general catalogue
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GENERAL CATALOGUE 2014 . 2015Kindergarten – Class XII
610 East 83rd StreetNew York, NY 10028(212) 744-8582www.brearley.org
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Table of ContentsTable of Contents
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
History of the School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Faculty and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Academic Program
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The Lower School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
The Upper School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Learning Beyond the Classroom
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Community Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Health and Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
The School Community
Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Staff and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
College Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
College Entrance 2010–2014 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Greater Brearley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Endowed Funds of the Brearley School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
2014–2015 Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
School Office Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
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Mission StatementMission Statement
The Brearley School challenges girls of adventurous intellect to think critically
and creatively and prepares them for active, responsible citizenship in a
democratic society . Within a diverse community and in partnership with
dedicated faculty who teach across three divisions, students in Classes K through
XII develop a command of many disciplines and a love of learning through the
passionate exchange of ideas . Encouraging girls to balance individuality and
collaboration further promotes the integrity essential to principled engagement
in the world .
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History of the SchoolHistory of the School
The Brearley School was named for its founding Headmaster, Samuel A . Brearley,
Jr . After graduating from Harvard in 1871, Mr . Brearley worked as a private tutor
until 1880, when he went to study at Balliol College, Oxford . He came to New
York in 1884, when it was commonly thought that “intellectual activity took the
bloom from ladies,” and opened a school that was designed to provide young wom-
en with an education comparable to that available to their brothers . With courses in
English, Greek, Latin, French, German, modern history, drawing, physics, botany,
geography and geometry, the Brearley School offered strong preparation for college .
An early graduate of the School later wrote that this “first intellectual experience
had a novelty and excitement that it is almost impossible for a person born in the
twentieth century to understand .”
When Mr . Brearley died of typhoid in December 1886, the School consisted of
one hundred twenty pupils and a faculty of twenty . James G . Croswell, an Associ-
ate Professor of Greek at Harvard, served as the next Head until his death in 1915 .
Since 1930, Brearley has been led by five women Heads: Millicent Carey McIntosh,
who came from Bryn Mawr College in 1930, went on to Barnard College in 1947
and later became its first president; Jean Fair Mitchell, who had taught in many
institutions in the US as well as in her native Scotland; Evelyn J . Halpert, a Brearley
alumna and former Head of the History Department, who became Head when Miss
Mitchell retired in 1975; Dr . Priscilla M . Winn Barlow, a biologist, who had been
Principal of Havergal College in Toronto before succeeding Mrs . Halpert in 1997;
and Dr . Stephanie J . Hull, who taught French and women’s studies at Dartmouth
College and was Assistant to the President and Secretary of the College at Mount
Holyoke before serving as Head of the School from 2003 to 2011 . Jane Foley Fried
became the fifteenth Head of Brearley in the fall of 2012, following Dr . Winn Bar-
low, who returned to the School as Interim Head for the 2011–2012 academic year .
Ms . Fried previously held the position of Assistant Head for Enrollment, Research
and Planning and Dean of Admission at Phillips Academy in Andover, MA .
Brearley outgrew its original quarters on East 45th Street when it added a pri-
mary program to its six-year college preparatory sequence, moving twice before
commissioning its current building in 1929 . Following that move, the school day
was extended to include the afternoon . At the same time, social service projects
and other outside activities introduced students to a wider world around them in
the city . In its eighty-five-year tenure on 83rd Street, the School has undertaken
many renovation programs, most notably expanding its library, art and science
facilities; creating space for a Common Room on the first floor; and adding two
stories to the building . The School also purchased a twenty-unit apartment build-
ing (1989) on East 77th Street that provides faculty housing and built a Field
House (1997) on East 87th Street, which contains regulation-sized basketball and
volleyball courts and other facilities . In May 2010, the School acquired a three-
building parcel at 70–74 East End Avenue to use for future teaching space . The
Board of Trustees is currently studying the best use of that space as part of the
2014 Strategic Plan process .
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AdministrationAdministration
Head of School Jane Foley Fried
Administration
Chief Financial Officer Rahul Tripathi
Dean of Academic Life James Mulkin, Jr .
Director of Athletics Tammy Zazuri
Director of College Advising Carolyn W . Clark
Director of Development Anne S . Bergen
Director of Institutional Advancement Lewise H . Lucaire
Director of Lower School Admission Winifred M . Mabley
Director of Middle and Upper School
Admission & Financial Assistance Joan Kaplan
Director of Technology Lal Abraham
Head of the Lower School (K–IV) Maria-Anna Zimmermann
Head of the Middle School (V–VIII) Tasha Elsbach
Head of the Upper School (IX–XII) Evelyn Segal
Department Heads
Art Elizabeth Stainton ’77
Classics Tom Wright
Drama Tim Brownell
English Katherine Barrett Swett ’78
History Natasha Gray and
Tasha Elsbach, Interim Coordinators
Learning Skills Linda Boldt ’64
Library Amy Chow
Mathematics Maggie Maluf
Modern Languages Sylvie Lucile
Music Joan Krause
Physical Education Sirkka McMenamin
Science Laurie Seminara
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Faculty and StaffFaculty and Staff
JANE FOLEY FRIED, Head of School
B .A ., Bowdoin College; M .A ., Tufts University
PATRICIA AAKRE, Librarian
B .A ., University of Iowa; M .L .I .S ., Pratt Institute School of Information and Library Science
MICHAEL ABBOTT, Piano
B .Mus ., Hampshire College, California Institute of the Arts; Charles Banacos,
Lennie Tristano, Roland Hanna
LAL ABRAHAM, Director of Technology
B .Sc ., Middlesex University; Member British Computer Society, CITP
MATTHEW AIKEN, Music, Percussion; Room Teacher, Class VII
B .Mus ., University of Oregon; M .Mus ., Eastman School of Music; John Beck,
Charles Dowd
FUNKE AKINOLA, Room Teacher, Class II
B .A ., Hunter College; Certificate, Wesley Teachers Training College, Ghana
ORREN ALPERSTEIN, Admission Assistant
B .A ., Vassar College; M .B .A ., Columbia University; M .S .Ed ., Bank Street College
of Education
ERIC ANTANITUS, Webmaster; Technologist
B .F .A ., New York University; M .S ., Polytechnic Institute of New York University
AASIA ARIF, Admission Assistant
B .A ., Grinnell College; M .A ., Columbia University
CLEVELETTE AUSTIN, Assistant CFO; Controller
B .A ., University of the West Indies; M .B .A ., Dowling College; CMA
MICHAEL BALDWIN, Drama, Advisor, Class VII
B .A . Skidmore College; Graduate Study, City College, CUNY
MARISA BALLARO, Physical Education; Advisor, Class VI
B .A ., SUNY Brockport
DINA D. BARKER, Physical Education
B .S ., SUNY New Paltz
JENNIFER M. BARTOLI, Graphic Design and Communications Manager
B .A ., East Stroudsburg University
ANNE S. BERGEN, Director of Development
B .A ., Colgate University
KARIN BERNSTEIN, Assistant Head of the Lower School; Mathematics
Coordinator; Co-Supervisor of Associate Teachers
B .S ., Penn State University; M .Ed ., Bank Street College of Education
* Sabbatical Leave, First Semester
** Sabbatical Leave, Second Semester
*** Sabbatical Leave, 2014–2015
◊ Half-Time Sabbatical Leave
† Leave, First Semester
† † Leave, 2014–2015
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ANNA BIALOBRODA, Art
B .F .A ., M .F .A, Otis Art Institute; Independent Study Program, Whitney Museum of
American Art
MARIAN R. BICKS, Admission Assistant
B .A ., Wellesley College; M .A .T ., Harvard University
NATHAN BLANEY, Art, Carpentry
B .F .A ., University of Rhode Island; Graduate Study, Parsons School of Design and
Teachers College, Columbia University
SHERI L. BLAU, Mathematics
B .S ., University of Michigan; M .A ., Teachers College, Columbia University
LINDA BOLDT ’64, Head of the Learning Skills Department
B .A ., Bard College; M .Ed ., Tufts University School of Education; M .S ., Bank Street
College of Education
GREGG BORNFELD, Accountant
B .A ., Queens College, CUNY
KARA BOULTINGHOUSE, Admission Assistant
B .A ., Boston University; M .Ed ., Hunter College of Education
MATTHEW BRADY, Music; Advisor, Class IX
B .Mus ., Eastman School of Music; Artist/Teacher Diploma, Association for Choral Music
Education; Seymour Bernstein, Doreen Rao
CYNTHIA BRAUER, Admission Assistant
B .A ., Colgate University; M .S ., Hunter College
KAREN BRILLIANT, Spanish
B .S ., University of Hartford; M .S ., Long Island University
TINA BRISTOL, Admission Assistant
B .S ., Rensselaer Polytechnic Institute
ORY BROWN, Voice
B .Mus ., M .M ., Westminster Choir College; Christopher Arneson, Will Crutchfield
TIM BROWNELL, Head of the Drama Department; Advisor, Class VIII
B .A ., Middlebury College
MARTIN BURMAN, Guitar
B .A ., Bard College; M .A ., Wesleyan University; Graduate Study, Teachers College,
Columbia University; Happy Traum, Woody Mann
ANNIE SPADER BYERLY, Room Teacher, Kindergarten
B .A ., Wellesley College; M .S ., Hunter College of Education
PAUL J. BYRNES, Science; Room Teacher, Class X
B .S ., SUNY Buffalo; M .S ., Pace University
KATHERINE M. CALLAHAN, Lower School Associate
B .A ., Loyola University (Maryland)
AIMEE MACLAGGER CAREY, Lower School Librarian
B .F .A ., SUNY Brockport; M .A ., Cleveland State University; M .L .I .S ., Pratt
Institute School of Information and Library Science
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ENVER CASIMIR, History
A .B ., Harvard University; Ph .D ., University of North Carolina at Chapel Hill
HOWARD CHAFFEY, Registrar
B .A ., Oberlin College
CAROLINE CHANG ’08, English; Room Teacher, Class VI
B .A ., Yale University
CATHY CHAWLA, Admission Assistant
B .A ., University of California at Berkeley; M .B .A ., The Wharton School of the University
of Pennsylvania
PHILLIP CHEAH, Choral Accompanist
B .S ., M .Mus ., Indiana University
ANNIE CHEUNG-LIVHITS, Science
B .A ., Colgate University
AMY CHOW, Head Librarian; Department Head; Advisor, Class VIII
B .Mus ., McGill University; M .L .I .S ., Dalhousie University, Halifax
REBECCA CHYNSKY, Room Teacher, Kindergarten
B .A ., Ithaca College; M .A ., Hunter College; M .S .Ed ., Bank Street College of Education
LUIGI CICALA, Art
B .A ., Colorado College; M .F .A ., The New York Academy of Art
ANALISA CIPRIANO, Assistant Director of College Advising; Advisor, Class IX
B .A ., Connecticut College; M .A ., Ed .M . Teachers College, Columbia University
JOSEPH CIVITA, Food Service Consultant
New York Community College
CAROLYN W. CLARK, Director of College Advising; Advisor, Class XI
B .A ., Wesleyan University; M .P .A ., Columbia University School of International and
Public Affairs
DORIS COLEMAN, Director of Facilities
B .S ., Cornell University; M .B .A ., Pepperdine University
JENNIFER COLLINS ’77, Mathematics, Advisor, Class XI
B .A ., M .A ., Columbia University
JOHN COOGAN, Security Supervisor
LAUREN COOKE, Lower School Associate
B .A ., Colby College; M .A ., Bank Street College of Education
BENDA CRAIG, Accountant
B .S ., York College
KENNETH M. CRONIN, JR., Building Superintendent
LILLIAN DARCHE, Lower School Associate
B .A ., Lehigh University; Alternate Teacher Certification Program,
University of New Orleans
JOSEPHINE B. DAVID ’61, Director of Communications
B .A ., Wellesley College; Graduate Study, University of Oxford; M .A ., New York University
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LEILANI DELEON, Administrative Assistant to the Registrar
JENELLÉ DEODATH, Administrative Assistant to the Head of the Lower School
B .S ., M .S ., New York Institute of Technology
JILL DIJOSEPH, Receptionist
Fordham University, New School for Social Research, Hunter College
JEAN S. DREW, Science; Advisor, Class XII
A .B ., Harvard University; Ph .D ., University of Virginia
MARIA DUCKETT, Special Assistant to the Head of School
B .A ., Loyola University (Maryland); M .A ., New York University
***ROBERT D. DUKE, JR., Drama
B .A ., Williams College
ALEXANDRA SNYDER DUNBAR, Harpsichord
B .Mus ., Manhattan School of Music; M .Mus ., Juilliard School; Phillip Kawin, Lionel Party
DAN EGAN, Admission Assistant
B .M ., St . Olaf College; M .A ., Eastman School of Music; M .Phil ., Yale University
TASHA ELSBACH, Head of the Middle School; Interim Coordinator,
History; Advisor, Class VI
B .A ., Yale University; M .A ., Teachers College, Columbia University
*DALE EMMART, Head of the Art Department (Spring)
B .F .A ., Cooper Union School of Art; M .F .A ., The Rhode Island School of Design
ELIZABETH ENG, Lower School Associate
B .A ., Suny Binghamton; M .S . Hunter College of Education
PIETRO ENNIS, Computer Educator/Technology Integrator; Room Teacher,
Class VIII
B .F .A ., New York Institute of Technology; M .A ., Teachers College, Columbia University
ARLENE FABIO, Director of Human Resources
B .A ., Tufts University; M .B .A ., Clark Atlanta University
J. ERIC FISHER, Respect and Responsibility Program
B .A ., Susquehanna University; M .A ., New York University; Graduate Study,
University of Oxford
PAUL FOGLINO, Mathematics; Advisor, Class XI
B .A ., B .S ., Columbia University
ROBERTA D. FRANK, Piano
B .Mus ., M .Mus ., Manhattan School of Music
DARCY R. FRYER, History; Advisor, Class XII
B .A ., University of Michigan; M .A ., Ph .D ., Yale University
YUSI GAO, Mandarin
B .A ., Hebei University; M .A ., New York University; Graduate Study, Irkutsk State
Linguistic University
ASHLEY GARRETT, Admission Assistant
A .B ., Smith College; M .B .A ., Harvard Business School
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PHOEBE T. GEER ’97, Assistant Director of Development and
Alumnae Relations
B .A ., Williams College; J .D ., University of Virginia School of Law
ANDREA M. GILROY, Mathematics
B .A ., Hartwick College; M .A ., SUNY Stony Brook
DEBRA EVE GLICK, Mathematics; Room Teacher, Class XI
B .A ., Hunter College; M .A ., New York University
KATHERINE GOLD, Science, Advisor, Class VI
B .A ., Wilfrid Laurier University; M .S ., Ohio University
MARSHA GOMEZ, Food Service Manager
ANNABEL GORDON, Cello
B .Mus ., Mannes College of Music; Timothy Eddy, Jerry Grossman
NATASHA GRAY, Interim Coordinator, History
B .A ., Bryn Mawr College; M .A ., Ph .D ., Columbia University
YONGSOO HA, Network Administrator
B .S ., Cornell University; Graduate Study, Syracuse University; New School/Institute of
Audio Research
BELINDA HAAS, Learning Skills
B .A ., Leicester Polytechnic; M .A ., University of Minnesota; M .A ., Teachers College,
Columbia University
HOWARD HALL, Music, Violin
B .Mus ., Mannes College of Music; Graduate Study, SUNY Stony Brook; Teachers College,
Columbia University; Vladimir Graffman, Paul Zukofsky
THOMAS L. HARRISON, History
B .A ., University of California, Berkeley; M .Phil ., Columbia University; Graduate Study,
University of Washington
MARILYN HEINEMAN, Learning Skills
B .A ., Thiel College; M .A ., M .Ed ., Teachers College, Columbia University
KATHERINE A. HENDERSON, Physical Education; Advisor, Class XII
B .S ., SUNY Cortland; M .S ., University of New Hampshire
JACQUELINE HESTON, Assistant to the Heads of Classes VIII and IX and to
the Director of Activities
B .A ., Scripps College
HANNAH HOAR, Lower School Associate
B .A ., Hamilton College
SAMANTHA HOSEIN, Lower School Associate
B .A ., University of Pittsburgh
NANCY KELLERMAN HOUGH, Cello
B .A ., Lehman College, CUNY; M .Mus ., Manhattan School of Music; Evangeline
Benedetti, Timothy Eddy
JACQUES F. HOUIS, French; Advisor, Class X
B .A ., Temple University; M .A ., New York University
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KATHRYN HUNTER, Room Teacher, Class III
B .Ed ., Plymouth University; Graduate Study, Teachers College, Columbia University
MARINA JACKSON, Computer Educator/Technology Integrator; Advisor,
Class X (Fall)
A .B ., Harvard University; M .A ., Teachers College, Columbia University
WHITNEY JACOBS, Physical Education, Dance
B .F .A ., Ohio University; M .F .A ., University of Wisconsin-Milwuakee
KATE JAVENS, Art; Advisor, Class IX
C .F .A ., Pennsylvania Academy of Fine Arts
JOYCE E. JERDEN, Receptionist
University of Missouri; Johns Hopkins University
KARYN JOAQUINO, Music; Advisor, Class XII
A .B ., Princeton University; M .A ., Teachers College, Columbia University;
Clifford Herzer, José Ramos-Santana
HEATHER JOHNSTON, Lower School Associate
B .A ., Haverford College
JOAN KAPLAN, Director of Middle and Upper School Admission and
Financial Assistance; Advisor, Class X
B .A ., SUNY Buffalo; M .A ., New School for Social Research
JAMES KARB, Science
Sc .B ., M .A ., Brown University
BRENNA KELLY, Development Associate for Events and Social Media
B .A ., Davidson College
JESSICA KENNEDY, Admission Assistant
B .A ., Fairleigh Dickinson University
SYMONNE KENNEDY ’09, Lower School Associate
B .A ., Rutgers University
RACHEL KERCHMAN, Mathematics; Room Teacher, Class VI
B .A ., Bucknell University; M .A ., Johns Hopkins University
JIA KIM, Cello
B .Mus ., M .Mus ., The Julliard School; Joel Krosnick
JU YEON KIM, Room Teacher, Kindergarten
B .A ., Smith College; M .A ., Teachers College, Columbia University
**JEE LEONG KOH, English
B .A ., University of Oxford; M .A ., Sarah Lawrence College; Postgraduate Diploma in
Education, National Institute of Education, Singapore
MARIA KOUREPENOS, Admission Assistant
A .B ., Princeton University
SHEILA KRAMER, Science; Room Teacher and Head of Class VIII
B .A ., Truman State University; M .F .A ., Kent State University; M .A ., Columbia University
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JOAN KRAUSE, Head of the Music Department; Voice
B .Mus .Ed ., Northwestern University; M .Mus ., Hartt School of Music; Artist’s Diploma,
Cleveland Institute of Music; Maria Farnworth, Benton Hess
TAMMY H. KUO, Mandarin
B .S ., University of British Columbia; M .Ed ., Boston College
ANNA LAMBERT, Art
B .A ., Eugene Lang College; B .A ., Parsons School of Design; M .A ., Teachers College,
Columbia University
CHRISTOPHER LA MORTE, Physical Education, Gymnastics
University of New Mexico; B .S ., Hunter College
PENELOPE JANE LEMIRE, Room Teacher, Class IV
B .A ., Vassar College; M .A ., Teachers College, Columbia University
DOUGLAS LEVINE, Physical Education; Advisor, Class X
B .S ., University of Maryland; M .S ., University of New Mexico
LEWISE H. LUCAIRE, Director of Institutional Advancement
B .A ., Southern Methodist University
MARTINA LUCE, Health Office Assistant; Physical Education, Athletic
Trainer
B .S ., Slippery Rock University; M .A ., Adelphi University
SYLVIE LUCILE, Head of the Modern Languages Department; Spanish
B .A ., M .A ., L’Université Sorbonne Nouvelle Paris 3
MAURA LYONS, Physical Education
B .S ., SUNY Cortland
WINIFRED M. MABLEY, Director of Lower School Admission
B .A ., University of Pennsylvania; Graduate Study, Bank Street College of Education
MAGGIE MALUF, Head of the Mathematics Department; Room Teacher,
Class IX
A .B ., Vassar College; M .A ., Teachers College, Columbia University
THOMAS M. MARCH, English
B .A ., Northwestern University; M .A ., Ph .D ., New York University
ALLISON MARCHESE, Physical Education
B .S ., Southern Connecticut State University; M .S ., Management of Sports Industries
GAIL SUSSMAN MARCUS, History; Room Teacher, Class VII
B .A ., Cornell University; M .A ., M .Phil ., Yale University
OLIVIA MARTINEZ, Viola, Violin
B .Mus ., University of Massachusetts, Amherst; M .Mus ., Mannes College of
Music; Michelle La Course, Karen Ritscher
KEVIN McCOY, Learning Skills
B .A . Fordham University; M .Ed ., Manhattanville College; M .S . Fordham University
JAMES McDONALD, English, History, Geography; Room Teacher, Class V
B .A ., Dickinson College; M .Ed ., Rutgers University
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PETER McKAY, Development Database Manager
B .A ., James Madison University
SIRKKA L. McMENAMIN, Head of the Physical Education Department;
Advisor, Class VIII
B .S ., Helsinki University; M .A ., Brigham Young University
ARACELIS MEDINA, Executive Assistant to the Head of School
B .A ., Lehman College, CUNY
ELIZABETH MÉGROZ, Room Teacher, Class III
B .A ., M .A .T ., Hobart and William Smith College
DANIELLE MEINRATH, Classics, Advisor, Class VII
B .A ., University of Cambridge; M .St ., University of Oxford; Graduate Work,
Princeton University
VALERIE MENDELSON ’75, History; Advisor, Class VII
A .B ., Harvard University; M .F .A ., Brooklyn College, CUNY; Ph .D ., CUNY
MELINDA T. MILBERG, Admission Assistant
B .S ., Cornell University; J .D ., George Washington University Law School
ANA MILOSAVLJEVIC, Violin
B .Mus ., The University of Novi Sad, The Academy of Arts, Serbia; Professional Stud-
ies Diploma and M . Mus ., Mannes College The New School for Music; Lewis Kaplan,
Muneko Otani, Maja Jokanovic
JAMES MULKIN, JR., Dean of Academic Life, Classics, Advisor, Class X
B .A ., University of the South; M .F .A ., Carnegie-Mellon University; M .A ., Ph .D ., CUNY
ERICA MUÑOZ-GONZALEZ, Library Assistant
B .S .W ., University of Cincinnati; M .S .W ., Fordham University
AMY NAGLER, Admission Assistant
B .A ., Johns Hopkins University; J .D ., The Benjamin N . Cardozo School of Law
MARI NAKACHI, Admission Assistant
A .B ., Harvard University; J .D ., University of Virginia School of Law
KAREN A. NEDBAL, Science
B .A ., Vassar College; M .Ed ., Harvard University; Graduate Study, Teachers College,
Columbia University
PATRICIA ANN NEELY, Double Bass, Recorder
B .A ., Vassar College; M .F .A ., Sarah Lawrence College
JANE NEWMAN, Senior Editor, Communications and Development; Assistant
to College Advising Office
B .A ., Kenyon College; Graduate Study, New York University
MARTHA NEWPORT, Mathematics, Advisor, Class XI
B .A ., Baylor University; M .A ., University of Texas; Graduate Study, Rice University
VIRGINIE S. NIEDERMAYER, French; Advisor, Class IX
Maîtrise en Droit, University of Paris II-Assas; LL .M ., University of Pennsylvania
JADE NOIK, Lower School Associate
B .A ., Brown University
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NICOLE NOUNOU, Lower School Associate
B .A ., Mount Holyoke College
NIAMH O’DONNELL, Admission Assistant
B .A ., Trinity College, Dublin; M .A ., Columbia University
JOHN O’GALLAGHER, Saxophone
M .M ., Manhattan School of Music; B .M ., Berklee College of Music
ERIN OKABE-JAWDAT ’06, Math Associate, Ipad Coordinator
B .A ., Connecticut College
KATE HELLER O’REILLY ’76, Mathematics
A .B ., Harvard University; M .A ., New York University
REBECCA OSBORNE, Physical Education
B .A ., Ohio Wesleyan University
ELIZABETH A. OSWALD, Annual Fund Director
B .A ., University of Virginia
STACY PAGAC, Administrative Assistant to the Directors of Admission
and Financial Assistance
Hunter College; B .B .A ., Pace University
MADELINE PAGANO, Physical Education
B .S ., Merrimack College; M .S ., Queens College, CUNY
ZACHARY PAPAS, Room Teacher, Class I
B .A ., University of California Berkeley; M .A ., Teachers College, Columbia University
KARL PARANYA, Mathematics, Room Teacher, Class IX
B .S ., Haverford College
ALLISON PATRICK ’02, Science Lab Assistant
B .A ., Tufts University; M .Arch ., Columbia University
DIANA PETRELLA, Clarinet
B .Mus ., M .Mus ., Canterbury Christchurch University; David Campbell, Leon Russianoff
JOY PLAISTED, Harp
B .Mus ., University of Minnesota; M .Mus ., The Juilliard School; Graduate Study,
Conservatoire de Musique, Genève
MATTHEW D. PLUNKETT, Physical Education; History; Room Teacher and
Head of Class IX
A .B ., Lafayette College
LISA A. POLLACK, Administrative Assistant to the Head of the Upper School
B .A ., Beloit College
ALISON POLLOCK, Director of Clubhouse
B .S ., Tulane University; M .Ed ., Bank Street College of Education
FREDI POMERANCE, Admission Assistant
B .A ., Cornell University; M .A ., New York University
SCOTT POMERANTZ, Drama
B .F .A ., Five Towns College
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NAOMI PRESS, Admission Assistant
B .S ., Cornell University; M .P .P .M ., Yale University
PENNY PRIOR, Computer Educator/Technology Integrator, Room Teacher,
Class VI
B .A ., Georgetown University; M .S ., Bank Street College of Education
OMAR QURESHI, History; Room Teacher, Class VIII
B .A ., Franklin and Marshall College; M .A ., Ph .D ., University of Chicago
EILEEN RACANELLI, B .S .N ., R .N ., School Nurse
B .S .N ., C .W . Post College, Long Island University; Diploma, Queens Hospital Center
School of Nursing
MELISSA RASO, Admission Assistant
B .S ., Georgetown University; M .B .A ., Columbia University
JUDITH REIBEL, Educational Consultant, Lower School
B .A ., Smith College; M .A ., Teachers College, Columbia University
JEAN RENFIELD-MILLER ’70, Associate Director of Admission
B .A ., Connecticut College; M .A ., Teachers College, Columbia University; Ed .M .,
Harvard University
DARSHANIE RISHUDEO, Director of Activities
WANDA RIVERA-RIVERA, Spanish
B .A ., M .A ., Comparative Literature, University of Puerto Rico, Río Piedras; Ph .D .
Romance Languages and Literature, Harvard University
◊ HEYDEN WHITE ROSTOW ’67, English; Advisor, Class X
A .B ., Harvard University; M .A ., Cambridge University; Graduate Study, Columbia University
SEAN M. RYAN, Field House Manager; Physical Education
B .S ., St . John’s University
*TARA NEELAKANTAPPA SAFRONOFF, English; Advisor, Class X (Spring)
A .B ., Amherst College; M .A ., Graduate Study, Columbia University
SUSAN SAGOR, English; Advisor, Class XII
Mount Holyoke College; B .A ., Hunter College; M .A ., M .Phil ., CUNY
***YESENIA SANTANA, Room Teacher, Kindergarten
B .A ., Brown University; M .S ., Bank Street College of Education
KATIE SCHEELE, Oboe
B .Mus ., Northwestern University; M .Mus ., Boston University; Robert Walters, Robert Sheena
LAURA SCHMIDT, Room Teacher, Class I
B .A ., MacMurray College; Graduate Study, Teachers College, Columbia University
FRANCESCA SCHWARTZ, Clinical Psychologist
B .A ., Tufts University; M .A ., Ph .D ., New School for Social Research
FIARA SEALY, Administrative Assistant to the Dean of Academic Life
B .A ., Simmons College
EVELYN SEGAL, Head of the Upper School; Mathematics
Sc .B ., Brown University; M .A ., Teachers College, Columbia University
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LAURIE SEMINARA, Head of the Science Department; Room Teacher, Class XII
B .S ., Barnard College; M .A ., Ed .D ., Columbia University
SANDRA SEO, Learning Skills
B .A ., Wellesley College; M .S ., Bank Street College of Education
KATHERINE SHUSHTARI, Lower School Associate
B .A ., Emerson College; Graduate Study, Bank Street College of Education
KARA SIEGEL, Physical Education
B .S ., University of Michigan; M .A ., Teachers College, Columbia University
MIHO KAWAGOE SIEGEL, Piano
B .Mus ., M .Mus ., Juilliard School; Beveridge Webster, John Perry
KIMBERLEE HALPERIN, School Counselor
B .A ., University of Pennsylvania; M .A ., New York University Steinhardt School of
Culture, Education and Human Development
ROBIN C. SLUCHAN, Administrative Assistant to the Head of the
Middle School
New York University
HELAINE L. SMITH, English
A .B ., Boston University; M .A ., Hunter College of Education
IVAN SMITH, Building Night Supervisor
A .A .S ., Bronx Community College
LORRE SNYDER, Physical Education; Room Teacher, Class VII
B .S ., SUNY Brockport; Graduate Study, Teachers College, Columbia University
ANN SPAGNOLA, Admission Assistant
B .A ., Hampshire College; M .S .Ed ., Bank Street College of Education
CLAYTON SQUIRE, Science; Advisor, Class XII
A .B ., Harvard University; M .A ., San Francisco State University; M .A ., Teachers College,
Columbia University
**ELIZABETH STAINTON ’77, Head of the Art Department (Fall); Advisor,
Class XII (Fall)
B .A ., Wesleyan University
JUDY STEIN, Admission Assistant
A .B ., Barnard College; Ed .M ., Smith College
DHIMAS SUGIARTO, Information Technologist; Systems Administrator
Music Business and Audio Engineering, Five Towns College; A+ Training and
Certification, Thomson NETg; Mac OS X Server Essentials, Apple Training
AKIYO SUZUKI, Music
B .A ., Musashino Academia Musicae, Tokyo; M .A ., New York University; Kodály
Certificate, New York University
KATHERINE BARRETT SWETT ’78, Head of the English Department;
Advisor, Class XI
A .B ., Harvard University; M .A ., M .Phil ., Ph .D ., Columbia University
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YUE TANG, Mandarin
B .A ., Beijing Union University; M .A ., Point Park University; Coursework at University of
Pittsburgh, TCFL, Beijing Language and Culture University
DAWN E. TENEV, Room Teacher, Class V
B .A ., University of Massachusetts; M .S ., Wheelock College
DARA M. TESSE, Art, Ceramics
B .A ., Wellesley College; M .A ., New York University; Graduate Study, Bank Street
College of Education
SHARON THOMAS, Educational Consultant, Upper School And Middle School
B .A ., Georgetown University; M .S ., University College London; M .S ., Hunter College
School of Education
RANDI TIMAN, Room Teacher, Class I; Co-Supervisor of Associate Teachers
B .A ., SUNY Binghamton
RAHUL TRIPATHI, Chief Financial Officer
B .A ., Trinity University; M .A ., Claremont Graduate School
ELISABETH UMLANDT, Play and Crafts Program
Kindergarten Teachers’ School Marienheim, Salzkotten/Westfalen
JAMES VARDELL, Lower School Associate
B .S ., Roanoke College
JEFFREY VENHO, Trumpet, Trombone, French Horn
B .Mus ., M .Mus ., The Juilliard School; William Vacchiano, Vince Penzarella
RENATE VON HUETZ ’72, English
B .A ., Sarah Lawrence College
MARY S. WADEMAN, Room Teacher, Class IV
B .S ., Skidmore College
TISH WEBSTER, Photography
B .A ., New College of the University of South Florida
SABINE WEILER, Accountant/Analyst
B .A ., Claremont McKenna College
FRANCES S. WHEELER, Learning Skills
A .B, Vassar College; M .A ., Teachers College, Columbia University
RICHARD T. WHITE, Science
B .A ., Goddard College; M .S ., University of Vermont
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KRISTEN WILLIAMS, Administrative Assistant to the Director of Athletics
B .A ., Iona College
LAURIE WILLIAMS, Classics; Advisor, Class XI
B .A ., Wellesley College; Graduate Study, University of Pennsylvania
SHERRI WOLF, English; Advisor, Class X
B .A ., Yale College; M .A ., M .Phil ., Ph .D ., Columbia University
MICHELLE WONSLEY, Director of Community Life
B .A ., Spelman College; M .B .A ., M .I .L .R ., Cornell University
TOM WRIGHT, Head of the Classics Department
B .A ., Dickinson College; M .A ., Ph .D ., University of Virginia
CORALIE (COCO) HINES YANG, Room Teacher, Class II
B .A ., Connecticut College; M .A ., Teachers College, Columbia University
HUI YIN, Mandarin
B .A ., Beijing University; Graduate Study, Harvard University
REVA YOUNGSTEIN, Flute
B .Mus ., Manhattan School of Music; M .Mus ., Yale University School of Music; Julius
Baker, Ransom Wilson
SENECA ZAMORA, Class V Co-Teacher
B .A ., Loyola Marymount University (California)
TAMMY ZAZURI, Director of Athletics; Advisor, Class XI
B .S ., University of Delaware
MARIA-ANNA ZIMMERMANN, Head of the Lower School
Julliard Pre-College; B .A ., Barnard College; M .Mus ., Manhattan School of
Music; M .S .Ed ., Bank Street College of Education; Violin: Louise Behrend, Hamao Fujiwara
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Academic ProgramAcademic Program
At Brearley, students learn to think for themselves and to challenge assump-
tions . From Kindergarten on, they relish the work of sifting and evaluating
the wealth of information available to them, and they rejoice in the life of the
mind . Our curriculum is the product of the collective expertise of a highly
skilled faculty and is guided by the belief that preparation for the demands of
the future is based on a strong foundation in the liberal arts disciplines .
Small section sizes ensure that students probe ideas daily—their own, their
classmates’ or their teachers’—as well as those of Charles Darwin, Zora Neale
Hurston, Mohandas Gandhi or Martha Graham, among others . Teachers bal-
ance the intellectual appetite of eager students with developmentally appropriate
experiences that they can fully assimilate . The increasing choice of courses teaches
lessons in independence and individuality, so that by the time a girl graduates she
has assumed full ownership of the shape of her educational program .
Brearley encourages each girl to consider her own learning style, or how she ap-
proaches and absorbs what she is taught . This focus begins with the strategies
that help girls learn to read and write in the Lower School and continues with
attention to how they complete homework in the Middle School . In the Upper
School, as they begin to tailor their own course programs, girls are able to take
into account their personal academic strengths as well as their interests so that
they can both continue to develop skills and exploit, with growing exuberance,
those they have mastered .
Teachers are eager to give appropriate help in individual sessions or in small
groups . Occasionally, especially in the lower grades, a student may benefit from
help provided by learning specialists and faculty in the Learning Skills Depart-
ment as a regular part of the school program . The department works closely
with the teachers in all divisions of the School, and every effort is made to
identify issues and develop helpful strategies early on .
The faculty is made up of teachers at all stages of their careers, from talented
novices to masters of the art . What draws them to Brearley is the triple inspira-
tion of talented, spirited students; dedicated, thoughtful colleagues; and the
high level of intellectual work that all participate in together . With most of
the faculty teaching in more than one division of the School, their experience
with students at several stages of learning informs thinking about how the cur-
riculum should develop . A math teacher may well teach BC Calculus and Class
IV, for example, and art teachers regularly teach both Class II and Class XII .
Cross-divisional teaching allows faculty the satisfaction of watching students
grow and often leads to lifelong friendships between students and their former
teachers . Academic excellence at Brearley is dynamic: it grows out of responses
to what happens in the classroom and exploration within departments, and it is
further stimulated by a cross-fertilization of ideas within the larger school com-
munity and the world .
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The Lower SchoolThe Lower School
The Brearley Lower School cultivates an environment in which life is conducted
with honesty, kindness, respect, responsibility and courage. Problem-solving
skills, the expression of ideas and character development, along with the acqui-
sition and exploration of a language base, are the primary focus of the Lower
School. Full of energy, enthusiasm and curiosity, Brearley’s K–IV students in-
spire their peers and their teachers to learn and think in interesting and varied
ways. The School encourages integrity and dignity in its youngest students, as
well as mindfulness that they exist not only as individuals but as members of a
community of eager learners.
There are many opportunities for responsibility and independence on the Lower
School floors and, as the girls grow more autonomous, throughout the School. At
first, they may act as messengers and visit other classrooms on the Lower School
floors at snack time; later on, as they become more adept at individual decision
making, they take on the responsibility of unchaperoned trips to the gym, art
studios or cafeteria on more distant floors. While the homeroom is the center of
the girls’ academic and social lives, they congregate weekly in assemblies to share
songs, plays and recitations and to welcome guest speakers on topics such as the
history of jazz, children’s literature and caring for rescued wildlife.
The development of character forms a substantial part of the Lower School cur-
riculum. Children who are learning how to express and manage their personal-
ity display a broad range of behavior as they explore notions of cooperation,
respect and community responsibility. In addition to service projects and the
beehive of daily life in every homeroom, studying literature and drama helps
girls to think beyond themselves. In all Lower School classes, much conversa-
tion about peer conflicts and social dynamics arises from reading and other
activities. With teachers as guides, Lower School students establish the social
and academic skills that will support their learning and growth throughout a
lifetime of education.
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KindergartenKindergarten
LANGUAGE ARTS: phonics, reading and writing through multi-disciplinary
activities; reading aloud from various genres; oral expression through discus-
sion and presentation; general introduction to letter formation; self-expression
through creative writing .
MATHEMATICS: number relationships; number combinations to ten; sorting
and classification of objects; measurement of length, weight and time; attributes
of shapes; data collection and recording; identification, description and extension
of patterns .
SOCIAL STUDIES: an exploration of how basic needs are met, families are
constituted and holidays are observed in similar and different ways throughout
the world .
SCIENCE: study of motion and forces, using marbles; behavior, anatomical
structure and ecology of gerbils and earthworms and their relationships to the
rest of the animal kingdom; characteristics of leaves; water on Earth; sinking
and floating; dissolving and evaporating; day and night .
WORK AND PLAY: time to play, learn, explore and experience through role
playing and problem solving; block building, board games, puzzles and self-
initiated art projects .
RESPECT AND RESPONSIBILITY: weekly class using book discussions, art
projects, dramatic role playing, movement and theater games to focus on charac-
ter, friendship and resolving conflicts .
LIBRARY: weekly period for listening to stories, working on story-related
projects and checking out a book .
ART: exploration of many media through work in two and three dimensions;
development of strong fine motor skills .
CRAFTS: three-dimensional art projects; lifelong skills such as sewing .
MUSIC: exploration of high and low, loud and soft, slow and fast, up and
down, and beat and rhythm through singing and percussion instruments .
PHYSICAL EDUCATION: gymnastics, dance and three physical education
classes a week focus on independent skills development, creative movement
and on an introduction to spatial awareness, body control and basic locomotor
skills; introduction of basic sports skills, coordination, confidence and aware-
ness of self; social interaction and basic health and nutrition concepts; develop-
ment of a physical fitness vocabulary that includes body part identification,
spatial awareness, directionality and movement pathways .
SERVICE LEARNING: various activities and projects to benefit All Souls
Soup Kitchen .
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Class IClass I
LANGUAGE ARTS: reading in small groups using phonics and whole language;
plays, poetry and stories for guided reading; focus on oral expression, comprehen-
sion and analytical skills as well as handwriting and spelling skills .
CREATIVE WRITING: emphasis on writing freely from the imagination and
from the inspiration of literature; story structure, sequencing of events and char-
acter development; elementary editing of grammar and punctuation .
MATHEMATICS: place value; number relationships and properties; number
combinations to 20; creation and solution of story problems; measurement of
length, weight and time; identification and classification of 2-D and 3-D shapes;
organization, representation and comparison of data; creation, description and
extension of patterns .
SOCIAL STUDIES: a yearlong study of New York City, beginning with com-
munity and neighborhood and expanding to the five boroughs with attention to
geography, history, landmarks and transportation, and to individual differences
and similarities within the classroom community .
SCIENCE: properties of air and aerodynamics; comparative study of human and
animal teeth; behavior, anatomical structure and ecology of land snails and their
relationship to the rest of the animal kingdom; seed germination; bird anatomy
and identification; states of matter and the water cycle; the solar system .
MANDARIN: movement, games and elementary vocabulary designed for a play-
ful introduction to oral communication in a second language .
RESPECT AND RESPONSIBILITY: continuation of program begun in
Kindergarten .
LIBRARY: weekly period for listening to stories, learning the location of fiction
and nonfiction, checking out books; a unit on stories from around the world in
the second semester .
ART: introduction to the tools, techniques, materials and practices of the art
studio: an accordion bookmaking project that records the journey of a dot as it
becomes a line, journeys through space and takes on different characteristics;
basic concepts associated with image making, such as shape, texture, contrast,
pattern, color mixing and composition .
CRAFTS: continuation of program begun in Kindergarten .
MUSIC: introduction to rhythmic and five-line staff notation; songs sung during
the year are collected in a music book that grows through the Lower School years .
PHYSICAL EDUCATION: gymnastics, dance and three physical education
classes each week, including one double period, with focus on locomotor skills
and basic sports skills such as throwing, catching and dribbling; jumping and
landing techniques; body control and coordination; swimming for one trimester .
SERVICE LEARNING: See Kindergarten .
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Class IIClass II
LANGUAGE ARTS: reading in small groups with focus on oral expression, com-
prehension and analytical skills, with weekly phonics rules and spelling practice;
handwriting and grammar .
CREATIVE WRITING: emphasis on the stages of the writing process; introduc-
tion to free-form poetry .
MATHEMATICS: place value; estimation; addition and subtraction; introduc-
tory multiplication and division; introduction to fractions and decimals; money;
properties of numbers; units of measurement; identification and classification of
2-D and 3-D shapes; data analysis; number patterns .
SOCIAL STUDIES: recent topics have included exploration of students’
family histories; indigenous culture of Eastern Woodland Native Americans
with emphasis on the Lenape; life in New Amsterdam; leaders in the civil rights
movement and the influence of jazz, art and poetry as unifying forces in American
society .
SCIENCE: study of characteristic properties of rocks and minerals; geological
change; behavior, anatomical structure and ecology of a snake; liquid and linear
measurement; structure and growth requirements of green plants; sound and
light; structure and function of the eye and ear; stars .
MANDARIN: in addition to the activities of Class I, first explorations of simple
character writing, including pinyin, and basic sentence building; continued
exploration of Chinese culture .
RESPECT AND RESPONSIBILITY: continuation of program begun in
Kindergarten .
LIBRARY: further building of skills and exploration of reading for pleasure; a
unit on versions of the Cinderella folktale .
COMPUTERS: introduction to computer graphics, including copying and past-
ing objects; short writing projects; introduction to the file server, network login,
saving and retrieving files; learning how to explore new programs .
ART: an exploration of visual density through the creation of overlapping shapes .
Subject matter varies but often considers the art of other cultures and areas ex-
plored in science, social studies and language arts .
MUSIC: expansion of rhythmic and intervallic vocabulary through songs with
richer texts and more complicated melodic structure; continued work with the
full five-line staff and pentatonic melodies .
PHYSICAL EDUCATION: See Class I .
SERVICE LEARNING: See Kindergarten .
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Class IIIClass III
LANGUAGE ARTS: reading aloud and silently in small groups from a variety of
genres, with an emphasis on the use of language and on ethical dilemmas; compre-
hension of plot, themes, characterization; inferential thinking; expository and cre-
ative writing; handwriting, punctuation, spelling and phonics; skits and class plays .
COMPOSITION: guided writing of a variety of assignments, non-fiction and
creative, in connection with the social studies curriculum .
MATHEMATICS: place value; whole number operations; relationships between whole
numbers, fractions and decimals; patterns and functions; comparison of 2-D and 3-D
shapes; simplification of and solutions for simple number relationships; probability
and data analysis .
SOCIAL STUDIES: a comparative study of civilizations in Asia that includes
geography, culture, religious beliefs and traditions, civil rights, storytelling
and aesthetics . The curriculum is designed to shift between relevant fieldwork
in modern day New York City, research and hands-on classroom projects that
incorporate indigenous Asian art forms and cuisine . Essential questions related
to journey, diversity and tolerance frame this yearlong study .
SCIENCE: design and construction of towers and bridges using newspaper
as building material; chemical and physical properties of common household
powders; structure and function of human body systems; behavior, anatomical
structure and ecology of crayfish and their relationship to the rest of the animal
kingdom; variables affecting pendulums; introduction to acids and bases; seasons .
MANDARIN: practice of character recognition and writing of simple characters;
sentence structure and distinction between questions and statements, continued
exploration of Chinese culture through the celebration of various holidays .
RESPECT AND RESPONSIBILITY: continuation of program begun in Kindergarten .
LIBRARY: introduction to the automated card catalog; reading aloud of stories
or chapter books; increased pleasure reading; a unit on fractured fairy tales .
COMPUTERS: introduction to touch-typing and computer programming; continued
exploration of computer graphics and animation; reinforcement of the concepts of sav-
ing and retrieving files, copying and pasting objects and learning new applications .
ART: multifaceted projects inspired by different artistic traditions and involv-
ing preliminary planning and revision as well as spontaneous creative choices .
CARPENTRY: development of spatial and mechanical skills through the use of
basic tools and practices of a wood shop and building a small functional object .
MUSIC: one period of vocal music; one period of ensemble study in either a
stringed musical instrument or soprano recorder and Orff instruments .
PHYSICAL EDUCATION: extension of skills learned in the previous years and their
application in more dynamic gamelike situations; introduction of defensive concepts;
continued focus on fitness and strengthening activities; gymnastics and dance; swim-
ming for one trimester; introduction to the choreographic process in dance .
SERVICE LEARNING: exploration of concepts of economy and charity
through active learning and service opportunities .
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Class IVClass IV
ENGLISH: close reading in small groups and discussion of short stories, novels
and essays; reading, writing, memorization of poetry and of selected portions
from sacred texts studied in history; spelling, handwriting and grammar; pub-
lic speaking and debate; skits and class plays .
WRITING: expository and creative writing; formal paragraph writing; mimetic
stories; strategies for planning, writing and editing .
MATHEMATICS: continued development of computational and problem-
solving skills through work on real-world problems; geometry and spatial
relationships; extensive investigation of whole numbers, fractions, decimals and
percents to strengthen number sense and computational fluency .
HISTORY: a study of immigration; close comparative study of basic tenets of
the Abrahamic religions, Judaism, Christianity and Islam, using sacred texts;
topics in the Middle Ages, including the structure of society, the heroic ideal
and the role of religion; research reports with bibliography .
SCIENCE: properties of magnets; simple machines including levers and gears and
how they use mechanical advantage; behavior, anatomical structure and ecology of se-
lected insects and their relationship to the rest of the animal kingdom; structure, uses
and prevention of mold and its ecological role as a decomposer; phases of the moon .
MANDARIN: continued speaking, writing and listening to Chinese with focus on
consolidation of learned materials in the previous three years around the theme of
“backpack travel,” an exploration of urban modernity and traditional rural life .
LIBRARY: along with continuing activities, study of the Dewey Decimal System .
COMPUTERS: continued development of touch-typing skills and computer pro-
gramming; creation of slideshow presentations; introduction to desktop publishing .
ART: rotating twelve-week courses in ceramics, carpentry and photography .
CERAMICS: basic skills associated with working in clay to make a functional
ceramic object, including wedging, hand building, throwing and glazing .
CARPENTRY: creation of a functional wooden object from design and cutlist
to final finishing .
PHOTOGRAPHY: an introduction to nineteenth-century photography using
pinhole cameras and solargrams .
MUSIC: continued vocal and instrumental study of strings or the alto recorder;
English handbells for performance at the Winter and Last Day Assemblies .
PHYSICAL EDUCATION: introduction to more traditional team games, with
emphasis on skill application, decision making, specialized skills and sports
activities; sportsmanship and responsibility to the group; development of
health-related physical fitness; history of games; dance and gymnastics; swim-
ming; running club .
SERVICE LEARNING: See Class III .
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The Middle SchoolThe Middle School
The Middle School encourages each girl to develop a sense of her strengths as
she learns new material and masters new intellectual, social, emotional and
physical skills . Recognizing not only the individual needs of each student but
also the fact that those needs change from year to year, the program includes
a progression of growing responsibility and independence . As in the Lower
School, students in Class V learn English, history and geography with their
room teacher, but beginning in Class VI all subjects are taught by the faculty
of the different departments . As girls learn to navigate a more complicated
academic day, they continue to assume increasing responsibility for their work
through supervised study halls and through “floats,” extra help sessions that a
teacher may propose but that students learn to seek for themselves if needed .
Most girls take a language in Class V, either beginning Spanish or French or
continuing with Mandarin . Those who would still benefit from reinforcement
of their English reading and writing may take a series of skills courses through-
out the Middle School instead . All students start Latin in Class VII, and those
who no longer need the skills reinforcement may also begin French .
Visual arts, music, dance and drama provide an opportunity for students to
express their own perceptions and feelings and to appreciate the artistic expres-
sion of others . Physical education challenges and nurtures students, whatever
their level of ability, as they refine their motor skills and apply them to sports
and dance . A no-cut policy for participation on teams further encourages girls
to explore and feel comfortable in varied athletic settings .
Several important disciplines are taught mostly through integration into
other courses . Technology—including word processing, spreadsheets, robot-
ics, programming, presentations and audio resources—is incorporated into the
curriculum to support and extend learning . In addition, the curriculum of the
Library course in V and VI is integrated into the research programs of other
subjects . Public speaking projects form part of the curriculum each year in the
Middle School, developing girls’ confidence through the delivery of speeches
they have written or memorized .
The activity program supplements students’ experience in the classroom and
reflects their interests from year to year . Offerings include art electives (photog-
raphy, ceramics, carpentry), athletic teams and programs, chorus, orchestra, jazz
ensemble, drama, dance, a Middle School newspaper, robotics and debate .
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Class VClass V
ENGLISH: composition, creative writing, grammar, spelling and handwriting;
reading of novels including The Witch of Blackbird Pond, Johnny Tremain and Roll
of Thunder, Hear My Cry, short stories and poetry (in connection with work in
American history); public speaking .
MATHEMATICS: continued development of number sense; computation with
positive rational numbers in both fraction and decimal forms; percents; probabil-
ity; geometry, including area and perimeter; applications and problem solving .
HISTORY: American history from the early explorers through the Civil War
and Reconstruction, with related work in English, and introduction to global
geography .
SCIENCE: exploration of basic concepts of electricity, robotics, properties of
matter and ecology . Activities include wiring a household circuit, building and
programming a robot to complete a maze, exploring physical changes and chemi-
cal reactions, and maintaining a terrarium .
FRENCH: the beginning of a five-year integrated French curriculum, with initial
emphasis on oral communication through the memorization of poems, dialogues
and songs . Basic grammar and the reading of simple stories also help to develop
comprehension .
MANDARIN: continued writing and continued listening and speaking through
poems, nursery rhymes, songs and games; exploration of Chinese culture and
further work with simplified Chinese characters . The curriculum is designed to
review vocabulary included in the Lower School curriculum, introduce new topics
and vocabulary and promote speaking skills through dialogue practice .
SPANISH: structured and interactive introduction with a focus on listening, speak-
ing, reading and writing . Students develop their ear for the language and work
toward authentic pronunciation through songs, dialogues and short video clips .
READING AND WRITING SKILLS: a course for girls who would benefit from
reinforcement in language arts; focus on expository writing, close reading of in-
creasingly complex material and the practice of such study skills as outlining and
note taking . This is the first part of a two-year sequence .
DRAMA: exploration of the craft of acting; performance of an adapted Shake-
speare play at an assembly in the spring .
MUSIC: singing, solfège, theory fundamentals and group instrumental instruc-
tion . Extracurricular choral, jazz and orchestral ensembles and handbells are of-
fered to all girls in Classes V–VIII . Each girl who studies an instrument privately
also has the opportunity to perform in school-sponsored recitals .
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STUDIO ART: emphasis on work from students’ imaginations and on raising vi-
sual awareness and understanding through the exploration of design and the basic
elements of line, texture, shape and color . Projects are inspired by subject matter
in other disciplines and times . Materials include various painting and drawing
media, wood, clay, felt and papier mâché; additional units on world crafts, digital
photography and sculpture .
LIBRARY: exploration and development of personal reading taste, through
stories read aloud and selection of pleasure reading; practice of research skills in
connection with student reports on the colonies and on world geography .
COMPUTERS: final year of touch-typing instruction that enables students to
complete their writing assignments efficiently . The curriculum also includes
transfer of files between home and school, file management, introduction to e-
mail and exploration of other software tools .
PHYSICAL EDUCATION: introduction to team sports: soccer, field hockey, bas-
ketball, volleyball, cooperative games, European handball, floor hockey, softball,
track and field, badminton; exploration of different styles and choreographic tech-
niques in dance; red/white monthly competitions that offer leadership opportuni-
ties and emphasize good sportsmanship; running club .
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Class VIClass VI
ENGLISH: poetry; stories from Genesis (King James Version); Greek and Roman
myths; Homer’s Odyssey; performance of a Greek or medieval mystery play; analytic
paragraphs; creative writing . Some reading parallels studies in ancient history .
MATHEMATICS: review of fundamental operations with whole numbers,
fractions and decimals; order of operations; negative numbers; ratios, rates and
proportions; percents with practical applications; review of area and perimeter;
introduction to circles; angles and triangles; circle graphs; statistics .
HISTORY: complex ancient societies: Egypt; the development of Judaism from
Moses through Solomon; the rise and fall of the Persian Empire; Greek history
through Alexander the Great; Indian history through the Mauryan Dynasty; Ro-
man history through Augustus; Chinese history through the Han Dynasty .
SCIENCE: focus on the human species and its ecology . The human body systems
are studied, each with an emphasis on the relationship between structure and
function and on the interdependence of all the systems .
FRENCH: continued acquisition of basic grammar skills and practice in oral com-
munication; reading of stories related to French and other francophone cultures .
MANDARIN: continued emphasis on communication skills through increased
exposure to reading, writing and grammar . Students develop oral proficiency to
help them in daily situations .
SPANISH: continued emphasis on communication in the present, preterite
and present progressive tenses; introduction to cultural topics pertinent to the
Spanish-speaking world .
READING AND WRITING SKILLS: further practice in the writing of para-
graphs, summaries, essays and creative pieces; researching and delivering an oral
report; highlighting, outlining, mapping and taking notes; informal debating .
This is the second part of a two-year sequence (see Class V) .
DRAMA: each English section presents an ancient Greek comedy or tragedy or a
medieval mystery play .
MUSIC: see Class V .
STUDIO ART: continued work on the basic skills of visual expression through
projects relating to the study of the ancient world, such as classical architecture,
mythological creatures and bas-relief tiles .
LIBRARY: selection of books, including biographies, poetry and nonfiction titles;
analysis of the classic Hitchcock film Rebecca; research skills integrated with his-
tory classes for a presentation on ancient Rome .
LANGUAGE: studies in grammar and composition; public speaking; the nature
of language; etymology and derivation of words; the relationship of English to
other Indo-European languages .
PHYSICAL EDUCATION: development of greater initiative in such team and
individual sports as soccer, basketball, volleyball, track and field, physical fitness
and dance; red/white competitions and running club .
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Class VIIClass VII
ENGLISH: poetry; grammar; Great Expectations; Julius Caesar; formal introduc-
tion to poetic terms; critical and creative writing .
MATHEMATICS
INTRODUCTION TO ALGEBRA: review of order of operations; introduc-
tion to algebraic topics, including linear equations and inequalities; graph-
ing lines; solving equations with applications; properties of real numbers;
combinatorics and probability; set theory; geometry topics, including par-
allel lines, polygons, area, volume and surface area; computer programming
with Processing; active problem solving throughout the year to reinforce
and deepen conceptual understanding .
VII ALGEBRA I: development of problem-solving skills and conceptual un-
derstanding of algebra through factoring and exponents; radicals; polynomial
and rational expressions; solutions of linear, quadratic and rational equations;
inequalities; equations and graphs of lines; systems of equations and graphs
of quadratic equations . Graphing calculators are used as needed, and students
study computer programming with Processing . Active problem solving
throughout the year reinforces and deepens conceptual understanding .
HISTORY: topics in medieval world history from 200 through 1500 C .E ., in-
cluding the development of Christianity, Islam, Hinduism and Buddhism and
their spread; the Chinese Empire and its impact on Japan; the Mongol Empire;
and the emergence of Europe from feudalism through the Renaissance .
SCIENCE: the first part of a two-year physical science program that focuses on
matter, energy and the atmosphere . In the context of the law of conservation of
matter and energy, students investigate heat, wave and mechanical energy to
explore the causes of weather, seasons and climate change .
BEGINNING FRENCH: an integrated introduction to develop linguistic profi-
ciency and communication skills, as well as awareness of the many francophone
cultures, through written exercises, skits and poems using elementary grammar
and vocabulary .
FRENCH: for those continuing from Class V, emphasis on more advanced
grammar skills and sustained speaking through PowerPoint presentations, skits
and discussion of stories .
MANDARIN: further integration of the four language skills: listening, speak-
ing, reading and writing . Students study grammar in greater depth, continue
to learn the vocabulary of daily life and reinforce character writing and typing
skills . They also read simplified stories in Chinese, write journals about their
daily life and work on oral presentations .
SPANISH: continuation of the integrated curriculum, with attention to the use
of a broader range of tenses, more extensive vocabulary and more complex idi-
omatic phrases; intensive practice in speaking, reading, writing and listening .
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WRITING WORKSHOP: for students who do not study a modern language
and who would benefit from reinforcement in language arts, practice in both
organization and written expression and comprehension and analysis of works
by a variety of authors .
LATIN: introduction through reading about daily life in a first-century Roman
family, combined with practice and drills of declensions, conjugations and
elementary grammar using the Cambridge Latin program, units 1 and 2 .
MUSIC, DRAMA: Music and Drama collaborate to produce a Gilbert and
Sullivan operetta in the spring term; the class also attends a dress rehearsal at
the Metropolitan Opera . The study of a percussion instrument is added to the
offerings in instrumental music .
STUDIO ART: exploration of the elements of design through the human figure .
Projects integrate graphics, printmaking, costume design and historical context .
PUBLIC SPEAKING: lessons on practical application of public speaking skills,
including interview etiquette; storytelling without filler language; introducing
and greeting with confidence; and news anchor practice .
PHYSICAL EDUCATION: development of more sophisticated game play and
skills in soccer, field hockey, basketball, volleyball, softball, lacrosse and track
and field; exploration of physical fitness and wellness concepts; refinement of
game strategies; participation in red/white competitions and running club;
improvisation and choreographic technique .
HEALTH: health-related topics such as drugs, nutrition, human sexuality, safety
and peer pressure are integrated into the Middle School advisory program (see
Health and Guidance, page 48) . This course follows guidelines established by
New York State for health education and is taught through films and discussions .
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Class VIIIClass VIII
ENGLISH: short stories; grammar; Jane Eyre; poetry; Twelfth Night; formal intro-
duction to narrative structure; critical and creative writing .
MATHEMATICS
ALGEBRA I: development of problem-solving skills and conceptual under-
standing of algebra through factoring and exponents; radicals; polynomial
and rational expressions; solutions of linear, quadratic and rational equa-
tions; inequalities; equations and graphs of lines; systems of equations and
graphs of quadratic equations . Graphing calculators are used as needed .
Active problem solving throughout the year reinforces and deepens concep-
tual understanding .
VIII GEOMETRY: geometric concepts in a more abstract form . The proper-
ties of triangles, quadrilaterals, polygons and circles are studied through
the use of logic and deductive proofs . Other topics may include locus and
transformational geometry . Computer software (Geometer’s Sketchpad) is
used to extend and explore concepts
HISTORY: global history from 1500 to the late nineteenth century . Topics
include the European conquest of the Americas; the Atlantic slave trade; the
Ottoman and Mughal Empires; Ming and Qing China; Tokugawa Japan; the
American, French and Latin American Revolutions; the Industrial Revolution;
nineteenth-century European imperialism; and the Meiji Restoration in Japan .
SCIENCE: the second part of a two-year physical science program that focuses
on matter, energy and the Earth . Students investigate chemical energy and
how the Earth’s resources can be conserved .
BEGINNING FRENCH: for students who began French in Class VII, continued
development of the four fundamental language skills (listening, speaking, read-
ing and writing) through structured conversation in class, study of grammar
(especially verb forms and pronouns) and written paragraphs .
FRENCH: for students who began in Class V, emphasis on more advanced
grammar skills through conversations in class, written compositions, the read-
ing of a version of Le Comte de Monte-Cristo and the viewing of films .
MANDARIN: continued development of skills through supplementary audio
and video materials that present students with real-life situations and exercise
their ability to listen and speak; further practice in character writing and en-
richment of students’ command of vocabulary, as well as expression of opinions
in discussions in Chinese .
SPANISH: continued development of skills, vocabulary and review of gram-
mar, with emphasis on tenses of the indicative mood and present subjunctive; a
short novel is also read .
WRITING WORKSHOP: see Class VII .
LATIN: study of grammar and syntax, with attention to uses of the participle
and subjunctive in subordinate clauses, in the Cambridge Latin program, units
2 and 3 .
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MUSIC: singing and group instrumental instruction . Extracurricular choral,
jazz and orchestral ensembles, handbells and a recorder consort are offered to
all girls in Classes V–VIII . Girls who study privately may perform in school-
sponsored recitals .
STUDIO ART: drawing and painting from direct observation of the natural
world, using inks, pastels and watercolor . Techniques may include collage and
mixed media .
PUBLIC SPEAKING: introduction to formal and extemporaneous skills of
presentation and exchange, with applications in several disciplines throughout
the year .
PHYSICAL EDUCATION: in addition to the program offered in Class VII, one
trimester of West African dance and electives in sports such as rugby or cricket;
more intensive preparation for interscholastic competition in individual and
team sports with opportunities for leadership .
HEALTH: discussion of health-related topics through the Middle School ad-
visory program (see Health and Guidance, page 48) . Articles from periodicals
serve as background, and the girls are encouraged to bring their questions to
the groups . Topics include nutrition, body image, eating disorders, decision
making, relationships with parents and peers, human sexuality and substance
abuse . This course fulfills the New York State requirement for health education .
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The Upper SchoolThe Upper School
The Upper School represents the final stage in a program that develops a student’s
confidence in herself and in her growing skills in many disciplines . Its rich and
vigorous academic, athletic and artistic curriculum, centered in a strong com-
munity that supports students in their self-discovery, produces resourceful young
women who are prepared to find their places in the world outside of Brearley .
As they learn to make academic choices, students may take advantage of con-
versations with a wide range of adults who help them assess their interests and
talents and encourage them to take appropriate risks . The curriculum of the
Upper School provides choices, within each discipline, both in subject area and
among elective topics . Although most students in Classes XI and XII take five
courses, some girls, especially those with heavy extracurricular commitments,
choose to take four . All students fulfill basic requirements:
1 . English through Class XII .
2 . Mathematics through Class XI .
3 . Biology plus two additional years of science, one of which must be a full
laboratory course .
4 . Four-credit sequence in one foreign language or three credits in one
language plus two credits in a second language . (A language begun in
the Middle School receives two points of credit if continued through the
end of Class IX .)
5 . Twentieth-Century World History, US History and one history elective
with a research component .
6 . Studio Art, Drama or Music in Classes IX and X . There is no prerequi-
site in either year .
7 . Physical Education through Class XII, including CPR/First Aid; Health
in Class IX .
8 . Community Service in Classes IX–XI .
Students have many opportunities to pursue their interests beyond the cur-
riculum . The School offers arts activities—photography, sculpture, ceramics,
dramatic productions, orchestra and chorus, for example—in addition to the
regular courses, as well as writing and publishing opportunities . Students in
the Upper School may be admitted to the Columbia Science Honors Program
or to Brearley’s Science Research Seminar; they may also participate in math,
robotics and engineering clubs or join Interschool advanced math courses as
juniors or seniors . Seniors who have exhausted the offerings in a particular
discipline are eligible to apply for an independent study program . Acceptance
depends on a student’s capacity for extended work on her own, the availability
of an appropriate teacher and the nature of the proposed study . In the spring
of senior year, most students petition to create their own program, which may
include dropping some academic courses to sample new topics in mini-courses
taught by faculty or to concentrate on one particular subject through individual
independent study . A student may also pursue an extracurricular project or
internship that worthily replaces some or all of her academic work .
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Each year, a few members of Class XI spend a semester in New England, either
in the Mountain School program of Milton Academy in Vershire, Vermont,
or in the Maine Coast program of the Chewonki Foundation in Wiscasset .
Juniors may also study in France, Spain, Italy or China under the auspices of
School Year Abroad . Selected students in Class IX may have the opportunity to
participate in an exchange program that Brearley maintains with the Godol-
phin and Latymer School in London . Language Immersion programs in French
or Spanish are also available in selected grades and alternating years . Students
entering Classes X, XI and XII may apply to join a June travel/study program
in Vermont, India or China .
In the Upper School, students assume increased responsibility for themselves
and others . Heads of student organizations participate in leadership train-
ing sessions and learn to encourage the younger students who will eventually
succeed them . Students learn to lead in other arenas as well—as athletic team
captains or stage managers of the drama productions, for example . The major
school publications are run by members of Classes XI and XII and are staffed
by members of all the classes .
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Class IXClass IX
[Courses are full credit, lasting a full year, unless otherwise noted .]
ENGLISH: Their Eyes Were Watching God; sonnets; Macbeth; Pride and Prejudice;
personal essays .
GEOMETRY: an intuitive and analytical approach to the mathematics of shapes
and space . The properties of triangles, quadrilaterals, polygons and circles are
studied through the use of logic and deductive proofs . Algebraic problem-solv-
ing skills are reinforced throughout .
GEOMETRY WITH EXTENDED EXPLORATIONS: geometric concepts in a
more abstract form . The properties of triangles, quadrilaterals, polygons and
circles are studied through the use of logic and deductive proofs . Other topics
may include locus and transformational geometry . Computer software (Geom-
eter’s Sketchpad) is used to extend and explore concepts .
IX ALGEBRA II WITH EXTENDED EXPLORATIONS: in-depth study of
mathematical relations, functions and transformations; specific topics include
polynomial and rational functions, trigonometric functions, exponential and
logarithmic functions and the complex number system . TI-84 graphing calcu-
lator is used .
TWENTIETH-CENTURY WORLD HISTORY: global history from the late
nineteenth through the twentieth centuries .
BIOLOGY: life processes, with emphasis on themes of energy flow and ecologi-
cal interactions; introduction to plant and animal physiology and extensive
laboratory exploration into genetics . The course includes a field trip to investi-
gate the ecology of the intertidal zone .
FRENCH II COMPREHENSIVE: for students who began in Class VII . The
focus is on listening, speaking, reading and writing skills . Students also read
Antoine de Saint-Exupéry’s Le Petit Prince to consolidate their knowledge of
grammar and to develop analytical experience .
FRENCH II: conclusion of the integrated French curriculum begun in Class V;
introduction to literature through literary concepts taken from their textbook and
to literary criticism . Students also read Eugène Ionesco’s La Cantatrice chauve .
COMPREHENSIVE MANDARIN I: an introductory course with an emphasis
on practical communicative skills—listening and speaking—supported by
drills . Students learn to write and memorize simplified Chinese characters,
study basic grammar and develop phonetic awareness in speaking and listening .
MANDARIN II: for students who began Mandarin in Class V, a course that
focuses on listening comprehension, speaking, reading and writing with the
emphasis on formal grammatical structures and vocabulary . Students discuss
topics in Chinese customs and traditions .
COMPREHENSIVE SPANISH I: introduction to the basic concepts of Spanish
grammar and vocabulary through the four skills of speaking, writing, listen-
ing and reading . Cultural topics and customs of Spanish-speaking countries are
explored . A wide variety of materials and tools are used to increase proficiency
through additional listening and speaking opportunities .
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SPANISH II: for students who began Spanish in Class V, a thorough review
of grammar and the addition of topics such as the subjunctive and the pas-
sive voice; selections of short pieces by Latin American and Spanish writers .
Proficiency is furthered through a wide variety of materials and tools that create
additional listening and speaking opportunities .
LATIN II: completion of the introduction to basic vocabulary and syntax using
the Cambridge Latin program, unit 3, and excerpts adapted from Roman authors .
DRAMA (half credit; throughout the year): introduction to the art of play-mak-
ing in all of its aspects, from the actor’s approach to the script to the creation
of scenery, props and costumes . Particular attention is paid to helping students
with skills that serve them well in other areas, including vocal projection, phys-
ical poise and strengthened concentration . All students rehearse and perform a
full-length play during the second semester .
MUSIC (half credit; throughout the year):
VOCAL TECHNIQUE AND LITERATURE: fundamentals of vocal technique
and introduction to the solo song literature, ending with a performance . Par-
ticipation in the Upper School Chorus is required . (Open also to X–XII .)
CHAMBER MUSIC/ORCHESTRA: small groups of instrumentalists of like
ability study standard chamber repertoire, ending with a performance . Par-
ticipation in the Upper School Orchestra is required . (Open also to X–XII .)
INSTRUMENTAL TECHNIQUES: exploration of technique in a small-
group setting of like instruments . This course extends the work accom-
plished in Middle School instrumental classes and supports the repertoire
played in the Upper School Orchestra . Each semester ends with a perfor-
mance . Participation in the Upper School Orchestra is required .
STUDIO ART (half credit; throughout the year): fundamentals of painting,
color and composition . Through direct observation, students develop complex
compositions and learn about rendering forms in space . The second half of the
year includes a large oil painting project, with an emphasis on non-Western
schools of painting .
PHYSICAL EDUCATION: choice of a variety of lifetime activities that
promote health and fitness, including badminton, fitness, Pilates, Tai Chi,
running, gymnastics, team sports, Quidditch, dance and yoga . Upper School
students can fulfill their requirement by taking three periods a week of P .E .
or by participating in one of fifteen interscholastic teams (see Athletics in
“Learning Beyond the Classroom,” page 47) . All students fulfill the additional
requirement of certification in First Aid/CPR by taking the P .E . Department’s
First Aid course .
HEALTH: trimester course required of all students, offered in the fall trimes-
ter of P .E . in Class IX; a wide range of topics emphasizing informed decisions
regarding personal health . Written materials, speakers and a final project are all
part of the course .
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Class XClass X
ENGLISH: American literature, novels, short stories, essays, autobiographies
and poems from the Puritans through the moderns . Authors include Wharton,
Hawthorne, Twain, Thoreau, Melville, Fitzgerald, Morrison and selected nine-
teenth- and twentieth-century poets .
ALGEBRA II: study of mathematical relations, functions and transformations;
specific topics include polynomial and rational functions, trigonometric functions,
exponential and logarithmic functions and the complex number system . The TI-84
graphing calculator is used as a tool for extension, exploration and solution .
ALGEBRA II WITH EXTENDED EXPLORATIONS: in-depth study of
mathematical relations, functions and transformations; specific topics include
polynomial and rational functions, trigonometric functions, exponential and
logarithmic functions and the complex number system . The TI-84 graphing
calculator is used as a tool for extension, exploration and solution .
ALGEBRA II AND PRECALCULUS: an accelerated course covering two years
of math (Algebra II and Precalculus) . This course prepares students for BC
Calculus and may be taken with the permission of the department .
UNITED STATES HISTORY: a chronological survey introducing students to
political, economic, social and cultural developments in American history from
1607 to the present . The course incorporates the study of the US Constitution
and federal government, extensive work with primary sources and a focused
introduction to historiography . In the spring students travel to Washington,
DC, to meet with people who work in the government .
CHEMISTRY: the nature of change as it relates to chemistry and the environ-
ment, using both qualitative and quantitative methods of analysis through
creative problem solving, experimental design and cooperative group learning
activities . The year is organized into two broad areas: structure of matter and
changes in matter . Specific topics include electron configuration; bonding; gas
behavior; mole concept; stoichiometry; redox reactions; acid-base; atmospheric
chemistry . (Open also to XI and XII .)
FRENCH III COMPREHENSIVE: literary texts, including Camus’ L’Étranger;
practice in speaking and writing skills is emphasized . (Offered in some years .)
FRENCH III: continued extension and refinement of speaking, writing and
reading skills through in-depth analysis and discussions of works by such au-
thors as Camus or Ionesco that further extend vocabulary and grammar .
COMPREHENSIVE MANDARIN II: continued development of skills in com-
munication, reading and writing; broader and more intensive vocabulary and
grammar; work with facility and fluency in tones for individual characters, as
well as lexical formations and radicals to aid in memorization of characters .
MANDARIN III: for students who began in Class V, continued study of gram-
mar and increasingly advanced newspaper vocabulary, leading to discussion of a
broader range of issues in Chinese society, history and culture . Students read a
selection of short stories and essays from modern authors .
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COMPREHENSIVE SPANISH II: for students who began Spanish in Class IX,
an intermediate Spanish course that continues the study of grammar and vo-
cabulary . This course emphasizes oral communication and comprehension . The
students read a selection of works from either Latin America or Spain .
SPANISH III: review of grammar through the study of literary excerpts from
Latin American and Spanish writers . Students also read a full-length novel or
play such as Antes de ser libres by Julia Álvarez .
LATIN III: selections from Vergil’s Aeneid, including Books I, II (the fall of
Troy), IV (the love of Dido and Aeneas) .
DRAMA (half credit; throughout the year): concentration on elements of the
actor’s art: motivation, objective, physical realization and script analysis in the
first semester . Texts include excerpts from Uta Hagen’s Respect for Acting and
Constantin Stanislavsky’s An Actor Prepares . In the second semester, students
consider scenic and costume design, stage management, prop building and
some stage carpentry as part of the preparation for the performance . Post-pro-
duction, they explore elements of playwriting and directing . Students develop
a sharp critical eye for what makes good theater, and the class takes an evening
trip to see a professional production .
MUSIC: see Class IX .
STUDIO ART (half credit; throughout the year): expression of volume through
the examination of examples from Old Masters and chiaroscuro . Drawing from
observation, students realize their creative vision through a series of prelimi-
nary studies and two highly developed pieces .
PHYSICAL EDUCATION: see Class IX .
n CO-CURRICULAR OFFERINGS
COMMUNITY SERVICE: See Learning Beyond the Classroom, page 46 .
SCIENCE RESEARCH SEMINAR: a three-year sequence that includes read-
ing and discussion of peer-reviewed scientific articles with their authors, who
visit Brearley from various New York City research institutions; cutting-edge
laboratory work on RNA interference, Polymerase Chain Reaction and DNA
sequencing; opportunities for research internships and entry in Intel or Siemens
competitions . This program accepts 5 new students from Class X each year for
a total of 15 enrolled students .
Class X
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Class XIClass XI
ENGLISH: elective in poetic analysis (for example, John Donne and the Metaphysical
Poets; Victorian to Modern Poetry; Romantic Poetry; or Bishop, Larkin and Lowell); a
required trimester on Greek tragedy and King Lear; and a spring elective on narrative
works (for example, The Canterbury Tales; James’s The Portrait of a Lady and other nar-
ratives of travel and exile; or Rushdie and Lahiri) .
n MATHEMATICS
FINITE MATHEMATICS: analysis of functions, mathematical modeling, linear pro-
gramming, probability and applications of these topics . Additional areas of study may
include voting methods, drug modeling and selected topics from precalculus . (Not
available in 2014–2015 .)
PRECALCULUS AND AN INTRODUCTION TO DIFFERENTIAL CALCULUS:
extended study of functions and trigonometry begun in Class X . Additional topics
may include vectors, conic sections, parametric equations, polar coordinates, probabil-
ity and statistics, and sequences and series . Calculus topics include limits and deriva-
tives . This course prepares students for the study of AB Calculus .
PRECALCULUS AND DIFFERENTIAL CALCULUS: extended study of functions
and trigonometry begun in Class X, as well as vectors, conic sections, parametric
equations, polar coordinates and graphs, probability and statistics, and sequences and
series . Calculus topics include limits, derivatives and applications of derivatives . This
course prepares students for the study of BC Calculus .
ADVANCED CALCULUS: differential and integral calculus of functions of one vari-
able with applications; power series . Students wishing to take the College Board AP
BC Calculus exam will find that this course provides suitable preparation .
STATISTICS: an introduction to statistics, including collecting and analyzing data
and using statistical inference to arrive at conclusions . (Open also to XII . Not avail-
able in 2014–2015 .)
INTERSCHOOL GAME THEORY (half credit; throughout the year):
Theoretical analysis of game theory taught through applications in economics, poli-
tics, business, evolutionary biology, religion, philosophy, computer science and sports,
as well as through games such as poker and chess . Quantitative models are developed
for strategic situations, and analysis includes optimization and graphical analysis .
n HISTORY
THE ATLANTIC WORLD: an examination of how interactions between Europe,
Africa and North and South America, from the fifteenth century onward, spurred the
creation of Atlantic commercial and political empires . The course emphasizes com-
parative history and the emergence of modern Latin America . (Open also to XII .)
HISTORY OF CHINA AND JAPAN: an investigation into the history and culture of
China and Japan, starting with the momentous twentieth century and then looking
back chronologically at developments in both countries . The course culminates in a
consideration of disparate responses to European incursions in the modern period, the
legacies of World War II and China and Japan in the world today . (Open also to XII .)
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MODERN EUROPEAN HISTORY: a survey of political, economic, intellectual
and social history from the French Revolution to the present, based on a wide
variety of primary and secondary sources, with emphasis on controversial topics in
historical interpretation . (Open also to XII .)
HISTORY OF WARFARE: a survey of the history of war from prehistory to the
present . Students will examine the development of infantry, cavalry, artillery
and asymmetrical warfare . New York City as a theater of war is a major focus .
(Open also to XII .)
MODERNISM IN ART: significant developments in art from the French Revolu-
tion and the work of Jacques-Louis David to the present . The course considers artistic
debates and visual works in relation to the historical and cultural changes wrought by
industrialization, war and revolution in Europe and globally . (Open also to XII .)
HISTORY OF WORLD ART: The Prehistoric cave paintings of Lascaux through
the contemporary installations of New York City galleries, with particular
attention to fundamental theoretical issues and historical, social, political and
religious climates . (Open also to XII .) (Not available in 2014-2015 .)
INTRODUCTION TO ISLAMIC CIVILIZATION: The Muslim world from its
origins in Arabia to the emergence of an Arabic-Persian civilization . Other topics
include Islamic theology and practice; the evolution of political institutions; economy;
everyday life and social organization; and cultural and intellectual innovations . (Open
also to XII .) (Not available in 2014-2015 .)
MODERN AFRICA: African responses to the challenges of modernization, European
colonization and nation building . Ghana and South Africa serve as case studies . (Open
also to XII .) (Not available in 2014-2015 .)
n SCIENCE
ADVANCED BIOLOGY: intensive investigation of selected topics, including
biochemistry, energetics, ultrastructure of cells, information transfer (structure and
function of the gene; genetics of populations), evolution, developmental biology,
immunology, the morphology and physiology of plants and animals, and ecology and
mathematical modeling . Prerequisites: Biology and Chemistry . (Open also to XII .)
ADVANCED CHEMISTRY: introduction of topics such as molecular architecture,
orbital hybridization, colligative properties of solutions and kinetics . Laboratory tech-
niques emphasize qualitative and quantitative understanding of concepts . Computer-
assisted sensors help students gather and analyze data and relate chemical topics to
real-world situations . Prerequisites: Biology and Chemistry . (Open also to XII .)
CHEMISTRY: see Class X .
PHYSICS: the nature of energy and its interactions with matter through creative
problem solving, experimental design and cooperative learning activities . Topics in-
clude mechanical, thermal, wave; electric/electromagnetic energy, and nuclear energy .
(Open also to XII .)
Class XI
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ENVIRONMENTAL SUSTAINABILITY (half credit in either semester; full credit
if taken all year): the role of science, economics and government policy in developing
an environmentally sustainable world . The course considers such topics as energy
production, climate change, freshwater resources, agriculture, fisheries, waste manage-
ment and biodiversity . (Open also to XII .) (Not available in 2014–2015 .)
INFECTIOUS DISEASES AND WORLD HEALTH (half credit in either semester;
full credit if taken all year): the biology of infectious diseases and immune system
response and the principles of epidemiology . Activities include Internet research, in-
dividual and group projects, presentations and lectures . The lab component does not
fulfill the lab graduation requirement . (Not available in 2014–2015 .)
COMPUTER SCIENCE AND PROGRAMMING (Divisible into independent half
courses): in the first semester, introduction to basic computer science concepts,
as well as to programming through Greenfoot, which teaches the fundamen-
tals of Java . In the second semester, algorithms, source code, debugging of
programs, “beta” testing applets, using Java and its major libraries to create
“clean” code . Prerequisites: Computer Science or comparable experience .
n MODERN LANGUAGES
FRANCE CLASSIQUE ET FRANCE MODERNE: an examination of French
culture through the history, literature and other media of two key periods--the
seventeenth and twentieth centuries . Authors include Corneille, Molière, La
Fontaine, Camus, Césaire .
COMPREHENSIVE MANDARIN III: speaking and writing through the study of
Chinese culture . Students read simple stories, explore creative writing and learn
to present on selected topics such as Chinese cities and festivals .
MANDARIN IV: extensive reading of journalism, essays and stories by such authors
as Zhu Ziqing, Bing Xin, Liang Shiqiu and Han Han; discussion of current events;
analytical and creative writing; introduction to traditional Chinese characters .
COMPREHENSIVE SPANISH III: an intermediate level course for students
who began in Class IX with continued expansion of vocabulary and knowledge of
idiomatic expressions . Students also read short stories, excerpts from novels and
discuss cultural events of the Hispanic world .
SPANISH IV: works by Latin American and Spanish writers, including García
Lorca and García Márquez; review of advanced grammar through the writing of
essays; reinforcement of oral skills in conversation and literary discussion, as well
as listening and spontaneous response exercises .
n CLASSICS
LATIN IV: selections from Ovid’s Metamorphoses and from the poems of Catullus .
GREEK I (half credit; throughout the year): introduction to Attic Greek . Topics
include the principles of word formation and syntax, Aesop’s fables and the life of
Alexander the Great . (Open also to XII .)
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n ARTS
STUDIO ART (half credit; throughout the year): advanced work in the studio
with in-depth exploration of various drawing and painting media .
DRAWING I (half credit; fall semester): comprehensive introduction to advanced
drawing techniques, including linear and tonal drawing and mixed media . Stu-
dents draw from a variety of subjects, including still life, animals, architecture,
landscape and interiors . (Open also to XII .)
DRAWING II (half credit; spring semester): figure drawing; working from models,
students complete full figure compositions, head studies, drapery studies and figures
in interiors . As in Drawing I, Old Master techniques are studied . (Open also to XII .)
MIXED MEDIA ON PAPER (half credit; fall semester): experimental exploration
of various painting techniques, combined with drawing, printmaking and col-
lage . (Open also to XII .)
OIL PAINTING: (half credit; spring semester) intensive study of oil painting,
exploring color, brush stroke, glazing and composition with a variety of observed
and imaginative subjects . (Open also to XII .)
n DRAMA
PLAYWRITING (half credit; spring semester): the fundamentals of the play-
wright’s art through in-class drama writing exercises and the study of four con-
temporary plays . Student work is presented in a play-reading festival .
n MUSIC
For applied music offerings, see Class IX .
MUSIC PERFORMANCE CREDIT (half credit; throughout the year): awarded to
instrumental and voice students who satisfy requirements through a recital given in
Class XI or XII . Admission to this program is by audition in Class X or XI .
n COMPUTER EDUCATION
MULTIMEDIA AND WEB DESIGN: (Divisible into independent half courses):
focus on graphics, animation and sound to create multimedia projects in the first
semester; website development in the second semester using HTML, CSS, and
WYSWYG editors . (Open also to XII .) (Not available in 2014–2015 .)
n PHYSICAL EDUCATION: see Class IX .
n CO-CURRICULAR
JUNIOR SEMINAR: a yearlong class that encompasses college advising and
health education . (Required of all students in Class XI .)
COMMUNITY SERVICE: see Learning Beyond the Classroom, page 46 .
SCIENCE RESEARCH SEMINAR: see Class X .
Class XI
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Class XIIClass XII
ENGLISH: required unit of essays and poetry; electives from late fall through
the winter term in Russian literature (short fiction by Chekhov, Gogol, Push-
kin, Tolstoy and Turgenev; Anna Karenina), William Faulkner’s fiction, Virginia
Woolf and James Baldwin, South African literature; spring electives determined
by interests of students (in recent years, primarily individual projects in fiction,
drama or writing) .
n MATHEMATICS
STATISTICS: see Class XI . (Not available in 2014–2015 .)
CALCULUS: differential and integral calculus of functions of one variable with
applications . Students wishing to take the College Board AP AB Calculus exam
will find that this course provides suitable preparation .
ADVANCED CALCULUS: see Class XI .
LINEAR ALGEBRA: vectors, linear transformations, general vector spaces and
the algebra of matrices .
INTERSCHOOL MATH: topics in advanced mathematics with students from
other members of Interschool; BC Calculus is a prerequisite or co-requisite .
INTERSCHOOL GAME THEORY: see Class XI .
n HISTORY
THE ATLANTIC WORLD: see Class XI .
HISTORY OF CHINA AND JAPAN: see Class XI .
MODERN EUROPEAN HISTORY: see Class XI .
HISTORY OF WARFARE: see Class XI .
MODERNISM IN ART: see Class XI .
HISTORY OF WORLD ART: see Class XI . (Not available in 2014–2015 .)
INTRODUCTION TO ISLAMIC CIVILIZATION: see Class XI . (Not available in
2014–2015 .)
MODERN AFRICA: see Class XI . (Not available in 2014–2015 .)
POLITICAL AND SOCIAL PHILOSOPHY: an exploration of works by Western
philosophers and political theorists from ancient Greece to modern times . The
aim of the course is not only to introduce students to the discipline of intellectual
history, but also to help them think with increasing logic, precision and clarity .
n SCIENCE
ADVANCED BIOLOGY: see Class XI .
ADVANCED CHEMISTRY: see Class XI .
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ADVANCED PHYSICS: extended study of relationships between forces, matter
and energy through lectures, creative problem solving and experimental design .
Selected topics include kinematics and dynamics, rotational mechanics, wave
mechanics, physical and geometrical optics, and nuclear and particle physics .
Prerequisite: Physics .
CHEMISTRY: see Class X .
PHYSICS: see Class XI .
ENVIRONMENTAL SUSTAINABILITY: see Class XI .
(Not available in 2014–2015 .)
INFECTIOUS DISEASES AND WORLD HEALTH: see Class XI .
(Not available in 2014–2015 .)
COMPUTER SCIENCE AND PROGRAMMING (Divisible into two separate half
courses): See Science, Class XI .
n MODERN LANGUAGES
FRENCH V: FRENCH AND FRANCOPHONE CULTURES THROUGH
LITERATURE AND MEDIA: French and francophone cultures, including
political and sociological issues, through literature (such as Zola), the news, the
Internet and other media .
COMPREHENSIVE MANDARIN IV: continued development of proficiency in
reading and speaking through projects and presentations . Further expansion of
vocabulary on cultural and political topics .
MANDARIN V: focus on formal and literal grammatical structures and phrases .
Students will further expand their vocabulary and identify subtle differences be-
tween synonyms . Readings include novels from Yu Hua, Su Tong and Han Han
and the Analects of Confucius .
COMPREHENSIVE SPANISH IV: grammar review and study of the sequence
of tenses; readings and films chosen from various countries in the Hispanic world .
Themes are explored through class discussions and essays .
SPANISH V: analysis of plays, poetry and prose by Latin American and Span-
ish writers, including García Lorca, Matute, Cortázar, García Márquez and
Neruda . Music, art and film enhance study of literature from different centu-
ries and genres .
n CLASSICS
LATIN V: the Odes of Horace .
GREEK I: see Class XI .
GREEK II (half credit; throughout the year): continuation of the study of Attic
Greek . Students read from the Apology, the Clouds and the histories of Herodotus .
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n ARTS
ACTING AND DRAMATIC LITERATURE: examination of world theater from
the point of view of actors, directors, playwrights and designers . Plays studied
include works by Sheridan, Brecht, Miller, Williams and Mamet . A weekly labo-
ratory session deepens the understanding of the actor’s art through performance of
short scenes from significant plays . (Not available in 2014–2015 .)
STUDIO ART: see Class XI .
DRAWING: see Class XI .
MIXED MEDIA ON PAPER: see Class XI .
OIL PAINTING: see Class XI .
MUSIC: see Class IX .
MUSIC PERFORMANCE CREDIT: see Class XI .
n COMPUTER EDUCATION
MULTIMEDIA AND WEB DESIGN: see Class XI . (Not available in 2014–2015 .)
COMPUTER SCIENCE AND PROGRAMMING (Divisible into two separate
half courses): See Science, Class XI .
PHYSICAL EDUCATION: see Class IX .
n CO-CURRICULAR
SENIOR SEMINAR: a yearlong class that encompasses college advising, health
and life skills . (Required of all students in Class XII .)
SCIENCE RESEARCH SEMINAR: see Class X .
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Learning Beyond the ClassroomLearning Beyond the Classroom
Balance is an important educational principle . In addition to an academic cur-
riculum that ensures a well-rounded education, Brearley offers its students a vari-
ety of programs that sharpen and broaden their focus and also provide a different
kind of working, thinking—and playful—environment .
n ACTIVITIES
An integral part of the educational experience, activities provide opportunities to
explore new areas, develop talents and become acquainted with students in different
grades . Girls in the Lower School may choose from among three optional after-school
programs . Clubhouse, in collaboration with the Chapin School, offers activities like
in-line skating or creative cooking and baking . On Fridays, girls may stay for a pro-
gram of play and crafts or organized sports . A further Extended Day program, ending
at 5:45 pm, includes reading stories, quiet time and indoor/outdoor play .
Activities in the Middle and Upper Schools offer greater opportunities for girls
to shape their own programs . Some of Brearley’s numerous co-curricular activi-
ties include Middle and Upper School branches of the robotics team, orchestra
and chorus, math team, environmental action committee, student publications
(the newspapers, literary magazines and the yearbook), drama productions, debate
team and an array of art courses, from photography to bookmaking . In the Upper
School, students may participate in the Model UN and Model Congress programs
and affinity groups like Asian Awareness or Umoja . Organizations like the Ath-
letic Association and the Middle and Upper School Student Government groups
are led by students elected from each grade and advised by faculty . Committee
involvement offers students opportunities for leadership, public speaking and the
planning and execution of events .
A Peer Leadership program trains seniors who would like to offer support to students
in Class IX in the form of weekly discussions about life issues . Upper School students
also serve as counselors in Brearley’s two-week June Summer Start and Summer Inter-
lude programs for younger Brearley students . Summer Start, also open to girls in New
York City in K–VII, offers nonacademic activities taught by members of the Brearley
faculty . Summer Interlude, a music program emphasizing chamber music, is similarly
open to students in III–VIII from other New York City schools .
n COMMUNITY SERVICE
Brearley’s long-standing commitment to community service complements and
supports academic education, in that it requires understanding, compassion, hard
work and perseverance . The K–XII program features developmentally appropri-
ate experiences that ensure the continuity of the vision . In this way, students
come to see community service not as a task to complete but as an ongoing part
of their lives as engaged participants in their various communities .
Service begins in the Lower School, with a sequence of annual projects and trips,
building on Social Studies and “Respect and Responsibility” classes . These activities
give students a sense of their potential to contribute in the world around them,
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even at a young age . In addition to joining activities at the nearby All Souls Friday
Lunch Program, students also work within their own school community and post
reminders of standards, such as holding doors for others, around the building . Girls
in Class IV become buddies to girls in Class I and read with them weekly .
The Middle School Service Committee is an active group whose wide range of proj-
ects appeals to diverse interests . With the support of the Community Service Coor-
dinator, girls identify and advocate for a variety of activities for the year: their work
may range from delivering wrapped gifts to hospitalized children to volunteering at
an after-school Head Start program . One constant is the annual Class VIII Carnival,
which raises several thousand dollars for a charity chosen by the class . In proposing
specific projects and arguing their relative merits, students see the impact of their
collective efforts and realize their power to effect positive change .
The program in the Upper School is founded on the premise that community
service is a habit and that it works best when students are guided in exploring
a choice of possible commitments . In Class IX, students participate as a group
in a Saturday soup kitchen program and also research and engage in volunteer
opportunities offered to them . In Classes X and XI, students are required to make
a long-standing commitment to a specific cause, activity or organization . Upper
Schoolers may also work through school groups like the Brearley Service Com-
mittee and Habitat for Humanity, assist in Lower School classrooms or tutor
children elsewhere . In the spring of senior year, students may choose to devote
themselves nearly full time to a project of their choice .
The Upper School also participates in a service day with the Collegiate School .
Classes are suspended so that each grade can work together on a project in the
community, ranging from planting trees on Randall’s Island to volunteering at
the New York Public Library .
n ATHLETICS
Brearley has one of the most extensive athletic programs among independent
schools in New York City .
Athletic programs in Classes V–VIII introduce students to competitive play out-
side the School . Seven club sports are offered during the year to girls in Classes
V–VI . Participation in the program gives many girls their first chance to be on
a team, where they learn valuable lessons in cooperation and skill development .
The VII–VIII interscholastic program features nine different sports and a junior
dance troupe over three seasons . Brearley’s no-cut policy at this level enables girls
to explore their athletic interests, since they are guaranteed a spot on the team of
their choice regardless of prior experience or ability .
In Classes IX–XII, the School fields teams in fourteen different varsity sports,
with a primary goal of providing opportunities to as many girls as possible .
Many students thrive on the experience of playing several sports a year, and
Brearley teams have frequently won league championships and New York State
championships in cross country, track and volleyball .
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The School is a founding member of the Athletic Association for Independent Schools
(AAIS), competing with many coed and single-sex schools . Training and competition
often provide opportunities for travel outside of the greater metropolitan area: re-
cently, teams have traveled to Florida for spring training; the track team has qualified
for the Penn Relays; and the cross country team competes in the Brown (University)
Invitational . Brearley athletes have the support of a coaching staff of experienced and
dedicated professionals, many of whom have college and international sports back-
grounds . Over the last decade, Brearley teams have captured more than twenty AAIS
championships, as well as nine New York State Association of Independent Schools
Athletic Association (NYSAISAA) Championships in cross country . A number of
Brearley athletes each year go on to play Division I- and III-level college sports . Most
of the Physical Education offerings are geared toward lifelong activities and skills and
to the management of future fitness and well-being . Each student in Classes V–XII is
assigned to the Red or the White team, a tradition that dates from 1923 .
n HEALTH AND GUIDANCE
Brearley considers a student’s emotional health and well-being an important
aspect of her education . Following the Lower School courses in “Respect and
Responsibility” (see “Academic Program”), students in the Middle School work
together in advisory groups . There teachers introduce such topics as organiza-
tional, study and communication skills; friendship and ethics; conflict resolu-
tion; eating disorders; substance abuse—with a four-day workshop run by the
Freedom from Chemical Dependency organization in Class VII and a follow-up
visit the next year; human sexuality, including discussions with the School
Nurse about body changes in V; a science curriculum on anatomy and physiol-
ogy of the reproductive system in Class VI; and, in VII and VIII, conversations
facilitated at times by outside health educators .
Students in the Upper School also think about balance in their lives . Class IX
participates in a trimester-long health course that covers topics like nutrition and
sexuality and in which they can continue discussions about making individual
choices . They also meet weekly with Senior Peer Leaders for informal discus-
sions . The community service requirement allows them to consider themselves in
relation to the needs of individuals within and outside their community . These
concepts are reinforced in Junior and Senior Seminars through classes with the
School Counselor and outside experts in medicine, sexuality and substance abuse
and through ongoing opportunities for community service .
The School Counselor, School Nurse and Psychologist are available to talk to girls
about specific health concerns and to make additional referrals where appropriate .
Seniors also address a number of topics (writing a résumé, changing a tire and
managing finances, for example) in preparation for college and more independent
living . From Class X on, students are in touch regularly with their advisors about
academic and personal decisions .
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The School CommunityThe School Community
From Kindergarten on the second floor to Class XII on the twelfth floor, students
experience each year with growing awareness that they are part of many communi-
ties .
n STUDENT LIFE
Staff and Support
The Division Heads, who are responsible for the lives of students in the Lower (K–
IV), Middle (V–VIII) and Upper (IX–XII) Schools, are well informed about each
student’s circumstances and her progress over a period of years and can put immedi-
ate concerns in the larger context of their work with students, families and teachers .
Classes VIII and IX are each also supported by a Class Head, who reports to and
shares supervision with the appropriate Division Head . The Class Head stays with
the girls for two years as they negotiate the important personal and academic transi-
tion from Middle to Upper School . The Psychologist and Educational Consultants,
who work with families, and the School Counselor, who works with girls in the
Middle and Upper Schools, are important resources for the whole community .
Homeroom teachers serve as a home base in the lives of students in each grade .
There are two or three homerooms for each grade until Class X, when the whole
class comes together in a single homeroom . In addition to the academic subjects
they teach, these teachers work with individual students and coordinate the life
of the class as a community . They serve as general advisors for student activities
unique to a given grade, like the Middle Eastern feast in Class IV and the Class V
trip to Mystic, Connecticut, or activities with greater scope, like Class XII’s orga-
nization of Mountain Day, which involves two divisions . Homeroom teachers see
the girls in homeroom every day; they are resourceful adults who can give informa-
tion or offer advice and are also advocates for the girls . Life in the Lower School is
centered in the individual homerooms, with most academic subjects being taught
by the room teacher .
Even after homeroom teachers relinquish their role as subject teachers for the entire
homeroom, they join with grade-level advisors in Classes VI–IX to lead weekly
advisory group discussions . In Classes X–XII, girls request an advisor from among a
group of teachers who have been designated to work with the grade in its last three
years at Brearley . These teachers assist the room teacher and meet individually with
advisees as well as in advising groups .
The Dean of Academic Life, who focuses mostly on curricular development and
other academic matters, works especially closely with Upper School students as they
select courses for the next year, as well as with the heads of the academic depart-
ments .
There are fourteen curricular disciplines: the traditional academic subjects, the arts,
Physical Education and the more interdisciplinary Library, Learning Skills, Elemen-
tary Education and Technology . Department Heads, the Head of the Lower School
and the Director of Technology oversee the academic program in their respective
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The School Communitydisciplines; they are responsible for maintaining standards and for encouraging the
development of new curricula . Teachers who share sections of a course meet once a
week to discuss, plan and reflect on their work .
Schedule
School begins after Labor Day in September and ends mid-June . All regular school
days within the school year begin at 8:10 am for everyone . Lower School dismissal
times vary according to grades, but all Lower School students and Classes V and VI
are dismissed on Fridays by 2:10 pm The academic day for Classes VII, VIII and the
Upper School students ends at around 3:00 pm, depending on the day . Each week
has an assembly period, during which students attend music, dance or dramatic
performances, hear speakers, enjoy demonstrations of student public speaking skills
and, in the Middle and Upper Schools, consider the merits of candidates running
for school offices . Both the Middle and Upper Schools have weekly gatherings of a
more informal sort for announcements and for sharing .
In the Lower School, classes run in forty-minute blocks . There is a mid-morning
snack, a lunch period and a time for recess . At the end of the day, a transitional pe-
riod allows girls to move from the fast pace of a kaleidoscopic day to a more serene
one, taking stock as they organize themselves, listen to announcements, finish up
projects begun earlier in the day or listen to a teacher read a story aloud .
The Middle School maintains the framework of the Lower School academic day,
beginning with a homeroom period three days a week . Three times a week, in ad-
dition to mid-morning snack break, Middle School girls have a full hour for lunch
that provides them with opportunities to socialize, work quietly or attend a meet-
ing or activity if they choose . They also have an advisory period once a week .
The Upper School day defies easy description, because each course and discipline
has its own characteristic configuration of classes in a week . While some courses,
especially in Classes IX and X, meet in the traditional pattern of four forty-minute
periods a week, other courses operate on a pattern of mingled forty-, sixty- or
eighty-minute periods, according to the needs of the discipline . This arrangement
makes each day different, with the fixed points of homeroom in the morning three
days a week, a half-hour mid-morning break on three days and a longer advisory
period on Wednesdays . Lunch periods fluctuate according to a given schedule .
Homework throughout the school is carefully regulated . Lower School families
are expected to read aloud with their children from Kindergarten on, and girls are
expected to read to themselves for half an hour daily once they have developed the
skills to do so . Classes II and III have weekly spelling and math assignments to do
at home . Girls in Class IV are asked to prepare a thirty-minute assignment at home
on weekdays and two on weekends, in addition to reading for pleasure .
In the Middle School, the number of homework assignments gradually increases: a
student who normally has two or, occasionally, three assignments a night in Class
V can expect three, or sometimes four, assignments in Class VIII . With a time
limit of forty minutes per assignment, girls are often able to complete some of their
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homework in supervised study halls . A test calendar regulates the number of large
assignments that may be due in any given week .
With the greater flexibility of schedule and more disposable free time in the Upper
School, the number of assignments a student takes home with her fluctuates, not
only according to the number of classes she has in a day but also according to deci-
sions she makes about how to use her time . If she joins an athletic team, she will
have more free time during the day and less after school; if she prefers to socialize or
participates in many activities, she may need to defer her preparation of assignments
until she gets home . In accordance with a student’s increasing capacity to work
independently, the length of assignments increases to fifty minutes per assignment
starting in Class X .
Facilities
Brearley’s physical layout supports students’ intellectual, artistic, social and physical
activity in each of the three divisions . With indoor and outdoor athletic facilities in
the neighborhood and its setting overlooking the East River, the School has the feel
of a campus amid the artistic, cultural and other resources of New York City .
The twelve-story main building, which serves as the academic home of all students
from Kindergarten through Class XII, is full of airy interior spaces and sweeping
views . While the homerooms of the Lower, Middle and Upper Schools are grouped
in different parts of the building—the ages of students rising with the floors—
classrooms and offices of the academic departments are situated throughout .
Faculty, staff and girls of all ages come together in the School’s many common areas .
The Assembly Hall, with its classical architecture, is the frequent scene of theater
productions, lectures, concerts, recitals, rehearsals and community gatherings
throughout the school year . Younger students gather with their teachers for lunch at
tables in the Common Room, while Middle and Upper School students, faculty and
staff enjoy breakfast, lunch and snacks in the cafeteria . Students and teachers also
make daily use of Brearley’s two libraries, with their combined collection of 31,000
volumes, dozens of print and online subscriptions, musical recordings, audio books
and a film collection of over 2,000 titles, mostly on DVD .
Classrooms for most subjects are structured around seminar circles of desks or tables
and are equipped with SmartBoards, projectors, laptop sets, wireless access points
or other technology; in addition, the Physical Education, Computer Education, Sci-
ence and Art Departments have dedicated gyms, laboratories and studios .
On the science floor, specially designed to take advantage of recycled materials and
energy-saving systems, students use a range of electronic tools for experimental and
quantitative analysis to explore topics in biology, chemistry and physics—and even
design and build their own robots, among other projects . There is also a large sci-
ence room on one of the Lower School floors .
Brearley’s art floor features three dedicated rooms for painting, drawing and sculp-
ture, along with a ceramics room and a photography lab and darkroom . Students’
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The School Communityevolution as artists is richly evident in the sketches, paintings and photos that are
displayed in the studios, the gallery-like walls of the seventh floor and the lobby
and common areas throughout the School . The carpentry room on B Deck serves
additional offerings of the Art Department and provides space and equipment for
building theater sets .
Computer facilities are available throughout the building . Students have access
to two large computer labs, one serving the Lower School, the other the Middle
and Upper Schools . In addition, there are three smaller computer workrooms,
as well as the advanced science research room and laptops for use in the library
and classrooms .
Brearley’s physical education facilities at East 83rd Street include two gymnasiums,
a gymnastics room, a fitness area and a dance studio . The School’s Field House, with
regulation-size basketball and volleyball courts and bleachers, is a short walk away,
on East 87th Street . This multi-purpose space serves primarily as a site for Middle
and Upper School basketball, volleyball and other games and practices . Brearley
also makes use of many outside facilities, including the swimming pool and artifi-
cial turf fields at Asphalt Green and fields on Randall’s Island .
n DIVERSITY
When a girl arrives at Brearley, she enters an inclusive community that prizes
diversity—what people have in common and how they differ—and recognizes that
its students need to feel at home not only in a variety of cultures and ways of ap-
proaching and solving problems, but also in the realization that “feeling at home” is
a shifting concept .
Brearley draws families from the entire metropolitan area—all five boroughs, Con-
necticut, Long Island, Westchester and New Jersey—and from all socioeconomic
groups . Both the percentage of students receiving financial assistance and the aver-
age grant per student are among the largest in New York City independent schools .
The School emphasizes ethnic and cultural diversity as well: students of color make
up 46 percent of the student body .
Diversity, and how we think about it, plays an important role in the lives of stu-
dents and adults throughout the School . Lower School teachers discuss and devise
effective approaches to issues of identity in the classroom . Middle School students
and their advisors address similar questions as they arise in the burgeoning social
world of early adolescence . Interested students can join the Middle School Diversity
Committee, which meets weekly with a faculty advisor . The students on the Upper
School Diversity Committee also hold weekly meetings, which are open to faculty
and staff, and lead regular discussions for the entire division . This committee also
sponsors a “common” book or film, which is read or viewed, and discussed, by Up-
per School students and their advisors in group meetings early in the school year .
Among the student clubs in the Upper School are several ethnic and affinity groups
that provide support and discuss, celebrate and share their cultures with the whole
community . DAIS, the Diversity Awareness Initiative for Students (an organiza-
01520_Text.indd 52 8/6/14 10:45 AM
5353
tion founded by students of New York independent schools), sponsors meetings,
workshops and conferences .
Girls share activities and relationships with students in other schools in New
York and in other states and countries . They may take an advanced mathematics
course, go on an outdoor overnight trip or perform in plays and concerts with other
Interschool consortium students . Students participate in exchanges or travel/study
programs that allow them to spend time abroad at a school, living with a family
and/or learning and working with Brearley teachers . In recent years, students have
traveled to London, Paris, Mumbai and Bangalore, as well as to China .
An active Parents’ Association meets at regular intervals to discuss topics of general
interest and to hear presentations by the Head of School and other senior staff
members . It coordinates various events for parents and families during the school
year; welcomes new families with events and a buddy program in the fall; and
serves as a liaison between Brearley parents and outside organizations like Parents
in Action . The parents’ diversity forum We Are Brearley meets several times a year
and addresses a full range of issues . Its members serve as a resource for parents, as
support groups for parents and their children and as co-organizers of the Festival
of Cultures, held every other year . Moreover, they seek to bring their concerns to
the attention of the School and to advocate for strategies that promote and support
diversity . A new multi-constituent task force, which includes Board members and
students as well as faculty, parents and alumnae, has recently been formed to take
advantage of a greater range of voices across the Brearley community . Its purpose
will be to examine diversity issues of interest and offer advice to the School’s leader-
ship .
The opportunities that arise from collaboration among varied perspectives and
personalities, different family traditions and multiple talents are at the core of the
academic experience as well . Diversity in academic life teaches students how to
move between the familiar and the unfamiliar, with an intellectual understand-
ing enriched by formal education . Broad exposure in the Lower School to cultures
around the world is accompanied by an equally important focus on culture within
the girls’ own community . The Middle School’s global history curriculum develops
students’ facility with the comparative method as they encounter cultures firsthand
in their study of French, Spanish or Mandarin . In the Upper School, girls develop
the ability to see a culture on its own terms rather than chiefly through comparison
with others .
Having studied the history of African, Asian, South American and European cul-
tures and a broad range of literature—and with the awareness that there are many
learning styles and media for the translation of understanding—Brearley alumnae
are prepared for the specific challenges of living and working with people from
backgrounds different from their own . Supported by intellectual tools, academic
diversity is not just a virtuous or moral perspective; it is an essential way of seeing
the world for global citizens .
01520_Text.indd 53 8/6/14 10:45 AM
5454
College AdvisingCollege Advising
The college search and application process is an opportunity for students to
exercise their decision-making skills, independence and self-knowledge . Brear-
ley offers a comprehensive advising program that begins formally in the fall of
Class XI . Although the College Advisors oversee the entire college application
process, it is vital that each girl feel confident taking responsibility for and mak-
ing choices appropriate to her academic and personal goals . The students meet in
seminars with the College Advisors throughout Class XI and through the fall of
their senior year . In the second half of Class XI, girls begin to meet individually
with the Advisors in a series of conversations that eventually includes their par-
ents . The process is a very personal one, in which the Advisors come to know each
girl quite well and are thus best able to serve as her advocate throughout .
The college process consists of a series of events to educate families about college,
as well as frequent meetings and regular correspondence with students and their
parents . All of these exchanges depend on honest and open communication . In
addition to conversations with Brearley’s College Advisors, families are invited
to attend college-related events (including a college fair and financial aid event)
sponsored in conjunction with other Interschool institutions . In the fall of the
senior year, over sixty college representatives visit Brearley to meet with students
interested in their college or university . The College Advisors, as the School’s
representatives to the colleges, write a lengthy letter of recommendation for each
student, drawing upon their knowledge of the individual girl; the recommenda-
tion is supplemented by substantial commentary from teachers and advisors and
is endorsed by the Head of School . The College Advisors are available as coun-
selors and editors as the students complete their applications, and they remain a
source of information and guidance until a student has made the decision about
which college she will attend . While the primary relationship is forged with the
student, the College Advisors serve as a resource for parents as they, too, navigate
the college application process .
Almost all courses at Brearley in Classes XI and XII meet or exceed the standard
of the Advanced Placement program; although Brearley courses rarely confine
themselves to teaching to a particular syllabus, Brearley students who do choose
to take an AP have historically done well .
01520_Text.indd 54 8/6/14 10:45 AM
5555
n COLLEGE ENTRANCE 2010—2014
Total
Amherst College 2
Bard College 6
Barnard College 5
Bates College 1
Boston College 7
Bowdoin College 6
Brandeis University 2
Brown University 8
Bryn Mawr College 1
Bucknell University 2
Carleton College 4
Carnegie Mellon University 4
Colgate University 3
Columbia University 17
Connecticut College 2
Cornell University 3
Dartmouth College 9
Duke University 3
Elon University 1
Emory University 1
Evergreen State College 1
Georgetown University 4
Grinnell College 3
Hamilton College 1
Harvard College 15
Haverford College 3
Indiana University at Bloomington 1
Johns Hopkins University 6
Kenyon College 2
Lafayette College 1
Macalester College 4
Massachusetts Institute
of Technology 2
McGill University 2
Middlebury College 5
Mount Holyoke College 1
New York University 4
Northwestern University 5
Total
Oberlin College 4
Occidental College 1
Pitzer College 1
Princeton University 13
Rice University 2
Rochester Institute of Technology 1
Skidmore College 1
Smith College 1
Southern Methodist University 1
Stanford University 4
Stony Brook University 1
Swarthmore College 1
The Cooper Union 1
The Juilliard School 1
Trinity College 2
Tufts University 2
Tulane University 2
University of California at Berkeley 1
University of California
at Santa Barbara 1
University of Chicago 5
University of Colorado 1
University of Illinois School
of Engineering 1
University of Michigan 2
University of Oxford 2
University of Pennsylvania 10
University of St . Andrews 2
University of Texas at Austin 1
University of Vermont 1
University of Virginia 1
Vanderbilt University 3
Vassar College 1
Washington University in St . Louis 5
Wellesley College 2
Wesleyan University 7
Williams College 10
Yale University 18
01520_Text.indd 55 8/6/14 10:45 AM
5656
Greater BrearleyGreater Brearley
Brearley alumnae distinguish themselves by knowing exactly why they love their
alma mater . The relationship between the School and its past students is notable
for the energy and support alumnae give to Brearley: 41% of them contribute to
Brearley’s Annual Fund, one of the highest rates of participation among our peer
schools .
Alumnae maintain close ties with the School through long friendships with their
former teachers, through publications and a website that keep them up-to-date
on news of the School and through participation in programs and reunions
sponsored by an active Brearley Alumnae Association, formed in 1893 . Among
other opportunities for alumnae involvement, the “610 Connect Program” fosters
networking among our alumnae; an Arts Committee invites alumnae to events
that provide an inside look at the arts in the city; the Frances Riker Davis Award
honors alumnae for quiet giving to their communities; and the Lois Kahn Wal-
lace Award honors the talent of aspiring alumnae writers . Alumnae across the
generations serve as resources for one another on both career and personal issues .
They take an active interest in students at the School, providing career advice and
internships at their workplaces . Brearley alumnae are lawyers, parents, filmmak-
ers, teachers, nurses, designers, writers of all kinds—from poets and screenwrit-
ers to journalists—policy makers and politicians, actors, social workers, artists,
financial managers and doctors .
In addition to alumnae support, Brearley is fortunate in enjoying the generos-
ity of parents, alumnae parents, grandparents and foundations . This support,
well-rooted in the School’s long history, makes possible programs for financial
assistance, enrichment of the curriculum and student and faculty awards that
honor the School’s core values . Members of the Brearley community contrib-
ute generously to the School through gifts to the Annual Fund ($3,825,000 in
2013–2014), the Parents’ Association Benefit, the Class XII gift and capital
funds . In 2013–2014 parent participation in the Annual Fund reached 99% .
Brearley’s endowment is the result of gifts, large and small, over many decades,
which have been wisely managed by a volunteer investment committee of the
Board of Trustees .
n ENDOWMENT
Market value as of June 30, 2014: $131,300,000
01520_Text.indd 56 8/6/14 10:45 AM
5757
School FundsEndowed and Other Capital Funds
n FOR THE ARTS
ART HISTORY FUND (2001)
Eugene V. and Clare E. Thaw Charitable Trust and Henry and Patricia Tang.
To support and enrich the study of art history.
TONY BARLOW DANCE FUND (1999)
In memory of Tony Barlow, husband of Dr. Priscilla M. Winn Barlow, Head
of the School from 1997 to 2003 and Interim Head from 2011 to 2012. To
enhance the dance program.
URSULA LOENGARD BERENS ’47 MEMORIAL ART FUND (1987)
To enhance the visual arts program through demonstrations by practicing art-
ists and trips to view art and architecture.
ELSMITH MUSIC FUND (1966)
In memory of Berta and Leonard Elsmith. To award a music prize and to sup-
port the work of the Music Department.
SALLY W. GANZ VISITING ARTISTS FUND (1998)
Established by her daughters. To bring visiting artists to work with students.
ELINOR LAMONT HALLOWELL ’53 MUSIC FUND (1998)
To encourage an appreciation of music in future generations of Brearley girls.
THE RACHEL BARRETT SWETT ’07 PHOTOGRAPHY FUND (2011)
Established by Benjamin and Katherine Swett, family and friends, in loving
memory of Rachel Barrett Swett, Class of 2007. To support and enhance the
teaching of photography, as a reflection of Rachel’s interest and passion for
photography.
ALICE BEMIS THOMPSON FUND (1985)
Charles G. Thompson, in memory of his wife. For honoraria for guest speakers,
particularly in the arts.
n FOR GENERAL CURRICULAR ENRICHMENT
THE ATHLETICS DISCRETIONARY FUND (1995)
Peter and Mike Gilbert.
FISHER/NADOSY LIBRARY FUND (1995)
Robert and Barbara Liberman and Peter and Patricia Nadosy.
ALICE F. GOODWIN ’50 LIBRARY FUND (2002)
Bequest of Mrs. Marion F. Goodwin, in memory of her daughter.
ISEMAN FUND (2001)
Frederick Iseman and Marguerite Nougué-Sans. To support the teaching of
fresh, articulate and effective spoken English as a recognized valuable part of a
Brearley education.
MARGARET R. LAWRENCE FUND (1983)
A Brearley alumna and her husband, in honor of a longtime teacher in the
Lower School. To support the teaching of reading in the Lower School program.
01520_Text.indd 57 8/13/14 2:32 PM
5858
School FundsEndowed and Other Capital Funds
PHYSICAL EDUCATION FUND (1986)
For rental of athletic facilities outside the School, transportation for students
and salaries for part-time physical education teachers and coaches.
THE GEORGE Z. TOKIEDA FUND FOR ENVIRONMENTAL EDUCATION
(2007)
An alumna in the Class of ’81, in memory of a much-loved science teacher. To
support all aspects of environmental education.
TWEEDY LOWER SCHOOL LIBRARY FUND (1987)
Mrs. Gordon Tweedy and her three Brearley daughters.
ZAHLER VISITING WRITERS FUND (2004)
Eric and Karen Gantz Zahler. To support the visiting authors program.
n FOR STUDENT ACTIVITIES
NINA ZINSSER ’76 MEMORIAL FUND (1979)
To support the School’s literary magazine, the Beaver.
SELF-GOVERNMENT ASSOCIATION FUND (1996)
Toni Krissel Goodale ’59. To encourage and support student involvement and
leadership in the life of the School through the activities of the Brearley As-
sociation for Self-Government.
n FOR FACULTY
ART CHAIR FUND (1958)
Barbara Whitney Headley ’21, in memory of her mother, Gertrude Vanderbilt
Whitney, 1894.
ANNE LLOYD BASINGER LEGACY (1987)
Bequest of Miss Basinger, Head of the Middle School from 1934 to 1972. For
vacations, travel and recreation of members of the faculty.
EDNA H. CARLING PHYSICAL EDUCATION CHAIR FUND (1962)
In honor of the Head of the Physical Education Department from 1933 to
1963.
CHAIRS FOR EXCELLENCE IN TEACHING (1984)
To support and augment the salaries of three outstanding teachers, in recogni-
tion of Brearley’s commitment to excellence.
HELENE CHAMPRIGAND CHAIR OF MODERN LANGUAGES (1982)
Margarita Delacorte ’49, in memory of the former Head of the French Depart-
ment.
PHYLLIS GOODHART GORDAN ’31 CHAIR OF CLASSICS (1976)
In honor of Brearley alumna, parent and President of the Board of Trustees
from 1969 to 1973.
EVELYN J. HALPERT ’52 HISTORY CHAIR FUND (1924)
Named in 1997, in honor of the Head of the School from 1975 to 1997.
01520_Text.indd 58 8/13/14 2:32 PM
5959
MARGARET RIKER HARDING LOWER SCHOOL FELLOWSHIP FUND
(2002)
In memory of the Head of the Lower School from 1963 to 1985 and a faculty
member for forty-four years.
SANDRA LEA MARSHALL ’73 FUND (1974)
For travel or other pleasurable purposes in recognition of extraordinary personal
support of students.
MASTER TEACHER FUND (2000)
In honor of retiring faculty each year. To support the mentorship by longtime
faculty members of less experienced teachers.
MILLICENT CAREY McINTOSH ENGLISH CHAIR FUND (1951)
In honor of the Head of the School from 1930 to 1947.
MUSIC CHAIR FUND (1959)
LAURA SPELMAN ROCKEFELLER FUND (1984)
Mr. and Mrs. Laurance S. Rockefeller. For faculty salaries.
DOROTHY SCHIFF ’20 SCIENCE CHAIR (2004)
The Dorothy Schiff Foundation, in memory of longtime editor and publisher of
the New York Post and member of a multi-generation Brearley family.
EMILY TOWNSEND VERMEULE ’46 CLASSICS FUND (2002)
EMILY V. M. WALKER ’06 FACULTY FUND (2014)
Established by Thomas B. Walker III in honor of his daughter. To support
faculty compensation.
SERENA MARSHALL WELD ’01 FUND (1934)
Bequest of Miss Mildred Du Bois. To benefit a teacher on sabbatical leave.
PRISCILLA M. WINN BARLOW FACULTY SALARY FUND (2003)
In honor of the Head of the School from 1997 to 2003 and Interim Head from
2011 to 2012.
n FOR SCHOLARSHIPS AND STUDENT AWARDS
ALESSANDRA CHENEY APPLEBY ’44 SCHOLARSHIP FUND (1959)
Mr. and Mrs. Ward Cheney, in memory of their daughter.
ANNE LLOYD BASINGER FUND (1972)
In honor of the Head of the Middle School from 1934 to 1972. For scholar-
ships, especially for Middle School students.
THE BLUTT FAMILY ENRICHMENT OPPORTUNITY FUND (2008)
Mitchell and Margo Krody Blutt. To make all aspects of a Brearley education
accessible to students.
LOUISE CLARKE BODMAN 1911 MEMORIAL SCHOLARSHIP FUND
(1983)
The Bodman Foundation.
01520_Text.indd 59 8/13/14 2:32 PM
6060
School FundsEndowed and Other Capital Funds
BARBARA SCHNEIDER BRUCKNER ’68 MEMORIAL SCHOLARSHIP
FUND (1988)
For scholarships, especially for students who exhibit an interest in and commit-
ment to community service.
SARAH C. CARSLAKE SCHOLARSHIP FUND (1977)
In honor of the Registrar and Director of Admission from 1929 to 1977.
ELIZABETH DODGE H. CLARKE 1903 AND JULIA DODGE REA 1904
MEMORIAL SCHOLARSHIP FUND (1977)
The Cleveland H. Dodge Foundation, Inc.
FRANCES RIKER DAVIS 1915 MEMORIAL FUND (1966)
To provide a scholarship annually to a girl who has shown leadership in service
to the School and to honor an alumna who exemplifies the spirit of service
characteristic of Mrs. Davis.
MARY DE KAY SCHOLARSHIP FUND (1982)
In memory of the Head of the English Department and Head of the Middle
School. Middle School scholarships.
MILDRED M. DONNELLY MEMORIAL FUND (1964)
Lower School scholarships.
ANNE DUNN SCHOLARSHIP FUND (1924)
Mr. and Mrs. George D. Selden and a bequest of Miss Frances Arnold. For a
student entering Bryn Mawr College.
ELIZABETH WHEELER ELLISON ’38 SCHOLARSHIP FUND (1987)
Bequest from John Wheeler in memory of his daughter.
AMY MAZZOLA FLYNN ’81 MEMORIAL FUND (2014)
Established by family and friends in loving memory of Amy Mazzola Flynn,
Class of 1981. For scholarships, especially for students interested in the arts.
EDWARD E. FORD FOUNDATION ENDOWMENT FUND (1981)
Upper School scholarships.
ELINOR FRESTON ’51 MEMORIAL FUND (2001)
Katherine F. Freston ’48, in memory of her sister. For special assistance in lan-
guage and/or mathematics for Lower and Middle School students.
CAROLINE ZELAZNIK GRUSS SCHOLARSHIP FUND (1999)
Evelyn G. Lipper and Tamara Lipper ’91, in memory of their mother and
grandmother. Scholarships, with preference given to a student from a recent
Jewish immigrant family.
ELIZABETH FRENCH HITCHCOCK MEMORIAL SCHOLARSHIP FUND
(1977)
MARIAN L. HOGUE ’41 SCHOLARSHIP FUND (1985)
JANE FENNELL HOOPS ’37 SCHOLARSHIP FUND (2005)
Bequest of Herman L. Hoops in honor of his daughter.
01520_Text.indd 60 8/13/14 2:32 PM
6161
KAUFMAN FAMILY FUND (2000)
Eric and Eileen Kaufman. For supplementary financial assistance, with prefer-
ence given to members of minority groups.
CLARA B. KELLNER SCHOLARSHIP FUND (1987)
George A. Kellner, in honor of his mother. For scholarship assistance to deserv-
ing students, with preference given to children of employees of not-for-profit
educational or research institutions.
HEDWIG RIDDER LEACH ’35 SCHOLARSHIP FUND (1991)
Orin T. Leach, in memory of his wife. For scholarships, with preference given to
students with a strong interest in the study of history.
LOUISE LITTAUER SCHOLARSHIP FUND (1985)
Lucius N. Littauer Foundation. For scholarships for students who show the
“mental superiority and considerate disposition” of Louise Littauer, a young
New Yorker who died in 1876 and “who would have attended the Brearley
school had it existed in her time.”
THE MCLEAN FUND (1920)
Bequest from Ethel McLean. To support financial assistance.
JEAN FAIR MITCHELL SCHOLARSHIP FUND (1997)
In honor of the Head of the School from 1947 to 1975. For a partial scholarship
for a student in Class VI, VII or VIII who has demonstrated academic ability
but whose parents, working in non-profit educational, research or public service
institutions, cannot comfortably cover the entire cost of a Brearley education.
ELISABETH MOSER MEMORIAL FUND (1990)
Esther Ridder ’43 and Joan Ridder Challinor ’45. For extra assistance to stu-
dents in the Middle and Upper Schools.
READER’S DIGEST ENDOWED SCHOLARSHIP FUND (1980)
Dewitt Wallace Fund, Inc. For partial scholarships for students from middle-
income families beyond their first year at Brearley.
SYDNEY JOELSON SEGAL MEMORIAL SCHOLARSHIP FUND (1998)
In loving memory by her family. For scholarship assistance to a Middle or Up-
per School student with an interest in science or math.
THE LOUISE G. AND JACOB SKLAROFF MEMORIAL FUND (2011)
Established in their memory by Rachel and Donald Strauber. To help assure
that all Brearley students can enjoy every aspect of life at the School.
C.V. STARR SCHOLARSHIP MEMORIAL FUND (1995)
The Starr Foundation.
SHEILA MULDOWNY STONE ’53 SCHOLARSHIP FUND (2000)
Robert L. Stone, in honor of his wife and augmented by a bequest from Mr.
Stone in 2009. For financial assistance for students who strive to be the best
that they can be in the classroom, in the Brearley community and in sports or
dance.
01520_Text.indd 61 8/13/14 2:32 PM
6262
School FundsEndowed and Other Capital Funds
DELIGHT TOLLES FUND (1990)
In memory of longtime Classics teacher and Chairman of the Classics Depart-
ment from 1964 to 1979. For scholarships and tutoring or other assistance,
especially for students who show an interest in the Classics.
FRANCES HYDE ZABRISKIE 1914 SCHOLARSHIP FUND (1973)
The Lillia Babbitt Hyde Foundation.
n STUDENT TRAVEL FUNDS
JACQUELINE DE COPPET BERTHET ’52 MEMORIAL FUND (1980)
For study in France.
CLASS OF 1948 TRAVEL FUND (1998)
In honor of their 50th reunion and in memory of their deceased classmates. For
student foreign exchange programs.
PEGGY LEHMAN KORN ’37 FOREIGN EXCHANGE AND TRAVEL
FUND (2000)
Bequest. To provide financial assistance to broaden students’ horizons with
travel and exchange programs.
KATHRYN SCHAEFLER PERSHAN ’49 SCHOLARSHIP FOR STUDY
AND TRAVEL (1999)
For travel grants to Upper School students participating in programs related to
classical studies or art history.
ANDREA V. ROSENTHAL ’84 SCHOLARSHIP FOR OVERSEAS STUDY
AND TRAVEL (1990)
Mr. and Mrs. Charles M. Rosenthal, in memory of their daughter. To enable a
deserving Upper School student to travel or participate in summer study, com-
munity service projects or other programs overseas.
n SPECIAL PURPOSE FUNDS
COLLEGE FUND (1998)
Tony and Amie James. To support the work of the College Advisor through
enhanced contact with colleges and universities.
INDEPENDENCE FOUNDATION STUDENT LOAN FUND (1982)
For student loans to accompany the School’s scholarship grants.
JEAN FAIR MITCHELL FUND (1975)
In honor of the Head of the School from 1947 to 1975. To give future Heads
of School a special resource for curricular or administrative projects that lie
outside the regular budget of the School.
SCHOLASTIC LOAN FUND (1976)
The Uris Brothers Foundation, Inc. For loans to families in need of temporary
financial assistance.
01520_Text.indd 62 8/13/14 2:32 PM
6363
LOIS KAHN WALLACE ’57 BREARLEY WRITERS AWARD FUND (1999)
To honor Brearley for honing her appreciation of good writing. An award
to honor and encourage a Brearley alumna who has begun to publish well-
crafted prose.
n FOR GENERAL SCHOOL PURPOSES
ENDOWMENT FUND
Includes funds raised for the Endowment Fund of 1920, the 75th Anniversary
Fund, the Development Fund, the Capital Fund Program of 1973, the Centen-
nial Campaign, the Campaign for Brearley and the 125th Anniversary Campaign.
CROSWELL MEMORIAL PENSION FUND (1915)
HELEN LANCASTER HALL ’18 FUND (1993)
SOPHIE CONNETT JOHNSON ’25 FUND (1993)
THE ALICE MacRAE KISSEL ’29 FUND (2004)
MEMORIAL FUND OF THE ALUMNAE (1955)
Alumnae Association. To receive capital bequests under wills or gifts in
memory of alumnae, with income supporting the Annual Fund, so that annual
giving by memorialized alumnae is perpetuated.
RICHARD B. STEARNS, JR., MEMORIAL FUND (1993)
In memory of a Brearley parent and trustee (1986 to 1993).
VALERIE VONDERMUHLL ’36 FUND (1979)
Income supports the Annual Fund.
n PARENTS’ ASSOCIATION BENEFIT FUNDS
Every year since 1978, the Brearley Parents’ Association has produced a Benefit
event that brings the entire community together for an afternoon or evening.
The use of the proceeds from the Benefit is determined each year by the volun-
teer Benefit Committee in consultation with the Head of School. In some years,
Benefit proceeds have been used for purposes other than endowment; in some
years, Benefit gifts to the endowment have been unrestricted. The list here
highlights those Benefits that have created funds for specified purposes.
1985 CENTENNIAL SCHOLARSHIP FUND
Proceeds from “An Evening with Itzhak Perlman.”
1988 ARTS FUND
1992 FACULTY PROFESSIONAL DEVELOPMENT FUND
1999 “BREARLEY ON BROADWAY” FUND FOR THE PERFORMING
ARTS
Featuring the music of Brearley fathers Irving Berlin, Leonard Bernstein, Frank
Loesser and Richard Rodgers, the 1999 Benefit created this fund to support the
School’s performing arts program.
01520_Text.indd 63 8/13/14 2:32 PM
6464
School FundsEndowed and Other Capital Funds
2002 BENEFIT SCHOLARSHIP FUND
2004 ARTS FUND
2007 FACULTY PROFESSIONAL DEVELOPMENT FUND
2008 COMMUNITY SERVICE FUND
2009 FACULTY SALARY FUND
2010 THE 125TH ANNIVERSARY SCHOLARSHIP FUND
2011 FINANCIAL ASSISTANCE FUND
2012 FACULTY SALARY FUND
2013 INNOVATION FUND FOR TEACHING AND LEARNING
2014 BREARLEY TEACHING FUND
n CLASS XII GIFT FUNDS
Each year, the families of Brearley’s Class XII honor their daughters’ achieve-
ments and their Brearley education with a gift to the School. The purpose to
which the Class XII gift will be directed is determined by the volunteer Gift
Committee in consultation with Class XII and the Head of School. In some
years, the Class XII gift purchases something specific for the School (for exam-
ple, seating for the Assembly Hall balcony or pianos). The list here highlights
those Class XII gifts that have created endowed funds for specified purposes.
CLASS OF 1981 SCHOLARSHIP FUND
CLASS OF 1988 COMMUNITY SERVICE FUND
CLASS OF 1992 FACULTY AWARD FUND
To honor the extraordinary commitment of the Brearley faculty to their stu-
dents.
CLASS OF 1993 CURRICULAR ENRICHMENT FUND To expand the offerings of elective courses in the Upper School.
01520_Text.indd 64 8/13/14 2:32 PM
6565
CLASS OF 1995 SCHOLARSHIP FUND
CLASS OF 1996 LIBRARY TECHNOLOGY FUND
CLASS OF 1997 SCIENCE ENRICHMENT FUND
CLASS OF 1998 VISITING SCHOLARS FUND
CLASS OF 1999 FACULTY PROFESSIONAL DEVELOPMENT FUND
CLASS OF 2003 PROFESSIONAL DEVELOPMENT FUND FOR
FACILITIES AND KITCHEN PERSONNEL
CLASS OF 2004 LANGUAGE ENHANCEMENT FUND
CLASS OF 2005 MASTER TEACHER FUND
In memory of George Tokieda, treasured member of the Brearley Science fac-
ulty from 1975 to 2005.
CLASS OF 2006 TRAVEL, STUDY AND SERVICE FUND
CLASS OF 2007 CURRICULUM INNOVATION FUND
CLASS OF 2008 FACULTY SALARY FUND
CLASS OF 2010 COMMUNITY SPIRIT FUND
CLASS OF 2011 LEGACY FUND
CLASS OF 2012 FACULTY TECHNOLOGY FUND
CLASS OF 2013 FACULTY AND STAFF APPRECIATION FUND
CLASS OF 2014 STUDENT LIFE FUND
01520_Text.indd 65 8/13/14 2:32 PM
6666
Calendar2014—2015 Calendar
n 2014
Tues.–Fri., August 19–22 Mandatory team practices and tryouts for
Upper School athletic teams.
Mon.–Fri., August 25–29 Workshops for Upper School student officers;
orientation for new students in V–IX; classes
for new students in VII and IX; U.S. team
practices; faculty meetings.
Monday, September 1 Labor Day: School closed.
Tuesday, September 2 Opening Day XII
Wednesday, September 3 Opening Day V–XI, VII–VIII athletics begin.
Thursday, September 4 K small groups visit. Opening Day I–IV; Early
dismissal at 12:30 pm; MS/US Classes begin.
Friday, September 5 K Opening Day; Dismissal at 11:30 am,
V–VI athletics begin.
Monday, September 8 Lower School Full Days begin.
Monday, September 15 Music lessons, Middle School activities begin.
Tuesday, September 16 Lower School Curriculum Night.
Thursday, September 18 Middle School Curriculum Night.
Monday, September 22 Upper School Curriculum Night.
Thursday, September 25 Rosh Hashanah: School closed.
Monday, October 13 Columbus Day: School closed.
Tuesday, October 14 Professional Development Day: No Classes.
Wed.–Fri., November 26-28 Thanksgiving Recess: School closed.
Monday, December 1 Entrance examinations for Class IX.
Wednesday, December 3 Entrance examinations for Class VI.
Friday, December 5 Entrance examinations for Classes VII–VIII
and X.
Thursday, December 18 Lower School last day before Winter Break.
Friday, December 19 Middle and Upper School last day before
Winter Break.
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Calendar2014—2015 Calendar
n 2015
Monday, January 5 School reopens .
Monday, January 19 Martin Luther King Jr . Day: School closed .
Mon.–Tues., February 16–17 Presidents’ Weekend: School closed .
Wed., March 4–Wed., March 11 Examination period, Classes IX–XII .
Mon., March 9–Wed., March 11 Examination period, Classes VII and VIII .
Friday, March 13 Last day before Spring Break .
Monday, March 30 School reopens .
Friday, April 3 Passover and Good Friday: School closed .
Monday, May 25 Memorial Day: School closed .
Thursday, June 4 Last day of Middle School activities .
Friday, June 5 Last day of music lessons .
Tuesday, June 9 Lower School Last Day .
Wednesday, June 10 Middle School Last Day .
Thursday, June 11 Upper School Last Day .
Mon.–Wed., June 15–17 Faculty meetings .
n TUITION 2014–2015
K–XII $41,900
Tuition includes lunch, books, supplies and class trips .
n SCHOOL OFFICE HOURS
Weekdays: 8:00 am to 4:30 pm
Summer Hours: 9:00 am to 5:00 pm
Closed Fridays in July and August .
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2014–2015Board of Trustees2014—2015 Board of Trustees
Ellen Jewett ’77, President
Christopher L . Mann, Vice President
Deborah Davis Ascheim, M .D . ’82, Secretary
Noah Gottdiener, Treasurer
Christine Frankenhoff Alfaro ’91
Reza Ali
Nicholas C . Bienstock
Samara Epstein Cohen ’88
Virginia Connor
François de Ménil
Jane Foley Fried
Marisa Gardini ’85
Ivan M . Hageman
Elizabeth Harpel Kehler ’79
Georgia Levenson Keohane ’90
Sarah E . Lewis ’97
Kathleen Moriarty ’71
James Neary
Julia Pershan ’88
David B . Philip
Naomi Press
Modupe Akinola Robinson ’92
Terri J . Seligman ’78
Carter Brooks Simonds ’95
Andrew K . Tsai
HONORARY TRUSTEES
Georges F . de Ménil
Evelyn Janover Halpert ’52
David T . Hamamoto
Stephanie J . Hull
Alan Jones
Caroline Kennedy ’75
Esther M . Ridder ’43
Edward F . Rover
John F . Savarese
J . Kellum Smith, Jr .
Priscilla M . Winn Barlow
FACULTY REPRESENTATIVE
Susan Sagor
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