From the Buffett’s Dilemma 1 2 3 4 5 6 7 Board of Or, why I give to Princeton Friends School Trustees By Michael Robertson 8 9 10 11 12 13 14 f you’re reading this issue of Close Friends , worldwide poverty and disease. COUNTING THE DAYS you’re probably a philanthropist – that is, you Yet global humanitarianism, as important as it Second graders measure, then capture a year. believe in devoting some portion of your is, isn’t the only cause worth supporting; Buffett 15 16 17 18 19 20 21 income and assets to charity. And as a philan - acknowledged as much when, in addition to his gift By Jessica Hurwitz thropist, you no doubt were as fascinated as I to the Gates Foundation, he pledged another $6 was last year to read about Warren Buffett’s decision billion to other good causes, including education. 22 23 24 25 26 27 28 tIo donate $31 billion to the Bill and Melinda Gates Americans are generous donors to education. Foundation. Buffett, whose ego is evidently as small Anyone with a college degree is aware that regardless anuary, February, March and April....” PFS accuracy. They ask questions. “Why are there some - as his fortune is large, decided that he didn’t need of whether the college is private or public, his or her 2nd graders sing to the tune of Ten Little Indians . times 28 days in February and sometimes 29?” one his name on a foundation or building. The Gates education was subsidized by alumni donations. A Gathered in front of the classroom calendar child inquires. Another wonders, “Why do we have Foundation was doing work he believed in, so he high proportion of America’s college graduates feel on a late summer morning, the children sing leap year?” And so we investigate. donated his fortune where he thought it would do an obligation, in turn, to support the students who through the months of the One child moves to the most good. come after them. Jyear. An important part of the center of our circle, Buffett’s gift to the Gates Foundation is many That’s true for me. I got a first-rate education at life in most elementary pretending to be the sun. zeros away from anything most people can imagine a university that never fails to remind me each year classrooms, calendar activ - Another child spins around donating. Yet no matter the size of our annual con - how much it depends on alumni donations. I duti - ities have an added signifi - the first, becoming the tributions to charity, we all face Buffett’s dilemma: fully send in my check. But for every dollar I give to gance for this group. The Earth rotating in orbit. In where do I donate my money in order to ensure that my alma mater, I give many times that amount to children will spend the fall our classroom it takes 15 or it does the most good? Princeton Friends School. making their own calen - 20 rotations for the Earth Buffett, along with Bill Gates, answered the The reason is simple: my gift makes much more dars, and they are quite to journey around the sun, question by putting his money into a foundation of a difference at Princeton Friends School. I went excited. “May and June but we learn that in reality, that works to reduce poverty, disease and premature to a medium-sized university, founded in the 19th and July and August,” they the journey takes much death in the developing world. No one can doubt century, that graduates 1500 students a year. My sing with gusto. longer – 365 ? days. Since the urgency of this task, and I’d argue that everyone alma mater has thousands of alumni across the U.S. “September .... ” there are no quarter days in ought to give money annually to organizations such who donate annually. Many are eager to have their It is September, only a our calendar, we stand up as Oxfam, UNICEF, and the American Friends names associated with a high-profile institution, and few days into the school Jessica Hurwitz with students and their calendars. and make quarter turns, Service Committee, whose mission is to reduce the university just successfully completed a $1 billion year. Students in the 1 st to determining that it will take continued on page 17 8th grades anticipate a field trip to the shore, where four to make a whole rotation – a whole day. After we will launch the Central Study theme of From the four years, we will be able to add an extra day to the The Year that Was, the Building that Will Be Ground Up with a day of building on the beach. On calendar, and so every four years we will have leap From the this morning, the 2nd graders have clustered on the year. It isn’t often that dents and families, Quaker meetings, educators and carpet to hear The Castle Builder , a story in which a boy In November, as 2006 draws to a close, 2nd Development our one-room, admirers of Quaker education, friends of the school, imagines his sand castle is real. The book connects graders fill in blank calendar grids for each month Office 200-year-old PFS “neighbors” such as the Institute for Advanced Study, nicely to our trip, but also to our calendar project. of 2007. Working through the months in order, development office and others stretched to give what they could to see us The illustrations each child creates for a calendar students begin to understand the cyclical nature of has something in through. Even our current PFS students took part, will reflect the stories we share this fall – stories the calendar. “May ends on a Thursday, so June common with the corridors of power. But I was struck organizing a collection that jingled all the way to the related to the Central Study theme. starts on a Friday, right?” one child asks. Another recently by the idea that while much of the country was bank and will help us build the portal into our new In the younger grades, students are exploring confirms. Knowing that their calendars will amazed this spring by the power of grass-roots building. From the Ground Up by studying animal homes and become holiday gifts for their families, the children fundraising among presidential candidates, the practice Of course, we would love to be talking about human homes, and these topics figure prominently write the dates neatly. looked pretty familiar from where we sat at 470 Quaker raising $10, $20 or even $30 million to support in in the stories 2nd graders read and discuss during By early December, each 2nd grader has a folder Road (under ceilings that are maybe seven feet high, by perpetuity the gem of a school you’ll read about in the reading workshop. As they sound out words, identify full of calendar pages and another filled with the way). Barack Obama surprised everyone by solicit - following pages. And perhaps one day such a gift will setting and characters, and consider an author’s illustrations of the stories we shared. It is time to ing many small gifts that added up to a big number. find its way to our mailbox. (It’s the big white one on message, students also deepen their connection to assemble the projects. Each student glues one calen - And that’s how we do it here at PFS, although our defi - Quaker Road, you can’t miss it.) But Princeton Friends the theme. They note the reasons characters build, dar page and one illustration onto a large piece of nition of a “big number” is unavoidably different. In School, built on the faith and foresight of so many, will pay attention to the resources used for building, and construction paper, then repeats the process for the both cases, money has been raised from a wide variety of always be the product of many hands and many gifts. discuss the difference between a house and a home. other 11 months. As the children work, the class - donors, who stretch to give as much as they can, moved For that, we are deeply grateful. PFS is the home of They also look for important moments to illustrate. room is filled with voices. “Look, here’s my birth - to do so by both generosity and passion. Quaker education in our area, a school dedicated to By December, we will have shared 12 theme-related day!” someone says, pointing to a date in February. Two months ago, we successfully closed Building on the serving children from a broad range of economic and stories, and each child will have made 12 illustrations “That’s after Valentine’s Day,” replies a friend. Vision , our $3 million capital campaign for new class - social backgrounds and to teaching the value of integri - to decorate a calendar. Many children sing as they put their completed room, science, studio, outdoor play, and other space. ty, equality, justice, and peace. As 2nd graders work with the classroom calen - calendar pages in order. They recall favorite stories Three million dollars is a very large amount of money That’s the vision we continue to build on, thanks to dar each morning, they pay careful attention. They as the song continues in the background. for a school our age and size. Yet we raised it because so you all. sing the months in order and use the “Thirty days “September, October, November, December . . . .” many people gave, in so many ways. hath September” rhyme to determine the number Fall in 2nd grade. Over the three-year course of our campaign, PFS of days in each month. They calculate the number received gifts and pledges from across its extended com - of days until a birthday or holiday with increasing Jessica Hurwitz teaches 1st and 2nd grade at Princeton Friends. munity. Parents, grandparents, trustees, alumni stu - Jill Feldman, Director of Development

• two • • three • their case, and the Lessons Taught debating was sharp. A Central More recently, in Study (and learned) in Cultural Chemistry – the theme we chose in the Sampler wake of the attacks of Central Study Class September 11th – we Under Construction (1996-97) studied religion using examined the building and societies At the heart of the PFS curriculum is a theme that inspires and the crucible of the over time in a particular location. In reinvents our study each year. Here’s how. Middle East as our our studies of the Maya in Central America, the Amish in western By Pete Jaques vehicle. Wow! When you are in the role of a Pennsylvania, and our own school’s Palestinian pre-med plot of land as the present ho fired the first shot at history, the study of the past from the perspectives of student denied access to Schoolhouse was under construction, Lexington? I got to debate that ordinary people; 3. the middle school revolution, the university, and you we focused on technology and archi - tecture as indicators of a culture’s val - question in the autumn of 1959, upsetting the notion of “junior” high school; 4. the Central Park building, by Will Herbert. are sitting across the my junior year at Middlesex High Internet, which eliminated the comfortable role of table from a Zionist ues and world view. School. It was a riveting class, but it teacher as know-it-all. farmer, sparks fly. But so does understanding. (By the way, the On Time (1997-98) included a was one of the few I remember before college. Each of these developments resonates in the students concluded that the issue was not religion at all, but cross-cultural examination of atti - WHistory classes in my elementary and high school days Central Study curricula I now plan and teach at land.) tudes toward time and timekeeping, were largely lecture, the subjects political, military, Princeton Friends School. Flight and Freedom : Students became either white landowners or revealing enormous variation and and chronological. All Dead White Males. Central Study is the class at PFS that encompasses black sharecroppers and, in a game we invented, played out the examining the relationship between Cut to Harvard history, geography, inevitable economic consequences. time, money, and power in different College, March 1965. politics, sociology, Walls & Bridges : Serfs were pitted against feudal lords, and lost, societies. As part of this study, we Professor Bernard and more. It is built and lost, and lost until, of all things, the Black Plague trans - traced the influence, across time, of Bailyn finishes a around a theme that formed the relationship. the philosophy of civil disobedience – brilliant presentation changes each year and This year, our CS theme is From the Ground Up , and as I finish from Thoreau to Gandhi to Martin of Tom Paine's pam - is meant to inspire this article, 7th and 8th grade students are writing an essay on a Luther King, Jr. phlet Common Sense , the every other class in the complex topic, analyzing human housing as it exists in a wide Rivers (1998-99) has been our writing that changed school, from math to variety of societies around Central Study theme twice since the enough Loyalist minds art. Choosing a CS the world. They have been founding of the school. In one year to spark the American theme is a laborious, asked to write about simi - Above all, when or the other (or both) we have studied Revolution. That's the heartfelt, all-faculty larities and differences, planning a year the civilizations of the Tigris and moment when I realize undertaking. A CS while keeping in mind Euphrates Rivers, the Nile, the that I am turned on theme must be literal basic universal factors. of Central Study, Indus, Sarasvati, and Ganges, the by, of all things, intel - enough for our First cousins to Central Yellow and Yangtze, and the lectual history. Beginning Schoolers, Study are two weekly semi - we try to make Mississippi. Throughout this study a Cut once more – yet figurative enough nars we’ve implemented at predominant theme has been the this time to Cleveland, to challenge 8th PFS in recent years: the it human. political consideration of who con - Ohio, May 4, 1970. I graders. It must work 7th grade seminar and the trols a given river. At the same time am a young college within the confines of 8th grade seminar, created to teach fundamentals of American that our attention was focused on admissions officer our school’s three- history, law, government, and economics. Our students draw ancient river cultures, we regularly came across items in the news report - now, and in my office From the Ground Up, this year’s CS theme, inspired student artwork about year science rotation upon all these disciplines as they craft their essays. ing on current struggles over irriga - six stories above Euclid buildings. Above, Keith Costa’s vision of contemporary Asian architecture. of biology, physical Cut to last year’s CS theme, Earth Matters . The 3rd graders Avenue. Below, several science, and chem - spend time in the woods collecting items the Lenape would have tion rights, hydroelectric power, or thousand anti-war protesters have closed the street. istry/Earth science and include an examination of a used in everyday life centuries ago, and the 4th and 5th graders environmental concerns. The air is absolutely electric. Suddenly, mounted significant period in human history or culture. write Lenape journals, creating historically accurate, 10-day fic - At the Water’s Edge (1999- policemen charge into the peaceful crowd – a sight to (Ancient Polynesia, ancient China, ancient Rome, tional biographies. In March, older students take part in mock 2000) examined the fertile and behold from my bird’s-eye perch. In response, the and apartheid-era South Africa are recent topics conferences on whether or not China should build dams on the dynamic environment where land and protesters angrily close ranks. I am on my way out to we've explored.). We also use the CS theme to launch Nu-Salween River. The kids are in realistic roles, often ones sea meet. The year of Central Study join them, prepared to be fired for my action. But at field trips and other opportunities for experiential involving dilemmas like that of the Thai city planner who needs included an in-depth, scientific that moment, a torrential thunderstorm erupts, learning. Last year, during our Earth Matters theme, we more water but whose own family was recently flooded out of its examination of the ecology of wet - raining so hard that not even an imminent riot can visited the Bronx Zoo, the American Museum of home. Students prepare their characters' positions and then stay lands, a historical overview of the stand it. Driving home that afternoon, I learn that it Natural History, Howell Living History Farm, a strictly in those roles for a day or two before being able to debate Atlantic Seaboard and the people who had not rained enough at Kent State, just 20 miles restored Lenape village, and we took students on a the issues as themselves. The sessions are intense. In May, the 1st have explored and inhabited this away. Four students are dead. canoe trip in the Pine Barrens. and 2nd graders are out on the school porch, creating a paper coast, and a study of the The point? That the lessons for a teacher of his - But above all when planning a year of Central rain forest, intently focused. Their finished work will prove to be Mediterranean in the centuries lead - tory and social studies are often sudden and striking. Study at PFS, we try to make it human. dense, dark, and realistic – in a word, stunning. ing up to the classical Greek period. I am 64 years old now and have had a classic, tradi - Several years ago, during our At the Water's Edge This is the kind of immediacy we try to achieve many times a Throughout the year attention was tional education. But in between my days as a student year, students debated whether or not the British year for every PFS child. Inventing ways to do so is one great job. given to the encounters – both fruit - and my time as a teacher, there have been four taxes imposed after the French and Indian War were ful and hostile – between cultures and career-changing developments: 1. Vietnam, which fair to Americans. Every student was assigned a spe - Pete Jaques is Assistant Head of Princeton Friends School. groups of people that typically occur at the water’s edge. shattered complacently irrelevant education; 2. social cific historical vantage point from which to make continued on page 15

• four • • five • helps us to see.” “The sun makes light.” flame, making lots of black smoke. I turned the alu - “Can you put light inside a jar and keep it minum over to show the students the black soot that there?” I asked. had collected. They were impressed, and I swiped my There was a flashlight in the room, so I directed finger across the aluminum, gathering up soot. SCWhIenEa claNssroomCcurrEiculumAgets lSost inRthe mEail, Va teacEher tuLrnsAto hisTinnIerOlight. N its light at a glass jar, then turned it off. “Do you think this black stuff is the same materi - “You can’t hold light in your hand and stick it al used in your charcoal drawings in art class?” I By Francis Lynn in a jar and take it out again,” I said. It doesn’t asked. weigh anything.” “It looks like it. Can we try drawing with it?” To which one of my students replied: “Maybe it (“Yes,” I said, and they did.) uakers teach that truth is occur? What is a candle made of? What is air made doesn't weigh anything because it’s energy.” So what is light? I finally asked them. continually revealed to each of? The list went on and on. There came a point We followed up on this activity in our next class, To answer, we went back to our candle and used individual through a process of when I was down to the atomic structure of fire adding to our list of observations and questions. lenses, magnifying glasses, mirrors, fiber optics, experiential seeking – inquiry, when I realized that these questions contained the “What is needed to make light?” I asked. prisms, and refraction gratings to break up visible exploration and discovery. Queries seeds for an enormous amount of learning. I was “The candle.” light into its many colors. We experimented more are contemplated and explored, excited and daunted at the same time. I was even “A match to make the fire.” with combustion, physical and chemical changes and Q and then discoveries are made. more uncertain about where to begin, for what was a “Air.” reactions, states of matter and the structure of atoms. Recently, I stumbled upon a seemingly simple topic had expanded in scope When I heard the word “air,” I asked: “Is there a I took the work done with the 1st and 2nd graders process of teaching science that closely connects to beyond limit. way for us to test if we need air to make light?” and expanded it to meet the needs of my older stu - the Quaker process of continuing revelation. The way to begin, however, was glaring in front “Put a jar over it,” one student suggested. dents as well. During one class a student asked what Last summer, while planning my science of me as I finished my dinner: I would simply light a We placed a jar over the candle and indeed, made her rubberized wrist bracelet glow in the dark, curriculum for the school year to come, I ordered a candle. Then I would ask my students to observe and after a few moments the light went out. Smoke filled which led us into the study of chemiluminescence. number of dynamic teaching materials. To my describe what they were seeing, developing questions the glass, and water droplets formed on the inside December soon came and my science classes were dismay, the materials did not arrive on time. from their observations. This meant that I had to of the jar, something that students were quick to still exploring the chemistry of light. I became con - Confronted in September with several sections of permit the curriculum to evolve, to grow from the point out, having caught on to the importance of cerned that perhaps I was too obsessed with these science laboratories observation. Questions about the smoke and the candlelight experiments and should move on to to be taught and no water were asked, further extending our list of other things. I decided to conduct some research at materials, I began inquiries. the library, and I came upon a book that was written scrambling for “Is there a way for us to find out what the smoke by the famous English scientist, Michael Faraday. ideas. What worried is made of?” Students wondered if it was made of The book was titled The Chemical History of the Candle , and me most was that I wax, because it smelled like wax. it was based on a series of six lectures would disappoint I remembered a magic trick a “There is not a Mr. Faraday had given at the Royal eager 1 st through former student once demonstrated Institute of London in 1861 to 5th grade students for me and decided to perform it for single law that young students interested in science. with a textbook- the children. I lit the candle, and governs the When asked why he chose the topic and-worksheet then I blew out the flame and a of the chemistry of a candle, he approach to learn - stream of white smoke trailed above universe that is replied, “… there is not a single law ing, when they had the wick. I placed the flame of the not represented that governs the universe that is not come to expect the match into the smoke stream, represented in the simple beauty of hands-on activities approximately one inch from the in the light of a the light of a candle.” that are a hallmark wick. A flame quickly leapt down the candle.” There are correlations of the Princeton smoke and reignited the candlewick. between the curriculum process of Friends School sci - Then I asked: “So what does this this school year and the practice of ence program. activity tell us about the smoke?” my Quaker faith. Friends teach that truth is revealed The night “The smoke can burn.” through the process of honest evaluation, of asking before classes were “What's in the smoke that makes it burn?” questions and exploring the depths of human expe - to begin, I was hav - Teacher Francis Lynn and students explore the physics of flame. Lighting a candle was only the beginning. “Wax.” rience for answers. For truth to have meaning, it ing a candlelight “Can wax float?” I asked. must be discovered through experience. dinner with a friend. I had not resolved my dilem - students' direct experience. I would not know what “If it’s small enough.” Teaching science to elementary school students ma about how to teach classes without classroom would unfold from one day to the next. If you have “What color is the smoke?” is an adventurous and inspirational endeavor. materials. But as I stared into the flame of the can - ever taught science – or any subject for that matter – “White.” Children's innate curiosity about the world and dle, a different question entered my mind: what is you'll know that there is security in having an A-to-Z “What color is the wax?” their continual expression of wonder at its mystery light? Yes, I knew that it was a form of energy, the plan. But I had outlined a chemistry curriculum that “White.” is the very substance of a good science curriculum. visible part of the electromagnetic spectrum, and depended upon unavailable materials, and now I “Do you think that is further evidence that the Children question everything, for the world is a that it was emitted by the excitation of electrons and simply had an idea and a candle. smoke is made of small wax particles?” mysterious place and mysteries are simply occur - so on. But this was just information I had read The first laboratory class was with a mixture of “Yes,” several students replied. rences not yet understood. Science is the process of along the way somewhere in my career as a student. 1st and 2nd graders. I knew that they liked to draw, “But the smoke isn't always white. Sometimes it's understanding mysteries through observation, Had I ever tested this knowledge, ever explored and so I brought to the classroom colored pencils and black,” said another child. inquiry, exploration and experimentation, which discovered experientially what was happening when a paper, along with a candle and matches. I placed the “Let's see if we can capture some of that black can lead to the discovery of knowledge – mystery match was struck or a candle lit? Eureka! Suddenly I candle in the center of the room, lit it, and stuff. I have an idea. Let's pass a piece of aluminum solved – then more mystery unveiled. This is the knew what I was going to do for my science laborato - instructed the students to draw what they were see - foil over the flame and observe what happens.” I wonder and beauty of science; this is the wonder ries: we were going to explore the chemistry of light. ing, including all colors and shapes. proceeded to fold a piece of aluminum foil and and beauty of the spiritual life. I began to write down a list of questions for Then I asked: “What is light?” And some of the passed it through the flame back and forth several inquiry: What is light? What does fire need to replies were as follows: “It takes away the dark.” “It times, causing an insufficient supply of oxygen to the Francis Lynn teaches science and math at Princeton Friends School.

• six • • seven • PROBLEM OF THE WEEK HOW I CHOSE Our students solve problems of theoretical mathematics each week. Can you? PRINCETON FRIENDS SCHOOL Problem of the Week is an extra math class we Our students leave 8th grade having explored topics With three children to educate, the choices were many. offer to our 3rd through 8th grade students. POW, such as Pascal’s Triangle, Random Walks, One stood out. as it is known, brings students together in Newcomb’s Paradox, Penrose Tiles, and the Koch mixed-age groups for the purpose of exploring a Snowflake. By Carrie Pallat mathematical puzzle or challenge. A new POW is Above all, POW teaches that mathematics is a introduced every other week, and class time in the problem-solving undertaking, that many approach - intervening week is spent working in small groups es are valid in working toward a solution, and that to share students’ ongoing work on the problem. sharing the process of problem-solving with others hen Alex, our oldest daughter, was a The teachers at PFS are such wonderful The problems that are presented are often leads everyone to a broader understanding of the toddler, we began to look around for a people. They have a genuine respect for each related to topics that students are studying in other concepts at hand. school for her. We considered all the other and for the students. They set the example subject areas, and through these problems students Here are two POWs for you to try, presented by Wschools in the Princeton area – from public to pri - for my children. They are committed to this school encounter mathematical concepts that aren’t often math teacher (and founding POW teacher) Richard vate. At some point during this search, we found and they really know the students. This is another part of an elementary mathematics curriculum. Fischer. Princeton Friends School. Not long after, we quality of this school that’s important to me. received a PFS catalogue in the mail. My husband, I grew up in a small farming community in John, read through it early one morning and left it Iowa. It wasn’t until I moved to Brooklyn to go to Puzzles and Prose Stranded! on the kitchen counter for me with a note that college that I realized the benefits of a small com - said, “If this school does half of what it says it munity. Where I grew up, everyone knew me and I. Three-Letter Words Robinson Russo has been stranded on an island does, why wouldn’t we send Alex there?” they knew my capabilities, and I missed some of There are six permutations of in the Pacific. Luckily the island is inhabited! That was more than five years ago. Alex is now that when I moved to New York City. a three-letter word, with three Unluckily the inhabitants are cannibals! Luckily the in her seventh year at PFS. Her younger sisters, That small, caring community is what we have different letters. For example, cannibal king is very merciful. He welcomed Samantha and Nicole (twins), are at PFS. Because the teachers know with the word bat, we can also Robinson and told him he looked delicious. starting their third. my children so well, they know what make bta, atb, abt, tab, and tba. “That's a beautiful gold chain you have,” he They’re here because I believe “If this school does they are capable of doing and the Of these six, only bat and tab are dic - added. “How many links are on it?” my children are who they are today areas in which they could improve. tionary words. Can you find a three- “Oh, I'm a good mathematician,” said Robinson. in large part because of Princeton half of what it My children are thriving in this sup - letter word that makes a meaningful “There are 60.” Friends School. The school has portive atmosphere. word in all six permutations? (I think “Well,” said the king, “I'll charge you a rent of exceeded our expectations. says it does,” read This summer, I spent an evening it's impossible, but I'd love to be sur - one link a day to live on our island without being My children have learned with a good friend of mine who prised!) Can you find a three-letter eaten. And I know a ship is due here in 60 days that respect and tolerance and kindness the note from now lives in Boston. Being the word that works in four or five of its permutations? can take you home.” at this school – three things that are my husband. “passionate moms” that we are, we What's the best you can do? By the way, how many “Oh, thank you, Your Majesty! Take the whole really important to me. Don’t con - started speaking about schools. She different three-letter “words” can be formed with the chain right now!” fuse this word “kindness” with recently spent some time research - 26 letters of the English alphabet? “Oh, no, I cannot accept payment in advance. “politeness.” Lots of children learn “Why wouldn’t we ing the schools in her area. I liked You must pay me one link every day.” to be polite. Princeton Friends send Alex there?” what she told me she was looking II. Scrambled Labels “All right, Your Majesty! My sailor's knife is sharp School teaches my children to gen - for. She said in her interviews she’d You have three boxes. One contains two white mar - enough to cut the links. I'll pay you one every day.” uinely respect and value others. let the school representatives she bles, one two black marbles, one a black and a white “But it is a shame to have that lovely chain all cut And it’s because of this true respect was speaking with know that she marble. Each box has been labeled, but someone up. I will order my Sergeant-at-Arms to bop you on for each other that my children have learned to be was, “bringing to them a child who is eager to switched the labels, so all the boxes are now labeled the head each time you make a cut in this lovely kind. On Alex’s first day in the Beginning School, learn.” She asked that they return to her the wrong. You may draw out one marble at a time from chain.” her teacher, James, wrote on the board, “Kindness same. any box. What is the minimum number of marbles “But Your Majesty! That's 60 bops!” is the gift we give to each other every day.” It’s This is what Princeton Friends School does. My you need to draw out and look at in order to re-label “And I thought you said you were a good mathe - been wonderful for Alex, Samantha, and Nicole to children are excited to learn. And they are excited all the boxes correctly? matician! I'm willing to give you change in any way grow up in a school where not only do they learn to learn about so many different things. that will help you. Think about it. On the second day to be kind, but where others have learned to be My husband often speaks of a Nobel Prize III. The Absent-Minded Teller you can give me, if you wish, two links still joined, kind to them. winner in Physics, Murray Gell-Mann. In an article Mr. Smith cashed a check, but the teller switched the and I'll give you one back in change. Or on the tenth It’s the community of Princeton Friends School published in the New York Times Magazine , Mr. dollar and cents amounts when she gave him his day you can give me ten links all joined together, and that I value so much. It’s wonderful that the Gell-Mann was asked, “What interests you?” His money. After he bought a five-cent newspaper (boy, I'll give you back the nine I already have. That way students, teachers and staff here know each other reply: “Everything.” This is the kind of love of is this an old problem!), Mr. Smith noticed he had you can pay me one link a day and not cut the chain so well. I love watching the interaction between learning that Princeton Friends School fosters in exactly twice as much money as the correct amount very often.” the various grades. When Alex was in the lower my children. on his original check. What was the original amount So here's the problem. How can Robinson pay grades, I could see how good it made her feel to Alex, Samantha, and Nicole love going to of his check? the king his link a day with the minimum number of be friends with older children. Now that she’s school here. They love their teachers. They feel cuts? Robinson's chain is not linked up to form a making her way to the upper grades, I see how very lucky to have this school. loop or necklace. It's just a straight length of chain. beneficial it is to her to befriend the younger John and I feel very lucky, too. Except for the two links on either end, every link is students. After seeing the benefits to both the joined to two others. older and the younger, it makes me wonder why Good luck! Have fun! No bopping! more schools don’t think to do the same.

• eight • • nine • “Art classes are working “First and 2nd graders are constructing miniature beaver “Sixth grade Spanish students are working on brochures that describe a different lodges using materials that they have gathered on the out - with clay on the wheel. country. They can choose any country in the world, but they must write in Spanish, After the children have skirts of the woods surrounding the Schoolhouse.” using the newest vocabulary they have learned. Later, they will present these brochures – Sarah Hirsch, 1st grade teacher watched a demonstration, in a presentation to the class, which we will videotape.” – Silvia Estrada, Spanish teacher they eagerly sit at the “In our POW class, I split wheel with their piece of “The 3rd graders were discussing the calendar in our number corner and wonder - the 12 students into two clay. The power is turned ing why not every month starts with a Sunday. This led us to playing Buzz, where we groups to work on the prob - on, and off they go. At count, but say “buzz!” instead of, for example, multiples of five. We noticed that lem, a story problem. After that point, they are with 15 people, the buzz didn’t move when we did fives, but it did move with fours. each group solved it, their focused and silent, as they Many theories were proposed! And this led us to graphing the Buzz game on a circle task was to write about the watch their clay become with 15 points, and thus drawing polygons and star polygons. Lots of fun and lots of way in which they collaborat - transformed. Everyone learning!” – Richard Fischer, 3rd grade advisor. ed and their processs of solv - feels complete and ing the problem. In a future accomplished.” class, we’ll share our differ - – Jean Becette, art teacher ent problem-solving meth - “In the 2nd grade, some students ods. Learning to articulate are painting pictures that high - one’s problem-solving light important moments in the process is essential in the stories we read this fall. Others development of critical are writing the dates on blank thinking.” – Dave Gibson, POW calendar pages and discovering teacher, 7th and 8th grade advisor why each month does not begin on the same day of the week. Each student has been working on a calendar that will be given as a gift to someone special.” – Jessica Hurwitz, 2nd grade teacher a “For the Building and Architecture unit, 5th through 8th graders are researching, preparing, and presenting Power Point presentations of famous day in buildings from around the world, from the White House to Skara “Our science class is Brae.” – Kalpana Mehta, 7th and 8th exploring the properties grade advisor of sound and light waves. We used an oscilloscope to the life determine the frequency of of Princeton Friends School sound produced by a variety of crystal glasses. Students are also exploring the law of reflection for light rays For 20 minutes each day after recess, the PFS Schoolhouse is quiet and using mirrors and lasers.” still, and every person within it deeply engaged in all-school reading. – Francis Lynn, science teacher TEACHING LITERATURE AT PRINCETON FRIENDS It’s a wonderful story. By Nancy Wilson

he capacity to read fluently and eagerly is one of THE LIT LIST the most basic aims of a PFS education. Everyone, Three times a year, PFS students choose faculty and students alike, pursues “independent the book they will study in literature class. reading” – material of our own choosing – every Here are some of their choices. day for a silent, magical 20 minutes after lunch recess. But it’s important to learn to read critically as well, to Tdevelop close reading skills by sharing a book with a group, reading and reflecting on it carefully, and talking about it To Kill a together. Connecting directly with the year’s Central Study Mockingbird theme, literature classes are as exciting to teach as to take at Cry, the Beloved Dave Gibson with some of his 8th grade students (and knitting needles). This is the first Princeton Friends, because the works are worthwhile in them - Country Princeton Friends School class to receive Dave’s scarves, and he promises there are more to selves, and yet they also illuminate some aspect of our year’s The Secret Life of come, “earlier, next year.” thematic perspective. During this past year’s study of Earth Matters , for example, Bees the three literature units were Survival, Making a Living from The Search for the Earth, and Decisions Affecting the Earth – each topic pro - Delicious In which teacher Dave Gibson knits a scarf viding a particular and deeply human view of Earth Matters. Samir and Yonatan What makes PFS’s way of experiencing literature so exciting The Mysterious Island for every student in the 8th grade, and and satisfying? Choice, mixed-age groupings where all voices Stones for Ibarra are equal, the expectation of multiple perspectives, and the A Gathering of Old Men lives to tell a great yarn. broadening of understanding that comes from reading stories Q Shakespeare Bats Cleanup that connect with other material being studied. A Passage to India & So Dave, how did airplane was nice enough to point out that I had Each of the literature units in a year centers its initial 20 you start knitting? invented my own painful and ineffective way to knit. to 25 titles around a subtopic of the CS theme and, with guid - Grapes of Wrath A It comes down to the It only took her a few minutes to show me the knit ance from teachers, students choose the five or six titles they When I Was Puerto Rican fact that I attend a lot of stitch. And you know, it doesn’t hurt a bit. most want to read from that unit’s list. Students are then Holding Up the Earth meetings. Don’t get me wrong, placed in mixed-age groups of eight to 12 children who all My Side of the Mountain How did you get the idea to knit for your students? the meetings we have here are really important—we want to read a particular book, led by a teacher who also wants I made my first scarf, and I wore it to school on the Bud, Not Buddy spend the majority of them discussing the kids and to teach that book. Although individual classes naturally differ first day after holiday break. An 8th grader said that The Conch Bearer what’s going on in the community. At one of the according to the book being explored, the teacher, and the he really liked my scarf. When I explained that I had The Diary of Anne Frank faculty meetings in December I looked around and class’s make-up, all classes delve deeply into the text through knit it, he asked me if I would make him one. It Dragonwings noticed a handful of my colleagues knitting. I lively discussion and many varied activities – from response made me think about it. What a great idea. I real - thought that knitting could be a good way to have journal writing to drawing pictures, and from games that elicit Nectar in a Sieve ized that I couldn’t knit for just one kid, that’s not something to do during all those discussions. the facts to final projects such as dioramas, models, and dra - Walk Two Moons really fair. But I also couldn’t knit for every student. matic monologues presented in costume. Discussions are cen - Dicey’s Song Did one of your colleagues teach you? We may be a small school, but there are still 125 kids tral, and every voice is heard and valued. Students explore A Solitary Blue No, just before the winter break I mentioned in here. Then I got the idea to knit one for each of the both the content and style of literature through asking and Longitude passing to a student and her mom that I was inter - 8th graders. I knew that whatever I did one year, I'd answering questions of all kinds, and learning to search text Watership Down ested in learning how to knit. One morning I came have to do the next — and the next, and the next.... for evidence and patterns. in and found a surprise on my desk. They had left Inkheart How many scarves does that come down to? By the end of a literature round, a student has had signifi - me a skein of yarn, some knitting needles, and a The Land We graduate about 15 students a year. I think I can book about how to knit. It was a pictorial book, and cant practice in discussion and close reading (including mar - handle that. It’s my way of honoring the fact that at Roll of Thunder, Hear My Cry I figured I could handle learning it on my own. gin notes, summary writing, and investigations of setting, our school, being an 8th grade student is different Devil on my Heels That was pretty much it. All the while though, I had character, mood, theme, structure, and style in older grades) than it is at most middle schools. and, perhaps most important, experience in holding multiple Seedfolks this feeling that I was doing something wrong perspectives, not just one’s own set of opinions. Maniac Magee because my fingers were rubbed raw after the first What makes it different? In the end, these explorations bring to students and teach - Esperanza Rising scarf. I was pretty sure that knitting wasn’t supposed Well, for one thing, many of our students have been ers alike the broadening of experience that all literature Hatchet to hurt. here for a long time—some have been here nearly enables and the deepening of our understanding of that par - ten years. That’s a long time to be in one school. Alas, Babylon Does it still hurt when you knit? ticular Central Study theme’s window into human experience. There are a lot of positives about that. They’ve The Gold Threaded Dress No, thankfully a woman I was sitting next to on an How rich and integrated is that? watched many classes of 8th graders lead the school. Harriet the Spy Nancy Wilson teaches literature at Princeton Friends School The Wright 3 “It’s my way of honoring the fact that at PFS, being an 8th grade Notes From the Shore The Good Earth student is different than it is at most middle schools.”

• twelve • • thirteen • Central Study, continued from page 5 They’ve seen what worked and what disappointed them, How long does it take? Flight & Freedom (2000-2001) was interpreted Walls and Bridges (2003-04) examined the purposes and by the time they become the oldest kids in the About a week. But I’m getting faster, and next year in age-appropriate ways across the grades. Younger stu - for walls and bridges in the human environment, pro - school they really embrace their opportunity. Our I’ve vowed to start earlier. I'm going to be knitting dents took a field trip to see migrating birds of prey, vided an overview of great wall and bridge projects school firmly believes that being a teenager doesn’t these scarves until I retire. erected bird feeders, and conducted research on indi - throughout history, and examined the Roman Empire mean you can check out of the human race. Older stu - How do you choose the colors? vidual species, culminating the fall term’s study with a and medieval Europe as periods of significant techno - dents at PFS are expected to be important members of I let the kids choose. I bring in a big bag of yarn and magnificent calendar project that integrated Central logical progress. Looking at walls and bridges our school community—and they are. We depend on they can tear through it. Study, math, and art. Third through 8th graders exam - metaphorically, we examined the pre-Civil War United them to help us guide the younger students. ined, in different ways, the “flight” from religious per - States (focusing on the “wall” of slavery and the Nice gift. Where do you rely on them to lead? secution that led to the founding of the United States of “bridge” of the Underground Railroad), and conclud - Who couldn’t use an extra scarf in the middle of win - Talk is cheap. It’s all about what these 8th graders do America, the struggle for independence from England, ed the year with independent student research on “walls ter in the middle of New Jersey? that matters to the younger kids. They see these older the writing of the Articles of Confederation and the of oppression and bridges to justice and freedom” in students reading epic poetry and fairy tales during I hear the kids are planning to wear the scarves to Constitution, the creation of our system of govern - areas of individual interest (women’s suffrage, the Storytelling Week, singing silly songs during all- the Moving On ceremony – in June! ment, and other events involving “the claiming of free - Holocaust, the treatment of Japanese-Americans dur - school singing, and folk dancing with the little kids The reactions I have gotten from the kids when I’ve dom,” from the aboli - ing World War II, every Friday afternoon. They can see it on the basket - given them these scarves have been the kind of tion of slavery to the and many more). ball court and soccer field pretty clearly as well. When moments I will treasure for the rest of my life. They beginnings of the Voyages and a really talented 8th grade teammate passes the ball to just really, really appreciate the gift. If you can find a women’s suffrage Journeys (2004- a 4th grader, well, it just doesn’t get better than that. little peace as a middle-grades student, it might come movement. 05) examined the They also lead many of our community service initia - from knowing that your teacher is staying up nights Living Cycles, various reasons that tives, make incredible art, and write some of the best knitting for you. I just want them to know that I care. Making Choices people have “jour - essays I've read. My intention is to honor all that. And I think they do. Plus, I like it that they also know (2001-02) encour - neyed” throughout I’m a guy who can knit aged students to pay history – to explore, You really admire them. attention to the major to seek economic I do. While each class of PFS 8th graders has its own cyclical forces in the gain, to escape reli - personality, since I’ve been here they’ve been a very For more information and to natural world that gious or political cool group of young people. I want to thank them for Alum News connect to the PFS Alumni Online Community, visit our shape our lives. persecution, to pur - their service to the school—and for all the laughs too. website: www.princetonfriendsschool.org and follow the alumni Through interdiscipli - sue a spiritual path, Well, for most of the laughs, at least. I’m just hoping links. We want to hear from you! nary study of plant and or to survive. We that all those former graduates don’t hear about these animal life cycles, the studied the Age of scarves. If they do, I’m going to be a very busy man. Joseph Porcelli, a student at PFS in its earliest years, solar and lunar cycles, Exploration, the is employed by the Boston Police Department as a the cycles of seasons Polynesians, the Has knitting for your students had an effect on your neighborhood organizer and agent of social change. relationship with them? and tides, biological Museum, by Georgia Fremon. Oil on canvas. Lewis and Clark His website is www.neighborsforneighbors.org.… cycles, and the migra - expedition, and the Sure. I’m the guy who forces them to learn the parts Jena Fox (“Class of ’90, sorta”) is reviewing tory patterns of animals and specific human societies, Silk Road, focusing on the “push” and “pull” factors of speech. But now I’m also the guy who’s making New York City theater and cabaret for each one of them a scarf. It goes a long way. There’s a BroadwayWorld.com and Cabaret Scenes magazine. students analyzed the patterns of their own lives with that influenced people’s movements in each case. certain kind of respect that’s important between Last year, she became a voting member of the Drama greater objectivity and recognized the choices that Older students concluded the year with independent teachers and students at PFS. You see it in between Desk Awards…. Josh Goldston (Class of 1993) lives humans can make – both personally and globally. research projects focusing on journey topics of their teachers and students throughout the school. For me, in Berkeley CA, with fellow PFS alum Michael Cultural Chemistry (2002-03 ) In June of 2002, own choosing. knitting scarves is a way of showing them they’re Ambrogi. Josh received a master’s degree in as the Princeton Friends School faculty gathered to Earth Matters (2005-06) examined the ways in important to me—apart from the classroom. I think astrophysics from UC Berkeley and is now a PhD develop a thematic focus for the coming school year, which people have used the Earth’s resources through - that most of them understand that. So when I need to candidate. He is engaged to be married to Kathryn the sentiment shared by all – especially given the events out history, the impact of resources on the economy, really push them in their writing, for instance, I can Mary Peek, a fellow grad student in astronomy…. of the previous year – was that as educators our highest politics, and culture of different peoples, and the Carrie Spritzer (Class of 1994) lives in Northern push a lot harder knowing that there’s a relationship goal must be to help students understand and embrace choices individuals, interest groups, nations, and the California with her husband David Leyba and invites there to draw upon. the diversity of the human family. Cultural Chemistry global society face regarding our use of the Earth’s you to visit them online at www.spritzerleyba.com…. blended social studies and science to illuminate some of resources. These concepts were addressed through age- When do you find the time to knit? Alison Walstedt-Giuseppe (Class of 1996) was the most pressing issues in the world today. The high - appropriate units on the geology and history of the New married on September 30th, 2006 to Marcus At home, after my son’s in bed and my wife’s into her light of the year was our school’s first service trip to visit Jersey Pinelands, the culture of the Lenape people of book, I can knit and think for a few hours. Guiseppe (with Sarah Danielson and Rachel Rudnick in attendance). Alison now works at the our sister school in Guatemala, now an annual event the mid-Atlantic coast, the agricultural revolution and Think about what? Hopewell pharmacy as a pharmaceutical techni - open to older students, as well as to faculty, the history of farming, and focused studies of the Great As a teacher, I have innumerable experiences worth cian…. Eliza Bassett-Wilson (Class of 2000) is at parents, and alumni each year. Plains, the Yangtze River, and the Amazon rain forest. thinking about in just a single school day. It takes a Wells College, alma mater of Jena Fox and Nancy while to sort through it all. Knitting is a great disci - Wilson. Eliza is helping to run the drama club…. pline for that. I can just knit and think over my day. Lisa Cotter (Class of 2002) is a freshman at It’s a good ritual. It gives me the time to reflect on Virginia Tech, studying German and International a Whiz of a Wiz what’s going on with the kids that I work with day in Studies, with plans to study abroad. In April, she and day out. A lot of my best teaching insights have called to let everyone know that she is fine.... Rachel Meet Brian Patton, who joined the PFS faculty last fall as a science come out of those quiet moments while knitting. LaBella (Class of 2003) will attend UCLA next teacher for our upper-grade students. Brian is a molecular biolo - year, recruited for her rowing talent and academic Inevitably, I end up thinking about the student that gist, research scientist, and inventor who has taught science, elec - scholarship…. Carlos and Gian Toranno Jacobs I’m knitting for. I like to think about the kid and tronics, and robotics to students of all ages, in schools throughout are students at SciCore Academy. Gian continues to our area. (That’s a smattering of robotic motors laid out before where he or she is going, about the time they’ve spent study the harp and both boys fence. at PFS and about how happy they’re going to be if I him on the table – if we hadn’t interrupted for the photo, these lit - ever finish their scarf. Send us your news too! Email it to: jill@prince - tle guys would have been halfway across the room.) tonfriendsschool.org. Thanks.

• fourteen • • fifteen • Fremon, continued from page 1 practice a particular set of math concepts, and which ly, it is in the space between the curriculum and the observes a different outcome. A 5th grader who comes laborative, and transformative faith tradition. As such, aspects of their experience to illustrate and write about child, in the interaction between the mind and the into a literature discussion holding a particular per - Quakerism offers a solid foundation for a pedagogy in their end-of-day journals. Older students choose material, that learning occurs as students actively con - spective may well be persuaded by a peer to consider that shares these same attributes. And while it is cer - the books they will read during daily all-school inde - struct their own knowledge. an alternative interpretation. A 6th grader who at the tainly not our aim at Princeton Friends to impose pendent reading, the novels they will study in litera - Having suggested thus far that learning is essen - beginning of January professes to “hate” poetry, by the Quakerism as a religion on members of the school ture class, the arts electives they will pursue, the tially a solitary act on the part of the individual learn - middle of March has discovered his voice – and deep community who come to us from other faith (or non- research topics they will investigate, the folktales they er, at Princeton Friends we hold – simultaneously and satisfaction – through the crafting of a series of faith) traditions, the Quaker underpinnings of the will learn during our annual Storytelling Week, and somewhat paradoxically – the conviction that learning, poems. And an 8th grader, who throughout his ele - school’s educational philosophy lend both weight and the workshops in which they will enroll during special at its best, is a collaborative enterprise. A spirit of col - mentary school years cowered every time he was clarity to the experience of students in the classroom. programs on Martin Luther King Day or Earth Day. laboration infuses all that we do at PFS – in the rela - expected to speak before an audience, is finally able to In conclusion, a final parallel between Quaker Their teachers, carrying out the school’s overall cur - tionships among members in the community, in the stand before the entire community and deliver his “philosophy” and current pedagogical necessity is riculum, provide a framework of content, skills, and way in which we develop and carry out our curriculum, Moving On remarks with poise and confidence, mark - worth noting. George Fox, regarded as the founder of concepts, but within this context our students are and in the way we ask students to be together in the ing in time the person he has become as a result of his Quakerism, rejected the fixed creeds of the established offered options all the time . Expected as they are to take classroom. At Princeton Friends, because our evalua - Princeton Friends School education, and the person is Church, and argued instead that the experience of the responsibility for their own learning, PFS students tion of students is descriptive and anecdotal rather still becoming. Divine was one of “continuing revelation,” an ongoing engage their natural curiosity and discover their indi - than quantitative, children are free to support one This view of learning as an experiential, construc - and ever-expanding search for Truth. An observation vidual voices and gifts in the pursuit of knowledge and another in their work rather than to compete for a tivist, collaborative, and transformative process is by that is making the rounds of educators’ weblogs and understanding. limited number of top no means revolutionary, having been embraced by conferences these days states that, “we are currently Tied inextricably to grades. As a result, cognitive psychologists and educational theorists for preparing students for jobs that don’t yet exist . . . this notion that learning Princeton Friends School decades. Since its founding 20 years ago, Princeton using technologies that haven’t been invented . . . in is accomplished by the Ultimately, students enjoy teaching and Friends School has embraced and carried forward the order to solve problems we don’t even know are prob - learner is the companion learning from one anoth - tradition of American progressive education. lems yet.” Given this reality – that the knowledge and idea that learning is a learning occurs er. In literature discussions Interestingly, however, the Quaker underpinnings of wisdom required in the future are yet to be “revealed” process that is both expe - teachers guide students Princeton Friends School provide yet another lens – to us, our ultimate aim as educators must be to guide riential and construc - in the interaction through the shared reading indeed a parallel lens – through which to view the the students under our care to adopt habits of lifelong tivist. This view of educa - between the mind of a text, asking questions school’s pedagogical practices. learning at the core of their being. Young people tion – put forth by to elicit a multi-dimen - Quakerism grew out of a 17th-century religious today, in order to be successful in their future lives, Dewey, Vygotsky, and and the material. sional – and therefore movement in the north of England that challenged the must regard education as an ongoing personal respon - Piaget, among many oth - richer – interpretation of outward rituals and creeds of the established Church. sibility; they must take an active role in constructing ers – argues that true the work; in math classes, Quakers believed that worship provided everyone in knowledge from the experiences they encounter; they understanding cannot be transmitted to students. The students share the strategies they use to approach a the Meeting community access to the spiritual insights must learn to collaborate with others in their learn - mind is not a vessel to be filled, but rather a muscle to given challenge, resulting in a deeper understanding that were granted to individuals in small measure, and ing; and they must be comfortable re-inventing them - be exercised and strengthened. Through active of the problem for everyone. And through our yearly that by listening inwardly, one could experience the selves as the world around them evolves. The way we engagement with materials, questions, and ideas, chil - Central Study theme – the most collaborative aspect of Divine directly and personally. Early Friends came to can most responsibly prepare our students for such a dren – and adults, for that matter – create meaning the school’s curriculum – teachers learn alongside the experience of worship “expectantly,” listening for future is to provide them – now – with an engaging from their experience and construct the knowledge their students as the entire community engages in the “still, small voice” within and among themselves, experience that instills these habits of learning. that they come to possess. Committed to this pedagog - interdisciplinary units that are generated fresh each and utterly open to the spiritual transformation that Having done so, we are able to send our students off ical vision, Princeton Friends School teachers go to year. this experience could elicit. Quakerism, since its from Princeton Friends with confidence that they will great lengths to design experiences that surround stu - A collaborative environment such as this naturally founding more than 350 years ago, was conceived as a both adapt to and contribute to the ever-changing dents with opportunities to observe, to explore, to fosters intellectual growth as students are exposed to search for truth – an experiential, constructivist, col - world in which we live. hypothesize, and to test their assumptions and under - the wide range of experience and perspective repre - standing. sented in a full school community. Developmental Robertson, continued from page 2 Examples of experiential and constructivist learn - psychologist Jean Piaget described learning as an active capital campaign. tions of what we do. By the time we receive our eigh - ing are in evidence in every classroom throughout the process of “assimilation” and “accommodation.” In contrast, Princeton Friends School graduates 12 teen-year-old students, their characters and values are day, week in and week out, at Princeton Friends. Our Beginning at birth, we assimilate knowledge into our to 14 students a year. Since it was founded only 20 largely formed. Their college education may have a students’ hands are always busy as they engage with the existing cognitive structures until those structures no years ago, its alumni are relatively few and mostly quite large influence on what they do for a living, but it has “stuff” of the world. Beginning School children learn longer work to hold the new information. At this young. That presents a challenge for the school and a little effect on who they are. the relationships among the fractional parts of a whole point these structures – our understandings – must wonderful opportunity for donors: giving to Princeton At Princeton Friends School the situation is by building with unit blocks, while 5th graders experi - shift in order to accommodate the new information Friends School places you among a small and very reversed. My daughter, now 21, is years away from her ment with flashlights and lenses of various shapes to and achieve cognitive equilibrium. This continually important group. Friends School education, but I see its influence in observe how light can be bent. In art classes 8th unfolding process of assimilation and accommodation No matter how much I donate to my university, my who she is today: an intellectually curious adult with an graders copy photographs onto drawing paper to fig - propels us through the stages of cognitive develop - gift forms a tiny proportion of their annual fundrais - openness to new people and experiences and a bedrock ure out the rules of perspective, and students in ment. As our cognitive structures evolve, so do we. ing total. But at Princeton Friends School, a relatively belief in doing what she can to create a more just and Chinese language classes practice the precise order of This view of the educational process holds that small gift goes a long way. A gift likely to be viewed as peaceful society. strokes in a character while learning its etymology. In through active intellectual engagement, we are deeply routine by your alma mater can constitute a major Our gifts to Princeton Friends make a huge differ - Problem of the Week classes, 3rd through 8th graders and fundamentally transformed from one experience donation at Princeton Friends. ence to this small school. It’s nice to know that, even tackle mathematical challenges involving color tiles, to the next. Moreover, I’d argue that Princeton Friends without Buffett’s billions, we small-scale philan - pentominoes, and fractals, while in arts elective classes At Princeton Friends we are privileged to witness School’s mission –educating children from ages four to thropists can have a profound effect on the future. student knit, sew, dance, learn to tie knots, take pho - daily the phenomenon of intellectual and personal 14 and instilling Quaker values of peace, simplicity, tographs, practice calligraphy and sign language, cook, transformation. A 3rd grader who has predicted that a justice and equality – is vitally important. More Michael Robertson is a professor of English at The College of New and build. 70-gram steel ball, dropped from three meters, will important, even, than the mission of your alma mater. Jersey and outgoing chair of the PFS School Committee (Board of In all of these examples of experiential learning, hit the ground before a 7-gram wooden ball of the As a professor, I believe in the value of higher edu - Trustees). His daughter, Miranda, graduated from Princeton Friends students engage in activities that are designed to be not same shape dropped at the same time, must assimilate cation. But as someone who has spent his entire career School in 1999. only “hands-on,” but also “minds-on.” For ultimate - new information when he runs an experiment and inside colleges and universities, I recognize the limita -

• sixteen • • seventeen • The students, faculty, staff, and friends of Princeton Friends Frolics for Friends Antoinette Catelli Patty and Mark Leuchten Shelley and John Waltz In honor of Michael Robertson In memory of William Manning School are deeply grateful to all who support our mission and Contributions Seungah Cha Jodi Brodsky and Jeffrey Lipkowitz Herman and Margery Ward Miranda Robertson Barbara and Arthur Morgan Jean Becette Margery and John Claghorn, Jr. Andrew and Anya Littauer Susan and Don Wilson programs. The following is a list of those who made contribu - In honor of Emily Schreiber In memory of Lou Maldonado Bonnie and Maury Benbow Caroline Clarke Joan Little Treiman Newell and Enid Woodworth tions to our school between July 1, 2005 and June 30, 2006. Clare Adel Schreiber Florence Edwards Wendy Benchley Raymond Close Richard and Alice Lloyd Sam and Johanna Woodworth In memory of Mehmet Cakir While we have taken great care to ensure the accuracy of this list, Jane and Gilbert Blitz Anita and Sam Cohen Lori Losben V.G. Wright In memory of Helen Maurer Stanley and Anita Langbaum please notify us by calling Jill Feldman at 683-1194, extension Tom and Julie Borden Sally and Anthony Comerford Peter and Marlene Lucchesi Ann and Mitsuru Yasuhara Tobia Del Giudice Dennis and Marilyn Breitbart 16, if you discover any errors or omissions so that we may correct Chris Lapidus and Polly Duff Christopher and Shu Shu Costa Frank and Charlotte Luchak Mary Shea and Alan Young James and Sharon French our records and acknowledge generosity. Thank you! Rebecca Erikson Jackie and Robert Crooks John Lynch Sally and Michael Zarnstorff In memory of Karin Grosz Anna Hill Horn Jessica Choper and Andrew Friedheim Lazaro Cruz Roland and Pamela Machold William and Beverly Zarnstorff Angeline Austin Gail Madak Pauline McNulty and Scott Gilbard Mayda Velez-Cruz and Michael Cruz Sheila and Winston Maddox John and Katherine Bailey Susan and Richard Mitchell Richard Roth Gifts and Pledges to the Christine and Kenneth Kehrer Robert Greene Tom Kreutz and Elizabeth Cutler Cam and Rhonda Maguire Corporate and Foundation John and Chris Boles Peter and Candis Willis Annual Fund Stanley Kelley Diana Griebell Charlotte and John Danielson Cary M. and Ann Maguire Suppport Carrie Bolster David S. Davies Kenneth and Heloise Mailloux Walter Barlow Anna Rosa and Joseph Kohn Grooove Society The Bequests Committee of Philadelphia Sarah and Joseph Bolster In memory of Shirley Monaghan Michael Dawson David and Sally McAlpin, Jr. Ellen Frede and Steven Barnett Shelley Krause and Terri Riendeau Wendy Wolff and Bill Herbert Yearly Meeting Geraldine Boone Diana and Ken Griebell Joseph and Dorothy Highland Micaela de Lignerolles George McLaughlin The Mary Owen Borden Memorial Cornelia Borgerhoff Thomas Baskett Sharon Kulik In memory of Ralph Schoenstein Sue and Pete Jaques HCH Dekker Jennifer and Tom McNulty Foundation Barbara Broad Nancy Wilson and George Bassett Stanley and Anita Langbaum Jill and Loren Feldman and family Emilia and Chuck DiSanto Renuka and Rajan Mehndiratta Joyce Beckett Janet Palumbo and Hugh Lavery Key of She Burlington Quarterly Meeting Anita and Sam Cohen Jocelyn and Guy Dorgan Annette C. Merle-Smith Peter and Wendy Benchley Edward and Margaret Laws Heather Kisilywicz The Dolotta Family Charitable Foundation Vera and Donald Dowd In memory of Donald Stokes Manjul and Ajay Dravid Sue and Steve Merrick Elizabeth Bigelow Rosemarie A. Lechner Shelley Krause The Linus R. Gilbert Foundation Daisy and Val Fitch Terrance O’Malley and Kim Adams Polly Duff and Christopher Lapidus Michael Merrill Randye and Michael Scolaro, Jr. Bloom Ursula E. J. and Leung Lee, M.D. Robert Lupton Institute for Advanced Study Alison Flemer Kees and Margaret Bol Cohen Dufour Dennis Minely Carrie Bolster Robert and Sharon LeFever Dyann Mazzeo The Curtis W. McGraw Foundation Historical Society of Princeton Elizabeth Stokes and Mesut Cakir Mary and Rodney Dunbar Kurt Mislow Sarah M. and Joseph L. Bolster, Jr. Anne and Lawrence Lewis Louise McClure Merck Partnership for Giving HCH Dekker Margery and John Claghorn Walter and Wilma Emmerich Barbara and Arthur Morgan Geraldine Boone Marc Liebowitz Patti Michaels Merril Lynch Judith Erdman Michael Dawson Isabel Kentengian and Mark Engel Liz and Perry Morgan, Jr. Nancy Appel Boothby and Charles Jodi Brodsky and Jeffrey Lipkowitz Michelle Goffe and Robin Moscato Philadelphia Yearly Meeting Susan S. Fischer Mary and Arthur Hull Judith Erdman Richard Morrison Boothby Richard and Alice Lloyd Margie and Rick Mott Playwrights Theatre of New Jersey Claire and David Jacobus Walter Kissinger Silvia and Fredy Estrada Michelle Goffe and Robin Moscato John and Gloria Borden Gregory and Audrey McBride Ilene and Kevin Muething Princeton Friends School Parent Assoc. Johnson Park P.T.O. Roland and Pamela Machold Jennifer Ethington Margie and Rick Mott Tom and Julie Borden Marae and George McGhee Jean Hanff Korelitz and Paul Muldoon The Students of Princeton Friends School Aline Johnson George McLaughlin Jill and Loren Feldman Ilene and Kevin Muething Elizabeth Boyd Peggy and Kenneth McIntosh Eric Nutt Princeton Monthly Meeting Barbara and Robert Landau Elizabeth and Omar Pound Susan Stix Fischer Jean Hanff Korelitz and Paul Muldoon James Bradberry Linda McKean John and Carrie Pallat The T.H. and M.W. Shoemaker Fund Andrew and Anya Littauer Maggie Rose Daisy and Val Fitch William G. Norris J. Douglas and Susan Breen Brownlee McKee Brian Patton Target John Lynch Sybil Stokes Alison Flemer James Northup Susan and Hank Bristol Douglas Mills Pellavision Gloria Mack Eleanor and Peter Szanton Donna Franco Rosemary O'Brien Dennis and Marilyn Breitbart Maxine Ruth Moore Christian Plunkett Gifts in Kind Dennis Minely Mark and Beth Freda Leonard Opdycke Ann Lee Saunders Brown Margie and Rick Mott Melissa and Roxanne Quilty Michelle Goffe and Robin Moscato Kurt Mislow Paul Scutt and Jane Fremon Gerlinde and Nick Ord Suzanne Brown Sydney T. and Lee Neuwirth Rackett Tom and Cheryl Schrier John Rassweiler Jessica Choper and Andrew Friedheim John and Carrie Pallat Karen Riland Buda Jean Nostrand Jean Sashihara Eric and Frances Reichl Every year, Princeton Friends School David Horner and Ruth Gage Tracy and Brian Patton Allison Butler Rosemary O’Brien Marina and Robert Scudder The Sandstone Society Agnes Sherman receives an immensely generous gift Wilson and Maria Ofelia Garrido Sandra and Walter Perkins Elizabeth Stokes and Mesut Cakir Scott Park Jane Fremon and Paul Scutt of Princeton Friends School, Joan Little Tremain from the PFS Parent Association, which is Aristides and Patricia Georgantas Judith Perrine Mr. and Mrs. Ronald Caimi Patricia E. Pavloff David Stengle and Karen Borchert- est. 2003 (Planned Gifts and Letitia and Charles Ufford in large part made possible by the many Marion Gordon and Donald Gerecke Nuria Pineda-Arevalo Curtis R. and Dudley Carlson Audrey Perrine Stengle Bequests to the School) Irvin and Ruth Vine who contribute to our Frolics for Friends Howard and Kathy German-Welch John Vincent and Delia Pitts Elizabeth Cary John Vincent and Delia Pitts Sarah Stengle D. Brooks Jones V.G. Wright events. Frolics proceeds are also the Pauline McNulty and Scott Gilbard Elizabeth and Omar Pound Jessica Choper Leonard Ptaschnik Brett Taylor Lilian Grosz subject of another wonderful gift: a Harold and Sayoko Glasser Roberta Pughe Carol Christofferson John Rassweiler Joseph Taylor Michelle Goffe and Robin Moscato In memory of Peter Grosz matching fund donated by a friend of the Robert and Margaret Goheen Tom Quinn Sarah Coale Hilary Brown and Charles Read Kevin Trayner T. Thompson Angeline Austin school who wishes to remain anony - Nina Golder John Rassweiler Sally and Anthony Comerford Clara and David K. Reeves Lori Versaci Allison Salerno Trevor Max and Elizabeth Besenbruch mous. Our school community is deeply Ruth and Rob Goldston Eric and Frances Reichl Alma Concepcion Amy and Jay Regan Nancy Wilson August Blume grateful for the vital assistance these gifts Catherine and Desmond Gregory Ray Rimell Libbie Counselman Eric and Frances Reichl Johanna Wirtz-Woodworth and Gifts and Pledges to the John and Gloria Borden provide. Diana and Ken Griebell Dean and Rosalyn Ritts Theodore and Mary Cross Ann and Barry Ridings Sam Woodworth Endowment Martin Bressler Dieter and Margarete Groschel Michael and Mary Pat Robertson Mary and Michael D'Amore Stacy and Randy Robbin Robert Wright Laurie Schafer and Gavin Black Sarah and Joseph Bolster Photography for Close Friends Herbert H. and Heidi K. Gross Miranda Robertson Charlotte and John Danielson Edward and June Roberts Alan Young Sally and Anthony Comerford Geraldine Boone has been generously and artfully Peter and Lilian Grosz Daniel and Irene Rodgers Albert Danoff Michael and Mary Pat Robertson Sally Handy-Zarnstorff Mary and Michael D'Amore Susan and Douglas Breen provided by Jean Becette, Samuel Hamill Maggie Rose David S. Davies Thomas and Janice Roddenbery Manjul and Ajay Dravid Barbara Broad Caroline Pallat, and Scott Park. Wolf and Elke Hannel-Fischer Stan and Judy Rubin Micaela de Lignerolles Clare Adel Schreiber Gifts and Pledges to the Mary and Rodney Dunbar Bryn Mawr Book Club of Princeton Kathy Harris Willy and Zonia Rueda Anne Marie and Anthony DeMeo Julia Fremon and Robert Scott Capital Campaign Robert Gutman Vincent Cancilla Ashton and Marion Harvey Jan Birchfield and Finn Runyon Charles Dennison Mira Shapiro Terrance O'Malley and Kim Adams Sue Shepard and Pete Jaques HCH Dekker Marc and Sherrie Hawthorne Carol and Ralph Saggiomo Alice Dickens Agnes Sherman Angeline Austin Gerlinde and Nick Ord Micaela de Lignerolles Wendy Wolff and William Herbert Robert and Dorsey Salerno Margaret and George Eggers, Jr. Zoe Kelman and Steven Shinn Germaine and Edward Austin Dean and Rosalyn Ritts Vera and Donald Dowd Joseph and Dorothy Highland Jean and Stephen Sashihara Alexandra and Randall Enterline Marty and Bill Smith Idiat and Bolanle Babalakin Jacqueline and Stephen Spritzer Cohen Dufour James Scott Hill Prasanna and Sarah Sawant Dave Hingston and Maggie Fehr Amy Snipes-McKamey Jill and Joseph Bacso Diane Gruenberg and Donald Stryker Walter and Wilma Emmerich Mary and Arthur Hull Lynn Cox Scheffey Joseph Feinberg Anne Somers Trissa Baden and Carolyn Lasar Ann Vienneau Daisy and Val Fitch Tarannum and Abhik Huq Bill and Judith McCartin Scheide Jill and Loren Feldman Ruth W. Stokes John and Katherine Bailey Shelley and John Waltz Alison Flemer Jessica Hurwitz Jill and Stephen Schreiber Alison Flemer Alison Baxter and Bill Stoltzfus III Jean Becette and Susan Brown Becette David Horner and Ruth Gage Joseph and Nancy Irenas Tom and Cheryl Schrier Schaen and Vicki Fox Dick and Betty Stratton Jacqueline Syrop and David Beckett Gifts and Pledges in Honor Aristides and Patricia Georgantas Claire and David Jacobus Marina and Robert Scudder Donna Franco Emily Jane Style Julia Bernheim and in Memory Robert and Margaret Goheen Julia Temple Jeffers Lisa Radano and Joshua Sherer Paul Scutt and Jane Fremon Elaine and Barry Sussman Max and Elizabeth Besenbruch Dieter and Margarete Groschel Edith Jeffrey Agnes Sherman In honor of the retirement of Bonnie Maureen Galvin and Dennis Sullivan Herbert and Ruth Syrop Angela and Sam Bethea Herbert and Heidi Gross Annalisa and Simon Jenkins Karen and Ray Skean Benbow and T. Thompson Urs Markus Gassmann Peter L. and Eleanor Stokes Szanton Michelle Bettner Joseph and Dorothy Highland Barry and Linda Jesse Gale and Joy Smith David Davies Sylvia and Martin German Toshiko Takaezu Elizabeth and Julian Bigelow Historical Society of Princeton Herman and Sharon Joachim Ingeborg Snipes Manjul and Ajay Dravid Jake Goldston Charlotte Taylor Laurie Schafer and Gavin Black Joseph and Nancy Irenas Danielle Vuong and Birger Joehnk Amy Snipes-McKamey Nancy Wilson and George Bassett William and Catherine Gowen Joseph and Marietta Taylor Jane and Gilbert Blitz Claire and David Jacobus Aline M. Johnson Doreen Spitzer Pauline McNulty and Scott Gilbard Julie Williams and Howard Green Mildred Ladner Thompson Brett Wilson and Jeffrey Bloom Edith Jeffrey Betty Wold Johnson Robert Field Stockton, Esquire Wendy Wolff and Bill Herbert Diana and Ken Griebell Thomas Thompson August Blume Stephen Jusick Judith and Walton Johnson Sybil Stokes Jessica Hurwitz Peter and Lilian Grosz Kathrin Poole and Ward Tomlinson Kees and Margaret Bol Barbara and Robert Landau D. Brooks Jones Peter L. and Eleanor Stokes Szanton Renuka and Rajan Mehndiratta Kenneth and Carol Hanawalt Dragoljub Tosic John and Chris Boles Robert and Sharon LeFever Stephen Jusick Marietta and Joseph Taylor, Jr. Kathleen Haynie Deborah Twombly Carrie Bolster In honor of Susan and Hank Bristol Andrew and Anya Littauer Florence Kahn Sandra Edly and Scott Taylor Barbara Hoisington Kenneth and Holly Chen Hong Tyson Sarah M. and Joseph L. Bolster, Jr. George and Pinny Kuckel Dennis Minely Nick Karp Robert Teweles Margaret Lancefield and Rush Holt Letitia and Charles Ufford, Jr. Geraldine Boone In honor of Lucy German Kurt Mislow Kenneth and Kerry Maree Kay Mildred Ladner Thompson Wen Chyi Shyu and Jamie Hook Ann Vienneau John and Gloria Borden Sylvia and Martin German James Northrup Christine and Kenneth Kehrer Susan Danoff and Neal Tolchin Alice Deanin and Bill Hopkins Marue Walizer Tom and Julie Borden Leonard Opdycke Walter Kissinger Kathrin Poole and Howard Tomlinson In honor of Lilian Grosz Ann Vaurio and John Jackson Corky Reslier and John Wells Cornelia Borgerhoff Judith Perrine Burt and Ann Korelitz Kathryn Trenner Barbara and Robert Landau Lucie Jacobson Peter and Barbara Westergaard Martin Bressler John Rassweiler Terri Riendeau and Shelley Krause Richard and Annabelle Trenner Micaela de Lignerolles Julie and Andrew Janoff Treby Williams Susan and Hank Bristol Eric and Frances Reichl Lori Versaci and Gary Krog Greg and Allison Trevor Sue Shepard and Pete Jaques Edwin and Mary Wolff Barbara Broad In honor of Grace Lloyd Ray Rimell George and Pinny Kuckel Jill Turner Did you know that as of this Beverly Maynard Jeffers Ann and Mitsuru Yasuhara Donald Brown F. Howard Lloyd Agnes Sherman Sharon Kulik Letitia and Charles Ufford, Jr. year, Princeton Friends School Richard Joyce Charlie and Shelly Yedlin Karen Riland Buda Caroline Sherman Alison and Anton Lahnston Irvin Vine In honor of Jess Manning is powered by clean, green Zillae Judd Sally and Michael Zarnstorff Susan O'Brien and Kevin Burns Davis Sherman Barbara and Robert Landau Vladimir and Nadia Voevodsky Barbara and Arthur Morgan wind energy? Help us stay Florence Kahn Richard Zimmer Elizabeth Stokes and Mesut Cakir Roger Sherman Janet Palumbo and Hugh Lavery Paul Volcker green, recycle this publication, Nick Karp Vincent Cancilla In honor of John and Carrie Pallat Sybil Stokes Lynda Lee and Robert Lupton Ralph Voorhees or pass it along to a friend! Kenneth and Kerry Maree Kay Elaine Verna and Kevin Casey D.G. Sarsfeld and Judith Reich Robert Teweles Donna Cosgrove and Greg Voynow V.G. Wright

• eighteen • • nineteen • Department of Local Color Princeton A Brief History of Our Property Friends School Or, Why the Meetinghouse’s Board of Trustees Front Porch is in the Back 2006–2007

By Pete Jaques Suzanne Caimi The Meetinghouse that is shared by Princeton Friends School and Kenneth Griebell Princeton Monthly Meeting was built in 1726 on land granted to what was Joseph Highland then the new Quaker Meeting at Stony Brook by Thomas Clark (of the Clark Shelley Krause House, which you can still visit on the Princeton Battlefield). In those days, Sharon Kulik the road to the Meetinghouse came from the north (today, our driveway heads south), hence the porch that seems to be facing the “wrong” way. Robin Moscato In what is now a nearby grove of trees, there was a horse stable. People Kevin Muething traveled a long way back then to come to Meeting – and once there, they stayed John Pallat a good part of First Day (Sunday), so the animals needed to be cared for. Other colorful pieces of our Meetinghouse's past include tales from the time Delia Pitts when upstate New York was a frontier, and Quakers were sometimes called Michael Robertson upon to mediate disputes between white settlers and Native American tribes, Maggie Rose Quakers often the only white men the natives would trust. Many of those Tom Schrier mediating Quakers stopped in our Meetinghouse en route to the wilderness. In the mid-1700s a Quaker school was built here, and it stood for about Amy Snipes-McKamey a century. Its demise was probably signaled by the advent of tax-supported Joseph Taylor (i.e. free) schools. The Schoolmaster's House on our property was built in Ward Tomlinson 1781, after a suggestion from Philadelphia Yearly Meeting that if local Meetings provided housing for schoolmasters, teacher quality and retention Lori Versaci would improve. Today ours is one of only two standing Quaker schoolmaster's Jane Fremon houses in New Jersey, and the only one still used by a school. (ex officio) About a century later – in September of 1987 – Princeton Friends School opened its doors. At the time, our entire school existed within the building that now houses the Beginning School, an arrangement that worked because there were only 19 students and three teachers. Princeton Friends School is now in its 20th year, with a full enrollment of 125 students. Ten years ago we built our Schoolhouse, and next year we will add to it an addition for new classroom, laboratory, art,and play spaces. Thus we enter our third decade on this historic property.

The Meetinghouse, circa 1900

PRINCETON fRiends school

470 Quaker Road Princeton, New Jersey 08540 address service requested