“Some folks like to get away, take a holiday…”

St. B’s boys usually go to Central Park to enjoy playgrounds, sports fields, and nature just down the block from school.  Last week boys in Kindergarten and third grade spent some time giving back to Central Park.

The St. Bernard’s students of color affinity group is pleased to be starting its second year.

Some wonderful people have joined the St. Bernard’s community this year.  This article focuses on the friendly, new faces you will find in the Junior School.  Please help us welcome them to St. B’s!

We are pleased to introduce some new additions to St. Bernard’s faculty and staff, which include two new positions that were created this year.  

The much-anticipated St. Bernard’s Birdathon took place on May 11, 2017, on a beautiful, sunny day.  Third graders have been learning about birds for several months and were eager to put their knowledge to the test.  Mr. Bourdin, an Upper School math teacher and bird expert, visited the third grade in early May to teach the boys about birds commonly found in Central Park.  In the classroom boys listened to recordings of bird calls and examined the markings for different birds.  Each boy was assigned a specific bird for which he learned the markings and memorized the call.  Some boys hoped to see their assigned birds in the park, while others knew that their assigned bird had already migrated away from New York.

St. B’s third graders were joined by their parents, teachers, and volunteer guides from the New York City chapter of the National Audubon Society.  Former faculty members, Mrs. Gridley and Mr. Joost, also joined the boys this year, and Old Boy Nico Mendoza ’12 was happy to join his former teacher, Mr. Joost, and the boys for the occasion.

After breaking into smaller groups, the boys were able to cover a lot of ground throughout the park.  They heard and saw a total of sixty-five species of birds, an impressive number.  Some boys were lucky enough to see a raccoon while others enjoyed watching an Ovenbird search for something to eat, while others saw a woodpecker eat out of a woman’s hand.  One boy whistled the call of his assigned bird as he walked through the park, momentarily confusing others in his group.  Everyone enjoyed themselves and admired the amazing variety of birds so close by in Central Park.

Thanks to Mrs. FitzGerald, Ms. Hudson, Ms. Wagner, and Ms. Virtue for organizing this wonderful trip.  Thanks to Mr. Bourdin, Mrs. Gridley, Mr. Joost, and the many volunteers from Audubon for guiding the groups through the park and for teaching us all about birds.

The group made two quick stops before arriving at the subway station on 96th Street:  the overlook above the train tracks on 97th Street and Park Avenue (the boys were thrilled when a passing locomotive tooted its horn to acknowledge them) and the public library on 96th Street (had anyone ever noticed the sculpture of the owl on the ledge of the upper floor and what was its purpose?  To deter pigeons, of course, Mr. Demeny informed everyone).

 

First stop—The Great Hall at Grand Central Station.  The boys craned their necks to look at the beautiful ceiling and learned about the history of the over 100 year-old building.  The four train tracks they just gazed at on 97th Street?  They led in and out of the building in which they were standing.  After a quick visit to the famous Whispering Arch, the boys were on the move.  They left the station, learned about the buildings in the area, and were off to the main branch of the New York Public Library.

The docent-led tours of the beautiful Beaux-Arts landmark building were extensive, but the highlight may have been the Children’s Center on the ground floor.  The room housed a permanent Winnie-the-Pooh exhibit, complete with the original stuffed Pooh, Eeyore, Piglet, Kanga, and Tigger, which were the inspiration for the books.  In addition, the boys were able to get a close-up look at five-foot long replicas of the iconic marble lions in front of the library…made of LEGOs!  Artist Nathan Sawaya was commissioned to recreate Patience and Fortitude in 2011 and his creations use 60,000 LEGO blocks.

Before heading back to 98th Street, the boys visited the original location of St. Bernard’s School in 1904 on Fifth Avenue between 46th and 47th streets (the building is currently surrounded by scaffolding).  They also learned about the concept of cantilevering demonstrated adeptly by Mr. Demeny standing on a wooden plank over the fountain outside of the Seagram building anchored by Mr. Brady standing on the other end.  Understanding this concept was helpful when seeing the last building on the tour—the 59-story Citibank building on 54th Street and Lexington Avenue.  The tower was designed with four columns positioned at the center of each side, rather than at the corners.

In the boys-will-be-boys category, it was a challenge trying to keep the boys in close proximity to each other from location to location and (surprisingly only) one boy found his tour sticker stuck in his hair.  It was an enjoyable and informative trip.  Professor Dumbledore would have been proud.

Many thanks to Mr. Demeny, Mr. Brady, Mr. Clavel, and the army of parent chaperones.  We all learned quite a bit more about our great city.

Dr. Aslili grew up in Tripoli, Libya.  After the fall of Qaddafi in 2011, Libya engaged in a civil war, and life became very difficult.  He was forced to flee in 2014 when authorities discovered that he was gay.  If he had remained in Libya he would have been killed.  When he realized he had to leave, he went to Lebanon first because he had friends there.  He registered with the United Nations as an asylum seeker and continued to live there for two years.  He explained that seeking asylum is a long process, and only 1% of requests from Libya are approved.  From Lebanon, he moved to Slovakia for the final interviews.  While he was in Slovakia he lived in a refugee camp.  He emphasized that as a refugee, you have to start your life from scratch.  He reminded the boys that they are in a great school, in a great country, with many wonderful opportunities.  He encouraged the boys to work hard and to never take anything for granted.

He invited the boys to ask questions about his experience.  The boys were eager to hear about the conditions in refugee camps and what he is doing now.  Dr. Aslili explained that in the United States, you can live as a refugee for one year.  After one year you can apply for a green card, and after five years, you can apply to become a citizen.  He is working towards becoming a doctor.  While he attends school he also translates from Arabic to English at hospitals in the area.

One boy asked what he could do to help refugees around the world.  Dr. Aslili complimented the boys for initiating a fundraiser to benefit children refugees in Syria.  He also encouraged the boys to understand the differences between refugees and immigrants, and to help further the conversation about refugees with family members and friends.

We thank Dr. Aslili for speaking to our boys about his experience.  Thanks to Ms. Oshins for organizing.  If you would like to learn more about how St. Bernard’s is joining Save the Children to support Syrian refugees please visit http://www.savethechildren.org/refugee/stb.

In the Tree Ring Lab, boys observed and touched tree samples, including a sample from a Siberian Pine tree in Mongolia that was more than 2,000 years old.  They learned that scientists use an increment borer to safely extract a section of wood from a living tree.  After using microscopes to analyze the rings, scientists are able to cross-date samples to reveal information about the ecology of forests.  Tree rings can indicate how much rainfall there was at a particular time and when fires happened throughout history.  The boys also learned that archaeologists use tree rings in their work to help date artifacts.

The Core Repository was another stop on this trip.  Here the boys learned about the process that is used to retrieve sediment core samples from the bottom of the ocean.  Lamont-Doherty has collected samples from all over the world, and they currently house over 19,000 core samples.  The boys had the chance to see these samples, which are stored in long drawers and can be checked out by researchers from all of over the world.  Through the study of cores, scientists determined that there were thirty ice ages.  The ash in core samples also helped prove what caused the destruction of dinosaurs.  The boys enjoyed exploring the dry core samples as well as the wet mud samples that are kept in a refrigerated area.  The boys also enjoyed participating in an experiment where they cleaned samples to discover microfossils and volcanic ash through inspection under microscopes.

The boys used a special app in the Polar Geophysics Lab to explore evidence for climate change in the polar regions of the earth.  After discussing how scientists use climate proxies, such as mud or ice cores which contain preserved physical characteristics of the past that stand in for direct meteorological measurements, the boys explored the data in a hands-on way.  Through the app they explored the temperature of the ocean in different parts of the world and realized that its temperature can go below zero because of the salt in sea water.  On an anomaly map, they explored temperature changes in different parts of the world and discovered that Antarctica has had the biggest shift in temperature.  The boys also learned about the concept of feedback loops, which is happening in the Arctic as ice disappears.  As the ice melts, dark ocean water absorbs more heat, accelerating the melting process.  The boys navigated the app easily and longed for more time at the end of this session.

They boys had a wonderful time on this trip.  We are grateful to the scientists who took time out of their days to talk with the boys and show them their laboratories.  Special thanks to Mr. Parsons for organizing the trip and to Mr. Clavel, Mr. Demeny, and the parent chaperones.

This is a special year for St. B’s baseball.  The boys on the Varsity White team have been playing together since fifth grade and have known each other since they were in Kindergarten.  They are a close-knit group, and it shows on the field.  We spoke with some of the players on the Varsity White team to share an insider’s perspective.  All of the boys we spoke with agree that playing St. B’s baseball is great because you’re playing with friends whom you know really well.  They all get along, especially on the field. Another thing they all agree on is their favorite baseball team, the Yankees.

 

George W. is a pitcher on the Varsity White team.  Pitching came naturally to him.  He has always been good at throwing and admired his older brother, who was also a pitcher.  George’s advice for anyone considering becoming a pitcher is to focus on throwing strikes.  To be a good pitcher, you need to zone everything else out and have good focus.  When you’re not in a game you need to practice a lot.  He believes that if you’re not a strong runner, baseball could be a good sport for you.  However, when there is an infield pop-up, you need to run as fast as you can.  He warns that playing on the Varsity White team for Coach Miceli can be intense, but baseball is fun to play.  You either love it or hate it.  George loves it.  He gets a sense of satisfaction playing the game and sees it as a way to relieve some stress.  He believes baseball is 80% physical, but there is strategy involved, which he likes.  He also enjoys getting to know his friends better by hanging out on the field.  

 

Thomas W. is a catcher for the Varsity White team.  He works closely with George, who can throw four pitches:  four-seam, two-seam, change-up, and curve ball.  As the catcher, Thomas has to decide which pitch George should throw and call it.  Thomas bases his decision on how the pitcher is doing and where the batter is standing.  For example, left-handed batters only get curve balls.  Thomas stressed that catching sounds simple and easy, but it’s really important in a game.  An umpire is more willing to give you the call if you catch the ball.  His advice to anyone playing the catcher position is to work on your throwing.  It’s a long throw from home to second base.  Thomas started playing baseball when he was four.  He likes playing baseball because it’s athletic and outside.  He especially likes playing at St. B’s because he gets to play with his friends.  The most memorable moments for him have been when his teammates hit home runs.

 

Cameron C. plays first base and pitches.  His dad watches a lot of baseball and helped spark Cameron’s interest in baseball.  Like many of his teammates, Cameron plays baseball at St. B’s and on another team outside of school.  He has noticed that St. B’s focuses on fielding ̶ catching and throwing the ball, cut-offs, and knowing to whom to throw the ball.  Coach Miceli believes if you can catch and field well, you can win games.  Cameron also likes situation-based running, which fielders work on often in practice.  As a first baseman, Cameron is engaged with the game and is always ready.  He loves baseball, so he is naturally engaged all the time, trying to guess what pitch the pitcher will throw or trying to predict where the ball will go.  He stressed how important it is to be fast, to react quickly, and to remain strong mentally.  You have to be focused on the small things all the time.  Cameron enjoys playing “signature Miceli baseball,” working the pitch, getting as many guys on base as possible, and stealing a base or two once you’re on base.  He is proud of his teammates and looks forward to playing with them in their final games of the season.

 

Jameson C. plays shortstop and pitches.  As captain of the infield, before each pitch is thrown he has to decide where everyone in the field should be positioned.  His advice to anyone playing shortstop is to be commanding and outgoing.  You can’t be scared; you can’t wait back on the ball.  You have to go to the ball, be knowledgeable, and be confident.  Baseball is a game of inches.  Jameson has seen himself grow over the years.  He started out as a smaller player, but he was always watching and learning.  He stresses that being knowledgeable of the game is most important, and you have to understand the game very well to be good at baseball.  When Jameson pitches, he has learned to have confidence in his teammates and to trust that they will have his back.  Focus is important in baseball, no matter what position he is playing.  To stay focused, he remembers that he can’t let his team down.  He also has found so many things to love in baseball that it’s easy to stay focused.  His advice to St. B’s fifth grades is that baseball is something you definitely want to try.  You will make friends, and you will have to work together, which will only make your friendships stronger.  Let baseball make you a better person.

 

We are immensely proud of the athletes on the Varsity White team.  They have two games left in the season. They play against Buckley on May 9 at 3:30 p.m. and against Collegiate on May 11 at 3:30 p.m.  They are definite contenders for the league championship, and we wish them the best of luck!

 

 

 

St. Bernard’s Singers and Glee Club started off the evening with a beautiful rendition of For the Beauty of the Earth.  The Recorder Club, Chamber Singers, Glee Club, and String Orchestra all performed pieces, creating a program with a lovely range and strong spirit.  The biggest surprise of the evening was a special performance the eighth graders had secretly planned in honor of Mrs. Fertel and Mr. Risinger.  Their personalized version of I’ll Be Seeing You made an impression on their teachers and everyone in the audience.  The concert concluded with the St. Bernard’s Singers and Glee Club singing Jerusalem with the Old Boys in attendance.  Together, they finished up the performance with a medley of school songs.

After the concert, everyone made their way downstairs to the medium gym to see the Art Show.  Each boy had a piece of artwork on display.  Art teachers Ms. Meigs, Mr. Rodriguez, and Mr. Sechrist installed the show beautifully with the help of generous parent volunteers.  There were drawings, paintings, sculptures, and lamps made with the assistance of 3D printers.  The boys enjoyed showing their artwork to family and friends, and their creativity truly transformed the space.

We extend heartfelt congratulations to all of the boys who performed and exhibited artwork.  Their musical and artistic expressions inspired us all!

Many people helped make this event a success.  Many thanks to Mrs. Fertel, Mr. Risinger, Madame Boyer-Robert, Mr. Harrington, and Mr. Schwartz who worked tirelessly to prepare the performers in the concert.  Special thanks to parents Leslie B., Cathy G., Jodie F., and Catherine S. for all of their help with the musical performances throughout the year.  Thanks to the art department, Mr. Sechrist, Ms. Meigs, and Mr. Rodriguez, for curating and installing the artwork, and to the parent volunteers who helped install the show.  Thanks to the technology department for their contribution to the art show.  Thanks to Chef Wells and her team, and to the maintenance department for all of their hard work.

Sixth graders recently embarked on the highly-anticipated trip to Philadelphia and Gettysburg.  Their adventure spanned three days and two nights.  The boys, their teachers, and their parent chaperones all had a wonderful time.

Upon their return, Mr. Moraitis assigned a speculative writing assignment.  The hypothetical situation was that Mr. Johnson had threatened to cancel the sixth grade trip to Philadelphia and Gettysburg.  The boys were challenged to write a letter to Mr. Johnson convincing him to keep the trip for future sixth graders.  A particularly convincing letter has been included below.

Dear Mr. Johnson,

It has come to my attention that the administration at St. Bernard’s School is considering cancelling any future sixth grade trips to Gettysburg, Pennsylvania.  For decades, students have piled into buses to visit a variety of places during their years at St. Bernard’s School, but no field trip is more important than the sixth grade trip to Gettysburg.  The trip allows students to bond with their classmates and experience history outside of the classroom.  I believe this trip should be preserved for future generations.

Last week I was privileged enough to attend the famed and infamous three-day journey to Philadelphia and Gettysburg, Pennsylvania.  Over the course of many hours on the bus, I was able to spend time with my classmates in an environment that was not dictated by lunch or recess.  We arrived at the National Convention Center Museum in Philadelphia last Tuesday afternoon after an uneventful journey.  The day was overcast and a little rainy as thirty-nine boys and sixteen parents descended from the bus to meet the city of Brotherly Love.  After visiting the Constitution Center and exploring exhibits, we headed off to lunch.  Together as friends we explored the Redding Terminal Market, eating cheese steaks together, shopping together, and loaning each other money when we came up short.  It was a moment where we were not just a class on a field trip, but a group of friends looking out for one another.

Upon our arrival in Gettysburg we were sorted into our hotel rooms for the next two days.  Eight hours a day in the classroom together is very different than sleeping in a room together.  Learning to navigate and negotiate personalities and pet peeves was just as much part of this trip as learning about history.

Bright and early the next morning we explored Little Round Top and visited the museum and surrounding town.  The highlight of the afternoon for me was the epic game of ultimate Frisbee.  Even though my seasonal allergies left me stuffy and swollen, it was a moment I will never forget because over the course of time our game grew as more people joined.  Eventually we even had Mr. Landesman in our game.

I believe the highlight for many boys, including me, was participating in the reenactment of Pickett’s Charge on the last morning of the trip.  We were exhausted and dirty having neither slept nor showered, but like members of the Union Army, we persevered.  Our guides provided us a firsthand account of the action, including the soldiers’ feelings and reactions during this sobering event.

Boarding the bus home, we sank into our seats with heads full of knowledge and sneakers full of mud.  We laughed, joked, and even slept the entire way home having shared a bonding experience we never would have had it not been for this trip.  Much like the battle fields and historical lands of Gettysburg, this trip should be preserved for future generations.  History comes alive when you can walk the same ground as so many soldiers, and friendships come alive when you can leave your blazer and khakis at home.  I urge the administration to reconsider their decision.

Many thanks for considering my request,

Darius A.

Photos were taken by Benjamin A., Michael C., Simon C., Marc G., North L., Sayada R., and Jaan R.

St. B’s held its annual Family Benefit and Silent Auction on Friday, April 21, and it was a space-tacular celebration as families and teachers traveled together to Space Station St. B’s.  By the time everyone arrived, the school had magically transformed into a space-themed wonderland with something for everyone.  Parents and teachers orbited the Lunar Lounge and Silent Auction, veering off at times to visit Neptune and Jupiter for some delicious food.  Along the way they found friends and were happy to catch up and spend time together.  The boys and their siblings were over the moon with excitement about the games on two floors, friends everywhere they looked, prizes to be won, and endless fun to be had.  With over 1,000 guests, the celebration was truly out of this world!

An event of this scale would not be possible without the generosity of many people.  First and foremost, many thanks to the Parents Association and to the Benefit co-chairs, Abigail B., Lauren D., and Haya Z., and to the Silent Auction co-chairs, Eugenie G., Ferebee T., Kathy T., and Sara Z.  Their months of dedication are greatly appreciated.  Special thanks to the Benefit Volunteer co-chairs, Gillian R., Catherine S., and Kiane V., who made sure that there were plenty of volunteers throughout the building at all times.  Thanks to the many parent volunteers who helped set up and who helped throughout the night.  Many thanks to Chef Wells and her team, and to St. B’s maintenance department.  Special thanks to PA Officers, Chiara E., Reemah S., Kristin P., and Annie Z.

St. B’s is lucky to have such a supportive and generous community.  It was a joy to celebrate together!

Kindergarten boys took a trip to the Metropolitan Museum of Art to explore the collection of ancient Egyptian art.  Their teachers created customized tours which highlighted objects and themes they had studied in the classroom.  When the boys first stepped into the Egyptian galleries, they paused to look at a map in which they quickly identified the Nile River and reminded their teachers that it runs from the south to the north into the Mediterranean Sea.  As they moved through the galleries, their teachers pointed out examples of cartouches, oval engravings or drawings containing Egyptian hieroglyphs.  Many of the boys were able to identify specific characters by name because they had spent time drawing them at school.

As they made their way toward the Temple of Dendur, Kindergarten teachers and boys discussed the process of embalming, preparing for burial, and the afterlife journey.  Together they identified objects used throughout the process, including canopic jars, and taught parent chaperones that the entire embalming process took seventy days on average.  The boys were quite excited when, at last, they found a room full of real mummies!  They carefully examined each one, making sure to point out every detail to each other.  They noticed the Eyes of Horus (a symbol of protection) on almost all of the enclosures.

Another highlight was finding “William” the hippo.  Made from faience, a ceramic material made of ground quartz, this sculpted hippopotamus was familiar to the boys because they had read the book William and His Friends before visiting the museum.  When the boys looked closely at the sculpture, they found outlines of river plants painted onto the skin.

On the walk back to school, the boys carried on their conversations from the museum.  Some counted the number of cartouches they had seen while others discussed how easy or difficult it would be to knock down a pyramid.  The boys seemed to have thoroughly enjoyed seeing a subject they had been studying come to life at the museum.

To complement their study of American history, boys in Mr. Landesman’s sixth grade class had the chance to learn from two historical authors this week.  Topics ranged from the Civil War to the Civil Rights movement, and the boys were well-prepared with plenty of questions for both authors.  John Strausbaugh, author of City of Sedition: The History of New York City during the Civil War, visited St. B’s on Tuesday, April 18.  Christopher Crowe, author of Getting Away with Murder: The True Story of the Emmett Till Case, skyped with the sixth graders on Thursday, April 20.

Mr. Strausbaugh discussed the important role that New York City played in creating the conditions that caused the Civil War.  He described New York City’s deep ties to the South, earning the city the title of the most southern city in the North.  To explain this connection, Mr. Strausbaugh highlighted how important cotton was to the American industry in the early 1800s.  In 1860 cotton made up 60% of the United States exports and was 40% of New York’s economy.  New York banks loaned money to cotton plantations.  New York companies shipped cotton out to the rest of the world and imported goods to be sold within the United States.  The Customs House, which made money from taxes and tariffs, was also located in New York.

Mr. Strausbaugh pointed out that another connection between New York and the Civil War was the city’s unique relationship with Abraham Lincoln.  Relatively unknown at the time, Abraham Lincoln was invited to speak at Cooper Union in February of 1860.  This speech was printed in full by Horace Greeley, founder and editor of the New-York Tribune.  While New York State voted for Lincoln, the majority of people in New York City and Brooklyn did not because of their ties to the South.  Mr. Strausbaugh elaborated on the intricacies of New York City’s involvement and influence during the Civil War and enjoyed answering thoughtful questions from the boys.

Mr. Crowe’s book focuses on a moment in American history nearly 100 years later in 1955, when the kidnapping and murder of Emmett Till became an important catalyst for the Civil Rights movement.  St. B’s boys read two chapters from Mr. Crowe’s book, which focused on the event and the trial.  Mr. Crowe, who lives in Utah, skyped with the boys to answer questions the boys had after reading these selections.  Through their questions and answers, Mr. Crowe and the boys discussed how racially charged this moment was and how this case, along with other events, became an impetus for the Civil Rights Movement.

When discussing the trial, the boys tried to understand why the jurors ignored evidence.  Mr. Crowe’s book explores the mindset of the judge, who tried his best to make the trial fair.  The judge and the prosecutor fought hard for a guilty verdict, but in the end the opinions of the jurors prevailed.  In conversation with the boys, Mr. Crowe shared insights about the tactics used by lawyers on both sides, and he shared details from his two conversations with Emmett Till’s mother before she passed away in 2003.

In both conversations, St. B’s boys were engaged and interested in talking directly with these authors.  We extend our gratitude to Mr. Crowe and Mr. Strausbaugh for taking the time to talk about these important moments in American history with our boys. To learn more about the books mentioned, please click on the links below.

City of Sedition: The History of New York City during the Civil War

Once inside the fair, boys explored the history, geography, and culture of India.  They played the Tabla, tried block printing, and explored ancient Indian temples with the help of Minecraft renderings created by fifth graders.  They learned about inventions that had originated in India, balanced matkas on their heads, and played Kabbadi with some guidance from their coaches.  Boys could try their hand at a game a carom or dance some Bhangra moves with the dancers from NYC Bhangra.  Some boys preferred to learn Kalari martial arts techniques after trying on langoti, loose pants wrapped from a long piece of cotton cloth.  St. B’s Community Service Club and Environment Club created an interactive project highlighting clean water issues in India.  The boys were also given the challenge of finding particular items throughout the fair.  They rose to the occasion and had plenty of fun along the way!

Many boys helped contribute to the artistic displays that debuted at the fair.  Third graders painted feathers that joined together to create a fanned-out tail of a peacock.  Boys from several grades created leaves for a tree a life that first appeared in the opening assembly and then again in the gym where the fair took place.  First graders made rangoli designs, second graders painted kites, and sixth graders drew temporary henna tattoos on themselves to embrace the spirit of the fair.

We extend heartfelt thanks to everyone who worked so hard to bring this to fruition.  Special thanks to the Multicultural Fair committee co-chairs Punya S., Anitha S., and Sonya T., and to Reemah S. for their generosity and guidance.  They ensured that every detail was just right!  We extend thanks to all of the parent volunteers and to the Parents Association for making this celebration possible.  Thanks, also, to St. B’s technology department, Chef Wells and her team, and the facilities department for all of their help, and to all of the teachers who supported the fair through their curriculum.

Did you know St. Bernard’s has a non-fiction book club?  The club is open to Middle and Upper School boys who are interested in reading and discussing a selection of non-fiction titles.  This year boys have read The Other Wes Moore: One Name, Two Fates, by Wes Moore, Alive, by Piers Paul Read, and Every Falling Star: The True Story of How I Survived and Escaped North Korea, by Sungju Lee.

Last week the boys who participate in the book club were treated to an early-morning discussion with Sungju Lee, the author of Every Falling Star.  Mr. Lee currently lives in South Korea and was kind enough to speak with the boys for thirty minutes via Skype to talk about the book and answer questions.

The boys learned about Mr. Lee’s adventure and how he survived.  They also discussed the relationship between North and South Korea and how it affects people who live in both places.  The boys gained new insights into the book and recognized how important it is to cherish freedoms that many of us take for granted, especially freedom of speech.  The boys realized that being able to participate in a political system and protest is a privilege that not everyone enjoys.

We thank Mr. Lee for his time and for allowing us to appreciate his book even more.

Please click here if you would like to know more about Mr. Lee’s book.

Learning ballet in the third grade has become a favorite St. Bernard’s tradition.  For the seventh consecutive year St. B’s third graders participated in a three-day workshop with the American Ballet Theatre.  Mr. Holms, a dancer from ABT, visited St. B’s to work with the boys for two days.  Boys learned the basics of ballet and were taught a short choreography inspired by the ballet Le Corsaire.

On March 15 third graders visited the American Ballet Theatre studio.  The boys enjoyed seeing professional ballet studios and separated into several groups.  They learned about set design and had the chance to create a custom piece of scenery.  They were quite excited to perform a piece for their parents, who were also invited to attend.  The boys filled the studio with their energetic jètés and sautés and proudly revealed what they had learned.  After their performance the boys were treated to a wonderful performance by dancers from the American Ballet Theatre, who presented a piece from Le Corsaire.

The boys were sent on their way with ABT tote bags full of surprises:  information about ballet and the story of Le Corsaire, tickets to an ABT rehearsal performance, an eye patch, and a flexible sword.  We extend our thanks to the American Ballet Theatre for creating a memorable experience for St. B’s boys.

Throughout my time in Japan, I noticed that Japanese people showed respect and politeness in public places.  Although they usually seemed busy and focused on their own activities, they were never rude or aggressive.  People showed respect for the people they came across over the course of the day.  It seemed that strong morals and widely-accepted rules made everyone’s life very organized.  In Kyoto and Tokyo people generally seemed to be courteous and respectful of others.

The first sign of respect that I noticed was at Narita airport.  It was so clean and easy to get around.  There were large crowds of people moving quickly in different directions focused on where they needed to be next, but no one ever ran into anyone else.  Instead, people would make way for each other.  The movement was smooth and orderly.  The same thing was observed at train stations.  The subway system was also extremely impressive.  The floor was impeccably clean.  There were hardly any garbage cans because there was no need for them.  Before getting on the train, we had to stand on line waiting for it to arrive.  It was amazing to see that people religiously stood on line and never tried to get ahead of the line.  Conductors and bus drivers wore white gloves,  and being quiet on a train was the norm.  It was such a pleasure to be in this type of environment.

Luke G.

What I liked best about Japan was the fact that we were surrounded by beauty.  The countryside was stunning.  The cherry blossoms, the flowers, the trees, the gardens, the mountains, the views of the magnificent snow-capped Mt. Fuji were all things that made an impact on me.  The physical beauty of nature together with the beauty of Japanese ways and practices made my experience in Japan especially thrilling.  I loved listening to calm and silence in Tokyo, this huge metropolis of almost fourteen million people, and I equally loved looking closely at petals of a burgeoning cherry blossom in Hamarikyu Gardens.

Artemis K.

 

It was 12 o’clock.  The sun was shining as we sped on our Shinkansen from Tokyo towards Kyoto.  The scenery flashed by as the train went at 200 miles per hour.  The conductor bowed in front of the passengers as he entered our car.  The lady who was selling sandwiches also bowed to us all before pulling her cart down the aisle.  This was the first time that I had witnessed train employees bowing to passengers.  Out of the window, I could clearly see Mt. Fuji.  The sun glared off the icy top of the majestic volcano.  There were glassy appearances of scattered houses as the train accelerated even more, but Fuji stood proud, dignified, and untouchable.  It is an image I will never forget.

Jack C.

The giant statue sat peacefully inside the monumental wooden Todaiji temple.  The Buddha was higher than a townhouse and wider than two.  His hand supported fingers each larger than a grown man.  His feet were lined with toes the size of bowling balls.  His nostrils were so huge that a human could slither through them.  Upon learning that the colossal statue was the world’s oldest gilded bronze Buddha in the world’s oldest wooden structure, I marveled at the beauty of what was before me.  No wonder UNESCO made it a world heritage site.  I sat quietly thinking of how these huge structures could have been built.  I also wondered about the cost of it all.  The Japanese must have taken quite a bit of donations to create the Buddha.  And then the thought hit me: if I thought this statue was big, imagine if it had been a fat Buddha statue!

After the show boys explored several exhibits in the planetarium.  Highlights included touching a real asteroid and figuring out how much boys would weigh on the moon and different planets.  This was the perfect trip to complement the boys’ studies in the classroom which has focused on outer space the past few weeks.  Many thanks to the teachers and parent chaperones for transporting the kindergarten boys to another universe.

With exams over and applications in, the eighth grade decided that this was a sweet time to hold a bake sale.  Judging by the boxes and boxes of treats at our first bake sale, we think it was a success.  As a grade, we raised $800, which isn’t really "muffin," considering that a baker’s dozen of moms helped to bake.  Innovative marketing techniques, including posters featuring Grandma St. Clair’s molasses cookies and Mr. Clement’s favorite chocolate chip cookies, helped to whip up sales.  Our first sale of the day came from the Pax L., who bought his brother’s confetti cookies, and from there we were raking in the dough.  Some fan favorites were:  Owen’s chocolate Emoji cupcakes, Cameron’s oatmeal cookies, and Ms. R.’s famous fudge.

Our school has a rich history of traditions, so I went around the school to learn about some bake sale history.  It turns out that one year a group of kids loaded up a cart and went around the school.  This was so successful that it could never be attempted again.  Mr. Schwartz wistfully remarked, “There are never enough Rice Krispies Treats,” which I wholly agree with.  The bake sale committee has been notified and will quickly rectify this situation.

The true purpose of the eighth grade bake sales is to raise funds for our class gift.  Eighth grade gifts have varied from the globe in the Middle School Room to the cushions in the King-Wood Theater.  The eighth grade will vote on the gift after we hold our second bake sale after Spring Holiday.  So please, as a public service, please, buy a cookie.

Ms. Repking spoke with parents about the challenges of raising children in a hyper digital age.  She helped parents improve their cyber confidence by describing specific websites and apps that teenagers tend to use and explained which ones offer privacy settings.  She also highlighted the importance of providing an escape route for their children.  She believes children need to know that there is a path to safety if they find themselves in unsafe situations.  Too often children meet with online predators because they are afraid of getting in trouble.  Ms. Repking stressed the importance of offering a “golden ticket” or “get out of jail free card” to help children avoid dangerous situations.

She offered advice about creating safe usernames, making sure their sons are on private networks, and ensuring that their sons actually know their social contacts.  She stressed the importance of creating a healthy digital road map for their families and suggested they include their children when planning.  Her family designated tech-free zones and has set aside tech-free time, which has been great for them.

Ms. Repking’s talks with St. B’s boys were similar to her talk with parents, but the structure was more of a discussion where she asked the boys questions and encouraged comments.  She began both talks by discussing digital citizenship and the privileges and responsibilities associated with it.  She explained how people could become anyone they wanted to be online, which sometimes makes it difficult to identify online predators.  They discussed that a social network is a collection of friends, not a tally of random followers.  Ms. Repking also introduced the concept of the “golden ticket” where boys could make an agreement with their parents for one free pass, encouraging boys to make safe decisions rather than decisions based on the fear of getting in trouble.

When talking about social media, Ms. Repking reminded boys that what they post online stays there forever, even after they think it has been deleted.  She encouraged the boys to pause before they post and to think about “what would happen if…”  She reminded boys that their posts affect their reputations, and they will not have a chance to defend what has been posted.  Additionally, she explained how their online reputations could affect their futures.  She encouraged boys in fifth, sixth, and seventh grades to be “Upstanders” by doing something nice to a person who is being targeted or bullied.  Her discussion with the eighth and ninth graders expanded to include sexting and how their online reputations could affect college admissions.

Ms. Repking covered a remarkable amount of material through these sessions and built strong foundations for many conversations to continue.  St. Bernard’s extends gratitude to Ms. Repking for teaching our community and for facilitating discussions about these important issues.  The school also extends special thanks to the Parents Association for arranging Ms. Repking’s visit.

Frederick Douglass was born on February 14, 1817.  He was a slave and then became known as a leader against slavery.  Growing up he did not live with his mother.  He lived with his grandparents from the age of one week old and learned how to read and write.

When Frederick was eight, he was sent to the main plantation.  When he was eighteen, he ran away.  He changed his name from Frederick Augustus Washington Bailey to Frederick Augustus Douglass so slave catchers couldn’t find him.  He met Anna along the way and married her.  They had four children.  He went to England for two years.  He came back with papers and told people he was a free black man.  He believed that all black men should be free.  When Abraham Lincoln was elected president, the Civil War began.  He went to the White House to ask Lincoln if black men could join the army.  Lincoln said, “yes.”  Later on Douglass had two more requests.  He wanted black men in the army to get the same pay as white men and the same medical treatment.

After the war was over he was a hero, even though he wasn’t in the army…Douglass continued to fight to end slavery.  He was inspired by freedom to be abolitionist and a leader in civil rights.

By Maxi B.

 

Carter G. Woodson was the founder of Black History Month.  He was born on December 19, 1875, in New Canton, Virginia…His father could not read or write.  He said, “It is never too late to learn.”

His father was a runaway slave.  His mother was a slave.  When he was eighteen his two sisters wanted to go to Douglass High School.  Carter wanted to go, too.  When he went to meet the principal, his reason to go there was, “It is never too late to learn.”  The principal admitted him…when he graduated eighteen months later, he surprised everyone.  Next he went to college.  After a few months, he took the job of principal at Douglass High School.  He repeated to his students what his father had told him, “It is never too late to learn.”

On August 31, 1903, a letter came to Carter.  It asked him to teach children in a Philippine school.  Carter accepted…when he went there, he realized there was a problem.  The children there were not learning, so he taught the children a song.  “Time to shake the apple tree.”  But there were no apples in the Philippines!  He changed the words to, “Time to shake the Bombay tree.”  Carter went back to America, but before he left, he taught the children about black American’s history.  He claimed, “We’re teaching ourselves about ourselves.”

By Jack B.

Mary Church Terrell was a leader of equality.  She was born an only child on September 23, 1863, in Memphis, Tennessee.  Her father, who was born a slave, was named Robert Church and her mother was Louisa Church.  Her father wanted Mary to have the best of everything.

When she was a teenager her mother and father sent her alone to Ohio for high school.  She moved to Ohio because her parents wanted her to have a good education.  After that, she graduated from Oberlin College at the top of her class.  Then she studied music and writing in Europe.

She moved back to Washington, D.C., where she married Robert Heberton Terrell.  She was asked to serve on the Washington, D.C., school board.  She believed that all women had a right to vote and that all children should get an education.  She joined the National Association of Colored Women and became the first president, fighting for women’s rights.  She later joined the National Association for the Advancement of Colored People and worked for the rights of all Americans and for freedom.  In 1920 the law changed and women could vote in the North.  She worked to help end segregation.

By Charlie R.

by Ms. Nealy

Students and faculty went man to man and zone to zone on Wednesday, February 15, in a nail-biter contest, which the faculty won 73-68.  Teams were tied at the half and traded the lead several times during the game as both benches gave it their all.  The eight man faculty squad provided crucial play in the fast paced and high scoring game, which was much closer than the final numbers revealed.  The students put forth tremendous effort as every member of the team had a share of court time, and every student contributed valiantly in a well-coordinated performance.  Ultimately, however, the faculty prevailed as students were unable to capitalize on several scoring opportunities in the final two minutes.

Coach Silver hit several three pointers.  Mr. Moraitis was consistently strong inside and outside of the paint, and every member (including Messrs. Demeny, Landesman, Merrill, Rodriguez, St. Clair, and White) of the faculty team contributed heroically up and down the court.  M.V.P. Alex C. kept his smile cool and was on fire, with shots and assists.

The entire community had a fabulous afternoon of good natured competition and St. Bernard’s hallmark sportsmanship.  The teams are busy planning next year’s rematch and look forward to seeing you there.

Mr. Golblatt began his talk by telling a story and then used that story as an example demonstrating how to use specific details to create a vivid story.  He believes that good writing is determined by the effect of an author’s words, and that a good writer knows how to control what is in the reader’s head.

Mr. Goldblatt stressed that grammar matters.  He believes that grammar must be correct 100% of the time.  Incorrect grammar can get in the way and could potentially interrupt the reader from imagining the story.  As a writer, he wants the reader to be involved with the story itself, not grammar mistakes.

The structure of the talk then opened up to focus on questions from the boys, some provided to the author in writing before the talk and others asked in person.  Through his answers, Mr. Goldblatt explained that one of his characters is based on experiences from his life, but is much more interesting than he is.  He did not want to say exactly what was true and what was made up because he wanted the boys to continue to get lost in the story rather than fixate on what was true versus fiction.

He confessed that he wrote his first novel when he was fourteen to impress a girl he had a crush on.  He wrote one page per day for 140 days and learned that writing a novel wasn’t as difficult as he thought it would be.

Reading is also important to Mr. Goldblatt.  He believes that for every minute he writes he reads at least ten minutes.  He encouraged the boys to read material that doesn’t immediately speak to them.  A main theme of Twerp is the power of literature to change people’s lives.

 

We extend our thanks to Mr. Goldblatt and to the founders of the Kronengold Authors Fund.  Special thanks to Mr. Schwartz for organizing and to Ms. Kronengold for supporting these talks and for inspiring St. B’s boys to take joy in reading and writing.

The Varsity White basketball team earned four wins and sustained two losses in league games.  In the two games they lost, they were only one point behind, and one of those losses ended in overtime.  The standout player this year was Alex C., who Coach Schneidmuller describes as one of the strongest players he has ever coached at St. B’s.

All three junior varsity teams had great seasons.  The Junior Varsity White team was undefeated.  The Junior Varsity Navy team, consisting of all fifth graders, only lost one game.  In the annual basketball tournament all three junior varsity teams won their games.  In junior varsity basketball all of the team members play in every game.  This season in particular there was a general unselfishness in the way the boys played, and everyone was involved.  Coach Silver had high expectations for his teams, and the players rose to the occasion.  They played each game the way it should be played.  They played an aggressive, trapping defense.  Coach Silver was especially pleased with the offensive ball movement.  He taught the boys that it is better to give up a good shot to get a great shot, and the boys accomplished this by quickly moving the ball to create opportunities.  The talent in the Middle School is quite good, and the coaches look forward to the years ahead of working with these players.

Throughout this season the boys on all of the teams have practiced over forty times and played in an average of eight to nine games.  During practices St. Bernard’s coaches focus on teaching the fundamentals.  They work on drills that teach the boys individual skills, drills that teach the boys team strategies, and then they play scrimmages where the boys try to apply those individual and strategic skills.

While the official league games are done, the varsity basketball players still have the very important faculty/student game on February 15.  We wish them luck and congratulate all of the boys on a wonderful season!

The day began with four rounds of problem solving.  The “Sprint Round” included thirty short answer problems that the boys worked on independently.  Boys continued to solve problems independently during the “Target Round,” and then worked well together during the “Team Round.”  All of this took place before lunch!

After lunch the boys enjoyed an engaging talk by Professor Jim Matthews.  Then the highly-anticipated “Countdown Round” began, where the top sixteen individual participants competed before a live audience.

Dr. Johnson and Ms. Robinson are quite proud of the way the boys performed.  All of the members of our math team were strong, and they performed well as individuals and as a team.  St. Bernard’s math team earned the tenth place out of thirty-three participating schools.  While only the top five teams continue on to compete in the state competition, placing in the top ten is quite an achievement.  Dr. Johnson describes this competition as a game of inches, where often fractions of points have determined the standings.  In the individual competition, John R. placed in the top 10% and both Corwin C. and Marcus S. placed in the top 15%.

Congratulations to all of the members of St. Bernard’s math team!  Special thanks to Dr. Johnson and Ms. Robinson for helping the boys prepare and for accompanying them to the competition.

by Ms. Williams, Technology Integrator

The Technology Department is working to unify St. Bernard’s traditional values with an ever-growing digital world.  Beginning in the Junior School, technology is integrated through purposeful activities that coincide with the curriculum.  St. Bernard’s boys are learning how to use technology responsibly and creatively.

The Junior School teachers have collaborated with the technology department to create opportunities to teach the boys how technology can be used to help them learn.  Inspired by the Art and Artists unit, Kindergarten boys used Google Drawings to create works of arts with lines, colors, and shapes.  While composing technology art, kindergarteners practiced fine-motor skills while learning the basics of computers.  This year kindergarten boys are also using QR codes and iPads to discover hidden letters, sounds, and pictures to reinforce letter sound and name recognition.

In first and second grade, the Smart Board is being used to display Brain Pop video clips and interactive Google Slides, to practice vowel sounds and combinations.  In addition, teachers are integrating iPads to practice math concepts using Xtra Math and Lumio apps.  Xtra Math takes a new approach to memorizing math facts and plays on the boys’ love of competition by setting up a race against the clock and teacher.  Lumio Math reinforces learned multiplication and division concepts using interactive activities.

Third and fourth graders are learning their way around a computer by studying the home row keys, Microsoft Office, and Google Apps.  Ms. Korek, St. B’s typing teacher, is hard at work helping the third grade boys to become proficient typists by creating a little healthy competition to see who can type twenty words per minute by the end of the year.  Ms. Williams is putting the boys’ newly-found typing skills to work and teaching them how to use Microsoft Office and Google Apps such as Forms, Docs, Sheets, and Slides.  The fourth graders are also introduced to the basics of coding through the Scratch program.

The higher grades in Middle School are using an array of technology to enhance students’ education.  The fifth graders learned the art of researching on the internet and how to decipher between valid and invalid information.  To hone their newfound skills, the boys chose an Indian temple to research. The research is being used to design a tourist website that will advertise the temples and build a structure in Minecraft that will be displayed at the Multicultural Fair! In sixth grade St. Bernard’s teachers are taking technology to new heights by hosting interactive book clubs using Google Classroom and traveling to Korea using Skype!

Upper School students have the opportunity to choose between 3D Design and Programming in seventh grade and Computer Build, Film, and Robotics in eighth grade.  In seventh grade 3D Design, the boys learn its history and the basics of Tinkercad.  They then use technology to print a working lamp that projects unique designs.  Mr. Parsons is using Python to teach the boys computer programming.  Earlier in the year the boys programmed simple games and a map of the Electoral College while learning the basics.  The boys are currently programming a “choose your own adventure” game that tests their programming and critical thinking abilities.

St. B’s eighth grade boys built their own computers from individual components and gained an understanding of how the hardware works.  In film class they produced a commercial to promote a variety of charities.  They wrote a script, developed a storyboard, utilized a green screen, and learned how to use the Adobe Premiere editing program.  The winners of this year’s film competition were Peter J., John R., and Will M. from Mr. St. Clair’s eighth grade homeroom!

 

St. Bernard’s Technology Department is dedicated to integrating technology at St. Bernard’s in meaningful ways and showing the boys of all ages how to use technology to move them ahead in our increasingly digital and collaborative world.

Early in the morning of January 25, ten Upper School boys competed in the annual National Geographic Bee, organized by the National Geographic Society.  The boys demonstrated their impressive knowledge of domestic and international geography.  After many rounds of questions, the final two contestants were determined, Edward K. and James P.  Edward K. triumphed in the end and will take an online test to establish whether he qualifies for the State Bee in March.

 

Congratulations to all of the boys who qualified to compete in St. Bernard’s Geography Bee, and especially to Edward and James.  Special thanks to Mr. Clements for organizing and to Elisha A. for keeping score.

We had the privilege of welcoming Dave Isay to St. Bernard’s for the Speakers Bureau event on January 26, at which he addressed a crowd of over one hundred St. Bernard’s parents.  Dave is an American radio producer, founder of Sound Portraits Productions, and founder of StoryCorps, an ongoing oral history project.  He is the recipient of numerous broadcasting honors, including six Peabody Awards, a MacArthur “Genius” Fellowship, the TED prize, two Hillman prizes, a Rockefeller fellowship, and two Robert F. Kennedy journalism awards.

 

Dave told the story of how StoryCorps was founded with a single recording booth in Grand Central Station, and then grew to be a juggernaut.  StoryCorps invites friends, loved ones, and strangers to conduct forty-minute interviews at such intimate recording booths in Atlanta, Chicago, San Francisco, and other major cities, as well as in mobile studios nationwide.  These hundreds of thousands of recordings are mostly of previously unheard or ignored voices, all speaking in their own words.  Offering moving and surprising glimpses into the hearts of often marginalized and forgotten subjects, the interviews are a familiar feature of NPR’s Morning Edition.  They’re archived in the American Folklife Center at the Library of Congress.  In 2010 StoryCorps began animating a selection of their interviews with the Rauch Brothers, thus making the leap from radio broadcast to television on shows such as PBS’s POV.

On the 26th, Dave played a number of stories and animations for us:  the man who, dying of cancer, gave a sort of hymn of love to his wife; the African-American woman who went to visit in prison the man who had murdered her son, ultimately befriending him; the gay kid in rural Washington in the 1950s whose father saw how he was and gave him permission to be himself; and many others as well.  The audience escalated into laughter and sank into tears repeatedly.

Dave’s s larger project has been a complete revision of how we understand information in our information age.  At a time when polls and statistics dominate the news, he is a champion of narrative and storytelling.  There are great truths to be found in polls—at least in accurate polls—but there is also great truth in the way people encapsulate their lives and experiences, and those in the future who would wish to know our time will learn from the StoryCorps archive things they would never understand from more conventional historical sources.  In fact, those of us who are bewildered by our own time, as so many of us are at present, stand to learn from these stories.  They are billed as the voices of ordinary people, but stand as their own corrective by demonstrating that no one is ordinary, and that every voice is worth hearing.

At a time when the ability of citizens to hear each other across divides of culture, class, and politics seems to be strained to the breaking point, he gave a message of hope about how stories engender intimacy, teach forgiveness, and surface joy.

He received an ovation at the end of his talk.

On the morning of January 11, 2017, the fourth grade boarded a private coach destined for The Liberty Science Center, located in Jersey City, New Jersey.  The center offers a wide array of interactive exhibits designed to educate students on topics related to biology, chemistry, and physics.  Many of the exhibits have a practical application as well.  The boys learned about the ecology of the Hudson River and the forces that engineers consider when designing skyscrapers.  Students played a video game akin to “Asteroids” where they zapped microscopic invaders to simulate a human body’s immune response to bacteria and viruses.  They learned how energy is transferred from one system to another to make machines work.

After lunch, our students then watched an exciting IMAX movie on “Extreme Weather.”  They learned that small changes in one place can have surprising results in another.  Scientists believe, for example, that human impact may be related to a recent increase in severity of storms, wildfires, and rising sea levels.  Our students also saw how the scientific method is applied to study these phenomena.  They gained a greater understanding of the impact that our actions have on our planet.

After arriving back at St. Bernard’s the boys were asked to reflect on the trip.  Below are excerpts from a few examples of essays they penned:

This week the fourth grade went to the Liberty Science Center in Jersey City.  My favorite part of the museum was the IMAX video on extreme weather.  I think I liked it so much because it made me feel more aware of the natural disasters that are occurring around the world.  We learned about many things, but video mainly focused on glaciers and tornadoes.  The thing that stood out to me the most about glaciers was how much has been “calving” and falling off over the years.  If this keeps up, in a few years Alaska’s glaciers could be no more.  Lastly, because of the increasing energy use, scientists are wondering if that will provoke more tornadoes or less.  This is why I found this film so interesting.

                                                                                         David F.

 

My favorite part about the Liberty Science Center was the Touch Tunnel.  I liked the Touch Tunnel because you had to navigate around in the dark to get out of the maze.  Owls are nocturnal, so they can see in the dark and navigate.  Some snakes have special eyesight so they can see heat, which helps them see their prey.  One trick in the tunnel was that you could hold the wall to find your way around in the maze.  I liked that there were cameras so the parent chaperone could see what your strategy was.
                                                                                      Charlie M.

My favorite part was when I learned about estuaries.  I learned that an estuary is when a river and ocean connect and make rough water.  I learned that the New York Bay has an estuary where the Hudson River connects with the Atlantic Ocean…We did an experiment about an estuary…First we took a beaker and dropped water into a wooden rectangle that told us where the fill line was.  Then we put the divider in, which split the box in half.  Then we put blue food coloring in the right half and red food coloring in the left half.  We put salt in the left half to make it dense.  We lifted up the divider and the blue half went underneath the red half because the blue half was denser.  Then we put in the divider and mixed it, and it turned to brackish water.  We lifted up the divider and made an estuary.  This is on the fourth floor and it was one of my favorite parts, and my group was even better.  Thank you to Mr. Russell, Mr. Davis, Mr. Smith, and the chaperones.

                                                                                    Brennan C.

Keeping with tradition, the Old Boys Dinner was celebrated last week on the third Thursday in January.  On January 19, Old Boys returned to 4 East 98th Street for a classroom lesson, cocktails, and dinner.  The evening began with a Back to the Classroom lesson on carpentry with Mr. Michael Falcone.  Old Boys of all ages remembered their carpentry days, a few commenting that they still use their completed projects today.

After the lesson, cocktail hour in the small gym brought together over 240 Old Boys from near and far, young and old.  The farthest traveled was David Forster ’77 from Switzerland.  The youngest attendees were from the class of 2008, celebrating their first Old Boys Dinner.  The oldest class represented was 1942 with Louis Pemberton, also celebrating his 75th year reunion.

John Brodie, co-president of the Old Boys Council, welcomed the group which included twelve sets of brothers and two pairs of fathers and sons.  The class of 1967 celebrated their 50th year reunion and the class of 1992 celebrated their 25th year reunion.

Additionally, Jon Perez ’96 introduced the newly created alumni diversity council.  For more information, and to get involved, please feel free to reach out to him directly at jonathan.aperez@gmail.com.  Headmaster Stuart Johnson then officially started dinner with the Old Boys Song accompanied by Mark Risinger on piano.  Song books were not needed as every Old Boy joined in singing about their first alma mater.

 

The medium gym welcomed 210 Old Boys with delicious surf and turf provided by Cater to You.  We would like to give a big thank you to Executive Chef Carolyn Wells and the entire Cater to You staff for their service.  It was not long after dinner when the gym filled with cigar smoke and school songs were sung.  The night went by too fast for those who made the trip back to St. Bernard’s, some for the first time since graduation.

Thank you for attending the Old Boys Dinner.  We will see you next year on January 18, 2018.

Remembrance Day, 9K and Mr. King-Wood, (11/14/1997)

Miness Assembly, History of St. Bernard’s, (1985)

Twelfth Night, (1986)

The Mayflower Compact, VI Austin, IV Bazarini, IV Gillespie, V Silvia, (1993)

Y2K, 6A & Mr. Austin, (4/30/1999)

Unfortunately, these videotapes can no longer be played due to their fragile nature.  But a plan is afoot!  An audio visual preservation house in Philadelphia has provided St. Bernard’s with some guidance (and cost estimates) on next steps for preserving this valuable collection.

St. Bernard’s school history is documented in a wide variety of formats, starting with Headmaster Jenkins’ own handwritten letter documenting the first day of school, to our collection of oversized scrapbooks of Shakespeare Play cast members from the early 1900s.  Preserving school history in the chapters ahead now includes preserving pixels – including both digital images and motion picture video files.

If you have any interest in helping with this effort, or learning more, please contact Janine St. Germain, archive@stbernards.org.

On the evening of Tuesday, January 10, the St. Bernard’s community gathered at Wollman Rink for the annual Great Skate.  There is always a great turnout for St. B’s skating party, and this year was no different.  Nearly 700 people made their way to Central Park to skate, sip hot chocolate, pose with the skating dogs, and catch up with their St. B’s friends.

Many thanks to the Parents Association for bringing us all together in such a wonderful way, and special thanks to the members of the Skating Party committee:  Susan F., Linda G., Kathleen K., and Paige R.  Thanks also to Andrea V., from the Photography committee, for capturing so many great moments on the ice.

Thousands of students across the nation apply their problem-solving skills in the annual Mathematical Association of America’s American Mathematics Competitions 8 (AMC 8).  This year seventy-eight boys from St. Bernard’s took the AMC 8 exam, which covers Middle School mathematics concepts, and competed for local and national awards.  More than 130,000 students from more than 2,000 schools participated in the AMC 8 nationwide.  This year the performance by St. Bernard’s students was remarkable.

Eighth grader Marcus S. earned a perfect score on the AMC 8 exam.  This is the first time a St. Bernard’s student has received a perfect score, and the school has participated in the competition for eleven years.  Additionally, for the first time since 2008, two St. Bernard’s boys, Marcus S. and Frank K., earned scores in the top 1% nationwide.  Five St. Bernard’s boys earned the honor of placing in the top 5% nationally: Joshua G., Owen B., Daniel B., Carter L., and Chester L.

Dr. Johnson is immensely proud of his math students this year.  Please join us in congratulating all of the AMC 8 winners!

 

Eighth Grade AMC 8 Winners
First place:  Marcus S. (top 1% nationally)
Second place:  Frank K. (top 1% nationally)
Third place:  Joshua G. (top 5% nationally)

Additional Eighth Graders in Top 5% Nationally
Owen B.
Carter L.
Chester L.

Seventh Grade AMC 8 Winners
First place:  Corwin C.
Second place:  Henry L. and Lucas P.
Third place:  Cosimo W.

Sixth Grade AMC 8 Winners
First place:  Daniel B. (top 5% nationally)
Second place:  William K.
Third place:  William B. and Harris H.

 

 

 

The non-musical students and I were sent off for community service to the New York Common Pantry, half a mile up Fifth Avenue.  I mention the distance because it was perishingly cold, in the teens, with a truly evil wind that seemed always to be in our faces.  We were just six, five boys and me, and somehow enduring that weather bonded us even more than the usual homeroom-teacher-and-kids.  They took me in, or I took them in, but by the time we got there, we had more in common than when we left, a perfect prelude to working together as equals.

We six were thrown into the assembly line with around ten equally raw volunteers from CBS—corporate or news or sports, I never found out—and for the next two and a half hours we all worked like animals, or, more accurately, like Burger King employees, shouting orders as we filled bags for the hungry.  The CBS-ers, all in their 30s, were skeptical about eighth grade boys in blazers, but as we chopped away at the task, barriers melted, and young women with terrifying eye-liner and fashionable clothing were calling my guys by their first names, as we yelled “bananas,” “two cranberry sauces,” “mashed potatoes, onions, canned corn,” at each other.

 

The deal with the pantry is this: in a blocky building on 109th Street enormous amounts of donated food are trucked in, stored in the basement, and sorted into portion sizes.  A can is a can, but onions are packed into two-pound bags, bananas five-to-a-bag, and so forth.  All this at high speed by people who usually gaze at spread sheets or write for social media.  Also in the basement, the needy line up in front of a whiteboard that shows the day’s fare.  Volunteers with iPads take their names and what they want. The basement volunteers push “send” and upstairs a printer spews out little shopping lists. These are grabbed by, well, Charles D. (see picture), who rushes into the big food room with a couple of plastic bags crowing out what he needs for his client.  Three or four minutes later, the mother or father is out the door with bags of good and nutritious food.  It has the organization of an anthill, and it works.  We had a really great morning, the hungry were fed, the boys learned a lot about New Yorkers who don’t live in fancy apartments, and a bunch of yuppies from CBS saw what an intelligent adolescent can do. Win, win, win.

 

By Mr. Clements, Grade VIII Teacher