PRINCETON DAY - Digifind-it
PRINCETON DAYSCHOOL JOURNALEditors:D uncan W. AilingLinda Maxwel l Stefanelli '62Vol. 2 2No. 1Fall 1 9 8 8ContentsF ro m the H eadm aster, D un c a n W. A i l i n g .1Admissions: M ore T han Yes or N o . 3Evaluation T ea m Visits PDS, A r t h u r Aa r ons on .A Special Trip, Molly Ho u s t o n4. 5Senior S em inars Spur C reativity, Stephen Lawrence. 8Students and Professionals Explore Film W riting, Hope CostinBoard of T ru stee s Report, Winton H. Manning.9. 11Alum ni Association Report, Lesley Loser J o h n s t o n ' 66. 12P arents Association Report, Tina G r e e n b e r g .12Sports .13O n C a m p u s . 14T h e Lead Business P ro g ram : H an d s-O n Economics,Sonya Nock '89 .14Values Education Discussed in Faculty Forum16Com m encem ent. 17C lass of 1 9 8 8 Alumni Children . 18C lass Notes. 19C o n t r i b u t i n g p h o t o g r a p h e r s : Eileen H o h m u t h - L e m o n i c k , Joh n Baldwin,T o m D u n h a m , Collins R o th '88.It is th e policy o f P r i n c e t o n D a y S c h o o l to ad m it bo y s and girls o f a n y race, co lor,religion, national and e t h n ic origin to all the rights, privileges, p ro g ra m s, andactivit ies g e n e r a l ly acco rd ed o r m ade available to s t u d e n t s at the schoo l. T h esc h oo l d oes n o t d is crim in ate on the basis o f race, color, religion, national ande t h n ic orig in in e m p l o y m e n t o r in a d m i n i s t r a t i o n o f its ed ucational policies,sc h ola rship p r o g r a m s , athletic and o t h e r sch ool-a d m in is te red p ro g ram s.
FROM THE HEADMASTERby Duncan W. AilingO n a b e a u t i f u l S a t u r d a y in S e p t e m b e r , 1 p a r t i c i p a t e d in a s e r i e s o fe ve nt s which evoked the past in specialways. As C h a i r m a n o f the 3 0 t h r e union for my college class, I was calledto a me e t i n g in C o n n e c t i c u t for c ha i r me n of class reuni ons wh o s e classese n d e d in z e r o and f i v e . W e n e edi n s t r u c t i o n on h o w t o o r g a n i z e o u rreuni ons. T h e lesson was not hard, butt he interaction of the people f rom theclasses 1 9 1 0 - 1 9 8 5 was fascinating.T h e y p r e s e n t e d a ri c h c o l l e c t i o n o fvi ewpoints of our college.M y t h o u g ht s on creati ng a hi storyof a college t hr o ugh listening to a vari e t y of voices f rom its al umni body c o n tinued as I drove toward Princeton. T obreak up the t h r e e - h o u r trip, I stoppedin my N e w Y o r k h o m e t o w n . By s heeraccident 1 bumped into the thirtiethreu nion of the high school class of1 958. Suddenly, I was d r a w n into thep a s t as t h e s e p e o p l e d i s c u s s e d t h eschool and t hems el ves , both then andn o w, and in s ome i nstances discussedme and my cl assmat es (a girl friendf r o m that class w h o m I had not s een int hi rt y years prompted part of this dis cussion!). Listeni ng to the various voi ces was e nt e r t ai ni ng, as well as r e i n f o r c e m e n t f or my t h o u g h t s on h o wo n e mi ght approach the hi story o f anacademic institution.M y day wi th the past was not c o m plete, h o w e v e r , for 1 k n e w that onceback in Princeton, 1 would attend twom o r e e ve nt s which evoked the past. Atsix p.m., C y n t hi a and I w e nt to Col r os st o j o i n P D S ' s c l a s s o f 1 9 7 8 f o r itst e n t h - r e u n i on celebration. T h e s hortvi si t w i t h t h e m w a s n o t u n l i k e m ye n c o u n t e r wi th the class of 1 9 5 8 , onlyt he perspectives seemed m o r e vivid forthese recent graduates.T h e day ended with o u r attendanceat the Cel ebrati on Ball of t he HistoricalSoci ety of Princeton. As we celebratedt he 1 5 0 t h birthday of o u r good town,the period pieces w o r n by s ome of theat t e nd e e s remi nded me of past voicesand what t he y mi ght have had to sayabout this c om m u n i t y as it once was.Af t e r this unusual day, I returned toa vivid historical novel which I haven e a r l y c o m p l e t e d and r e c o m m e n d e dv i g o r o u s l y t o v a r i o u s p e o p l e . T heTenants of Time conve ys the dil emma ofwriti ng history, the i mportance of his tory to civilized nati ons and the beautyo f telling hi story t hr o ug h the voices ofthe part icip ants. T h e s e points aremade clear at the ou t s e t of the novelw h e n Prentiss, a young hi stori an w h owi s hes to write a bout an uprising inC l on b r o n y , Ireland in 1 8 6 7 , visits fort he first time in 1 04, M a c M a h o n , as c hoo l ma s t e r w h o participated in theuprising. T h e i r initial discussion aboutP ren tiss's purpose tu rn s into a dia logue a bout history.Prentiss has found his early researchinto d o c u me n t s unsatisfactory. "It is allshadows and f r a g me nt s, " and he wa n t sto speak to those w h o we r e there. B utt h e old s c h o o l m a s t e r m u s e s a b o u tw h e t h e r h i s t o r y g i v e s us t h e t r u t h ,which leads Prentiss to query, "if hi s tory should be wr i t t en at all." M a c M a h o n chides him for mi sint erpret inghi m, because he believes the writi ngand s tu d y i n g of h i s t o r y ar e c o r n e r s t one s for the perpetuation and pr o g re ss of civilization. T h e n , T h o m a sFl anagan, the a ut hor , makes the pointthat " f o r Prentiss, M a c M a h o n himselfwas history, not the grand history ofGi bb on and Macauley, ordered pa ra graphs and apposite quot ations m a r c h ing across centuries, s weeping up men,kings, ideas, armi es, but a f r a gm e n t ofthe past, a ma n g ro wn old wi th thee x t e n t of his life thi ckening upon hisme mo r i e s of a few weeks of i ns urre c tion."R e u n i o n s , in o n e s e n s e , a r e t hega t h e r i ng s of people g r o wi ng old witht h e e x t e n t o f t h e i r l ives t h i c k e n i n gupon the m e mo r i e s of school days, butw h e n listening to thei r voices, we real ize the i mpor tance of those voices tohistory. T h e perpetual retelling of thepast, keeps an era, a place, a set ofevents, alive. T h e e t hos of academici n s t i t u t i o n s is t r a c e a b l e , in p a r t , tograduat es r e m e m b e r i n g their past atr e u n i o n s . K e e p in g the voic es of thepast alive in the teachi ng o f hi s t ory int h i s c o u n t r y is a l s o i m p o r t a n t . T o oo f t e n teachers lose sight of the voiceso f the participants in past e ve nt s andrely on broad g e n e r a l i z a t i o n s s u p ported by one o r t wo examples.M r . F l a n a g a n r e m i n d s us o f t h i sp o i n t in hi s e x t r a o r d i n a r y n o v e l inwhich he weaves ma n y voices t o g e t he rto pre s en t a t we nt y - f i ve y e ar period ofIrish history. Personal narrative bringsto life the pursuit of t he truth, the cri t ical m o m e n t in a series of e ve nt s o r theunders tandi ng of all forces in play d ur ing an era. T e a c h e r s of hi story shouldkeep those voices alive in thei r t e ac h ing.T h e i mpor t anc e o f this approach toteaching hi story was reinforced for mew h e n 1 read a bout the report of theNational E n d o wme n t for the H u ma n i ties on the s tate of the hu ma ni t i e s incolleges and universities in the Chronicleo f H ig h er Education a nd t h e w i n n i n ge s s a y in t h e H i s t o r y B o o k C l u b ' s1 9 7 S's more athletic m em bers pose before their m arathon softball g a m e at P D S in September.1
mo n t h l y Review. T h e N E H report notest h a t 3 7 p e r c e n t o f o u r c o l l e g e s anduniversities permi t st udent s to gr a du ate wi t h o u t a c ours e in history. ( T h epercent ages are wo r s e for literature,ph ilo so p h y and fo reig n la nguage .)And this n u m b e r does not address allthose s t ude nt s w h o take one historyc o u r s e to m e e t a r e q u i r e m e n t a ndth e n , possibly, n e v e r take a n o t h e r .St an Prager, the a u t h o r of the wi nni ngH B C essay, is mo r e pointed a bout thisdevel opment in hi gher education. Hebelieves s t ude nt s have c o m e to " h a t e "and " s h u n " hi story because "history isof t e n t aught — especially on the ele me nt a r y and secondary levels — as lit tle mo r e than a cal endar of dates ande ve nt s to be memor i zed, a dull c hr oni cle of kings and battles."As re uni ons keep the voices of thepast alive, so mu s t t e a che rs keep thevoices o f the past alive in the teachingof history. T h e vigor of an institutionsuch as P D S depends in ma ny waysupon the voices of its graduat es, andnot just in the c o n t e x t of reunions.T h e same can be said for civilizations,and for our democ ra cy w h o s e s trengthrests with an i nformed citizenry. K e ep ing the voices of the past alive in theteaching of hi story, so that all s tudentsappreciate and understand the past iscritical to the f ut ur e of o u r society. 1am confident that the teaching of his tory at P D S c ont r i b ut e s to graduat ingyoun g people w h o b ec ome i nformed,thought f ul citizens. T h e al umni 1 haveme t in my first t wo years a t P D S c o n firm this.Some things never change.Childhood friendships are still the best.C o m e say hello!Alumni Day, Saturday, May 20, 19892
ADMISSIONS: MORE THAN YES OR NOKa t hl ee n O'Neill Jami e s on is exciteda b o u t h e r n e w j o b as D i r e c t o r o fAdmission. Explaining the unique qual ities of P D S to prospective st udentsa n d p a r e n t s is o n e o f h e r p r i m a r yr e s p o n s i b i l i t i e s and o n e s h e e n j o y st r e me nd ou s l y . S h e is well suited to thet a s k as s h e b e l i e v e s s t r o n g l y in t h evalue of a j uni or ki ndergart en t hr ought wel f t h grade i ndependent day school.S h e cites e asy access to pa r e nt s as ana d vant age and pre f e rs a school thatc o m b i ne s ages f our t hr oug h ei ght eenw h e r e "children can see and be rolem o d e l s . " S h e t a u g h t at tw o sim ilarschools b ef o r e comi ng to P D S ; M a u m e e Valley C o u n t r y Da y in O h i o andUniversi ty Liggett School in Michigan.S h e k n e w P D S was a special placew h e n she first applied f o r a MiddleSc hoo l English position in 1 9 8 2 . S h eme t t e ache r s " w h o sparkled wi th intel l i g e n c e , c r e a t i v i t y and e n e r g y t h e m selves and at the same time thrived onthe ideas and experi ence of s ome on en e w. "As a f o r m e r t e ache r at P D S , Ka t h yk n o w s t h e d e m a n d s a nd j o y s o f aPrinceton Da y School education. W h e nshe b ecam e D irecto r of the AnnualFund and edi tor of various school p u b lications, she forged s tr o n g w o rk i n grelationships wi th parents, alumni andt r u s t e e s . T h o s e consti tuenci es can bee n or m o u s l y helpful to K a t h y n o w ass he seeks to broaden the school's vis ibility in the c o m m u n i t y and c o m m u n icate the excellence of progra ms avail able to s tudents. He r perspective as apare nt is perhaps the m o s t telling, fors he readily c om mu n i c a t e s to prospec tive p a r e nt s he r great pleasure in he rd aug ht e r s ' education at P DS .K a t h y feels very f o r t u na t e that sheinherited a s t rong, organized programf r o m f o r m e r Admi ssions Di r ec t o r Da nSkvir. T h e school is well k n o w n anda t t r a c t s an a v e r a g e o f 4 0 0 q u a l i f i e dapplicants yearly (m ore boys thangirls!) b ut to keep pace wi th the area'sg r o w th , c o m m u n ica tio n s are a c o n s t a n t p r i o r i t y . A n a g g r e s s i v e pu b l icrelations campai gn is needed to i nf or mt he c o m m u n i t y of all we offer. T h earea b oas t s ma ny educational optionsso P D S m u s t articulate a s t r o ng m e s sage regarding the quality of teachingand the breadt h of the curri c ul um atou r school.K a t h y has been visiting o t h e rschools, not only to learn m o r e a b outt h e m b u t to p i n p o i n t t h e w a y s inw h ic h P D S d if fe r s and the qualitiest ha t m a k e it unique. S h e also wo r k s tocreate bonds with schools that mayr e c o m m e n d s t ude nt s to us. Assi st antDi r ec t o r of Admission Diane R o s e n b erg has prepared a packet of i n f o r ma tion for realtors and corporate pe r s on nel. T h e public will be invited to anO p e n Ho u s e on ca mpu s this wi nt e rand s ev er a l s m a lle r, n e i g h b o r h o o dga t he r i ng s will be scheduled t h r o u g h out the year. F or internal purposes,K a th y has created a n e w publicationentitled Welcome Edition which will keepvo l unt e er s, faculty and trus t e es up todate regarding admissions activity,trends, and visitors.In o r d e r t o p r o c e e d in t h e r i g h td i r e c t i o n , r e s e a r c h o n a d m i s s i o n s isi mpor t a nt . K a t h y has me t wi th severalprofessi onal s f rom Princeton Un i v e r sity and o u r parent and alumni c o n s t i t ue nc y to develop strategi es based onr e s e a r c h o n a d m i s s i o n s a c t i v i t y . Inaddi ti on, K a t h y a tt e n d e d the EssexI nsti tute this s um me r . T h e programf eatured resear ch and the admissionproc es s as well as h o w college a dmi s sion procedures mi ght e n h a n c e s ec o n d a r y s c h o o l p r o g r a m s . In O c t o b e rK a th y and Diane Ros e nbe r g will attendthe S e c o n d a ry School AdmissionsT e s t i n g B o a r d a n n u a l c o n f e r e n c e . Itc o v e r s e v e r y t h i n g f r o m r u n n i n g anO p e n Hous e to educating the giftedchild.K a t h y J a m ie s o n a n d m e m b e r s o f th e S tu d en tCom m ittee on A dm issions.K a t h y believes it is be t t er to showpeople the a dva nt a g e s of a P D S e duca tion r a t h e r than just talk a b out it. T othis end she has enlisted the help ofparents, al umni and students. Presentpa r e nt s and al umni will f o r m a v o l u n teer n e t wo r k to host prospective s t u dents during school visits and makefo ll o w - u p p h o n e calls to a n s w e rquestions.T h e S t u d e n t C o m m i t t e e on Admi s s i o n i n v o l v e s s t u d e n t s in s e v e n t ht h r o ug h twel fth grade in the admi s s i o n p r o c e s s . T h e y t a k e v i s i t o r s onschool tours and, as part of their t rai n ing, t o ur the school t he ms e l ves andinterview d ep artm e n t heads aboutc our s e s so t he y will be able to talkknowledgeabl y a b out the curricul um.T h e y are asked to be a wa r e of physicala r e a s in n e e d o f i m p r o v e m e n t andhave accepted responsibility for certaincampu s beautification projects. T h e yare in c h a r g e of creati ng displays onschool activities that are mo unt e d inthe front hall.T h e Faculty Admi ssion C o m m i t t e ewill assist Ka t h y with the evaluation ofapplicants for the Middle and UpperSchools. Six teachers from each divi s i o n will h e l p h e r r e a d a p p l i c a t i o nf o l d e r s and m a k e r e c o m m e n d a t i o n sfor admission.Ka t h y is grateful for the support oft w o f a c u l t y m e m b e r s w h o w o r k ina d m i s s i o n s . D i a n e R o s e n b e r g is t hen e w Assi st ant Di r ec t o r o f Admi ssionand a Middle School hi story teacher.S h e organizes the S t u d e n t C o mm i t t e eo n A d m i s s i o n a nd i n t e r v i e w s m o s tMiddle Sc hool candidates. Sue Petrickc ombi ne s he r duties as L o w e r SchoolReading specialist with that of Co ordi na t o r of L o w e r School Admi ssion. Shei nt e r vi ews and tests candidates for j u nior kinderg arten throug h fourthgrade and then eval uates the results.Admissio n decisions are made withL ow e r School Head Sara Sc hwi e be r tand the Di r ec t or o f Admission.T h e school is al ways e ager to heara b o u t st udent s w h o ma y be i nterestedin P D S . Al t ho ug h it does not activelyrecruit athl etes, the Admi ssion Offi cew o r k s c l o s e l y w i t h t h e D i r e c t o r ofA t h l e t i c s a n d c o a c h e s t o fi nd wel lrounded applicants. AdministrativeAs s i st a nt Pat O s a n d e r has done r e search into the part financial aid playsin a student' s decision to c ome to P D Sand the D e v e lo p me n t Of f i ce is kept3
p o s t e d on t h e s t a t i s t i c s in o r d e r tom ake a case to d on o rs fo r increasingscholarships.T h e Admission O ffice now coordin a t e s all t h e i n t e r n a t i o n a l e x c h a n g ep r o g r a m s and re v ie w s a p p licatio n s.T h e r e are several p ro g ra m s th a t e n able fo reig n s tu d e n ts to visit P D S aswell as c h a n c e s fo r o u r s tu d e n ts tospend time in a school abroad.T h e Admission O ffic e clearly needsthe support of all school d ep a rtm e n tsan d c o n s t i t u e n c i e s to be s u c c e s s f u l .K a th y has m o re ideas th an time at them o m e n t, but a clear vision o f a c o h e sive org anization is already e m erg ing .T h e 1 9 8 8 - 1 9 8 9 a d m i s s i o n s e a s o n isw ell u n d e r w a y . V is it in g fa m ilie sremind us o f the op portu nities parentsseek fo r their children. From Kathy 'spoint o f view, " W e are in a position too f fe r these families exceptionally finet e a c h i n g an d f a c i l i t i e s . T h e r e is a ls og reat satisfactio n in bringing familiesto P D S w h e r e th eir children will betreated with kindness and respect."E V A L U A T IO N T E A MV ISIT S PD Sby A r th u r AaronsonSue Pt'trick w orks with lo w e r School students.Plans are being made for the visit toPri nceton Da y School of the MiddleSt a t e s accreditation team on O c t o b e r26th, 27th, 28th. Redmond Finney,He a d ma s t e r of the Gi l man School inBal ti more, Mar yl and is the chai rmanof the visiting team and the assistantc h a i rma n is Ka r e n J o hn s o n f rom O a kLane C o u n t r y Da y School in Blue Bell,P e n n s y l v a n i a . T h e v i s i t i n g t e a m iscom posed of tw e n t y - t w o facultym e m b e r s f r o m p r i v a t e a nd p u b l icschools in N e w Jersey and P e nnsyl va nia. Both Mr . Fi nney and Ms. J ohns onwill m e e t w i t h t h e P D S f a c u l t y onO c t o b e r 3 to explain f u r t h e r detailsa bout the upcomi ng visit.O n Tu esd ay, O c to b e r 25th therewill be a dinner at P D S for the visitingteam, Board of T r u s te e s , d e p a r t me ntc h a i r m e n , t h e M i dd l e S t a t e s f a c u l t ysteeri ng c ommi t t e e , school admi ni s t ra tion and o f f i c e r s fr o m the P a r e n t sAssociation and Al umni Council. D u r ing the evening a s u m m a r y of the phi l osophy and objectives of the schooland a s u m m a r y of the s ch oo l andc o m m u n i t y report will be presented tothe visiting team.T h e visit of the accreditation teamwill c u l m i n a t e w i t h a n o r al r e p o r tpresented to the faculty on O c t o b e r2 8t h at the conclusi on o f the schoolday. Dur i ng their stay in Princeton,P D S will provide a c c ommod at i ons forthe visiting team at the Holiday Inn onRoute 1.
A SPECIAL TRIPby Molly HoustonSecond Grade T e ac h e rO n April 1 2 t h and 13 t h, 1 9 8 8 theSe cond G r a d e class at Pri nceton Da ySc hoo l took a ve ry special trip. T h e yw e n t all t h e w a y to N e w W i n d s o r ,Mar yl and, a small, quai nt t o wn sit u ated in lovely Carrol l C o u n t y in then o r t h w e s t e r n part of the state. T h es t ude nt s w e r e accompanied by t hreet e a c h e r s (t h e i r o w n al on g with theL o w e r School science teacher), six par e nt s (four M o m s and two Dads), andthe g u e s t of h o n o r — the reason fort h e t r i p — a s m a l l f o u r - m o n t h oldl amb named " F uzzBal l " by the SecondGraders.T h e question immedi ately c omes tom i n d , " W h a t in t h e w o r l d w o u l d awhol e class of seven and eight yearolds be doing taki ng a y ou ng l amb toCarroll C o u n ty , M a r y la n d ?" A verygood q ue s t i on, and I will do my best toexplain the ans we r.T h o s e of you w h o w ere SecondGr a d e s t ude nt s at P D S (or attendedo t h e r L o w e r School classes) in the lastf i f t e e n y e a r s o r s o, m a y re c a l l t h ecolorful calendars you made, or bought,in the late fall. Fr o m the proceeds oft hese cal endar sales, the children lookf or a w o r t h y project, out of school aswell as in, which t hey can support witht he profits, and — mo s t i mpor t a nt — ap r o j e c t w h ic h s ev en and ei g h t ye arolds can relate to and understand. Inyears past, the Se cond G r a d e has c o n t r i b u t e d f u n d s to t h e Trenton T im esN e e d y C a s e s F u n d , t h e Town TopicsC h ris tm a s Fund, A frican Relieft hr ou g h the Red Cr os s , c l othes whichwe b o u g ht f or children in needy f a mi lies in T r e n t o n t hr oug h Family S e r vice. T h e y have also cont ri but ed fundswhi ch helped to buy the curtains usedto darken the S ou t h c o m m o n s , and aportable oven for L o we r School use.T h i s ye ar we we r e again faced wi thfinding a good use for o u r hard-earnedmoney. O n e project which appealed tothe c h ild re n was called " A d o p t aNe ighb or " sponsored by a local s tore inPrinceton. T h e idea was to help theelderly o r handicapped in ou r area ins ome special way. S o m e of o u r dollarsw ent there. T h e money bought ahe l me t for a local handicapped candyv e nd o r w h o was familiar to ma ny ofthe children. T h e r e was, howe ve r, asubstantial a m o u n t of cash left f romo u r project, so we put o u r thinkingcaps on to c ome up wi th yet a n o t he ridea which o u r seven and eight yearolds would take to and understand.It wa s at this point that Judy Wil liams, my c o - S e c o n d G r a d e te a ch e r,suggested the " He i f e r Proj ect I nt e r n a tional," explaining that the Heif er P r o j e c t is a n i n t e r n a t i o n a l o r g a n i z a t i o nt ha t supplies ani mal s — heifers, sheep,pigs, rabbits, goat s, chi ckens, and evenbees — to underdeveloped countri esand to pove r t y stri cken areas of theUnited States. T h e s e "living gi fts" aret r a n s p o r t e d b y p l a n e s a nd s h i p s ." Li ve s t oc k have g o n e to 1 0 7 countri esa nd 3 3 s t a t e s in t h e U n i t e d S t a t e s .Wi th eve r y animal has g o n e training init's care and the r e qu i rement that oneo r mo r e p r o g e ny of the ani mal s pro d u c t i v i t y b e p a s s e d o n t o o t h e r s inneed. " T h e children we r e fascinated tolearn that the families w ho receivet h e s e " l i v i n g g i f t s " m u s t p r o m i s e topass the first ani mal s born on to then e x t village o r t o w n , and th u s the" gi f t s " are spread t hr ough the world.T h e S e c o n d G r a d e r s t o o k to t h eHeif er Proj ect suggestion with greate nt hu sia sm unanimously exclaiming," Let ' s give o u r mo n e y to the Heif erProj ect and buy s o me ani mal s! " Thi s,i n d e e d , did s e e m like j u s t t h e r i g h tmo ve , so we sent the re mai ni ng hardearned dollars of f to them.At the ti me this decision was made,a young Second G r a d e r by the n a me ofC h r i s t o p h e r Co n l e y , w h o lives on af a rm in Hu n t e r d o n C o u n t y , posed thes ugges ti on that ma y b e he could give apig f rom his f a rm to t he Heif er Project.W h a t a g e n e r o u s thought ! We didn'tk n o w if it wa s at all feasible or pract i cal, but we decided to g o ahead andpursue the idea. Ch r i s talked it ov erwi th his pa r e n t s and t he y w e r e verye nthusi asti c and especially pleased thatCh r i s had t ho ug ht of the idea himself.At that time t hey didn't think t he ywould have a n y pigs available in theearly spring, but they th o u g h t theymi ght possibly have a lamb which theycould donate.J u d y w r o t e to L a u r i e R o g e r s , t h eAssociate for P r og r a m Servi ces at theProj ect offices in N e w Wi nds or, M a r y l an d, a nd s h e w a s v e r y e n t h u s i a s t i ca bout the idea.N ow we were into F ebru ary , the" b o t t o m o f t h e w i n t e r , " and t h i n g sw e r e begi nni ng to fall i nto shape. Itwa s fun to thi nk ahead to spring. T h echildren we r e excited a bout the possi bility o f bei ng able to give a real livelamb to their newl y adopted C o m m u n i ty Servi ce Project. It made good senseto t he m. " W h y n ot — w h y n ot take 29Second Gr a d e r s to N e w Wi ndsor, M Dt o d e l i v e r a I a mb in p e r s o n t o t h eHei f er Proj ect barn? W h y not, i ndeed!"We could easily t hi nk of w h y this wasnot a good idea! But then again thereseemed to be ma n y re as ons w h y it wasan idea which we could at least ponder.And ponder we did. First we got out amap and tried to find N e w Wi ndsor. Itturned out to be a small dot n o r t h w e s tof B altim o re, a fair distance fromPrinceton, N e w Jersey. T h a t was dis couragi ng. H o w would we get t he r e ifwe did decide to ma ke the j o u r n e y ? Abus was the logical solution, howe ve r ,t h a t t u r n e d o u t t o be p r o h i b i t i v e l yexpensi ve. T h e n e xt t h o u g ht was tomake use of the newly purchasedschool van. We could take advantage ofthe fact that Judy has he r van c h a uf feur's license, and we hoped to per 5
suade a few parents wh o would be will ing to drive that distance in their owncars to c o me with us. Ch r i s ' parentshad already volunteered to crate anddrive the lamb to Maryland in theirtruck. Ne xt the consi deration was h o wwe could possibly drive down, deliverthe lamb, and drive back all in the sameday.We decided the only wa y we couldfind the a ns we r s to any of these q u e s tions was to make a "dry r u n . " S o oneday in Mar ch the Second Grade teach ers got s ubstit utes f or their classes andheaded for Ne w Wi ndsor, Maryland.D o w n route 95, t hr ough Philadelphia,Wi lmi ngton, eventual l y to the beltwayaround Baltimore heading north to West mi nster, M D and finally arriving at thet i n y t o w n of N e w W i n d s o r in t h elovely, rolling hills of Carrol l Co u n t y .We had no difficulty finding the Heif erProject International Mid-AtlanticRegional Offi ce. It was housed in theNe w Wi ndsor Co n f e r e n c e C e n t e r onthe f o r m e r Blue Ridge Coll ege c ampus— dormitories, dining facilities and allright there. We me t with Laurie R o g e r s a n d d i s c u s s e d t h e p o s s i b i l i t y ofbringing the children down with thelamb, spending the ni ght in the d o r mi tory, r e t urni ng the following day, andtopping the trip off wi th a visit to theNational Aquarium in Balti more beforewe headed home . Laurie explained thei m p o r t a n c e of ti mi ng the yet u n d e cided upon trip to coincide with a weekwh e n the Heif er Proj ect barn would befilled with animals ready to be shippedout so the Second G r a de r s could addtheir lamb to the lot. We started backto N e w Jersey in the late a f t e r n o o na f t e r w e had v i s i t e d t h e m a r v e l o u sS E R R V International gift shop, whichis a unique outl et f or carefully handicrafted i tems f rom ov er 4 0 countri es,and a huge w a r e h o u s e w h e r e clothing,medicines, sewi ng mac hi nes , and evendentist chairs w e r e packed and sent allo v e r the world. Ce r t a i nl y a long hardtrip for one day, but wo r t hwhi l e forwe proved that we couldn' t possiblymake the trip in one day wi th the class,but we would have nice facilities if wedecided to take the plunge and g o foran overnight .T h e days w e n t by. W e kept h e m mi ng and ha wi ng and n o t c omi ng toa n y decision. Finally the ti me was r u n ning out. Spri ng Break wa s comi ng up.We m u s t decide. Judy and I looked ateach o t h e r and said, " L e t ' s do it! Let'sgo! " Fr o m t hen on the plans movedahead. Peter S ou th am , our LowerSchool science teacher, enthusiasticallyagreed to c o m e wi th us. We rounded6up t hr ee pa r e nt s wi th large wa g o nsw h o volunteered to make the j ourney,and t w o o t h e r parent s w h o agreed toc o me along in the cars as helpers. Judyand I would take a van load of kids, andCh r i s and his Dad with one friend andthe lamb we re to travel in the truck.T h e time was n o w really g r o wi ngc l o s e . T h e S e c o n d G r a d e r s , a nd o fcou rs e , their te ach ers , b ecam e quitee x c i t e d and a l s o a bi t a p p r e h e n s i v e .O n e of the thi ngs we did to get readyf or the trip was to go thr oug h theL ow e r School Lost and Found box andtake s o me o f the unclaimed sweaters,jackets, hats, gloves and scarfs to thedry cl eaners in preparation for d o n a t ing t he m to S E R R V and their worl d wide cot hing collection.April 1 2 t h finally arrived. T h e daywas cool but clear. T h e children,equipped with sleeping bags, a c hangeo f c lothes, and a small a m o u n t of cash(f or souveni r s at the gift shop), we r eraring to go. At 9 a. m. Chr i s and hisDad arrived wi th the lamb carefullycrated in a wooden box. Each LowerSchoo
voices of the past alive in the teaching of history. The vigor of an institution such as PDS depends in many ways upon the voices of its graduates, and not just in the context of reunions. The same can be said for civilizations, and for our democracy whose strength rests with an informed citizenry. Keep ing the voices of the past alive in the
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yDepartment of Electrical Engineering, Princeton University, Princeton, NJ 08544-5263 (jdurante@princeton.edu). zDepartment of Operations Research and Financial Engineering, Princeton University, Princeton, NJ 0854
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CONTENTS Highlights 1 In a Nutshell 5 Textbooks 6 Princeton Frontiers in Physics 7 Biological Physics 8 Condensed Matter 9 Quantum Physics 9 Astronomy & Astrophysics 10 Princeton Series in Astrophysics 12 Princeton Series in Modern Observational Astronomy 13 Princeton Series in Physics 13 Mathematics, Mat
The Princeton Review: Cracking the GMAT Premium 2020 / Rob Franek. New York: Princeton Review, 2019. 711p. 153.94 PRI (99924) 4 The Princeton Review: Cracking the GRE Premium 2020 / Rob Franek. New York: Princeton Review, 2019. 581p. 153.94 PRI (99925) 5 The Princeton Review: Cracking t
A tutorial on Bayesian nonparametric models Samuel J. Gershmana, , David M. Bleib a Department of Psychology and Princeton Neuroscience Institute, Princeton University, Princeton NJ 08540, USA b Department of Computer Science, Princeton University, Princeton NJ 08540, USA article info
Douglas S. Massey Curriculum Vitae June 4, 2018 Address: Office of Population Research Princeton University Wallace Hall Princeton, NJ 08544 dmassey@princeton.edu Birth: Born October 5, 1952 in Olympia, Washington, USA Citizenship: Citizen and Resident of the United States Education: Ph.D., Sociology, Princeton University, 1978 M.A., Sociology, Princeton University, 1977
applied mathematics and control theory. By the nature of its . Princeton University, Princeton, NJ 08544 USA (e-mail: gfyoung@princeton.edu; naomi@princeton.edu). L. Scardovi is with the Department of Electrical and Computer Engineering, . In the companion paper
