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Thomas C. Barry P’01,’03,’05

Katheryn Allen Berlandi ’88

Ian R. Desai ’00

Thomas J. Edelman ’69, P’06,’07

William R. Elfers ’67, Vice President

John E. Ellis III ’74

Lawrence Flinn, Jr. ’53

Diana Gomez ’76, P’11,’12

Sean M. Gorman ’72, Secretary

John P. Grube ’65, P’00

Elizabeth Gardner Hines ’93

Firoozeh Kashani-Sabet ’85

Eleanor Green Long ’76

Forrest E. Mars, Jr. ’49, P’77,’82

GP’09,’09,’11,’11,’14, Vice President

Malcolm H. McKenzie P’10, Trustee Ex Officio

Christopher H. Meledandri ’77

Kendra S. O’Donnell

Philip W. Pillsbury, Jr. ’53, P’89,’91

Peter J. Rogers, Jr. ’73, P’07, ’11

Jean Weinberg Rose ’80, Vice President

Roger K. Smith ’78, P’08

Jane Sommers-Kelly ’81

Marjo Talbott

John L. Thornton ’72, P’10,’11, President

William B. Tyree ’81, P’14, Treasurer

E M E R I T I

Howard C. Bissell ’55, P’82

John R. Chandler, Jr. ’53, P’82,’85,’87, GP’10

Edgar M. Cullman ’36, P’64, GP’84

Frederick Frank ’50, P’12

David L. Luke III ’41

Dr. Robert A. Oden, Jr. P’97

Nancy Watson Symington P’76,’78, GP’00,’10

Francis T. Vincent, Jr. ’56, P’85

Arthur W. White P’71,’74, GP’08,’11

Christopher M. Bechhold ’72, P’03, VicePresident and Chair, Nominating Subcom-mittee for Membership

Lance K. Beizer ’56

William J. Benedict, Jr. ’70, P’08, ’10

Katheryn Allen Berlandi ’88, President

Keith E. Bernard Jr. ’95, Co-chair, Alumni ofColor Committee

Douglas Campbell ’71, P’01

Charles A. Denault ’74, P’03, Ex Officio

Kerry Bernstein Fauver ’92

Quinn Fionda ’91, Chair, CommunicationsCommittee

Meredith Mallory George ’78, P’09,’11

Brenda G. Grassey ’80

Edward J. Greenberg ’55, Vice President andChair, Alumni Services Committee

Seth M. Krosner ’79

D. Roger B. Liddell ’63, P’98, Secretary

Jennifer Appleyard Martin ’88, Chair, Gen-der Committee

Alison L. Moore ’93, Co-chair, Alumni ofColor Committee

Alessandra H. Nicolas ’95

Daniel N. Pullman ’76, Ex Officio

Peter J. Rogers ’73, P’07,’11, Ex Officio

Wendy Weil Rush ’80, P’07, Vice Presidentand Chair, Nominating Committee

Peter D. Scala ’01

Bryan A. Small ’03

George A. Takoudes ’87

Jana L. Wilcox ’97

To learn more about The Board ofGovernors, please visitwww.hotchkiss.org/Alumni/BoardGov.asp

Board of Trustees

Alumni AssociationBoard of Governors

Save the Date

Classes of 1936, 1941, 1946, 1951,1956, 1966, 1971, 1976, 1981,

1986, 1991, 1996, 2001, and 2006

June 10 – 12, 2011

For more information,please contact Caroline Sallee Reilly ’87,

Associate Director of Alumni and Parent Programs,at (860) 435-3892, [email protected],

or visit www.hotchkiss.org/alumni, then click on Reunions.

HotchkissREUNION

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F E A T U R E

D E P A R T M E N T S

Campus Connection

Reunion

Alumni Names and Faces

True Blue

Athletics

Class Notes

In Memoriam

My Turn

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24

28

39

42

46

66

72

P.16

How do we know what we know? Very often, it’s because someone taughtus. If you talk with faculty members at Hotchkiss – and there are well over140 of them – almost always, they will tell you the name of the teacherwho inspired them to teach. Unprompted, they will recall the momentwhen they knew that they, too, would become teachers. Sometimes theirinspiration comes from a former Hotchkiss faculty member – L. BlairTorrey ’50, Bob Hawkins, George Van Santvoord ’08, as some examples.We learn from our teachers, from our peers, from our mentors. In thisissue, we begin a series of short profiles of Hotchkiss teachers and learnmore about the extraordinary work that is their life’s mission.

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Extraordinary Educators: The first in a series

of profiles of Hotchkiss faculty members2

The Hotchkiss School does not dis-criminate on the basis of age, sex, religion, race, color, sexual orientation,or national orientation in the adminis-tration of its educational policies, athletics, or other school-administeredprograms, or in the administration ofits hiring and employment practices.

Hotchkiss Magazine is produced by theOffice of Communications for alumni,parents, and friends of the School.Letters and comments are welcome.Please send inquiries and comments to:Roberta Jenckes, The Hotchkiss School,P.O. Box 800, Lakeville, CT 06039-0800, email to [email protected],or telephone 860-435-3122.

C O V E R A R T I S T

Jonathan Doster

A B O V E :

Bonfire by the lake – see story on page 18.

H E A D O F S C H O O L

Malcolm H. McKenzie

E D I T O R

Roberta Jenckes

D E S I G N E R

Christine Koch, Knockout Graphics

E D I T O R I A L A S S I S T A N T

Divya SymmersCommunications Writer

W R I T E R S A N D C O N T R I B U T O R S

John R. Chandler ’53Robin Chandler ’87

Sara Eddy ’78Kristen Hinman ’94

Meghan Lori ’10Molly McDowell

Malcolm H. McKenziePeter Nalen ’79

Hal Scott ’35Divya Symmers

Andrea Tufts

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2 H O T C H K I S S M A G A Z I N E

Y “You cannot do this job unless you

love it.” That’s what I said recently to

the members of the Hotchkiss Class of

’60 at their 50th reunion. I was not

thinking narrowly about being a Head

of School, although that was certainly

in my mind, but more broadly about

being a teacher, especially in a board-

ing school, our boarding school. The

hours, the commitment, the sheer vol-

ume of people and variety of matters

that require moderated care and

immoderate attention make the whole

undertaking precarious and untenable

unless undergirded by love. This is

simple really, and easy once felt, but it

is not often stated directly and

unashamedly.

In the glow of a reunion, such senti-

ments are understood quickly.

Conversation on such occasions circles

again and again, in tender lassoes,

around the giants who imprinted

themselves on those hearts and pliable

minds being formed many years ago.

The figures that stand out, retaining

clarity and freshness, are those who

loved what they did and loved the stu-

dents upon whom they made such a

lasting impress. They may have been

either aloof or approachable, but they

would always have been exacting.

Some may have been charismatic,

others restrained, but both types

would, through curiosity, have

opened new vistas. They may have

been loquacious or succinct, but they

certainly told a story that stuck. And

they did what they did, and taught

what they taught, because they loved

it. Teaching was a calling, and they

“ABOVE RIGHT:

Alumni returning forReunion in October

talk with MalcolmMcKenzie. Often,

they spoke about theteaching giants theyknew at Hotchkiss.

F O R E W O R D B Y M A L C O L M M C K E N Z I E

EXTRAORDINARYEDUCATORS:

The first in a series of profilesof Hotchkiss faculty members

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called their students to learn.

Hotchkiss has always had its goodly

share of such giants. They are with us

right now, some looming tall already,

others growing in stature. It is they

who have contributed so generously to

the extraordinary teaching and learn-

ing that characterizes our classrooms,

and all the other areas where we learn

in this boarding community. And it is

they who inspire us all to stretch

beyond our best in what we impart to

our students and to each other.

That phrase, ‘extraordinary teach-

ing and learning,’ has become a

mantra of our planning process dur-

ing the past two years. I like it on

many levels: as a descriptor of what

happens here; as a statement of

intent; and as a target to attain. So

what are the ingredients that the

recipe requires? Read about a few

teachers in these pages and you will

discover some components, in their

words. Creating an environment

where ‘something good happens

every day,’ is indispensable. Writing

‘is the job.’ Students do gain ‘a confi-

dence in themselves that is inspiring.’

This is, in part, because they are

treated as ‘serious thinkers’ who are

offered a ‘sense of agency and

empowerment.’ And ‘those moments

of sudden comprehension’ occur

because students inhabit ‘space to

think for themselves.’

It is indeed the case that ‘the culti-

vation of intellect is an essential

responsibility, and what better place

to pursue that than in a school.’

Teachers here must always have a

minute, and they do learn something

new every day from their students.

We do ‘ask a lot of them, and they

meet us.’ And as we ‘aim to give stu-

dents a taste for other cultures,’ we

do simultaneously ‘love the infinite

variability that comes from working

with so many different students.’

In our new admissions film, one

student says: “Love it here.” We do.

TEACHING PROFILES BY ROBERTA JENCKES

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LEFT: Alumni atReunion in Octobergathered for a recep-tion in the formerHeadmaster’s Studyin Harris House.

BELOW: In theArchives, group photos of Hotchkissfaculty are rarelyfound; this one isfrom 1981.

Alumni memories oftheir teachers are richand enduring; allspeak of one or morefaculty members atHotchkiss whosparked an academicinterest or encour-aged them in a sportor extracurricularprogram. In tributeto these giants of ourpast, we include pho-tos of Hotchkiss facul-ty throughout theseprofiles of extra-ordinary educators.

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of Wonders and an argument aboutone guy who wanted to leave theplague village pronto, and the priestwho was advocating doing the rightthing, staying and quarantining thetown. Not long after we were dis-cussing Gandhi and then CivilDisobedience, an essay which we wenton to read the following week andconnect to both Inherit and Antigone.

Recently, three seniors made a pre-sentation on their independent studyin French Romanticism that wasquintessential. They kept the class’sattention for a full hour; the sessionwent past the bell of the first hour,and no one squirmed in a chair. Theyintroduced me to composerAmbroise Thomas; sent me scurryingto Hamlet because of a French operaHamlet and a drinking song in Act II;

“For starters, I teach because some-thing good happens every day.Yesterday a group of preps wrote forfive minutes in their notebooks aboutAntigone, and then we debriefed.Honest to God, the first student says,“I found Antigone’s situation a lotlike Cates’s in Inherit the Wind.” Notbad. The next kid links it to My Year

GEOFFREY B. MARCHANT

Instructor in English

The L. Blair Torrey ’50 Chair

Joined Hotchkiss: 1972Currently Teaching:

English 150Senior elective, “Romanticism”

Senior elective, “Nature”

“Mr. Marchant”

TOP AND ABOVE: Sep-tember 2010, GeoffMarchant demonstratescider-making; L. BlairTorrey sights drill holeson maple trees in this1981 photo, as MaryZimmerman and GeoffMarchant look on.

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and to the library to grab theSymphony Fantastique.

It happens in soccer and baseball,too …. Like what happened last year.One of the goalies I coached said, asit was his turn to play, in the secondhalf, “Coach, he’s playing really well;let’s not make any change.” Breakyour heart!

MY MENTOR

Blair Torrey was my mentor, and Istill quote and imitate him today; infact, I DID so today, vis-à-vis“Tintern Abbey.” Some of it is sub-ject matter and some our sharedenthusiasm for, say, a passage inHuck Finn or Zorba the Greek. Otherthings pop up as happened todaywhen seniors were reading from greatpapers. I told them, “I would havecalled Mr. Torrey and asked if he hada minute, and read part of your com-position. That was always the catchphrase – ‘Hey, have you got aminute?’ – and I always did, becausewhat followed was excellent proseread with great passion.”

THE REAL LEARNING

As for writing, it IS the job. I toldstudents recently, “Look, I could

TOP, ABOVE, LEFT:Geoff Marchant animates an Englishclass in 2003, and1978 photo showsBlair Torrey doing the same.

stand on my head and teach Inheritthe Wind – in fact, I might try that –but writing is my real job and yourreal job.” I give them a packet aboutwriting, which centers on the wholeprocess.

In my office at home, I have a stackof corrections and revisions that Iwork on, and the rain and wind out-side as fine companions as I plowthrough their deathless prose, andthat is what it is all about. Writing isthe real work, and I stress Writingbeyond the Classroom.

Also, when I hand back the firstcomps, I line up on the ledge of thewhiteboard, the works of students Ihad in class, and flash on the screenpictures of them as Hotchkiss seniors.In about 10 seconds, students get it:one of them sitting here will join theranks of published authors someday,of the line of artists that used to sit inthese same seats, like Sam Lardner,who performed here last week, andHank Kimmel, who will do classes inplaywriting next spring.

WHY I TEACH AT HOTCHKISS

It’s simple. This is where I started,and like Ernie Banks with the Cubs, Iwill finish my career where it began.”

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LAURA BARROSSE-ANTLE

Instructor in Chemistry

Joined Hotchkiss: 2009Courses Taught:

Chemistry (CH350),Foundations of Biology and

Chemistry (SC260)

“Dr. Barrosse-Antle”

“By the end of high school, I knew thatteaching would be my career. I reallyliked being in classes, I liked explainingthings to people. Then, in college myfreshman chemistry teacher made it allabout understanding rather than aboutmemorizing. He wrote his tests in sucha way that I felt I learned somethingfrom even the assessments. It was hardenough that it was a challenge, and sowhen I got it, there was a big rush.

I like it here because my studentsare bright kids. I can go off on someside notes that are interesting to meand may be to them as well.

GIVING STUDENTS THE SPACE

TO THINK FOR THEMSELVES

I hope, as I think probably everyteacher at this school does, that thestudents in my class learn to think crit-ically and creatively. In science courses,the challenge is helping the students tolearn the vocabulary and concepts thatthey will need to be able to thinkdeeply about scientific information as

well as trying to give them space tothink for themselves. After every labo-ratory experiment, I have round-tablediscussions. This encourages the stu-dents to be thoughtful and active par-ticipants. They know to bring any arti-cles that they’ve found or been given aswell as their notes and the data itself. Itis always exciting to see the evolutionof an idea as the students make con-nections between their physical evi-dence and the chemical or biologicalconcepts they’ve seen in class. Studentswho don’t always speak a lot will con-tribute a question. Students who aresometimes know-it-alls will be respect-fully corrected as they propose anexplanation, and another studentpoints out a flaw. Sometimes a studentwho isn’t the originator of an answerwill still contribute significantly by fig-uring out a different way of explainingthat answer to another.

At the beginning of the year, thesediscussions can be painful for the stu-dents, as no one wants to be the firstone to say something wrong. But bythe end, everyone is communicating,synthesizing data from a variety ofsources, and thinking critically to getat the heart of whatever our experi-ment was exploring.

I also coach Varsity Boys’ WaterPolo in the fall and Varsity Girls’Water Polo in the spring.

I coached a little bit of rowing whenI was in grad school. Coaching is defi- C

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nitely one of the more challengingaspects of teaching here, but I havereally loved coaching and getting toknow this team. They are really com-mitted athletes, and it shows in theirrecord; they’re 8-2 right now. They’vehelped me grow as a coach, in addi-tion to growing together as a team.

SAVORING THE “AHA”MOMENTS

Earlier this semester, we were dis-cussing some background informationthat students will need to understandhow atoms interact and react with oneanother. After going through a seriesof examples with the students provid-ing more and more of the answers

OPPOSITE: LauraBarrosse-Antle in theclassroom

OPPOSITE RIGHT:Chemistry teacherWilliam Stakeley,first holder of theDonner FoundationChair

BELOW: Coaching the boys’ varsitywater polo team thisfall has brought challenges and manyrewards.

with less and less prompting on mypart, I finally asked the all-importantquestion –“why?” There was resound-ing silence for three or four seconds,but as I inhaled to give a hint, I noticedone of the students in the back of theclass looking at me with wide eyes andan open mouth. Her not terribly artic-ulate “ohhhhh!” was much morerewarding than a glib answer from akid for whom chemistry was secondnature or who had heard the questionbefore and memorized the answer.Those moments of sudden compre-hension after struggles of variouslengths are what ignited my passion forchemistry in college, and I want mystudents to have that same feeling.

I teach to try to challenge kids butalso to help them achieve that senseof accomplishment in having under-stood some new concept or attained anew skill. I think chemistry is both afun and important discipline, but Idon’t expect all the students to sharemy feelings. I do expect them to leavemy classroom better able to thinkanalytically about problems and moreconfident in their ability to do so.

This is not to say this is an altruisticventure on my part! I love the infinitevariability that comes from workingwith so many different students in theclassroom, in the dorm, and in thepool. I love working with smart kidsand learning their enthusiasms.”

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TOM W. DRAKE

Instructor in History

Independence Foundation Chair

Joined Hotchkiss: 1982Currently Teaching:

Humanities History 150 (2 sections)

United States HistoryRevolutions in the Modern

World (fall semester)Imperialism and Decolonization

(spring semester)

“Mr. Drake”

LEARNING AT HOTCHKISS:“At Hotchkiss we look at our students

as serious thinkers. I expect students

to look at me in the same way they

look at each other; I don’t want them

to accept something I’ve said because

‘the teacher said it.’ I see my role in

the classroom as ‘the first among

equals’: I know a bit more about the

topics than do my students, and it

must be on the basis of that better

handle on the facts, by which my view

prevails. I cannot lay claim to better

interpretations simply on the basis of

my role as teacher. And, of course,

now that students have access in the

classroom to internet resources, we

can easily find more evidence during

our discussions. This practice of ratio-

nal discourse is at the heart of what we

do in Hotchkiss classrooms.

Part of my task is to give students a

coherent narrative, one that doesn’t

pretend to be a final answer or ulti-

mate truth, but rather provides a

grounding – a framework to make

sense out of a wide array of complex

developments. It’s up to us to make

the world cohere for them, and we do

this by using facts, the traditional

tools of the historian, to build inter-

pretations of past events.

At the same time, we can’t stop at an

education that emphasizes merely

objectivity; it has to be about more

than that when we teach young people.

You can’t say, ‘Well, it looks as if war is

going to break out, and there’s nothing

we can do.’ We have to give students a

sense of agency and empowerment –

that they both individually and collec-

tively can make choices to avert disas-

ters and to effect meaningful change.

When you work with children, you

have to be committed to that.

ON LIFELONG LEARNING:My call to teaching stems in part from

reading Dante Aligheri as an under-

graduate. I studied at Lawrence

University with a medievalist, William

Chaney, who impressed upon me

Dante’s conception of the human

imperative to develop one’s intelli-

gence to the highest degree possible.

From Professor Chaney I got a clear

understanding of the medieval world

view. The Middle Ages are still too

often dismissed as a period of decline;

but in fact a civilization flourished in

the 11th and 12th centuries, and the

world view of that time had advan-

tages that we now lack. Above all, it

held a belief in the spiritual essence of

human beings and a cohesive defini-

tion of what constituted a civilization.

Yet, equally important in terms of

my call to teach, was the example of

my teachers. At the fullness of their

tenures, my high school teachers –

mostly unmarried women, I might

add – impressed upon me the serious-

ness of what they did and the relevance

of it for a fulfilling life.

There is an additional element of

teaching that informs what I do today.

From my experience with Dr. Chaney

and other scholars of European histo-

ry, I have retained the conviction that

one cannot understand a culture with-

out understanding something of its

language: so French and German to a

modest degree – and Czech, to a very

slight degree – have been tools that I

have used as a teacher over the years.

Language is the idiom through which

a people articulate their identity, and

this identity for students needs to be

seen as something that can be ana-

lyzed and documented. To do that

authentically, command of the lan-

guage is essential.

WHY I TEACH

I teach because teachers inspired me to

learn and I want to carry on that work.

I teach because it allows me to connect

meaningfully with others – both stu-

dents and colleagues. And, I teach

because it affords me the opportunity

to examine ideas that interest me. For

me, the cultivation of intellect is an

essential responsibility, and what better

place to pursue that than in a school?”

TOP RIGHT: “It’s upto us to make the

world cohere for stu-dents,” says Drake.

ABOVE: ThomasStearns, well-remem-bered history teacher

from 1944-1970

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SARINDA PARSONS WILSON

The Bigelow Chair for Advanced French

Instructor in French

Joined Hotchkiss: 1987Courses Taught:

Accelerated Second Year French, Third Year French,

Advanced Placement French Language

“Mrs. Wilson”“When I was in high school and col-lege, I had such good experiences as aSchool Year Abroad student in France.It really was the experiential educationthat I had in France that made mewant to be part of sharing that.

Being a language teacher is so excit-ing. We are giving language opportu-nities to our students that extendbeyond programs they do in the sum-mer, or a language immersion tripduring the school year, or School YearAbroad. They take their skills a littlebit further, pursue them with oneanother, with a language club, or evenwith classmates in the dorm.

When I was teaching 650, a tinyseminar with just two seniors in theclass, we contacted one of the con-temporary writers we were discover-ing and had several exchanges withher over e-mail. We also read poetryby a woman I know, then pastichedher work, and sent it to her.

More and more, I see students tak-ing the reins in class. They can shiftfrom being one big group to beingpart of a duo or trio. They have aconfidence in themselves that isinspiring. We ask a lot of them, and

they meet us. As we guide studentstoward language proficiency and flu-ency, I think the bar can be set prettyhigh. We’re not just reviewing conju-gations and adjective forms.

READING THE FRENCH-SPEAKING WORLD

Studying French was more traditionalwhen I was a student. “French”equaled “France,” not even Quebec.So much has changed. We now reada wide selection of francophone liter-ature; we aim to give students a tastefor other cultures. So we’ll read aselection of short stories fromVietnam and Quebec and one fromGabon. By the third or fourth year,we can watch excerpts from televisioninterviews or news, read articles frommagazines, read a play by Camus. InFrench teaching here, everything isopened up to the francophone world.

Being a language teacher is alsobeing a language student, delightingin a crazy little grammar rule, visitingthe gallery as a class, exploring some-thing that matters to the student, anddoing it in French. It’s a challenge tosay, “I don’t know,” but it’s also fun.“Let’s explore that. Let’s work on thatpuzzle together,” I say.

Exploring cultures, using languageand francophone literature inside theframework of our weekly classroom

LEFT: Sarinda Wilsonin the classroom

BELOW LEFT: PeterBeaumont, theGeorge P. Milmine’19 Chair, taughtFrench from 1943-1977.

OPPOSITE BELOW: In January, SarindaWilson helped stu-dents compose lettersin French to childrenin earthquake-stricken Haiti.

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schedule, we weave our knowledgewith the less tidy, less orchestrated ad-ventures we have beyond our campus.

SCHOOL YEAR ABROAD

When School Year Abroad led stu-dents to Spain or France, our worldwasn’t as big. It didn’t reach intoItaly, China, Vietnam or Japan, as itdoes now. As the SYA coordinator, Iwork with kids who are on the brinkof a potentially huge personal andacademic adventure … a 15-year-oldconsidering having a year living inChina, for instance. At SYA, languagejust comes out of living and learning.

Through SYA you learn with localteachers, and you live with local peo-ple, but you don’t lose ground inmath and English. You do it tobroaden horizons. You end up learn-ing how to apply your skills; ulti-mately you learn confidence. Thisadds a meaningful extension to myjob as a language teacher.

Kids need authentic experiences inthe world. And the discipline and theskills that they learn as language stu-dents certainly will serve them. If youhave two or three languages throughwhich you can reach people, you’regoing to have a richer exchange.”

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CA M P U Sconnect ion


n fact, the age of the current facility

figures prominently in the plans for a

replacement. “The new facility will be

much cleaner and more efficient, reducing

the School’s greenhouse gas emissions by a

third to a half,” says Josh Hahn, assistant

head of school and director of environ-

mental initiatives. The Hotchkiss Biomass

Boiler Facility will be used for heating

(medium pressure steam) purposes

only. Biomass fuel to heat conversion is

80% to 82% efficient, while biomass fuel

to power (electric) conversion is typically

on the order of 20 to 22% efficient.

“The Hotchkiss plant will be exceptional-

ly clean-burning, with close to zero emis-

sions other than steam. The plant will also

have fly ash separators and an electrostatic

precipitator for fine particulate matter

removal, and these are beyond required

standards for a plant of this nature. But

energy generation, renewable where possi-

ble, is only the second priority of our overall

energy policy,” Hahn continues. “The first is

conservation and efficiency as a school.”

Hahn described the plans for the new

central heating facility as balancing the

practical with the pedagogical. “In practi-

cal terms, we want to provide steam to

heat the School in the cleanest way possi-

ble,” he said. “Hotchkiss’s goal is to

achieve carbon neutrality by 2020. In sup-

port of that, the plant will use a sustain-

able fuel source that is available regionally,

thereby connecting our students directly

with the source of the energy. Biomass,

which in our case will be wood chips, is an

abundant resource in the Northwest

Corner and, with particular attention

focused on sustainably managed forests,

has very little ecological impact. In fact,

many foresters believe that managing

forests can have a regenerative effect on

the entire ecosystem. And we will be buy-

ing our fuel from local sources rather than

sending money overseas.

“The design for the new building

includes a green roof, which will help with

water management, and will follow

Hotchkiss policies for green building con-

struction, in particular conforming to the

LEED certification process. We anticipate

the building site’s being healthier than it was

before construction. This includes nearby

wetlands, as we will be using innovative land

management practices on the building site.

“Then, there is the teaching aspect. We

see energy as a central issue in our stu-

dents’ futures — economically, ecological-

ly, and geopolitically. This biomass facility

can provide students with a tangible exam-

ple of regenerative thinking right here on

campus. A school that can produce its own

NEW HEATING FACILITY AT HOTCHKISS: GREEN AND CLEAN

B y R o b e r t a J e n c k e s

B I O M A S S E N E R G Y

LEFT: An architect’srendering of a nearview of the plannedbiomass energy facility

OPPOSITE: A distantview, showing how thelandscape with thenew facility wouldlook from Route 41

I

W H O C O U L D I M A G I N E T H A T T H E B U I L D I N G O F A B I O M A S S E N E R G Y F A C I L I T Y A T H O T C H K I S S

W O U L D G E N E R A T E M U C H E X C I T E M E N T O N C A M P U S ? I T ’ S A N E A R C E R T A I N T Y T H A T T H E

B U I L D I N G O F T H E E X I S T I N G S T E A M P O W E R H O U S E B A C K I N T H E 1 9 2 0 S D I D N O T H A V E T H E

S A M E E F F E C T .

133917_12_23:toc 12/14/10 7:50 AM Page 12

13F a l l 2 0 1 0

energy, grow food, and build soil is edu-

cating future leaders who think creatively,

solve new problems, restore out-of-bal-

ance ecosystems, and give back to their

own communities.”

An environmental education lab

Planning for the new energy facility has

been underway for more than a year. All

members of the community – trustees,

faculty, staff, and students – have served

on the committee involved in the discus-

sions and planning. Members of the team

made visits to other educational institu-

tions to assess their programs. Visiting

sites in Vermont, for example, the energy

team learned that 35 schools, including

two universities, are using biomass boil-

ers. Centerbrook Architects, which

designed The Esther Eastman Music

Center at Hotchkiss, was selected for the

new facility. Working with the campus

committee, the architects convened a

series of four-hour sessions to select the

most appropriate site for the building and

develop a set of concepts to be incorporat-

ed into the design.

“We have planned educational pro-

grams that will bring our students into

forests to see the making of the wood

chips, giving them a whole-system per-

spective. The building itself is being

designed for student access, and we plan to

have programs for people from the com-

munity and students from local schools

who want to learn more about renewable

energy. Showing young people where our

energy comes from, where it goes, and

how we use it is critical for enduring learn-

ing over time,” says Hahn.

From the start, those working on the

plans had expectations that far surpassed

simply building a facility to power the

campus. Totally green design and the

desire to educate and involve students in

the project topped the list of the planners’

goals. An additional goal was the ability to

link to the existing main steam line.

“One of the central design intentions of

our power house is energy agility,” said

Hahn. “The Hotchkiss power house is being

built with the ability to adapt to use wood

chips, oil (both diesel or biodiesel), and nat-

ural gas for cogeneration capacity, if gas

comes to this area in the future. We hope to

exhibit solar electricity generation at the

plant as well. Flexibility is a key concept for

our facility and an important one for stu-

dents to understand. There is no silver bul-

let for energy solutions, and we want to

model that here and allow our students to

get comfortable with the concept of limits,

by seeing exactly how many resources they

use in their day-to-day lives.”

RE

ND

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S:

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HIT

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We see energy as A C E N T R A L I S S U E I N

O U R S T U D E N T S ’ F U T U R E S – E C O N O M I C A L LY,

E C O L O G I C A L LY, A N D G E O P O L I T I C A L LY.

‘‘ ‘‘

133917_12_23:toc 12/14/10 7:50 AM Page 13



For 350 American Literature, the result was a refreshingly

honest glimpse into the struggles and rewards of a writer’s

life. “He spoke about his hometown of Albany, how he

‘met’ the characters for the novel, and told fascinating tales

about the book’s title and cover art,” said Frankenbach. He

also made clear the amount of work that a career in writing

demands, “the dogged pursuit of a vision to be rendered

into words,” a theme he continued that evening.

Greeted by a capacity crowd of students, staff, and fac-

ulty, Kennedy began by reading an essay about his first

short story, titled “Eggs,” written while he was in college

and rejected by friends, family, and Collier’s magazine

alike. A retarded orangutan could have written a better

story, he admitted to appreciative laughter, but it was “the

first step of a career. It proved that I’d get better because I

couldn’t get worse. It acquainted me with rejection, and I

didn’t die from it. And it taught me that whether they’re

wrong or right, don’t trust your parents with literature.”

His first job was as a sports reporter for the Post-Star in

Glen Falls, NY. Drafted in 1950, he wrote for an army

newspaper in Europe. Afterward, he worked at the Albany

Times Union until 1956, when he moved to Puerto Rico to

join a fledgling newspaper, and met and married Dana, a

talented Broadway dancer. From Puerto Rico the couple

traveled to Miami, where he covered the Cuban revolu-

tion for the Miami Herald. All along he continued to try

and write fiction, stealing a few precious moments at the

typewriter after he got home at night, or early in the

morning before he left for work.

When a review of On the Road came out in Time maga-

zine in September 1957, Kennedy envied Jack Kerouac,

“the freedom he had, the ideas he had, that he could go

est known for his continuing cycle of Albany nov-

els that includes the Pulitzer Prize-winning

Ironweed (he also wrote the screenplay for the movie star-

ring Jack Nicholson and Meryl Streep P’98), Kennedy is

the founder of the New York State Writers Institute at the

University at Albany, so he’s used to talking to students.

But not high school students, he confessed before giv-

ing a talk in the faculty lounge, still pleasantly surprised

by his encounter with members of Charlie Frankenbach’s

350 American Literature class. Especially Laura Avram, an

upper-mid student from Romania, whose questions

about Ironweed’s implications for notions of predestina-

tion he found on a par with those posed by college stu-

dents in Albany. “Or by the adults that attend my book-

store readings, for that matter,” he said. “Obviously, she

thinks for herself, and she thinks in a way that most high

school students I know do not. And so it was a very inter-

esting moment.”

“He was thrilled by the inquiry and gracious in his

response, but would not dispel a wonderfully subtle mys-

tery of the novel’s closing,” said Frankenbach, head of the

English department, for whom having William Kennedy

in class was a gift from the writing gods. “Serendipity!” he

exclaimed. “Typical Hotchkiss!”

The confluence of award-winning author and award-

winning book was due to seemingly random factors: a

2009 back order of Ironweed that arrived in time for this

year’s class to read; the unexpected cancellation of a

scheduled visiting poet; and a Manhattan party for writer

Gay Talese some years ago at which Hotchkiss poet-in-

residence Susan Kinsolving and her novelist husband,

William, met William Kennedy and his wife, Dana.

The Heart of Writing: Pulitzer Prize-winning Novelist William Kennedy B Y D I V Y A S Y M M E R S

“You have to have faith in your own intuition if you’re going to believe in your capacity to write,” declared William Kennedy, who visited Hotchkiss on September 30.“And if you believe that and act on that, you’re on your way.”

B

C A M P U S V I S I T O R

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15F a l l 2 0 1 0

across the country and then write about it in this very fluid

prose, and produce this document that was just starting to

galvanize the country.” This was a turning point: even

though the Herald unexpectedly offered him a prestigious

opportunity to write a regular column, he decided to quit.

“I wanted to go back to Puerto Rico, where we had had

such a good life, and I wanted to become a beach bum and

write a novel. And that’s what I did.”

Supporting his wife and new baby with a part-time job

on a newsletter, he finished the novel and “it was awful.”

So he started another one, this time while working as

managing editor of yet another start-up paper. It, too, was

rejected. “I was constantly discouraged,” he said, in

answer to a student’s question about how he kept writing.

“I mean, that was the question I asked myself constantly:

How am I going to be discouraged today?” But, he added,

“The decision I made was that ‘I’m not going to quit. I

believe in the material. Give me a little time and I’ll figure

it out. That was my code phrase to myself, always.”

Eventually he stopped receiving rejection slips that were

splotched by editors’ coffee stains, and began getting notes

that were encouraging about his writing.

In the early sixties, after moving back to care for his elder-

ly father, he wrote a series of stories about Albany’s neigh-

borhoods and its horrific slums for the Times Union, which

earned him his first Pulitzer nomination and eventually

formed the basis of his 1983 nonfiction book, O Albany:

Improbable City of Political Wizards, Fearless Ethnics,

Spectacular Aristocrats, Splendid Nobodies, and Underrated

Scoundrels. “It was the terminus for the Erie Canal, which

made the city a major departure point in the westering of

the nation. It was very much part of the Civil War. In the

Revolution, Washington, Jefferson, Hamilton were always in

and out of the city. It had a rich history that fascinated me.”

Going on to investigate the history of his own Irish-

American family, he was surprised to discover how deeply

they were entwined with the Democratic political machine

that ran Albany from the 1920s to almost the end of the

century. The more research he did, the more he became

intrigued by the city’s wealth of colorful characters,

including notorious bootlegger Jack “Legs” Diamond.

From this emerged his novels Legs (1975), Billy Phelan’s

Greatest Game (1978), Ironweed (1983), Roscoe (2002),

and a host of others in the epic cycle that James Atlas

described as “one of the greatest resurrections of place in

our literature.”

As the years went by, a number of literary honors arrived

as well, among them a MacArthur Fellowship in 1983, then

a National Book Critics Circle award, and the Pulitzer for

Ironweed in 1984. Kennedy was elected to the American

Academy of Arts and Letters in 1993, the Academy of Arts

and Sciences in 2002, and in 2009 he became the first recip-

ient of the Eugene O’Neill Award for lifetime achievement

by the Irish American Writers & Artists.

None of it came easily, he reminded his Hotchkiss

audience. He rewrote Legs six times. Ironweed was

rejected 13 times, in a roundelay of editors and publish-

ers that makes its own riveting story. “Writing is a

ridiculous profession,” he summed up, with a smile. “If

you realize how hard it is and how probably unreward-

ing it’s going to be and you still want to do it, that’s the

test that you’re really a writer.”

William Kennedy

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UPPER LEFT: In theevening, a world-class drummerentertained.

LEFT: Students andmembers of the fac-ulty and staff har-vested a good cropof vegetables.

FAR LEFT: A beauti-ful scene at the lakeon a pleasantSeptember night

RIGHT: Prepsmake new

friends at theweekend’s events.

BELOW: Bales ofhay provide con-

venient staging fora group photo.

Harvesting vegetables, pressing cider, and

feeding chickens kept the attention of

Hotchkiss’s newest students on a beautiful

Sunday shortly after the beginning of school.

On the weekend of September 11-12, the prep

class enjoyed a fun introduction to the

School’s Fairfield Farms and the work that

goes on there. Their visit to the farm on

Sunday was preceded on Saturday night by a

bonfire at the lake at sunset and performance

by a world-class drummer. On Sunday, all the

preps and several student leaders gathered in

the morning for the walk to the farm. Once

there, they worked in groups on their assign-

ments: harvesting vegetables and potatoes;

collecting and burning debris; feeding and

moving the chickens; picking

apples and pressing cider

with Instructor in

English Geoff

Marchant; and clear-

ing trails. After a

barbecue lunch, the

students returned to

campus, with a new

appreciation for

autumn’s bounty.

P R E P F O R T H E P L A N E T W E E K E N D

C A M P U S

133917_12_23:toc 12/14/10 7:51 AM

19F a l l 2 0 1 0

N O T E W O R T H Y

In early November, President of the Board of Trustees

John L. Thornton ’72, P ’10,’11 signed an agreement with

Xu Lin, Counsellor, the State Council of The People's

Republic of China, on behalf of the School that will bring

an exchange teacher to campus in early 2011. As part of this

relationship, which permits Hotchkiss to designate a

“Confucius Classroom,” the School will also receive a

library of Chinese books, software for Chinese curricular

development, and computers with Chinese keyboards.

“As a national school on a global stage, our participation

in the Confucius Classroom project establishes a bench-

mark,” says Manjula Salomon, assistant head of school and

director of global initiatives. “We currently have about 110

students studying Chinese language and culture. The

Confucius Classroom designation will underwrite activities

that will enhance our curriculum. Our exchange teacher,

Ms. Zheng Wei, who will be at Hotchkiss for two years,

represents a new generation of teachers who have been

trained to teach Chinese as a foreign language.”

Kevin Hicks, associate head of school and dean of facul-

ty, looks forward to welcoming the new teacher, with

whom he and others at the School have spoken extensive-

ly via Skype. “Zheng Wei is rightfully excited about com-

ing to the United States generally and Hotchkiss specifi-

cally. She’s thrilled at the prospect of working under the

supervision of our marvelous Chinese teachers, Jean Yu

and Ken Gu. She’s keenly enthusiastic about the rich vari-

ety of activities that make New England boarding schools

so special, and is eager to contribute her energy and exper-

tise to the mix.”

Confucius Classroom to boost Chinese Studies at Hotchkiss

In a move that will add considerably to its celebrated Chinese language program, Hotchkiss has been invited to affiliate with the prestigious Confucius

Institute Headquarters international division (Hanban) in Beijing.

133917_12_23:toc 12/14/10 7:51 AM



s a result of Cunningham’s speech, Hotchkiss became apartner school to WISER, committing to raising $1,000per year for an individual girl’s scholarship, and Jiweon

became an enthusiastic supporter of Hotchkiss’s WISER effort. Last year this unassuming teen raised almost $10,000 for

WISER on her own, after embarking on a philanthropic journeythat led her from public speaking in subways to presentations incorporate board rooms to running her first marathons.

WISER is a non-profit NGO working to build the first girls’boarding school and research center in the Nyanza province’sMuhuru Bay in Kenya. This province has the country’s highestHIV and malaria infection rates. It is also Kenya’s poorest area dueto its political isolation. Gender inequality is the norm, with girlssuffering the most. WISER’s mission is to create a replicable modelfor generating gender parity in education, health, and communityleadership in the global south. Money raised by partner schools notonly funds scholarship but also supports WISER’s goal of improv-ing educational, economic, and health outcomes for girls; creatinggender allies in boys; and promoting community-wide enhance-ments in health and development. (http://wisergirls.org)

As Jiweon Kim rose from prep to senior, so WISER grew atHotchkiss. Jiweon’s schedule and other activities such as TheRecord and swim team often conflicted with WISER activities, butshe stayed committed. During her upper-mid year, the groupdecided that each person would speak to his or her own middleschool about the WISER mission as Andy Cunningham had oncedone at Hotchkiss. The only problem for Jiweon was that herfamily had moved from Michigan to Korea, so she would not beable to visit her alma mater. That small obstacle led Jiweon tocreate her own fundraising strategies.

“What could I do in Korea to bring other people into theWISER effort?” she asked herself. This question piloted anendeavor that would be marked by courage, rejection, creativeproblem solving, personal growth, and amazing accomplishment.Working with WISER enabled Jiweon to continue a philanthrop-ic journey that actually began when she was a child.

“When I was a young girl, my Mom saw a television story

about a teacher who gave her students fifty cents each to use in ameaningful way. All the students came back with the fifty cents,because they didn’t know how to spend it. My Mom is into givingand donating, but she understood that this needed to be cultivat-ed in people. My brother and I took the subways to swim practice,so before each trip, my Mom would give us a dollar each to giveto someone who needed it more than we did.”

Inspired by this memory, she decided to try the Seoul subwayas a potential venue for raising money for the girls of NyanzaProvince. Dropped off there by her father, she held a simple shoe-box plastered with photos in her hands and a 30-second speech inher mind. “I walked up and down the first subway car, giving myspeech, and going around with the box. The passengers all lookedup, but then looked back down. That first car was a complete fail-ure,” said Jiweon.

But in the next car, people started to give her money. “I becamemore confident as I got more encouragement from the donors whotold me ‘Good job! Keep going!’ It felt good to rise above theembarrassment. I realized, it doesn’t matter if I get cold shoulders.”She went back to the subway six or seven times more, including onChristmas and New Year’s Eve, days when people tend to be moregenerous. She also learned a lesson: If one person on the car gives, itinspires others to give. To test this theory, sometimes Jiweon’sfather would come and pretend to be an unrelated passenger on thetrain. If no one gave after hearing Jiweon’s speech, he would make adonation, and cause a chain reaction of giving.

Jiweon raised 298,513.20 KRW or $248.00 on the subway,which she found to be a meaningful venue not just because of itsaccess to large numbers of possible donors. “I got over my fear ofstanding in front of people. They were forced to listen to me, evenif many didn’t look at me. I felt I could put them in a moraldilemma as they decided whether or not they should give, or evenjust to think about WISER.”

Another significant event occurred when she ran into a passen-ger from Kenya, a woman who knew Muhuru Bay and spokewith Jiweon for 15 minutes about the problems WISER was try-ing to remedy. The woman thanked Jiweon for her efforts, andcommended her. For Jiweon, the woman’s praise “was one of thetop five things I have heard in my life. To hear it from her reallyhit it for me.”

At the suggestion of Dr. Manjula Salomon, assistant head ofschool and director of global initiatives, Jiweon also reached outto large companies and organizations in Seoul. “I thought I had itall planned out. I found big-shot contacts online and sent emailsto dozens of people. I got nothing back,” she admitted.

As her parents watched from the sidelines, encouraging her to

PROFILE J I W E O N K I M ’ 1 1 : T H E P O W E R O F O N E By Andrea Tuf ts

A

O N E M O R N I N G I N H E R P R E P Y E A R , J I W E O N K I M S A T I N W A L K E R

A U D I T O R I U M , M E S M E R I Z E D B Y A G U E S T S P E A K E R F R O M D U K E

U N I V E R S I T Y . T H A T S P E A K E R W A S A N D Y C U N N I N G H A M , R O B E R T S O N

S C H O L A R A N D O R G A N I Z E R O F A P R O G R A M T O B U I L D A S C H O O L F O R

G I R L S I N K E N Y A C A L L E D T H E W O M E N ’ S I N S T I T U T E F O R S E C O N D A R Y

E D U C A T I O N A N D R E S E A R C H ( W I S E R ) . “ H E W A S S O Y O U N G A N D C O N -

F I D E N T A B O U T W H A T H E W A S D O I N G , ” R E M E M B E R E D J I W E O N .

133917_12_23:toc 12/14/10 7:51 AM

21F a l l 2 0 1 0

give it more time, her relentless “cold calling” finally paid off. Shemet with Kim Soon Ok, president of the Korea BusinessWomen’s Federation, which was very receptive to WISER’s mis-sion. They donated 1,300,000 KRW or $1,080, and Ms. Okopened the door for Jiweon to meet with another group ofwomen in the Seoul Rotary Club. “Going to the meeting was areally big honor for me, and I had to practice my Korean a lot,”said Jiweon.

Transforming her 30-second subway speech into a professionalPowerPoint presentation, she explained the desperate social, cul-tural, and economic situations in Muhuru Bay, and whatHotchkiss students have done to help. She showed pictures froma mission trip to Muhuru Bay taken by Hotchkiss students lastspring break. A YouTube clip of WISER students gave a humanface to the population benefiting from the school. She alsoincluded an ODP graph, which compared giving trends betweenKorea and other countries of similar economic growth. This wasimportant because Korea is the only country that has gone fromrequiring help to rebuild post-war to a nation able to stand on itsown and give, within a span of just 50 years. However, theamount of overseas development assistance Korea gives is low.Spurred on by Jiweon’s presentation, the Rotary Club womengave a generous $913.62 to the cause, with a pledge of a yearlycontribution. “This got me really fired up!” said Jiweon.

This success led to a meeting with the husband of one of themembers as well as contacts at several other small businesses.They all caught Jiweon’s passion for helping the girls of WISERand became donors, giving an additional $3,242.52.

Greatly encouraged, Jiweon pulled family members into hereffort by organizing a 30-day phone relay in which she called rela-tives, explaining WISER’s mission and asking for money, andthey in turn called other relatives, which raised another $503.

She also figured out how to use her own specific interests: “Itwas on my bucket list to run a marathon. I’ve always been aswimmer, and I can’t run.” Nevertheless, she enlisted as a runnerin a marathon benefiting Korean foreign war veterans, organizedby Run for Loves. “I ran it, walked a lot, and died the next day,”said Jiweon. But she opened another door for herself and forWISER. She became an intern with Run for Loves. At Jiweon’ssuggestion, WISER became the beneficiary of the next race. “A lotof planning went into it, and the actual day went really well. A bigpart of the money ($3737.54) came from them,” said Jiweon, whokicked off the race with her presentation. She also ran in the race,her second 10K in just a few months.

The day before leaving Korea to return to Hotchkiss, Jiweonand her mother waited in a bank as the money she’d raised was

converted from KRW to dollars. Until that moment, she admit-ted, she had no idea how much it was. But at the final count, evenwith $200 lost in the exchange, she learned that a grand total of$9,813.00 would be sent to WISER.

“I almost passed out in the bank!” she said happily. Back at the beginning of summer, Jiweon Kim had only a vague

idea of what she wanted to do with her life, although she hoped itwould be something she was passionate about – something likeAndy Cunningham has with WISER. As she wrote her college appli-cations, she remembers yearning for “something more concrete” inthe areas of study and career choice. Today, everything has changed.She’s had an opportunity to speak with a public policy professorabout how she can weave together her interests in public policy,international relations, and sociology. And this fall, she is engaged inan independent study course on educational inequalities in China.

Meanwhile, her work for WISER has not gone unnoticed. InSeptember she was selected to receive the School’s prestigious FrankA. Sprole ’38 Social Service Prize. She has also been presented withone of the Round Square organization’s top honors, the KingConstantine Medal, which is given for unusual and outstanding ser-vice work that supports and promotes the ideals of internationalism,democracy, environment, adventure, leadership and service.

“WISER helped me really love what I am doing, and knowwhat I want to do,” said Jiweon. “This is what people call passion.I don’t want to stop doing it.”

133917_12_23:toc 12/14/10 7:51 AM



STUDENTS HELP PRESERVE FORMER ART TEACHER THOMAS P.

BLAGDEN SR . ’ 29 ’S STUD IO B Y M E G H A N L O R I ’ 1 0

S A V I N G A S T U D I O

elicate watercolor landscapes were everywhere, along with cabinets overflowing with texts, some historic,many exquisite, all containing varying forms of inspira-

tion. Cans of paintbrushes were placed at regular intervalsthroughout the arched studio, and the light filtering througharabesque windows illuminated an adjacent wall of black-and-white photographs.

It was a literal cathedral of art. And there we were, carryingcrates, cardboard boxes, and an enormous roll of bubble wrap,about to disrupt its gentle chaos. Our AP Art History class stoodin awe at the doorway as the light fell across a whitewashed wall.To the untrained eye, the room might not have seemed asexquisite as it did to us. But we could see its hidden beauty as itunfolded, layer by layer.

We spent our last days as a class packaging the studio of thelate Thomas P. Blagden ’29, whose mark upon Hotchkiss can-not easily be quantified.

It was Mr. Blagden whose direction helped the art departmentat Hotchkiss become strong and well-established. In his ardentsearch for beauty, he supported all art. He was a sought-afterteacher, and anyone who has walked through Main and admiredthe art displayed along its walls can appreciate this tradition thathe began. His innovativeness and personal capacity as an artistadorn the school even today. A pair of landscapes that he paintedstill hangs on either side of the portrait of Maria Bissell Hotchkissin the Dining Hall, and speaks to his deep adoration of the School.

Last winter, a group of us came across another piece of hislegacy engraved upon a marble bench cloistered away by a trioof pines. The juxtaposition of the words “what the heart oncehad is never lost,” and the jewel-like local landscape, became aviewfinder into his world. Our acquaintance with Blagden’sromantic disposition was further enhanced as the layers ofmountains blued into view.

The subsequent visit to Mr. Blagden’s studio, not long after hisdeath, unveiled other captivating elements. The antlers that gracedthe doorframes and the antique books on the work of John SingerSargent and Edouard Manet intrigued some of us. For others,including myself, it was the mass of abstract works that filled theroom with their effortless swirls of blushing pastels. The realizationsoon came that we were not only packing up the room of a note-worthy Hotchkiss figure but preserving a life dedicated to the col-lection and creation of art.

The amount of inspiration in this 1,000-square-foot spacewas palpable.

Tom Blagden ’29’s studio was a beautifully convertedgarage at his home just down Rt. 112. Our vision, fornow, is to create a functioning studio/teaching spaceout at Fairfield Farms. One section or room would bea recreation of Tom’s studio space, complete with hisart monographs, sketchbooks, and opera records.Ideally this new space would look out over the fieldsand across to Tom’s house, and the magnificent hilltopfield he circumnavigated almost every day.Charlie Noyes’78, Chair of the Visual and Performing Arts Dept.

D

TOP: AP Art History students help to move artworks from the studio of the late Thomas P. Blagden, Sr. ’29.

ABOVE: In the studio, students found beauty and inspiration in every corner.

133917_12_23:toc 12/14/10 7:51 AM

23F a l l 2 0 1 0

ME D I Amakers

Morality Without God?B Y W A L T E R S I N N O T T - A R M S T R O N G ’ 7 3

O X F O R D U N I V E R S I T Y P R E S S $ 2 4 . 9 5

Professor of practical ethics at Duke University (formerly at Dartmouth), Sinnott-Armstrong isalso co-director of the MacArthur Law and Neuroscience Project and co-investigator at theOxford Centre for Neuroethics. In Morality Without God?, he argues that God is not only notessential to morality, but that moral behavior should be utterly independent of religion. In aclear and conversational style, he “establishes a moral framework rooted in avoiding harm [as]opposed to a theistic morality whereby questions of right and wrong are decided by God’scommand,” according to Publishers Weekly. Rigorous in argument but respectful in its treat-ment of alternate views, the book “provides a much-needed model for the discussion of reli-gion in a pluralistic society,” said another review.

The Marriage Benefit: The Surprising Rewards of Staying TogetherM A R K O ’ C O N N E L L , P H . D . ’ 7 3

L I T T L E B R O W N & C O M P A N Y $ 2 3 . 9 9

Mark O’Connell’s latest book describes common problems encountered by married couplesand tells how to reap the benefits of long-term emotional commitments. A psychotherapistwith more than 25 years of experience, O’Connell – who is also a clinical instructor of psychol-ogy at Harvard Medical School – uses “wonderfully revealing” anecdotes to show how patientshave dealt with issues such as infidelity, diminished sexuality, and the search for authenticmeaning. One reviewer summed up The Marriage Benefit this way: “Both robustly clinical andintensely personal, Dr. O’Connell’s patients speak about their pain and their dilemmas. Theirtherapist helps them to see what has ripened between them and what has withered, what canbe altered and what can be nurtured. He tells us what staying the course with another has tooffer and how it promotes optimal development.”

The New Western HomeB Y C H A S E R E Y N O L D S E W A L D ’ 8 1

( P H O T O G R A P H S B Y A U D R E Y H A L L )

G I B B S S M I T H $ 3 0

Selected by Library Journal as one of the “Best How-to” books of 2009, The New Western Homeshowcases 13 remarkable structures “that sit lightly on the land” in a range of decorating stylesthat together prove high end doesn’t have to mean overbuilt. From gently repurposed rural andurban buildings (a former cigar factory turned into condos) to high-country hideaways locatedcompletely off the grid, they demonstrate that environmentally responsible and regionally appro-priate design can embrace sustainable cutting-edge materials, while also preserving the region’spast. With gorgeous color photos of western landscapes, this is armchair travel and home-envy atits best. Chase Reynolds Ewald is an editor at Western Art & Architecture magazine and theauthor of six previous books, including New West Cuisine (2008).

Hotchkiss Alumni in Print

133917_12_23:toc 12/14/10 7:51 AM

RE U N I O N2010


LEFT: Alumni from allthe classes gatheredSaturday night at areception on the lawnbehind Harris House.

BELOW: TomTrethaway ’77, co-head of humanitiesand social sciences andinstructor in history,gave a talk entitled,“Harmonious Society:Why DemocracyWon’t Work inChina.”

FAR LEFT: Catching upat the reception were,from left, YohsukeYamakawa ’05, JulesValenti ’05, and LauraKerr ’05.

LEFT: Winning aHotchkiss Poetrysweatshirt for reciting apoem, impromptu,were, from left: IanDesai ’00, Harry Lewis’70, MalcolmMcKenzie, HeatherWick ’00, and DougMcPherson ’05.

RIGHT: At the annualmeeting, held in theChapel, D. Roger B.Liddell ’63 presided,

and MalcolmMcKenzie provided

an overview of School life.

Reunion 2010: June 11-13

133917_24_27:memoriam 12/14/10 7:54 AM

25F a l l 2 0 1 0

T H E A R M I T A G E A W A R D

Named in honor of Thomas W. Armitage’25, this award is presented annually to aHotchkiss alumnus for distinguished serviceto The Hotchkiss Fund.Thomas S. Keating ’69, P’06,’09

T H E M C K E E A W A R D

Named in honor of Hugh and Judy McKeeP’78, ’80, ’84, ’89 in recognition of their tire-less work for The Hotchkiss Fund, this awardis presented annually to a Hotchkiss parent fordistinguished service to The Hotchkiss Fund.Elizabeth and Robert H. Clymer III ’70, P’11, P’14

T H E C L A S S O F 1 9 3 2 A W A R D

Awarded annually to that class having thehighest percentage of contributors to theunrestricted Hotchkiss Fund. The Class of1932 was the first class to achieve 100% par-ticipation. Only classes with ten members ormore are eligible.

C L A S S O F 1 9 3 9 – 1 0 0 % P A R T I C I P A T I O N

Edward W. Cissel, Stephen K. Galpin, Class Agents

C L A S S O F 1 9 4 9 – 1 0 0 % P A R T I C I P A T I O N

Marvin J. Deckoff, Lead Agent and Tucker H.Warner, Class AgentPeter Bulkeley, James D. Dana, Arthur B.Hudson, Theodore S. Jadick, William K. Muir,Reunion Agents


That class with the largest number of donors

to the unrestricted Hotchkiss Fund earns theClass of 1978 Award, named for the class thatcurrently holds the record. In the 2006-2007Fund Year, a record 118 donors in the Classof 1978 made unrestricted gifts to TheHotchkiss Fund.

C L A S S O F 1 9 7 8 – 1 0 3 D O N O R S

Arthur E. de Cordova III, Lead AgentPeter W. Hermann, Douglas W. Landau, SusanMyers Torrey, Class Agents


Awarded annually to that reunion class con-tributing the largest amount of unrestrictedmoney to The Hotchkiss Fund. On the occa-sion of their 40th Reunion, the Class of 1949raised $255,619.

C L A S S O F 1 9 4 9 – $ 2 4 5 , 9 8 2

Marvin J. Deckoff, Lead Agent and Tucker H.Warner, Class Agent Peter Bulkeley, James D. Dana, Arthur B.Hudson, Theodore S. Jadick, William K. Muir,Reunion Agents

T H E C H A R L E S G U L D E N J R . ’ 5 3 V O L U N T E E R

A C H I E V E M E N T A W A R D

Presented annually to the class whose averageunrestricted Hotchkiss Fund gift is the highestamong all classes with ten or more donors.The prize recognizes the outstanding achieve-ments of our Hotchkiss Fund volunteers.

RIGHT: Class agentspresented their checks to

Malcolm McKenzie atthe annual meeting.

Shown are, from left:front row — Dick

Egbert ’45, Hal Scott’35, Malcolm

McKenzie, Blair Childs’45; middle row —

Katha Diddel ’75, JasenAdams ’90, Bob Clymer

’70, Jennifer MuglerPeterson ’80, Parky

Conyngham ’70; and,back row — Tom

Nickerson ’85, PeterRogers ’73, Tobey

Terrell ’50.

2009-2010 Hotchkiss Fund Awardsand Reunion Class Giving

C L A S S O F 1 9 4 9 – $ 4 , 5 5 5

Marvin J. Deckoff, Lead Agent and Tucker H.Warner, Class AgentPeter Bulkeley, James D. Dana , Arthur B.Hudson, Theodore S. Jadick, William K. Muir,Reunion Agents

T H E C U L L I N A N C H A L L E N G E A W A R D

Established by the Class of 1967 and award-ed annually to that class among the youngestfifteen classes that achieves the highest par-ticipation in The Hotchkiss Fund.

C L A S S O F 1 9 9 6 – 4 1 %

Elizabeth Morris Haselwandter, Ashley H.Wisneski, Lead AgentsWilliam P. Copenhaver, Carolina Espinal deCarulla, Jane Fleming Fransson, Sarah P. Hall, J.Welles Henderson, Paul K. Nitze, Mattathias H.Oberman, J. Javier Rodriguez, Adam M. Sharp,and William P. Woodbridge, Class Agents


Established in honor of the Class of 1963and awarded annually to that class thatdemonstrates the greatest improvement inclass participation and total dollars raised.

C L A S S O F 1 9 7 0 – 2 1 % I N C R E A S E I N P A R T I C I -

P A T I O N ; 2 1 % I N C R E A S E I N D O L L A R S R A I S E D .

Frank E. P. Conyngham, Reunion GiftCommittee ChairWilliam J. Benedict Jr., Robert H. Clymer III,Seth L. Pierrepont, Thomas P. Randt, William C.Smart, Reunion Gift Committee Members

C L A S S O F 1 9 8 5 – 1 3 % I N C R E A S E I N P A R T I C I -

P A T I O N ; 3 9 8 % I N C R E A S E I N D O L L A R S R A I S E D .

Thomas M. Nickerson, David B. Wyshner,Reunion Gift Committee ChairsJulia Moore Burke, Frankie Cruz, George R.DelPrete, Patricia Barlerin Farman-Farmaian,Matthew W. Finlay, H. Price Headley, RichardW. Higgins, Stephen C. Hough, Elizabeth L.Johnson, Deirdre R. Lord, Bernard J. Park,Damon H. Smith, Gordon W. Wright, ReunionGift Committee Members


Established in honor of the Class of 2008,whose Senior Gift to the School was anattempt at 100% participation in TheHotchkiss Fund. They achieved 77% partici-pation with 137 donors, and this award willbe given to any senior class that reaches 77%participation. The award remains with theClass of 2008 – 137 donors.

133917_24_27:memoriam 12/14/10 7:54 AM

RE U N I O N2010


ABOVE: Enjoying aquick visit were, fromleft, Jock Conyngham’75, former Director ofAlumni Relations BillAppleyard P’88, andBob Bolling ’75.

BELOW: Members of theClass of 1985 catch up.

Seated: Rob Wharton’85, Lane Bruns ’85,and Joe Morford ’85with his daughter, and, standing: DavidJohnson, Gibby Wright’85, Mike Hall ’85, and Liz LongstrethJohnson ’85

ABOVE: In an a cappellaperformance on Fridayevening, from left: Fred

Ollison ’55, BillWoodrow ’65, Pete Erbe

’55, Ed Greenberg ’55,and Stuart Dorman ’95.

RIGHT: Former choralteacher Al Sly at the

keyboard

William J. Benedict III, Emily V. D’Antonio,Hilary W. Hamilton, Elizabeth M. Langer, EmilyM. Myerson, Katherine K. Oberwager, Alison R.Reader, Class Agents

2009-2010 Volunteer Challenge Results

First place – three winners 1 9 9 6 This challenge was designed to motivatethe younger classes, and 1996 rose to the chal-lenge. Class Agents Biz Morris Haselwandter,Will Coperhaver, Carolina Espinal de Corulla,Janie Fleming Fransson, Sarah Hall, WellesHenderson, Paul Nitze, Matt Oberman, JavierRodriquez, Adam Sharp, Ashley Wisneski,and Will Woodbridge put in a tremendouseffort. They brought in 114 gifts, increasedclass participation by 14% and raised moredollars than ever before.

1 9 7 8 Class agents Sue Torrey, PeterHermann, Doug Landau, and Ty de Cordovachose to seek gifts from classmates who hadnot yet made a gift to the 2009-2010 Fund. 49percent of the total number of donors in theclass made a gift during the challenge period.

1 9 5 5 Toby Terrell, Pete Nelson, and GeorgePiroumoff were determined to win andworked overtime in their quest to bring in thehighest number of gifts during the month-long challenge. They acquired gifts fromclassmates who had not made a gift in ten ormore years or had never given to the Fund,and made additional contributions them-selves. Their hard work increased class partic-ipation by ten percent during the challenge.

Second place 1 9 8 8 earns second place and gets the awardfor the highest number of new and reneweddonors. Under the leadership of Mark Geall,class agents Eli Bishop, Adam Leven, JenMartin, Carter Neild, Matt Poggi, and JohnTortorella raised class participation by over9% during the challenge, acquiring the mostdonors in the last 20 years.

Third place tie2 0 0 6 Henry Blackford, Adam Casella, HaleyCook, Lizzie Edelman, Lincoln Foran, NikaLescott, Lindsay Luke, and Anna Simondsincreased participation for the Class of 2006to 33%, the highest since graduation.

1 9 9 0 Jasen Adams, Bre Collier, ThadConstantine, Gib Dunham, Chip Quarrier,Derek Rogers, and Kate McCleary Waltonreached new records in both donors anddollars for the Class of 1990.

2009-2010 Hotchkiss Fund Alumni Results by Class

CLASS CONTRIBUTIONS DONORS PARTICIPATION

1935 $21,037.91 9 82%1945 $22,885.00 29 66%1950 $72,560.68 32 53%1955 $172,650.00 45 69%1965 $71,326.00 44 47%1970 $38,719.15 54 68%1975 $25,700.00 58 50%1980 $100,712.00 35 26%1985 $263,212.00 76 53%1990 $40,591.38 65 49%1995 $23,720.00 47 28%2000 $10,498.00 51 30%2005 $2,188.00 50 28%

BY THE NUMBERS

Longest distance

travelled — 16,164 miles

Age range — 3 months

to 93 years

Total attendees — 675

Lobsters consumed — 400

Dorm rooms used — 355

Hockey rinks used

for a soccer game — 1

133917_24_27:memoriam 12/14/10 7:54 AM

27F a l l 2 0 1 0

H E N R Y A L F O R D ’ 8 0

How to Live: A Search for Wisdom from OldPeople (While They Are Still on This Earth) N E W Y O R K : T W E L V E , 2 0 0 9

J O H N G . A V I L D S E N ’ 5 5

Annie Hall / United Artists Written by Woody Allen and Marshall Brickman;produced by Charles H. Joffe; directed by WoodyAllenS A N T A M O N I C A , C A : M G M H O M E E N T E R T A I N M E N T

[ D I S T R I B U T O R , 1 9 9 8 ]

G A R D N E R B O T S F O R D ’ 3 5

A Life of Privilege, Mostly N E W Y O R K : S T . M A R T I N ’ S P R E S S , 2 0 0 3

J O H N B O U R D E A U X ’ 9 1 ; J O H N S T O N B O Y D E ’ 9 0

You Don’t Know Jack [interactive multimedia]B E R K E L E Y , C A : B E R K E L E Y S Y S T E M S , C 1 9 9 5

C H R I S T O P H E R C U D A H Y C L O W ’ 9 5

Catastrophobia: The Truth behind Earth Changesin the Coming Age of Light/Barbara Hand Clow;illustrations by Christopher Cudahy ClowR O C H E S T E R , V T : B E A R & C O M P A N Y , C 2 0 0 1

C H E O H O D A R I C O K E R ’ 9 0

Unbelievable: the Life, Death, and Afterlife of theNotorious B.I.G. N E W Y O R K : T H R E E R I V E R S P R E S S , C 2 0 0 3

V I C T O R C O R C O R A N ’ 7 0

MaverickN E W Y O R K : V A N T A G E P R E S S , 2 0 0 6

F R A N K C R U Z ’ 8 5 ; K E V I N J O H N S O N ’ 9 5

Be the Dream: Prep for Prep Graduates Share TheirStories/compiled and introduced by Gary SimonsC H A P E L H I L L , N C : A L G O N Q U I N B O O K S O F C H A P E L

H I L L , C 2 0 0 3

D E B O R A H E . D O N N E L L E Y ’ 8 0

In the Company of Sisters: Portraits andReflections O A K P A R K , I L : D . D O N N E L L E Y , C 2 0 0 3

W I L L A R D F . E N T E M A N ’5 5

Retirement 101: How TIAA-CREF Members ShouldDeal with the Dramatic Changes in Their Pensions M A D I S O N , W I : U N I V E R S I T Y O F W I S C O N S I N P R E S S ,

C 1 9 9 2

A N D R E W F R O T H I N G H A M ’ 7 0

Last Minute Speeches and Toasts F R A N K L I N L A K E S , N J : C A R E E R P R E S S , 2 0 0 1

J O H N L U K E G A L L U P ’ 8 0

Is Geography Destiny?: Lessons from Latin America /John Luke Gallup, Alejandro Gaviria, EduardoLoraP A L O A L T O , C A : S T A N F O R D U N I V E R S I T Y P R E S S ;

W A S H I N G T O N , D C : W O R L D B A N K , C 2 0 0 3

W H I T N E Y G A N Z ’ 7 5

Clyde Scott: Paintings from the Robert and ReaWestenhaver Collection/by Deborah E. SolonC A R M E L , C A : W I L L I A M K A R G E S F I N E A R T , 1 9 9 9

A N T H O N Y N . G A R V A N ’ 3 5

Architecture and Town Planning in ColonialConnecticutN E W H A V E N , C T : Y A L E U N I V E R S I T Y P R E S S , 1 9 5 1

C H I N G I S K . G U I R E Y ’ 4 0

Through the Year with George Van Santvoord /byGeorge Van Santvoord

J O H N H . H A U B E R G ’ 3 5

Recollections of a Civic Errand Boy: TheAutobiography of John Henry Hauberg, JuniorIntroduction by Ralph MunroP A C I F I C D E N K M A N N C O . : D I S T R I B U T E D B Y T H E

U N I V E R S I T Y O F W A S H I N G T O N P R E S S , C 2 0 0 3

F I R O O Z E H K A S H A N I - S A B E T ’ 8 5

Frontier Fictions: Shaping the Iranian Nation,1804-1946 PRINCETON, NJ: PRINCETON UNIVERSITY PRESS, 1999

D O U G L A S H . K R A M P ’ 8 0

Living with the End in mind: A Practical Checklistfor Living Life to the Fullest by Embracing Your Mortality/Erin Tierney Krampand Douglas H. Kramp with Emily P. McKhannN E W Y O R K : T H R E E R I V E R S P R E S S , C 1 9 9 8

B E N J A M I N W . L A B A R E E ’ 4 5

America’s Nation-time, 1607-1789N E W Y O R K : N O R T O N , [ 1 9 7 6 ] C 1 9 7 2

E S K O L A I N E ’ 8 0

As Time Goes By: [music from the films] / die 12Cellisten der Berliner PhilharmonikerE M I , P 2 0 0 4

S T E V E N H . L O N S D A L E ’ 7 0

Animals and the Origins of Dance N E W Y O R K , N . Y . : T H A M E S A N D H U D S O N , C 1 9 8 1

W I L L P H I L L I P S ’ 5 5

Responsible Managers Get Results: How the BestFind Solutions—Not Excuses/ Gerald W. Faust, Richard I. Lyles, Will PhillipsN E W Y O R K : A M A C O M , 1 9 9 8

P E T E R M A T T H I E S S E N ’ 4 5

Shadow Country: A New Rendering of the WatsonLegendN E W Y O R K : M O D E R N L I B R A R Y , 2 0 0 8

A R C H I B A L D M C C L U R E ’ 4 0

Why Are We Here? S A N F R A N C I S C O , C A : C A L I F O R N I A P U B L I S H I N G

C O M P A N Y , 2 0 0 0

W I L L M C M I L L A N ’ 8 0

If I loved you/Bobbi Carrey & Will McMillanN O W A N D T H E N P R O D U C T I O N S , 2 0 0 4

J E R E M Y M O N T A G U ’ 4 5

Origins and Development of Musical Instruments /Jeremy MontaguL A N H A M , M D : T H E S C A R E C R O W P R E S S , 2 0 0 7

H I L A R Y M U L L I N S ’ 8 0

The Cat Came Back T A L L A H A S S E E , F L : N A I A D P R E S S , 1 9 9 3

J . C H R I S T O P H E R M U R A N ’ 8 0

Self-relations in the Psychotherapy Process /editedby J. Christopher MuranW A S H I N G T O N , D C : A M E R I C A N P S Y C H O L O G I C A L

A S S O C I A T I O N , C 2 0 0 1

D A V I D S . P A T T E R S O N ’ 5 5

The Search for Negotiated Peace: Women’sActivism and Citizen Diplomacy in World War I N E W Y O R K : R O U T L E D G E , 2 0 0 8

J O H N H O L L I D A Y P E R R Y ’ 3 5

Methanol: Bridge to a Renewable Energy Future / John H. Perry, Jr., Christiana P. Perry ’83LANHAM, MD: UNIVERSITY PRESS OF AMERICA, C1990

J O N A T H A N P L A C E ’ 6 5

How to Save a Million N E W Y O R K : G R O S S E T & D U N L A P , C 1 9 8 2

W I L L I A M R O B E R T S ’ 4 0

A Few Small Candles: War Resisters of World WarII Tell Their Stories /edited by Larry Gara & LennaMae GaraK E N T , O H : K E N T S T A T E U N I V E R S I T Y P R E S S , C 1 9 9 9

W I L L I A M W A R R E N S C R A N T O N ’ 3 5

William Warren Scranton, Pennsylvania Statesman/ George D. WolfU N I V E R S I T Y P A R K : P E N N S Y L V A N I A S T A T E

U N I V E R S I T Y P R E S S , C 1 9 8 1

B E L A P . S E L E N D Y ’ 8 5

One Second before Sunrise /produced by HorizonCommunicationsO L E Y , P A : B U L L F R O G F I L M S , C 1 9 8 9

K I R A S H E R W O O D ’ 9 0

More Irish Folk Tales for Children / Sharon KennedyC A M B R I D G E , M A : R O U N D E R , P 2 0 0 1

G R A H A M V U L L I A M Y ’ 6 5

Popular Music: a Teacher’s Guide/GrahamVulliamy, Edward LeeL O N D O N

B O S T O N : R O U T L E D G E & K . P A U L , 1 9 8 2

J O N A T H A N W A L S H ’ 8 0

Abbe Prevost’s Histoire D’Une Grecque Moderne:Figures of Authority on Trial B I R M I N G H A M , A L : S U M M A P U B L I C A T I O N S , C 2 0 0 1

S T U A R T W A T S O N ’ 0 0 ; A U S T I N B A R N E Y ’ 0 1

Refraction mirage N E W H A V E N , C T : R E F R A C T I O N M I R A G E R E C O R D S ,

2 0 0 5

R I C H A R D C . W E B E L ’ 7 0

Making a Landscape of Continuity: The Practice ofInnocenti & Webel/Gary R. Hilderbrand, editorC A M B R I D G E , M A : H A R V A R D U N I V E R S I T Y G R A D U A T E

S C H O O L O F D E S I G N , C 1 9 9 7

C H A R L E S M C C . W E I S ’ 4 0

Boswell in Extremes, 1776-1778 / Edited by CharlesMcC. Weis and Frederick A. PottleN E W Y O R K : M C G R A W - H I L L 1 9 7 0

M I C H A E L W I N T H E R ’ 8 0

Songs from an Unmade Bed/ Mark CampbellG H O S T L I G H T , 2 0 0 6

E V A N S W O O L L E N ’ 4 5

Building for Meaning: The Architecture of EvansWoollen/WFYI IndianapolisINDIANAPOLIS, IN: SPELLBOUND PRODUCTIONS, 1994

I A N W O O L L E N ’ 7 5

Stakeout on Millennium Drive S H R E V E P O R T , L A : R A M B L E H O U S E , C 2 0 0 5

L L O Y D Z U C K E R B E R G ’ 8 0

Jose´M. Allegue: A Builder’s Legacy/by Christine G.H. Franck with photographs by KarenDombrowski-SobelL U N E N B U R G , V T : S T I N E H O U R P R E S S , 2 0 0 2

A Selected List of Class Reunion Authors

133917_24_27:memoriam 12/14/10 7:54 AM

F

AL U M N Inames and faces


These are the very qualities that have enabled

him to rise through the ranks of the U.S. legal

system before his 2004 appointment to the

U.S. Court of Appeals for the Second Circuit,

representing Vermont.

According to Judge Hall’s dear friend Sam

Howe ’66, these traits are inherent to Hall’s

being and are not learned. “Pete’s one of

those special people who felt the call early on

to go out and make a difference in the world.

The sense that he had this clear vision of pur-

pose in his life was frankly a little irritating,”

recalls Howe, laughing.

He expanded on that thought when recall-

ing the September 24 ceremony during which

Hall accepted the Alumni Award. “One thing

that struck me that night was that one of our

classmates who had not seen Pete in a very

long time commented that he returned to

Hotchkiss to honor him,” he said. “They

were never close friends, and in fact this

classmate said he had kind of a rough time at

Hotchkiss because he wasn’t part of any

group or one of the cool guys. But he came

back to honor Pete because he was one of the

rare people who didn’t judge him and

seemed to be accepting of who people were.

The Hon. Peter Hall ’66: True to his judicial callingB Y M O L L Y M C D O W E L L

Friends and colleagues of the

Honorable Peter W. Hall ’66 describe him as

hard-working and dedicated, naturally impartial,

extraordinarily conscientious, and very intelligent.

133917_28_38:alums 12/14/10 7:56 AM

29F a l l 2 0 1 0

This classmate’s comment was a very power-

ful statement about who Pete is and has

always been.”

Howe describes Hall’s reputation at

Hotchkiss as a teenager as being much the

same as it is now, as a judge on the second

highest court in the U.S. “He paid attention

to the rules and regulations; probably a lot of

people thought he was a little too earnest and

not much fun, but that’s part of the strong

backbone he’s always had, and certainly part

of what drew me to him, alongside our fami-

ly connection,” he says.

About that family connection … Judge

Hall is not the first Alumni Award honoree

in the Hall-Howe lineage; Howe’s grandfa-

ther, Arthur Howe Sr. ’08, distinguished

scholar and former president of the histori-

cally black college, Hampton Institute (now

Hampton University), won the award in

1932. Thirty-seven years later, Arthur Howe

Jr. ’38, received the award for his work as

president of the American Field Service stu-

dent exchange organization. Howe Jr. also

taught at Hotchkiss with Peter Hall’s father,

Thomas Hall. It was during this time that

then-toddlers Peter and Sam began their

friendship (despite a sandbox incident that

involved Sam’s trying to feed sand to Peter,

and Peter’s retaliating by biting his friend), a

friendship that was interrupted by the Hall

family’s move to Vermont, and resumed

when Peter and Sam lived together as lower

mids in the room in Coy that had once

served as Peter’s nursery.

Hall believes that the most important aspect

of his Hotchkiss education was not any set of

facts or dates that had to be memorized for

class, but rather, the writing skills gained from

instructor Robert “The Hawk” Hawkins’s

English classes. “My prep English class with

OPPOSITE: Judge Hall

gives the 2010 Alumni

Award address.

RIGHT: On stage from

left are: Malcolm

McKenzie, Sam Howe

’66, who introduced

Judge Hall, and Alumni

Association President

Katie Allen Berlandi ’88.

ABOVE: Peter Hall speaks to

students in James Marshall’s

class, “Constitution and

the Supreme Court in

Contemporary American

Politics.”

133917_28_38:alums 12/14/10 7:56 AM



Court of Appeals, the Honorable William K.

Sessions III referred to the event as “a celebra-

tion for Peter, but also a celebration for all of

us who practice law in Vermont because Peter

represents the absolute best in the way people

practice: the level of civility and skill, and ded-

ication, and a sense of balance.”

He continued, remembering his first legal

interactions with Hall. “[In 1978] I was this

young, eager defense lawyer, and he was an

Assistant United States Attorney…. What I

observed at the beginning is the same thing I

observe today. He had a sense of balance, of

compassion, of understanding…. And you

knew that you were treated fairly. The person

whom you represented was treated fairly.

And you had a sense that this is the way the

justice system was in fact to work.”

The Honorable Jon O. Newman ’49 (winner

of the 1980 Alumni Award), Hall’s colleague as

senior judge on the Second District Court of

Appeals, echoed Sessions’s sentiments, stating,

“In the [six] years he’s been on the Court of

Appeals, he has already distinguished himself

as one of our ablest judges. He does excellent

work, he’s extraordinarily conscientious. In all

respects, he’s an ideal judicial colleague.”

Hall is quick to give credit to those who

have guided him. As a student at Cornell Law

School, he was inspired to become a prosecu-

tor, thanks to Professor G. Robert Blakey, a

noted expert in organized crime. “He said to

us as we were analyzing a fairly complex

criminal procedure issue, ‘You cannot all be

brilliant. What you can be is “craftsmanlike”;

strive to be craftsmanlike in reaching the res-

olution of the problem confronting you.’

And by that I think he meant that we should

not shirk our training, but seek to master the

tools of our trade – no shortcuts.”

Throughout his legal career – from clerk-

ing for U.S. District Judge Albert W. Coffrin

of Vermont, working as U.S. Attorney,

working in private practice, and sitting on

the Second Circuit’s bench – Hall developed

a reputation for not only his intelligence and

diligence, but also for his egalitarianism.

While speaking this fall in Hotchkiss’s peren-

nially popular course, “Constitution and The

Supreme Court in Contemporary American

Politics,” Hall stressed the importance above

all else that solid academic performance

plays in his hiring decisions for clerkships.

“There’s a lot of brilliance that’s not at Yale

and Harvard,” he said. “It’s also important

to hire clerks who are smarter than you,” he

added, chuckling.

His measured, open-minded approach in

his legal and judicial career has been noted

many times by his colleagues and friends.

During his speech given at Judge Hall’s 2004

Circuit Court induction, the Honorable

Paul L. Reiber, now Chief Justice of the

Vermont Supreme Court, said, “If there is

anyone who possesses the qualities of an

excellent judge, it’s Peter Hall. He’s a lawyer

Bob Hawkins imparted what was acceptable,

and my ability to write necessarily became

stronger,” he recalls. “That class gave me the

basics for good writing, and the daily themes

we wrote as lower mids helped me become

more efficient and skillful in my writing.”

Strong writing skills are essential for a suc-

cessful judicial career, Hall emphasizes. In his

Alumni Award acceptance speech, he refer-

enced a presentation U.S. Supreme Court

Chief Justice John Roberts gave at Middlebury

College. He said, “In describing for the stu-

dents there how opinions are crafted, [Roberts]

explained that the rationale of an opinion – the

reasoning by which one moved from the facts

of the case and principles of law that the Court

has already articulated to then determine what

principles should apply to the facts at hand and

perhaps what new principles must be

announced – has to ‘write.’ Put another way, if

you cannot explain in some logical way how

you reached the decision you did, then you

may not have reached the correct result.”

A strong foundation in writing is only one

of the traits that Judge Hall brings to the fed-

eral bench. In a 2004 speech given at Hall’s

induction as circuit judge for the United States

LEFT: Peter Hall with his

lifelong friend, Sam Howe

OPPOSITE: Shown with

Peter are his sister Maro

Hall, left, and his mother,

Emily Paine.

133917_28_38:alums 12/14/10 7:56 AM

31F a l l 2 0 1 0

who, in private practice, had a reputation

for his willingness to take on disadvantaged

clients, including people whose problems

seemed beyond any possibility of success.

And at the bar, Peter was a master of the art

of handling a case, applying practical wis-

dom and deliberativeness, and guiding

clients toward the resolution of their prob-

lems, an approach that embraced the tradi-

tional ideals of this profession.”

Hall describes his philosophy as being very

simple: “When one practices law, the Golden

Rule and the converse of that which I believe

is ‘what comes around goes around’ are the

things that probably should guide how you

live your life but certainly must guide how

you practice law.” He cites his parents and

his mentors, such as Judges Niedermeier and

Coffrin as exemplars of this philosophy. “My

parents showed tremendous respect to every-

body, no matter what his or her station in

life. And whether or not you liked

Niedermeier or Coffrin’s decisions, you

always felt you were treated respectfully.”

Hall finds that the cases that have moved

him the most are the ones in which the moral

and ethical decision lined up with the correct

legal decision. In a pro bono custody case

involving a birth mother who had lost all

contact with her son in violation of her visi-

tation rights, he tells this story of “seeing the

law work the right way”: “I was able to help

reunite son and birth mom, but I was only a

piece of that. Several judges who were sitting

on family court followed their instincts and

made the absolute right decisions, foster par-

ents came in who may have originally

appeared to be suspect because they seemed

to have lined up with the adoptive mom who

was in jail at the time, but who did – and it

was an act of faith, these were faithful peo-

ple – did absolutely the right thing and start-

ed working on reuniting mother and son.

That to me was the system and a whole

bunch of other things working correctly. I

wasn’t paid a penny for that work, but the

rewards stuck with me.”

Another memorable case for Hall was the

last case he had before he left private practice

to become a U.S. Attorney. An older gentle-

man succumbing to Alzheimer’s had given a

large farm to a land trust that was going to

preserve it. Distantly removed relatives sur-

faced only to dispute his competence at the

time he made his gift. “The court system in

its determination that the gift was a valid gift,

that the donor was competent and under-

stood fully what he was doing and had been

planning to do this and this was the result of

a thought-out decision and no pressure, that

came out exactly right,” he said, adding, “It

was a nice result to hear about as I began my

new position.”

As a U.S. circuit judge respected and

admired by his colleagues and mentors both,

Hall perfectly embodies the qualities one

expects in an Alumni Award recipient –

through personal achievement, he has

brought honor and distinction to himself and

Hotchkiss, and the bench is made that much

better by his presence on it.

133917_28_38:alums 12/14/10 7:56 AM



Through the inspiration, love, support, and

encouragement of these three families, Zhu

was given the confidence and drive to pur-

sue her goals.

In the 1930s, a Ph.D. student named Zunyi

Yang from Tsinghua University befriended

Jerry Stein, a Yale undergraduate, as they

undertook research together at the Peabody

Museum. Yang completed his degree in 1939

and returned to China, where he would

become a founding member of what is now

known as China University of Geosciences.

The next 40 years brought the Sino-Japanese

War, Chinese civil war, Cultural Revolution

and the Cold War; Yang and Stein lost the

contact they had sworn to maintain. It wasn’t

until 1980, when Jerry and his wife Sylvia had

the foresight to look up Yang with the help of

Yale in advance of a trip to China, that the

two friends tearfully reunited.

Zhu’s grandfather and Jerry Stein seam-

lessly resumed their great friendship. Five

years later, this friendship brought Zhu to the

U.S. as a student at a time when U.S.-China

relations had just relaxed post-Cold War, and

very few Chinese high school students trav-

eled here. “My grandfather’s half-century

friendship with the Steins brought me to this

country, and Jerry suggested with great

Julia Zhu ’87: Choosing the road ‘less traveled by’

T Three families have inspired Julia Zhu ’87, a founder and President of

Redgate Media Group in China, since her earliest days: her blood

relatives in China, from her renowned scientist and professor grandfather

Zunyi Yang (among his protégés is Chinese premier Wen Jiabao) to her young son; her

American family, the Steins; and the family that is the Hotchkiss community.

133917_28_38:alums 12/14/10 7:56 AM Page 36

37F a l l 2 0 1 0

OPPOSITE: Julia Zhu, pres-

ident of Redgate Media

Group in China

TOP LEFT: Julia with her

grandfather, Zunyi Yang

TOP RIGHT: The Steins

with Zunyi Yang

ABOVE: The Steins and

Zunyi Yang reunited after

more than 40 years

enthusiasm that I apply to Hotchkiss after I

expressed my desire to improve my English

and go to college in the U.S.,” says Zhu.

The Steins gave her much more than

advice about schooling. “They took me in as

a family member and opened up a whole

new world for me. They taught me impor-

tant values that have given me the drive and

relentless spirit to excel through my acade-

mics and career. They are the reason I went

to Hotchkiss and eventually became a natu-

ralized American citizen.”

Zhu entered the School as a postgraduate

after attending Torrington High School the

year before. She remembers her time in

Lakeville as very productive and memorable.

“I tried to take as many classes as I could,

because they were all so fascinating to me. I

also participated in many different musical

and dramatic activities,” Zhu recalls. “I felt

like a kid in a candy store!”

English instructor John Perry had a par-

ticularly meaningful impact on Zhu. “He

was such an exciting and analytical teacher,

and was patient with me as a foreign stu-

dent,” Zhu says. “I took two of his classes:

English Literature and ‘The Godfather and

Mafia Culture in America.’ To date, the

‘Godfather’ movies remain my favorite

films, and I still remember his lectures every

time I watch them.”

Perry also inspired Zhu to apply to

Wesleyan University. “He introduced his

Wesleyan experiences to me and wrote a rec-

ommendation letter for me. I took his advice

and attended the school, and I loved it.”

After graduating from Wesleyan, Zhu

spent five years in the business world before

attending the Yale School of Management.

She joined Chase Securities’ investment

banking division after earning her M.B.A.

Her success in that position enabled her to

request a transfer to Hong Kong, where she

joined its media and telecom team.

“Media has been my longtime passion,”

Zhu says. “I looked for a path that combined

my personal interest with my experience in

business and finance. I found a great match

at STAR TV Group, [a wholly owned sub-

sidiary of News Corp.].” Her business devel-

opment and strategic investment responsibil-

ities for STAR TV and News Corp.’s foray

into China provided her with insight into the

entertainment industry’s business operations

at a key point in China’s history.

During Zhu’s time at STAR TV, the

Chinese media market was undergoing fun-

damental changes. In 1980, when Yang and

Stein reunited, China had a 100-percent cen-

trally-planned economy. Barely 20 years

133917_28_38:alums 12/14/10 7:57 AM Page 37



later, the free market system had been imple-

mented in a meaningful way, and China was

a new member of the World Trade

Organization. However, its highly fragment-

ed media market couldn’t support high-

quality and efficient services with the ability

to enable advertisers to gain exposure in

multiple markets across the country. Because

of strategic and political reasons, large,

multinational companies were unable to

adopt local media practices to gain traction.

It was amid these economic and regulato-

ry changes that Zhu, along with two other

seasoned media executives, saw the opportu-

nity to start a Chinese media and advertising

company: Redgate Media Group, of which

she is Group President, General Manager,

and Co-Founder, overseeing the group’s

M&A business development activities and

day-to-day operations.

The company launched in 2003 aiming to

become a leading national diversified media

company. Seven years later, Redgate works

with worldwide brands including Bulgari,

Gatorade, and Evian as well as with leading

Chinese companies to launch and carry out

advertising campaigns through television,

the Internet, billboards, print media, public

relations, and event marketing. Through all

these channels, Redgate’s work reaches near-

ly 200 million consumers in more than 40

Chinese cities in the world’s second largest

advertising market.

“It has been a very intense seven years for

me,” says Zhu. “The learning curve has been

steep but rewarding. I’ve been responsible

for setting up our legal and operation struc-

ture, hiring, making strategic acquisitions,

and integrating them into the Group. I also

maintain our relationship with the govern-

ment, which is crucial for running a sustain-

able media company in China.”

Zhu emphasizes that no matter how

demanding a career, time for family is essen-

tial. “I would not have been able to run

Redgate without my husband’s understand-

ing and support, and the love of our won-

derful four-year-old son” she says.

This balance has made an impact on her

leadership role at Redgate: “Even though

most of my direct reports and colleagues are

men, I feel a sense of responsibility to give

guidance to our female employees and to

young women who aspire to be business

leaders. I want to share the importance of

working hard on both career and family life,

and my belief that these two elements should

not be mutually exclusive.”

When Zhu speaks of the success she’s

achieved, she describes her accomplished,

modest grandfather as “everything I aspire to

be.” The Steins have been “the guiding light

in my life since I arrived in America.” And

Hotchkiss “taught me that there are all kinds

of possibilities in life, and that I can excel in

whatever I set my mind to … I learned to

make my own decisions with accountability

and to take control of my fate. This spirit has

helped me overcome many challenges

throughout my career.”

She says, “There have been many chal-

lenges I encountered at different stages of my

career. They all boiled down to the choices I

made for myself. Each time I made a change,

I chose the path that was newer and more

intriguing, yet with uncertainties and chal-

lenges. I always enjoyed the process of rein-

venting myself and pushing my own limits.

All of this is possible because I had the sup-

port of my families.”

LEFT: Chinese Premier Wen

Jiabao with Zunyi Yang

PH

OT

O:

CH

INA

XIN

HU

A N

EW

S A

GE

NC

Y,

CO

UR

TE

SY

JU

LIA

ZH

U

133917_28_38:alums 12/14/10 7:57 AM Page 38

One of a family with many Hotchkiss mem-bers, Andrew made friendships extravagantlywhile he was at Hotchkiss – across all fourclasses and without regard to social strata.“Everybody just loved Andrew,” says AssociateHead of School John C. Virden’64, who washis advisor. “He had a wonderful bonhomie, agreat attitude about life, and a smile on hisface about ninety-nine percent of the time.”

When Andrew died in an automobile acci-dent in January 2003, the sadness and sense ofloss weighed heavily in many hearts. ButAndrew’s family, including father Andy Dwyer’66 and mother Cindy Dwyer, sisters Elly Rice’97 and Nancy Eaves, found one way to makesomething valuable – Andrew’s spirit and vital-ity – into something lasting: The Andrew K.Dwyer Foundation. In February 2003, his fam-ily (Cindy, Andy, Elly, and Nancy) and friends– his cousin Chris Brooks ’01, Nate Thorne’01, John Hyland ’01, and friend from child-hood Jake Grand – collaborated to launch thefoundation; its programs would support chil-dren in need. Today the foundation has about2.5 million dollars in endowment and makesgifts totaling about $150,000 each year. Itsmajor fundraiser takes place in the fall –“Doggday” is an annual golf outing, tennistournament, and dinner with a live auction.(“Dogg” was Andrew’s nickname at Hotchkiss.Everyone knew Andrew as “Dogg.”)

“My son Andrew was such a sweetheart,with a wonderful sense of humor,” says Cindy

39F a l l 2 0 1 0

TR U E BL U Eservice, loyal ty, and love

The Andrew K. Dwyer FoundationB Y R O B E R T A J E N C K E S

ABOVE: Andrew K. Dwyer ’01, when he was at Hotchkiss

T This story begins at Hotchkiss, but like so many,

develops strong roots in the world outside the School.

Every piece of it, every action, every gift and call to service

has a home in one person: Andrew K. Dwyer ’01.

Dwyer, “just a kind, kind young man. He hadtons of friends, many of them fromHotchkiss, who have become involved in thefoundation. The kids have been just incredi-ble and their families, too. Hotchkiss has notonly given them a great education, but also ithas opened up their hearts.

“We set up the Andrew K. DwyerFoundation Committee in 2004, because somany of Andrew’s friends wanted to supportthe foundation. Sam Jackson ’01 and Lisa

McKenna ’03 run the committee, but all themembers support the foundation. The com-mittee members offer ideas for the founda-tion’s programs supporting education.

“The trustees established guidelines for ourprograms. We had to choose something that wefelt Andrew would approve of. And we all hadto be a part of it. It was not going to be a gift wewould give once. It was something we wouldcontinue to support. Trustees of the foundationare individually committed at each of theseschools, providing their time and dedication inaddition to the foundation’s support.”

PROVIDING SCHOLARSHIPS

AND ANSWERING WISHES

The foundation supports five independentschools: The Waterside School in Stamford,CT; the East Harlem School at Exodus House;the Bronx Preparatory Charter School; HarlemAcademy; and Brooklyn Jesuit Prep. Eachschool serves low-income children and helpsthe students develop academic excellence,moral integrity, courtesy, and a commitmentto their future and their community.

In tribute to Andrew’s many interests, thefoundation supports a variety of programsoutside of education – a swimming program,soccer, basketball, and volleyball teams.Andrew loved golf and was an excellent golfer,so The First Tee was a perfect scholarshipsince it teaches golf to inner-city children andencourages education, voluntarism, and

133917_39_41:trublu 12/14/10 8:00 AM Page 39


and Varsity Lacrosse Coach Chris Burchfield)called me about a year or so ago and askedme how the Hotchkiss lacrosse team could beinvolved with our foundation. I told himabout the newly formed EHS lacrosse pro-gram, and it seemed like the perfect opportu-nity. Andrew was a varsity lacrosse player atHotchkiss as were most of our large group offriends, and many of us played in college. Thesport and the team were a very important partof our Hotchkiss experience. For the EHSkids, the day at Hotchkiss was the first timemany of them had been to a boarding schooland seen lacrosse played at a high level.

“The EHS players broke into groups fortours of the school by Hotchkiss lacrosseplayers. Pat Redd Johnson from theAdmission Office then spoke to the studentsabout the process of applying to a school likeHotchkiss, which was great because she isvery familiar with EHS. The students thenhad lunch with the Hotchkiss players,watched the Bearcat victory over NorthfieldMt. Hermon, and then participated in a clin-ic directed by the Hotchkiss players andcoaches. Former Varsity Co-captain LindseyMcKenna ’10, former Varsity player LisaMcKenna ’03, Elly McKenna, and VarsityGirls Coach Anna Traggio organized a simi-lar day for the EHS girls’ team to spend a dayat Hotchkiss with the Bearcats’ girls’ team.Lisa and Lindsey are Andrew’s cousins, andElly is his aunt. It was a special day for all.

“I was very proud to be a Hotchkiss alum-nus that day. ‘Burch’ did a great job organizingthe day, and the enthusiasm and friendliness ofthe Hotchkiss players to show the EHS kids

their school and teach them a little about theirsport really made the day a huge success.”

Varsity Lacrosse Coach Chris Burchfield:

“Andrew loved his athletic experiences as aHotchkiss student. He was so fulfilled by thecamaraderie, the opportunity to play forHotchkiss, and when he wasn’t actually suitingup, he always supported others as a spirited fan.Involving the lacrosse team only seemed natural.It honors Andrew’s legacy.

“The EHS boys were so gracious and soeager; theirs was an unbridled enthusiasm.Whatever we may have shared with them, theymore than matched simply through their spir-it. They gave us quite an emotional lift!”

John Hyland ’01:“I never thought I would be so involved in the

nonprofit world at such a young age. Myinvolvement in the foundation has made me amuch more well-rounded person and has pro-vided a great balance with my professionalcareer. I have also learned how easy it is to makea difference very close to home.

“I think our work with the foundation hasintroduced others to volunteer programs. Forexample, Chris Einhorn, a classmate andteammate at Hotchkiss who also helped orga-nize the lacrosse day, serves on EHS’ YoungVolunteers Committee and devotes more timedirectly to the school than I do. My wife,Emily Bohan Hyland (’02), volunteers as atutor at EHS one afternoon a week. Anotherfriend, Beth Schmidt (’02) did Teach forAmerica in Los Angeles, and we helped herwith the logistics of sending a few of her selectstudents to participate in camps, internships,and other activities over one summer. Thesewere all opportunities that they would nothave been able to experience otherwise. Beth isnow devoting herself full-time to starting anonprofit organization with this very idea atwishbone.org.”

Beth Schmidt ’02 “I knew Andrew from my time spent at

Hotchkiss. He was soulful, spirited, charismatic,and most genuinely interested in others. I feel asthough the Andrew K. Dwyer Foundation rep-

TR U E BL U Eservice, loyal ty, and love

integrity; the foundation awards two AndrewK. Dwyer scholarships to a First Tee recipienteach year.

For The Memorial Sloan-KetteringPediatrics Spring Prom, the foundation helpswith the party and provides tuxedos for theevening. “The foundation supports the Prombecause Andrew loved to dress up for theHotchkiss dances,” notes Cindy Dwyer. Also,the foundation donates to the SloanChristmas Party and gives gifts, includingIpods one year, to the children. The founda-tion also provided a grant to help fund theAdolescent Depression Awareness program ofJohns Hopkins University and has underwrit-ten the cost of making an ill child’s wish cometrue through the Make-a-Wish Foundation ofthe Hudson Valley.

“We have a scholarship at the Calvin HillDay Care Center in New Haven, whereAndrew’s dear Yale friends, Nate Thorne ’01and Tony Bellino, volunteered,” says Cindy.“This year we presented scholarships to twostudents whose parents are the children ofpolice, fire department, and EMT workers inthe area where we live. At the East HarlemSchool, where Chris Einhorn, Chris Brooks,and John Hyland – friends of Andrew’s fromHotchkiss – are involved, we have programs,including the very successful ones held atHotchkiss with the varsity lacrosse boys’ andgirls’ teams.”

John Hyland ’01:“Andrew was my best friend, but the incredi-

ble thing about Dogg is that there are probably adozen people who would say the same thing. Tothis day, I continue to have many close friendswhose sole connection that I share with them isthat they were friends with Andrew from otherplaces besides Hotchkiss. The success of our foun-dation is a huge testament to Andrew and all ofthe people that he touched during his lifetime.

“My connection to the East Harlem Schoolis really as a board member of the AKDFoundation. Dede Brooks, Chris’s mom andAndy’s sister, is the head of the Board at EHSand first introduced us to the school. EHS is amiddle school for grades five through eight(the lacrosse players are in seventh andeighth), and many of the kids go on to board-ing schools.

“The lacrosse outreach program with EHSstudents last spring came about when Mr.Burchfield (Hotchkiss Instructor in English

LEFT: Varsity Lacrosse CoachChris Burchfield

133917_39_41:trublu 12/14/10 8:00 AM Page 40

41F a l l 2 0 1 0

resents his memory well, as it really exemplifieswhat it means to be alive – to serve others withpassion, to believe in a hope greater than our-selves, and to feel unified in a spirit of globalcitizenship.

“I taught tenth-grade English at LockeHigh School in Watts from 2007 to 2009through Teach for America. I was attemptingto teach my students how to effectively navi-gate a research project during my first year ofteaching. After my first ‘research project’assignment, I think maybe six kids handed itin successfully.

“Then, I thought about how I could createsomething that would be meaningful; so, Italked to Cindy Dwyer about my idea andassigned a research project for students toresearch an out-of-school program of interestwithin the greater Los Angeles region, collectdata about the program, analyze what thebenefits would be in participating, and pitch itto me in an essay. The winners would get toactually go do the program. Almost every sin-gle student handed in that paper. This mademe realize that students are empowered tocontrol their own destinies when given theopportunity to do so. Seven students wereselected from the essay entries, and these stu-dents participated in programs such asthe UCLA Stem Cell Science Program, theUCLA Mock Trial Institute, the USCTrojan Football Camp, the Redondo Schoolof Music, the New York Film Academy, andthe Hawthorne Drum and Bugle Corps.

“All seven students who participated grad-uated high school; all seven went on to eithera two-year or four-year college. Many of thedonors who funded these programs still fol-low up about these students and ask howthey can help.

“Wishbone.org was born from my ‘test

model’ in Watts through the DwyerFoundation. After I realized what a gamechanger the out-of-school program experi-ence was for my ‘at-risk’ students, I decidedthat I had to broaden the outreach and bringthis model to an online platform.

“Wishbone.org strives to bring opportunityto ‘at-risk’ high school students throughdirect sponsorship of after school and sum-mer programs via online donors.

“My work through Teach for America hasmade me redefine my notion of community.We are all community. We must break downthe barrier of tolerating ‘them’ because we are‘us.’ It is all ‘us,’ and it is possible for everyone of ‘us’ to have remarkable educationalresources in this country.”

Andy Dwyer ’66“What I find exceptional is the commitment

of young people’s time and how they really havegotten invested in the foundation, whether as

board members or volunteers. One of the won-derful things about Hotchkiss is having the feel-ing that you were extraordinarily lucky to gothere. And that is the ethos of this foundation. Itis significantly weighted toward Hotchkiss kids,who give us ideas about what to do. And thiscreates a life of its own. Every year we give awaymore money and have more people giving usideas about what to do.

“When you’re involved in something at thestart, you’re not sure whether you’re going tohave great momentum. This has really takenroot. If we take all the people who have par-ticipated in foundation activities, it’s wellover a thousand.

“There’s no question that the energy reallystarts with people’s affection for Andrew andhis ideals. As an alumnus, I take great pridein how many Hotchkiss kids are right at thecenter of this – boys and girls who have madesuch a huge difference. It’s a great credit tothe school.”

RIGHT: Seen on the day of the lacrosse outreach programwith East Harlem School are:

back row, fifth from the left,wearing a cap, John Hyland’01 and next to him, on his

left, Chris Einhorn ’01.

BELOW RIGHT: In her formerclassroom in Watts, Los

Angeles, Beth Schmidt ’02,fifth from the left, is shown

with her students.

133917_39_41:trublu 12/14/10 8:00 AM Page 41


SP O RT Snews

Fall Season:V A R S I T Y

B O Y S C R O S S C O U N T R Y : 4 - 3

5th in Founders League9th at New Englands

G I R L S C R O S S C O U N T R Y : 8 - 0

Founders League Champions4th in New Englands

F I E L D H O C K E Y : 1 3 - 2 - 1

New England Class A Champions#4 Ranking in N.E. Tournament(Quarter-finals: Hotchkiss 1, Nobles 0) (Semi-finals: Hotchkiss 2, Andover 0) (Finals: Hotchkiss 3, Exeter 2 OT)

F O O T B A L L : 7 - 2

Erickson League ChampionsNew England Class A Runners-Up#1 Ranking in N.E. Tournament(Finals: Hotchkiss 14, Exeter 20 OT)Alex Amidon ’10 – NEPSAC MVP

B O Y S S O C C E R : 1 6 - 3 - 1

Founders League ChampionsNew England Class A Champions#1 Ranking in N.E. Tournament(Quarter-finals: Hotchkiss 3, Exeter 2) (Semi-finals: Hotchkiss 3, BB&N 2) (Finals: Hotchkiss 2, Kent 1)

G I R L S S O C C E R : 7 - 6 - 3

V O L L E Y B A L L : 1 3 - 5

New England Class A Runners-Up#3 Ranking in N.E. Tournament(Quarter-finals: Hotchkiss 3, Deerfield 0)(Semi-finals: Hotchkiss 3, Andover 1)(Finals: Hotchkiss 1, Choate 3)

W A T E R P O L O : 8 - 7

J U N I O R V A R S I T Y A N D T H I R D S

J V B O Y S C R O S S C O U N T R Y : 4 - 3

The 2009-2010 Athletics Wrap-upC O M P I L E D B Y D I R E C T O R O F A T H L E T I C S R O B I N C H A N D L E R ’ 8 7

J V G I R L S C R O S S C O U N T R Y : 5 - 1

J V G I R L S S O C C E R : 1 2 - 2 - 1

J V B O Y S S O C C E R : 1 - 1 0 - 3

B O Y S T H I R D S S O C C E R : 1 - 1 1 - 1

J V F I E L D H O C K E Y : 8 - 2 - 2

T H I R D S F I E L D H O C K E Y : 1 - 6 - 5

J V V O L L E Y B A L L : 1 3 - 2

J V F O O T B A L L : 3 - 4

Winter Season:V A R S I T Y

B O Y S B A S K E T B A L L : 1 8 - 7

Tri-State League ChampionsNew England Class A Champions#4 Ranking in NE Tournament(Quarter-finals: #4 Hotchkiss 77, #5 KUA 56) (Semi-finals: #1 Tilton 76, #4 Hotchkiss 65)

G I R L S B A S K E T B A L L : 1 3 - 6

B O Y S H O C K E Y : 1 1 - 1 3 - 2

G I R L S H O C K E Y : 1 2 - 4 - 3

9th in New England

B O Y S S Q U A S H : 1 3 - 5

2nd in Founders League

G I R L S S Q U A S H : 7 - 5

8th Place at New Englands

B O Y S S W I M M I N G : 2 - 4 - 1

3rd in Founders League Championship, 5th at New Englands; Jack Pretto ’10 was NE Champion in the 100-yard backstroke and set a new NE and School record with a time of 49.82.

New School Record: Jack Pretto ’10set a new School record in the 200-yard freestyle with a time of 1:40.76.

New School Record: Jack Pretto ’10set a new School record in the 100-

133917_42_45:tmatters 12/14/10 8:03 AM Page 42

43F a l l 2 0 1 0

yard backstroke with a time of 49.82.

New School Record: Tyler Bulakul ’10 set a new School record in the 100-yard butterfly with a time of 50.97.

G I R L S S W I M M I N G : 1 - 6

W R E S T L I N G : 9 - 4


B O Y S J V B A S K E T B A L L : 6 - 8

G I R L S J V B A S K E T B A L L : 6 - 6

B O Y S T H I R D S B A S K E T B A L L : 2 - 8

B O Y S J V H O C K E Y : 3 - 9

G I R L S J V H O C K E Y : 1 0 - 2

B O Y S J V S Q U A S H : 8 - 4

G I R L S J V S Q U A S H : 4 - 6

Spring Season:V A R S I T Y

B A S E B A L L : 5 - 1 1

B O Y S G O L F : 1 0 - 1 2

8th in Founders League

G I R L S G O L F : 2 - 1 2 - 2

6th in Founders League

B O Y S L A C R O S S E : 7 - 7

3rd in Founders LeagueNew School Record: Derick Raabe ’10 Most Career Points for a Long Stick; Previous record of 15 was held by Andrew Irving ’07.

G I R L S L A C R O S S E : 1 0 - 4

2nd in Founders League2nd in Western New England

LEFT: The 2009 New EnglandChampionship Varsity FieldHockey Team

BELOW LEFT: Varsity FootballCoach Danny Smith with thecaptains of the 2009 EricksonLeague-winning team

BELOW: Coach Bill Markey,left, with the Boys VarsityTennis Team after winningthe New EnglandChampionship

133917_42_45:tmatters 12/14/10 8:03 AM Page 43

SP O RT Snews


S A I L I N G : 1 5 - 1

2nd in NE Fleet Championship3rd in NE Team Championship

S O F T B A L L : 2 - 1 0

B O Y S T E N N I S : 1 3 - 0

Founders League ChampionsSouthern NE Tournament ChampionsKingswood Invitational ChampionsNE Class A ChampionsFounders League ChampionsNew England Champions

G I R L S T E N N I S : 1 1 - 0

2nd at Kent Invitational TournamentFounders League ChampionsNE Class A Champions

B O Y S T R A C K : 3 - 5

5th in Founders League4th in New EnglandNew School Record: Alex Amidon ’10 in the 100-meter dash with a time of 10.64 seconds; The previous record of 10.7 was set in 2003 by Xang Chareunsab ’03.

G I R L S T R A C K : 3 - 4

4th in Founders League 7th in New Englands

U L T I M A T E F R I S B E E : 1 5 - 1 0

New School Record: Most Career Points: Ben Smith ’10 with 122; Previous record of 101 was also set by Ben Smith ’10.

G I R L S W A T E R P O L O : 0 - 1 0


J V B A S E B A L L : 0 - 1 0

B O Y S J V G O L F : 1 - 1 0

B O Y S J V L A C R O S S E : 1 0 - 4

G I R L S J V L A C R O S S E : 8 - 3 - 1

B O Y S T H I R D S L A C R O S S E : 1 1 - 0

G I R L S T H I R D S L A C R O S S E : 2 - 4 - 1

J V S A I L I N G : 3 - 2

B O Y S J V T E N N I S : 7 - 4

G I R L S J V T E N N I S : 7 - 2

B O Y S T H I R D S T E N N I S : 3 - 4

G I R L S T H I R D S T E N N I S : 3 - 4

ABOVE: At the Donosti Cup competition last sum-

mer in Spain, the GirlsVarsity Soccer team

advanced to the semifinals.

LEFT: With Coach RonLaurence standing by,

members of the Boys CrossCountry warm up before

beginning their run.

133917_42_45:tmatters 12/14/10 8:03 AM Page 44

45F a l l 2 0 1 0

A MESSAGE TO ALUMNI

f ro m t h e B o a rd o f G o v e r n o r s o f t h e A l u m n i A s s o c i a t i o n

V O L U N T E E R L E A D E R S H I P W E E K E N D

On September 24-25, 2010, The Hotchkiss School hosted140 alumni and parents for its annual Volunteer LeadershipWeekend. The program, reinstituted three years ago after abrief hiatus, has three primary goals:

• Recognize and thank volunteers for their service toHotchkiss

• Provide an opportunity for volunteers to learn about theSchool today from students, faculty, and staff

• Provide a forum in which volunteers can connect withother alumni and parents who give of their time to the School.

This year’s program began on Friday afternoon withmeetings of the Alumni Association Board of Governors.On Friday evening, volunteers attended the presentation ofthe 2010 Alumni Award to Judge Peter W. Hall ’66 (seepage 28). The Alumni Award, which recognizes individualswho, through personal achievement, have brought honorand distinction to themselves and the School, is the highesthonor bestowed upon a Hotchkiss alumnus/a by theAlumni Association.

Saturday’s events began with student and faculty panelsdesigned to provide a sense of what it is like to live, teach,and learn at Hotchkiss. These were followed by a discussionabout admissions and college advising with Rachael Beare,

Dean of Admission and Financial Aid, and Rick Hazelton,Director of College Advising. The morning concluded withworkshops focused on information and skills specific to thevarious volunteer positions represented among attendees.Lunch and a question and answer session with Head ofSchool, Malcolm McKenzie, capped the VolunteerLeadership Weekend program.

Volunteers, who give willingly and generously of theirtime, play a vital role in the success of Admissions outreach,Reunions, The Hotchkiss Fund, and other areas of theSchool. If you would like to learn more about volunteeropportunities, visit W W W . H O T C H K I S S . O R G / A L U M N I /

V O L U N T E E R I N G / I N D E X . A S P X .To read the reflections of two alumni volunteers – Maude

Kebbon ’87 and Marvin Deckoff ’49 – who attendedVolunteer Leadership Weekend, visit W W W . H O T C H K I S S . O R G /

A L U M N I / I N D E X . A S P X .

LEFT: Alumni and parentsattend a workshop duringVolunteer LeadershipWeekend.

BELOW: Current parents talk with Director of The Hotchkiss Fund Electra Tortorella.

133917_42_45:tmatters 12/14/10 8:03 AM Page 45

IT’S M Yturn


Yes, everyone notices how you’re changing

and growing physically. But few know the

emotional or intellectual changes that may

have occurred over the last year. Sometimes

even you don’t recognize them. It’s tough to

see or recognize these things, because they are

more “felt” than rationally “thought.” Some

of the internal changes may be as simple as

things you used to like but don’t anymore

(waking up earlier than 10 a.m.). Other

changes are not even changes, but just a

recognition and comfort in those things that

stay the same, like eating Skittles®.

Some are harder to detect and communi-

cate. Maybe it’s a keener interest in history

and how we got here, or an appreciation for

the constancy found in math or physics. It’s

okay to change, but what is imperative with

the change is the ability to recognize and

accept them and let them take you wherever

they may lead. It’s tough because they may

lead you to new, unfamiliar, even uncom-

fortable places, places you or those who may

influence you have never been. It may even

take you to places that your current friends

don’t want to go, putting the closeness of

that friendship at risk. On the flip side, sup-

pressing them or not letting them express

themselves may lead to regret at what could

have been, what new experiences you could

have, new places you could explore, new

friends that you could meet.

Other changes are even harder to detect;

these are emotional changes. How you feel in

situations or around certain people. These

include ideas that you were told or believed

were true that are not – from “you’ll get

cramps and drown if you swim right after eat-

ing,” to “there are only certain people with

whom you should hang out.” Be true to your

core, it’s a good one; trust your gut, as it will

usually be right; make decisions based on

what you can do or could do. Not what you

should do. Should takes away your freedom.

Don’t be imprisoned by should or have to.

Don’t just survive with what you think others

think you should do; thrive on what is right

for you. Be true to your inner self, and you

will be true to those around you.

Because if you do not recognize and take

care of your whole self (physical, intellectual,

and emotional), you will not be able to take

care of anyone else.

Posted by Peter at 1:32 AM

T H I S B L O G E N T R Y B Y P E T E R N A L E N ’ 7 9 F O R H I S

S O N J A C K , A L O W E R M I D A T H O T C H K I S S , F I R S T

A P P E A R E D O N “ V I R T U A L H O T C H K I S S ,” A B L O G B Y

A N D F O R T H E H O T C H K I S S C O M M U N I T Y A T

H T T P : / / V I R T U A L H O T C H K I S S . B L O G S P O T . C O M / .

J A C K ’ S G R A N D F A T H E R I S C R A I G N A L E N , C L A S S

O F 1 9 4 8 .

On Growing UpB Y P E T E R N A L E N ’ 7 9 F O R J A C K N A L E N ’ 1 3

W B L O G E N T R Y : Thursday, June 24, 2010

Welcome home after your first year away.

“Wow, you’ve grown!” “Look how big you got!”

“Your hair looks darker.” “You’re so much taller.”

133917_66_72:memoriam/ltrs 12/14/10 8:06 AM Page 72

Thomas C. Barry P’01,’03,’05

Katheryn Allen Berlandi ’88

Ian R. Desai ’00

Thomas J. Edelman ’69, P’06,’07

William R. Elfers ’67, Vice President

John E. Ellis III ’74

Lawrence Flinn, Jr. ’53

Diana Gomez ’76, P’11,’12

Sean M. Gorman ’72, Secretary

John P. Grube ’65, P’00

Elizabeth Gardner Hines ’93

Firoozeh Kashani-Sabet ’85

Eleanor Green Long ’76

Forrest E. Mars, Jr. ’49, P’77,’82

GP’09,’09,’11,’11,’14, Vice President

Malcolm H. McKenzie P’10, Trustee Ex Officio

Christopher H. Meledandri ’77

Kendra S. O’Donnell

Philip W. Pillsbury, Jr. ’53, P’89,’91

Peter J. Rogers, Jr. ’73, P’07, ’11

Jean Weinberg Rose ’80, Vice President

Roger K. Smith ’78, P’08

Jane Sommers-Kelly ’81

Marjo Talbott

John L. Thornton ’72, P’10,’11, President

William B. Tyree ’81, P’14, Treasurer

E M E R I T I

Howard C. Bissell ’55, P’82

John R. Chandler, Jr. ’53, P’82,’85,’87, GP’10

Edgar M. Cullman ’36, P’64, GP’84

Frederick Frank ’50, P’12

David L. Luke III ’41

Dr. Robert A. Oden, Jr. P’97

Nancy Watson Symington P’76,’78, GP’00,’10

Francis T. Vincent, Jr. ’56, P’85

Arthur W. White P’71,’74, GP’08,’11

Christopher M. Bechhold ’72, P’03, VicePresident and Chair, Nominating Subcom-mittee for Membership

Lance K. Beizer ’56

William J. Benedict, Jr. ’70, P’08, ’10

Katheryn Allen Berlandi ’88, President

Keith E. Bernard Jr. ’95, Co-chair, Alumni ofColor Committee

Douglas Campbell ’71, P’01

Charles A. Denault ’74, P’03, Ex Officio

Kerry Bernstein Fauver ’92

Quinn Fionda ’91, Chair, CommunicationsCommittee

Meredith Mallory George ’78, P’09,’11

Brenda G. Grassey ’80

Edward J. Greenberg ’55, Vice President andChair, Alumni Services Committee

Seth M. Krosner ’79

D. Roger B. Liddell ’63, P’98, Secretary

Jennifer Appleyard Martin ’88, Chair, Gen-der Committee

Alison L. Moore ’93, Co-chair, Alumni ofColor Committee

Alessandra H. Nicolas ’95

Daniel N. Pullman ’76, Ex Officio

Peter J. Rogers ’73, P’07,’11, Ex Officio

Wendy Weil Rush ’80, P’07, Vice Presidentand Chair, Nominating Committee

Peter D. Scala ’01

Bryan A. Small ’03

George A. Takoudes ’87

Jana L. Wilcox ’97

To learn more about The Board ofGovernors, please visitwww.hotchkiss.org/Alumni/BoardGov.asp

Board of Trustees

Alumni AssociationBoard of Governors

Save the Date

Classes of 1936, 1941, 1946, 1951,1956, 1966, 1971, 1976, 1981,

1986, 1991, 1996, 2001, and 2006

June 10 – 12, 2011

For more information,please contact Caroline Sallee Reilly ’87,

Associate Director of Alumni and Parent Programs,at (860) 435-3892, [email protected],

or visit www.hotchkiss.org/alumni, then click on Reunions.

HotchkissREUNION

133917c 12/14/10 8:11 AM Page 2

fall10_hotchkissmagazine_web

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