison Jr. Dr. evelyn J. HardenMr. and Mrs. Brian A. Harrington ‘60Mr. Spencer Harris ‘13Mr. and Mrs. Harold HenoMr. and Mrs. robert HofMs. yeonwoo Hong ‘13Mr. and Mrs. Henry A. Hudson ‘73Mr. Trevor Hughes ‘13Mr. Hugh A. Jencks ‘62

report of Giving July 1, 2012–June 30, 2013 Continued

mountain Top Society, ContinuedGifts of $1,000 to $2,499

www.sks.org | 37

Mr. and Mrs. Lawrence C. Jencks ‘62Dr. Paul S. Jerry ‘69Ms. Qiangwei Jiang ‘13Ms. Xiaowei Jiang ‘13Ms. Anne JoyceMr. Hamed KandilMr. and Mrs. Mark KatzMr. and Mrs. roger A.

Kaufmanm ‘63Mr. and Mrs. Martin P. Kennedy ‘50Mr. and Mrs. Joseph KovacsMr. David Kronegold ‘13Ms. Bozena KulikMs. Kristina LaMela ‘13Mr. Douglas S. Land and

Ms. Lynn L. PeeblesMr. David A. Laster ‘60Mr. Alan S. LewisMr. yupeng Lin ‘13Mr. and Mrs. Sayre A. Litchman ‘59Mr. Lingzhi Liu ‘13Mr. and Mrs. Barry Lorch ‘56Ms. Na Lu ‘13Marshall & SterlingMr. Harry B. Marshall Jr.Mr. and Mrs. Philip MartinettiMs. Judy W. MathewsMr. and Mrs. Philip A. McDermottMr. and Mrs. William N.

McDonald, iV ‘64Mr. Sean McKean and Mrs.

Alexandra Hernandez-McKeanMr. and Mrs. Stephen MeileyMr. Jonathan MeiselMr. and Mrs. edward J. MerrellMr. Guanwu Miao ‘13Mr. Alec Milton ‘89Ms. Paige Moran ‘13Mr. and Mrs. Warren MumfordMrs. Bettina P. MurrayMr. Paul F. Needle ‘66Mr. Brett Neuwirth ‘13Ms. Sherri NeuwirthMr. and Mrs. George NikolskyMr. Gregory H. Obremski ‘93

Mr. Austin Ohayon ‘13Mr. Cameron Ohl ‘13Mr. ilyas Orazbek ‘13Mr. Moises OrtegaMr. Jeffrey Osur ‘08Mr. Jeffrey L. Patchen ‘63Mr. John e. Pearson ‘73Ms. Amanda PenecaleMr. Joseph P. Phillips ‘85Mr. and Mrs. Donald H. Potter Jr. ‘53Mr. Olly A. Quayle ‘65Mr. and Mrs. David riderMr. Douglas H. rodman ‘76Mr. George F. ross ‘64Ms. Kimberly S. rubens-Quiros ‘92Mr. Jordan Schecter ‘13Mr. and Mrs. Bill Seguin Ms. Madison Sergi ‘14Mr. and Mrs. H. Gregory Shea Jr. ‘62Mr. Shu Shen ‘13Mr. William ShovanMr. Harvey J. Skolnick ‘61Dr. richard e. Slimak, PhD. ‘64Mr. David B. Sloman ‘65Mr. and Mrs. Thomas SmidtMr. and Mrs. e. Ward SmithMs. Lillian Snyder ‘13Mr. Kan Somjaiwong ‘13Mr. Douglas P. Sperling ‘75Mr. Michael W. Spitz ‘60Mr. Wim SprengerMr. Gary Springer ‘72Ms. Anna Stein-ObrerosMr. and Mrs. Francis J. StillwellMrs. Sylvia B. StreetMr. yuta Suzuki ‘13Dr. Lucy H. SwiftMr. Balazs Szabo ‘63Dr. Linda TaylorMr. Jim uhligValley Septic ServiceMr. rients P. van der Woude ‘75Mr. and Mrs. David H. Van Dyck ‘40Mr. William Van Horn and

Mrs. erica Behrens

West Point ToursMr. John P. Williams ‘69Mr. and Mrs. Frederick S. Wilson Mr. William W. Wood ‘67Ms. yiting Wu ‘13Ms. Qun Xia ‘13Mrs. Ping Xu MoroneyMs. Miao yue ‘13Mr. and Mrs. russell ZaleMs. Linglin Zhang ‘13Ms. Qian Zhang ‘13

Class of ‘49 Mr. Braxton A. Bladen, esq.

Class of ‘50Mr. and Mrs. Martin P. Kennedy Mr. and Mrs. John F. Settel

Class of ‘53Mr. and Mrs. Gustav W. eckilsonMr. and Mrs. Donald H. Potter Jr.

Class of ‘54Mr. richard G. BroughtonMr. robert D. Williams

Class of ‘56Mr. and Mrs. Harrison Davis, iiiMr. and Mrs. Barry Lorch

Class of ‘57Mr. robert W. Parke

ClaSS GivinGListed here are all gifts made by alumni and honorary class members to operations, capital campaign and endowment. As always, we are deeply grateful to the many alumni who have joined together in support of their alma mater.

Classes

Class of ’35Mr. Nelson r. Clark

Class of ’36 Mr. and Mrs. Antoine F. GagneCol. and Mrs. Vance F. McKean

Class of ’40 Dr. and Mrs. Donald P. Burt Mr. and Mrs. David H. Van Dyck

Class of ’45 Mr. Paul Denecke

Class of ‘47 Mr. George A. Hahn

Class of ‘48 Mr. and Mrs. C. Worthington

Fowler, iiMr. and Mrs. Herbert G. Gelhardt, iiiMr. and Mrs. Norman S. Jeavons




Class of ‘58Mr. and Mrs. Thomas J. DelaneyMr. and Mrs. Peter DugganMr. and Mrs. Frederick Sopher

Class of ‘59Mr. and Mrs. Sayre A. Litchman

Class of ‘60Mr. B. deracey Gilbert Jr. and

Ms. Sally FischerMr. and Mrs. Brian A. HarringtonMr. David A. LasterMr. Pemberton H. Lincoln Jr.Mr. and Mrs. richard robertsMr. Michael W. Spitz

Class of ‘61Mr. and Mrs. robert B. BicknellMr. and Mrs. Haddon C. CarryerMr. Jeffrey A. edinburgMr. Lawrence J. Gratz and

Mrs. Jane SchiffMr. Harvey J. Skolnick

Class of ‘62Mr. Kenneth M. BijurMr. and Mrs. John A. GilchristMr. and Mrs. Bruce L. HansonMr. Hugh A. JencksMr. and Mrs. Lawrence C. JencksMr. and Mrs. H. Gregory Shea Jr.

Class of ‘63Mr. and Mrs. Anthony BissellMr. and Mrs. Michael BrowerMr. robert H. Cory, iii and

Mr. Jose SousaMr. richard L. CullmanMr. and Mrs. John H. Garrett, iiiMr. and Mrs. roger KaufmannMr. Jeffrey L. Patchen

Mr. and Mrs. e.W. Proctor, iiiMr. and Mrs. eric P. SmithMr. Balazs Szabo

Class of ‘64Mr. Philip K. Cameron Jr.Mr. Alan M. ColemanMr. and Mrs. William N.

McDonald iVMr. George F. rossDr. richard e. Slimak, PhD.

Class of ‘65Mr. David r. Collens and

Mrs. Vivien AbramsMr. Olly A. QuayleMr. David B. SlomanMr. Kenneth r. Stuart

Class of ‘66Mr. and Mrs. roger AuerbacherMr. Paul F. Needle

Class of ‘67Mr. and Mrs. William W. Wood

Class of ‘68Mr. and Mrs. Bruce DennisonChief Donald M. Friedman, uSN

Class of ‘69Dr. Paul S. JerryMr. and Mrs. Thomas F. LeedsMr. and Mrs. Kenneth J. WangMr. John P. Williams

Class of ‘70Dr. James Factor, D.C.Dr. robert L. LittmanMr. and Mrs. H. James Perlberg, iiiMr. and Mrs. Alan H. Serinsky

Class of ‘71Mr. Douglas H. BurgMr. and Mrs. Samuel H. Post

Mr. Frederick reynolds Jr.Class of ‘72Ms. Lynn CrevlingMr. Gary SpringerMr. Jen S. Wang

Class of ‘73Mr. and Mrs. Scott CantorMr. edward D. FrenchMr. and Mrs. Henry A. HudsonMr. and Mrs. George KleinMr. Christopher B. MilneMr. John e. PearsonMr. and Mrs. Scott rutterMr. Douglas P. SperlingMr. and Mrs. Peter e. Wunsch

Class of ‘74Mr. Justin AbelsonMr. Joseph W. BlountMr. and Mrs. Jonathan A. BrohMr. and Mrs. Christopher CapersMr. and Mrs. Jeffrey S. HallMr. Jerome O’NeillMr. Michael Spano

Class of ‘75Mr. Jonathan S. BabcockMr. and Mrs. Anthony B. Cahill Jr.Mr. and Mrs. David M. SlapMr. rients P. van der Woude

Class of ‘76Mr. Mark H. McGivernMr. Douglas H. rodman

Class of ‘77Ms. Dana CrevlingMr. Brion Lipschutz

Class of ‘79Dr. Massoud Amin

Class of ‘82Mr. and Mrs. Michael J. Fischer

Class of ‘83Mr. Manpei Nakamuta

Class of ‘84Mr. Jonathan C. Penner

Class of ‘85Mr. Joseph P. Phillips

Class of ‘86Mrs. elizabeth S. Mosher Gaudet

Class of ‘88Mr. Steve Curran

Class of ‘89Mr. Alec MiltonMr. and Mrs. Michael N. rosenblatt

Class of ‘92Ms. Kimberly S. rubens-Quiros

Class of ‘93Mr. Gregory H. Obremski

Class of ‘99Mr. Brecken Morgan

Class of ‘08Mr. Jeffrey Osur

Current Students

Class of ‘13Ms. Lingjia CenMs. Polina GoryunovaMr. Spencer HarrisMs. yeonwoo HongMr. Trevor HughesMs. Qiangwei JiangMs. Xiaowei JiangMr. David KronegoldMs. Kristina LaMelaMr. yupeng LinMr. Lingzhi LiuMs. Na Lu


Classes, Continued

www.sks.org | 39

Ms. Lillian SnyderMr. Kan SomjaiwongMr. yuta SuzukiMs. yiting WuMs. Qun XiaMs. Linglin ZhangMs. Miao yue ZhangMs. Qian Zhang

Other Class years

Ms. Dominique DeFreece ‘14Mr. evan emanuel ‘15Ms. Madison Sergi ‘14


Mr. Guanwu MiaoMs. Paige MoranMr. Brett NeuwirthMr. Austin OhayonMr. Cameron OhlMr. ilyas OrazbekMr. Jordan SchecterMr. Shu Shen

CurrEnT faCulTy/STaff Ms. emily BoronkayMr. Corey BovaMs. Lynn Crevling ‘72Mr. and Mrs. Brian PJ CroninMr. and Mrs. David DardaniMr. and Mrs. Paul DomingueMs. Joanna e. evansMr. and Mrs. Taras FerencevychMr. and Mrs. raymond FultonMr. and Mrs. Joseph GraziosiMr. and Mrs. ray Hecht

We are grateful for the support we receive from parents of current students, parents of alumni, faculty, former faculty and friends.

Mr. and Mrs. Harold HenoMr. and Mrs. Scott HuntMr. Hamed KandilMr. and Mrs. Joseph KovacsMr. Jonathan Lamb and

Ms. Susan Toni ScherrerMr. and Mrs. Jim LepplaMr. Alan S. LewisMr. and Mrs. Philip MartinettiMr. Jonathan MeiselMr. and Mrs. Warren Mumford

Mr. and Mrs. John OdumMrs. Dana O’NeillMr. Moises OrtegaMs. Amanda PenecaleMr. Jim rensinkMr. William ShovanMr. and Mrs. James SollamiMr. Wim SprengerMr. Jim uhlig

fOrmEr faCulTy/STaff Ms. Leslie BretonMr. and Mrs. Frank BroganMr. and Mrs. Jack D’Angelo H’13Mr. and Mrs. Paul e. DavisMr. and Mrs. Thomas DonahueMs. Judy W. MathewsMr. and Mrs. Jason P. MillirenMr. Bill and Mrs. irene SeguinMs. Anna Stein-ObrerosMr. and Mrs. robert WentMrs. Ping Xu Moroney

friEnDS Mr. and Mrs. Stephen P. AdleyBrig. Gen. raymond e. Bell Jr.Mr. and Mrs. edward BristolMr. Paul Bucha and Mrs. Cynthia

Bell-BuchaMs. Linnea ConradMs. Sibyl r. GoldenMs. Margaret GriswoldMr. Douglas S. Land and

Ms. Lynn L. PeeblesMr. and Mrs. rocco LandesmanMrs. Joan F. LedouxMr. Harry B. Marshall Jr.Mr. Stephen MasonMr. and Mrs. David riderDr. Lucy H. Swift

CurrEnT GranDParEnTS Mrs. Norma Cavanaugh Ms. Anne Joyce

CurrEnT ParEnTSMr. and Mrs. Thomas AzevedoMr. yawJang Chen and

Mrs. yuhChyang KaoMr. David Chirls and

Mrs. roberta FisherMr. in Kook Cho and

Mrs. Soom Ok Lee



1867 society

The 1867 Society recognizes those individuals who have made a charitable provision for The Storm King School in their estate plans. The estate receives an estate tax charitable deduction for that provision. By joining the 1867 Society, you can make a significant contribution to benefit generations to come at the school.

Werner F. Auerbacher* Eliot F. Bartlett* ’37Joseph W. Blount ’74Michael A. Brower ’63Robert T. Cobb ’58Joe I. Cooper* ’46John E. Creveling* ’63Peter Duggan H’58Stephen P. Duggan Jr.* ’H54Antoine F. Gagne ’36Herbert G. Gelhardt, III ‘48

Lawrence J. Gratz ’61Edwin S. Jarrett* ’24Malcom Blake Johnson* ’41Henry O. Lumb* ’21Andrew Masten Bruce McCullough* Claiborne M. O’Connor* David W. Peck Jr.* Wilfred L. Raynor Jr.* ’39Arthur H. Reis ’75George F. Ross* ’64

John F. Settel ’50H. Gregory Shea ‘62J. Halsey Smith Jr. ’46The Albert Sussman Charitable

Remainder Annuity TrustFlorence E. Wall* William R. Wheeler* ’21Elsie Wunsch*

* deceased

Ms. Michele DeFreeceMs. Christina DiBellaMs. Nan Forte and

Mr. Stephen BialeDr. and Mrs. Daniel FoxMr. and Mrs. robert GarciaMs. Sheila GriersonMr. and Mrs. robert irishMs. Hye Myung JeongKaplan Family FoundationMr. and Mrs. Mark KatzMs. Bozena KulikMr. Sean McKean and Mrs.

Alexandra Hernandez-McKeanMr. Manpei Nakamuta ‘83Ms. Sherri NeuwirthMr. and Mrs. Brian OhlMs. rotha SchectmanMr. and Mrs. irwin SeemanMr. Lida Shen and

Mrs. Chen ying ChenMr. William Van Horn and

Mrs. erica BehrensMr. and Mrs. russell Zale

ParEnTS Of alumni Ms. Hilary Ackermann and

Mr. Paul GoldbergMs. Carla Caccamise AshMrs. elizabeth O. CantlineMr. and Mrs. Jose L. CastilloMr. and Mrs. Darrell CooperMr. Angelo C. FerraroMr. and Mrs. Joel D. FivisMr. Stanley r. Freilich and

Mrs. Carol MarquandMr. and Mrs. Michael FriedmanDr. evelyn J. HardenMr. and Mrs. robert HofThe rev. and Mrs. Francis A.

HubbardMr. and Mrs. Henry A. Hudson ‘73Mr. and Mrs. Philip A. McDermottMr. and Mrs. Stephen Meiley

Mr. and Mrs. edward J. MerrellMr. and Mrs. John D. MoyerMr. and Mrs. George NikolskyMr. Arnold S. PennerMr. and Mrs. Jeremiah H. Shaw, Sr.Mr. and Mrs. James SollamiMr. and Mrs. Francis J. StillwellMrs. Sylvia B. StreetDr. Linda TaylorMr. and Mrs. Frederick S. Wilson

CurrEnT TruSTEES Ms. Hilary Ackermann Dr. Massoud Amin ‘79Mr. roger Auerbacher ‘66Mr. Joseph W. Blount ‘74Mr. Michael A. Brower ‘63Mr. Scott Cantor ‘73Mr. David ChirlsMr. Jack D’Angelo H’13Mr. Harrison Davis, iii ‘56Ms. Michele DeFreeceMr. Paul C. Domingue

Mr. Stanley FreilichMr. B. deracey Gilbert Jr. ‘60Mr. Lawrence J. Gratz ‘61Mr. Bruce Hanson ‘62Mr. Mark McGivern ‘76Mr. Myles MegdalMr. Jason MillirenMr. Alec MiltonMrs. Paula OhlMr. Michael Spano

PaST TruSTEES Mr. richard G. Broughton ‘54Mr. robert H. Cory, iii ‘63Mr. Thomas J. Delaney ‘58Mr. Peter M. Duggan ‘58Mr. Michael J. Fischer ‘82Mr. Herbert G. Gelhardt, iii ‘48Mrs. Margaret HarbisonMr. Henry A. Hudson ‘73Mr. Norman Jeavons ‘48Mrs. Bettina P. MurrayMrs. Jeannette redden

Mr. richard roberts ‘60Mr. Alan H. Serinsky ‘70Mr. John F. Settel ‘50Mr. Jeremiah Shaw, Sr.Mr. e. Ward SmithMr. James SollamiMr. Gary Springer ‘72Mr. robert D. Williams ‘54Mr. Peter e. Wunsch ‘73

vEnDOrS Marshall & SterlingValley Septic ServiceWest Point Tours

GifTS in KinD Ms. emily BoronkayMr. robert H. Cory, iii ’63 and

Mr. Jose SousaMs. Sheila GriersonMr. and Mrs. Warren MumfordMr. Jim rensink


CurrEnT ParEnTS, COnTinuED

www.sks.org | 41


annual fund Class ParticipationParticipation percentages and amount raised are based on gifts to the Annual Fund only (rounded to nearest dollar).

1935 $100 8.3%

1936 $1,075 20%

1940 $700 16.67%

1945 $100 4.17%

1947 $250 2.5%

1948 $800 7.89%

1949 $25 3.23%

1950 $20,075 7.41%

1953 $390 10%

1954 $1,000 3.57%

1956 $186 9.09%

1957 $1,000 3.45%

1958 $550 2.33%

1959 $50 2.94%

1960 $4,945 13.21%

1961 $3,500 10.87%

1962 $3,885 10.34%

1963 $7,880 20.41%

1964 $455 10%

1965 $700 6.56%

1967 $125 2.38%

1968 $775 6.9%

1969 $1,420 8.51%

1970 $2,461 7.69%

1971 $1,875 9.09%

1972 $655 7.27%

1973 $8,220 5.25%

1974 $44,623 12.96%

1975 $930 7.69%

1976 $510 4.26%

1977 $840 4.08%

1979 $275 1.72%

1982 $2,000 1.96%

1983 $1,500 2.33%

1984 $500 2.33%

1986 $1,000 1.82%

1988 $250 1.52%

1989 $300 3.08%

1992 $240 4.35%

1993 $100 1.59%

1999 $1,200 2.17%

2008 $100 1.54%

2013 $1,686 100%

2014 $60 3.45%

2015 $25 2%

Classamount Raised participation Class

amount Raised participation


Capital and Endowment Campaign from January 1, 2010–June 30, 2013Capital campaigns raise additional non-operating funds for building construction, renovating current facilities, adding major programs and building our endowment for future needs.

Total Gifts Received $462,524.99

Total Pledges Outstanding $276,855.01

Total Capital Campaign: $739,380

Ms. Hilary Ackermann and Mr. Paul GoldbergMr. and Mrs. Frank AnnunziataMr. and Mrs. roger D. Auerbacher ‘66Mr. Joseph W. Blount ‘74Mr. richard Broughton ‘54Mr. and Mrs. Michael A. Brower ‘63Mr. and Mrs. Scott Cantor ‘73Mr. Ken CashmanMs. ruth ChapmanMr. Somphon Charumilinda ‘71Mr. David Chirls and Ms. roberta FisherMr. Brendan CoyneMs. Dana Crevling ‘77Ms. Lynn Crevling ‘72Mr. and Mrs. Jack D’Angelo H’13Ms. Anne S. DavidsonMr. and Mrs. Harrison M. Davis, iii ‘56Ms. Michele DeFreeceMr. and Mrs. Thomas Delaney ‘58Mr. Stephen W. Duffy H’71Mr. Peter Duggan H’58Ms. Joanna evansMr. and Mrs. David FlynnMr. and Mrs. Stanley FreilichMr. B. deracey Gilbert, Jr. ‘60 and Ms. Sally FischerMr. Lawrence Gratz ‘61 and Mrs. Jane SchiffMr. and Mrs. Bruce Hanson ‘62Mr. and Mrs. James Harbison

Mr. and Mrs. ray HechtMr. and Mrs. Henry Hudson, Sr. ‘73Mr. and Mrs. Scott HuntMr. Prinya Jotikasthira ‘66Mr. Hamed KandilMr. and Mrs. Joseph KovacsMr. Jonathan Lamb and Mrs. Susan Toni ScherrerMr. Jim LepplaMr. and Mrs. Phillip MartinettiMr. and Mrs. Jason P. MillirenMr. Alec A. Milton ‘89Mr. robert MorgenthauMr. richard MoyerMr. and Mrs. Warren MumfordMr. George MuserMr. Vudtichai Phornphiboon ‘66Mr. David riderMr. David riker ‘50Mr. rich roberts ‘60Mr. and Mrs. John F. Settel ‘50Mr. David Slap ‘75Mr. e. Ward SmithMr. and Mrs. James SollamiMr. Frederick Sopher ‘58Mr. Michael Spano ‘74The Storm King School Parents’ AssociationMs. Toni yagoda

This is Our Time: The Capital Campaign of The Storm King School


www.sks.org | 43

23%

13%

12%

10%

8%

3%

31%

This is Our Time: The Capital Campaign of The Storm King School

inCOmE

Tuition & fees 90% $5,300,300

annual Giving 6% $321,558

auxiliary income 4% $243,479

Endowment income 0% $3,054

TOTAL INCOME 100% $5,868,391

EXPEnSES

Education 31% $1,764,990

administration 23% $1,312,573

facilities/housekeeping 13% $756,058

Benefits 12% $658,361

auxiliary 10% $569,945

food 8% $437,624

residential 3% $173,449

TOTAL EXPENSE 100% $5,673,000

6%

Tuition and Fees Annual Giving Auxiliary Income

90%

4%

Education

Administration

Facilities/Housekeeping

Benefits

Auxiliary

Food

Residential

OPERATING SURPLUS $195,391

income and Expenses 2012-2013


Memoriam in

Frank Brogan, headmaster of The Storm King School, 1966-1974, passed away in Winter Park, Florida on July 30 at the age of 89. He was born in Canada on March 31, 1924 on the same day and year as Maia Anderson, who became his wife of 65 years. He earned a BA from the university of Massachusetts, cum laude, english honors and earned his Masters in Teaching from Harvard university. Frank joined the Marine Corps and earned the Bronze Star with Valor Clasp and a Purple Heart in WWii. He will always be remembered at The Storm King School by the students who were educated under his leadership. Frank wrote about SKS, “We will provide our students with training in skills and scholarship, manners and athletics. i have, however, two additional hopes for this school: that it make its boys sensitive and that it make them tough. Sensitivity is a characteristic of the fully developed man, a sensitivity fostered by a boy’s discovery of a personal meaning in books, in nature, in people and in lasting values. Toughness — physical, emotional, spiritual toughness is an accompanying necessity as the boy prepares to emerge into a world which will not always be to his liking. “ Frank also served on The Storm King School Board of Trustees from 2001-2004.

Memories of Frank from the SKS Community

Thank you for letting us know. I will ALWAYS cherish fond memories of Mr. Brogan. Even as a grown man, I spoke to him, or of him, as Mr. Brogan, rather than Frank. He was a gentleman, a extremely talented mentor, and a great headmaster.

—Jim Magid ‘71

Frank Brogan was one of the people who made a real difference in my life as I am sure he did with countless others. I read of his passing with a great sadness and an incredible feeling of gratitude for having had a chance to know him. Good Night Sweet Prince.

—Chris Cushman ‘72

Rest in peace Mr. Brogan. You taught us all so many important life lessons. I am so glad that I had the opportunity to speak with Maia recently and share my appreciation and love for them both. You will not be forgotten Mr. Brogan, you were a surrogate father and mentor to so many young, impressionable students during a time when we really needed your guidance, wisdom, humility, firmness and love. I will never forget how much you meant to me. I love you Frank Brogan.

—Brad Bronk ‘72

Frank Brogan

Henry Clement Harson ‘42 was born in Paris, France but moved to the united States at the age of five. After graduating from the Art and Design School at the Pratt institute in Brooklyn, New york, Henry worked for Street and Smith Publishers. He then worked at the McGraw Hill Publishing Company for more than 25 years in various art related capacities including art director for the Gregg Division. He retired in 1987 and moved to Manchester, Vermont to devote full time to his lifelong passion of painting.

Richard Sykes ‘46

William (Bill) Goodman Clark ‘50 was the brother of Watson “Gerry” Clark ‘48, nephew of Nelson Clark ‘35 and grand-nephew of the late Margaret Clark, a faculty member in 1894-5 and 1898-1936 for whom our annual teaching award is named. Following SKS, Bill went to Cornell university and was an officer and pilot in the u.S. Army.

James Debaun Jr. ’50 was born in Hackensack, NJ. Jim was a loving and devoted husband and father, grandfather and friend to all. He served in the u.S. Army for several years. He grew up in Woodcliff Lake, NJ and graduated from Tusculum Presbyterian College in Greenville, TN. He enjoyed reading WWi and WWii books and playing chess.

Tom B. Hyde ‘64Edward Jernagin ‘72Bill Gagan ‘73

I heard the news today and sat down and cried. Joy for his gifts. Sadness at youth now lost. He was my headmaster for my four years from age 14-18. He was a man showing boys what it is to be a man. A gentleman among gentlemen. A friend and mentor. A true gentle soul packed in a fiery strong leader. I shall know, love and respect him for all of my days.

—richard Koch ‘74


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Six yeaRS at SKS Memories from an AlumnusBy Tom Delaney ‘58

…I always, ALWAYS, felt that I was in the presence of truly good man and absolutely first rate mind when I was with him. I trusted him implicitly, as did we all...The world is diminished by his passing away….

—Tom DonahueFormer Faculty/Staff

Memories of Herb from the SKS Community

One of the giants of SKS in my view. Humble, decent, honest, unassuming, genuine, gentle, compassionate — and a quiet genius. Hard to imagine that we will ever see the likes of him again. A remarkable life that touched many.

—Stephen Duffy ‘71

six years, three headmasters and at least 23 trips to Peekskill to compete against either St. Peter’s School or Peekskill Military Academy encompass my time on the mountain. I continued the love which developed for The Storm King School over the ensuing years with roles on the Board of Trustees, The Alumni Association, rooting for “Cougars” (aka Mountaineers) when its teams traveled to New England, and at many rewarding Alumni Days. Going to SKS opened my eyes to the world in ways that otherwise would not have happened if I had stayed under the mountain and just looked up at it instead of riding up in Doc Dunn’s day student station wagon and, starting in 9th grade, as a boarding student. It was not just the studies and the athletics but the whole environment. Never a thespian, Mr. Picket made me take parts in Hamlet and The Caine Mutiny Court-Martial; while my wife of 49 years, Nancy Jo, can testify to my tone deafness, Mrs. Krida insisted on my participation in the choir; and to the disbelief of my suffering college nuclear lab partner, Mr. Went actually had me interested in science. The wonderful teachers at SKS are too many to mention, but I must mention the three families who were there for all six years [SKS was a six year school at the time, starting in 7th grade] — Dyers, VanDycks, and Sauers. Mrs. VanDyck was the 7th and 8th grade teacher. There were only three students in 7th grade, myself, Tom Scanlon and Mac Gaydon. Mac and his brothers left at Thanksgiving but he made quite a name for himself as the original “Slide Wah Guitarist.” Although never convincing me that the better part of basketball was to pass and not shoot, Mr. VanDyck was responsible for my attending Union College where I lived with his mother in my sophomore year. I’ll never forget the experience of having to get up enough courage to tell Mr. Coleman that I was turning down Cornell! In addition to trying to get me to learn Spanish and Latin, the Dyers took on the thankless task of trying to teach me table manners. I had a wonderful two years at Hickory Lodge where the Sauers took me into the family. It was a little harder for him to teach me that dy/dx was simply not a division problem where you cancelled out the ds and divided x into y! After my mother passed away, my father had considerable financial difficulties and five younger children to raise. The school offered one full scholarship to a Cornwall student each year. Bill DeGraw had graduated so it was available. Mr. Boyce and the trustees offered it to me. I have always been grateful.

Tom Delaney was recently elected as a trustee emeritus at SKS.

Herb Sauer

Herb Sauer, former faculty and staff member of The Storm King School, 1946-1985, passed away on Friday, October 25. A small excerpt from his obituary: Herbert G. Sauer, 93, of Falmouth, Maine passed away at home. Born January 23, 1920 in elizabeth, New Jersey to Alfred and Lucy Sauer. Herb majored in mathematics at St. Peter’s College in Montclair, NJ. Drafted into the army a month before Pearl Harbor, he met his future wife Tommye Miller at Fort Sill, Oklahoma. They married Thanksgiving Day 1944 in San Francisco, where he worked as a meteorologist during the war. in 1946, Herb took a ”temporary” teaching position at The Storm King School. He and Tommye stayed there for 40 years, raising six kids and inspiring students and making lifelong friends among neighbors, faculty and students. Herb taught math, coached sports, dispensed college guidance, and was later the director of studies, all while keeping up with his involvement with the Air Force reserves, and getting a master’s degree in education.

Special note: Fred Sopher ‘58 is inviting the 40 years of Storm King School students during Herb’s tenure to join him in paying tribute by raising money to name a classroom after him, as part of the Capital Campaign: This is Our Time. Anyone interested can contact Lynn Crevling via email at [email protected].


SKS |Class NotesThe SKS senior class travelled to Marist College in Poughkeepsie, N.y. for a campus visit and were greeted by Lily Snyder ‘13, now a Marist student. Lily gave the seniors a tour of campus and explained how Marist is known for its programs in technology, business, communications, fashion design and merchandising…all specific interests of the class.

Jun Wang ‘08 came back to SKS for a visit with Scott Hunt, the chair of the math and science departments in August. After graduating SKS, Jun attended Stevens institute of Technology and earned a master’s degree in Financial engineering. She is originally from Nanjing, China.

Michael Sollami ’02 recently led a software developing team in Boston that created a new app for the iPhone and iPad, Mustbin. He was also recently awarded a PhD in Mathematics.

Lauren Lug FitzHarris ‘97 recently married Brian FitzHarris, brother of SKS classmate Katie FitzHarris Mitchell ‘97. Her matron of honor was another SKS classmate, Susan Bransfield ‘95. She writes, “We are still a tight knit group!”

Doug Boughman ‘96 hasn’t been back to SKS since 2006 but hopes to make it back someday. Doug has been in California since

2000 working in the television industry and is currently the director of programming and acquisitions for esquire Network.

Megan (Cayea) Schreiner ‘93 writes: Hello! Life has been great! it has been so cool reconnecting with alumni on Facebook. So in some way i feel like many of you know what i have been up to. When i left Storm King i went on to nursing school and then worked as a Critical Care rN and then as a case manager for troubled boys. Then i married an awesome man and started a family and put my nursing career on hold. i have 3 kids — 2 boys and a girl. i have been a professional mama since my first was born. My oldest just entered middle school and my youngest preschool, so a new chapter in my nursing career will begin. Being home with my kids has been fun and crazy all in one, but i wouldn’t change it for the world! i recently reconnected with SKS and after learning that over 1450 alumni are lost (no active addresses), i agreed to become the 1993 class agent. Which basically means i am going to help track down lost alumni from ‘93 and help keep all of you posted on upcoming events that SKS has to offer. So it’s likely that many of you will be hearing from me in hopes of bringing SKS alumni back together. it would be great to hear how everyone is doing. Please update your contact info and drop SKS a class note on the website: sks.org/contact-info-class-notes.

Jon Devens ’83 has his own business and is living and working in New Hampshire. He described SKS as “a second chance for me.” He remembers washing and polishing Admissions Director Terry ullran’s motorcycle; Jack America as “an expert interrogator”, and the ultimate sport — Matt Culberson’s ultimate frisbee. “How about having an ultimate Frisbee game at the next reunion? Matt, where are you?”

Steve Zirnkilton ‘76 is the signature voice of NBC’s critically acclaimed Law & Order brand; which in addition to the “mothership”

includes Law & Order: Special Victims unit and Law & Order: Criminal intent. Steve’s other credits include; NBC, CBS, ABC, CNN, Discovery Channel, TLC, TNT, TBS, eSPN and the Cartoon Network. His voice has been heard on The Tonight Show with Jay Leno as well as the animated series Family Guy. He was the voice of the reporter in the animated feature film, The rugrats Movie. Baseball fans know him as the narrator for the documentary Faith rewarded, a film about the Boston red Sox historic 2004 World Championship season. He was the narrator for TLC’s Code Blue and the syndicated series Arrest & Trial. Steve has been the live announcer for the Kennedy Center Honors. And next May, he will co-host the Top Cops Awards in Washington, D.C. for the 14th consecutive year. Steve served four terms in the Maine Legislature before turning to his present career.

Mike Brophey ’72 just marked 40 years in the broadcasting industry in a career that has been both on the air and in program-ming, all started with making the announcements in the dining hall at SKS before dinner! Mike was a geology major at Susquehanna university but discovered the campus radio station and opted out of “rock for jocks” geology. He managed a 60-person AM/FM radio station on his college campus, and worked summers for WBNr in Beacon, N.y. and WSPK in Poughkeepsie, plus earned his degree in Communications. radio has taken him to Kentucky, Atlantic City, Philadelphia, and Boston — the latter since 1996 — where he is program director. Mike has been a leader in country music radio for thirty years, starting in Philadelphia. recent awards include Country radio Aircheck Major Market Program Director of the year for 2013, Top Country radio Program Directors by Radio Ink magazine for seven consecutive years, and his station in Boston, WKLB, was named Major Market Country radio Station of the year by The Country Music Association. in February, he’ll be inducted into the Country radio Hall of Fame in Nashville for his service to the


country radio industry. Mike works with his wife Ginny, and they have two children — a 22-year-old daughter studying to be a physician’s assistant, and a 15-year-old son who is an elite level hockey goalie.

Sunchai A. Rajadhon, Ph.D. ‘72* sends his regards. He was last at Storm King in 2003 for the 30th class reunion. Sunchai, and his wife Kanda, still retain their house in Bangkok but their kids live there. Sunchai wrote that he has been living in Chiang Mai, in the North of Thailand, for almost four years, the last two full time, as he in now retired and devoting his time to animals.

Olly Quayle ‘65 reports that he has embarked on his third career. His first career was as a teacher, then he was principal, and after that he earned a master’s degree in Psychology and is now working as a mental health counselor in Burlington, Vermont. Olly hasn’t been back to the mountain since graduation, but hopes to make his first trip back for reunion 2014 (a warm up for his 50th!) Olly said “i remember really feeling nurtured by my teachers at SKS”.

Bob Corey ‘63* writes: OMG what a great 50th reunion in June! We had more classmates attending than any other class — pretty amazing for a bunch of guys over 60. To all my classmates that came, thanks for the memories and the wonderful reconnections. For those that were there in spirit, i hope you felt some of the vibes emanating from the mountain that weekend. Those of us who were there decided that our next reunion will be in four

years, not five, so we can be part of the celebration of the 150th anniversary of the school. Mark your calendars now (before CrS sets in)! To my classmates — write something for these class notes!!

Since graduating from SKS, Peter Boyce ‘54*, attended Harvard and graduated in 1958, earned a PhD in astronomy from Michigan university in 1963, and worked at Lowell Observatory for 10 years. He was a program officer at the National Science Foundation in charge of astronomical instrumentation ($6 million budget) for six years, then received a congressional fellowship and worked for a year as science advisor to Congressman Mo udall from Arizona. He held the position of executive Officer of the American Astronomical Society (AAS) for 16 years. under Boyce’s leadership, the AAS was the first scientific society to put their scientific journals on line. Dr. Boyce got an award from Science magazine for building the cooperative

organization which combined the NASA database of abstracts with the electronic journal and the worldwide databases of information in 1996. Other fields, like biology, still have nothing like this electronic resource. His contributions, especially in the realm of electronic publishing, have been meaningful for the advancement of knowledge about the world we live in. Dr. Boyce also served as the editor of the Bulletin of the American Astronomical Society from 1979 to 1996 and the editor and publisher of the Newsletter of the American Astronomical Society during the same period. He has a number of scholarly papers to his credit including an article in Science on astronomical detectors.

Lionel L. Rowe ‘51 sent copies of three tennis certificates of uSTA National rankings for the grandfather and grandson hard court national championships held in LaJolla, California for the past three years. His two 15-year old grandsons (twins) rotate each year playing with him in these tournaments. in 2010, Lionel rowe and Billy James rowe were tenth in the nation. in 2011, Lionel rowe and Charlie Wilson rowe were sixth in the nation. This year Billy and he won the nationals and will try to defend out title in December. Lionel played varsity tennis for five years on the mountain, sometimes with Herb Sauer, who according to Lionel was the only one that could beat him! He is in the SKS Hall of Fame for tennis.

Bruce Dolph ‘50* of Manhattan Beach, California writes: i’ve obviously put this on hold for too long, but i was just going through the latest issue of On the Mountain, and saw a picture of Herb Sauer. He taught

me math during the years (1946-50) when i was a student at SKS. He was a great teacher as well as a fine coach. Nine years later, after graduation from Annapolis and flying in the uSAF, i returned to SKS as a math teacher — under the supervision of Herb Sauer. i also was an assistant baseball coach under Herb, as well as the JV basketball coach with Dave VanDyck ‘40. i was married during my one year there as a teacher. My Best Man was Dick Silver, who taught english, lived in the infirmary, and wound up marrying the school nurse. One of my ushers was Arnold Toback, who taught history and

was a flaming liberal. We spent many happy evenings playing Foosball and drinking. Occasionally we would go with another teacher (Tom Tenney), to hoist a few in Newburgh, which Tom referred to as “Newbs”.

Opposite: Jun Wang ‘08 with Scott Hunt during her recent SKS visit; Left: Mike Brophey ‘72 displays a guitar autographed by Taylor Swift; right: Peter Boyce ‘54 talks to an 8th grade biology class.

*To read more about these SKS alumni, go to class notes on our website:

sks.org/alumni/class-notes

www.sks.org | 47


i am SKS Scott Hunt, SKS Faculty

Where i’m fromSusanville, California. Many might call it the “sticks” of Northeastern California. My mothers’ parents had a 1000+ acre cattle ranch and you could see mountains more than 30 miles away in Nevada.

Why i came to teach at SKSI worked for a company which was bought out by another. My severance package was generous, I was getting up there in age, and I didn’t want to spend half of my time on business travel. I had done a lot of coaching and enjoyed working with kids, so I thought of teaching. With two of our sons having graduated from SKS (and one more two years later), and living in Cornwall-on-Hudson for 30 years at the time, I decided to talk to Headmaster Phil Riley, and…wouldn’t you know it…the physics teacher was leaving. So here I am, 13 years later!

What i get out of teaching at SKSIt keeps me younger. This may sound strange, but as exasperating as working with adolescents can be at times, the rewards are many. In many ways, you can say that I have learned more from my students than they probably have from me.

My biggest accomplishment as a teacherHaving a student say “thank you” and mean it…especially on graduation day.

The best advice ever receivedThe first two came from Dad and the last from Mom: 1) No one owes you anything; 2) “Scott, you can make a lot of mistakes, but make sure you never make these two: tell me a lie, and be called lazy by one of my friends in the lumber mill.” [Note: I worked my way through college in lumber mills.]; 3) Do onto others as you would have them do to you.

The hardest thing i ever had to doBeing a parent. But it has also been my biggest joy and honor. Every day I wondered if I was doing the right thing and things haven’t really changed all that much. But I have the greatest wife in the world to help me through it. In the end, all we can do is offer unconditional love and acknowledge our mistakes.

1867

SOCIETY

in the 1990s, The Storm King School Board of Trustees established the 1867 Society to recognize

those individuals who have included the school in their estate plans. By designating the school

as a beneficiary of a will or living trust, or by including the school as a beneficiary in a life-income gift

arrangement, these farsighted alumni, parents and friends invest in Storm King’s long-term health and

prosperity.

If you have already included the school in your estate plans, we encourage you to inform the school of your

intended gift.

In addition to simple bequest intentions, we can provide information on a

number of life-income gift opportunities for those seeking to:

• Help provide long-term prosperity for the School

• Earn a current tax deduction for a future gift

• Earn a guaranteed lifetime income

• Reduce or eliminate capital gains tax on appreciated securities

• Reduce or eliminate estate tax

As you can see, many planned gift opportunities exist.

1867 Society

If you would like

more information

on planned giving

at SKS, and the

1867 Society, please

contact Headmaster

Paul Domingue at

845.458.7511

or by email at

[email protected].

Attention parents of alumni: if this issue is addressed to a son or daughter who no longer maintains a permanent address at your home, please notify the Development Department of the new mailing address: [email protected] or 845.534.7892 x217.

THE STORM KING SCHOOL314 Mountain roadCornwall-on-Hudson, Ny 12520-1899

sks.orgCheck out our updated website to learn about Storm King School news and events.

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