St. Andrew's MAGAZINE - Irene DuPont Library - St. Andrew's School

64 Pages·2010·3.04 MB·English

St. Andrew’s n Women's
Network
n Alums in the
Fall 2009 MAGAZINE
Winter 2010 Military
Spring 2010
Summer 2010
n Parents Weekend
of St. andrew’s School
Mission Statement
In 1929, the School’s Founder, A. Felix duPont, wrote:
The purpose of St. Andrew’s School is to provide secondary education
of a definitely Christian character at a minimum cost consistent with
modern equipment and highest standards.
Director oF communicationS
We continue to cultivate in our students a deep and lasting desire Amy Kendig
for learning; a willingness to ask questions and pursue skeptical,
aSSociate DirectorS oF communicationS
independent inquiry; and an appreciation of the liberal arts as a
Greg Doyle ’87
source of wisdom, perspective and hope. We encourage our students
Jean Garnett
to model their own work on that of practicing scholars, artists and
scientists and to develop those expressive and analytical skills claSS noteS eDitor
necessary for meaningful lives as engaged citizens. We seek to Denise Thorn
inspire in them a commitment to justice and peace.
contributorS
Our students and faculty live in a residential community
Sarah J. Demers
founded on ethical principles and Christian beliefs. Our
Wilson Everhart ’95
students collaborate with dynamic adults and pursue their passions
Connor Gerstley ’10
in a co-curriculum that includes athletics, community service and
Michael Hyde
the arts. We encourage our students to find the balance between
Susie Gurzenda ’09
living in and contributing to the community and developing
Jeff Lilley ’82
themselves as leaders and individuals.
Dan O’Connell
As an Episcopal School, St. Andrew’s is grounded in Jennifer O’Neill
and upheld by our Episcopal identity, welcoming persons Emily Pressman
regardless of their religious background. We are called
Chesa Profaci ’80
to help students explore their spirituality and faith as
Tad Roach
we nurture their understanding and appreciation of all
Melinda Tower
world religions. We urge students to be actively involved
Lindsay Wright
in community service with the understanding that all
members of the community share responsibility for
photographerS
improving the world in which we live. Don Blake
St. Andrew’s is committed to the sustainability Beth Crook
and preservation of its land, water and other Greg Doyle ’87
natural resources. We honor this commitment by Jean Garnett
what we teach and by how we live in community Karen Gowen
and harmony with the natural world.
aDDreSS correSponDence to:
On our campus, students, faculty and staff
St. Andrew’s Magazine
from a variety of backgrounds work together
350 Noxontown Road
to create a vibrant and diverse community.
Middletown, DE 19709-1605
St. Andrew’s historic and exceptional
Fax [phone]
financial aid program makes this possible,
Tel [phone]
enabling the School to admit students
regardless of their financial needs. General E-mail: [email protected]
Class notes E-mail: [email protected]
Pavsner Press in Baltimore, Md., prints St. Andrew’s
Magazine.
St. Andrew’s Magazine is published four times a year by
the Advancement Office for the alumni, parents and
friends of St. Andrew’s School.
Copyright 2010.
Third-class postage paid at: Middletown, DE
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St. Andrew’s
MAGAZINE
Fall 2009/Winter 2010
vol. 32, no.1
TALK OF THE T-DOCK
20
Headmaster’s Remarks 2
Trustee Notes 6
Chapel Talk 9
Convocation remarks by Jennifer O’Neill.
In the Classroom 11
Economics: A Timely Offering.
Annals of the Arts 12
Susie Gurzenda ’09; Parents Weekend 2009; Strange Boarders.
38 Cardinal Points 20
Fall sports reports.
Names and Faces 24
School co-presidents Daniel Hasse ’10 and Devin Duprey ’10; Chef Ray
Strawley; Director of Boys’ Athletics Mike Hyde.
FEATuRES
Alumni in the Military 32
A Year Away 38
Faculty members John McGiff and Emily Pressman turned their year
away into learning experiences.
The St. Andrew’s Women’s Network 44
ALuMNI
Alumni Perspective 48
Jeff Lilley ’82 recounts his experience in Afghanistan.
News from Alumni Association Board 52
16 In Memory 53
Class Notes 61
32
Front cover: Construction has been completed on the new entrance to the gym. For more details, see page 15. Back cover: After the December storm totalling almost 20 inches of snow,
campus snow bunnies made this snowman outside of Founders Hall. Front and back cover photos by Elizabeth Crook.
Fall 2009/Winter 2010 u 1
from the headmaster
Remarks
Inspiring Great Growth
Daniel T. Roach, Jr. It is an honor for me to welcome you to the theater, we would say to those mentors—this
Remarks Parents Weekend at St. Andrew’s. Your is my life’s work—this is the spirit and work and
Parents Weekend presence and participation in the events commitment you inspired. Thank you.
October 24, 2009
of this weekend mean so much to us as a School I lost two such mentors this year, Fritz Zeller,
community, for the weekend represents more than my Assistant Headmaster, soccer coach and
a long-awaited couple of days to see your son or mentor from high school; Fred Stocking, my great
daughter—it represents an opportunity for you English professor in college, and like Eliot, I could
to join us in inspiring your sons and daughters say “the theater of all my actions is fallen.” But that
to live and work and perform and play with joy, is not really the case. My mentors’ lessons on hope,
passion and creativity on this campus. The great engagement, integrity and spirit live on just as
19th century novelist George Eliot wrote in powerfully today as they did some 30-40 years ago.
that human beings “are fortunate to I teach, advise, mentor and work this year with a
Middlemarch
get a theater where the audience demands their new passion, intention and determination—I want
best.” What she suggests, of course, is that we grow to honor St. Andrew’s by honoring these men in
in intention, creativity, passion and humanity my life. Zeller taught me the importance of honor,
when we have an expectant audience for our lives, integrity, hard work and dedication. He helped
our performances, our commitments. At times, me understand that with pressure, competition
this audience is a literal one, assembled on a sports and adversity came opportunity—opportunity
field, gymnasium, theater or recital hall. For most for courageous acts of collaboration, courage and
of the rest of our lives beyond high school, the resilience.
audience is figurative—we look to our mentors Fred Stocking taught literature not as an
and exemplars to find the strength to live with academic obsessed with literary theory and the
the passion and commitment they modeled and expression of his own arrogant ego. He taught
expected of us. literature because he believed great writers
It might be interesting to think of the people explored essential questions and fundamental
we would ourselves assemble if we as adults questions facing individuals and humanity. What
wanted to present our life’s work as a kind of thesis is the meaning of life? How does humanity
or dissertation. Imagine who would be in the find coherence and meaning in the face of
audience if we were to make a presentation of our fragmentation, distraction and chaos? When I
work as adults in the world of the 20th and 21st lead, teach or advise, I do so with the model of
centuries. We would identify men and women these men in my heart.
who somehow suggested to us or persuaded us Just yesterday, I learned of the death of Ted
that we could live more engaged, ambitious, moral Sizer, one of the most influential thinkers on the
and committed lives. Standing on the stage of art of education in the late 20th century. As a
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Inspiring Great Growth
former Headmaster, Head of the Coalition of Of course, we as parents want
Essential Schools and writer, Sizer always inspired to be in the literal or figurative
me through his vision of what great schools and theater 20-30 years from now when
teachers should accomplish. Here is a typical, our children are ready for their
brilliant passage from his great book dissertation: their public expression
Horace’s
: of their life’s spirit, goals and ambitions. Oddly
Compromise
“A good school should be a place of unanxious enough, it is hard for us to reserve a seat in that
expectation. Although some expectations are theater, for adolescents and college students may
angst-producing, a good school’s standards are look with gratitude and appreciation on the advice
challenging, not threatening, energy-producing of and wisdom of a teacher and skepticism and
rather than defense-producing. Neither a casual irritation at the advice of a parent—even though
school, where no one does anything except that the message may be identical. When a teacher tells
which seems to titillate him at a given moment a student to work harder, a student may respond
nor a tyrannical school, where cruel jockeying for vigorously: if you or I tell our son or daughter
position, involving students and teachers, is the to pick up the pace, we may meet irritation,
answer. Casual schools practice the conspiracy— resentment or even defiance. We as parents may
I’ll not hassle you, Mr. Teacher, if you don’t push be viewed as too indulging, too controlling, too
me, the Student. Tyrannical schools simply scare involved, too obsessed, too strategic, too anxious,
people, whether by shakedowns in the lavatories, too impatient, and sometimes what our children
humiliation in the classrooms, or the psychological think has some merit.
warfare that some bigger, older, rougher . . . people We, as 21st century parents, need to remind
impose by treating others as dirt, unpeople or ourselves of what qualities and characteristics
worse.” moved us as we worked with parents in our youth.
The phrase “unanxious expectation” is We learned most in our families when we saw
precisely descriptive of the philosophy and our parents in action, authentically modeling a
practice of great mentors who trust us, honor us spirit of engagement, collaboration and integrity
through their expectations of our growth. Sizer in their lives. We learned most in our family
understood perfectly the potential for abuses when we had important work to do for the family
in American schools—he knew that in schools unit or the community. We learned most when
across the country, students and teachers form parents encouraged us to turn education English,
alliances designed to cement a kind of educational math, sports, theater from a subject, activity and
mediocrity and passivity. And he knew that bullies requirement into a passion, a new way of living and
on a teaching faculty and bullies in a school could approaching the world. We learned most when
attempt to subvert the humanity, diversity and parents focused not on immediate results but on
potential of our schools. the bigger picture: what kinds of young men and
Fall 2009/Winter 2010 u 3
n forotems the headmaster
TRreumsatereks
women we were becoming. I guess Ted Sizer was For parents this balance is, of course, difficult
right: parents are at their best when they express to achieve. We are emotionally involved. We
“unanxious expectation.” can buy into the culture of competition, intensity
In his article “The Case Against Perfection,” and frenzy that is so much a part of the media’s
Harvard Professor Michael Sandel writes: depiction of education. We want to sacrifice
“To appreciate children as gifts is to accept accepting love and move intentionally to
them as they come, not as objects of our design transforming love especially in the junior and
or products of our will or instruments of our senior year of high school. We can sometimes
ambition.” excuse ourselves for treating our kids as objects
Sandel’s language is carefully chosen—our and instruments since they will benefit, we think,
children are not objects, products or instruments— someday from the frenzy.
parenting requires us to embrace what the Or we love our sons and daughters so much
theologian William May describes as “openness and seek to assure them of happiness, fulfillment
to the unbidden.” In other words, our children are and meaning. We protect them from failure and
miraculous, unique, distinctive and different, and from the opportunity to become independent,
we need to be careful in parenting and mentoring autonomous citizens of our families and world.
them to celebrate their gifts and avoid our human But if we look back to our mentors, we see little
tendency to fit them into our own preconceived panic, little strategic thinking, little indulgence,
model. To help us, Sandel cites May’s definitions little gaming. Instead, we see men and women
of two kinds of love: “accepting love” and holding conversations with us, holding up not a
“transforming love.” strategy for success but a blueprint for fulfillment,
Accepting love embraces and supports the child not a way to kick a resume but to exhibit a passion.
as he/she is—it “affirms the being of the child.” So as we enjoy this precious time with our
Transforming love “seeks the well being of the children, let’s try to capture that balance, the
child.” May writes: balance between loving our children as they are and
“Parents find it difficult to maintain an encouraging them to be all that they are destined
equilibrium between the two sides of love . . . to be. We are going to have to be strong, confident
Accepting love, without transforming love, slides and patient. Real education, real transformation
into indulgence and finally neglect. Transforming takes time, commitment, vision, resilience. If
love, without accepting love, badgers and finally we capture that balance, we as parents will stand
rejects.” proudly beside our child’s mentors as they live
The best teachers and mentors somehow authentic lives of engagement and service.
embrace an ethic of transforming love without Last Friday evening, Professor Alexander
pressuring, discouraging or destroying us. They Nemerov of Yale University visited the School for
believe in us, they have ultimate faith and the Payson Art Lecture. He delivered a remarkable
confidence in us, and their belief in the goodness talk to our community focusing on the art of Lewis
and greatness inherent in us causes us to live more Hine, an American photographer from the early
ambitiously and eagerly. They care for us, they 20th century. He chose five or six photographs
acknowledge our own personal challenges and for the lecture, one of which appears on the next
difficulties, and they know when to slow down and page. As he spoke, Nemerov, a brilliant professor
express patience and support. But they refuse to possessing remarkable skills of analysis, spoke
indulge us, to lower their expectations or belief in instead from the heart:
our ability to seek excellence in our lives.
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“Pathos is the deepest note. Every time I look
at one of these photographs, it kills me a little bit.
They are like ghost stories, like echoes, like cries of
someone from the past.”
He asked us not only to look at the world with
clear and discerning eyes—he asked us to feel the
passion and protest inherent in Hine’s depiction of
children caught in the world of child labor:
“What wounds you, what touches you, what
moves you that is what matters. Art is not meant
merely to affirm you, it is not always pleasing and
comforting, but moving and disturbing.”
As an educator, of course, I thought not only of
p Photo by Lewis Wickes Hine,
the factory where that child was trapped, I thought anger at the destruction of her freedom, her future,
December 1908. One of the
of the concept of school, the power of an idea of her innocence. spinners in Whitnel Cotton
Mfg. Co. N.C.
education that to a great degree has informed the Nemerov argued that the problem with seeing
American spirit for much of our history—the idea such a photograph in a gallery or exhibition might
that through education a child could grow up to be that we have the power and ability to avoid the
make deep, creative and significant contributions girl’s gaze, to say that the photo does not speak to
to our nation and world. This girl for me became us, to respond to Hine’s own passion and outrage
the face not only of a time in our distant past, with a shrug and a new modern word: “whatever.”
but rather a face of American education today, a He asked us to be willing to feel, express and
story of lost opportunity and responsibility. What enact outrage, pain and suffering, to use art as a
would happen to our country and world if children means of living, seeing, protesting, affirming. He
learned in clean, safe and spacious schools, if asked us to finally think of what in our lives would
children knew their teachers and teachers knew qualify as the “moral equivalent of war,” a phrase
them, if students learned to think, write, debate, used by William James.
collaborate and experiment rather than sit and For me, the moral equivalent of war is inspiring
learn in conditions that communicate a contempt young people, our students, to awaken, to see, to
for their potential? What would happen if private feel, to express deep concern, deep engagement and
school students saw their education not as a rite of deep responsibility. That is indeed our syllabus:
privilege, but rather a significant rite of passage into helping students develop the capacity for taking
the responsibilities of adulthood? responsibility for their country, their world and
The girl in the photograph looks up with her planet.
gaze, her youth reflected by her pigtails, her size I hope such a mission informs all we do here at
dwarfed by the machine and factory surrounding St. Andrew’s each day, week, month and year. At
her—her hand rested on the ominous machine, our best, we will help you inspire your child and
poised it seems, to place her into a world of inspire our School to live, love and contribute well
monotony and repetition—her other hand rests to our world. J
on a window shelf full of dirt, grime and filth. The
paint peels off the walls, and darkness overwhelms
the background. We can feel her fear, disbelief and
Fall 2009/Winter 2010 u 5
notes
Trustee
New Trustees Named to Board
The Board of Trustees welcomed six members of the At St. Andrew’s, Jason was president of the School,
St. Andrew’s community who have been elected to terms a strong versatile student and one of the best basketball
of service on the Board. The group includes two alumni players Tad Roach had the pleasure to coach.
and four current and former parents. Their talents, Jason earned a bachelor of arts in sociology from
insights and expertise will be a great asset to the School in Columbia University and a Juris Doctor from American
the coming years. University with a concentration in Tax and Securities
Monie T. Hardwick P’02,’04,’07 returns to the Board Law. He is also a certified regulatory and compliance
as a non-classified Trustee two years after completing professional, a designation sponsored by a joint program
her dedicated service during several terms as a Parent with Wharton Business School and the NASD. Jason
Trustee. After growing up in Kalamazoo, Michigan, lives in Austin, Texas, with his wife Gretta and their two
Monie attended Northfield Mt. Hermon School and Yale small sons, Xavier and Alexander.
University, after which she went to the Taft School in Sandy Stuart P’09 is president and CEO of Conway
Connecticut to teach English. Farms, a private golf community located in Lake Forest,
At the end of her second year at Taft, she was Ill. He is also a partner in Black Stone Minerals LLP, one
appointed the Director of College Placement. She of the largest private fee mineral and royalty owners in
also worked in Admissions and directed the School’s the U.S.
Centennial. She earned her master’s in English from the Before entering the oil and gas business, Sandy was an
Bread Loaf School of English at Middlebury College. Associate Editor and Bureau Chief for magazine,
Fortune
When her husband Chandler was appointed where he reported and wrote extensively on energy,
Headmaster of Blair Academy in 1989, they moved with real estate and other key regional industries. He came
their three daughters to Blairstown, N.J. At Blair, Monie to after serving as a research associate on the
Fortune
has taught English, been the Director of New Faculty, the faculty of Harvard Business School’s International Senior
Director of the Timken Library and most recently served Managers Program in Lausanne, Switzerland, where he
as Blair’s Director of Development. The Hardwicks’ three was responsible for researching and writing case studies
daughters are all members of the St. Andrew’s family: for the program.
Thayer ’02, Liz ’04 and Kate ’07. Sandy has been active in civic matters. Most recently,
Jason Gardner ’87 is managing director, head of he was president of the Board of Trustees of Lake Forest
trading of Kershner Trading Group, LLC. He has more Country Day School, a private middle school. In that
than 10 years of experience in the financial industry. capacity, he led a renovation and new construction
Jason is responsible for the management and growth of project that was the largest in the School’s 125-year
the firm’s U.S.-based trading business and operations. history, among other initiatives.
Prior to joining Kershner, Jason was the director of Sandy chairs the Endowment Committee of Lake
compliance for Capitol Securities, a full-service broker Forest Hospital, where he is a trustee, and is an executive
dealer and registered investment advisor in Washington, committee member and finance chair of Chicago
D.C. He revamped the firm’s compliance program, Public radio, the regional public radio station. He just
and led a number of new strategic business initiatives. completed his term as a vestry member of the Church
Before shifting into a compliance function, Jason was a of the Holy Spirit in Lake Forest. Sandy is a graduate of
proprietary trader in New York City where he stayed Princeton University and Harvard Business School. He
in the top 10 percent of the producing traders for the is married to the former Robin Peake. They have two
majority of his tenure. children, Annie, Class of 2010 at Sewanee, and Douglas,
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New Trustees Named to Board
who graduated with the class of 2009 at St. Andrew’s. currently at St. Andrew’s.
Halimah DeLaine Prado ’93 is a product counsel at Betsy Cahill P’11,’12, an author and former non-
Google Inc. in Mountain View, Calif., advising product profit executive, is currently earning a master’s degree
development groups on intellectual property, online in religion at the Yale Divinity School. Betsy grew up in
advertising, content regulation and privacy issues. Charleston, S.C. After graduating from Harvard in 1983
Halimah works on Google’s advertising products and two with an A.B. in Classics, she went to Oxford as a Rhodes
of its social networking/consumer products: Blogger and Scholar. Undertaking specialized study in Yeats, Greek
Google Reader. tragedy, and Shakespeare, she took a First in English
Prior to joining Google, Halimah practiced media law Literature and Language in 1986.
and products liability law at Dechert LLP in their Palo Upon returning to the United States, she joined forces
Alto and Philadelphia offices and she also practiced at with theatrical impresario Joseph Papp, co-authoring
Levine Sullivan Koch and Schulz in New York. Prior to (Bantam, 1988), an introduction to
Shakespeare Alive!
going into private practice, Halimah also clerked for the Shakespeare’s world and work, of which there are now
Honorable Mary A. McLaughlin of the United States more than 100,000 copies in print. She also worked
District Court for the Eastern District of Pennsylvania. closely with directors A.J. Antoon, James Lapine, and
After graduating from St. Andrew’s in 1993, Halimah JoAnne Akalaitis as assistant director/dramaturge on
obtained her undergraduate degree from Yale in 1997, their Shakespeare productions. Betsy then moved to the
and her J.D. from Georgetown in 2000. Halimah New York Public Library, where she succeeded George
currently lives in Santa Cruz, Calif., with her husband Stephanopoulos as executive assistant to the Library’s
Manuel Prado and their daughter, Sofi. president, the Rev. Timothy Healy. A year later, after
Rex Fuqua P’10,’12 is president and CEO of Fuqua coordinating the strategic planning process, she became
Capital Corporation, a private investment advisor, and director of the Library’s public affairs, including its public
Realan Capital Corporation, a private investment firm. relations, exhibitions and publications programs.
Over the last 30 years, he has been actively involved in After a three-year stint in Louisville, Ky., courtesy
real estate, venture capital and private equity. of her husband’s employer, PepsiCo., the family moved
Rex is a Trustee of Duke University, a member of the to Greenwich, Conn., where Betsy became deeply
Board of Visitors of The Fuqua School of Business, and a involved as a volunteer at her children’s school and at her
director of Duke’s Kenan Ethics Institute. He is a Trustee church. When her youngest child began kindergarten,
and former chairman of the Atlanta Botanical Garden. Betsy enrolled in the Yale Divinity School, and hopes to
He serves on the Board of Directors of Camp Sunshine, earn her master’s degree in May 2010. She has served
the George West Mental Health Foundation and the on the Boards of the Association of American Rhodes
Sheridan Arts Foundation. He is an emeritus member of Scholars and Ashley Hall, and is currently a trustee of the
the Board of Overseers of the Terry College of Business at Greenwich Library. When not writing papers on Ezekiel
the University of Georgia. or the Dead Sea Scrolls, she contributes an occasional
A native of Augusta, Georgia, Rex earned his article to magazine.
Commonweal
bachelor’s degree in finance from the University of Betsy and her husband, John, have four children, two
Georgia. He earned his master’s degree in clinical of whom are currently at St. Andrew’s. J
psychology from the California School of Professional
Psychology in 1984. He and his wife Duvall live in
Atlanta with their four children, two of whom are
Fall 2009/Winter 2010 u 7
of trustees
Board
Katharine duP. Gahagan • Chair Alexander P. Lynch, Sr. P’11
Wilmington, Del. Greenwich, Conn.
J. Kent Sweezey ’70 • President Carolyn M. Matthews, M.D. ’77
Dallas, Texas Dallas, Texas
Caroline duP. Prickett • Secretary, Treasurer Arthur M. Miller ’70
Chesapeake City, Md. New York, N.Y.
Gay Kenney Browne ’78 William C. Mott, Jr. ’78 P’11 • Alumni Association Board President
Montecito, Calif. Madison, N.J.
William H. Brownlee ’44 P’73,’75,’77,’79 GP’05,’09 • Trustee Emeritus Aileen M. Newquist P’06,’10 • Parent Trustee
Chevy Chase, Md. Palm Beach, Fla.
Elizabeth K. Cahill P’11,’12 Timothy W. Peters ’66 P’91,’93
Greenwich, Conn. Lancaster, Pa.
John S. Cook ’45 Steven B. Pfeiffer P’95,’97,’00,’04,’09 • Trustee Emeritus
Falmouth, Mass. Alexandria, Va.
Cristina Stenbeck Fitzgibbons ’95 Sally E. Pingree
London, England Washington, D.C.
Spencer C. Fleischer P’06,’07,’09,’12 • Parent Trustee Halimah DeLaine Prado ’93
San Francisco, Calif. Santa Cruz, Calif.
Sabina B. Forbes P’97,’06 The Hon. Henry duPont Ridgely ’67
Bedminster, N.J. Camden, Del.
J. Rex Fuqua P’10,’12 Daniel T. Roach, Jr. P’04,’07,’13 • Headmaster
Atlanta, Ga. Middletown, Del.
Robert G. Gahagan H. Hickman Rowland, Jr. ’58
Bayville, N.Y. New Castle, Del.
Jason L. Gardner ’87 Henry H. Silliman Jr. GP’07 • Trustee Emeritus
Austin, Texas Greenville, Del.
Francis Giammattei, Jr. ’47 GP’09 • Trustee Emeritus Scott M. Sipprelle ’81 P’08
Wilmington, Del. Princeton, N.J.
Monie T. Hardwick P’02,’04,’07 Edward M. Strong ’66 P’07,’10 • Parent Trustee
Blairstown, N.J. New York, N.Y.
Paul H. Harrell, Jr. P’90 Alexander Stuart P’09
Montchanin, Del. Lake Forest, Ill.
Maureen K. Harrington P’91,’93,’96,’99,’02 • Trustee Emeritus Richard Vaughan ’88
Queenstown, Md. New York, N.Y.
Henry N. Herndon, Jr. ’48 P’83 • Trustee Emeritus Rt. Rev. Wayne P. Wright • Bishop of the Episcopal Diocese of Delaware
Hanover, N.H. Wilmington, Del.
Thomas H. Hooper III ’71
Montclair, N.J.
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