Anjali Kapoor (VI)
This summer, I was able to learn about two of my favorite subjects outside of the classroom. I interned at an orthopedics lab where I was exposed to a whole new side of biology research, and I traveled to Spain and Cancun to immerse myself in Spanish culture.
I spent most of my summer interning at Dr. O’Connor’s orthopedics lab at Rutgers Medical School. I had conducted microbiology research in the past, but this was my first time working with something larger than a cell––a mouse.
I also learned about the many different projects occurring in the lab. One Ph.D. student was working on improving the efficiency of bone allografts, a surgical procedure that repairs missing pieces of a bone. I watched her perform numerous rat surgeries, in which she anesthetized the rat, cut out a piece of the femur bone, filled the gap with bone chips and a variable treatment, and then stitched up the rat. It was fascinating to watch the surgery because it was just like a human surgery, just on a much smaller scale. After a number of weeks, we would X-ray the rat to determine how well the bone was healing. I helped by examining X-rays and creating, staining, and analyzing microscope slides of bone slices. This research could identify treatments that can be used to expedite bone healing for human bone injuries.
Another scientist was working on perfecting the technology to track the flexion of a rabbit in 3D space. She walked me through a giant set up of multiple x-ray machines and cameras. Together, these machines tracked the movement of titanium beads, which she had inserted into the rabbit spine. It was amazing to see this extremely integrated application of math, biology, and technology. This novel experiment has the potential to help us understand the movement and coordination of different bones in the body, such as the bones in our ear canal, which scientists currently do not completely understand.
Most of my research this summer focused on trying to better understand the role of COX-2, a protein involved in bone formation. The lab was particularly interested in this protein because over-the-counter painkillers inhibit its function, and as a result, may be simultaneously impairing bone healing. Understanding this individual protein’s function could also give insight into the broader connection between inflammation and bone healing.
After the completion of my internship, my family traveled to Cancun and Spain. After studying Spanish for the past seven years, I was excited to finally travel to the countries I had learned so much about. In Cancun, my favorite experience was scuba diving at the Underwater Museum of Art. The museum grew out of an idea a non-profit organization had twenty years ago to preserve the coral reefs: they submerged the art of five Mexican sculptors as an alternative site for divers. It was mesmerizing to see how statues of humans and cars had transformed into habitats for marine life. In Spain, my breath was taken away upon entering La Sagrada Familia, a cathedral designed by Antoni Gaudí that is still being built, 137 years after work commenced. The colored stained glass walls created a magical rainbow glow in the room.
Ultimately, I had a very memorable and thought-provoking summer. On the one hand, I got to learn new research methods, utilize cutting-edge lab technology, and, in a small way, contribute to the future of orthopedic medicine. On the other hand, I was able to improve my Spanish speaking skills and experience Spanish culture while exploring two unique countries.
Mirika Jambudi (III)
Bright and early on August 28th, just a few days before the start of the school year, Pingry welcomed its newest class of freshmen on campus for the longstanding tradition of the peer leadership retreat. Alongside their senior peer group leaders, the nervous but excited freshmen crammed into four buses for the long two-hour drive to Bryn Mawr Mountain Retreat in the scenic mountains of Pennsylvania. There, the freshman undertook team-bonding exercises and activities to help them get acquainted with their peers.
When the buses arrived at Bryn Mawr, the eager freshmen were led to their cabins to quickly unpack and get ready for the multiple activities planned for the day.
The first challenge was the egg drop, where peer groups of six to eight students and two seniors worked together to create a structure that would be able to protect the egg when dropped from above. Each group then made a banner representing their peer group pride. The students also worked with each other and their peer leaders to create a chariot from cardboard and PVC pipes to carry one freshman through an obstacle course the next day.
The next challenge was an obstacle course in the woods nicknamed “The Gauntlet”; it featured a series of obstacles that involved physical activity, logical thinking, and teamwork.
“The Gauntlet really challenged us to work together, and after the first activity, it was really fun to do, and our group definitely grew closer,” said Max Watzky (III). Everyone aimed to complete the course in the quickest time, and the competitive nature of the challenge fostered a sense of camaraderie in each peer group. The most memorable part of the night was during the impromptu dance in the dining hall when all the peer leaders surprised the freshman by running out onto the dance floor in costumes. “Everyone being together on the dance floor and having fun right before school started was definitely a great way to kick off the school year!” Milenka Men (III) recalled.
At the end of the day, groups came up with skits using silly objects chosen from a bag. Watching the skits and seeing classmates take the stage in silly outfits definitely left everyone in a great mood for the rest of the evening.
The next morning, everyone woke up to pack and wrap up the peer leadership retreat. Finally, the most awaited event occurred––using the chariots made the previous day in the obstacle course. Our group took an unforgettable, unconventional route, which the other students found hilarious. The fun-filled day-and-a-half at Bryn Mawr had flown by, and it was time to leave, but not before discussing the students’ favorite parts of the trip. For my group, our unconventional way of attempting the chariot race obstacle course was definitely one of the best parts about the retreat, alongside all the friends we made. “It was a great experience, and I’m glad I got to meet tons of people right before school started! Now I’m more confident about starting at a new school,” said Katie Lin (III). All in all, the freshmen had a blast at the peer leadership retreat, found some new friends, and are ready to take on the upcoming school year!
Emma Huang (V)
For six weeks this summer, I had the opportunity to work in Cooper Union’s Summer STEM Makerspace Program. Filled with 3-D printers, plasma laser cutters, and soldering and circuit stations, the Makerspace was an innovator’s dream – a place where I could turn an idea into a reality. Each day, I designed, coded and prototyped. In addition to working in the Makerspace, we participated in business and entrepreneurship workshops, which included public speaking, a STEM career advice panel, and a Computer Science and Ethics discussion group. We also received lessons on how to build circuits using Arduinos (a platform for building prototypes) and how to use OnShape (a CAD, or computer aided design, software) to create 3-D models. We were tasked to identify a real-world problem, devise an invention which would address it and then pitch our ideas. I set on developing a prototype to help solve a public health crisis we face.
It was during my daily commute on the train into New York City where I saw a recurring theme. While exiting Penn Station each day, clouds of vape aerosol and cigarette smoke filled my line of sight. One morning, I even saw a mother hurriedly swerve her stroller away from the fumes and turn her children’s heads away from the smoke. As I continued to navigate my way down to lower Manhattan on the subway, I witnessed similar situations occur. In each instance, the second-hand smoke affected everyone. This made me think about that infant in the stroller, the elderly man next to me, and all the people around who are susceptible to the effects of second-hand vape aerosol and cigarette smoke. Even more, what about those who are more vulnerable, like those with pulmonary and respiratory issues as common as asthma?
Vape juice contains a glycerin base. When heated, the base degrades to chemicals such as formaldehyde and benzene gas. These carcinogens are released into the air when exhaled, thereby making the effects of second-hand smoke toxic to surrounding people. More recent data indicates that there have been over a dozen vaping-linked deaths and more than 800 vaping-related lung illnesses across the country. Knowing the vast epidemic of vaping and realizing its negative health effects, I wondered: how many people are inhaling vape aerosol second-hand without knowing it? Alternatively, how many people would avoid heavily concentrated vape areas if they had the information accessible to them? After a quick search, I was surprised to find that in our home state of New Jersey, only two towns have specific laws regulating the use of e-cigarettes in public areas (as of July 2019), and vapes and e-cigarettes do not fall under cigarette regulations. With a vaping epidemic on the rise, I wondered why a device or system which regulates vaping in public areas doesn’t already exist.
This prompted me to conceptualize VapeEscape, a fixed air pollution sensor that works with a notification system and interactive map that allows users to detect vape aerosol and cigarette smoke via a mobile app that is iOS and Android compatible. I pitched VapeEscape as my individual project proposal and formed a team of four to help make my idea a possible reality. For the next four weeks, my teammates and I spent countless hours troubleshooting code (in Arduino based C, Java, and Python languages), wiring our sensors to Arduino and Raspberry Pi circuits, and designing a sleek model of VapeEscape in CAD. Though there were some hurdles to overcome– for example, a key sensor we ordered did not arrive until a few days before our final presentation– the hard-working spirit of my team resulted in the creation of a product we envisioned as being instrumental in regulating air safety in workplaces, hospitals, airports, schools, and restaurants, to name a few.
The insight I gained from this summer has been invaluable. From working with the Cooper Union faculty to collaborating with peers of different backgrounds, I was excited to learn from and share ideas with a diverse group of innovators. I’ve also realized how much I value the role of technology as a springboard to benefit the greater society, especially in tackling solutions to problems that plague our communities.
Helen Liu (V)
The speaker at the podium––let’s call him A––gave his speech, charged with emotion. I never knew he could write like this, I thought, as I clapped along with my friends at the particularly touching parts. I didn’t know A that well—he was in a separate friend circle at that point—but the works he shared in our summer writing class had always been deeply personal. They were sharp and honest declarations of his cultural identity and body image, but they had never been as carefully planned and brilliantly executed as this one.
Later that night, after everyone finished presenting, my entire friend group crowded into one room and started discussing all the orations we’d heard. We loved Elijah’s speech, Annie’s story was beautiful, and A did so well; did you know he could write like that? Those that had presented were congratulated, and those that hadn’t yet were encouraged to do so next week. This was a writer’s workshop after all. Nobody would judge us, as long as we did our best.
There was a knock on the door and a classmate stepped in, looking frazzled. “Uh, hey, sorry, I didn’t want to bother you guys, but my friends are getting all caught up in drama right now, and I don’t really want to get involved.” She shut the door behind her, looked around, and continued in a hushed voice. “Did you know that A plagiarized his entire speech off Youtube?”
It was true. The word choice, the inflection in tone, the pauses every few sentences. A had copied almost every single thing. He didn’t own up to it fully; when the truth caught up to him, he claimed that he found the speech online in his native language and had translated it. He apologized for plagiarizing and promised that he wouldn’t do it again. Yet a week later, when we were sharing pieces for our class anthology, he read a piece that one of my friends had previously shown me online. After finishing, he looked at me with a smile and said, “I spent a lot of time on this, taking inspiration from all different parts of my life. Did you like it?”
I smiled back, genuinely, but a little sad. “Of course. It’s beautiful.”
I should’ve been angry. He was lying straight to my face; he broke his promise and my already-wavering trust in him as a friend. Though, with A, I realized I couldn’t even be annoyed.
One of the first pieces he had shared in class was one he had written during a free-writing session. He talked about his childhood as an immigrant and the self-hatred that developed because of it. He wished he had blonde hair and blue eyes when he was young, and later he despised his body altogether. He was insecure about his English and had always felt out of place. It wasn’t until high school, he said, that he began to understand that he should love himself for who he was; in his words, he was “a star that shone and could help other people shine too.”
He would randomly compliment people in class and was always the first to declare with a grin that our writing was beautiful or that we were the nicest people he’d ever met. The last night at the workshop, he hugged me, urged me to stay in touch, and thanked me for being his friend.
So, even though A plagiarized and lied, all I could do was hope that he became more confident in himself. I’m sure he knew what he was doing was wrong—he was just too insecure to stop. After all, in class, he’d always jokingly-but-not-so-jokingly deprecate his own work. The idea of showing it to other people, let alone presenting it to an entire camp, must have been terrifying. I couldn’t be angry at him. Sure, I was a little disappointed, but mostly, I felt bad for him. Taken without context, this seems ridiculous. Why would I feel bad for someone who plagiarized, promised he wouldn’t do it again, and then broke that promise?
I felt bad because that’s not all who A was. I barely knew him, yet I could tell he was optimistic, cheerful, and the type of person who wanted to make those around him happy, even while struggling with his own happiness. To reduce him to a plagiarizer—that would be ridiculous.
Maile Winterbottom (V)
In the midst of some last-minute scrambling to put my summer plans together last April, I quickly scrolled through possible programs and trips I could attend. I came across a two week trip to Iceland held by Overland Summers, a program that takes kids on trips led by college students. It was a backpacking trip, something I was interested in undertaking, and I was up for the challenge. So I clicked “register” and embarked on the journey.
When the day came for me to leave, I was a nervous wreck. I wondered what I got myself into. I thought my two years as an avid Pingry Outing Club participant would prepare me for this, but as the trip grew closer, the thought of strapping my belongings to my back for two weeks in a foreign country felt like something I could never do. Nevertheless, I hopped on the plane to Reykjavik (Iceland’s capital) with my half broken-in hiking boots and didn’t look back.
As soon as I met my group of nine other high school students and two college students (who led the trip), my anxiety that had built up over the weeks prior seemed to dissipate. We settled down at a campsite in Reykjavik on our first night and prepared for the next week, which we would spend backpacking. We would through-hike the Laugavegur trek, a fifty-mile trail popular among tourists in Iceland. I had never done anything like it before.
Although the nerves were sinking in, the girls that I had met just a day ago were already turning out to be my close friends. We talked about our lives back home, our concerns for the trip, how much we missed home, and so much more. There were four girls including me on the trip, and every night we would go into a tent and talk for at least an hour about everything that happened that day, and any other things that were on our mind.
When we arrived at the start of the Laugavegur trek, my anxiety for backpacking had returned, especially after our leaders told us that the first day would be the hardest day of the trip, with ten miles of ground to cover and many difficult uphills. My pack was heavy with food for the group, my clothes for the next week, my tent, and my sleeping bag (weighing forty pounds altogether!). As it turned out, the forty pounds on my back didn’t hold me back from having a great first day on the trail. The ten miles, although difficult, left me feeling accomplished, and the views added to my sense of achievement. When we got to the second campsite, we had pad thai for dinner and played cards, as we continued to bond with our group.
The rest of the trip proved to be one of the most breathtaking and formative experiences I’ve ever had. I met so many different people from different backgrounds and hearing their stories brought me to tears on several occasions. The trail was tough, but it brought us together as a group. Sometimes, completing even the smallest obstacles, like crossing a river or making it to the top of a steep hill, were so gratifying for me. At the end of every day, when I would take off my pack and look back on the miles I just hiked, I thought of the songs I sang, the stories I told and heard, and even the lunch I had, all the while thinking of how grateful I was to be in such a beautiful place.
My trip to Iceland left me feeling humbled by the outdoors and even more appreciative of our environment. In addition, I made some great bonds with the people on my trip who I’m still in contact with. The raw beauty of everything I saw along the way was incomparable to anything I’ve ever seen and taught me more than I have ever learned in the classroom, with concrete walls and fluorescent lighting. It made me realize the importance of embracing nature and taking that leap into the unknown.
Martha Lewand (VI)
A week before school began, on September 3rd and 4th, Form VI students traveled to the Pocono Valley Resort in Reeders, Pennsylvania, for their senior retreat.
The seniors spent the trip participating in several activities, including a Western-themed dance, and working on their college applications. The goal of the trip was for the seniors to enjoy themselves while making progress on their applications.
Once the seniors arrived to the campsite via bus, they went to their assigned cabins to unpack. Shortly after, the activities commenced. Students went to relax by one of the two pools or to play sports, ranging from basketball to mini-golf. Students also had the choice to participate in watersports on the lake, climb a rock climbing wall, partake in a ropes course, ride a zipline, and more.
“I went on the ropes course, rode the zipline, and competed with my friends in the ‘human hamster balls’,” said Jessica Hutt (VI). “I really enjoyed these activities, and had a great time experiencing the outdoors with my classmates before heading into our final year together.”
After lunch and activities, the seniors began to prepare for the dance. The theme for the dance was “western.” Students dressed up as cowboys and cowgirls, with a majority of the costumes including flannels, cowboy boots and hats, and bandanas.
“The dance was a fun way to jumpstart senior year,” Nicole Gilbert (VI) said. “It was a great opportunity to reconnect with my friends and strengthen relationships with other people. Dressing up also added to the fun.”
After the dance, seniors enjoyed pizza and a campfire with s’mores. They also had time to socialize with friends in their cabins before the night ended.
“I felt that being able to spend the night with my friends was great, in that it helped me forget about all the college apps and let me focus on just hanging out and talking to my friends,” Thomas Wolf (VI) said. “I appreciated that, even though I didn’t request some of the people in my cabin, they were great company and I enjoyed the night.”
The next morning, the academic work began. After breakfast, the senior class was divided into two groups to partake in “breakout sessions” or workshops. Ms. Finegan and Ms. Reynolds each ran one of the two workshops. They used a descriptive writing exercise to help students with their personal statement essay. In the second workshop, Mr. Lear, Mr. Garrow and Ms. Cooperman split the group into smaller sections to converse about the application process and colleges that are typically undervalued by Pingry students.
Josh Thau (VI) found the workshops helpful, as the sessions increased his confidence in the college process. He said, “Before I went in, I was nervous about everything because I didn’t really know what I was doing,” he said. “But after I talked to both my college counselor and others about my issues pertaining to the process, I felt a lot more comfortable.”
After working on their applications, seniors had lunch, packed their bags, and made their way back to Pingry on buses.
Hannah Guglin (VI) thought the trip was an overall success. “I honestly felt like it was a really good way to start the year, spend some time and have some fun with people that I care about in our last year together,” she said.
Ava Kotsen (V)
June 6, 2019 was a lot of things. For many students and faculty at Pingry, it marked the final day of the school year, and the beginning of summer. It also marked the 75th anniversary of the Allied Powers’ Normandy invasion and the battle that ensued––an event more commonly referred to as “D-Day.”
A memorial took place in Normandy, and leaders such as Queen Elizabeth of United Kingdom, French President Emmanuel Macron, Canadian President Justin Trudeau, President Donald Trump, and the Chancellor of Germany, Angela Merkel, attended. These world leaders came together to remember the day that 156,000 Allied troops, 73,000 of whom were American, stormed Omaha, Utah, Gold, Sword, and Juno beaches along the coast of northern France to begin the major Allied invasion of German-occupied country, ultimately leading to the end of the war.
Many historians argue that this was the single most influential battle that ended World War II and Nazi control in Europe. Of course, this victory came at a hefty price––thousands of brave men were mercilessly slaughtered in an attempt to restore freedom to the shores. The waters of the Omaha were tainted red with their blood. The beach sands contained their torn limbs. The seabeds hold the wrecks of many amphibious tanks that never made it to land and the bodies of soldiers who drowned due to the weight of their gear.
During the summer, I had the opportunity to visit Omaha and Utah beaches as well as the United States Cemetery. When I visited Normandy in August, over seventy five years after D-Day, I was looking back on the shores where this very scene had taken place. No signs remained of the brutal battles that had occurred there. Normandy is now known as the most popular vacation beach in northern Europe, a title that it regained when the war ended. Upon my arrival, I was almost horrified to find children laughing and playing in the sand, splashing in the water. Dogs dashed across in long strides, barking contently. Folks socialized and enjoyed themselves. How could all of these people do this knowing what had happened there? Where has it all gone? Massive craters lay in the ground where bombs had exploded, and here and there were a few German bunkers that were still in working order.
I went to the cemetery that held the US soldiers who died overseas in the invasion of Europe during WWII. There was a walkway with a little platform overlooking Omaha beach. People were moving around, talking, laughing, smiling, and snapping photos. They were so light and carefree. I walked to the platform, and looked down through the green and grass-filled hill that led to the water. I went into a state of calm and silence, away from the rest of the world. I just stood there and stared at the ocean. I could hear the waves rolling on the beach.
Somehow, I could sense the spirits of the thousands of the heroic men who had died here. I could feel the presence of each one buried here. I could hear their silent weeping, their endless pain and the suffering that they had endured, the gruesome memories that they carried with them. Each one of them are my brothers, fellow Americans, and I carried their grief with them. I began to cry and weep with them. That day, I was able to see something powerful––the eternal spirit of America’s “greatest generation.” The souls of the warriors who will never forget the events of June 6, 1944, and WWII.
After visiting the cemetery, we returned to the edge, the final stretch, of Omaha beach. There was a sculpture called “Les Braves” (The Brave) built into the sand, facing the ocean. It was midday, not yet low tide, and still the strip of sandy beach extended a good distance outward. I slowly walked through the sand, to the approaching waves. I touched my hand to the cold water. I carefully took an empty water bottle and filled it. Within assorted shampoo bottles, I smuggled this water back home to me upon my return. To me, this water symbolizes the selfless sacrifice that thousands of courageous and bold young soldiers made for American freedom.
Even today, 75 years after the event, I honor the men who lost their lives in the historic D-Day invasion.
Katherine Xie (IV)
On Wednesday, September 4, the class of 2022 explored the exhibits of New York City’s Museum of Natural History and went to see the award-winning “To Kill a Mockingbird” on Broadway.
The day began in the school cafeteria where students caught up with friends after a fleeting three months of summer break. The sophomores then crowded onto three buses to make the trip to the city. After an hour-and-a-half bus ride, everyone divided into their advisories and entered the Museum of Natural History.
Upon entering the museum, advisory groups went their separate ways to tour the various exhibits and displays. Since there was no specific activity planned for the museum, each advisory had the liberty to choose the exhibits they wanted to see. The Museum of Natural History had everything from displays of prehistoric animals to diagrams of the early universe to exhibits on early civilizations. Although students only spent a little over an hour at the museum, Anika Govil (IV) says, “Visiting the museum was a really fun experience. I got to spend time with my advisory and learn about animals that I didn’t even know existed.” Students were able to learn about all things history as well as enjoy time with their advisories.
After a quick lunch outside the museum, the buses started up once more and took the sophomores to see “To Kill a Mockingbird.” Students were given tickets as they entered the packed theater and sat with their advisories as they awaited the start.
“To Kill a Mockingbird,” based on the eponymous 1960 novel by Harper Lee, deals with racial issues prevalent in Alabama during the 1930s. The story’s main focus is the trial of Tom Robinson, a black man who is falsely accused of raping Mayella Ewell, a white woman.
While the book begins by depicting the idyllic childhood of characters Jem, Scout, and Dill, the play, narrated by the children, immediately jumps into the trial of Tom Robinson. Atticus Finch (played by Jeff Daniels), Tom Robinson’s lawyer, must stand up to the racial prejudices of that time to do what is right. Through the trial, Scout learns about what it means to become an adult—she observes her father doing the right thing by defending Tom Robinson, despite the sacrifice he makes to do so.
The students enjoyed the play, which provided a different and new portrayal of this well-known classic. Many students had never seen a Broadway show before and appreciated the opportunity. Zoe Wang (IV) said, “Going to see ‘To Kill a Mockingbird’ was truly memorable. The actor for Atticus Finch was just amazing.” Remarking on the interesting style of the play, Olivia Hung (IV) noted, “I truly enjoyed the show…It was an interesting way to tell the story.”
After the performance and an amazing day spent in the city, the sophomores boarded the buses to head back to Pingry.
Eva Schiller (V), Vicky Gu (VI), Meghan Durkin (V)
Though the Pingry community has known his name for almost a year now, Mr. Matt Levinson has just begun his first academic year as our new Head of School. Following a five-month search and a unanimous vote from the Board of Trustees, Pingry officially welcomed its sixteenth Head of School on July 1, 2019, succeeding Mr. Nathaniel Conard’s 14-year tenure as Headmaster.
The role of the Head of School has long been ambiguous to many Pingry students. Mr. Levinson explains his job as keeping “everybody focused on the student experience… from myself, to all administration, staff, and teachers,” and that “every day is different. There are a lot of interesting challenges that cross my desk, problems to solve.” He remarked, “But also, being out in the community, being out in classes, being out at games, is really important.”
When asked what drew him to Pingry, Mr. Levinson immediately responded, “the Honor Code was a first appeal… The trust that’s inherent in having an Honor Code is really meaningful to me.” Pingry’s inclusive atmosphere was also attractive. “Commitment to diversity and inclusion is really important to me, personally and professionally,” he says, adding, “I’ve been really struck and impressed by Pingry’s diversity and how it strengthens and enriches the community.”
Beginning his career teaching both middle and high school students, Mr. Levinson has stepped into many roles within school communities, whether that be coaching sports or serving as a dean of students. He believes that his experience allows him to “understand everything that goes into running a big organization like Pingry.”
Despite his extensive experience with education, he confessed that in high school, he was not always “as engaged as [he] should’ve or could have been, but something just kind of kicked in senior year and a couple teachers really inspired [him].” During his time at Pingry so far, he has noticed “how much [the teachers] are inspiring to you all.”
When asked about his vision for Pingry, Mr. Levinson left his response open-ended. Rather than only him deciding where Pingry should go in the upcoming years, he thinks that everyone should have input and “that the vision question is something we all need to invest in and work on together.” However, he does have a “strategic plan focusing on global education, student wellbeing, interdisciplinary learning… and also to promote teacher growth and development.”
His first step is to address student wellbeing with the hopes of helping the community “improve and be attentive.” So far, he has met with peer leaders and teachers, and plans to do some staff training in November.
Speaking on the Pingry community, Mr. Levinson noted that “everyone’s been incredibly welcoming, which has been wonderful.” He has visited classes on both campuses and gone to games in order “to get the chance to see the student experience.” What amazed him since his arrival was the “long history of people who invest their lives here. I think everyone here is trying to always get better, no one’s standing still, which I love about the community”.
Mr. Levinson also revealed that the process for getting “Shorts Days” begins with students. A student emailed him one evening asking to allow shorts the next day, and by the end of the night, Mr. Levinson had confirmed one. “I know,” he says, “on a hot day, when there’s no air conditioning, it’s nice to be able to wear shorts.”
Speaking of air conditioning, will Pingry ever get it? “That’s a big question I’m hearing; lots of people want to talk about that, but I don’t have an answer to that yet. It could happen. I don’t know when, but I know it’s something that people, especially in the 90-degree weather, are very interested in.” Perhaps someday.
Mr. Levison concluded, “I would just like to say I’ve been so impressed with the students in this school. The engagement in the classes that I’ve seen, from kindergarten all the way through 12th grade, makes it clear that the kids here really like learning and want to learn, and the teachers are really invested in making that happen.”
Alex Wong (I)
From September 25th to 27th, Middle School students embarked on trips to destinations ranging from the nation’s capital to right here in New Jersey. In the process, students were able to get a glimpse into what they will learn this year
Grade six traveled to Camp Mason, a campsite in northern New Jersey, for three days. There, they engaged in team building activities, including hiking, swinging on giant swings, looking at nature art, and completing an obstacle course. These activities allowed the sixth graders to get to know each other better. Mrs. Nicole Cabral recalled, “We had a great time even though it rained. Even when it rained everyone participated in the activities. We made great memories during the trip.” The trip was an exciting and memorable start to their middle school experience.
Form I went to Philadelphia from September 26th to 27th. They visited many sites and interactive centers, including Independence Hall, the Liberty Bell, the Constitution Center, the Philadelphia Zoo, the U.S. Mint, and The Franklin Institute. Students saw a wide variety of exhibits relating to topics ranging from the United States government to the human heart. Ben Chung (I) said, “The Brain Exhibit in the Franklin Institute was fun. My advisory played tag in the brain model.” Ms. Cecily Moyer noted, “I really enjoyed the Constitution Center. My advisory was very into the exhibits there. We played trivia and shook hands with the statues in Signers’ Hall.” The Philadelphia trip was an enjoyable, informative experience for the seventh grade.
For three days, Form II stayed in Washington, D.C., where they saw the Lincoln Memorial, the Washington Monument, the Arlington National Cemetery, and the National Mall. Visiting the sites helped students gain a better understanding of their historical significance. Along with learning about the various monuments and memorials, Charlotte Diemar (II) said, “I enjoyed the trip because we got to connect more with our advisory via multiple activities, such as the advisory dinner.” On the trip, students bonded with both old and new friends, while learning about the rich history of Washington, D.C.
The Middle Schoolers enjoyed their trips, as they made new friends, learned about historical sites and figures, or simply had fun with their classmates and teachers. In other words, the trips certainly set a positive tone for the year ahead.