Donald M.Austin - Newark Academy

outreach 

Donald M. Austin 

Newark Academy Welcomes 

its 49th Head of School 

NEWARK ACADEMY 

FALL 2007 

ANNUAL REPORT 

2006–2007

THE NA ANNUAL FUND 

When you went to Newark Academy, the Annual 

Fund provided vital support for virtually every 

aspect of your experience. Someone – a parent, 

an alumnus or a friend – made the donations 

that gave you the opportunity to have a first-rate 

education. Now, you can do the same for the 

young people at NA. Please give to the NA Annual 

Fund today, and keep the cycle of generosity alive. 

To make a gift online, go to the alumni section of 

the website and click on “make a gift,” or use the 

enclosed postage-paid envelope.

Contents 

8 

22 

26 

32 

Features 

8 The Investiture of Donald M. Austin 

20 Renew, Refresh, Explore! 

Faculty Sabbaticals and Summer Travel Opportunies Abound 

20 The Lesson of Porridge 

by Dr. Elizabeth H. Barbato 

22 Peru: An Artist’s Haven 

by Jay Torson 

24 A Natural Habitat Adventure 

by Dan Erlandson 

26 Living History 

by Amy Schottland 

27 Returning to the UK 

by Neil Stourton 

28 Fontainbleau C’est Fantastique! 

by Mary Lysinger 

Departments 

2 NA News 

30 Letters to the Editor 

32 From the Archives 

34 Alumni News & Events 

45 Class Notes 

Check out the latest alumni news! www.newarka.edu 

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outreach 

FALL 2007 


Head of School 

Fred McGaughan 

Director of Institutional Advancement 

EDITOR 

Debra W. Marr 

Director of Communications 

C ONTRIBUTORS 

Blackwood Parlin Mary Lysinger 

Nancy McGaughan Edward Manigan 

Elizabeth Barbato Amy Schottland 

Deborah Dixler Amy Sherman ’06 

Dan Erlandson Neil Stourton 

Sam Huber Jay Torson 

Meghan Verdon 

PROOFREADERS 

Stacey Kaplan-Layton Jennifer Maffei 

BOARD OF TRUSTEES 

William D. Green ’69 

Chairman 

David N.W. Grant Wayne D. Kent ’85 

Nancy Baird Harwood ’75 Jonathan D. Olesky ’74 

Jeffrey J. Silverman ’82 

Vice Chairs 

Gerald Lustig Ernest W. Loesser 

Secretary Treasurer 

Donald Austin David McGraw ’77 

Patricia Budziak Richard R. Redmond ’77 

Anne Essner Ajay Sawhney 

John C. Galbraith ’75 Andrew Senchak 

Leo Gordon ’69 Robert Silver 

Pamela Huttenberg Eric Sumner ’73 

Tosan Livingstone Evangeline Tross 

Joseph P. McGrath, Jr. ’81 Jane Wilf 

Emeriti 

Louis V. Aronson II ’41 John L. McGraw ’49 

Paul Busse ’38 Robert S. Puder ’38 

Robert Del Tufo ’51 Gary Rose 

William D. Hardin ’44 William T. Wachenfeld ’44 

ALUMNI BOARD OF GOVERNORS 

Leo M. Gordon ’69 

President 

Scott N. Newman ’73 Van Stevens ’65 

Vice President Vice President 

Jed Rosenthal ’93 

Secretary 

Lance Aronson ’74 Kim Hirsh ’80 

John Bess ’69 Ian Josloff ’90 

Amanda Rubinstein Black ’97 Mark Menza ’71 

Noah Franzblau ’86 Andrew J. Mulvihill ’81 

Sam Gaidemak ’85 Lara Samet ’01 

John Gregory ’99 Kim Griffinger Wachtel ’85 

Art Williams ’81 

Emeriti 

J. Richard Beltram ’41 William C.H. Stroh III ’48 

Richard M. Watson ’50 

GRAPHIC DESIGN 

Abbie Moore Design 

Outreach is a publication for Newark Academy alumni. 

Published by the Office of Institutional Advancement 

Newark Academy, 91 South Orange Avenue 

Livingston, New Jersey 07039 

Telephone: 973.992.7000, Fax 973.992.8962 

E-mail: dmarr@newarka.edu; Website: www.newarka.edu 

NA News 

Back row: William D. Green ’69, Barbara Green, David Green ’99; Front row: 

Anne Strand, Allan Strand, Penney Riegelman 

THE RIEGELMAN-STRAND GREAT HALL 

DEDICATION: MAY 18, 2007 

The dedication of the Great Hall in the Simon Family Field House brought 

together two great leaders of the Academy: Allan Strand and Elizabeth 

Penney Riegelman. Their dynamic, compassionate and dedicated leadership 

of the school spanned 28 years and established a lasting legacy. 

The hall was dedicated by the Green family, William ’69, Barbara and 

David ’99, in honor of Dr. Strand and Ms. Riegelman. In a speech to the 

NA community, David Green remarked, “In the entire history of Newark 

Academy, no two heads of school have accomplished more, provided 

finer leadership or achieved greater recognition for our beloved Academy.” 

He concluded by saying, “Indeed, no two individuals have better defined 

and grown Newark Academy than Ms. Riegelman and Dr. Strand, and now 

we have a permanent fixture with which to remember and be grateful 

that we had them in our lives.” 

David Green ’99 Maddy Onofrio, middle school office manager, 

with Allan Strand

COMMENCEMENT 

On Sunday, June 10, 2007 Newark Academy held its 233rd graduation 

ceremony. Ninety-two seniors received diplomas on a beautiful, cloudless 

afternoon. The graduates were addressed by their classmate, Dan Vail, who 

delivered the T.C. Abbey Oration, and by Head of School Elizabeth Penney 

Riegelman, who delivered her final speech as head of school. 

NA NEWS fall 2007 

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COLLEGE DESTINATIONS FOR THE CLASS OF 2007 

Andrew Allocca 

Columbia University 

Charlotte Alter 

Harvard University 

Deborah Anderson 

Emory University 

Theodore Aronson 

Wake Forest University 

Hareesh Bajaj 

Rensselaer Polytechnic Institute 

Jessica Barker 

Tulane University 

Jelani Bektemba 

University of Pennsylvania 

Michael Boyman 

New York University 

Christian Caminiti 

Connecticut College 

Andrea Caruth 

Tufts University 

Justin Chan 


Melissa Chattman 

Lehigh University 

Robin Collin 

Swarthmore College 

Ryan Damodaran 

Northwestern University 

Alexandra Day 

University of Miami 

Suzanne Diebold 

Indiana University 

Molly Dinnerstein 

Colgate University 

William Domrachev 

Lehigh University 

David Doobin 

Washington & Lee University 

Sheela Doraiswamy 

University of Rochester 

Edward Dowd 

University of Notre Dame 

Matthew Eaton 

Rutgers University 

Ellen Epstein 

University of St. Andrews (UK) 

Michael Fialkoff 

University of Michigan 

Jeremy Fischer 

Colorado College 

Savannah Galbraith 

Gettysburg College 

Brian Gerrard 

University of Virginia 

Lindsay Goldman 

University of Wisconsin- 

Madison 

Jason Goode 

Boston College 

Anne Greenberg 

Barnard College 

Jesse Greenwald 

Northwestern University 

David Hardin 

Lafayette College 

Jeffrey Hau 


Craig Helfer 

Dickinson College 

Adam Hyman 

Rhode Island School of Design 

Marin Jacobwitz 

University of Michigan 

Gillian Javetski 

Tufts University 

Alexander Jewkes 

Sheffield Hallam University (UK) 

Sabrina Kapadia 

Boston University 

Karishma Katti 

George Washington University 

7-Year Medical Program 

Akash Kaul 

Bucknell University 

Lauren Kay 

Brown University 

James Kelly 

University of Southern California 

Karen Kirk 

Davidson College 

Brian Kleiber 

Champlain College 

Rajan Kothari 


Alison Kruvant 

George Washington University 

Zachary Kwartler 

Princeton University 

Katherine LeCates 


Pavlo Levkiv 

Middlebury College 

Kathryn Macrides 

James Madison University 

Robert MacTaggart 

Carnegie Mellon University 

Jenna Mandelbaum 

University of Vermont 

Anthony Marrese 

University of Rhode Island 

Samantha Massengill 

Cooper Union for the 

Advancement of Science & Art 

Douglas Milanes 

Villanova University 

Biju Obi 

Stanford University 

Lily Peabody 

University of Massachusetts- 

Amherst (Honors) 

Catherine Pfeffer 

Denison University 

Lauren Portnoi 


Karina Puttieva 

Haverford College 

Keren Ra’anan 

Raphael Recanati International 

School (Israel) 

Aditi Rajaram 


Bharath Rajaram 


Eric Rattner 

Syracuse University 

Jaidev Reddy 

Cornell University 

Cassie Reid-Dodick 

Mount Holyoke College 

Sabrina Robinson 

University of Pennsylvania 

Adam Rogoff 


Joshua Rovner 

School of Visual Arts 

Christopher Russo 

University of North Carolina- 

Wilmington 

Arielle Samet 

Vanderbilt University 

Joel Sampaio 


Jeremy Schiff 

Rutgers University 

Olivier Sherman 


Melissa Shube 


Emily Simon 


Paul Skydel 

Belmont University 

Alexandra Smith 


Andrew Somberg 

Middlebury College 

Alyssa Some 


Allison Sterling 

Carleton College 

Nina Subhas 


Michael Thomas 

Bates College 

Gaurie Tilak 


Kevin Ullmann 

Cornell University 

Elyse Uppal 

Boston College 

Alexander Uy 

Rensselaer Polytechnic Institute 

Daniel Vail 

Swarthmore College 

Allison Wentz 


Noelle Williams 


Julia Yao 

Washington University in 

St. Louis 

HOME AWAY FROM HOME 

If you are interested in meeting or hosting Newark Academy graduates attending college in your area, please contact 

Nancy McGaughan at 973.992.7000, ext. 367 or e-mail nmcgaughan@newarka.edu for their contact information. 

OUTREACH fall 2007

FIRST-YEAR IMPRESSIONS OF SPIRIT WEEK 2007 

When asked which parts of Spirit 

Week were their favorites, many 

hands of the new sixth grade 

class (Class of 2014) shot up into 

the air. Caroline Beardsley said, 

“I loved the games at recess — 

especially kickball and tug of war.” 

Sydney Mann enjoyed working 

with her friends to create and 

perform a dance for the middle 

school skit during pep rally. Jai 

Ghose cheerfully added, “No 

dress code!” Chris Roser liked 

the junior class Harry Potterinspired 

quidditch match skit. 

During the week of October 8, 

the halls of Newark Academy 

were transformed into ancient 

Egypt (middle school), a jail cell 

(freshmen), the arctic (sophomores), 

Hogwarts (juniors) and 

ancient Greece (seniors) during 

the annual celebration of Spirit 

Week. In keeping with the 

different daily dress themes, 

students and faculty alike wore 

red and black one day and 

clashing clothes with crazy 

hair-dos the next. Choral music 

director Viraj Lal, a new teacher 

at Newark Academy, said, “It was 

so much fun to see the school 

so spirited. It was wonderful 

that the teachers became so 

involved too.” 

Spirit Week culminated in an 

all-school pep rally on Friday 

afternoon and Homecoming 

and Reunion over the weekend. 


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the sports report 

MINUTEMEN ATHLETICS 

OFF TO A FAST START IN ’07 

The athletic teams at Newark Academy are off to a 

fine start this year. Five of our seven varsity programs 

have qualified for their respective State playoffs! 

Field hockey has been one of the most pleasant 

surprises this year as they have compiled a 9-3-2 

record. The team made it to the semi-final round 

of the Essex County tournament where they 

distinguished themselves against the #2 team in 

the state, West Essex High School. Both coaches 

and players alike are looking forward to competing 

in the Prep and State playoffs! 

The football team began the season with two very 

impressive wins: on opening day the Minutemen 

defeated arch-rival Pingry, 21-7, for the first time 

since both schools joined the Colonial Hills Conference 

in the early ’90s. The boys followed up that victory 

with a 28-26 thriller over Immaculate Conception. 

There is a new spirit surrounding this team and they 

play hard every game, win or lose! 

The cross-country team has experienced much 

success so far this season, with the boys squad 

sporting a 10-2 record in tri and quad matches to 

date. The team has competed in the prestigious 

Shore Invitational, placed third in the Colonial Hills 

Conference and is looking forward to running in the 

Essex County, Prep and State meets. 

Boys soccer is having a great turn-around season 

this fall. After falling to a 7-9-3 season in 2006, the 

boys have rebounded this year and are 7-5 at this 

juncture. Playing in perhaps the toughest soccer 

league in the state, with the likes of Morris Catholic 

OUTREACH fall 2007

FOR CURRENT SCORES AND ATHLETIC NEWS 

VISIT WWW.NEWARKA.EDU, CLICK ON 

“ACADEMY LIFE” AND THEN CLICK ON “ATHLETICS.” 

and Pingry, the boys have exonerated themselves well 

this year and are looking forward with enthusiasm 

and confidence to the Prep and State playoffs. 

Our girls soccer team is in the hunt for a state 

playoff berth once again. They need just one more 

victory to qualify, and then they plan to make up for 

a slow start in which they were plagued with injuries 

to key players. Our girls, too, play in arguably one of 

the strongest soccer conferences in the state. They 

are hoping to finish the season with a strong run to 

once again prove that they are a team to contend with. 

The volleyball team this year has qualified for the 

state tournament for the first time since the Colonial 

Hills Conference began league play! At 8-8, the team 

is on pace to set a single season mark for victories 

as they look forward to participating in both the Prep 

and State tournaments. 

Girls tennis, once again a strong and spirited 

squad, has played well this season compiling an 

impressive 15-4 record with highlight victories over 

Pingry, MKA and Westfield! They advanced to the 

final round of the Essex County Tournament before 

falling to top-seed and #1-team in the state, Millburn 

High School. They also made it to the semi-final 

round of the North Non-Public “B” sectionals where 

they were upset by Gill-St. Bernard, the eventual 

sectional champion. 

All in all, it has been an exciting and rewarding fall 

season this year. We are looking forward to more 

success as we enter the playoff season. Come out 

to support your favorite teams! 


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Investiture 

of the 49th 

Head of School 


at Fall Convocation 

September 7, 2007 

Faculty, staff, students, trustees, alumni 

and friends of Newark Academy 

gathered in The Simon Family Field 

House on Friday, September 7 to 

commemorate the formal opening 

of the Academy’s 234th year and the 

investiture of Donald M. Austin as 

the Academy’s 49th head of school. 

William D. Green ’69, chairman 

of the board of trustees, Leo M. 

Gordon ’69, president of the alumni 

board, Patricia Budziak, president 

of the parents association, and 

Alexa Gruber ’08, president of the 

student council, formally welcomed 

Mr. Austin. 

Members of the faculty received 

awards for excellence in teaching, 

as well as for longevity at Newark 

Academy. A reception was held 

in an outside courtyard following 

the ceremony. 

Our Academy was founded in 1774 – there was no nation yet. 

Electricity, steam power, the cause of typhus, the Internet 

were unknown. Only one ship of commerce had yet sailed from 

an American port to Asia. And yet, we were a school in 1774.

Convocation Address 

William D. Green ’69, Chairman of the Board of Trustees 

In the life of a school there is both continuity and change.Today, I welcome back to Newark 

Academy 555 students and over 110 faculty and staff. I want to especially welcome our 115 

new students and 12 new faculty members to our Newark Academy community. I would ask 

that all our returning students and faculty remember that you too were once a new member of 

this community and that many people came forth to welcome you and help – today, I charge 

each of you returning to offer that same favor to our newest members to assure their quick 

assimilation and success in this, our Newark Academy community. 

Our Academy was founded in 1774 – there was no nation yet. Electricity, steam power, the 

cause of typhus, the Internet were unknown. Only one ship of commerce had yet sailed from 

an American port to Asia. And yet, we were a school in 1774. 

Despite the age of our school, and the tremendous changes in the world since our founding in 

1774, there is continuity from then to now.The continuity has been a determination to prepare 

young people with the learning and skills necessary to understand the world and prepare them 

for their role in its affairs. 

In 1908, the Newark Academy handbook explained the philosophy of the then all-male Academy: 

“The aim is to discover and develop the individuality of each pupil rather than to mass all 

arbitrarily under a uniform and indiscriminating routine.The important considerations of 

health, temperament, disposition and capacity receive careful attention.The endeavor is to train 

the pupils to think for themselves, to stimulate observation and inquiry, to cultivate correct 

habits of study, and to develop and discipline the faculties, rather than to crowd and over task 

the memory. Great pains are taken to teach the pupils How to Study.The development and 

growth of character in each boy is carefully watched and directed. Courteous and gentlemanly 

deportment is required.” 

It seems clear that our continuity remains and our focus and philosophy seem to have remained 

intact – perhaps I can be simplistic and say that the more we think things have changed, the 

more they have actually stayed the same. 

But our Academy has obviously changed in a myriad of ways since 1774, and even since 1908. 

Changes have come in response to new conditions, new insights, new technologies, new imperatives. 

Together, as a community, we pledge today to undertake even more changes, to undertake 

greater challenges, to continue to make our Academy a place of great intellectual curiosity, 

academic success and individual growth.There can be no greater tribute to our past than to 

prepare to the best of our collective abilities for our future. 

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Together, as a community, we pledge 

to undertake even more changes, 

greater challenges, to continue to make 

a place of great 

academic success and individual 

Presentation of the Charge and Seal 

William D. Green ’69 

It has been stated that the most important function that a board of trustees of 

an independent school can perform is the selection of that school’s head.We are 

therefore here today to officially fulfill that function and it is with great anticipation, 

pride and confidence that I present our new head of school and officially empower 

him to undertake the charge of his office: 

With cognizance of the venerable heritage and proud traditions of this 233-yearold 

institution, and with recognition of our mission to pursue wisdom, tolerance 

and enlightenment, on behalf of the Newark Academy Board of Trustees, I charge 

you, Donald M. Austin, to discharge your responsibilities as the Head of School 

with integrity, with vision, and with compassion.

today 

to undertake 

our Academy 

intellectual curiosity, 

growth. 

The Acceptance 


Welcome students, faculty, members of the board of trustees, alumni, parents, 

friends of the school, and my own family and friends.Thank you all for 

gathering together to mark the beginning of the 2007-2008 school year 

at Newark Academy. I would also like to thank you in advance for your 

support, collaboration, patience and good will, as I become the 49th Head 

of School of Newark Academy. It is an honor to accept the charge put forth 

today by Mr.William Green. I pledge to uphold the mission of Newark 

Academy and to work with all of you to make it the best school it can be. 

I consider the charge of leading this fine school - this exceptional community 

of students, faculty, parents and alumni - to be a tremendous opportunity 

and a daunting responsibility. I feel fortunate to be here, and I am determined 

to marshal all of the resources from my upbringing, education, professional 

experience, and strength of will to succeed. Success, as I define it, however, 

will not be about me personally but about our skillful stewardship of Newark 

Academy. It will be measured by our ability to fulfill Newark Academy’s 

mission and by providing the 555 students here today with an outstanding 

education, one that is academically engaging and rigorous, and that fosters 

moral development, preparing them for fully realized and meaningful lives. 

Since arriving at Newark Academy, I have been trying to get to know the 

school and its 233-year history. Recognizing the key enduring qualities of 

Newark Academy is essential preparation for a leader to chart a course for 

the future. I would like to make several brief observations about what I 

view as fundamental aspects of Newark Academy. 

The first thing to note, and to say with pride, is that ours is one of the 

oldest schools in the country. Regrettably, in our culture we don’t especially 

value what is old, but I believe that venerable schools, like people who 

reach a certain age, can embody a wisdom and generosity of spirit.Those 

qualities are perpetuated through the traditions and stories that become 

school lore, and they are passed on from one generation to another by 

teachers and students, a kind of 

community D.N.A.We hope that 

by being part of a school with 

such a long and proud past, our 

students will feel tied to and 

inspired by something deeper 

than their own experience. 

Newark Academy has endured for 

so long by adapting to changing 

times and circumstances. It is a 

resilient institution, having had 

to reinvent itself periodically.War, 

fire, dire financial straits in the 

1960s, and various ups and downs 

in its educational programs have 

affected the school’s fortunes and 

periodically threatened its survival. 

Along this sometimes bumpy road, 

the school has forged a rugged 

identity. If Newark Academy 

were a person, we would say she 

or he had character. From my 

perspective, as a newcomer, this 

explains why the Academy is less 

stuffy and self-important than 

other distinguished schools of 

similar caliber.And it quite possibly 

makes us a more dynamic school, 

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with a greater willingness to 

adapt to changing times.There 

is an understated pride and selfconfidence 

about the school that 

comes from its maturity and from 

having persevered and prevailed 

in hard times.As the French would 

say, Newark Academy is “bien dans 

sa peau,” happy in its own skin. 

Another fundamental trait of the 

Academy is the loyalty it inspires. 

Countless people have expressed 

to me their great affection for the 

school in the form of spontaneous 

e-mails, notes, and conversations. 

One senior faculty member 

confided to me that the NA 

community is so exceptional that 

it is addictive.The bonds that tie 

alumni, faculty, parents and friends 

to this school are very strong. 

That level of attachment and 

support bears witness to the 

success of our past and the great 

promise of our future. 

There is, in fact, as many of you 

know, widespread recognition that 

Newark Academy has recently 

enjoyed a particularly successful 

period in its history, thanks to strong leadership by my two predecessors, 

Allan Strand and Penney Riegelman, astute work by the board, and the 

quality of the faculty and students.The school has arrived at an enviable 

position of strength. 

From that position of strength Newark Academy turns toward the future 

with confidence. Keeping in mind the school’s history and its recent success, 

I wish to describe briefly several priorities as I see them for the future. 

They fall into three overlapping categories: maintaining what we do well, 

seizing new opportunities provided by technology, and enhancing the 

global elements of our program. 

We must conserve and cultivate what we are already doing very well. A 

rigorous academic program, with constant attention to the best pedagogy 

and most appropriate content, must be at the heart of our work together. 

Newark Academy successfully teaches skills and content in the core disciplines 

and must continue to do so. Learning the basic skills is a prerequisite for all 

that follows.Through an exciting curriculum, we must instill in our students 

intellectual curiosity, integrity, a passion for learning, and teamwork.These 

“habits of mind” focus not only on learning course content but also on 

learning how to learn and how to work effectively with others, two traits 

that will serve our students long after the end of their formal education.A 

second key element to preserve is the healthy balance among arts, athletics 

and extracurricular activities at Newark Academy because their happy 

equilibrium distinguishes this school and assures that our students have a 

multi-dimensional, liberal education. And finally, we must strive to build 

and reinforce the wonderful community that binds us. In good times or 

in bad, the connections between teachers and students, the enduring ties 

among our loyal constituencies of parents, alumni, trustees and friends, 

must be nurtured.These are our greatest resource, which we must never 

take for granted. 

In addition to preserving our current strengths, we must assure the excellence 

of our educational program by carefully anticipating the future needs of our 

students. In particular, I would like to consider how technology and global 

Success, as I define it, however, 

will not be about me personally 

but about our skillful stewardship 

of Newark Academy.

The Austin family: George, Kiki, Don, Charlie and Ben 

studies are presenting our school with exciting challenges and opportunities. 

Our ability to make the most of these opportunities will help distinguish 

Newark Academy as a top-notch school. 

Technology has already reshaped the way we communicate and interact, 

and it is changing the way we can teach and learn.When I began my 

career in the early 1980s, there were virtually no personal computers 

or cell phones, in the classroom or in the home. My sons refer to my 

computer-less childhood as the Dark Ages.Today, nearly all of our 

classrooms are equipped with interactive white boards, and most of us 

seated here today have cell phones and PCs that are connected to the 

Internet for much of the day.The current level of technology seems 

“normal” to Newark Academy’s students, but to people of my generation, 

a lot has already changed. 

And yet many experts, including Thomas Friedman, the author of The 

World Is Flat, say that we have just entered the era in which technology 

will most transform our lives. Friedman cites Carly Fiorona, the former 

CEO of Hewlett Packard, who said in 2004 that the previous 25 years 

in technology had been a “warm-up act.” She asserted that the next 25 

years would be the “main event… an era in which technology will literally 

transform every aspect of business, every aspect of life, and every aspect of 

society.” Our goal as a leading school must be to remain flexible and 

forward looking, able to determine when and how to use technology as 

a communication tool and as a medium to facilitate learning. 

The interactivity of technology offers exciting ways to enhance our 

curriculum.The Internet has already opened up avenues for research, for 

example, that any student can 

access, provided he or she has 

certain skills; this capacity allows 

individualized learning to a greater 

degree than we have known and 

will offer significant possibilities 

for motivated, able students. 

At the same time, technology is 

creating opportunities for group 

experiences, by connecting our 

classrooms to realms that previously 

required field trips or elaborate 

research in university laboratories. 

Science students at Newark 

Academy participate in a project 

knows as GLOBE in which they 

can monitor the environment by 

accessing scientific data via the 

Internet.This project creates 

the possibility for our students 

to compare their findings with 

scientists’ research, and it 

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complements field work they 

can do at the local level, such 

as the Passaic River water study 

focusing on clean water that 

students will begin this year. 

Technology can help us bridge 

gaps between the classroom and 

the wider community. 

Another exciting example illustrates 

the power of the Internet 

to help our students extend their 

reach across the world.This year, 

as part of the National Association 

of Independent Schools’ 20-20 

program, inspired by JF Rischard’s 

High Noon, we have been paired 

with a school in Pakistan for the 

academic year.The goal is to have 

students from two countries 

Our goal as a 

to prepare 

effective 

communicate and engage in discussions on one of 20 urgent global problems 

that we have 20 years to solve. Students will be using e-mail, SKYPE, and 

video conferencing, all of which are increasingly common and inexpensive, 

to wrestle with an essential global question.Through this interactive process 

our students will confront linguistic and cultural differences that will serve 

both to add flavor to the discussion and, sometimes, to impede progress.They 

will learn about networking with people from other cultures, a vital skill in 

the “flat” world they will inherit.This brings me to the second key focus for 

the future, outlined in our strategic plan, to become the Global Academy. 

We must take to heart the global imperative.The need to think and act 

globally is here and now, in the interconnectedness of our politics, economies, 

climate and the people all over the planet with whom our children will 

live and work. Newark Academy’s global identity is already present in the 

many nationalities represented in the families of our students and in the 

upper school curriculum, with its focus on the International Baccalaureate, 

but we must strive to enhance the international and experiential pieces of 

a Newark Academy education, and we can’t be satisfied to do it solely 

through technology and a diverse student body. 

Going forward, the faculty and I will have to work hard to define how 

best to adjust our teaching and our curriculum to prepare for the global 

present and future.We should broaden the study of history and geography 

to offer more room for the study of other cultures and belief systems.That 

shift in focus will also require that we expand the traditional classroom 

model to include more direct experiences, which can be transformative.

global school must be 

our students to be 

leaders in a global context. 

Since my life has been shaped by experiences abroad, my own and those 

of my students, I am a firm believer in the value of immersion experiences. 

I would like nothing more than to have every Newark Academy student 

participate in a significant immersion experience abroad prior to graduation. 

A service project in a developing country, a homestay in a family, or several 

weeks in a high school in a foreign country would all be worthwhile 

examples. In addition to competence in another language and culture, 

students who do these projects gain self-confidence, a broadened perspective 

on their home country and culture, and a measure of humility about their 

power to address the most pressing problems of the world. Our goal as a 

global school must be to prepare our students to be effective leaders in a 

global context. Contact with people from different backgrounds is essential 

training for a workplace that is increasingly multinational and multicultural. 

I look forward to working with faculty and the board to assure that our 

educational program is dynamic, engaging and clearly focused on providing 

skills that students will need for the future. 

In closing, I would like to take a moment to thank some of the people who 

have helped me arrive at this point. My presence here today is in large 

measure due to friends, colleagues, and above all family. First and foremost, 

I wish to acknowledge my wife, Karolyn, for her wisdom, patience and 

love, and our three sons, Benjamin, George and Charlie, whose energy, zest 

for life and force of character remind me daily that the greatest joys (and 

challenges) in life come from those whom we love. 

I would also like to acknowledge my own parents and grandparents, who 

have been wonderful role models. From my earliest days they practiced 

what the best teachers preach: commitment to the life of the mind, service 

to others, adherence to principles of decency, and the pursuit of healthy 

passions with little regard to acquisition of money or power.They were 

travelers with open hearts, who instilled in me a taste for adventure and 

a love of languages. And they granted me significant independence that 

permitted me to see the world at a young age. 

I particularly want to mention 

my mother, Mollie Munro Austin, 

who died from cancer when I 

was in my early twenties. She 

was someone who deeply valued 

education and who strongly 

encouraged me to pursue teaching 

when I was figuring out what I 

wanted to do with my life.As she 

predicted, the fulfillment I have 

had as a teacher and school leader 

has been a source not only of 

professional satisfaction, but also 

of personal joy. 

During the course of my life, 

I have been fortunate to know 

many outstanding teachers as 

mentors, colleagues and friends. 

Their commitment to their jobs 

has gone far beyond professional 

responsibility and has demonstrated 

repeatedly that teaching is a noble 

and vital craft.Their examples 

will continue to serve as beacons 

for me here at Newark Academy. 

NA 

15

16 

FACULTY FOCUS 

Based on a proposal submitted by Upper School Principal 

Dr. Rich DiBianca, Newark Academy was selected to 

participate in the National Association of Independent 

Schools’ global initiatives program, Challenge 20/20. 

The program arranges partnerships between schools in 

different countries and assigns problems for them to 

address together. The goal of the program is to provide 

an excellent foundation for meaningful problem solving 

and cross continent relationships that lead to a more 

promising global future for both students and schools. 

Faculty Awards Presented at Convocation 

MILESTONES 

25 YEARS Robert Mallalieu, Scott Jacoby, 

Norm Schafler 

OUTREACH fall 2007 

NANCY CELENTE 

LYNHAM CHAIR 

For high academic 

standards, exemplary 

practice in teaching 

and interest in the 

personal development 

of students. 

10 YEARS Kareen Obydol, Steve Griggs, 

Betsy Barbato 

20 YEARS Warren Christian, Stephanie 

Acquadro, Link Keur 

This fall, Newark Academy welcomed 11 new members 

to the faculty: Ranila Ahmed (Math/Computer Science), 

Garrett Caldwell (Humanities), Matthew Gertler ’90 (Health 

Education), David Griffin (English), William Hobson (Science), 

Derek Kanarek (Math), Lillesol Kane (Humanities), Viraj Lal 

(Choral Music), Lou Scerra (English), Jesus Sendon (Spanish), 

and Julius Tolentino (Instrumental Music). 

Check out news about faculty summer sabbaticals on 

pages 20-29. 

AMY EMELIANOFF 

ALLSOPP AWARD 

For working to 

change the course 

of students’ lives. 

DEBRA TAVARES 

RIPPS AWARD 

For encouraging 

students’ hard 

work, perseverance, 

and motivation 

in personal and 

academic growth. 

15 YEARS Luis Gomez, Carol Spooner, 

Josephine Allocca 

5 YEARS Marquis Scott, Sandy Palmer, Benson Hawk, Neil Stourton, Kirsti 

Morin (not pictured: Karen Ferretti ’91 and Maria Teresa McNeilly-Anta)

WHERE ARE THEY NOW? 

JIM MANNING 

NA Faculty 1957-1979 

A SEARCH FOR NA AUTHORS 

After reading a book written by Lanny Davis ’63 several 

years ago, it occurred to former NA faculty member 

Jim Manning that probably many of his other students 

had written and published books over the years, but it 

was a book written by Michael Yogg ’64, entitled “Passion 

for Reality: Paul Cabot and the Boston Mutual Fund,” 

that inspired him to actively begin his search for NA 

authors. He also felt it was information that Newark 

Academy would like to have in its archives. And so, he 

set out on his treasure hunt using the Internet and his 

memories to guide him. Not surprisingly, Jim began 

finding that his former NA English students had indeed 

become authors on a variety of subjects. 

Jim, who taught English and served in many different 

capacities at Newark Academy from 1957 to 1979, 

saw several dynamic changes over his tenure at the 

Academy. He was part of the historic move of the 

campus from First Street to Livingston, and was also 

involved in the much discussed change to coeducation 

in 1972. He came to NA after completing graduate 

work at Boston College and teaching for a year in an 

all-boys Diocesan high school in Boston. After teaching 

five sections with 60 boys each, the move to an independent 

school with an average class size of 13 seemed 

like a dream. 

Over the years Jim was a department head, director 

of admission, college counselor, academic dean and 

assistant headmaster, but his fondest memories are 

of his days teaching and, as he recalls, “stirring up 

fires” in his students. He enjoyed seeing them flocking 

around his desk before class, anxious to discuss the 

previous night’s homework, and he is happy knowing 

that he, along with the other fine faculty members of 

Newark Academy, taught a generation of students how 

to appreciate poetry and literature, and how to write 

and think clearly. 

Jim left the Academy in 1979 to become headmaster 

of a semi-military boys day school near Albany, New 

York, where he worked until 1990. He then served as 

head of the National Sports Academy in Lake Placid 

for two years, moving on to New York Military Academy 

in Cornwall, New York until 1996 when he retired to 

Beverly, Massachusetts. There he serves as docent at 

the Peabody Essex Museum, and as an officer of Voice 

of the Faithful, a Catholic Church reform movement. 

He also speaks on maritime and historic architecture 

to groups in his area. Jim is still in touch with some of 

his fellow former colleagues from NA, getting together 

at least once a year with former Head of School Brad 

Bradford and others. 

faculty focus 

CALLING ALL AUTHORS! 

Reading the books written and published by his former students is a joyful experience for Jim, and he is encouraged 

not only by their success, but by the breadth of their intellectual curiosity as they write on topics from politics to 

spiritual healing. But, since Jim’s research is limited to the years he taught at NA, we encourage all Newark Academy 

authors to contact the alumni relations office and tell us about the books they’ve written. 

Photography by Mark McCarty, Albany, NY 


17

18 

WWe have all grown accustomed to thinking about sustainability 

primarily as environmental conservation, and, of 

course, viable natural systems are crucial to the survival of 

life on earth. But sustainability reaches far beyond merely 

the environment. The concept embraces all the interrelated 

systems that contribute to thriving societies, and includes 

social and economic systems as well as natural systems. 

RESHAPING OUR RELATIONSHIPS 

In the past couple of years, we have seen the birth of many 

new Newark Academy traditions, which together add up 

to some significant progress in reshaping our relationships 

to the natural world upon which we all depend. 

• Passaic River clean-ups help remind us of the steady 

stream of litter that flows through our back yards. 


Living 

Green 

BY SAM HUBER 

The Broadening Scope of Sustainability 

• The NA vegetable garden helps to keep us aware of 

where our food comes from. 

• Upgrades in our heating and cooling systems as well 

as our lighting systems, and controls, have helped us 

save energy costs and reduce the school’s energy 

consumption. 

• The Middle School Environmental Club’s Eco Fest 

spreads the word about global warming and a variety 

of conservation and energy issues. 

• The school’s chefs increasingly use locally grown 

produce, have switched to hormone- and antibiotic-free 

milk, and have eliminated trans-fats from all recipes. 

• Our recycling programs for paper and beverage containers 

are becoming increasingly efficient, and are managed by 

a growing number of students.

These and other efforts to reduce the environmental impact 

of our facilities and our behaviors will continue in the years 

ahead. We are considering the installation of solar panels 

and other ways to offset some of our energy needs. The 

campus master planning process will reveal opportunities 

to shrink the ecological footprint of the building and to 

incorporate student learning about the building systems 

and management. Through partnerships with the Passaic 

River Institute and other schools within the watershed, 

we will expand our study of the river and its ecology. 

A HEALTHY INTERACTION 

Increased understanding of the symbiosis of healthy natural 

systems blazes the way toward an appreciation, too, of the 

increasingly complex interplay of social and economic 

systems upon which sustenance depends. NA’s sustainability 

initiative aims in the coming year to highlight the interconnections 

among myriad other pursuits in which we are 

already engaged. Habitat for Humanity, Nation to Nations, 

Girls for Girls, Ubuntu – these and other clubs help reveal 

our connections to the experience of others, and provide 

valuable opportunities to broaden our sense of the 

relationships upon which depends the sustainability 

of the world as we know it. 

The concept is relatively simple: every choice 

we make has far-reaching personal, social, 

economic and ecological implications (not 

unlike Physics’ Third Law of Motion!), 

as depicted in the following diagram. 

The diagram suggests the extent to 

which “quality of life” results from ENVIRONthe 

healthy interaction of the three 

MENT 

domains identified here. As we continue 

to take seriously our environmental 

responsibilities, we can also encourage the 

“systems thinking” that identifies related issues 

ECONOMY 

QUALITY 

OF LIFE 

ECO FEST 2007 

MAKING PEACE WITH THE 

PLANET THROUGH EDUCATION 

AND PARTICIPATION 

Newark Academy science teacher and environmentalist 

Debra Tavares created Eco Fest 2007 with the goal 

of educating students about the earth and environmental 

challenges, empowering students through 

participation in activities to help the planet, and 

increasing awareness throughout the community. 

Last spring, the Newark Academy community 

participated in a variety of games and performances 

in celebration of Earth Day. Activities included the 

screening of middle school student-made ecology 

videos, tree planting and a dance competition. 

Topics addressed in the videos and activities included 

the reality of global warming, the importance of 

community responsibility and awareness, and solutions 

to current and future environmental dilemmas. The 

middle school environmental club announced the new 

“no idling” proposal for cars and trucks in the Newark 

Academy parking lot. Funds raised from the sale of 

reusable grocery bags and compact fluorescent 

“eco-bulbs” went toward the purchase of 200 trees 

which were planted at Newark Academy as part of 

the “Forest Restoration Project.” 

contributing to the balance. Educating with 

sustainability in mind promises to prepare 

our students to become the problem solvers 

and visionary planners that our complex 

world requires. 

The interest and energy of students, 

faculty, staff, parents, trustees and 

HUMAN alumni continue to reveal myriad 

HEALTH & opportunities to expand the reach 

WELL-BEING 

of NA’s Sustainability Initiative. 

It all starts with changing a lightbulb. 

Beyond the simple things, the 

possibilities are endless. 


19

Refresh, 

Renew, 

Explore! 

Faculty Sabbaticals and Summer Travel 

Opportunities Abound 

Newark Academy has a long record of support 

for faculty sabbaticals. According to Dean of 

Faculty Von Rollenhagen, “Sabbatical leaves are 

granted to faculty to provide opportunities for 

professional development and contribute to 

fresh, imaginative and innovative teaching in the 

classroom.” Sabbaticals not only provide time 

to pursue scholarly interests but also provide 

time for intellectual and personal renewal. 

Over the summer, several members of the 

faculty embarked on trips ranging from Jay 

Torson’s full sabbatical for a monthlong cultural 

study in the Peruvian Andes and Valley of the 

Incas, to Amy Schottland’s mini-sabbatical to 

study Greek and Roman artifacts; Betsy 

Barbato’s mini-sabbatical to Scotland, the 

origin of Shakespeares’ “Macbeth;” and Kareen 

Obydol’s mini-sabbatical to Guadalupe to study 

that country’s dialects. 

In addition, summer travel opportunities for 

both faculty and students created venues for 

cultural discovery and exploration, including a 

student exchange visit to Fontainbleau arranged 

by Mary Lysinger; a tour of the United Kingdom 

with NA’s resident Britain, Neil Stourton; and a 

Galapagos Island adventure for one deserving 

faculty member, Dan Erlandson, offered by 

Ben Bressler ’80 through his company, Natural 

Habitat Adventures. 

by Dr. Elizabeth H. Barbato, English 

Scotland 

the les THE LESS 

aAs I leaned across the hob to lift the calendar to the 

next month, my sure stirring of the porridge in the 

pot faltered. Next, the tiny nail holding the calendar 

to the wall flew out, making a sharp “ting” on the 

tiles, and all of 2007 fell in a heap on the floor. 

The porridge stuck to the bottom of the pot, and I 

had a rather gluey breakfast. This small catastrophe 

occurred in the kitchen of a cottage across the street 

from the sea in the village of Burghead, on the Moray 

Firth in the northeast of Scotland. Though I had 

spent almost three weeks there and eaten the same 

food every morning, I had clearly not yet learned 

the lesson of porridge. 

With a grant from Newark Academy, I went to 

Scotland last summer (the wettest June ever to 

have been recorded in the U.K.) to try and find the 

links between Shakespeare’s Macbeth and the real 

king. Although the actual Macbeth most likely did 

cause his predecessor’s death, it is there that any 

resemblance between the two stops. The real 

Macbeth’s castle was in Inverness – it’s now 

obliterated; his formidable wife is probably buried 

under what is now a golf course. Macbeth was a 

leader beloved by his people; Shakespeare altered 

history, like he did with poor, maligned Richard III, 

in order to please his king and to allow for some 

cool special effects onstage. 

Not only did James I of England write a book on 

demonology, there are multiple documents telling 

of the attack made on him by a whole flotilla of 

witches! Indeed, even though any books on 

witchcraft I used for research were held in “adult 

reserve” in the Elgin library – an interesting form 

of censorship – the northeast of Scotland is literally 

steeped in the recognition of the supernatural, from 

Shakespeare’s day to now. After climbing down 70 

feet to a cave only reachable at low tide, I was able 

to see Pictish carvings from almost a thousand years 

ago, as well as the signature of the witch of Auldearn, 

one of the only women to self-identify as an agent 

of the devil. On a low shelf toward the rear of the 

startlingly dry and airy cavern, I made out what

sonof porridge 

ON OF PORRIDGE 

were obviously recent offerings, left in faith that the 

unknown power of this place would help bring loved 

ones home safe from the sea. 

One of the reasons I ruined my porridge that day was 

because I was stirring it with the wrong hand and in 

the wrong direction. As a sinister left-hander, it’s just 

more natural for me to stir widdershins, or anti-clockwise. 

This is said to invoke the devil, or at least bring bad 

luck to the stirrer; I should have been using my right 

hand and moving the wooden spurtle (one does not stir 

oats with a spoon!) deiseal, or sunwise. 

But the main reason was that I forgot the most important lesson 

I learned in my weeks in Scotland, a lesson that allowed me to 

write clearly, to observe honestly, and to learn openly: we can 

really only do one thing at a time really well. When I looked at 

caves, castles and cathedrals hundreds and hundreds of years 

old, their stones carved with symbols now lost to time, I 

considered the value of focusing on one concept, idea or task. 

At Newark Academy, we do not just stir our porridge. We stir 

three pots at once while checking our e-mail on our iPhones 

and applying to college and putting assignments on the web 

and going to meetings and taking five instead of 55 minutes 

for lunch. We need to help one another consider what marks 

we will leave – on each other, on our school and on our world. 

We need to slow down and consume appropriately. I posed 

this question in my journal, and my answer follows: 

IF I COULD ONLY CARVE ONE STONE, WHAT 

WOULD I FORCE ONTO THAT SURFACE, OR STAND 

IN THE SHADOW OF, OR CALL OUT OF IT? 

THIS LIFE IS A STONE, A STONE IN THE RAIN. 

There is something at work here on me, something caught up 

in the net of sky held pregnant, apostate. The forests that I 

draw as gray v’s marching along the horizon are not woods 

from the past – Birnham Wood coming to Dunsinane – they 

are relatively young soldiers recruited to keep Moray from 

washing away into itself, the firth. And yet they are part of 

something that has been reigning here and has been for 

centuries. This is geologic, not human time. Had the citizens 

who cling like ionic barnacles to this coast, dipping into the 

sea to claim small sustenance, and in return offering some of 

their own every once in a while to the waves, had these folk 

not planted firs, this something that watches over this place 

would have continued with its giving and taking, its washing 

away and resculpting, in its own circle. As my taxi driver said, 

“it’s all a circle, pet. Sometimes we’re just not far away enough 

to see the circle for what it is.” 

There is a dialect to this rain, more difficult to unpack than 

the Doric here, which calls crows corbies, and asks “dae ye ken” 

instead of our “y’know,” or “uh-uh.” I can catch drops on my 

tongue and feel them individually – they are so large. The 

Doric word dreiach won’t quite do; it means this thick mist, 

but is also a synonym for the human expression of ennui. And 

this is not human. It has no interest in my interpretation, and 

as such is invincible, intractable, bedrock-low, the bass note 

that can’t be heard but is sent through the choir of the ribs. 

Shakespeare’s Macbeth asked – why does everything appall me? – 

after his meeting on the heath with three who decided to throw 

themselves at the mercy of a brooding, unopened eye, the 

guardian of every prick of gorse and thistle; the progenitor of 

every shade of heather; the boon behind every cloud. I suspect 

every mountaineer, every space-sailor, every sea-rimed diver, is 

a witch. How could they not be, when they possess a sure and 

arcane knowledge of what we perceive as secular, and the infinite 

space between that and time as it is? To hold one’s breath and 

dive for the bottom, or leap upwards toward the white sky, or 

crawl umbilical between the stars, or to stand by this sea, is to 

be set right-sized; in a sense, to be appalled, or at least to be 

struck anew by one’s own relative insignificance in the larger 

scheme of things. The best we can do is keep our eyes open. 

21

peru by Jay Torson, Art 

22 

Peru 

An Artist’s Haven 

I chose Peru because it promised 

an adventure. The chance to 

explore the ancient Inca 

civilization fueled my interest in 

archeology, art and history. 

As an artist, I was visually 

confronted with picture-perfect 

compositions everywhere I went! 

I used the transformed city of 

Cusco as my home base. Once the 

Inca capital of the empire, now a 

quaint Spanish colonial town, 

Cusco offered a fusion of the two 

cultures that have coincided for 

more than five centuries. 

I explored the Sacred Valley, 

visiting the ruins of Pisac and its 

vibrant market. I studied the 

military ruins of Sacsayhuaman 

and Puca Pucara. I journeyed 

farther to explore Machu Picchu 

on two separate occasions. 

And during my first week, 

I traveled to the remote village 

of Cachora where I prepared 

for a 45-mile trek to visit the 

ruins of Choquequirau. 

Six weeks after embarking 

on this journey, I returned 

home with more than 1,000 

photographs, several inspired 

paintings and memories 

to last a lifetime.

Captivated 

by the rich textures 

of the Spanish doorways, Jay 

took hundreds of photographs 

with the intention of integrating 

the textures, contours and 

colors into an entire series of 

work. The paintings inspired by 

this trip will be on display in 

The McGraw Gallery during the 

month of February 2008. 

23

the Galapagos by Dan Erlandson, Science 

24

A N A M A Z I N G 

Natural Habitat 

Adventure 

Located on the equator about 600 miles off the 

coast of Ecuador, the Galapagos are synonymous 

with Charles Darwin, his theory of evolution and 

the tremendously unique biodiversity that inhabits 

this area of the world. Sometimes referred to as the 

Enchanted Isles due to the “Garua,” or mist, that 

often encompasses them during the dry season 

of July to December, these 19 volcanic islands, 

primarily unpopulated by people, are right in the 

path of the collision of two major ocean currents, 

the northward moving Humboldt and the southward 

moving Panama current. They also sit in the 

middle of the ENSO or El-Nino phenomenon that 

dominates the ocean-atmosphere interaction in 

this part of the world. These three things – 

geographic isolation, proximity to colliding ocean 

currents and the lack of humans – are what have 

allowed the Galapagos to evolve such a unique 

array of biodiversity. 

I was lucky enough to have the special opportunity 

to travel to the Galapagos in August on a tour 

operated by Natural Habitat Adventures 

(www.nathab.com), a company founded and run by 

NA alum Ben Bressler ’80. Spending seven days 

aboard a luxury yacht in the Eastern Pacific, 

traveling to eight different islands, crossing the 

equator I don’t know how many times, hiking around 

volcanic islands, snorkeling with sea lions – it was an 

amazing journey! Each day began with a wonderful 

breakfast on board the yacht, the Letty, and then a 

short dingy ride to an island, to which we had arrived 

overnight. Since each island has its own unique 

microclimate and set of organisms, there was always 

an adventure awaiting. 

A very knowledgeable guide led us in small groups of 

nine on a hike through the habitat of the island 

where we saw the various forms of endemic wildlife 

(unique to the Galapagos) such as land and marine 

iguanas, lava lizards, albatrosses, flightless 

cormorants, blue and red footed boobies, frigate 

birds and giant tortoises. We discussed issues of 

biology, evolution, geology and human population 

and how these things have effected and are continuing 

to effect the biodiversity on these islands which are 

acting as living laboratories. The water around these 

islands is in the 65- to 70-degree range during the 

dry season due to the Humbolt current, so after a few 

hours on the island we would go back to the Letty 

and change into our wetsuits to snorkel. 

The volcanic nature of these islands has created, in 

many cases, sheer drop offs into the water right at 

the edge of the island, so you can snorkel up next to 

the island wall and experience tropical fish, reef 

sharks, sea turtles, sea lions, marine iguanas and 

even penguins, all swimming within your sight. Pretty 

cool! During a delicious and plentiful lunch and 

often a siesta, we arrived at yet another unique 

location that allowed us to hike among and snorkel 

with the amazing endemic flora and fauna. 

The evenings were filled with a briefing on the day and 

a glimpse of the next day’s adventures; conversation 

with the other passengers during dinner; and perhaps 

a glass of wine at the captain’s table. Later in the 

evening I would often wander to the top deck (dressed 

in my warmest clothes), chat with my fellow passengers, 

and watch the Milky Way and the nighttime sky 

unfold amidst the darkness of the unpopulated Pacific. 

25

Greece & Turkey by Amy Schottland, Humanities 

26 

2. 

3. 

4. 

5. 

Living History: 

A Mini-Sabbatical 

to Greece and Turkey 

1. 

1: Amy and Paul Schottland ’70 

about to board their ship in 

Chicheveccia, Italy. They 

sailed for 12 days throughout 

the Mediterranean Sea, up 

into the Aegean Sea, through 

the Dardanelles and up the 

Sea of Marmara into Istanbul. 

2: The magnificent Greek Orthodox Church in Oia, 

Santorini, Greece. Oia is probably the most picturesque 

spot on the idyllic volcanic island of Santorini. We were 

dazzled by the clarity of the sky which glistened off the 

breathtaking colors of the dome all set 

against the richest blues of the ocean. 

3: Istanbul’s Haghia Sophia and the Blue 

Mosque. We were totally mesmerized by 

the grandeur of Istanbul’s Byzantine and 

Ottoman history. These two wonders are 

testaments to early Christian and Islamic 

architectural achievements. 

4: Library in the Roman city of Ephesus, 

Turkey. The ancient city of Ephesus was 

first dedicated to the Greek goddess Artemis, and later 

became a bustling religious and trading center during the 

Roman period. The highlight of our trip was seeing this 

monumental edifice. We were able to walk inside and see 

the marble niches where more than 12,000 scrolls were 

kept safe from the sweltering heat. 

5: Porch of the Maidens, Caryatids, Acropolis, Athens. Of 

all the legendary structures on the Acropolis, I have always 

been in awe of these maidens who have long held up the 

roof of this porch dedicated to the goddess Athena. Their 

robes mimic the grooves of the Doric columns, and their 

regal heads become the capitals themselves. It was a thrill 

to actually greet them in person.

Return 

to the UK! 

Twenty-seven sophomore and 

junior students visited England, 

Wales and Ireland for eight hectic 

days in June, accompanied by 

faculty members Neil Stourton, 

Ted Gilbreath and Brenda Hamm. 

Although the trip indubitably 

brought their English and 

humanities studies to vivid 

(except on the rainy days) life, 

equally memorable were the 

often unrecognizable food, insane 

tour director, stormy swimming 

opportunities, castle storming and 

car crushing! We hope to go 

again in 2009! 

United Kingdom by Neil Stourton, English

France by Mary Lysinger, Languages 

28 

W VUVUVUVUVUVUVUVUV 

Fontainebleau C’est Fantastique! 

In the winter of 1977, I spent a month living with a French family, two blocks from the English 

Channel. Every morning, my French sister Christine opened (out, not up!) our bedroom window 

to let in the fresh air of a new day and its discoveries, be they learning “le lendemain” from comic 

books or eating boudin for the first (and last) time. 

Three decades later, I am on a plane headed for France, this time accompanied by seven young 

students and Debbie Ronan, part-time French teacher and co-chaperone. We embarked upon what 

we hoped would be a trip that would not only allow our students to practice their French and see 

some sights, but also give them the opportunity to step outside their comfort zone. 

Global education has been a key element of Newark Academy curriculum discussions for several 

years now, and the current strategic plan reflects new global initiatives. Creating signature 

experiences that involve international travel and relationships with 

international schools and their students is a component of the strategic 

plan and was the jumping off point for our Fontainebleau adventure. 

Many Newark Academy students and families are already seasoned globetrotters. In fact, in the 

space of 20 minutes on a Friday night in Montmartre, our group ran into the Colizza family while 

buying postcards, and collided with recent graduates Gillian Javetski ’07 and Deb Anderson ’07 

in the metro! 

For all of our travel in Paris, we used public transportation, with each student taking a turn as 

Uticket-buyer, and everyone working together to determine the best route. We felt that experiences 

such as these were excellent opportunities for using French, as well as learning a few lessons in 

self-sufficiency. We observed a distinct increase in the entire group’s confidence by the end of the 

trip, even with a relatively short immersion experience.

Upon arriving at our first sight-seeing destination in Paris, 

we quickly learned that some experiences require making 

lemons out of lemonade. We were at first encouraged by 

the short line waiting to climb up into the bell tower at 

Notre Dame. But as we waited, the sky darkened and the 

rain began to fall. Those of us who were prepared donned 

our rain gear, while the others quickly learned how to 

bargain with street vendors for umbrellas! As we continued 

to wait, we were astonished by the sight above us – the 

elaborate gargoyles at the top of the cathedral were spewing 

rain on us, serving their original purpose as rain gutters. 

To other tourists it may have looked as though we were in 

the wrong place at the wrong time, but from our perspective 

as explorers, it was the best place for a learning experience 

unique to Paris. 

Next, we headed to Fontainebleau, located about 35 miles 

southeast of Paris. This town of 37,000 is best known for 

the chateau and forest domains that surround it. It is horse 

country, on the chic side, with a large English population. 

At the train station, we met our host families and each of 

us went off in a different direction. I am not sure who was 

more nervous: the chaperones or the students! Within 24 

hours, we had the answer: every student had slipped right 

into life in a new, French-speaking family. By Monday 

morning, everyone was ready for a “debriefing” session to 

compare notes. Debbie and I let out a sigh of relief – this 

trip was really working! 

9 TRAVELERS, 9 LESSONS 

V VUVUVUVUVUVUVUVUV 

Initially conceived as a capstone experience for eighth 

grade students of French, logistics and interest intervened 

to create a beta group of one eighth grader, 

four seventh graders and two freshmen. 

“When in doubt, stop for a snack.” – Mme Lysinger 

“Three boys, four girls, two chaperones … okay, we’re 

good.” (Repeat multiple times daily!) – Mme Ronan 

“Hedges are not hurdles.” – Ben Olesky 

”Be polite, s’il vous plaît! Merci!” – Peter Ingato 

”French C vocabulary is really useful.” – Sarah McGrath 

”Even if you’re sure you can’t say it en francais, 

try anyway!” – Emma Beecher 

T 

”Family is central to French life.” – Camille Rosen 

”For a relaxing, after-school vacation, I went … 

to school!” – Tara Dosumnu 

“Don’t fall asleep in public transportation.” 

– Matt Profaci 

29

30 

LETTERS TO THE EDITOR 


JOE BORLO’S 

INCREDIBLE JOURNEY 

I was amazed and moved to 

learn how much and for how 

long Joe Borlo affected the lives of his students. Shortly 

after reading the tributes to him, I came upon an article 

in the current issue of “The American Scholar,” which 

contemplates the nature of the relationship between 

teachers and students. There William Deresiewicz, 

a professor at Yale, writes: 

Teaching, Yeats said, is lighting a fire, not filling a bucket, and 

this is how it gets lit. The [teacher] becomes the student’s muse, 

the figure to whom the labors of the semester – the studying, 

the speaking in class, the writing – are consecrated. So 

[students] seek out [teachers] with whom to have relationships, 

and [teachers] seek them out in turn. Teaching, finally, is about 

relationships. It is mentorship, not instruction. Socrates... 

says that the bond between teacher and student lasts a lifetime, 

even when the two are no longer together. And so it is... [t]he 

feelings we have for the teachers or students who have meant 

the most to us, like those we have for long-lost friends, never 

go away. 

Joe Borlo has been lighting fires for over four decades. As 

we see from the exuberant tributes submitted by his former 

students, our bond with him will last a lifetime, and our 

feelings for him will never go away. 

DAVID CRANE ’72 

NEW DELHI, INDIA 

We encourage you to send your letters and 

tell us what you think about what you’ve 

read in prior issues of “Outreach.” Forward 

your thoughts to outreach@newarka.edu 

or drop a note in the mail. We look 

forward to hearing from you! 

CATHERINE LYNHAM’S 

INFLUENCE LIVES ON 

The thing that struck me about 

the last edition of Outreach was 

the picture of Mrs. Lynham and students on page 49. John 

Lowenstein was in my class, a brilliant boy and good friend, 

and Curt Cetrulo was, as I recall, one year behind us. 

Mrs. Lynham has been my fondest memory of NA. I 

attribute my educational and professional success to her, 

and to Mr. Nelke, Mr. Huddle, Mr. Stallings, Mr. Warbasse 

and several others among my fine teachers at NA. I’m 

forever indebted to her and to them. I’ve spoken so often 

to my wife, Cheryl, about Mrs. Lynham; I’m sure Cheryl 

thinks that Mrs. Lynham is some mythical personage, a 

fabrication of my overly-vivid imagination. I’m quite 

moved, at this moment, looking at Mrs. Lynham’s picture, 

hearing her voice in my mind, and remembering her so 

clearly, more than a half century after I last sat in her class 

listening intently and learning not only math and English, 

but honor, respect and those values that she instilled in us 

that became the foundation of my personal beliefs and 

that guided my life decisions and actions. 

Well, enough of an old man’s sentimentality. 

EARL GREENWALD ’58 

STATESVILLE, NC 

outreach 

outreach 

NEWARK NEWARK ACADEMY 

ACADEMY 

INSIDE: 

State of the Academy 

Global Perspectives 

& Fond Farewells 

SPRING SPRING SPRING 2007 

2007

Two Donor 

Receptions 

Endowment Campaign’s Success! 

Mark ’74 and Ruth Melillo, William Green ’69 

Will Green ’69, Gina Mandelbaum ’75, 

Ken Mandelbaum 

Celebrate the 

Pleasantdale Chateau September 10, 2007 

Jeffrey Silverman ’82 and 

Donald Austin 

Brent Bergin and 

Pamela Huttenberg 

Pat Budziak 

Anne Essner Rick ’77 and Jane Redmond John and Maureen Vergano, Fred McGaughan 

Laura and Robert Corman 

Jeffrey Silverman ’82 and Jon Olesky ’74 

Highlawn Pavilion October 4, 2007 

Barry and Ilene Silverman with Mike and Larissa Gruber 

Ken Somberg, Van Stevens ’65, Carrie Somberg 

David Hardin ’73, Kathleen Cronheim, Laura Hardin 

Anthony Coccia, Scott Maranaccio, 

Wendy Silverstein Drobner 

Nancy McGaughan and Amanda Cali 

Suzy and Ken Press 


31

32 

from the 

Archives 

by Blackie Parlin 


MAKING BEAUTIFUL MUSIC TOGETHER 

NA STUDENTS PERFORM WITH THE 

NEW JERSEY SYMPHONY ORCHESTRA AT NJPAC! 

THERE WE WERE ON THE STAGE OF THE PRUDENTIAL 

HALL AT THE NEW JERSEY PERFORMING ARTS CENTER: 

AMY EMELIANOFF CONDUCTING THE NEWARK ACADEMY 

ORCHESTRA, THE ORCHESTRA PLAYING AN ORIGINAL 

COMPOSITION BY SENIOR VIOLIST MICHAEL BOYMAN, 

AND I (AT LEAST FOR THE REHEARSAL). IT WAS AN 

EXTRAORDINARY, PROUD MOMENT FOR MICHAEL, THE 

ORCHESTRA, AMY EMELIANOFF AND OUR SCHOOL. THERE 

ARE A NUMBER OF STRANDS TO THIS STORY; I’LL TRY TO 

FOLLOW EACH ONE.

F 

First, and of least significance, what was I doing there on stage? (My one piano 

teacher quit out of frustration in 1948 at which point my mother acquiesced in 

the termination of my musical career.) I was there on stage as photographer. 

Knowing that NJPAC prohibits any photographs of a performance, I had smuggled 

a camera into the hall because, as dedicated archivist, I had to record this glorious 

moment of our school’s history. Standing in the theater foyer, I was approached 

by an NJPAC official. Thinking bad thoughts about who could have tipped them 

off about my camera and prepared to be hustled off to Newark Police 

Headquarters, I was stunned to be told, “I’m so glad you have a camera, because 

we neglected to arrange for a photograph. Follow me; you can photograph the 

Newark Academy orchestra rehearsing on stage.” (!!!) I was escorted through the 

bowels of the concert hall, admitted through two sets of locked doors, and there 

I was on-stage with my camera as the Academy orchestra rehearsed. 

The Newark Academy orchestra was joined by six members of the New Jersey 

Symphony who had been working with Academy students in a musical mentors 

program of the education department of the New Jersey Symphony. Also joining 

the orchestra were five Newark Academy graduates: Allison Bumke, Jonathan 

Lenz, and Tracy Jacobson, all from the class of 2006, Kristen Mulgrew ’05, and 

Kathleen Derbyshire ’93, violin teacher to many area students. The Academy 

orchestra played as a prelude to the concert of the New Jersey Symphony. 

This honor was achieved in a competition upon submission of an application 

and the judging of a tape recording. 

None of this would be conceivable without the skilled and dedicated role of 

Amy Emelianoff. Amy took over a fledgling instrumental program in 1989. 

Just a few years earlier the program had been started by Joanne Lansack 

(Behr) who initially had no music or instruments or room. George King 

significantly developed the program further, but the success of today, reaching 

the concert hall of NJPAC, is attributable to Amy. 

We can report here that in Amy’s first year, budget constraints permitted only 

a part-time salary; but those who know Amy can testify that she is always a 

full-time-plus, committed teacher. 

So, there we were. 

A short, uncalled for, foray into 

money matters: One of the 

distinct, wonderful sounds of the 

evening were the rich, powerful 

tones of the timpani of the New 

Jersey Symphony. A timpani for 

Newark Academy would cost 

$12,000. And, then, on a larger 

scale, the concert hall. Even as 

a non-musician, I could thrill to 

the acoustics of the symphony 

hall and wish for the day that 

the Newark Academy auditorium 

could be rebuilt to be commen- 

surate to the quality of the 

current NA arts programs. 

After the performance of the Newark Academy orchestra, including the 

original compositions of Michael Boyman, Loose Rondo for Viola and Orchestra, 

the reviews by all were raves. People with no association with Newark Academy expressed awe that a student 

orchestra could perform so magnificently. One woman was surprised to learn that NA is not a performing arts 

school! Amy herself says that “sometimes music happens which transcends the written notes.” This was truly 

a transcendent moment. 

NA NEWS fall 2007

34 

Alumni News & Events 

From the President of the Alumni Board of Governors 


As we began the 2007-08 academic year, the alumni 

board of governors welcomed Donald M. Austin, our 

new head of school, to the Newark Academy family. 

At Convocation, the board of governors committed 

itself to helping Don learn our history and culture. 

During the coming year, we will work to connect him 

to the more than 5,000 Academy alumni – from our 

oldest in the Class of 1927 to the most recent graduates 

in the Class of 2007. 

At Reunion/Homecoming, the board of governors 

celebrated the achievements of Madeline Vasquez ’77 with the Alumni Achievement Award, Jeffrey Silverman ’82 with the 

Fulton MacArthur Award, Pat Ciccone ’62 with the Athletic Hall of Fame Award, and Joe Borlo with the Distinguished 

Faculty Award. All four individuals, once again, represent the best that Newark Academy has to offer. 

Last June, the board welcomed its newest members – John Bess ’69, Noah Franzblau ’86, John Gregory ’99, Mark 

Menza ’71, Lara Samet ’01 and Kim Griffinger Wachtel ’85. These alums bring new energy and perspective to the work 

of the board and will help the governors in their efforts to create a more dynamic and vibrant alumni community. 

The board of governors thanks everyone who helped make last year’s Minuteman Golf Invitational a great success. Proceeds 

from the Invitational have been designated to the faculty fund in the Academy’s endowment. This fund is used to assist 

faculty study for masters’ and doctorate degrees, engage in continuing education programs and pursue experiential 

learning opportunities through sabbaticals. We are proud to announce that, since 2004, more than $150,000 has been 

raised for the faculty fund. Your continued support is essential as the board of governors works toward its goal of 

$500,000 by 2012. Plan to join us at the 2008 Golf Invitational to support the Academy’s faculty. 

In the coming year, we hope to see you at various alumni events in the greater New York area and at other events across 

the country to renew friendships, to bring you news of the accomplishments of students and staff, and to provide information 

about the focus and direction of the Academy. 

Leo M. Gordon ’69 

Above photo: Leo Gordon ’69, Andy Mulvihill ’81, Jed Rosenthal ’93, Scott Newman ’73, John Bess ’69, Art Williams ’81, John Gregory ’99, 

Kim Hirsh ’80, Mark Menza ’71, Lara Samet ’01, Lance Aronson ’74, Noah Franblau ’86, Sam Gaidemak ’85 (not pictured: Amanda 

Rubinstein Black ’97, Ian Josloff ’90, Van Stevens ’65, Kim Griffinger Wachtel ’85) 

BOARD OF GOVERNORS APPRECIATION DINNER 

MAY 3, 2007 

The annual Alumni Board of Governors Appreciation Dinner was held last May to thank 

retiring members of the board of governors for their dedicated effort and contributions: 

Jane Florin Langendorff ’80, Leslie Abney Ford ’74 and Nita Dang Khurana ’90. Five 

new members were welcomed to the board: John Bess ’69, Noah Franzblau ’86, John 

Gregory ’99, Mark Menza ’71 and Lara Samet ’01. 

One of the evening’s highlights included a special presentation to former Head of School 

Penney Riegelman. In honor of Penney’s 10 years of dedicated service to the Academy, 

10 specimen trees were planted to form a shady grove by the soccer fields.

1 2 

3 

5 

6 

4 

ALMA MATER LUNCH 

April 25, 2007 

Alumni from the Classes of 1938– 1957 

enjoyed lunch and a performance of 

the Lyric and Vigoroso Singers while 

they reminisced and told stories of their 

glory days. It was a beautiful spring day 

filled with laughter, good spirits and 

fond feelings for the Academy. 

1: Jim Walsh ’38, Rusty Husted ’38 and 

Richard Craw ’38 

2: Bob Cronheim ’46 and Bob Lenz ’47 

3: Mickey Gilman ’47 and Roger Brodkin ’50 

4: Leo Gordon ’69 and Bill Hardin ’44 

5: Gus Baker ’32 and Dick Beltram ’41 

6: Austin Hoffman ’46, Alan Moscowitz ’46, 

George Kondak ’54 

ALUMNI GATHERINGS fall 2007 

35

36 

ROAST THE COACH! 

April 28, 2007 

More than 100 alums returned to campus 

to honor their beloved coach and friend, 

Robert Hendrickson. The evening was a 

tribute not only to Bob’s service to the 

Academy, but to the indelible mark he left 

on the lives of his players and students. 

The event also raised funds to support 

the Robert J. Hendrickson Scholarship 

Fund which will enable deserving students 

to attend Newark Academy. Bob was 

toasted and roasted by, among others, 

Larry Cetrulo ’67 and Pat Ciccone ’62. 

Many more contributed to a commemorative 

videotape. Thanks to the hard work 

of Van Stevens ’65 and Scott Russell ’65, 

all those who attended had a wonderful 

and warm time remembering their days 

at NA and their inspirational coach. 

1: Bruce Goddin, John Limmer, Lee Abbey, 

Lisa Melillo ’75, Mark Melillo ’74 

2: Tom Hennigan ’77, Bob Hendrickson, 

Dillard Kirby ’77 

3: Van Stevens ’65 

4: Whitney Russell ’62, Ralph Rosamilia ’62, 

Lanny Davis ’63, Scott Russell ’65 

5: Bud D’Avella ’62, Pat Ciccone ’62, 

Bob Hendrickson 


BUY THE DVD! 

The tribute to “Coach” was captured on DVD — complete with a montage, 

“roast-style” speeches and interview comments from special friends. You 

will receive this memorable DVD when you make a gift of $100 or more. 

All proceeds benefit the Robert J. Hendrickson Scholarship Fund. Contact 

Jennifer Maffei in the advancement office for more information, 

jmaffei@newarka.edu, or call 973.992.7000, ext. 362. 

1 

2 4 

5 

3

POINTS OF VIEW 

Alumni Art Exhibit 

THE McGRAW GALLERY 

October 2007 

ALUMNI ARTISTS ADDRESS STUDENTS, EXHIBIT WORK AND 

RECONNECT WITH FACULTY AND STAFF 

Sources of inspiration, technique and memories of Newark Academy were topics of discussion 

during the morning IB Studio Art gallery talk, as well as at the afternoon reception and 

faculty tea held in conjunction with the opening of the McGraw Gallery art exhibit, “Points 

of View,” on Friday, October 5. The title of this exhibit, “Points of View,” reflects the very 

personal and diverse approaches to making art as evidenced in the works of 12 Newark 

Academy alumni ranging from the classes of 1956-2006. These accomplished artists work 

in a variety of media including painting, photography, glass, film and printmaking. Each 

work of art gives the viewer insight into the artist’s vision, technique and life experience. 

Gallery Director Elaine Brodie said, “It is wonderful for the current Newark Academy 

community to see that making art is a lifelong passion. We are very proud of these talented 

artists who are sharing their work with their alma mater.” Nancy McGaughan, director of 

alumni relations, added, “It was wonderful to see the sharing of different points of view 

from different eras at Newark Academy. Both artists and students gained new perspectives 

from their interactions.” 

The Minuteman 

Golf Invitational 

WILD TURKEY GOLF CLUB 

HARDYSTON, NJ 

May 23, 2007 

More than 140 golfers participated in a 

beautiful day of spirited golf competition, 

followed by prizes, raffles and a silent auction 

at the cocktail reception. The event, which has 

become increasingly popular over the years, 

raised more than $50,000 in net proceeds 

to benefit the Alumni Fund for Faculty. 

THE ALUMNI ARTISTS 

Arthur Block ’56, Matt Brodie ’06, 

Wendy Prather Burwell ’80, Leslie 

Abney Ford ’74, Jamie Harris ’93, 

Anne Herbst ’78, Julia Kaye ’03, 

Rachel Klinghoffer ’01, Tim Merrick ’83, 

Lisa Shah Sen ’98, Stephen 

Slutzker ’56 and Dennis Vasquez ’92. 


37

38 


Alumni Awards Lunch 

The alumni board of governors celebrated its shining stars at the annual awards lunch at 

Homecoming and Reunion. This event recognizes distinguished alumni and faculty. 

Madeline Vazquez ’77 

Alumni Achievement Award 

Jeffrey J. Silverman ’82 

Fulton MacArthur Award 

Patrick E. Ciccone ’62 

Athletic Achievement Award 

Joseph Borlo 

Distinguished Faculty Award 

VISIT THE ALUMNI SECTION OF THE WEBSITE FOR MORE INFORMATION ABOUT THE 2007 HONOREES! 

Don Austin, Bob Lentz ’47, Joan Bennett Kent ’72 and Shirley Leonhardt Margaret Kim ’87 with her daughter 

Noah Franzblau ’86 and Jason Bernstein with their sons 

NA students greet alumni 

returning to campus 

Wayne Kent ’85, Jeffrey Silverman ’82 and Andy Mulvihill ’81 

Terri and Jim Garofalo ’77 Leo Gordon ’69 and Van Stevens ’65 Ralph Rosamillia ’62 and Mickey Yeager ’62

OCTOBER 14, 2007 

remember 

Newark Academy welcomed its alumni 

back to campus for an evening of fine 

food, fond memories and fun. 

reunion2007 39 

Class of 1962 Craig Perrelli ’97 shows off his NA pride with fellow classmates 

Perusing class composites 

Class of 1987 

Dina Rankin Palmisano ’87 

and Felicia Newman Asch ’87 

Norm Schafler and Milo 

Schaeffer ’77 

ALUMNI GATHERINGS fall 2007

40 

Class of 1977 

Michael Fixler ’92, Deepti Hajela ’92, Matt 

Gabin ’92 

Ashley Inserra ’02 and Alex 

Senchak ’02 


Stuart Fischer ’67 with his daughter, 

Lisa ’10 

Dillard ’77 and Adrienne Kirby, Adrienne and Stan 

Doobin ’77 

Anne LeBuhn MacCowatt ’77, David McGraw ’77, Tom 

MacCowatt 

Members from the Class of 2002 exhibit “Minuteman Pride” 

Wayne Yamamoto, Margaret Kim ’87, Michael Rockoff ’87, 

Chi Rockoff 

Class of 1972

Class of 1967 

Joe Ball, Deepti Hajela ’92, Brian Martin, Michael Fixler ’92 

Don Austin, Von Rollenhagen, Kiki Austin 

Class of 1982 

Class of 2002 Dorothy and Joe Scarlett ’62 

Howard Wachenfeld ’47, Marvin Rothman ’47, Bob Lentz ’47 

Class of 1997 


41

42 


Rewards 

The 

Teaching 

of 

BY AMY SHERMAN ’06 

Perspectives from a Summer Session Intern 

As I walked into Newark Academy on my first day as an 

intern, the halls were swarmed with more students than I had 

ever seen. Not only was I shocked to see the building overflowing 

with so many children, but in the past, I had entered those 

doors with my homework in hand as a student…

I was now about to have my eyes opened to a completely 

new and exciting perspective of the classroom – the 

perspective of the teacher. My schedule as an intern was 

made up of four classes a day, 

consisting of 5th and 6th grade 

students. I had been assigned to 

assist a science teacher for two 

periods, a math teacher for one 

period and an English teacher 

for one period. I had a unique 

and wonderful experience with 

each teacher and class to which 

I was assigned. 

In science, I learned how 

important it is for children to be 

engaged in hands-on activities. 

Nearly every day the teacher, 

Mrs. Bier, had a new experiment 

for the students to do. On one 

of the first days a student said, “I have never had a science 

class like this before!” I was able to be part of this great 

learning experience for the children by preparing and 

presenting several of my own lessons, such as a chromatography 

experiment. Even when I did not lead the class, I 

felt free to chime in to the teacher’s lesson, as well as walk 

around and help the students. 

One of the highlights of my experience teaching at NA was 

when Mrs. Bier and I placed a surreptitious ransom note 

in a student’s desk to challenge the class to use problem 

solving skills to discover who wrote the mysterious note. 

Although the original plan was to ask the students to 

clean out their desks (and hence guide them to discover 

the note), one of the students beat us to the task and 

found the note before we had planned. Enthusiastic and 

confused by the note, the classroom suddenly transformed 

into a crime scene with fifteen little detectives. It was 

amazing to see the light bulbs go on in the students’ 

heads when they realized that chromatography was the 

means to solving this real life situation. I learned how 

valuable it is to connect seemingly useless lessons with 

practical applications. 

Math class also opened up a 

whole other perspective of 

teaching to me. I was exposed 

to the struggle that many 

teachers face when students 

are at different levels of 

academic ability. Through 

observation and experience, I 

learned many methods on how 

to manage a classroom where 

there is a wide spectrum of 

academic ability. For example, 

it is useful to have extra individual 

work or games ready 

at all times to give to students 

who are more advanced, while spending individual time 

with others who are struggling. 

I was given a third, completely different perspective of 

the life of a teacher in English. As an intern in this class, 

I learned the importance of modeling an example for 

the students. I also learned how hard it is to motivate 

students to think and be creative, but observed ways 

to break through their resistance. Lastly, I learned that 

I am a horrible speller. (NOTE: Always have a Webster’s 

Dictionary on hand!) 

I could not have asked for a more rewarding summer 

experience. I feel as though I have learned so much 

about teaching and I am excited to continue the journey. 

Although teaching definitely comes with struggles at 

times, there are no words to describe the satisfaction 

I felt while watching the students succeed. 

ALUMNI PROFILE fall 2007 

43

44 

Alumni Lacrosse 

June 2, 2007 

NA 

Newark Academy held its first Alumni Men’s Lacrosse Game this year, with more than 40 alums from the Classes of 1988– 

2006 in attendance. On a sweltering June morning, they played against the Newark Academy Varsity Lacrosse team. The 

alumni team, coached by Von Rollenhagen, had a great time playing together once again while reliving their glory days on 

the NA lacrosse field. The game was spirited, even with the NA Varsity finally winning in the end. All players, coaches and 

fans enjoyed lunch after the game, and everyone agreed that the Alumni Lacrosse game is a tradition destined to continue. 


FOR ALUMNI ONLY … 

Launching the Alumni Networking/Mentoring Page 

on the Newark Academy Website in January 2008 

The mentoring page is designed to help young alumni connect with, and benefit from, the 

wisdom of Newark Academy graduates who have gone before them. On this page, alumni who 

register as “mentees” will have the opportunity to contact alumni mentors in various fields 

who have graciously volunteered to guide and advise them as they begin their career paths. 

We are seeking experienced alumni to serve as mentors in the following fields: 

Advertising / Business Government Media 

Public Relations Education Hotel / Restaurant Medicine / Dentistry 

Architecture Entertainment Insurance Non-Profit / NGO 

Arts Fashion Law Real Estate / Development 

Banking Finance / Investment Marketing Technology 

Volunteering as a mentor offers the opportunity to give back to Newark Academy while investing in 

the future. It is a wonderful way to connect with young NA alumni and to become part of our new and 

dynamic alumni community. For young alumni, NA mentors provide an invaluable and trusted resource 

in an ever-competitive world. 

Please call Nancy McGaughan at 973.992.7000, ext. 367 or e-mail nmcgaughan@newarka.edu to add 

your name and expertise to our new mentoring page. 

WWW.NEWARKA.EDU

Parents of alumni: If this publication is addressed 

to your child and he or she no longer maintains a 

permanent residence at your home, please notify 

the alumni office, 973.992.7000, or send an e-mail 

to nmcgaughan@newarka.edu. 

Newark Academy 

91 South Orange Avenue 

Livingston, NJ 07039 

Phone: 973.992.7000 

Fax: 973.992.8962 

www.newarka.edu 

E-mail: outreach@newarka.edu 

Return service requested 

NON-PROFIT ORG. 

US POSTAGE 

PAID 

PITTSBURGH, PA 

PERMIT #5450

Donald M.Austin - Newark Academy

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