Spotted off the Boulevard: Speyer Sixth Grade in Battery Park to Kick Off their Science Study of Coastal Resilience! 

Our sixth graders are studying the planning that goes into coastal resilience projects (including green spaces and urban gardens) and learning about the benefits of having these spaces and plants to sustain salt water — and they are using our own city as a special focus for this unit.

New York City is full of examples of how communities with coastlines are preparing for the future, including the renovation of Battery Park. Keeping the changing coastline at the heart of its design, Battery Park is one of NYC’s largest coastal resilience projects in progress, and the trek downtown allowed our students to experience and study aspects of their Science curriculum up close and in person.

During their trip, the students explored the park’s features and green spaces and learn the reasoning behind their design. They also visited the Battery Urban Farm and were impressed with all the different types of vegetables and vegetation (especially one huge gourd hanging from the trellis)!

It was a fantastic, hands-on field trip for our Sixth Grade Dragons! Huge thanks to MS Science Teacher Ms. Koralewski for organizing the trip and to all of our teacher, staff, and parent chaperones!

What Happens When You Just Make a Dot? Where Can that Dot Take You? 

Our Third Grade students explored what to do when they face a challenge, mistake or new thing.  They started by answering the question: Why is it important to try new things? Here are some of their answers:

• It doesn't hurt to try.

• It might be cool and lead you to new things.

• You can learn & grow.

• If you don't try it, you’ll never know. You might be missing out. 

• It might end up being something you love!

They then talked about thinking about tackling a challenge, a mistake, or a new thing, discussing the importance of trying – making the first dot and seeing where it takes you!

Spotted on the Boulevard: Head of School Larry Donovan Getting to Know our Youngest Dragons!

He read one of his favorite books, Each Kindness by Jacqueline Woodson, to our Kindergarten students! They learned how each act of kindness, no matter how small, can help make the world a better place. What a fun and awesome way for Mr. D and his Dragons get to know each other! 

Opp, Prop, Don’t Stop! Speyer Debate Kicks Off with Our First Debate Night! 

The Dining Hall was full of arguments and disagreements…and lots of laughs during Speyer's Debate Night! This inaugural event was hosted by Speyer Debate teachers/coaches Ms. MacKay and Mr. Levin who, along with afterschool coach Allonzo Perez, introduced Fifth and Sixth Grade families to Speyer's Debate program.

As part of the evening, Varsity Debaters Baxter O., Sabali T., Adil K., Aarush B., Lucy J., and Henry A. took on the motion: "A Humanities Education Is More Important Than a STEM Education." New families were able to act as judges, casting their ballots after hearing the eloquent arguments from both the Proposition and Opposition teams.

The night also featured a panel discussion led by our Speyer debaters, including Sixth Grade Varsity Debater Ella W., who shared her insights on facing opponents. The panel also offered practical advice on navigating the challenges of competitive debate, including time management, maintaining team commitment, and dealing with the emotional highs and lows of competition.

With more students than ever before in the program, Speyer Debate is off to a terrific start! GO DRAGONS!

Can You Walk Through NYC and Identify the Specific Plants You Walk By?

During their Urban Ecology unit, our Eighth Grade students are spending time studying the local plants and trees by scientifically sketching local plants and trees! Scientific sketching is an important skill in the development of scientific thinking and overcoming plant blindness. Sketching allows students to pause and spend a long time looking at life, helping their brains stop filtering out important information about the subject.  Students are learning how to get better at observations and articulating what they have discovered. 

Their favorite part of this activity was their own sense of discovery – a series of “aha moments”! One student noted, "I didn't see it at first but when I kept looking at the plant over time I noticed more. And when I talked about it with you I noticed more too" 

What is a Scientist? How do You Think like a Scientist? ​

Our youngest Dragons were asked these questions! Starting their first science unit, “What is a scientist?” they kicked things off by doing their very first science lab! They were given a box of items and asked to think like a scientist by grouping things based on their characteristics.

Through this lab, our youngest inquiring minds learned that one question always leads to another!

Sixth Graders Try to “Escape” Math Class!

Did they or didn't they escape? Once again, that was what we wanted to know when we spotted Speyer middle schoolers trying to "escape their Math classroom!" Devised by MS Math Teachers Mr. Blackman and Ms. Doosey, our sixth graders in Pre-Algebra tackled a review of solving single variable linear equations via an "escape room" — the material is presented as puzzles, and they must solve one puzzle, which then leads to a clue to tackle the next puzzle.

Mixing in some broader logic puzzles that require cooperation to gently stretch and increase the students' ability to wrestle with deeper non-routine problems, it is a fun and engaging way for students to build up their problem-solving endurance. The whole "escape" part is deemphasized, allowing the class to focus on the challenge of sitting for longer and longer in the discomfort of not instantly knowing what to do.

It should be noted that several groups did close in on a solution to the last problem as class ended in order "to escape," but Mr. Blackman surmised that the students most enjoyed being able to good-naturedly bristle at how "sinister and cruel" their teachers are to have inflicted such mentally taxing activities on them. :) This is just one example of the interesting, innovative activities happening each day at Speyer!

It's our immense thrill to announce news that two Speyer eighth graders Landon I. and Baxter O. were both awarded the Caroline D. Bradley Scholarship! The Caroline D. Bradley Scholarship is the only merit-based, need-blind scholarship recognizing exceptional academic achievement. As winners, they receive a prestigious four-year scholarship that covers full high school tuition.

This national award program was founded 24 years ago by the (IEA), a nonprofit dedicated to the intellectual, creative, and personal growth of the nation’s gifted and advanced learners. This year, there are 26 Caroline D. Bradley Scholars (selected from applicants from across the nation) and the scholars benefit from ongoing, personalized counseling and educational advocacy provided by the IEA (you can find a list of the scholars ).

Landon and Baxter are Speyer's fifth and sixth Caroline D. Bradley Scholars from Speyer, joining previous recipients Thisbe Wu '18, Stella Nakada '19, Francesca Burnett '21, and Una Joy Hornick '24.

When the news was announced, we reached out to the folks from the IEA and, as you may be thinking, it is indeed quite rare to have TWO scholars named from the same school during the same year. This is just a testament to the talent and passion of our Dragons!

During the start of their very busy Eighth Grade year, Baxter and Landon took time to talk with us about their amazing achievement!

The application process is quite intense. It starts in Seventh Grade and includes writing essays, taking standardized tests, providing work samples, participating in multiple rounds of interviews, and more. Tell us how it was for you and how your Speyer experiences helped with it?

Baxter: It was somewhat stressful but also fun because I really like writing essays. Speyer has taught us how to communicate with people and work with others (of course, along with teaching us a lot more). With lots of writing assignments and the many times we present our work in class, Speyer gave us opportunities to practice everything that was a part of the process.

Landon: I agree! It was a cool process, but rigorous especially with the multiple essays and the testing, things of that sort. I am especially thankful that Speyer helped me learn time management skills. There were a lot of moving parts to the application process and it was imperative to know when to do what. My experiences at Speyer have definitely helped me learn how to be – and stay – organized.

How do you think Speyer helped you become who you are?

Baxter: I think Speyer has helped me become who I am, especially how I connect with people. It has also improved my teamwork skills. We have a small grade, and there are a lot of projects where you work in groups. You have to be open to working on new things and sometimes with people you are not as close with. 

Landon: I think Speyer has helped me find a way to let out my thoughts. I have so much going on in my head at once, so many deep things, and Speyer has given me the words that I wouldn't have found otherwise. Being at Speyer has helped nurture my creativity in a truly impactful way.

What are you going to miss most about Speyer?

Landon: I'm going to miss the people — I have known some of the people for nine years! When you know someone for that long, they feel like family and when you lose family, you lose a part of you. My time at Speyer has been one of the biggest parts of my life that I will cherish forever.

Baxter: I agree with him — I will miss the community and the friendships here at Speyer. I was and am friends with people in grades above and below me. When I was in Lower School, I felt like eighth graders were so kind to me and so welcoming. It is great fun to be one of those people now.

What are you most excited about exploring in high school?

Landon: I'm very excited to continue pursuing musical theater and dabbling in other theater activities such as playing in the pit orchestra or doing technical theater. I'm also looking forward to branching off into other clubs, maybe doing more Makers-type things!

Baxter: I'm excited to delve into more complex literature and high school english courses. I'm also excited for the opportunity to make movies and study filmmaking. I love making movies and though Speyer doesn't have a film lab, I do remember our Kindergarten class making a film of the Odyssey downstairs in the basement with a green screen!

Anything else you would like to add?

Landon: I'm going to miss Speyer! My Speyer experience has been so, so fun — when I go to high school, I'm going to miss so many people.

Baxter: I wish Speyer had a high school…it would be cool to do high school at Speyer.

All of us at Speyer congratulate Landon and Baxter! We are so proud of you and can't wait to see where your next adventures will take you!

This week, we kicked off Speyer’s Financial Literacy Program! Members of the Eighth Grade joined an energetic Seventh Grade in the library to officially hand over management of Speyer’s Financial Literacy Fund Portfolio. One could say the seventh graders are very invested in this aspect of their curriculum (I mean, the pun was right there, we had to do it)!

The centerpiece of the Seventh Grade financial literacy curriculum is their role as managers of a real investment portfolio, which was a gift from the Harada/Peterson family. Let's break down how it works: each incoming grade has a gift of $20,000 and over their nine years at Speyer, this portion grows with investment returns. At the time of their graduation, the original $20,000 rolls forward to the incoming Kindergarten class. The increase in total value from their original $20,000 is then split into two: first half is donated to Speyer by the eighth graders in the form of a graduation gift of their choosing, and the second half is gifted pro rata to the students themselves to further their education.

Last year's portfolio managers explained what the Seventh Grade will tackle throughout the school year. They shared what it was like to manage the portfolio and gave advice on how to handle volatility in the market. The eighth graders also explained what sales and investments they made and what stocks are currently in the portfolio.

The seventh graders were then joined by their Wells Fargo advisors. They examined trends of the stock market and discussed the definitions of stocks, bonds, mutual funds, exchange traded funds, diversification, trading costs, hyper-inflation, and oligopolies.

And finally it was time for the always-exciting stock picking simulation game! Seventh graders were split into small groups and had four rounds to choose how to allocate their investment among a group of five imaginary stocks (as well as an index fund and a value fund) with the aim to have the highest percent return from their picks at the end of the game. When the results were announced after each round, the library was filled with high-fives and cheers or groans and gasps as teams saw how their investment strategy worked...or didn’t work!

We all wish the seventh graders well with this new responsibility as they begin to manage the Financial Literacy Fund Portfolio (which totaled more than $300,000 at the end of the last school year). As we say every year, may the market be ever in their favor!

Special thanks to Speyer’s CFOO Michele Glazer, Head of Middle School Dorothy Meyer, Lauren Matles and Michael Katz from Wells Fargo Advisors, portfolio advisors Thor Johnson and Rui Dong, and the Harada/Peterson family for supporting and helping our Middle Schoolers with this fantastic and unique part of our curriculum!

How do you get a classroom filled with eager and enthusiastic learners centered and aligned for the day ahead? The answer is Morning Meeting! This daily ritual in the Lower School cultivates the thinking culture a class of gifted learners needs to spark intellectual curiosity, deepen self-understanding, and recognize how each person contributes to the community. From the "song of the week" that shares inspiring lyrics to "puzzlements" that invite noticing and wondering to games that strengthen collaboration, Speyer teachers guide powerful morning minutes that set the tone for the day’s learning.

Underneath the surface of the intellectual engagement, students are also practicing vital life skills like active listening, public speaking, and valuing multiple perspectives. Morning Meeting builds habits of empathy, focus, and connection that carry far beyond the classroom.

We recently took a peek into a few Morning Meetings! On the morning we visited Second Grade, "Thank You for Being a Friend" wafted through the air as they took to the rug and answered their daily survey question ("Have you ever been to Coney Island?" prompted a lively discussion)! Meanwhile, as described above, Morning Meeting in First Grade helps the students settle into the day rather than jumping right into an academic task. They review the calendar and schedule, read the morning message and talk about the fact of the day, and greet each other around the rug (we heard "Namaste" from all of them when we popped by)! One of the jobs in First Grade is being the Morning Meeting helper who was quite adept at keeping this important first part of the day moving along.

Third Grade begins the day with morning work or morning skills and then transitions to the carpet for Morning Meeting. The itinerary for their Morning Meetings varies day to day and sometimes even by class, yet every morning they read a morning message (which sometimes has intentional errors they must find in order to teach grammar/writing skills). They review the day ahead, pointing out any key moments students need to know about. Similar to the other grades, Third Grade's Morning Meeting is an important time to set the tone for the day and an essential way they build community within the class.

Who wouldn't want to have a little time in the morning to settle into the day? We love this intentional and meaningful way our teachers set our Lower School students up for success each and every day!

Researching a state of their choosing and discovering a plethora of fun facts to share. Reading 1984 and answering the question “Who am I?” in whatever medium they choose. Tracing the globalization of a topic/person/thing they are curious about. Creating a pamphlet to describe a place or topic they are passionate about (inspired by the pamphlet author E.B. White designed to highlight his vacation area in Maine).

These are just a few examples of the Summer Assignments our Dragons completed during their time away from Speyer. Intentionally designed around each grade’s first Humanities theme of the year, Summer Assignments help spark curiosity for the upcoming school year. In addition to channeling their passions, the assignments are also used as a catalyst for building community during the first days of the new school year. Of course, there were other opportunities provided (including book lists, nature explorations, and Math challenges) to help our Dragons continue their learning adventures during the summer months.

But what do all of our Summer Assignments have in common? They all emphasize choice and creativity. Our students were encouraged to go deep on something they are passionate about and present their thoughts in any way they wanted to — with no ceilings and no limits, our Summer Assignments nurture each student’s passion and strengthens those creative and imaginative muscles that are essential for problem-solving and collaboration.

Third Grade students kicked off their year-long focus on the United States by choosing a state to explore and presenting what special information they found (and questions they still have!) about that state in a visual representation. Fun facts about Wisconsin, Hawaii, Maryland, Wyoming, and more states were shared in so many different ways! Meanwhile, after reading Some Writer! The Story of E.B. White, Speyer sixth graders created pamphlets with topics that ran the gamut from America Ninja Warrior to the history of Soccer, the Liberty Science Center to the North Fork.

Fourth Grade’s Humanities theme of globalization was launched with a challenge to research the movement of an idea, a good, or a group of people or a person and then present their research to their classmates. Students were encouraged to have fun and be imaginative — and they didn't disappoint! Presentations ranged from an educational video to a set of trading cards to a pinball machine (which represented the student’s family’s movement around the world). During the grade's gallery walk, we spotted projects tracing the movement of everything from Chess to cats to the inventor of Alfredo sauce.

In addition to reading Orwell’s 1984 and producing journal entries, our oldest Dragons were asked to create a visual representation of themselves answering the question "Who am I?”. Our eight graders submitted mind maps, artwork, poems, songs, card tricks, chess puzzles, essays, and origami crane towers. You can see some of their responses in the photo above — completely covering the bulletin board in Eight Grade Humanities teacher Mr. Deard’s office.

If Summer Assignments are a taste of what’s to come this school year, we can’t wait to see everything our Dragons will discover!

Speyer alumni Eugene Yoo '19  and Ian Nicholson '22 returned to the Boulevard to host their chess camp, New York City Chess Connections (NYCCC), with the help of Speyer alum Kiren Nasta '21! Hosting 19 students and 12 high school mentors, this week-long camp helps students foster connections with their peers and mentors, as well as providing them with in-person chess tutoring.

NYCCC was founded in 2020 during the pandemic as a way to not only teach chess, but also build community when there was an increased interest in both chess and finding ways to create connections across age groups and experience levels. The non-profit organization provides 1-on-1 chess tutoring to underserved elementary and middle school students throughout New York City. The community has grown to 40 mentors who help over 50 students through virtual lessons, hosting public lectures in Central Park, and providing game analysis and coaching at youth tournaments. 

In the words of Eugene, currently a sophomore at MIT, “The best thing about chess is that it teaches you to think confidently. Sometimes you make a plan, take a risk, and learn from the outcome. When there’s a challenge, you have to be bold. Chess teaches those life lessons time and time again.” 

Ian, a current senior at Hunter College High School, adds that “beyond chess’s transformative ability to serve as an educational tool, the game possesses a unique ability to build camaraderie and community in a way that creates genuine moments of joy. Chess also has a universal quality that brings people together and as students, we are uniquely positioned to serve as both chess teachers and mentors, to whom students feel comfortable reaching out for advice or support.”

The week the camp was held at Speyer was one of NYCCC’s first dives into in-person chess training. Providing training games and exercises, and various tournaments, the founding mentors have watched younger students flourish through the years. 

Speyer sat down with some of NYCCC’s mentors who provided their own insights into the successes and growth they’ve seen throughout the camp.

In the words of Bhavya Thakur, sophomore from Trinity, “What’s been most special about the camp, though, is seeing the kids form bonds with both each other and their mentors. … It’s been a lot easier and more fun to teach these kids because they all really do come here for the love and joy of the game.” 

Harper Wallace, junior at Columbia Grammar & Preparatory School added, “Beyond the chess lessons, mentors emphasize patience and resilience, which are essential skills to learn as a young rising chess player. These skills teach the students not only to think deeply about every move, but also to face challenging positions with confidence at the board, and in life, especially when the game gets tricky.”

Jed Sloan, senior from Stuyvesant High School shared, “We have a vibrant atmosphere, and it is clear how driven the students are to improve and the enthusiasm the mentors have for coaching. Currently, I am seeking to hone my students' calculation skills and am feeding them a range of puzzles from simple to extremely challenging. Each one of my students have embraced these challenges and are growing in maturity and understanding throughout the camp.”

Both Eugene and Ian added that it was particularly cool to share this full-circle moment with the Speyer community, getting to not just coach chess but also run into their favorite teachers and staff.

Speyer is so proud of the way our Dragons are making an impact in our local community!  

Once a Dragon, always a Dragon!

On June 10, we celebrated the final moment in a Speyer journey: graduation.  We watched the 36 graduates in Speyer's Class of 2025 accept their diplomas. It is one final culminating event, so to speak, that truly highlights the magic of Speyer.

Surrounded by family and friends and Speyer teachers and staff, our graduates celebrated and reflected on their remarkable time at Speyer. One of the selected speakers, Emma Y., said this:

As much as I hate to say it out loud, our era as Speyer students is ending. It is now our job to take everything we’ve learned and carry it with us into our next chapters. This includes the academic lessons, like the details of the Revolutionary War or the science of pigeon genetics. But it also includes the things we don’t even realize we’ve learned. How to be a leader, the beauty of mistakes, and the meaning of friendship. I know that each and every one of us will continue to make a difference in this world, fighting for what we care about and what we believe in. This is because Speyer has made us powerful people. And I can’t exactly tell you what we will do about that, but I know it’s going to be incredible.

They took their graduation class picture on the steps of Speyer and then next day, they took part in one final Speyer ceremony — the annual Stepping Up Ceremony as each grade "steps up" to the next grade.

With this tradition, we are reminded of where it all begins for a Speyer student. It begins with just small steps forward. One step at a time up the Speyer staircase, one step at a time along the Boulevard. Just steps, which, when put together — step by step, year after year — take them on an amazing journey. Just like words, when put together — one word, one sentence, one paragraph — creates an amazing book.

As Emma said, the Class of 2025 are embarking on the next chapter of their lives. Quite appropriately, the song they chose to sing at their graduation was Unwritten by Natasha Bedingfield, which ends with these lyrics:

Drench yourself in words unspoken

Live your life with arms wide open

Today is where your book begins

The rest is still unwritten

As they carry with them all they have learned here at Speyer, we cannot wait to see the amazing things they write, the amazing steps they take in their next chapter! 

All of us send our loving congratulations to each and every graduate of the Class of 2025! We are so proud of you!

Our Lower School students' year-long exploration of Dance culminated in the second annual Lower School Spring Performances at the 5 Angels Theater! Every Lower School student experienced performing in a black box theater with lights and large audiences. It was truly a magical day — a celebration of dance and words, community and collaboration!

Titled Wordplay, our LS dancers celebrated poetry through dance! Our youngest dancers celebrated the playful nature of poetry and storytelling, inventive words and imagery. The dancers in KA performed a dance to the poem and an instrumental version of "Happy Together" by the Turtles, while the KB dancers performed dances to and , both by Shel Silverstein, and "Happy" by Pharrell Williams. Meanwhile, as an extension of their Humanities study of New York, our First Grade dancers studied jazz dance and were inspired by the poem by Langston Hughes and "It Don't Mean a Thing" by Duke Ellington and Ella Fitzgerald.

Our older dancers explored poetry as communication, as a vehicle to share ideas, as reminders to what's important. Second Grade, as part of their study of tap dance, performed to the poem and percussive music by London Dance Collective, while Third Grade's dance was inspired by and music by Earth Groove. Our oldest dancers in Fourth Grade performed to two poems by Maya Angelou: and .

It was a performance that the audiences watched with their eyes but also felt with their hearts. In the words of Speyer's Head of Lower School Ms. Gabrielli as she welcomed everyone: 

What you’re about to see today is the result of weeks, truly, countless hours of practice, coordination, and dedication. Behind every step, spin, and moment of stillness is a team effort: students learning choreography, Ms. Kelly crafting and refining each piece, teachers supporting the process, and families cheering from the sidelines. It is no small feat, but one that is surely worth it.

This performance is a beautiful blend of Ms. Kelly’s creative vision and our students’ exuberance. Together, they’ve shaped a story told not through dialogue, but through dance — words brought to life through movement.

As I watched yesterday’s rehearsal, after walking many rainy blocks to get there, one word came to mind: Ubuntu. It’s a Xhosa phrase that means “I am because we are.” It speaks to the power of community, of shared purpose, of what becomes possible when we rely on one another.

"Wordplay" is more than a performance; it is a reflection of connection, trust, and the collective effort that lives at the heart of our school. Thank you for being here to witness what happens when we are all in it together.

Thank you to Ms. Gabrielli, Ms. Gordon, Ms. Pruden, all of our LS homeroom and CATS teachers, and everyone (and there are MANY) who made this fantastic event possible! We also send big thanks to you parents and caregivers for your wonderful support of our LS dancers and this performance! 

And of course, we all give the largest and longest standing ovation to Ms. Kelly! 

We are thrilled to announce that six Speyer students have been recognized in this year’s Morgan Book Project Awards! You may remember that Speyer seventh graders embark on the Morgan Book Project as part of an interdisciplinary Art and Humanities unit throughout much of the school year. The students visit The Morgan twice to learn the intricate process of medieval bookmaking while they also study the geopolitical and religious forces in western Europe at the time. They then create medieval books of their own to submit to The Morgan Library's annual awards show.

Six Speyer seventh graders had their handcrafted books selected to be among the 82 books exhibited in a one-night-only installation at the Morgan Library and Museum! Congrats to Speyer seventh graders Asher T., Arianna R., Livia B., Sophie R., Francesca G., and Fiona V.! It should be noted that this is a citywide program mainly for NYC public schools, and Speyer was the only independent school invited to participate!

And we have to give a special congratulations to Arianna and Sophie, whose books (The Rabbit on the Moon and Journey of Chess, respectively) were chosen to be part of the official Morgan Book Project exhibition. This is a remarkable artistic achievement! The exhibition will be on view at The Morgan Library and Museum this summer from June 3-August 24! We hope you will visit and celebrate the creativity and hard work of these talented students. Huge applause to all who participated! GO DRAGONS!

During March and April, our Speyer Odyssey of the Mind teams put all of their hard work to the test at the Regional and State Competitions — and of course, our Dragons were once again beyond impressive!

A little about Odyssey of the Mind: the competition is broken down into Long-Term (a problem-solving challenge that is prepared for over many months) and Spontaneous (where each team is given about 10 minutes on the spot to provide their most creative solution to an unknown problem) and there is no adult assistance or help allowed for either part of the competition.

Speyer offers Odyssey of the Mind as a year-long Middle School elective and our teams have been competing in the tournaments for a few years now, where they go against schools that have been a part of this competition for decades. Those who are familiar with it all say the same thing — the Odyssey of the Mind competition encompasses all of the hallmarks of what makes a Speyer education unique. Teams that do well at Odyssey come with a foundation of knowledge, but it requires so much more — commitment, teamwork, imagination, empathy, creativity, problem-solving, and resilience. It is truly the most "Speyer-y" competition there is!

This year, Speyer's Odyssey Coach Mr. DeCostanza and three teams (a total of 18 students) travelled to Lido Beach, New York in early March for the Regional Tournament. Kitted out in handmade props and costumes and surrounded by beautiful painted backdrops, the teams stood before supportive parents, eager students from across New York, and an official panel of judges to share the stories they've spent all year developing. There was a birthday party that narrowly escaped a disastrous end; there was a chance encounter between wayfaring astronauts and an exotic race of space aliens (whose society centers around cheese, of course); and there was the dramatic story of a reluctant cook commanded by his tyrannical king to trek into the forest in order to kill a beautiful and innocent deer for a meal of venison.

The judges were wowed by our hard-working and creative students! Speyer took home two Regional trophies, and one team advanced to the States Tournament in Syracuse, New York, which took place last weekend (where Speyer again impressed the judges with their creativity and performance skills)!

We are so proud of all of our Odyssey of the Mind students and give them a round of applause for the immense hard work, collaboration, and creativity they showed — and huge high-fives to Mr. DeCostanza for his guidance and support of the teams! GO DRAGONS!

Classics 1 Team

Landon I., Landon F., Sam C., Max S., Deacon G., Mia S., Emma C.

Classics 2 Team

Mijo C., Isabel S., Haylee O., Gabi K., Leah M.

Performance (AKA "The Big Cheese")

Jessica H., Dean K M., Sebastian S., Ari H., Aiden C., Theo D., Ethan V.

As he kicked off the assignment, Mr. Deards explained to the students that he had coined a new word a couple of years ago in real-time. A student (who was trying to be helpful) tossed a pencil to a classmate and it nearly hit her in the eye. “You could have cyclopticated her!” Mr. Deards shrieked. He then added (because can’t teachers have occasional moments?), “This is probably the first time this word has ever been used.” 

Ergo, this assignment was born! What were some of the new words our current eighth graders invented? 

Whatifity (noun): The reality you picture when thinking about what would happen if one thing had gone differently.

He lay in bed sleeplessly, picturing the whatifity when he got a better grade on the test.

Improndiment (noun): An improvised condiment is made by mixing other condiments, e.g., ketchup and mustard.

The taste of the improndiment – two parts soy sauce, one part ketchup – was overpowering and remained on her tongue for hours afterward.

Pluff (noun): Fuzz on the inside of sweatpants.

When you get out of the shower and put on sweatpants, a little bit of pluff inevitably sticks to your foot.

Quasgnosi (noun): Knowing something but not being able to place it in the moment; "on the tip of your tongue."

Upon hearing the song, the girl found herself in a frustrating state of quasgnosi and spent hours trying to place what it was.

Our oldest Lower School students have had a busy first few months of the school year as they embark on a year-long study of globalization, sharing summer research projects and diving deep into their study of the Silk Road! 

To start the year, our fourth graders shared their summer assignments with each other and their teachers. Taking on the challenge to research the movement of an idea, a good, or a group of people or a person, this assignment was the launchpad for their globalization studies. They had to present their research physically or digitally and follow certain parameters including using only approved informational sources. 

What did they choose to study? Some students took the opportunity to interview their parents and grandparents to learn more about how they ended up in the United States or in some cases, why they moved to another city. One student made a map of all the places English is spoken today and created a web to show how it spread from one place to another. Many others chose to research the movement of a good — from the Apple M1 Chip to curry powder in its many forms, from boba tea (and the MANY countries involved in this creation) to the history of cheese, the topics were fascinating! One student who studied cacao beans went to a natural chocolate shop in Ecuador(!) as part of their research and brought back chocolate bars for students to taste. Everyone in the Speyer community was able to learn about their discoveries as they were shared on the bulletin boards by the library. 

The fourth graders then immersed themselves in an engaging exploration of the Silk Road — the vast network of trade routes that connected ancient China to distant cities like Venice. Through this unit, students are learning not just about the geography of the Silk Road but also about the goods, cultures, people, and pivotal events that made this trade route one of the most influential in history.

As part of their journey, students focus on silk, one of the most highly coveted goods traded along the Silk Road. Silk was such a prized commodity that it became synonymous with wealth and power in the ancient world, making its production and trade a closely guarded secret in China for centuries — it was so valued, the unauthorized export of silk moths or their eggs was punishable by death! The demand for silk in the Roman Empire was so great that it contributed to the development of thriving cross-continental trade networks and facilitated cultural exchanges that would shape history.

To deepen their understanding of the complexity behind this luxury good, our fourth graders took part in an imaginative inquiry exercise, where they used their imaginations to act out the time-consuming, intricate steps required to produce even a single piece of silk fabric. This exercise helped highlight the labor-intensive nature of silk-making, which involved many stages, from raising silkworms to extracting and weaving the delicate threads.

The students then transformed into Silk Road artisans for a hands-on activity, where each student received a boiled Bombyx mori cocoon — the cocoon of the domestic silk moth. They carefully worked to unwind the fine silk threads from their cocoons, spooling them to create their own thread. The experience revealed the astonishing amount of effort required: it can take up to 2,500 silkworms to produce just one pound of silk!

Through this activity, students gained a first-hand appreciation for the artisans who worked tirelessly to produce silk, often transported over thousands of miles by traders braving dangerous terrain. The lesson not only brought to life the meticulous craftsmanship of the Silk Road era but also fostered a sense of wonder at the global connections forged by the exchange of goods and ideas throughout history.

This immersive experience allowed our students to step into the roles of the people who contributed to this ancient trade network, offering a glimpse into both the labor and ingenuity that shaped civilizations.

To provide another context of what was happening in the world at the time, the entire Fourth Grade trekked to the Metropolitan Museum of Art for a guided tour of Art of the Islamic World. During their visit, they looked at beautiful porcelain cups, intricate tapestries, and even one of the oldest glass chess pieces. This field trip helped them further explore the cultural exchanges that shaped both sacred and secular art in the Islamic world from Spain and North Africa to the Middle East and India. 

After their visit, the teachers received an email from one of the tour guides! They wrote, "It was such a delight to work with your students at the Met yesterday. One of them pointed out that the legs of the brazier are not all the same, something no one has mentioned in print as far as I can find, and I did some hard looking!" 

From at-home self-guided research to inventive classroom activities to using our city's museums as an extension of 925 Ninth Avenue, this is just one example of the unique and in-depth curricular work our students engage in every day. Shout-out to our amazing Fourth Grade teaching team who shared all of the fabulous details for this recap of what their students have been doing!

Spotted in the Syms Lobby: Phones off, heads up, minds ready! Check out our students are enjoying our "tech-free zone" Lobby before and after school! As you can see, games, books, and fun are everywhere — as are the smiles.

We have dedicated considerable time to thinking about the best way to teach our students responsible use of technology while setting developmentally appropriate boundaries for their technology use and access. Though cell phone and smartwatch use has always been prohibited at school, this year we’ve partnered with Yondr, the company that provides pouches to “lock away” any personal internet devices, including cell phones, smartwatches, and earbuds.

Our Middle School students began using the pouches and the "pouching stations" the beginning of September and it’s been a big success!

We are thrilled to announce that Speyer’s Makers Lab Coordinator and CCT Teacher Mx. Ramsey was named a 2024-25 Computer Science Teachers Association (CSTA) Equity Fellow!

The CSTA Equity Fellowship is a selective, year-long program designed to develop leadership in equitable teaching practices and advocacy. It provides and identifies opportunities for ongoing, peer-to-peer professional learning experiences that focus on addressing issues of equity in the computer science classrooms for CSTA members. 

As a CSTA Equity Fellow, Mx. Ramsey will participate in professional learning opportunities with premier leaders in the field, including in-person summits and ongoing virtual meetings throughout the year. They will receive support from CSTA staff, expert partners, and dedicated resources to implement their project, in addition to being recognized across CSTA’s communications channels and at the CSTA 2025 Annual Conference. 

This is a prestigious honor for Mx. Ramsey and we are all so thrilled for them — and can't wait to see what they learn and share with all of us at Speyer after this experience! Congrats, Mx. Ramsey!!

Spotted off the Boulevard and at The Morgan Library: Speyer seventh graders (along with MS Humanities teacher Ms. Belski and MS Art teacher Ms. Moorhead) visiting the library's renowned collection of medieval and Renaissance illuminated manuscripts. This was the kick-off to their year-long participation in the Morgan Book Project! Ms. Moorhead provided a fabulous recap below: 

The Seventh Grade students recently embarked on an exciting journey to the Morgan Library, diving deep into the captivating world of illuminated manuscripts. This immersive experience offered them a unique opportunity to explore the rich tapestry of the Middle Ages, where art and history intertwine through religious and political narratives that still shape our modern society.

As they entered the library, the students were greeted by the mesmerizing beauty of ancient texts, each adorned with intricate illustrations and vibrant colors. Through hands-on activities, they discovered the meticulous craftsmanship required to create these stunning manuscripts. Guided by passionate educators, the students learned about the various tools and materials used by medieval scribes, from quills to gold leaf, gaining a newfound appreciation for the artistry involved.The program emphasized observation and engagement with primary sources, allowing students to connect their classroom lessons to real historical artifacts. 

This enriching experience not only deepened their understanding of the humanities and arts but also fostered their confidence as independent thinkers and creators.

Most exciting of all, the students left the Morgan Library buzzing with anticipation to start crafting their own illuminated manuscripts as part of the Morgan Book Project program! Inspired by the beauty and history they encountered, they are eager to put their newfound knowledge into practice, exploring their creativity and personal expression through this ancient art form.

Stay tuned throughout the year with more updates from this fascinating unit!

Recently, Speyer’s Director of Equity and Inclusion Dondré Greenhouse along with fellow Speyer faculty and staff members attended the NYSAIS Diversity Symposium at Lycée Francais. The annual day-long symposium, focusing this year on promoting Civil Discourse in schools, hosts workshops, keynote speakers, panelists, and provides spaces for school cohorts to brainstorm ways in which they might take the learning from participant workshops back to their schools. This year, Dondré presented a workshop at the symposium where he discussed Speyer's strategic partnership with The Boys' Room for highlighting experiences of Black and Brown Latin(x) identified boys in grades 3-8 in NYC independent schools!

We about to say goodbye to April, which also means saying goodbye to Poetry Month! Our Dragons LOVE poetry and celebrated their love of odes, haikus, sonnets, and more by writing poems, reading poems, and, of course, with Poem in Your Pocket Day activities!

Spotted off the Boulevard and at Riverside Park: Speyer families and Head of School Mr. Donovan volunteering at our Annual PA Riverside Park Beautification Event! Speyer families along with folks from our sister school, PS51, spent Saturday morning outside and giving back to the local community! Our volunteers heard from the Riverside Park Conservancy staff about the Park's ecosystems and how volunteering contributes to maintaining NYC's essential open spaces and keeping the park safe, clean, and healthy. Thanks to everyone who took part — and especially to our Speyer Cares Committee for organizing! 

From a massive viewing party in Riverside Park to groups of viewers on Speyer’s Terrace to just taking it in on the street at pick-up, our Dragons witnessed Monday's North American total solar eclipse together!  

In April, 13 Speyer Chess players trekked to the All-Girls National Chess Championship in Chicago…and our small but mighty team slayed the competition — Speyer teams in both the Under 8 section and the Under 12 section came in FIRST PLACE and hold the title National Champions, while our Under 10 team came in SECOND! Yes, Speyer now claims two National Championship Girls' Teams! HUZZAH! No other school won two titles, let alone had a third team in second place. This is truly amazing when you note this was the first National Chess tournament for five of our 13 Speyer Chess players! 

That's not all – our Dragons also had some fantastic individual results! In the Under 8 section, Abi Z. went undefeated and tied for first and is National Co-Champion! Meanwhile, in all of their respective sections, other Dragons also did extraordinarily well: Daisy Y. went undefeated and tied for second, Claire Z placed third, Ziva M. and Sophie R tied for sixth, Leah M. placed ninth, and Vera F. won Class Prize for Best U700!

Throughout the tournament weekend, our Dragons honed their critical thinking skills, expanded the horizon of their creativity, had fun, and bonded with each other over their love of chess! We are so proud of all 13 Speyer Chess players and send huge thank yous to our amazing Chess parents and Speyer Chess coaches! GO DRAGONS!

Under 10 Team
Leah M., Vera F., Ella W., Ella L-K., Shira T.

Under 12 Team
Daisy Y., Ziva M., Sophie R., Clara L.

Under 8 Team
Abigail Z., Claire Z., Aurora Y., Athena T.