In Wake of Civil Rights Protests, Pingry Community Shares Experiences of Racism and Discrimination

In Wake of Civil Rights Protests, Pingry Community Shares Experiences of Racism and Discrimination

By Aneesh Karuppur (V)

 

In late May, the death of George Floyd at the hands of Minnesota policemen triggered a mass movement across the nation (and eventually the world) in support of Black Lives Matter.

 

The Record previously detailed some of the earlier impacts that this multifaceted movement has had on the Pingry community. Pingry’s leadership has affirmed its support of Black Lives Matter and of minority students. Furthermore, Pingry students have taken action by petitioning, protesting, and consistently spreading awareness. 

 

The focus on our nation’s problems has also thrown issues surrounding race and identity within the Pingry community into sharp relief. To this end, an anonymous account known as Black at Pingry (@blackatpingry) was created. Modeled after similar accounts at other private preparatory schools (including Dalton, Lawrenceville, Exeter, Andover, Choate, and Newark Academy, among many others), this Instagram account provided an outlet for Black students to anonymously expose some of the discrimination and issues they’ve face. Within several days, the platform began highlighting instances of racism and unfairness towards other people of color, and has since expanded to include all minorities (religious and racial).

 

The first post on the account appeared on June 11, 2020, a week after Pingry’s Finals Week concluded. Posts are added regularly; as of June 27, just over two weeks after the first post, there are 80 explanations, descriptions, and expressions of frustration. The account has 1,776 followers, and it has achieved widespread recognition among Pingry students, parents and alumni on Instagram. 

 

We at The Record encourage readers to view the extent to which both ignorance and prejudice has penetrated the Pingry community by viewing the posts on the @blackatpingry page. Incidents include use of the n-word both inside and outside of class by teachers and students; ignorance about non-European civilizations, cultures, and history; various microaggressions, including unsavory remarks about wealth, intelligence, and cleanliness; and taunting behaviors based on cruel stereotypes of racial and religious groups. These pervade through speech and action (in some cases, inaction is the most poignant) and demonstrate that Pingry’s commitment to true diversity and inclusion has not fully succeeded in correcting some of the troubling behaviors. 

 

Regarding the account, one student said: “@blackatpingry opened my eyes to a side of Pingry that, before, I only vaguely knew from second-hand information. It was jarring to learn the specifics, but I think it’s precisely the kind of wake-up call that our community needs.”

 

In response to these powerful posts, the school released a brief letter from Head of School Mr. Matt Levinson. Some students expressed disappointment that it had taken so long for the Pingry administration to respond to the emotional strength required to tell the stories on the @blackatpingry page. Once again, we encourage readers to view the full statement on Pingry’s social media channels (Instagram: @thepingryschool). Mr. Levinson exhorted the community to read the @blackatpingry page, and said that “unless and until we are willing to acknowledge these experiences, take responsibility for our past and present, and commit to the work of creating a better Pingry for our students of color, the stories of pain will never end.” Mr. Levinson ended his message by expressing a school commitment to active anti-racism and an effort to decrease the burden on the backs of students of color at Pingry, especially Black students. 

 

After this public commitment, Mr. Levinson sent out an email to the Pingry community on June 24 to announce two events, both called “BECAUSE WE CARE.” The first, on Thursday, June 25, was for students who identified as Black; the second, on Friday, June 26, was for the caregivers of those students. These discussions were intended to foster “ongoing, honest, and open dialogue” and begin a continuous conversation about diversity and inclusion. On June 26, Mr. Levinson released an action plan for treating the ills of discrimination and racism in the Pingry community, and explained that incoming Director of Diversity and Inclusion Mr. Gilberto Olvera would be the point person for these initiatives. The plan calls for an anti-racism task force, engagement of the school community, a more inclusive and multicultural curriculum, faculty and staff training, better human resource management, and a progress check. 

 

The Pingry community will anxiously await the administration’s more concrete actions on such issues, and some members have expressed concern over certain directives. According to one student of color, “I find it concerning that Mr. Levinson makes diversity sound like it only includes one perspective, the general ‘people of color.’ Within people of color, there are so many nuanced interactions that Mr. Levinson has made quite clear he is unaware of, and has no interest in learning about, given the exclusive wording of his emails.” 

 

Another student of color voiced a different opinion on the decisions: “It’s a little bit disappointing, but expected given previous actions, that Mr. Levinson only chose to address racism directed towards [black members] as opposed to the racism which affects various other groups at Pingry. At the same time, I understand his position of leadership is a very difficult one to be in, and no matter how he responds, it is inevitable that people will pick out the flaws in his response based on their own perspectives and interests. Nonetheless, the detail that he provides in his email reflects a promising and focused commitment to anti-racism, and I hope we can see these plans manifest into measurable change.”

 

The @blackatpingry Instagram account has had an outsized impact in bringing to greater light the issues that people of color and minorities face at Pingry. The Pingry community ought to look forward to an equitable future for all; we will see how administrative and community decisions work towards such a future. 

Parting Pictures of Jake Ross: A Rhetorical Analysis

By Noah Bergam (V), Justin Li (V), and Aneesh Karuppur (V)

June 18, 2020

On the evening of June 11, the Pingry community received an email from Head of School Matt Levinson and the Board of Trustees confirming that Mr. Jake Ross was fired from The Pingry School. A few hours earlier, an apology email which Mr. Ross had sent to the baseball team earlier in the week began to circulate around the student body, and gained more public visibility as a result of an email from Alexandra Weber ‘20 sent to juniors and seniors; in her email, Weber stated that Mr. Ross had been barred by “the administration” from sending his apology to the whole school. The next day, a group of students, backed by over 600 petition signatures, sent an email to the Board of Trustees asking them to reinstate Mr. Ross.

Here is how we interpret the situation, according to the content and rhetoric of the Board’s June 11 termination letter, Mr. Ross’ apology letter, and the students’ June 12 letter to the Board.

On the week of June 8, an Instagram account operated by Pingry parents known as “_bigbluebaseball_” posted a picture of Mr Ross and the seniors on the boys’ baseball team, holding a banner that read “Everything Matters.” Some Pingry students thought the timing of this banner was in bad taste, since it resembled the slogan “All Lives Matter,” which is used as a protest against the Black Lives Matter movement. 

If the June 11 letter from the Board answered one thing directly, it was that Mr. Ross was not fired for the Instagram post itself. Rather, he was fired for disrespectful conduct towards “school administrators,” including Mr. Levinson, when they attempted to “engage the community in dialogue” about the post and its impact. 

Why was Mr. Ross disrespectful? Rather than providing any direct insight into the context of his frustration, or affirming the confidentiality of such context, the June 11 letter expounds on the idea that the conduct was part of a longer pattern of bad behavior: “This is also not the first instance in which he has demonstrated poor judgment and disrespect. We have learned there have been other instances that have resulted in a demotion of leadership responsibilities.” These words attack Ross’ character in past, possibly unrelated incidents rather than shedding light on the moment that actually caused him to get fired. 

Moreover, the vocabulary describing Mr. Ross in this email is much harsher than that used to describe Mr. Graig Peterson in the August 27, 2019 email which announced Peterson’s firing in the wake of his use of “extensive, non-school-related electronic communication with several Upper School students.” In the August 27 email, written by Mr. Levinson and Upper School Director Ms. Chatterji, the only directly negative word used to describe Peterson’s behavior was “inappropriate,” whereas the June 11 email condemns Ross’ behavior with phrases such  “unprofessional and inappropriate,” “unacceptable and antithetical to our values,” and “poor judgment and disrespect.” The June 12 petition letter pointed out the “usually strong terms used to characterize this incident,” going so far as to say that “the Dean Ross you described is not the Dean Ross we all know and love.”

The June 11 letter props up the school’s commitment to diversity and inclusion, treating Ross’ termination as a stepping stone towards that goal. The letter begins by quoting Mr. Levinson (or, as the letter colloquially refers to him, “Matt”) about his determination to uphold Pingry’s “inclusivity, honor, respect, and civic engagement” and ends with actions the school will take towards making a more inclusive educational environment. The aforementioned, overtly negative depiction of Ross, bookended by positive descriptions of the inclusive mission of the Board and Mr. Levinson in particular, implies that Mr. Ross personally stood in the way of this mission, and moreover that his termination contributed to the school’s goals of diversity and inclusion: “This letter and the actions below are only the first step.”

In his apology letter, Ross takes on a very different style from the Board; while the June 11 letter is self-promoting and, with 29 authors, profoundly impersonal, Ross’ letter establishes a voice that acknowledges mistakes and commits to personal change: “I clearly missed this one, but I will learn. I will be better.” Ross’ language is perhaps not as professional and self-assured as the Board’s (“The emotional rage and hurt I feel each time I think about what it must be like to be a black person in America, is not something I can convey in an email”) yet it embodies his open, relatable style as a leader, which the June 12 petition letter from students defends as a quality that allowed him, as a dean, to contribute to diversity and inclusion at Pingry with “sensitivity, dignity, and swiftness.” 

The June 12 petition letter takes a sharp stance against the rhetoric of the June 11 message, stating that the “vagueness of the statements in the letter we received has also done little to assuage our concerns about the handling of this incident.” It implies that the June 11 email increased the very “deepening polarity” it pointed out and may have broken the Honor Code principle of “confidentiality in disciplinary proceedings” considering how it “so readily and publicly humiliate[d] a colleague.” Ultimately, the letter makes a bold request to the Board: “rectify your mistake by reinstating him.”

As of June 19, The Board of Trustees and Mr. Levinson have yet to respond.

We do not know much about the situation surrounding Mr. Ross’ misconduct: neither its severity nor its source. What we do know is that, between the language that the Board and Mr. Levinson used to describe Ross, and the language used by students and Ross himself, we have two very different pictures of the former dean––one depicting a disrespectful figure who stood in the way of diversity and inclusion, and the other depicting a crucial part of the Pingry community who actively supported the endeavour. 

The Coronavirus Endgame: What’s Next?

The Coronavirus Endgame: What’s Next?

By Noah Bergam (V)

The first night my dad came home from treating COVID-19 patients at Newark Beth-Israel Hospital, I asked him what the situation looked like.

His immediate response: “No one knows anything.”

Ground zero, according to him, was a welter of confusion. In the midst of a growing influx of cases and a narrowing supply of masks and ventilators, it made sense: no one working there had seen or been prepared for this kind of situation before.

The situation at the hospital has since improved, but confusion has continued to sweep the entire population as we realize the power of our quarantine, and the fact that, if we break it, we risk restarting a vicious battle on the front lines. 

We have a long road ahead of us, and we’re all looking forward to the day when we can walk away from this pandemic. But when will that day be? How do we reach it? And how do we make sure this never happens again?

These are the core questions I seek to address in this investigation. 

Beating COVID-19

To truly put down the virus at this point, we have to reach a status called herd immunity.

Herd immunity occurs when a significant majority of the population (about 70%) have been exposed to the virus, developed antibodies, and reached a point where they are no longer contagious. This creates a situation where those who cannot survive the virus (i.e. the immunocompromised) are surrounded by a “herd” who can act as a buffer from outbreaks. Life can then go on as normal.

Herd immunity can either happen naturally or artificially (i.e. through a vaccine). According to the WHO, “there is not enough evidence” to suggest that surviving COVID-19 will naturally grant long-lasting immunity. But even with that assumption, the death rates we have seen so far suggest that it might take well into 2021 and over half a million American deaths before we reach that point, according to Johns Hopkins Coronavirus Resource Center. 


And then there is a vaccine––a scalable treatment that can give someone a “dumbed down” version of the virus and allow their immune system to develop the necessary antibodies to protect themselves. If we develop a vaccine, it can accelerate us to herd immunity with much more certainty than the natural route.

If. 

The vaccine time-table we have been hearing from government officials, like Dr. Anthony Fauci, is 12 to 18 months, which would have us waiting through mid-2021 … but there’s no guarantee that we will remotely follow this timeline, or that we will even be able to develop one. And if we do, we will have to develop a much stronger global supply chain to satisfy an exceptional demand.

In any case, we have a long road ahead of us. But that doesn’t mean we won’t progress. Reopening the economy can happen in steps; Governor Murphy has outlined a six-part plan that includes gradual reopening of specific businesses, as well as significant expansion of contact tracing and testing. 

Beating Future Outbreaks

The position we find ourselves in reflects what I like to call the Fundamental Theorem of Public Health: the fact that ad hoc treatment is a more expensive and more painful alternative to prevention. 

Keyword is prevention. How do we prevent a virus from wreaking this kind of havoc in the years to come?

To get answers, I talked to my sister Scarlett Bergam, a candidate for a Master’s Degree in Public Health with a concentration in Global Infectious Disease at Brown University. 

One of the main things she stressed was quicker action. When asked what contributed most to the situation at hand, Scarlett pointed to a lack of testing and the ramifications thereafter. “While this was not completely in our control, it led to many people infecting others without knowing. To combat the inevitability of not knowing who was infected, we should have shut down our economy much sooner.“

It’s important to understand that testing alone is not enough––those who test positive need to immediately be isolated from the general population, as well as those who they came into contact with in the meantime. Hence, contact tracing: a tool that, if used on a wide enough scale, can turn a virus’ growth rate upside down.

According to Scarlett, “This would be incredibly efficient if people consented to it. However, ethically, there is always a fear of giving up one’s data.” She acknowledged the fact that most contact tracing would probably have to include GPS information, and that tracking of people’s locations could discourage signups (mandatory contact tracing, of course, would invoke some hefty constitutional issues). 

However, she expressed some faith that a partnership between local government and the private tech industry could maximize both the effectiveness and the appeal of contact tracing. (Additionally, I found in my own research some clever methods of contact tracing that wouldn’t impede privacy.) 

In terms of what we need to do to make these systems a reality, Bergam stated that “policy definitely has the biggest impact—new laws and funding allocation have the power to save mass amounts of lives, much more efficiently than any one doctor can.” Ultimately, making these kinds of long-term investments can save a lot of money and life down the line, and if there’s one good thing that COVID-19 has given us, it’s the amount of incentive we now have to follow through.

Conclusions

It’s incredibly scary to not know when life will go back to normal. 

We can rest assured that one day it will. But in order to reach that day, we need solutions, widespread cooperation, and, perhaps most importantly, knowledge. “No one knows anything” is a scary prospect in the hospital but also in the general population––we need to understand the science and the policy surrounding this pandemic. We cannot afford to fall for misinformation, political understatements, or the illusion of blissful ignorance. 

We are living in a time of historical proportions, with historical mistakes that will be studied for decades and centuries to come. 

So let’s be clear on our situation, and the solutions at hand. Let’s face this world head on and come back to our changed world, not defeated by this present suffering, but empowered by the future in our hands. 

Pingry Students Protest Racial Injustice, Ask School to do the Same

Pingry Students Protest Racial Injustice, Ask School to do the Same

By Noah Bergam (V) & Meghan Durkin (V)

As the growth rate of the coronavirus begins to flatline, Americans grow tired of a virus that has ravaged this nation for far longer – the racially charged murder of innocent black Americans, including Ahmaud Arbery, Breonna Taylor, and George Floyd, by a systematically flawed criminal justice system.

Since George Floyd’s murder in Minneapolis, Minnesota, on May 25, thousands have taken to the streets across the country in frustration. These protests have called for murder charges against the policemen who killed Floyd, as well as concrete legislative reform to end these homicides. The former request was fulfilled on June 3, when the Minnesota Attorney General Keith Ellison announced a second-degree murder charge (upgraded from third-degree) for Derek Chauvin, who asphyxiated Floyd by kneeling on his neck for over 8 minutes, as well as aiding and abetting charges for the three former policemen who allowed Chauvin to do so. In terms of broader reforms, protesters are calling for divestment from police forces, an end to the Qualified Immunity (which make it extremely difficult for officers to be found guilty), and a ban on choke and knee holds.

Within the Pingry community, many students and alumni have joined in on the activism. Most have been helping spread awareness on allyship and petitions via social media, while others took part in peaceful protests in their communities. 

The protests across the country are evidence of a desire and pressing need for change. While most of these protests have remained peaceful, some have turned violent, with police provoking protesters and protesters taking part in arson and vandalism. In the case of the former, it is disturbingly unclear how police are being disciplined for their brutality, especially against peaceful demonstrators. In the case of the latter, there has been confusion over who has been inciting the violence, and debate surrounding the acceptable limits to what protesters should do. Some cite the destruction of private property alone as reason enough to condemn the rioting, while others see the rioting as a tantamount reaction to decades of oppression and police violence.

Pingry’s Discourse

In the wake of the Floyd shooting, Student Body President Nolan Baynes wanted to see allyship and action from the school’s administration, so on May 28 he emailed Pingry’s top administrators, including Headmaster Matt Levinson, asking Pingry to speak up. 

After some back and forth, including further student emails which pressed the school to take more direct action, administrators set up a community-wide Zoom meeting on June 3 to initiate more dialogue about the issue.

During the meeting, which was attended by over 300 students and faculty, participants had an opportunity to voice their opinions and frustrations in hopes of improving Pingry’s future responses and actions against racial injustice. Students were able to offer suggestions to the faculty and the administration, while teachers reflected on “action steps” they could take to better facilitate discussion around race in their classroom and beyond. 

On Friday, June 5, the Pingry Allyship Collective (a newly formed coalition of all the affinity groups, student unions, SDLC, and CASE) sent a letter to administrators requesting more transparency between students and faculty involved in diversity and inclusion (inset at bottom left).

Words from a Pingry Protester

Giles Burnett (IV), who took part in peaceful Black Lives Matter demonstrations in Somerset, NJ, on May 31, provided a statement on why he chose to protest:

 I’ll tell you what my mom told me. ‘Watch your tone around strangers, don’t wear your hoodie in public, never question or talk back to an officer, turn down your music in the car, don’t bike/drive through that neighborhood, you better be home before dark, take your hands out your pocket, walk with a purpose and don’t linger, you don’t get any second chances in this world.’ Or, I can tell you what America told me. ‘Cross the street or clutch your purse when you see me, follow me in the store, slow your car down when you see me, slow down your cop car when you see me, ask me if I’m lost or in the wrong store, ask me where I got that $20 from, ask me if I play football or basketball, ask me if you can say the n-word.’ That is my everyday life, I march so my black brothers and sisters don’t have to answer those questions. I march so innocent black men and women aren’t killed in the streets. I march to fight the systemic racism that plagues our country. This past week has been one of the most painful and exhausting weeks of my life. I’ve cried, reflected, laughed and everything in between. I’ve been able to channel these emotions into action and change. However, there is no change with only 14% of the nation speaking up. We need allies and we need unity. It’s a marathon, not a sprint. Stay safe.

The Record’s Statement

We wholly condemn the police brutality present in this country, as well as the silence that has allowed it to viciously persist. As a publication, we stand for improvements in Pingry’s discourse surrounding race relations. We encourage writers of all identities to tackle these difficult subjects, and we are open to civil discussions around the presence of racial injustices in our School, our nation, and our world.  

Hi Everybody,


I am sure you have seen on the news and
through social media that the murders of
Ahmaud Arbery, Breonna Taylor, and George
Floyd have resulted in mass outrage throughout
the country. This is not the first time this will
happen, and I doubt it will be the last. Many
members of our Pingry community have felt the
need to advocate upon social media discussing
possible protests, sending out petitions, and
even speaking their own emotions. As a school,
during times of crisis, this definitively being
one of them, we have been able to address
issues that are affecting students head-on. To be
direct, in the fall, when commenting upon the
suicide of nearby students, the administration
was very prompt to address the matter, and all
hands were focused upon it. It is odd that even
with the murder of Ahmaud Arbery, I was the
only person upon campus to speak out formally.
There seems to be some lack of adult input in
these situations, and it’s isolating to the students
whom it affects daily. From my perspective, the
daily micro-aggressions and events at this school
go silenced and unnoticed, especially from the
administration
As a middle school student, I would feel as
though I was alone fighting a fight that would
never be resolved, and here we are in 2020
dealing with the same issue. Except now, I’m a
senior with a legitimate position in our school.
As a Student Body President, an active advocate
in our community, and most importantly, a
Black boy, I’m asking you to speak out on
it. Show solidarity with the people who have
been affected by systemic racism for over 400
years who attend your school. If you don’t, I,
along with other students in your building, will
continue to fight the fight that has yet to be
resolved in this country. As adults, you have a
platform just like I do, and I hope you find a way
to advocate for people who look like me and not
just turn a blind eye and become shocked when
the next murder occurs.
Black tears fall upon deaf white ears.

Sincerely,

Nolan Baynes II

May 28 Letter from Nolan Baynes II (V) to Pingry
Administrators

We are proud to be Pingrians; we wish
to discuss diversity-related issues in Pingry
because we want this community to become
a better, more inclusive place. We started
diversity work in Pingry because we either
were displeased with the lack of representation
in our school or believed that the existing
representation is both superficial and trivialized
by the students and the staff. However, the
goal of PAC is not to point fingers or merely
complain about the past wrongs we have
observed. Instead, we wish to progress in
collaboration with the administration and
contribute to the commendable endeavors of
our school. In order to do this, however, certain
methods of communication and action must be
reformed; one of our main concerns is the lack
of collaboration and/or transparency between
faculty leaders who make diversity-related
decisions and the students who feel the result of
these decisions (or lack thereof). As a result, we
hope that the administration takes our ideas and
perspectives seriously.

Excerpt of June 5 Letter from Pingry Allyship Collective to Pingry Administrators

Black Lives Should Always Matter

By Noah Bergam (V)

The far-reaching solidarity we see for Black America right now is a rightful cause for hope. However, we – and when I say we, I’m pointing to White people in specific – ought to make sure our energy on this issue does not fall back into familiar patterns of ignorance surrounding police brutality. 

 In other words, we have to make sure we don’t let this fade into the background of our political perceptions once the media hype dies down. If we want to fight this issue, and be real allies, we have to act and educate ourselves for the long run.

We know media attention alone has not fixed this issue. Even in the most high-profile cases, such as those Michael Brown and Trayvon Martin, we have failed to see the policemen found guilty. We have seen the media storms, the rises and falls of #BlackLivesMatter, to little real avail in terms of legislative change.

What makes the George Floyd protests different? 

George Floyd’s murder was set in such a context to set off the perfect storm.

His murder came in the context of the coronavirus, which disproportionately hurt African American communities. His murder came after a string of other racist killings, most notably those of Ahmaud Arbery and Breonna Taylor. His murder was caught on camera from multiple angles, and was unacceptably gruesome.

The public outrage has rightfully reached a boiling point, and it has already been constructive in a number of ways. The dialogue is more far-reaching than ever. The petitions and donations are growing, and it’s encouraging to see so many people taking part. It’s unfortunate that people are trying to shift the discussion to the destruction of rioting, but ultimately I think many Americans on both sides of the political spectrum see such rioting (and its frequent roots in provocation from the police) as a symptom of a much larger issue that has to be addressed.  

However, I’m disappointed to say that these riots were a wakeup call for me. It took this kind of public outrage for me to feel the pain of these injustices and realize how bad it’s been for Black America.

In the wake of the Floyd protests, I reread a certain chapter of Ralph Ellison’s Invisible Man and listened to Kendrick Lamar’s To Pimp a Butterfly. Two of my favorite pieces of art, which were about police violence and racism against Black Americans. I thought I knew these works well, but after seeing and hearing what was going on in protests in real life, something new clicked. My heart started beating faster. They suddenly made me stress in ways they never before did, even though I always knew the issues in them were real and ongoing. 

The difference was, in the midst of widely recognized tragedy and tangible grief, I was forced to stop internally compartmentalizing and start empathizing. I was forced to realize the stress of being Black in America, and moreover my dangerous ability as a White American to ignore it. 

That is why I want to hammer home that Black Lives Matter has to be more than a hashtag, a trend, a meme that rises and falls like any other. Because there aren’t going to be protests on the street forever. People are eventually going to stop posting activist messages on their social media as they hunger for some sense of normalcy. 

We’ll get tired, along with the news cycle, which will eventually find another story. That’s the natural reaction. But the crucial thing here is that Black Americans can never really just forget about this. Police brutality is a burden on their community, and it always will be unless we non-Black people help them with this burden for the long haul, to effect real change.

As citizens, this means being an active and precise voter on every level of government. It means contacting legislators and local police systems, amplifying Black voices, taking part in rallies, donating to the right organizations, showing and acting on allyship consistently, treating this as a central political issue even when it isn’t always convenient to do so.

For Pingry it means a change in mindset. A change in curriculum, where we teach the manifestations of systemic racism not only in the 1800s but also in our present day. It means ongoing, uncomfortable, but ultimately educational conversations in the classroom between racial groups about why and how our country has yet to fulfill its social contract.

Ultimately, Black lives shouldn’t just matter now. They shouldn’t just matter when it’s cool to post it on an Instagram story, or necessary to uphold your reputation. 

Black lives should always matter.

Beefing Up Economics Education at Pingry

By Noah Bergam (V)

The bipartisan government report on the 2008 Financial Crisis and the Great Recession paraphrased Shakespeare in its analysis: “The fault lies not in the stars, but in us.”

I read parts of this report, as well as numerous other sources, for a history project, and it was really eye-opening how much I learned about the human nature that plays into economics, from perverse incentive to predatory lending to, ultimately, the ethical dilemma of the bailout. 

Over the course of my entire childhood which existed in the backdrop of this Recession, I never really understood the event and the different interpretations of it that persist to this day. Talking to some classmates, I realize this gap in knowledge might be more widespread than I thought, and it makes sense; in all our years of coursework, we never had the chance to sit down and actually discuss it.

The economics around me only became more eye-opening when, in the wake of the George Floyd murder, I sought to educate myself on some of the systemic racism in our country. From there I discovered the sheer severity of racial wealth inequality in this country and the covert redlining which contributes to it. This is once again something I knew vaguely, but I wish I could have learned about it in detail in a structured classroom environment. It should not have taken a national crisis to learn this.

On this note I would like to make a request. Pingry should mandate economics education throughout all four years of high school, teaching not only good practices for personal finances but also looking at systemic issues, both past and present, to examine their causes. 

In our current system, aside from the one trimester of Financial Literacy in freshman year and the online Financial Literacy coursework in senior year, Pingry students need not think about economics unless they have the interest and the space in their schedules to take a course in it. 

That’s not enough.

And look, I know it’s easier said than done to ask Pingry to teach more of this or that. But I think economics as a subject, in the context of the kinds of issues that I brought up, stands out from the crowd of other subjects. I say this not only because of its obvious usefulness for students as future consumers but also its importance right now in terms of intellectual discourse.

Understanding economics is a civic duty. It makes us question policy rather than assume someone else has it all figured out.  It can also help us have more fact-based discussions surrounding social issues in America, which may help open students up to discussions of privilege and diversity and inclusion more than our current, opinion-based approaches. 

Four years of economics education would make for a continuity that the current system lacks. Additionally, it would not be particularly hard to implement for the sophomore and junior classes, for it should not require new hirings or substantial schedule changes – in fact, it should exist outside the course schedule and be largely asynchronous, with progress marked by quizzes or short responses. 

However, for the more curious students, there should be occasional, optional meetings where students can discuss some of the material with an economics teacher and ask questions. Think of it like an addition to our community service requirements. A requirement for the intellectual well-being of Pingry students, and moreover an opportunity for interested students to engage in the subject. 

Ultimately, we’re living in history. That should have been evident since 2008, and it is more than evident now. Our financial literacy curriculum, moving forward, should reflect that.

Mr. Dennis Pearlstein to Depart Pingry

By Dean Koenig (V)

Mr. Dennis Pearlstein has written and directed fantastic plays and musicals over his time at Pingry, but most importantly, he has taught and mentored the students here since 2007. After 13 years, he is departing from Pingry.

Mr. Pearlstein began his career as a teacher in 1971 after earning his Bachelor of Arts degree and his Master of Fine Arts degree at Columbia University. He then taught English for 20 years at the Calhoun School in New York City before joining the faculty at Pingry. When Mr. Pearlstein first arrived at Pingry, he was a sixth grade teacher. At the time, this grade was based on an interdisciplinary curriculum for English and History, which he taught for four years before becoming a high school teacher in 2011.

Ever since his arrival, Mr. Pearlstein has greatly enjoyed working with his students each day. He admires their intelligence and creativity when working on projects or essays, also noting that they are incredible observers of art, always finding new ways to connect art to literature. “I think my students are also adventurous in exploring new ways of writing,” he adds. “They like the challenge, and they meet the challenge.” 

When asked what he will miss most about Pingry, Mr. Pearlstein did not hesitate to mention his students and colleagues. “The students here are absolutely wonderful,” he answered. He added, “[The teachers] work with a purpose here to offer bright students a high degree of challenging material.  I hope that will always be the case.”

In the future, Mr. Pearlstein wishes to keep his hand in the field of education. He plans to tutor students and possibly become a docent at a museum, working in its educational division. In terms of Pingry’s future, he hopes the students will continue to treasure one another and enjoy being in an environment where they have the potential to achieve excellence. We wish Mr. Pearlstein the best of luck in the years to come!

Pingry Says Goodbye to Ms. Susan Conklin

By Ashleigh Proovost (IV)

This year, we must say goodbye to Ms. Susan Conklin, Pingry’s Academic Support Coordinator and Learning Specialist. On the Basking Ridge campus, Ms. Conklin could always be found in the hallway with a smile on her face, or in her office behind Macrae Theater, collaborating with many different students every single day.

As Pingry’s Learning Specialist, Ms. Conklin would give students academic support, consulting with students and their families to help students with their study habits. She loved helping people find the best study strategies for them, as shown by one of her favorite metaphors involving the twenty-five year-old geode on her desk. “People can look at themselves like they would a geode,” says Ms. Conklin. “Once you can unlock someone’s mind, there’s a treasure of beautiful crystals waiting inside!”

Ms. Conklin had significant experience in her field prior to arriving at Pingry. She received a graduate degree in social work from Hunter College, and worked as a psychotherapist in private practice for many years afterwards. Ms. Conklin then taught graduates at the Massachusetts College of Liberal Arts. Ms. Conklin began teaching in schools in 2007, and came to Pingry three years ago. She’s especially interested in brain neurology, and how the brain works for learning. 

Pingry was an important part of Ms. Conklin’s life, and she’ll really miss the Pingry culture and community. “One of my favorite memories of Pingry will be eating lunch with my colleagues,” she remarks. “Especially now, I really miss that social connection.” She really loved her experience on the Global Programs trip to the Balkans last year. “We got to help students learn while developing our own bond at the same time,” she recalls. “It’s a wonderful thing to do; to study with your colleagues and go away together.”

She enjoyed interacting with students and parents just as much as she did with faculty. “It was an amazing feeling to help a student have a breakthrough,” she said. “It’s like letting the butterfly out of the cage.” She added, “You know, nature really does have beautiful metaphors for us!” Speaking on what she will miss the most, Ms. Conklin mentioned Pingry’s theater and art showcases: “I love the shows and the art and the music,” she remarks. “I’m just amazed by the talent of the students and faculty!” 

Ms. Conklin is planning on retiring after leaving Pingry, but she still wants to stay involved. “I love life and I love what I do,” she says. She’ll be missed greatly by the Pingry community at large. Best of luck to you, Ms. Conklin!

 

Mr. Crowley Delman to Leave Pingry

By Brooke Pan (V)

After nearly thirty years in the Pingry community as both a student and a teacher, Mr. Crowley-Delman is leaving to further his interests in the outdoors. Having largely taught in the humanities department, Mr. Crowley-Delman will be shifting his focus outside of the classroom. Starting in  July, he will be serving as the Director of Outdoor Education at the Riverdale Country School in the Bronx, New York. 

Before coming to Pingry, Mr. Crowley-Delman worked in a wide variety of career fields, including real-estate, law, sales, and more. Through all of it, he notes, “I always wanted to learn more about human beings and their place in the world. So I decided to make that my career.” At Pingry, Mr. Crowley-Delman was able to explore his wonders for humanity, whether within the Pingry campus or out in nature. He influenced many of his students and colleagues with his passion for the outdoors, having led multiple domestic global programs, most of which focused on “wilderness travel, sustainability, and plant-based education.” When asked about his favorite memory of Pingry, Mr. Crowley-Delman found difficulty naming just one. He recalls an instance while on a backpacking trip he had led: “My dad’s backpack was so heavy that he fell over while putting it on and was trapped on the ground for a few minutes like a turtle on its back.”

Mr. Crowley-Delman carries this effervescent spirit with him wherever he goes and in whatever he is doing. He first attended Williams College, where he earned a BA with Honors in History, and he then went on to earn his Master’s Degree in Eastern Classics at St. John’s College. He brought his extensive background in history to Pingry, which he applied in his World History 9 and 10 courses, as well as his American Society and Culture classes. Outside of teaching classes, Mr. Crowley-Delman was also involved with many extracurricular activities, such as running the LeBow Oratorical Competition and coaching football and lacrosse for several years. Though, what Abby Parrish (V) was most impacted by were his efforts in Pingry’s Outing Club. “Crow-Del brings an energy and purpose to the school that no one else has. His passion for outdoor education and experiential learning has impacted me, and so many others, in the way we want to learn and grow as not only students, but also just as people.”

It is no question that Mr. Crowley-Delman has left an indelible impact on his students, whether they were directly taught by him or indirectly impacted by his work. In pouring all his heart and efforts into the Outing Club, he has created a legacy that will continue to inspire many students to come. Parrish notes, “We’ve already seen the impacts of the change he has been trying to create. It’s up to us now to do the best we can to continue [his legacy].” Mr. Crowley-Delman is leaving Pingry with a bittersweet farewell: “I’m so thankful for everything Pingry has given me after nearly thirty years. Most of all, I’m grateful for the students who continue to surprise me every day.” 

 

Dr. Reid Pritchett to Leave Pingry

By Mirika Jambudi

After serving as Dean of Faculty for Teaching and Learning, Dr. Reid Prichett will be leaving Pingry to take the next step in his career. He was tasked with nurturing the faculty’s ongoing professional growth and developed the Assessment for Growth (AfG) procedure. During his tenure at Pingry, Dr. Pritchett additionally helped guide numerous faculty through graduate programs, led faculty to participate in more professional development events, and assisted with improving the productivity of Faculty In-Service Days.

Dr. Prichett received a BS in economics from Williams College, an MA in Curriculum and Instruction of Mathematics Education, and a PhD and MA in Educational Leadership and Policy Analysis from the University of Wisconsin-Madison. Before he came to Pingry, he “taught, coached, and worked in different administrative roles.” As a teacher, his goal has always been to help students become better learners by understanding how they learn. In addition to serving as Dean of Faculty for Teaching and Learning, Dr. Prichett taught Intermediate Algebra with Geometry and coached the Upper School wrestling team. Dr. Prichett will fondly look back at his favorite memories of Pingry in the classroom when he got to “work with students… and reflect on student learning with teachers.”

Thank you, Dr. Prichett, for your contributions to Pingry, you will be missed. 

 

Ms. Eva Ostrowsky to Leave Pingry

By Meghan Durkin (V)

 

Ms. Eva Ostrowsky, who began teaching at Pingry in 2011, is leaving at the end of this school year. Before coming to Pingry, she earned her B.A. at Cornell University, where she was captain of the Field Hockey team. After college, she worked at Barclays Capital. 

Throughout her time at Pingry, Ms. Ostrowsky has held numerous positions. She taught sixth grade History, served as Dean of Student Culture in the Middle School, and coached both the Junior Varsity Field Hockey and Lacrosse teams. In 2015, she returned to Pingry following an 18-month sabbatical, during which she received a Master’s degree in Social Work from Columbia University. More recently, she has served as a school counselor, while also taking active roles in the Peer Leadership program and SDLC. During her time as a counselor, she has brought numerous student wellness initiatives to the Pingry community, including yearly advisory “check-ins” with Pingry’s counselors.

Through all of her roles at Pingry, Ms. Ostrowsky has cherished the connections she has made the most. When asked about her favorite Pingry memories, she responded, “Being a sixth grade teacher and advisor was such a fun experience. I remember students baking amazing things for their birthday celebrations, and I will never forget when my advisory … threw me a baby shower before I went on maternity leave in 2015. I still read the books they gave to my son Eddie to my children!” She has also “loved the relationships that I have built with students as a counselor over the past few years. It’s been an honor to get to know students on a deeper level, and I will cherish those connections for a very long time.”

Upon leaving Pingry, she will join the faculty at The Hun School, where she will serve as the Director of Counseling and Wellness. She will also lead their Peer Leadership program. She is “incredibly excited to move to a boarding school community and take on this next step in my career.” Ms. Ostrowsky has touched many parts of the Pingry community, from the classroom to the fields, and will be missed by many. 

Mr. Freiwald to Depart Pingry after 32 Years

By Eva Schiller (V)

This year, the Pingry community must bid Visual Arts Teacher Mr. Freiwald (affectionately known as “Frei” by his students) farewell as he enters retirement. During a 32-year career at Pingry, Mr. Freiwald has taught a myriad of art classes including Advanced Topics in Art, Photography, Graphics (printmaking and graphic design), Art Fundamentals, and Metalworking. However, he is best known among students for his famed Clayworking and Sculpture class, as well as his incredible pottery showing in Pingry’s Hostetter gallery. 

 

Mr. Freiwald is extremely experienced in his field; he received a BA in Fine Arts from Montclair State University, and a MFA in Sculpture and Graphic Design from Rutgers University. His work has been exhibited in over twenty galleries and, before coming to Pingry, he obtained considerable teaching experience at nearly ten educational institutions. As a community, we are incredibly fortunate to have been the recipients of such experience and expertise throughout his classes. 

 

However, since becoming a faculty member in 1988, Mr. Freiwald’s impact on students has reached far beyond the classroom. He helped construct sets for the Drama Department, served as faculty advisor for the Make a Wish Foundation and Potters for Peace, and even spent 11 years as Blue Book photographer. Perhaps most importantly, he is beloved among his students for his good nature and devotion to the community. 

 

As such, he will be missed greatly by his students. “Frei has inspired me to pursue my dreams,” notes clayworking student Jerry O’Mara (V). “I remember when I asked him about how he got his ideas for his amazing pots he told me that he just dreamed about it and the next day, made it. Frei has taught me that great work does not come from great skill but great vision and determination.” Speaking for the rest of Mr. Freiwald’s students, Jerry added that “everyone that has had Frei as a teacher can agree that his passion and deep understanding drives everyone around him to create bigger and better things.”

 

As for Mr. Freiwald’s plans in retirement, the Record has gotten wind of a rumor that he may be writing a book in his newfound free time. If so, we are excited to read it! If not, we must continue holding out hope that just a few more pieces of original Freiwald pottery make it to the Hostetter gallery. Best of luck to you, Mr. Freiwald, wherever you go! 

 

Mr. LaValette to Leave Pingry After 41 Years

Mr. LaValette to Leave Pingry After 41 Years

By Noah Bergam (V)

After 41 years at Pingry, beloved Upper School German teacher and former Head of the World Languages Department Norman LaValette is retiring this year. Mr. LaValette (often referred to by students as “Herr LaV” or simply “LaV”) is known for his unorthodox but effective teaching methods, which, as his students can attest to, involve countless mantras, exquisite vocabulary, speed dialogue, and sometimes even jumping on tables.

LaValette is a born teacher, but the way he ended up choosing German and Pingry requires a bit of background. 

In terms of the former, the story starts back when he was in 7th grade, when he had the choice at his public school to learn either Latin or German. He liked both languages; Latin piqued his interest in toy soldier collection, while German had interesting connections with his native Dutch. He chose Latin, only to receive his schedule and find it had German on it. Apparently there were not enough signups to fill up a Latin class. “The rest is history;” he studied German through high school, college, and grad school.

When LaVallette entered the teaching world, Pingry was not his debut job. After four years teaching at three separate high schools, LaValette stumbled upon Pingry by a recommendation from a friend. After interviewing for the job, LaV recalled he was “duly allured,” taken aback by “the reverence for scholarship, for ideas” among both students and teachers. Once again, the rest is history. 

LaV taught German during a time when the Berlin Wall was thought to be indestructible. He recalled taking students to the country on exchange trips in the late 80s and early 90s––on one trip in specific, his students traded US dollars for medals and belts from Russian soldiers in East Berlin. He recalled thinking: “This is wild.”

Herr LaValette has run Harkness discussions in German since the 1980s, back before it was cool for even high school English classes. He recalled one specific discussion that devolved into fisticuffs––a discussion where he jumped in and ultimately took an accidental punch to the jaw from one of his students. If anything, it was a testament to his sheer dedication to his students, and, of course, the relevance of his class discussions: as LaV put it, “German can push people’s buttons!”

According to German teacher Karsten Niehues, “[LaV] is a living legend. Over the years, more than 1,000 teachers have participated in his workshops and learned from his wisdom. While LaV has a student-centered approach to teaching, he also believes in the value of teachers with strong personalities.” Indeed, LaV’s pedagogy has made huge impacts on the teachers around him. Fellow German teacher Igor Jasinski stated, “Watching [LaV] teach has helped me become a better teacher, as it makes me want to bring to my classes some of that intensity and sense of urgency that is the hallmark of Norm’s teaching style.” Colleague and former German teacher Ann Dickerson said, “He is an innovative, energetic, passionate educator who has never become complacent or cynical about teaching, and comes to school every day as eager to grow and to learn as if he were just starting out.”

This is evident in his own words. When asked what teaching has taught him, LaV responded, “If you’re an ambitious person, if you start a year with a goal, inexorably what’s going to happen, especially if you’re a teacher, is you aren’t going to reach all of them. You’re not ever as good as you think you are. But here’s the cool thing about teaching: most teachers I know, they will get back on the horse, and set up new goals, new ambitions, strive to do what they couldn’t do the year before.”

The first mantra LaV taught me back in sixth grade German was Aller Anfang ist schwer: every beginning is difficult. So too is every ending, especially to a career this amazing. Herr LaV, you will be greatly missed. 

Lower School Spanish Teacher Ms. Yorkshire Departs Pingry After 25 years

By Monica Chan (V)

 

Lower School Spanish teacher Ms. Matty Yorkshire will be leaving Pingry after a 25 year stay at the Short Hills campus. Her passion for teaching Spanish language and culture to Pingry’s youngest students has remained an integral part of Lower School students’ memories, as she taught students to love and appreciate the language.

Before her work at Pingry, she taught Spanish at Archbishop Keough High School in Maryland, Staten Island Academy, and Princeton Day School. She also taught at Raritan Valley Community College. Ms. Yorkshire attended the University of Maryland for her Bachelor’s degree and Towson State University for her Master’s degree. Her inspiration for teaching was her love of sharing her native Cuban culture and language. 

Her favorite memory of Pingry was when she was awarded the Albert W. Booth Chair for Master Teachers Award by former Headmaster Mr. Conard. The award commends the teacher “who reflects those qualities of honor, integrity, idealism, dedication to students, and reverence for scholarship,” which “defined Mr. Booth’s life and work.” Ms. Yorkshire stated that “when you can be around long enough to witness the fruit of your earlier labors, it does not get any better than that.” 

When asked about her future plans after departing the Pingry community, Ms. Yorkshire says she is “looking forward to reconnecting with my family, living within and outside of the country, and enjoying ministry with my husband.” Undoubtedly, Ms. Yorkshire’s presence in the Pingry community will forever be marked in our minds, and we wish her all the best in her new adventures!

 

Dr Lizaire-Duff of Lower School to Pursue New Opportunities

By Mirika Jambudi (III)

After four years at Pingry, this past year serving as Lower School Director, Dr. Sandy Lizaire-Duff will be leaving Pingry in June to take the next step in her career. She will be relocating to Stamford, Connecticut, where she will be the Head of Lower School at King School. 

Dr. Lizaire-Duff received a bachelor’s degree in Psychology from Montclair State University, a master’s degree in Early Childhood Education at Teachers College of Columbia University, and a doctorate in Urban Systems from Rutgers University. She started her teaching career at Edgemont Montessori School in Montclair in 1999 after she had graduated from Teachers College. She credits her inspiration for becoming a teacher to her “love for helping kids, even as a child,” as well as her prior work with young girls thanks to a friend who was a teacher. Though she did not teach any courses as Lower School Director, Dr. Lizaire-Duff loved going into classrooms to visit and interact with the students, noting that seeing their “smiling faces were some of the best parts of [her] day.” In addition to her many day-to-day operational tasks, Dr. Lizaire-Duff was part of the development of the 2018 Strategic Plan, worked with the professional development program, and advanced the work of diversity and inclusion. 

Dr. Lizaire-Duff will fondly look back at her favorite memories of Pingry, such as the annual Field Day: a “sea of blue and white with smiling faces… and being able to see kids being kids and having fun.” She will also forever cherish her connections with Lower School students, faculty, staff, and parents, and is proud to have had “the privilege of partnering and working with an incredible community these past four years.” In a parting message to the school, Dr. Lizaire-Duff would like to wish everyone continued good health. Thank you, Dr. Lizaire-Duff, for your contributions to Pingry––you will be missed!