Most people in the world are busy numerically rating us or defining us, some of the time for our own good, and some of the time for their gain. It will be difficult to know at times which is which. Many of the numbers will be deceptively labeled. We must test these numbers for ourselves, as, ultimately, only we can decide.

I hope each of you has as much fun in the coming four years, but I would hope we all will be determined to affirm our non-numerical nature. Let's be part of the generation that teaches the world a new language — a language not tyrannized by numbers, quantities, calculations — for only in this way will we have asserted our true human nature.

# The Salutatorian Address

By Neil Boege, '87

Parents, faculty, fellow classmates, distinguished guests.

Doctor Kissinger, I feel a certain bond with you since I too first came to live in the United States at the age of fifteen. But, unfortunately, that's where all similarities end.

Actually, I would like to speak today a little bit about a particular experience of mine while living abroad which points out how blessed we are in this country to have a truly free education. Sorry, St. Luke's parents, not that kind of free. I mean freedom of intellectual pursuit. Before coming to the U.S. two and a half years ago, I lived in Greece for three years. I went to the Athens campus of The American School in Switzerland, called TASIS. Our campus was situated just above the permanent pollution cloud over Athens, not too far from those infamous beaches of Greece. During my eighth and ninth grade years in this seemingly ideal setting, TASIS became the innocent victim of the Greek Socialist Party whose goal was to use the educational system to solidify its political power and control over society. The Greek government began to harrass my school with the intent of gaining control of the curriculum and, eventually, the entire faculty and premises. One of our librarians

was falsely accused of planting pro-Turkish propaganda in the library; she was forced by the government to leave her job. One of our teachers was deported for asking his history class to write a paper on the Turkish-Greek controversy over Cyprus. He was forced to leave the country for requiring his class to study both sides of the issue before taking a stand. This teacher, accused of promoting pro-Turkish propaganda, was, himself, of Greek Cypriot origin and had very strong views favoring the Greek side of the issue; but his commitment to academic honesty wouldn't let him give only one side of the story. For this, he was punished. The headmaster of TASIS protested these actions to the Greek government only to be accused, in turn, of being a Turkish spy. An Englishman, his work permit was revoked and ultimately he was forced to leave Greece. Everyday in the local press my school was depicted through cartoons and articles as being an American nest of Turkish spies. In fact, there were no anti-Greek or pro-Turkish sympathies among the faculty at TASIS. More than half the students in the school and 80% of the faculty were Greek or of Greek ancestry.

The irony of the situation and proof that a free education may not be taken for granted is that the Prime Minister of Greece and the leader of the Socialist party, was and is Andreas Papan dreou. Papandreou, at one time a U.S. citizen, was a Professor of Economics at Berkeley, American educated, and married to an American. Certainly it would be thought that a man with these attributes would be all for a broad and open education.

This story is important to me not just because I knew the people affected or because my family became involved in the defense of the school. What strikes me as most meaningful is that I am now in an educational environment that takes for granted the luxury of freedom of intellectual pursuit. Here at St. Luke's, we would find it unbelievable that the federal Depart- ment of Education would one day descend on St. Luke's and accuse Mrs. Giles of planting pro-Russian books in the library. Or that the government would arbitrarily force one of our faculty to leave his or her job.

This is a freedom inherent in our view of ourselves and one which we have become so used to that we forget sometimes the price paid to maintain it and how easy it is to lose it. The ancient Greeks, the originators of modern democracy, would be surprised and upset at the current turn of events in Greece.

The class of 1987 is now the class of 1991, and though we have all struggled at some time through the educational experi- ence at St. Luke's, our curriculum was designed by professional educators, not politicians or demagogues. We have been taught that every issue has two sides, except for who has to win the Fairchester league softball and baseball championships. I am grateful for the opportunity to have been associated with a school that is part of and reinforces one of the most important freedoms Americans have — freedom of education.

Thank you and good luck to the class of 1987.

7

# The Headmaster's Address

By Richard M. Whitcomb

It may seem surprising to some of you that I have chosen Freud as the inspiration for my address today. Wasn't it Freud who gave us anxiety, neurosis, and the oepidus complex?

But let me remind you that this same man who so thoroughly explored the unconscious of mankind, looking for that source of our psychological illness, also taught us how to live fulfilled lives.

Freud realized that one can't develop a science of mental illness without also developing a philosophy of health. The philosophy of health is my subject this morning.

We look around us and we see people driven to success, almost as a kind of compulsion. Maybe it's an addiction — this pursuit of power, fame, and money. And I don't mean to say that you can't have power, fame, and money without also having happiness. Of course you can.

But too often the compulsion to succeed snuffs out the light of happiness. Why is this?

It happens when our lives have become unbalanced. We are consumed with one goal at the expense of the other. We forget that a busy and productive life must include more than hard work at the office, more than the aspiration to become head of an organization.

Freud pointed out to us that a fulfilled life is made up of both work and love. And by love he meant satisfying individual relationships, just as by work he meant satisfying social relationships.

Let me extend Freud's meaning just a bit now. How do we insure that love and work are in balance and that they are life-affirming and fulfilling activities, not simply neurotic compulsions?

I could get fancy and quote you various commentators on happiness including Leo Buscaglia and other pop psychologists. But they are too long winded for my tastes, and often too abstract and theoretical. I want to say something I think is both more immediate and practical.

In twenty-seven years of teaching, I have noticed that there is one ingredient common to all happy individuals, those who are

capable of love and productive work. This common denominator is simply discipline. And I mean discipline in the proper spirit. Let me give you two examples of well known people whose lives have been enriched, and whose lives have in turn enriched the world through their efforts.

My first example is from the world of music (the artistic world). I am talking about Mozart who produced 41 symphonies, 79 chamber and keyboard works, 42 sonatas, 82 vocal works, 15 masses, 4 litanies, 2 vespers, one dixit and countless other accomplishments in his field. Obviously the man worked hard. He accomplished all of this by the time he was 35.

> "A happy, meaningful life is built upon two complimentary factors, a loving attitude and a dedicated effort."

My second example is from the world of sports (the physical world) — Larry Bird of the Boston Celtics, three times M.V.P. who reputedly cannot jump, and is too slow. However, he compensates. He practices two hours before game time making shots from every point on the floor and corrects what he conceives as weaknesses over the summer months. His success derives from hard work and a desire to succeed, rather than natural talent.

No task worth doing is ever easy. Preparing, concentration, and execution of all details are required. Through a disciplined effort in these areas comes the final healthy product.

On the side of love there are famous people throughout history who have shown the same discipline, or devotion to detail, in order to complete their relationship with others: Albert Schweitzer, Mother Theresa, St. Augustine, Martin Luther King, Ghandi, and I am sure you can think of many more.

The one last thought I would like to leave you with is this — a happy meaningful life is built upon two complimentary factors, a loving attitude and a dedicated effort.

These two factors I promise, will make for a happy, productive life, even if they don't result in material success. Remember — it's the whole process that counts, not necessarily the end result.

I hope you realize as graduating seniors how Mark's message is so similar to mine. We both have emphasized the meaning of a St. Luke's education — you should be evaluated for the spirit in which you undertake any project, not on the end result. To paraphrase Confucius, it is the journey itself that enriches, not the destination.

9

# Learning How To Learn Is

By Laura Leonard,

A St. Luke's education, says Kennon Jayne of New Canaan, is like a valuable family heirloom passed from generation to generation.

That is why Jayne enrolled his four sons — Truxton, 24, John, 26, Joseph, 18 and Houston, 16 — in the same prep school from which he was graduated in 1944.

"I wanted them to acquire the basics of learning: reading, writing, arithmetic. Maybe computer science. Whatever it takes to get a sound education today," says Jayne, who is an advisory marketing representative with IBM in Norwalk.

"So far, I've seen an element of continuity that is very rewarding to me. Dick Whitcomb (St. Luke's headmaster) is carrying on the same tradition in the area of exercising students intellectually, the way I remember being exercised," he says. "I know they will do well."

David Piersall of Wilton shares Jayne's confidence in his children's future. Last year, Piersall saw the first of three daughters graduate from St. Luke's, his alma mater of 23 years. He was proud of Kim, 19, and he is sure that she and his other daughters, Niki, 17, and Alix, 13, who are still students at St. Luke's, will follow in their dad's footstep's up the ladder of success.

"It's not so much that these kids will get a headstart or an edge on other youngsters (who don't get a private school education)," says Piersall, who is the proprietor of The Saddler, a retail outfitter for horse and rider in Wilton. "I do know that they're given a good solid foundation and they're told how to build on it. That's what happened to me."

Jayne and Piersall each want to pass on the legacy of a good education and the name of a good educational institution to their children. That does not necessarily mean college. The seeds of success are planted long before that — in prep school. So, Jayne and Piersall are sending their children to the prep school they went to.

St. Luke's School is a non-sectarian, college preparatory day school in New Canaan for boys and girls ages 6-12. Founded in 1928, St. Luke's is one of many private institutions in the New England region that provide a well-rounded curriculum and personalized attention — there is an 8 to 1 student/faculty ratio — that encourages young people to continue their education beyond high school.

Virtually all of St. Luke's graduates do go on to college, according to Richard Whitcomb, headmaster. Over the past few years, graduates have been accepted at Bates, Boston College, Brown, Bucknell, Harvard, Hobart, Johns Hopkins, Vassar and William and Mary, to name a few.

"I tell the kids I want three things from them," says Whitcomb, who's been at St. Luke's 26 years, first as a teacher and later as an administrator. "I tell them I want them to do as well as they can, and I want them to get into their first-choice college. We've developed an atmosphere here that's conducive to all that."

That atmosphere, ironically, is not appointed with a wealth of high-tech educational equipment, furniture, and electronic paraphernalia. The trappings are modest, almost austere. St. Luke's small brick building is outfitted with standard school fare: metal lockers, bulletin boards, wooden desks, trophy cases. The students are dressed in the casual, albeit neat uniform of the young; a few of the boys wear jackets and ties.

The difference, however, lies behind each classroom door. That seems to hold true today, just as it did 20 years ago, even 40 years ago.

Piersall, 42, says he came to St. Luke's while in the fourth grade. "I wasn't doing well in public school. But I took to St. Luke's very quickly. This place was like going from home to home. There weren't many of us here. You saw the same people every day. It was very caring and there was a lot of expert attention. People were genuinely concerned. We were one big happy family," he says.

Piersall went on to study business administration at Norwich University. He then worked in the family business, The Village Market in Wilton, for 21 years before striking out on his own with his shop in Wilton.

Laura Leonard is a freelance reporter for the Stamford Advocate. This article, reprinted with her permission, originally appeared in the newspaper on February 16, 1987.

10

Piersall brought away memories of good times and good friends with him from St. Luke's. But during his nine years as a student there, he learned, and mastered the art of studying. "If I had not learned how to study, how to put my mind to something, maybe I wouldn't be where I am today," he says.

"... it was very caring and there was a lot of expert attention. People were genuinely concerned . . ."

Jayne, 60, also recalls a certain amount of discipline during his years at St. Luke's. He worked hard and, in fact, worked up quite a sweat on many school days.

"Way back when, the school didn't have locker rooms. There were no showers, either. So when we had football practice, we played wearing neckties and shirts with shoulder pads and jerseys," he says. "It was very hard."

That was when the school was located in the center of town, in what is now a public metered parking lot next to God's Acre, off Park St., in back of a movie theatre, he says. Before that, St. Luke's was on the present site of the New Canaan Country Day School. St. Luke's moved to its present location in 1940.

Jayne was graduated from Williams College with a degree in history, after serving in the U.S. Navy during World War II. He then studied naval engineering at RPI for two years and served with the Navy in Korea, before joining IBM in 1953.

He owes his strong sense of self and a thorough appreciation of education to St. Luke's, he says. Two of his sons, both graduates of St. Luke's, have benefited, too. John is working towards his Ph.D. in physical chemistry at Boston College, and Truxton is a senior at the University of New Hampshire. "I don't remember if I was a good student (at St. Luke's); it was too long ago. I was probably average." But Jayne also had a good attitude, an eager mind and a determined manner. He hopes his sons, however average they may be, will foster these same qualities in the years to come.

"Kids are different today," says Whitcomb, who has watched three decades of young people pass through St. Luke's. "They're hit with a lot more choices, they face many more problems. The way we handle kids today is different, too. We talk about things openly, instead of pretending they don't exist. We talk about our community and how stress-oriented it is and help kids get through it. We talk about learning disabilities. We talk about drug abuse. We address a lot more problems."

That, plus a hefty dose of good old-fashioned discipline, is perhaps the secret to St. Luke's success. "More than ever we need structure," says Whitcomb. "We teach the kids how to use their time wisely. We keep them here until 4:15 every day. I think that's wise because kids with a lot of spare time find trouble. We make them into model citizens."

St. Luke's School as it appeared in the 1940's, when owners Dr. Joseph Kidd and Mr. William von Fabrice shared in the task of educating a small enrollment of boys from the surrounding towns.

12

# The St. Luke's Core Group—
A Statement of Philosophy

By Richard H. Gehman

A St. Luke's program for addressing the myriad problems facing young people today is taking a new form. Previously under the auspices of the Concerned Parents Committee, this program will now be conducted by a team of faculty members, parents and students. Its goals are outlined by Rich Gehman, Assistant Headmaster at St. Luke's.

## I. General Philosophical Assumptions

Although the Core Group was formed with the expressed purpose of coordinating a St. Luke's substance abuse program, the group has come to the rather obvious conclusion that substance abuse is merely a symptom of broader, more complex social problems in our society. We also realize that as a school there are specific limits, as well as opportunities, to what we can realistically accomplish. Our guiding principle is that substance abuse problems among our students must be viewed and attacked within the context of the overall health of our school community. We feel that fragmented programs which single out drug and/or alcohol abuse in a relative vacuum as discrete concerns will not be effective. Rather, those specific concerns must be linked to more general concerns of our total school culture in order to produce the sorts of meaningful and abiding results we seek. With promoting the overall psychological health of our school community as our goal, we can begin to identify those areas in which St. Luke's can make a significant contribution and, over time, adopt strategies which can create the positive school climate necessary to help our students develop the internal resources to handle the pressures which lead to substance abuse.

## II. Important Areas and Issues to be addressed

### A. Student Self-Esteem

The overwhelming bulk of research findings link self-esteem, or lack of it, to substance abuse in a very primary way. If there is no compelling reason to argue this point, and we strongly believe there is none, then we must take advantage of every opportunity to promote a young person's self-esteem at school. To many in the St. Luke's community, including self-esteem as one area which must be addressed may seem redundant. Is this not precisely what St. Luke's is all about? The answer is a resounding yes, but there is always room for improvement. We need to redouble our efforts to demonstrate our concern for each student's well-being as an individual and as a member of our community. Young people do not assume such concern on faith; they need concrete displays in order to really believe adults care. Also, we need to show students that we genuinely respect

and appreciate them as human beings, that we value their opinions and feelings and admire their contributions. In turn, we hope to encourage in students an abiding respect not only for adults, i.e., the faculty, but also for each other. Being accepted by adults and peers alike is crucial for an adolescent's sense of self-worth. Finally, we need to foster a strong sense of shared endeavor and a deeper sense of belonging and community among our students.

### B. Academic Achievement

School is one of the great unifying experiences for all adolescents in our society and, therefore, success in school is an integral component of self-esteem for any young person. St. Luke's is in a relatively disadvantageous position in terms of this issue. First of all, as our school begins relatively late in a student's academic life and most of our graduates don't start in our sixth grade, we can do little to promote early academic success. Second, as a grade-competitive college preparatory school with consciously rigorous academic standards and an intellectually heterogeneous population, there will always be an inherent stratification in terms of comparative academic achievement. That being said, then it is incumbent on St. Luke's as an institution to find creative and meaningful ways to measure academic success for each student on his or her own terms. The rewards for the student with a 91% average are obvious and omnipresent: honor roll status, plaques and trophies at banquets, study hall exemptions, and admission to a prestigious post-secondary institution. What then for the boy or girl who struggles admirably for a C+ average which, in many cases, is the greatest achievement of all? Rarely do we give such students any recognition whatsoever. We need to pursue this area vigorously if we are serious about the self-esteem of our students. After all, it is precisely those students for whom academic success has always been elusive who are at the greatest risk.

### C. Positive Alternatives

St. Luke's has always held the position that participation in after-school activities is an obligation of all students. We have never had doubts about the efficacy of this policy, as we believe there is much more to a young person's development than academics. By and large, our students are active and willing participants in team sports and other traditional clubs and activities. Due to a lack of facilities and, occasionally, a lack of will on our part, some students continue to slip through the cracks and manage to exist at St. Luke's with little positive involvement in the extra-curricular component of our program.

16

Not surprisingly, these students are often the ones at highest risk for potential substance abuse. Although relatively few in number, the effect of their non-participation often has an inordinately large deleterious effect on the community — sapping the energy of faculty and lending an adversarial nature to the after-school atmosphere in the hallways. With better facilities and a well-defined policy we can address this area.

There is another small, but growing, number of students who prefer to take jobs to earn spending money rather than participate in school activities. Although St. Luke's does not promote after-school work, we often defer to the desires of students who are, more often than not, supported by unwitting parents. We need to establish a firm, clear policy on this issue. After all, what is a young person's "job" during school age? It is to become an educated, well-rounded and responsible citizen. Working for a new car and extra spending money (for what purchases?) is something few of our students really *need* to do. The sense of responsibility gained from employment can be just as easily nurtured through sincere involvement in guided school activities and, moreover, the student will be less isolated from positive peer role-models who can have the greatest impact on students searching for someone with whom to identify. In addition, in a small, tightly-knit school like St. Luke's, it takes the efforts of *all* to reinforce the stronger sense of community we seek.

## D. Student Leadership

One of the most commonly avowed goals of schooling is to develop in young people a sense of responsibility towards the group and to nurture in students leadership qualities. At St. Luke's we approach this in a rather traditional manner with a Student Council in the Upper and Middle schools, class officers, team captains and the like. In many ways our students are encouraged to show initiative and to take on positive responsibilities. We also have a well-defined Community Service program for seniors. Yet there is a rather pervasive sense of apathy among many of our students when it comes to taking on commitments and following-through on promised endeavors. The Core Group does not lay the entire blame for this attitude on the school; it is certainly not unique to St. Luke's. Our student population is also not replete with go-getters and superior achievers; in fact, our students often come to us precisely due to the fact that they need extrinsic motivation and special handling in order to reach their full potential. Along with all the positive outcomes of our approach, however, that special handling often has a dis-empowering effect on students. In other words, we tend to do a great deal of hand holding in the classroom and outside of it. This is an important aspect of our overall mission and cannot be discounted. But it seems to the Core Group that we need to find creative ways to strike a delicate balance between giving the students the compassionate extra attention they really do need and providing situations in which students

can take greater responsibility for their own learning, the health of the community and the operation of the institution. We need to enlist the support of the students in the furtherance of our school goals and to create a climate in which the students are encouraged to take risks in meaningful leadership roles.

## Summary

This is by no means an exhaustive, complete list of issues and areas to be addressed. Rather, it should be viewed as an attempt to create a philosophical and theoretical foundation upon which to build a serious, integrated effort towards the goal of the most healthy St. Luke's environment possible. What has been done in the past was well-intentioned and may have had some very positive effects. We know that there have been crucial interventions based on the recommendations of outside consultants such as FCD and Tom Holleran. However, their efforts have not been informed by an over-arching philosophy and have suffered from their inconsistent inclusion in the total program of the school. Outside consultants are extremely helpful and will always have their place as experts, but it is only through the efforts of those who are indigenous to the community and committed to St. Luke's who can establish the on-going programs we need.

## III. Proposed Strategies

### A. Coordination and Integration of Present Efforts

At present we have the participation of a variety of interested and active members of the community in an effort to prevent substance abuse. We have a Concerned Parents organization, a nascent faculty Core Group, the services of FCD, and students involved in such meritorious groups such as Safe Rides. Al-

Motivational speaker Dan Clark visited St. Luke's last winter as part of the Concerned Parents program.

[cc]

17

though these groups are not working at cross purposes, it is time
that all the efforts be properly coordinated under one umbrella
organization consisting of faculty, students and parents. As a
beginning step the Concerned Parents and the Faculty Core
Group should meet to effect this coordination and take action to
put an integrated effort into place.

B. Consistency of Expectations and Approach

In order to make inroads into the difficult and elusive area of
school climate and culture, the school is presently working on
greater consistency of expectations of student and faculty be-
haviors. This is seen by the Core Group as a "bottom-line"
before any other efforts reach fruition.

C. Student Leadership Opportunities/Decision-Making

Any number of opportunities can be created to help students
become more fully invested in the overall health of the school
community. Peer counseling, peer support groups, more Stu-
dent Council responsibility, representation at the regional
Youth Leadership Conference, etc., are merely the first ideas
that come to mind. The most important point, not to be lost to all
of us, is that these opportunities must be meaningful and should
not be directed solely at the substance abuse problem.

D. Greater Reward for Positive Role-Making

We have a complex and at times Byzantine set of disciplinary
procedures which help us to identify and ameliorate improper
behavior at school. What we have very little of is a contrasting
system to reward the great number of students who are positive
role models. It will do us no harm to exalt those students who
have made solid contributions to the school community outside
athletics and academics. Ideas such as Student of the Month,
assemblies for non-athletic extra-curricular achievements and
highlighting out-of-school contributions by students are already
in the planning stage. These ideas need to be made realities and
must not degenerate into a sort of meaningless exercise. We
must find ways to make students emulate the positive role
models, and not pass them off as self-seeking goody-goodies.

E. A More Personal and Effective Advisor System

We already have a well-established advisor system in place.
There is plenty of room for improvement in this area. The
school needs to place more emphasis on the role of advisor and
to generate more respect for the system. A close relationship
with a teacher can be a very important outlet for some students
and a good advisor system will leave that occurrence less at the
mercy of chance.

F. Continued Drug/Alcohol Education

There is no reason to throw out the baby with the bath water.
Although we want to take a very different approach in our
overall efforts, there is still a place for continued education and
excellent speakers. The Core Group does believe, however,
that many of these efforts must not be directed directly at drug
and alcohol abuse. Young people will always respond to com-
pelling and motivating speakers who can talk to them on a level
they respect and understand, but the traditional "drug assem-
bly" is beginning to wear quite thin, not just among our
students, but throughout our country.

G. Curricular Innovations

A great deal can be accomplished along the lines of helping our
students become more adept at informed decision-making right
in the classroom. Faculty awareness is crucial for this to
become a fact of life at St. Luke's. A proposal for a faculty
development project is already in the planning stage.

Summary

Again, the aforementioned strategies are merely an opening
gambit in our effort to build an integrated program to meet our
goal — the overall psychological health of our school commu-
nity. There is nothing in the list of strategies which is radically
new; however, if we were able to actualize these strategies in an
ongoing, growing and creative program, then that would be
something quite new and unique. Our students and the future of
our community deserve nothing less than our best efforts in this
direction.

Team members
from the Freedom
From Chemical
Dependency
organization meet
with SLS faculty
at a three-day,
all-school
seminar last
December.

18

PURPOSES & OBJECTIVES

*In a larger context, the following statement outlining the overall intentions and characteristics of St. Luke's, was also recently developed. Its contributors represent a wide range of constituents, including faculty, parents, Student Council members, trustees and alumni.*

The primary goal of St. Luke's School is to provide a demanding, yet caring, small-school environment for students of diverse backgrounds and abilities.

Essentially, where tone or manner distinguishes one college-preparatory school from another in its class, the St. Luke's hallmarks are: a willingness to be flexible in its curriculum, a determination to help each student succeed on an individual basis, and a desire to promote friendly, open and humane communications among all members of the St. Luke's community.

St. Luke's offers its students a broad and rigorous education. Basic, advanced and honors courses are available in all subjects, and a wide selection of extracurricular activities, including community service, ensures that each student will graduate with a very real sense of what makes an individual healthy — as a mentally and physically active, ethically concerned member of society.

Even though admission to SLS is selective, the school seeks academic diversity in its student body. While faculty can challenge the strongest students with course work that ranges up to college level difficulty, teachers are also committed to and interested in students who think at more modest levels. There are many new students, for example, whose aptitudes, when nurtured by SLS, will progressively strengthen, allowing them to rise eventually to the school's stiffest academic challenges. Others are helped to overcome ineffective study habits or mild learning disabilities through one-on-one tutorial work or after-school help. In the end, every graduate of St. Luke's carries a diploma that warrants he or she is well prepared for college.

The St. Luke's curriculum is intended to foster levels of knowledge and skills that exceed the minimums set at many public schools. Four years of English, three years each of math, science, foreign language, and social studies/history, plus one year of art, and three years of P.E. are more than sufficient to establish a firm base for college level work. In actuality, many students exceed these requirements, and teachers are continually encouraging the highest performance possible for each individual. Students are not "tracked" in their courses, however; instead, the school believes that weaker students are better off mixed in with the role models of stronger students. Implement-

ing this philosophy are two factors: (1) a student/faculty ratio of 9/1, and (2) class sizes that range from nine to sixteen students. These allow teachers to individualize their presentations to a heterogeneous group without compromising quality.

St. Luke's is also sensitive to the stresses that typically plague students in a highly success-oriented, competitive area of the country. The school makes a special effort to provide information and counselling that will relieve anxieties or peer pressures and promote self-esteem. Central to this effort is the belief that young people should know who they are and what they are about as they are being educated. They should be able to draw on inner resources that can only be developed through positive communications, respect, understanding, and concern for other people.

These are qualities that St. Luke's actively promotes. The vitality of the school stems from a warm, gregarious and resourceful leadership, which is a motivating force for students and faculty alike. Through this leadership, St. Luke's strives to bolster each student's sense of what is valuable, thus enlarging his or her capacity to imagine, to dream, to hope, and to face life at all future critical junctures in a meaningful way.

The St. Luke's School entrance, as sketched by student Ken Blakeman, '89.

19

# "We The Alumni ..."

By Mark E. Coogan, '78

In 1787, the Founders of our nation met in Philadelphia "in order to form a more perfect Union." Today, exactly 200 years later, a group of St. Luke's alumni is meeting in New Canaan in order to form an alumni association. Just a coincidence? Probably.

In February, a small coterie of alums, Kathy Brown '81, Mark Coogan '79, Sean Kelly '81, and Dean Ryan '78, began meeting to consider the idea of an alumni association for St. Luke's. For many reasons, the school has never had one. So why bother now? The group agreed on three reasons:

1. to develop interest in the long-term success of St. Luke's and to encourage communication between St. Luke's and its alumni;

2. to maintain a wide range of activities that bring alums together (the SLS version of "to promote the general welfare");

3. to act as a provider of resources (time & money) for the betterment of St. Luke's.

By March, the Gang of Four had become the Magnificent Seven with the addition of Bill Fuller '64, Mark Kelly '81, and Jeff Martin '78. Realizing the need to involve even more people in their schemes, the group decided to bring the Class Agents (past, present, and imaginary) into the fold. Since recent Senior Classes had not elected Class Agents, the Seven charged Sean and Kathy with the task of insuring that the Class of 1987 elected two agents. Mark Coogan, Jeff, and Dean were asked to draft by-laws for the embryonic association.

With meetings in April, May and June, the Magnificent Seven became the Dirty Dozen, as Sue Hotz '79, John Skipper '80, Robin Harland '79, Albert DeSilver '87, and Mireille Champsaur '87 joined in. Al and Mireille, elected by their classmates just a few weeks ago, were a testament both to Kathy's and Sean's powers of persuasion, and also to the interest of our newest alums in the idea of an alumni association. As if that weren't enough, the Class of 1987, without the knowledge of anyone outside their number, raised $450 from among themselves for the Alumni Association — our first $$$ from any source!

Mark Coogan (left) and Sean Kelley "dish it out" at the Alumni Association's organizational meeting on June 9th.

By the time you read this article, the core group will have conducted two Class Agents "Search-a-thons." Working on the annual giving telethons, corresponding with their classmates, and assisting in class reunion preparations are the major responsibilities of Class Agents. Their goal is to identify at least one person in each class willing to act as Agent in time for Homecoming this fall, when the Dirty Dozen plans to hold a formal organization meeting, for the approval of by-laws, and election of officers.

Mark Coogan, the de facto president of the school's new Alumni Association, is a graduate of the Wharton School at the University of Pennsylvania and now runs his own information management consulting business. He is a resident of Bedford, New York.

20

# St. Luke's Wins Fairchester title: McDougall whiffs 15 vs. Tech

By Emery Filmer, The Stamford Advocate

*(This article, which appeared on May 22, 1987, in The Advocate, is reprinted with permission of the paper.)*

Twelve days earlier, Wright Tech baseball coach Keith Joy was so sure that his team could beat St. Luke's he threw a junior varsity pitcher at them.

And he was right. The Techmen won.

So when the two teams hooked up again yesterday at Cubeta Stadium with the Fairchester Athletic Association championship at stake, the confidence level of Joy and his 12-1 ballclub was sky-high.

"I thought we had it hands down," Joy admitted.

What Wright Tech overlooked was a pitcher by the name of Jerry McDougall.

McDougall struck out 15 batters and allowed just two hits to lead the underdog Crusaders to a surprising 3-1 victory over Wright Tech and to their first FAA title in six years.

"It was," McDougall said afterwards, "the best game I ever threw in my life."

He will get no argument from the losers.

"It was an unbelievable performance," said Joy, whose team failed in its bid to win its third FAA championship in the last four years. "He was very impressive. He was never wild. He never cracked. It's the best I've ever seen him."

McDougall struck out at least two batters in six of the seven innings to improve the Crusaders' record to 9-4. There were only four balls hit out of the infield and one of the two hits was a bunt single by Sean McGee. The only hard hit ball was Joe Labozzo's line-drive single to right in the third.

"He threw like this all year," said St. Luke's coach Emil Bucci. "He had only one bad outing and averaged eight or nine strikeouts a game. But this was definitely his best game. He knew he had to throw strikes and he did. He's a real competitor."

McDougall, the son of Trumbull High School football coach Jerry McDougall, struck out the first four batters of the game and helped his own cause by driving in two runs in the bottom of the first inning with a bases-loaded single.

"I was really nervous the last couple of days," said the tall right-hander, who will be attending the University of Connecticut this fall. "My stomach felt funny. I know those guys can really hit the ball."

Not yesterday. The Techmen barely touched him. Of the six outs that did not go into the book as strikeouts, three were fly outs, one was a groundout, one a bunt and one runner was thrown out stealing. The 15 strikeouts were, quite simply, more than he had even dreamed about.

"I never expected anything like this," McDougall added. "I was just hoping to get them out any way I could."

St. Luke's jumped on Wright Tech starter Steve Kyek in the top of the first inning, aided by an error by first baseman McGee on the first batter of the game (Ivan Belloto). Press Legard followed with a double sending Bellotto to third. After a walk to Bobby Dezelin, McDougall followed with a base hit to center, scoring two runs. Little did anyone know at the time that would be all he would need.

"We just couldn't hit his fastball," said Joy. "He never allowed us to get into our game. Everytime we got runners to second and third, the next batter would K. It was very disappointing."

The Techmen actually had only two opportunities with men on second and third. In the second, John Eisele walked, was bunted to second, stole third and Kyek walked and stole second. But McDougall, who walked four, struck out Brian Ferris for the third out.

22

In the third the Techmen scored their only run when Labozzo singled, stole second and third and scored on a throwing error by third baseman Vinny Pennatto after Labozzo was caught in a rundown.

The only other jam McDougall faced was in the fourth when a walk, a fielder's choice and a steal and McGee's bunt single and subsequent steal of second put runners on second and third with one out. But McDougall struck out Kyek and Ferris to end that threat.

The Lukemen picked up an insurance run in the bottom of the fourth after singles by Pat Raffaele and Dan Burke and a hit batsman loaded the bases with one out. Blair Hayward's groundout then scored Raffaele to make it 3-1.

That would be more than enough. McDougall retired the final eight in a row — six by strikeout — and 10 of the last 11 (eight Ks) with only one walk interrupting his groove.

"We were really looking to take it all this year," said Joy. "We lost only one game all year and that was by one run (to St. Mary). I really thought we had it. It was a real disappointment."

That's what happens when you overlook a pitcher named
Jerry McDougall.

St. Luke's
softballers win
league title

The St. Luke's varsity softball team captured the Fair- chester League title last Thursday behind the strong pitching of Jennifer Woodward and the catching of Ashley Woods. The St. Luke's team defeated Sacred Heart Academy of Stamford by 6-1 to avenge its only loss of the year.

Woodward, a sophomore, had six strike outs for the Crusaders while Woods, a senior, threw out two players attempting to steal second base.

Offensively, Maura Wolfskehl had two bunt singles and
Diana VanNess stroked three RBI, one single and two doubles.
Defensively Sue Genovese, Betsy Bright, Betsy Stroshal, Ta-
shun Bowden-Lewis, Michelle Klein and Kelly Brewer added to
the team's success.

St. Luke's finished the season with a 10-1 record, one of the best that coaches Camille DeMarco, Ann Kocher and Jim Lucey have ever had.

Not to be outdone, the girls' softball team also had a record season. Here Coach Camille DeMarco (left) and star pitcher Jennifer Woodward are photographed for an interview by Cable 12 TV. Jenny had just pitched a no-hitter in a game against Greens Farms Academy.

24

# Living in Taipei

Text by Susan Matulonis, '82

Photographs by James Salomon, '82

Last year Jamie and I travelled some 13,000 miles and eleven years back in time to Taiwan and the Chinese year 1975. We made two decisions before we left: (a) we'd stay for four months or as long as we could stand it, and (b) we'd earn a living by teaching English to Chinese students. After four years of studying Chinese, I expected to know enough to get by. As it turned out, I couldn't even communicate with a child. During our stay, my Chinese slowly improved and the two of us learned both a different way of life as well as a new way of thinking.

We arrived in Taipei at about midnight, exhausted and without a place to stay. This did not strike us as a problem. We had a list of phone numbers of hotels and I'd rehearsed how to ask for vacancies in Chinese. There was one thing we had overlooked — not being able to understand the answer. It took one phone call to make the transition final. We were in Taiwan and we couldn't communicate with the Chinese people. At that rate, it seemed four months might feel like forever.

With one night behind us, we realized we had to start looking for a permanent home. By this time we'd met up with a friend of ours and the three of us began the hunt together. Looking for an apartment in Taipei requires a lot of legwork; you can't just flip to the newspaper section marked "apartments for rent." It was explained to us that each neighborhood had a community park with a bulletin board and if an apartment was for sale or rent a notice would be posted. We were off! Only a short time later we

were to be found standing, with mouths agape, in front of a board covered with a maze of Chinese characters. After a few feeble attempts at deciphering phone numbers and making calls, we discovered an alternative method. On the outside of buildings for rent or sale the Chinese will paste a red piece of paper on which is written either the character for rent or sell. Once we got the characters straight, we split up and covered entire neighborhoods, calling out when we found the right character. After about a week of looking we were feeling pretty frustrated and were wondering how other people found apartments. That's when we were told that September is considered to be "ghost month" by the Taiwanese; bad luck is said to befall the person who moves in this month and therefore many Taiwanese will not rent out apartments during this time. Our story does have a happy ending, however, for shortly thereafter we found an apartment to move into.

After graduating from St. Luke's, Sue Matulonis attended Vassar College, where she earned her B.A. degree in English in 1986. She is currently an editorial assistant at St. Martin's Press in New York City. Jamie Salomon, also a member of the SLS Class of '82, went on to study photography at the School of Visual Arts in New York. He has a Bachelor of Fine Arts degree and is working at a photographic studio in the city, as a printer of color photos, while he also works at getting a first showing of his own pictures at a NYC gallery. Both Sue and Jamie live in Jersey City, New Jersey. In the photo at right they are shown on vacation in Kenting in Southern Taiwan.

25

We experienced many aspects of Taiwanese life simply by living on our street. The average Chinese person does not have an oven and therefore most of the cooking is done by deep-frying. On a typical morning we'd be awakened at about six (the Chinese get up very early) by the hiss of hot oil and wafts of garlic. For the Taiwanese there isn't a dish that doesn't call for garlic, and some love it so much that they'll often chew a clove in place of gum. Early morning was also the time when the hawkers would pass through the neighborhood. They usually came on bikes, pulling their wares behind them, and would announce their arrival with a taped message played over and over again. Among the foreigners existed the belief that if you could actually understand the message then your Taiwanese had reached the ultimate level of excellence. For our part, we had to look down into the street to know what they were selling. They brought a variety of things: vegetables, meat, panes of glass to

replace broken windows, oils, etc. The only one we looked out for was the dumpling man who had two big baskets strapped to his bicycle. When he pulled back the towel covering the basket a cloud of steam would rise out and inside were his freshly made dumplings. We lived on dumplings, of which there are countless varieties. Some are soft and doughy, while others are crisp and you can get them with either a meat or vegetable filling. Often we were awakened by the sound of numerous rounds of firecrackers exploding. The Taiwanese love firecrackers and will use any excuse to set them off, whether it be a wedding or a funeral. In our neighborhood, more often than not, it was for funerals, since we soon discovered that behind our apartment was a cemetery. This, we later learned, was the reason for our cheap rent. The Taiwanese are reluctant to live near the dead because they fear the bad spirits. Spirits, it turned out, were one of the few things we did not have a problem with.

26

We had quite a bit of contact with our neighbors. Every apartment had a balcony and because of the heat the doors were always open. As a result, we could view life in other apartments just as easily as they could see what we were up to — and it turned out that we were quite the objects of curiosity on the street. The Taiwanese, by American standards, have some rather offensive bodily habits, one of which is spitting. Every morning our neighbor across the street would step out onto his balcony, yawn, stretch, loudly spit and then watch his saliva fall three floors before hitting the pavement. He would then notice the three of us eating breakfast, break into a smile and wave in greeting. It was often difficult to return his friendliness with equal enthusiasm.

Eventually we were able to establish a relatively normal routine and with studying Chinese and teaching English we found we were quite busy. Jamie and I bought a motorcycle and set out to explore the countryside surrounding Taipei. Driving through the hills in which the many kinds of teas are grown, Taiwan took on more of the exotic element that we had expected. One of our favorite places to visit was a Buddhist temple that we discovered not far from our apartment. Inside it

was dark and filled with smoke given off by incense burners. It was a good place to sit and 'people watch.' Unlike churches, temples are places where people gather to gossip, drink tea and play checkers. The Chinese, being both very friendly and happy to meet foreigners, encouraged us to join them in their temple and almost every other place we visited — including their homes.

Above all, life in Taiwan was never boring. We lived through a major earthquake, sloshed around during several typhoons, and managed to peaceably cohabit with a rather large quantity of flying cockroaches. We even began to see the mold growing on the walls as interesting, rather than repulsive. This was not to say that we were never homesick. Thanksgiving drew near and there wasn't a turkey in sight. Jamie managed to serve up the next best thing — crispy duck (which, by the way, gets crispy by being hanged by its neck outside for a day). So, when Christmas time approached we were ready to relinquish our Chinese way of life and return home, satisfied at having had an experience that we would continue to learn from and enjoy for a long time to come.

A glimpse of a typically eclectic Buddhist temple

28

CLASS
NOTES

*Class Notes prepared by Christie*
*Moorhead, Alumni Director*

1946

*Peter Ridabock's* company has a new name and mailing address. It is now Ridabock Interior Systems at P. O. Box 6053, Keene, NH 03431.

The new address for *Wilfred F. Vallely, Jr.* is 6 Lakewood Circle South, Greenwich, CT 06830.

1947

*Philip Tedesco* has moved to 132 Orchard Avenue, Woodbury, CT 06798.

1951

*Ron Stevenson* has moved to Mountain Road, P. O. Box 379, Newbury, NH 03255. It is just south of Lake Sunapee in the western section of New Hampshire.

1952

No longer marked "lost" in our computer, *Geoffrey Ryan* is found, living at 206 East 26th Street, New York, NY 10010. Welcome back to our active files!

We are sad to report that *Elihu Schlam* died in December of 1986. We have no other word than that.

1953

*Marvin H. Green, Jr.* lives at 435 Ocean Drive West, Stamford, CT 06802. He is chairman of Reeves Communications which produces television shows.

1955

*Mike Flaherty* recently ran into former SLS teacher, William Mara (he taught Latin and Spanish and coached baseball). Mr. Mara went on to teach in

the Stamford school system, and to earn his doctorate in languages. He is in good health, living in the Stamford area.

1957

*Howard Brafman* has a new address: 5013 SW 76th Street, Miami, FL 33143.

1958

Working in mortgage banking, *John Gallavan* has moved from Lake Forest to a nearby town, and now lives at 1149-B Deerfield Road, Deerfield, IL 60015

1959

*Colonel John W. Moore* has a new mailing address: c/o Walter Reed, Washington, D. C. 20307.

*James K. Wrightson* is now at 13 Bay Street, Easton, MD 21601.

1961

*David Tunick*, a New York prints and art dealer, was the subject of a long and fascinating article (complete with several color photographs) in the May, 1987, issue of *Architectural Digest*. It would have been fun to reprint some of the article here, but permission was not forthcoming, so go find a copy and read all about this St. Luke's graduate's adventures in the art world. He has been collecting and dealing in prints and drawings since his undergraduate days at Williams College. The collection in his exhibition room (both for sale and for his own personal enjoyment) sounds fantastic, and, to tempt you to find and read the article, I will quote the final paragraph by Jesse Kornbluth. "That these works don't linger in Tunick's townhouse suggests there will be any number of successors to John Nicholas Brown (an art connoisseur whose collection Tunick purchased last year). But even if the boom slows it won't shatter this eccentric dealer, who has no sign in his window and who advertises only in scholarly publications. For even now, when a favorite work doesn't sell, David Tunick just smiles."

1962

*Richard Kortegast* has been "lost" to our computer for a while, but this past spring he called St. Luke's to ask about the reunion in October, and is now "found!!" He lives at 2707 Sandy Lake, Kingwood, TX 77339. Welcome back to our files, and it would be great to see you here October 24!

We have a long letter from *Kris Merschrod*. "We are moving to Costa Rica (Apartado 104-2070 San Jose) where I'll be advisor to a foundation (ACCORDE) which supports and funds socio-economic development projects...The work here in Ecuador [which he is just leaving] has been on coastal management, so we have been involved in everything from shrimp mariculture to water quality. On the weekends we have enjoyed the beaches and Stella and the girls have become surfing nuts....I haven't seen any members of the class of '62 in a long while, but every time I pass Jim Watt's office in Darien I leave my card to say 'hi.' Perhaps I'll make it to the 25th reunion....For those with radios my call sign in Costa Rica will be KA20IG/TI2. Look for me on the 14.313 MHz Net in the early evening."

*Ed Simmons* writes "After a 3 year stay in Oregon, am moving back to Hawaii to pursue my own business. ....Hopeful about making the 25th reunion next fall." He and his wife, Bernadette, are moving to 95-064 Waihonu Street, Wahiawa, HI 96786 on June 18, 1987.

*David Wrightington* reports in a note to the Alumni Office that he is divorced, but sees his kids daily. After fourteen years of "country farming" he is living in the city and acting in plays. "Oldest boy doing well after critical 3-wheeler wreck. Went on the wagon last week (beat that Runyon!)."

30

1964

From Brooklyn, NY, *Charles Fedor* writes that he has been married 10 years and has one child, Charlie, age 4. He owns a full-service direct mail company specializing in providing direct mail services to small businesses. He and his family live in a renovated Brooklyn brownstone overlooking Prospect Park.

*John Smith* brings us up to date on his growing family. He has three children, Lisa (7), Henry (4), and Sarah (1.5). His wife Joyce is a psychotherapist, and he continues to practice law with Deane, Snowden & Gherardi in Washington, D. C.

1965

*Mike Leonard* is now living at 18 Somerset Drive, Coatesville, PA 19320.

*Jack Miller* of Harrison, NY is now managing director at Southport Financial Corporation. He and Stacy have two children, Matthew (age 4) and Caroline (age 1).

1967

*Les Gould* is, as ever, busy. In a recent newsy note he reports that he and his wife (Karen Brainard, M.D.) "live in rural New Hampshire where our nearest neighbors are a flock of sheep. I commute to the Boston area each day which is, um, a challenge, but I'd rather live in Brentwood than down in Massachusetts. Karen and I have two blond-haired, blue-eyed little boys: Andrew (who is three years old) and Gregory (aged ten weeks). They are absolutely wonderful; in fact I can't imagine life without being a father. Perhaps we'll have a dozen....In addition to being a member of the Working Press, I am also an Emergency Medical Technician and a volunteer ambulance attendant for our town." Their address is RFD 1, Box 317, Brentwood, NH 03044.

A note from *Jerry Miller* reports, "My wife Carol and I had our first child, Zachary Jacob Miller, born October 7, 1986. For a number of years my hobby has been lyric writing. I recently won 2nd place honors in an international songwriting contest for a country-pop song entitled "Let's Call in Lovesick." I would appreciate hearing from anyone with connections in Nashville." Jerry and Carol live at 39 Hickory Cliff Road, Newton, Massachusetts 02164.

*John Relyea* has had a very active recent history. He "was married in April, '86 to Patricia Livingston, and left Manhattan and returned to Massachusetts. Pat, a 1980 graduate of Boston University, is a division manager with the Bengall Corp. in Boston. The two of us, plus cat, are in the process of restoring an 1890 Victorian in the town of Wellesley." John works for Data Resources, Inc. of McGraw Hill, and he and his wife live at 199 Weston Road, Wellesley, MA 02181.

Dr. Glenn Taylor sent us a change of address: 97 Mansion House Road, Southbury, CT 06488.

1968

From Brazil *Charles Clement* writes that he married Rosa de Nazare Silva and they have two daughters, Vanessa and Lorena.

*Bob Shiller* has moved from Stratford to 4 Cricket Lane, Norwalk, CT 06850.

1969

*Roland Tobler* has moved from NY to RR 2, Box 66, Shinglehouse, PA 16748.

1970

There was a little mixup (mine) in the last class notes. George Patterson V was featured with his backyard airplane...It is his son, *George Patterson VI*, who is the 1970 SLS alumnus. Oh well,...I hope you were as fascinated as I was by the father's adventures!

1971

We see in the news that O'Brien/ Atkins Associates, has "formed a landscape architecture and planning group, headed by *John Fish*, vice president. He had been an associate with Wallace, Roberts and Todd in Philadelphia....He has a master's in landscape architecture from the University of Virginia at Charlottesville and lives in Durham." He moved to Durham last August and likes it very much there. He and his wife Jeanette have a daughter, Sara, born in December of 85, and they live at 525 Tall Oaks Drive, Durham, NC 27713.

There is a long note from *Bo Slocomb*, most of which I can read and will print here. "In August of 1986 my wife and I were in Lake George for a wedding. *Tom* and *Annie Starr* (class of 1971) were there....Good to catch up with him and Annie. Eli, my wife, and I travelled through the Australian outback in November and December of 1986, camping, covering 8,000 rough miles of bush Australia researching my new novel, *Karalanoong* [I hope that is the spelling!). There is a book contract with Richardson & Steirman, NYC. *The Blue Heron* is to be published in the spring of '88. Relocated to Maryland in January of 1987. If there are any class of '71's down here, give us a call." Their address is 12652 Grey Eagle Ct., #12, Germantown, MD 20874.

1972

*Fred Shaw* is now Assistant Minister at the First Congregational Church in Norwalk, having received his MDiv. degree from Yale Divinity School in 1986. He lives at 5 Margaret Street, Norwalk, CT 06851.

*Brian Pedersen* married Patricia Purcell on January 31. After a trip to Hawaii and California, the Pedersens are living in Norwalk.

31

Kevin Gault
Senior
Stamford
University of North Carolina

"The interpersonal relationship between student and teacher at St. Luke's has helped me along tremendously. Here the student is not just a face in the crowd; people really care about you as a person, not just as a student."

Sue Genovese
Junior
Darien

"At St. Luke's there is an especially nice atmosphere which makes it a really fun school. The teachers and students are close, also, which makes it easier to learn."

Rod Johnson
Freshman
Norwalk

"One of the things I like best about St. Luke's is the teaching. The teachers are fun and almost like friends, but they still teach with excellence."

Chris Seibert
7th Grade
Ridgefield

"St. Luke's is a school where you get to know the teachers very well. For example, at after-school sports a teacher is your coach. Also, the classes are small, so the teachers can recognize your abilities and understand what kind of person you are."

Jay Nielsen
Senior
New Canaan
Gettysburg College

"St. Luke's is more than a school. It is a way of learning that puts the individual at the forefront of the educational process."

Caroline King
Sophomore
Wilton

"The teachers at St. Luke's have taught me that hard work brings the rewards of self-respect and the respect of others."

Josh Philopena
8th Grade
Pound Ridge

"Even though I am only in eighth grade, the teachers are preparing me for college by keeping courses on a challenging but interesting level. The competitive atmosphere in sports has also taught me to work well in a team situation."

## ST. LUKE'S SCHOOL

North Wilton Road, New Canaan, Connecticut

* Non-denominational

* College preparatory

* Grades 6 - 12

* Transportation available

### ADMISSIONS TESTING SATURDAY, JUNE 13
9 A.M. - 12 NOON

For more information, call (203) 966-5612

Brendan Ahern
6th Grade
New Canaan

"I really like the school and the sports. The school is fun and exciting. I like the way everyone gets attention."

**O**ur future alumni speak: — A sample of the school's admissions ads, appearing in many of the local newspapers.

32

Since locating *Jim Stewart* last Spring we have received a short note from him with more than his address in Los Angeles. He graduated from New York University Film School in 1977, and from the American Film Institute in 1980, and is a free lance film editor.

## 1973

The new address for *Luke Wozniak* is 104 North Street, #406, Stamford, CT 06902.

*Geoff Humiston* now lives at 1365 Summer Street, Stamford, CT 06905.

## 1974

A new address for *Anne Pinkerton*: 2052 Lincoln Park W., Chicago, IL 60614.

*Steve Smith* has changed his name officially to *Steve Cetta*. He lives and works in Manhattan, being a manager of Sparks Steak House, and living at 212 East 47th St., Apt 33B, NYC 10017.

From his sister we hear that *Jerry Temko* is a practicing attorney in international law with Kevin MacCarthy Associates in New York. He is engaged to Nicola Peters of Leamington Spa, England and they plan to wed in England in the fall.

## 1975

*Robin Holson* married *Jeffrey Hermon* in November of 1985 and they live at 503 Stonewall Lane, Brewster, NY 10509.

*Peter Sampson* has moved to 33 Garden Street, c/o Sims, Cambridge, MA 02138.

Now working for Americares, *Jenny Yoder* lives at 355 South End Avenue, Apt. 11L, New York, NY 10280.

## 1976

*Joe Clemmons* has moved to 1661 Cook Street, #5, Denver, CO 80206.

A note from *Howard Lewis* reports, "For the past five years I have lived in sunny southern Florida! Life and business have been very good to me. I have done quite a lot of traveling across the continental U.S. I see quite a bit of the Kenyon brothers who also live down here. I hope others in my class "76" are enjoying life as well as I am!"

*Kelly Rudolph* writes, "A couple of years ago my friend Paul and I bought our house in Brentwood, California, a small farming community east of the San Francisco Bay area. For the last few years I've worked as an electronics technician and coordinator at Lawrence Livermore National Laboratory, but will be leaving the lab this fall to complete my degree in geography at UC Berkley....I've been working on my BA for years! Harvard, University of Hawaii, Chaminade University, and various community colleges....I've lost touch with my friends. I'm curious to hear what's become of my classmates." Kelly's address is 1369 WindSOR Way, Brentwood, CA 94513.

## 1977

We have a new mailing address for *Bunny Cappelle Bennette*: 520 Pike St., Suite 1700, c/o Wang Lab, Seattle, WA 98108.

*Ken Carpenter* has moved out of New Canaan to a true old New England village, and he recently wrote a contented-sounding note. "I've been with Newsbank since 1982, and last November was transferred to our Vermont office. Vermont is great — small town life has its benefits, but flatlanders take a while to fit in with local color. Published my first piece of artwork in January (Travelware magazine). Fishing is great — caught a two pound brown trout last week....Think I'll stay a while — shoot for state record. Also doing some photography in my spare time." Ken lives at PO Box 368, Chester, VT 05143.

*Jeffrey Davis* has moved to 1051 Berkley Drive, Eldersburg, MD 21784.

Having a big year, *Susan Orlins Collins* "recently bought a home in Wilton, 9 Blackbirch Drive (zip 06897). We had a baby in September, '86, Brian Anthony Collins. Started my own business in June of '86." Working as a manicurist, Susan's business is called The Nail Box.

*Erika Temko* is graduating this summer from the University of Strathclydes Scottish Hotel School with a B.A. She plans to return to the U.S. to pursue a career in hotel management.

*Bill Travers* has recently joined the New Canaan office of Weichert, Realtors as a sales associate.

*Jim Virtuoso* has moved to 12218 Arbor Bluff Lane, Jacksonville, FL 32225.

## 1978

*Neil Burleson* has moved to 951 Turner Drive, Grapevine, TX 76051.

We have a new address for *Peter Coomaraswamy*: 820 Camino Real, #102, Redondo Beach, CA 90277.

*Jeff Plonowski* has moved to 1465 Washington Street, #4, San Francisco, CA 94109.

*Bob Shay* and his wife Erin have a baby boy, born on May 31, 1986. His name is Daniel Patrick Shay. Bob is now in telecommunications as a sales rep for Isotec Communications, Inc.

*Rick Shore* is busy and productive in his career. He is film editor at Lodestar Productions. He wrote, "Began work on film editing in 1982. Films include: "Bless 'em All," "Sudden Death," and "Survivalist," (just completed). This last film was shot in Moab, Utah. Shooting started in May '86 and was completed in July. Picture stars Steven Railsback and Susan Blakely and will go into release during the summer." Rick lives on Rockrimmon Road in Stamford.

33

1979

A note from Ron Engelke announces that he and his wife, Becky had a baby girl on February 22, 1987, Michele Elise Engelke.

Renaldia Gillis no longer lives in Pound Ridge, but is now in Connecticut at 52 Randall Avenue, Stamford, CT 06905.

There was a wrong number listed in Janet Heim Ennis' address, and the correct address is PO Box 2260, Highlands, NC 28741. She wrote a long note on her returned questionnaire. "Wade and I are living in the beautiful mountains of western North Carolina at an elevation of over 4,000 feet. We are also opening a women's accessory shop here in Highlands. Our Grand Opening is April 10, 1987. The shop is called Finishing Touches. We'll be carrying everything from purses to belts, hats to scarves and costume jewelry. We are located in Helen's Barn, a 55 year-old barn converted to a mini mall which Wade's parents renovated. We are also managers of the barn!"

Sue Hotz has a new job and a new address. She is working for Sperber & Adams as Assistant Syndicate Manager. The work number is (203) 227-3211. She lives at 2289 Bedford Street, D 14, Stamford, CT 06905.

An update arrived from Mark Siciliano. From '79-'83 he played collegiate baseball at Catholic U. and James Madison University (from which he graduated with a degree in finance and accounting). In '83 he was drafted in the 19th round by the L.A. Dodgers. In '86 he received his M.B.A. from James Madison and is now working for Price Waterhouse as a financial consultant. He is engaged to marry Ann Brown of Harrisburg, VA in October, and lives at 1906 Autumn Chase Ct. in Falls Church, VA 22043.

Adam Stark has moved to 101 West 12th Street, #3Y, New York, NY 10011. He works for the Frisch Ltd. Gallery (wholesale fine arts), and all of his money "goes into my guitar."

Tracy Wallrapp has moved to 206 Dennett Street, Portsmouth, NH 03801. She is a lab technician at Micro-fab, Inc.

1980

Nancy Heck Morley writes, "All is going great for me. I love my job and recently received a promotion to sales manager (Ventana Canyon Golf & Racquet Club). I enjoy being married. We are in the process of building our first home. Arizona living has certainly agreed with me, although I miss New England."

Locke and Lori Kenyon announce the arrival of identical twin daughters on January 29th, 1987! Double congratulations!! They all live at 2732 Yale Lane, Boynton Beach, FL 33435.

Charlott Nyman has moved to 2228 Wayne Street, Columbia, SC 29201.

Greg O'Dea and his wife, Alice, have a baby daughter, Meghan, born in October of '86. Greg is "currently working on PhD in English Lit. at UNC-CH," and also teaching Freshman English at UNC. UNC is the University of North Carolina, and CH stands for Chapel Hill. The family's address is 116 George Anderson Drive, Hillsborough, NC 27278.

1981

Helen Davlin Reardon has moved to 216 Laurel Avenue, Maplewood, NJ 07040.

On Saturday, June 6, Jennifer Dayton married Alan Camron Scott at St. Luke's Episcopal Church in Darien. There were a number of SLS alumnae in the wedding party. Katie Dayton (83), Helen Davlin Reardon, and Lisanne Libner were all bridesmaids. After a honeymoon in Portugal, the newlyweds will be living in Bridgeport.

David Hesterberg has moved to New Haven and is living at 29 Webb Street, New Haven, CT 06511.

From Boston, Lisanne Libner reports, "I will be leaving my job (job development counselor at Autism Services Association) in June....and will take GRE's to initiate my search for grad schools, intending to get a Masters degree in counseling, or an M.S.D. Just got back from hiking in the Grand Canyon....They say it's just a hole in the ground (until you hike it!!)."

Paul Perry is now living at 40 Cedar Street, Apt. 3R, Summerville, MA 02143. His brother Carlo ('82) lives there with him.

Bill Schubert's family has moved to 909 Woodlawn Avenue, Ann Arbor, MI 48104.

A new address for Debra Shepard: 1801 Ann Way Drive, Lima, OH 45805.

1982

In a telephone conversation with Sue Bator's mom I learned that Sue graduated from Cornell last June, and is in the Navy which is sending her through medical school! She is finishing her first year at Tulane Medical School.

David Coy has moved from RI to 59 Bellington Lane, Brewster, MA 02631.

Erica Humphrey writes that she "will be moving to Cleveland, Ohio in June." She graduated from Vassar College in 1986 with a B.A. in English and is "engaged to be married on October 24 to Steven Jarrett, a municipal bond trader in Cleveland. My address will be: 20690 Stratford Avenue, Rocky River, Ohio 44116."

Glancing at '81's classmates you will see that Carlo Perry is now living in Massachusetts with his brother, Paul. Their address is 40 Cedar Street, Apt 3R, Summerville, MA 02143.

34

1983

A press release arrived from Gettysburg College announcing that *Paul Ahrens* was a member of the 1987 men's lacrosse team at the college.

Gay Leatham received an award at Lake Forest College for distinguished service in her participation in Gamma Rho Delta. Her family now lives at 35 North Green Bay Road, Lake Forest, IL 60045.

From *James Richardson* we hear he is "back at school after taking a year off and working as a paramedic in Ridgefield and Danbury. Now I'm attending the University of Maryland, Baltimore County, going for a B.S. in Emergency Health services."

Liz York stopped by the school for a visit in April. Her current address is 100 Bayside Drive, Apt. 301, Palatine, IL 60067. She is at Harper College, an education major.

1984

Still at UC, now at Berkeley instead of San Diego, *Michael Lasher* writes, "I am majoring in Philosophy at Berkeley — quite intense. But I can't decide what I want to do when I grow up. So if anybody thinks they know what I should do to earn money as I get older, please let me know (who just said "marry rich?")."

In the "Ridgefield Press" is a report that *Marcus Nucci....* is on the dean's list at Syracuse University where he is a junior electrical engineering major. He is working at Hewlett-Packard in Syracuse for the spring semester through the cooperative program at the school."

1985

A sophomore at Rollins College, *Mike Guli* seems to be having a fine college experience. "I have just recently been elected as student senator for the S.G.A., as well as being appointed head of public relations for the Inter Fraternity Council. I am also on the golf team. I recently went up to St. Luke's and enjoyed seeing some friendly faces, new and old."

1986

We received a March 31 Sports News Press Release from Ursinus College about *Kim Piersall*. It was two pages worth of raves, from which I will quote some highlights. "Pressure is riding piggy-back on the shoulders of Kim Piersall, a freshman goalie from Wilton, Conn. and St. Luke's School, as Ursinus College goes for its fourth national title in five years in women's lacrosse. Ursinus can't enjoy the luxury of letting Piersall break in slowly. When the Bears opened the season... she was out there in the goal mouth, not tucked away on the bench...Piersall beat out two newcomers for the starting job — even though she never played lacross in high school. And she's the key reason why Ursinus (2-0) is ranked No. 1 (in Div. 3)...In her college debut Wednesday — her *lifetime* debut in lacross — Piersall played the entire first half and left with Ursinus holding a 16-1 lead...Three days later, Piersall went all the way and came up with 20 saves..." And on and on it went!! Congratulations Kim!!

The Stamford Advocate ran an article on January 11 entitled "The Judo Kid — Wilton's Wanag works toward '88 Olympics." Featured was *Joe Wanag*, who is a United States Open judo champion with a "very realistic dream of making the 1988 Olympics in Seoul." Joe has already claimed the 1984 Canada Cup title and a championship in the youth division of the 1985 Pan Am Games. He now has to accumulate points in various meets and in the Olympic Trails next year. Joe, a student at San Jose State College, competes in the 189-pound weight class. At St. Luke's he played guard on the football team. Comparing the two sports, he says: "It was fun (playing football), but it was a little different playing a team sport rather than an individual sport. I'm more of an individual sport person. If you win or lose, it's your own fault. I like it better that way." We're sure Joe will continue to win and look forward to seeing St. Luke's represented in the Olympic games next year!

1987: Seniors *Kevin Gault & Ashley Logan* relax at graduation rehearsal on June 4th.
(Photo by C. Moorhead)

35

# St. Luke's School Calendar
## 1987-1988

### 1st trimester

September 8 Student/parent orientation

September 9 First day of school

September 24 Parent Visitation Evening

September 25 Half day for students (faculty meeting)

October 4-7 NEASC Evaluation on campus

October 12 No school (Columbus Day)

October 22 Parent/Teacher conference evening

October 23 Half day for students (faculty meeting)

October 24 Homecoming

November 23-25 First trimester exams

November 26-29 Thanksgiving break

### 2nd trimester

November 30 First day of 2nd trimester

December 18 Half day for students (faculty meeting)

December 19-

January 3 Christmas vacation

January 4 Classes resume

January 18 No school (Martin Luther King Day)

February 5 No school (Professional day for faculty)

February 22 No school (Washington's Birthday)

March 1-3 2nd trimester exams

March 4 No school (Professional day for faculty)

### 3rd trimester

March 7 First day of 3rd trimester

March 21-

April 3 Spring vacation

April 4 Classes resume

April 22 No school (Professional day for faculty)

May 30 No school (Memorial Day)

June 6-8 Third trimester exams

June 10 Graduation

### 1987 Varsity Football

<table><tr><td>Sept. 19</td><td>Hopkins</td><td>2:00</td><td>Away</td></tr><tr><td>Sept. 26</td><td>South Kent</td><td>2:00</td><td>Home</td></tr><tr><td>Oct. 2</td><td>Hamden Hall</td><td>2:30</td><td>Home</td></tr><tr><td>Oct. 10</td><td>Dalton</td><td>2:00</td><td>Home</td></tr><tr><td>Oct. 17</td><td>Salisbury</td><td>2:30</td><td>Away</td></tr><tr><td>Oct. 24*</td><td>St. Mary's</td><td>2:30</td><td>Home</td></tr><tr><td>Oct. 31</td><td>Wooster</td><td>2:00</td><td>Away</td></tr><tr><td>Nov. 7</td><td>King</td><td>2:00</td><td>Home</td></tr></table>

*Homecoming

36

ST. LUKE'S SCHOOL

1987 COMMENCEMENT ADDRESS BY
DR. HENRY A. KISSINGER

June 5, 1987

Jason, members of the Class of '87, ladies & gentlemen:

I don't do many commencement addresses, so I asked somebody who gives a lot of them what one does at commencement. And he said that there's one sentence you must utter, which is: "Go forth." So, now that I've uttered it, I will go on to say something else.

Jason was quite right, incidentally. I was his father's Secretary. He would write memoranda for me and on page five or so, he'd put in some totally outrageous sentence, just to see whether I'd ever get there and catch him at it. But we've worked together for over 20 years now and have become very close friends.

Now, I was wondering what one could say. When I was your age, I thought that people my present age were a different species. That they'd been put in the world the way they were and I'd been put into the world the way I was, and I would never get to their condition, and that there was very little they could say to me that had any particular relevance.

Larry Eagleburger sent me a copy of the speech that he made here two years ago--of staggering profundity--which dealt with the information technology. And, as it happened, I attended a conference yesterday which dealt with information technology. And all I can tell you is that I live in a different world from the one that you will live in. I cannot type, I do not know how to use a com-

- 2 -

puter, I cannot read a computer. I have to acquire knowledge from
memoranda. I cannot learn from displays. And it creates a different
state of mind. It means that we are living, you will be living, in
quite a different world from the one in which I was brought up.

For one thing, you have available infinitely more information.
When I go to Washington these days, there is a huge difference even
from the days when I first went there. Everybody has a computer
terminal on his desk now, and I might say that many of them have
lived to regret it. But all of them can call forth all kinds of
knowledge. And yet, I am bound to ask myself, why is it that at
a time when knowledge has never been more available, policy making
bears no relationship to the availability of knowledge?

We live undoubtedly in a world hugely different from any that
has gone before. Never before was it possible to tie the whole
world together in communication. Never before has it been possibile,
or necessary, to conduct foreign policy from one country with the
knowledge of the 160 other nations that exist in the world. Never
before have nations had the capability to exterminate each other.
And yet never before, I believe, or rarely before, has there been
so little relationship between knowledge and how to shape it. The
reason is that the most difficult decision anybody has to make in
life, and certainly any policy maker confronts, is how to go from
the world with which he is familiar to a world where he has never
been. No amount of knowledge will tell you what the trends are that
are likely to arise. When you study the lives of great statesmen,
or even successful statesmen, you will find that they were not more
intelligent than their contemporaries, necessarily, but that they

- 3 -

had two qualities: a sense of the future and the courage to go
there--on the basis of assumptions they couldn't prove true when
they made them.

For America this is a very particular difficulty. This country
has been blessed more than any other country. It has had an empty
continent. It has had two great oceans to protect it. It has,
except for the South, no experience of irrevocable disaster. Until
fairly recently, every problem, recognized as a problem, has proved
to be solvable. We have had resources to overcome any problem. All
these conditions have either changed or are in the process of changing,
but our mental attitudes have not necessarily altered. Most Ameri-
cans think that foreigners are misunderstood Americans. I have a
friend who has the view that there is no such thing as an English
accent, that the English put it on to intimidate Americans. And
that if you can only catch a Britisher unawares, like waking him up
at four in the morning, he will speak like any other human being.

We have that attitude very much in response to international
relations. When you read the statements of American presidents
over the decades, they all speak as if tension internationally
were something unusual.

President Roosevelt said that peace depends on friendly human
relations, on personal acquaintance, on unassailable sincerity.
President Eisenhower spoke of man's long pilgrimage from darkness
towards light, and he said too much attention has been paid to prac-
tical problems, at the expense of human relations.

President Carter prayed for peace based on human relationships,
and President Reagan is reputed to be eager to bring Gorbachev over

- 4 -

here so that he can show him how Americans live and how peacefully inclined they are.

I think these attitudes show a very attractive side of American life. But in fact history has been more complicated. All of you who have studied history, or will study it, know that international relations have not in the past been a subdivision of psychiatry. They have not been the same as good, personal relations.

Indeed, the American president who was most successful with the Soviet Union was President Nixon, whom I served, who being somewhat wary of Americans was not about to trust Russians. And, as a result, he insisted that negotiations be concrete, detailed, and based on strict reciprocity.

I was at one stage of my life a professor, later I was a policy maker, and therefore I had a sense of the difference in perspective. When you are an outsider--a journalist, a professor, an observer--you can pick your problem. You can work on it for as long as you choose. You are responsible only to whatever constituency matters to you for your conclusion. You have the privilege of changing your mind. When you are a policy maker, you cannot pick your problem. The problem presents itself. Indeed, the most overwhelming experience of a policy maker is that there are more problems on any day than he can possibly deal with. And part of his task is to select those that are most likely to cause trouble or blow up and get them out of the way. The price he pays for this is that the urgent often drives out the important. The policy maker is responsible not only for the best that can happen, like a professor, but also for the worst. There are some experiments he cannot make, not because it wouldn't be nice if they succeeded, but because it would be terrible

- 5 -

if they failed.

Some of you will no doubt be going to universities in which there are professors who will tell you that all policy makers who are not criminals are fools. In my experience most policy makers have been almost as intelligent as most professors, and not morally significantly more deficient. Indeed, anyone who can survive faculty meetings at Harvard is well equipped for bureaucratic infighting in Washington.

The difficulty that policy makers face is that they must act on the basis of assumptions they cannot prove true when they make them. In 1936 when Hitler reoccupied the Rhineland, one French division could have stopped him, and a Ph.D. thesis could still be written on the issue of whether Hitler was a misunderstood nationalist or a maniac bent on world domination. Five years later, everybody know that he was a maniac bent on world domination. It was a knowledge acquired at the cost of 20 million lives.

In 1975, when Mr. Eagleburger and I were in government, the Cubans sent an expeditionary force to Angola. At that time a very small sum given to local resistance forces was believed by us to be able to stop that. And we thought that was important, because if a small Caribbean island could send expeditionary forces thousands of miles away, many other things could come into play. We could not convince Congress to do that. And today there are Cuban forces in Angola, in Ethiopia, in Nicaragua.

Right now we are debating in this country about the American presence in the Persian Gulf, and nobody in this room, including myself, knows if there is an additional danger that has not existed before, if that's the correct way of dealing with it, if the risk

- 6 -

is commensurate with the problem. The people who have to make that
decision do not know the answers much better than we do, but they
have to guess and back their convictions.

We have had a new Soviet leader, and we have had infinite
speculation about what his advent means. I confess that I belong
to a more sceptical school of thought. I reflect on the fact that
Mr. Gorbachev was a protege of Suslov, the chief party idealogue,
and of Andropov, the head of the secret police. From which I draw
the unworthy conclusion that neither of them was a closet dove.
And while I do not exclude the possibility that he fooled them both,
I would consider it an extraordinary historic event if both super
powers were governed at the same time by former actors.

Be that as it may, the fundamental question that one has to
deal with as a policy maker is: to what extent does one believe
the personality of any leader can change policy? And to what ex-
tent does it depend on geography, on history, on national culture?
Is it likely that a leader of the Soviet Union can alter in a short
period of time 70 years of communist rule and 400 years of Russian
tradition? I have my view on that subject, but I can no more prove
it than those with whom I disagree.

And the most important point I will leave with you is that one
cannot get from here to there without the moral conviction of faith
in one's judgment and faith in one's society. Everybody lacks ex-
perience with the future. All great achievements have been ideas
before they became realities, and it requires a high degree of
national consensus to move a society into the future.

When I was a young professor, no professor ever thought that
he would become a policy maker--and I sometimes think that was a

- 7 -

very healthy state of affairs. It forced professors to start, if they wanted to make a contribution to the national welfare, to think five and ten years ahead, and to put forward the choices and the possibilities for a national defense.

Under the impact of the Vietnam war, Watergate, and other national traumas, all of which really reflected America's effort of coming to grips with finite possibilities, the intellectual community has been split into two groups--potential revolutionaries, who specialize in proving the cupidity of all senior people, and job applicants, who are looking for a position in the next administration and write position papers, and who are therefore no different. And so we run a great risk of sliding into a new world without an intellectual framework and with national leaders more preoccupied with getting into office than with what they are going to do when they get there. And who, when they get into office, are confronted with an executive machinery of such cumbersome ways that it absorbs more and more of their energy.

I have no illusions--at least, I hope that none of you will remember the substance of what I say for an excessive period of time--but I'd like to leave you with at least one thought. Knowledge is important, but a philosophical framework within which to place that knowledge is even more important.

Everybody can escape this dilemma by making the most favorable assumptions about the future. It may be that all our problems will be solved because one morning Soviet leaders will wake up and say it was all a terrible mistake and they are going to become like midwestern Americans. It is possible that the great upheaval going on in the Third World will all have a benevolent end without any

- 8 -

[cc]

American role. It is possible that the huge transformation in Asia, the emergence of China, of India, the growing power of Japan, the upheaval in Latin America, that all of this will end well automatically. But it is not likely.

And the fact is that everything worth doing has required some commitment and some attempt to structure. America has been most true to itself when, as at the end of World War II, it rebuilt Europe.

The first American president I ever knew was Harry Truman (I was working for President Kennedy at the time). And I visited Harry Truman, and he asked me what I had learned. And I told him something that I had picked up at a cocktail party, which was that the bureaucracy is the fourth branch of the government, and that not even the president can do everything he wants. He said something absolutely unprintable that came as a shock to me from a president in those days, and said: "That is total nonsense. The most important thing a president has to know is where he is going, and then in all likelihood he can get there."

When I asked him what he was most proud of in his presidency, he said, "The thing I was most proud of is that I was president when we totally defeated two countries and then we reintroduced them to the community of nations."

"Only Americans," he said, "could have done that."

Now, there was a lot in that. Harry Truman had no high reputation, but he had a lot of history books on his shelves, and he did not suffer from the nihilistic perfectionism which characterizes so much of our current intellectual debate, in which every American shortcoming is used as an excuse for doing nothing.

I came to this country when I was a little younger than the Class of '87. I had lived in a totalitarian society, and it makes

- 9 -

[LC]

me sick, when I read these stories about alleged American crimes
and American dictatorial tendencies. There are lots of things wrong
in this society, and a lot of them need imporvement, but any of you
who have ever lived anywhere close to a totalitarian society, or any
of you who travel abroad, will know that, with all our imperfections,
it is this country that other people look to for security and for
freedom.

So that is our responsibility. It is, unfortunately, an endless
process. There is no point at which we can say the effort can stop,
that peace has been achieved, or justice exists. It is a process
which must continue, but it is a process in which we will live the
words of this poem:

"We shall not cease from our exploration;
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time."

Thank you very much.

# Kissinger speaks to local graduates

By FRANCIS X. FAY Jr.
Hour Senior Writer

NEW CANAAN - Former U.S. Secretary of State Henry A. Kissinger told the graduates of St. Luke's School this morning that the problem with America's international relationships today is that "policymaking bears no relationship to the information available.

"While everyone has a computer on his desk in Washington today, and there is infinitely more information available, it is not being used in an organized way," he said.

Admitting that he can't use or read a computer and that he must depend for his information upon memoranda, Kissinger suggested that our elected leaders should prepare themselves better for service to their country than by spending all their time campaigning for elective offices.

Speaking on the Nicaraguan situation, he indicated that he had foreseen the problem developing a dozen years ago when Cuba sent forces to Angola.

"I reacted to that immediately in 1975," he said, "because I felt it was important to stop a tiny Caribbean nation from extending their domain without a response."

The former secretary of state noted that Cuba once again has forces in Nicaragua.

"I came from a totalitarian country, and it makes me sick when I read about the alleged American 'crimes' being committed around the world. With all our imperfections, other people everywhere still look to the United States as a nation where security and freedom exist," he said.

Briefly reviewing his career as a college professor at Harvard before becoming a government official, Kissinger explained that great or successful statesmen need not be the most intelligent people in a society.

"A great statesman must have a sense of the future and the courage to go there," he said.

Please See Page 8

Henry Kissinger
in New Canaan

Former Secretary of State Henry A. Kissinger, center, visited New Canaan today to speak at commencement exercises at St. Luke's School, where Lawrence Andrew Eagleburger, right, was graduating. Also pictured are Lawrence's brother, Jason, a seventh grader, and Marlene Eagleburger, the boys' mother.

Hans-Peter Kille/Reese

Kissinger

Continued from page 1

Kissinger said he remains
skeptical about the influence that
Premier Gorbachev can exercise
on the Soviet people.

Kissinger is a family friend of Lawrence Andrew Eagleberger of New Canaan, one of the graduates. He was introduced by Jason Eagleberger, a seventh-grade student at the school and brother of Lawrence. Kissinger and the father of the two boys, Lawrence Eagleberger, served together in the state department during the Nixon administration and are still associated as the top officers in Kissinger Associates of New York City.

Mark Taylor Williamson of
New Canaan delivered a scintil-
lating valedictory in which he
urged his classmates to establish
a new order of thinking which
would not be as dependent as
current thought is upon
numbers.

"Numbers define us, surround us, and drown us, but they are not us. We must be the generation to look beyond the numbers that inundate our society today," he said.

He was chosen the outstanding
scholar of his class as a sopho-
more and has been active in
community service while
winning letters in football,
soccer, golf and basketball. Wil-
liamson also won the Senior
Loyalty Cup as the outstanding
all-around member of the
class.
He will attend Colorado College.

Salutatarian Neil Edward Boege of Darien also spoke. He was the outstanding scholar of the class as a junior and took the Bausch and Lomb Science Award. He has also worked extensively in the community while participating in football, baseball and tennis. He will attend the University of Rochester.

Headmaster Richard M. Whit-
comb presented four awards –
two each to girls and boys of the
class. Lisa Meg Donahue of Nor-
walk and Ashley Elizabeth Woods
of New Canaan were the female
recipients. Donahue, a high ho-
nors student, athlete and leading
performer in musicals and drama
productions, will major in the
performing arts at Emerson Col-
lege. Woods, a multi-faceted
performer in and out of the
classroom, will attend Hartwick
College.

The Headmaster's Awards for
boys went to Paul Edward Lucy
Jr. of New Canaan and Kevin
Francis Gault of Stamford. Lucy
was the top scholar in the class as
a freshman and achieved ex-
cellence in English, French,
science and algebra. Gault was
named for his determination,
dedication and discipline.

Michelle Lisa Klein of Norwalk won the Kennedy St. George's Memorial Award as an all-around student-athlete. She will attend Clark College.

Ashley Blees Logan of New
Canaan, president of the Student
Council, received the Service
Award for her contribution to the
school. She will attend the Uni-
versity of New Hampshire.

John Christian Nielsen of New
Canaan was awarded the Senior
Bowl for general excellence and
service to the school. He will at-
tend Gettysburg College.

Top Scholar Awards for each
class went to Heidi Ivy Neiss of
New Canaan, 12th grade; Ricky
Guidotti of New Canaan, 10th;
Dan Sachs of Norwalk, eighth;
Katherine Godfrey of Norwalk,
seventh, and Hedda Moller of
Norwalk, sixth.

Robert S. Salomon Jr. of New
Canaan, a 1955 graduate of St.
Luke's and chairman of the Board
of Trustees, presented the diplo-
mas.

Thirteen Norwalkers were
among the graduates including
Grace Gillon Conrad, Miss Do-
nahue, Sarah Turnbull Craw-
ford, Charles Matthew Hatten-
bach, Erika Miner Johnson,
Curtis Clair Kipp, Miss Klein,
David Charles Mutti, Patrick
Lawrence Perry, George Edward
Simeon, Kathryn Harrison
Whitemore, Lisa Carter Whitte-
more and Matthew Scott Wilson.

Also in the class:

Wilton - Courtney Valerie
Carney, Scott McKenzie Fawcett,
David William Gaston Jr., Jeffrey
Paul Hitter and Nikoline Karin
Piersall.

Westport - Matthew Lloyd
Brovender, James Douglas Odell,
Amanda Sian Rowe-Beddoe and
David Adam Waldman.

Darien - Boege, Lisa Lynn
Castagna, Michael Devier For-
dyce, Nicholas Anthony Geno-
vese, Stephanie Josephine Gill,
William Jefferson Tackett and
Miss Woods.

New Canaan - Mark Gregory
Bulkin, Richard Charles Dolan
III, Eagleberger, Joseph Kennon
Jayne, Edwin Alexander Prescott
LeGard, James Thomas Liell,
Miss Logan, Lucy, Miss Neiss,
Nielsen, Kenneth Charles Riggio
and Williamson.

Ridgefield • Peter Alan Fisher,
Robert William Scherrer, Sarah
Stainer Vallerie, Diana Elaine
Van Ness and William Ring
Vreugde.

Redding - Edward Mathew
Booth Friedlander.

Founded in 1928, St. Luke's is a non-profit, non-denominational college preparatory school of 356 students in grades six through 12.

# Kissinger believes Reagan in the dark

By FRANCIS X. FAY Jr.

Hour Staff Writer

NEW CANAAN - Information revealed thus far in congressional hearings hasn't caused Henry Kissinger to doubt the word of President Reagan that he was ignorant of the laundering of Iranian arms sales money for the Contra cause in Nicaragua.

"He (Reagan) has said he didn't (know about it), and nothing has come out to make me question that," Kissinger said after the commencement exercises for 68 St. Luke's School graduates.

The former secretary of state refused to offer anything beyond that about the hearings, saying he would comment when they are over.

During a press conference after his commencement address Friday to the Class of 1987 of St. Luke's School, Kissinger had no qualms about offering his ideas on the Persian Gulf situation.

"I'm in favor of a presence in the Persian Gulf to protect vital oil supplies," he said, "but I'm uneasy about running escort for one side in that war, and about the reflagging of the Kuwaiti

HENRY KISSINGER

ships unless there is evidence of a significant interruption of oil supplies going on. And that does not seem to be the case.

"The level of attacks on ships in the Persian Gulf this year is exactly the same as last year," he continued, "and half of it comes

Please See Page 8

## Kissinger

Continued from page 1

from Iraq. So only half of the attacks come from Iran and the other half from the country we are supporting. If there were a really significant interruption of oil supplies, I would support military action."

He is not for preemptive strikes against Iranian missile positions, however.

"Unless we have evidence that they are about to close the Straits of Hormoz, I think that would be a reckless act. I don't mind the risk of doing something that defends a vital American interest. We can not always say that we will not take action for fear of expanding the risk, but I do not accept the supposition that we can't run a risk unless we have reason to believe they are going to use these indiscriminately."

As for the tactics of the Reagan administration in attempting to free hostages, the ex-Harvard professor said he was "opposed in principal tonegotiating for hostages because once you've opened the negotiations, you have indicated that there is some price you're willing to pay."

What does he think of Gorbachev's chances of changing Soviet policy?

"We should not gear our policy to our expectation of what kind of a personality Gorbachev is," he replied. "For one thing, he won't live forever. For another, he may not even stay until he dies. The last reformer was overthrown. The last reformer also conducted the most aggressive foreign policy

which was Kruschev. So it is not a question of skepticism. I'm an agnostic. I have no view of Gorbachev."

Kissinger had touched on the same subject during his address in a packed St. Mark's Episcopal Church. In that context, he had expressed a disbelief that one man could change 70 years of Communist rule and 400 years of Russian history.

The longtime policy maker said he doesn't like the Geneva Arms Agreement currently being forged.

"It is creating political havoc in Europe," he said. "On the other hand, we have now reached a point where the potential cost of not going ahead with the agreement would be greater than the cost of going ahead with it. It is not an agreement I like. It is not an agreement I think we should have considered. But now that we have pushed it this far, we better pay greater attention to what needs to be done to restore some unity in the Atlantic Alliance.

The presence of Kissinger for the commencement added an air of excitement to the nostalgia.

"He looked right at me and smiled," said Ruth Kipp of Ro-wayton, grandmother of graduate Curtis Clair Kipp of Bell Island.

"He's just the greatest," said Leo Klein after shaking hands with the guest speaker. The owner of Kiddytown in Norwalk and father of graduate Michelle Lisa Klein had been introduced by Headmaster Richard M. Whitcomb.