Then & Now amazonaws com
Spring 2007
Learning from children since 1914 N E W S L E T T E R F O R A L U M N I , PA R E N T S A N D F R I E N D S
Then & Now Cornerstone Writings Continue to be Foundation of C&C’s Program IN THE PREVIOUS Alumni Newsletter, our “Then & Now” piece showcased archival and current photos of children in the IXs running the School Store. In this Newsletter, some foundational materials from the C&C archive that discuss an aspect of progressive education are highlighted. The philosophy and practice of those archival materials are still relevantin fact their philosophy and practice are integral to the current curriculum in many of our classrooms. Examining the world around them is a foundation for the work of children at City & Country. Our founder, Caroline Pratt, described the importance of questioning and pursuing answers in the physical world in a talk she gave in 1929, entitled “Children in Their Neighborhoods.” Here is an excerpt from that talk:
The threads started in a child’s own neighborhood lead far beyond the confines of the city itself. Having traced the bricks to a building and seen the use made of them by the workmen and having traced the bricks back possibly to a barge in one of the rivers, having speculated on the possibility of the barge having come from up the river, and having gone through similar processes, with many different kinds of material, the youngster is ready to reach out beyond the city. One can but suggest possibilities for first-hand investigation of one’s environment. The children in our school are often taken to the docks at Gansevoort Market. Once they discovered a barge that was being unloaded. The children themselves asked what was in the bundles that were being piled into trucks and found that they contained tea, coffee and tobacco. They then asked the men who were handling the merchandise
The VIIs’ map of New York Harbor.
where it came from and they were directed across the river to an enormous ship that had come across the seas. This ended, for that time, a geography lesson-or an experience in concrete thing, whichever one chooses to call it. The kind of geographical research that Pratt describes is carried out by the children of C&C in many ways: writing, blocks, maps and diagrams. Lucy Sprague Mitchell, colleague of Caroline Pratt, early sup-
porter of her work at C&C and an important figure in the progressive education movement in her own right, wrote extensively on geography and the importance of observation and representation. In her 1934 book, Young Geographers, Mitchell outlines the practice of utilizing geography as a tool for expression of children’s inquisitive nature: The early play of children indicates the beginnings of (continues on page 2)
human geography; their adolescent interest in social problems and theories, is a maturer expression of this same interest. Human work! It lies around them, in and out of their homes: they share it dramatically, practically, as investigators, as
The Vs’ map of the 13th Street building.
participators. It is a deep and abiding interest-perhaps it has no rival interest as strong. My plea is to make this great interest count in genuine educational terms and to consider geography in its many aspects as a serious laboratory study demanding source materials and tools, let our young geographers investigate and map the world they live in. Pratt’s vision and Mitchell’s plea are amply satisfied in the rooms of City & Country. Here are some recent photos of the work that children around C&C have been producing based on their lessons in concrete things—both near and far.
The VIs recreate Grand Central Station in blocks.
2
The VIIs’ grid map complete with blocks.
The Vs have been investigating their immediate world—the buildings of City & Country. They take photos, conduct interviews and recreate their new knowledge in maps and books. They have created a “slice” of the 13th Street Building in a map that displays each floor and photos of the people they have met in their investigations. In their study of transportation and the neighborhoods of Manhattan, the VIs focus on Grand Central Station. They take trips to the station, take notes and create diagrams based on their research
The VIs’ diagram of Grand Central Station.
when they return. This attention to their surroundings and discussion of their observations helps them recreate the building in blocks with understanding and precision. The VIIs conduct a yearlong study of New York City, including the geography of the five boroughs. After a trip on the Staten Island Ferry, they recreate New York Harbor in blocks. The VIIs also learn how to read maps, including the usefulness of coordinate mapping. As the photo shows, a grid painted on the block room floor brings this concept to life for the children. Some Social Studies environments studied indepth in the Middle and Upper School are not immediately at hand, but through trips to exhibitions and their research in books, maps and drawings, the students are able to take their geography lessons and (continues on page 4)
Ways of Giving to City & Country SUPPORT THE ANNUAL FUND While the Annual Fund continues to grow at a healthy rate each year, we are still far from our ultimate goal: to supply the School with 10% of its operating budget each year. This number translates to over $500,000 for 2006-2007. Revenues raised by tuition do not cover the costs of operating City & Country—or any other independent school. The Annual Fund supplies the difference between revenues raised by tuition and the actual costs of operating C&C. Please give to the Annual Fund as generously as possible. INCLUDE CITY & COUNTRY IN YOUR WILL Making a bequest is one of the simplest ways to make a gift to City & Country School. Bequests provide critical support for the School’s activities. When someone dies without a valid will, state laws ultimately determine the distribution of his or her property. By making a valid will, wishes are known and carried out. A will enables you to: ■ direct the distribution of your property ■ provide for your heirs in the way you choose rather than as state laws direct ■ safeguard your estate from necessary taxes and court costs, and ■ designate a portion of your assets as a gift to your favorite charity.
✃
If you are planning a bequest in your will for City & Country, please check the box below and return to Wendy Bouthillier, Director of Development and Alumni Relations. All responses are confidential. ■ I have remembered City & Country in my will.
JPMORGAN CHASE MANAGEMENT ACCOUNT City & Country has an endowment management account at JPMorgan Chase. This account allows us to receive bequests of marketable securities. There are significant advantages for donors to contribute securities to the School, especially if they have greatly appreciated in value. The donor can claim a tax-deduction equal to the current market value of the securities, without having to pay the capital gains tax. Please give the following information to your broker: Routing information: City & Country School, Inc., Account # PZM-600733, Chase Investment Services. Contact at JPMorgan Chase: S. Asif Hussain, Vice President/Financial Advisor. Telephone: 212-620-0208, Fax: 212-255-4098. JPMorgan Chase, 158 West 14th Street/2nd Floor, New York, NY 10011. Please contact Wendy Bouthillier, Director of Development and Alumni Affairs, at 212-242-7802 or [email protected] with the name and number of shares of the stock you are donating so we can correctly acknowledge your gift.
2006-2007 ANNUAL FUND FOR CITY & COUNTRY SCHOOL Name ________________________________________________
My gift of __________________________________ is enclosed
______________________________________________________ Address_______________________________________________
I pledge _____________________________________________
______________________________________________________
(Pledges are payable before June 30, 2007)
______________________________________________________ ■ I would prefer my gift to be anonymous ■ Pacesetting Gift ($25,000 - $49,999) ■ Leadership Gift ($10,000 - $24,999)
Your gift is tax deductible to the fullest extent allowed
■ Block Building ($5,000 - $9,999)
by law.
■ Sustaining Gift ($2,500 - $4,999) ■ Benefactor ($1,000 - $2,499)
Please check one:
■ Patron ($500 - $999)
■ Current Parents
■ Grandparents
■ Sponsor ($250 - $499)
■ Alumni
■ Former Parent
■ Donor ($10 - $249)
■ Former Staff
■ Friend 3
create their very own source materials. The IXs represent the journey of Lewis & Clark in a relief map and the XIIs create hand-drawn maps of Ancient Greece. The progressive philosophy of City & Country is grounded in practical,
tangible applications. The investigations and recreations of the Social Studies environment, be it the School itself or places long ago and far away, are firmly grounded in the doing and making of a variety of concrete things.
The IXs’ relief map of Lewis and Clark’s journey.
VII Questions for Alumni An Interview with Neala Horner, Class of 2001
I. When you think of C&C, what is the first thing that pops into your mind?
together, it was amazing to know that we had made the whole thing, every step.
When I think of C&C, the first thing I think of is Yard in the springtime. Some of my best memories from City & Country take place in the Yard— the first days when we were able to shed our jackets and pile them on the green bench because it was finally warm outside. Yard was a great time for my Group to just have fun together—I remember laughing a lot.
III. How did your experience at C&C prepare you for high school?
II. What was your favorite Job at C&C?
The XIIs’ hand-drawn map of ancient Greece.
4
My favorite job at C&C was working on the printing press in the XIs. I remember feeling very accomplished after first learning how to run the press. I remember making the literary magazine: organizing the individual letters for our poems was maddening, but once I had finished binding the pages
The transition from City & Country to my high school was interesting. There is no denying that I had been introduced to schoolwork in a completely different manner than my new classmates, and there were a few things that I had to catch up on. But the main difference was my general approach towards schoolwork. Instead of being stressed out about being the top student in the class, I was interested in understanding the material. Once during a class, a friend turned to me and said that I should be taking better notes—I should be writing word-for-word quotes like she was scribbling down. I didn’t know how to explain to her that it was more important to me that I understand the
A lifelong learner is someone who asks questions when he or she has one and actively participates in every aspect of life. Once I entered college, I was amazed by how little people could do and still manage to ‘get by.’ A lifelong learner takes every opportunity to experience new things and meet new people, and no matter how boring a class seems, they never just ‘get by.’
easier the second time around. I needed to take four semesters of Spanish, so I took two semesters my freshman year and then that summer I went to Mexico. I lived with a family in Cuernavaca for six weeks during the months of May and June. I went to Mexico alone and met some really nice people at the school I attended. My host family did not speak a word of English, which in the end turned out to be the very best thing. I learned more Spanish in those six weeks than I had in all of my classes. I was able to travel in Mexico and was practicing my Spanish every step of the way, in the shops and markets, around town and at home eating dinner with my ‘family.’ It was a little scary going to a foreign country alone, but in the end it turned out to be a priceless experience.
V. Describe something that you recently “learned by doing.”
VI. How does C&C touch your everyday life?
Throughout high school I always had a hard time with foreign languages. I took Spanish for three years and it was an uphill battle. In college, I had to pick it up again and, unfortunately, it was not any
I am lucky in that I still have strong ties to City & Country. The fact that my mom [Director of Admissions, Lisa Horner] still works there gives me an excuse to stop by any time I want. But even
main concepts and thoroughly comprehend what the teacher was talking about, and then write down notes to remind me of what I had gotten out of that lesson. And you know what? When the test came around, I did just fine.
IV. What does it mean to you to be a lifelong learner?
without that, I still have very close friends from my Group with whom I talk regularly and we love to reminisce about time spent reading in the Library or working with the IVs. Honestly, as I get older and look back on my twelve years at C&C and compare it to my other friends’ grade school experiences, I realize how unique the School is. It is not uncommon for me to find myself explaining to a group at lunch how to stretch deer hide to make parchment paper or how in the fourth grade I traveled on the Oregon Trail. Today, when I am going crazy studying for a midterm or up late writing a paper, I am able to put things into perspective because of C&C. My grades aren’t everything, so I can feel good just knowing that I did the best that I can. This special quality that I came away from City & Country with has helped me throughout all of my academic experiences so far.
VII. Where do you see yourself in ten years?
My twelve years at C&C were magical. There is really no other way to put it. Whenever I tell people that I grew up in New York City or that I hope to raise my own children there someday, they don’t really understand why. My friends who grew up in the suburbs don’t think that the city is a place for children. I can understand their perspective, but I loved it and I think that C&C is what made it work. I don’t even think of the School being in the city and I still feel that way when I walk through the doors. The community and quaint school is what grounds small children who otherwise could be swept away by a competitive, loud and at times very dirty city. City &Country gives city kids the chance to be kids, to grow up and learn. So, in ten years I see myself living in New York City, a diverse and beautiful city that is overflowing with life and energy and that has so much to offer people of all ages. And, I guess by that point I will be a mom to a bunch of city kids who all go to C&C.
NEALA graduated from Marymount School and is currently a sophomore at Gettysburg College. Neala will be studying abroad in England for half of her junior year at Gettysburg. She is majoring in Psychology with a minor in Fine Art.
5
Alumni Announcements MARK YOUR CALENDARS! Alumni Night will take place on May 18th from 6 – 8:30 p.m. Come join us for food, drink, catching up and reminiscing.
STAY IN TOUCH WITH US! Has your name, occupation, or family status changed lately! We want to hear from you! Please help us keep our records current and keep us abreast of your news by sending your updates to Wendy Bouthillier, Director of Development and Alumni Relations, or e-mail to [email protected].
146 West 13 Street New York, NY 10011 TH
ALUMNI NEWS Pierre Epstein (1944) has published a major book on Social Security describing the life of his father in its creation. As one reviewer described it, it is the story of “How an idiosyncratic seat-of-the-pants Karl Marx reading social activist managed to motivate high and mighty bureaucrats and politicians, including FDR himself.
This book is written with grace, elegance and verve.” Abraham Epstein—The Forgotten Father of Social Security is from the University of Missouri Press, 2007. Pierre’s website is: www.fatherof socialsecurity.com The story that Pierre tells was all taking place when Pierre was at City & Country and his parents lived in the Village.
NONPROFIT ORG. U.S. POSTAGE PAID NEW YORK, NY PERMIT NO. 9620
Learning from children since 1914 N E W S L E T T E R F O R A L U M N I , PA R E N T S A N D F R I E N D S
Then & Now Cornerstone Writings Continue to be Foundation of C&C’s Program IN THE PREVIOUS Alumni Newsletter, our “Then & Now” piece showcased archival and current photos of children in the IXs running the School Store. In this Newsletter, some foundational materials from the C&C archive that discuss an aspect of progressive education are highlighted. The philosophy and practice of those archival materials are still relevantin fact their philosophy and practice are integral to the current curriculum in many of our classrooms. Examining the world around them is a foundation for the work of children at City & Country. Our founder, Caroline Pratt, described the importance of questioning and pursuing answers in the physical world in a talk she gave in 1929, entitled “Children in Their Neighborhoods.” Here is an excerpt from that talk:
The threads started in a child’s own neighborhood lead far beyond the confines of the city itself. Having traced the bricks to a building and seen the use made of them by the workmen and having traced the bricks back possibly to a barge in one of the rivers, having speculated on the possibility of the barge having come from up the river, and having gone through similar processes, with many different kinds of material, the youngster is ready to reach out beyond the city. One can but suggest possibilities for first-hand investigation of one’s environment. The children in our school are often taken to the docks at Gansevoort Market. Once they discovered a barge that was being unloaded. The children themselves asked what was in the bundles that were being piled into trucks and found that they contained tea, coffee and tobacco. They then asked the men who were handling the merchandise
The VIIs’ map of New York Harbor.
where it came from and they were directed across the river to an enormous ship that had come across the seas. This ended, for that time, a geography lesson-or an experience in concrete thing, whichever one chooses to call it. The kind of geographical research that Pratt describes is carried out by the children of C&C in many ways: writing, blocks, maps and diagrams. Lucy Sprague Mitchell, colleague of Caroline Pratt, early sup-
porter of her work at C&C and an important figure in the progressive education movement in her own right, wrote extensively on geography and the importance of observation and representation. In her 1934 book, Young Geographers, Mitchell outlines the practice of utilizing geography as a tool for expression of children’s inquisitive nature: The early play of children indicates the beginnings of (continues on page 2)
human geography; their adolescent interest in social problems and theories, is a maturer expression of this same interest. Human work! It lies around them, in and out of their homes: they share it dramatically, practically, as investigators, as
The Vs’ map of the 13th Street building.
participators. It is a deep and abiding interest-perhaps it has no rival interest as strong. My plea is to make this great interest count in genuine educational terms and to consider geography in its many aspects as a serious laboratory study demanding source materials and tools, let our young geographers investigate and map the world they live in. Pratt’s vision and Mitchell’s plea are amply satisfied in the rooms of City & Country. Here are some recent photos of the work that children around C&C have been producing based on their lessons in concrete things—both near and far.
The VIs recreate Grand Central Station in blocks.
2
The VIIs’ grid map complete with blocks.
The Vs have been investigating their immediate world—the buildings of City & Country. They take photos, conduct interviews and recreate their new knowledge in maps and books. They have created a “slice” of the 13th Street Building in a map that displays each floor and photos of the people they have met in their investigations. In their study of transportation and the neighborhoods of Manhattan, the VIs focus on Grand Central Station. They take trips to the station, take notes and create diagrams based on their research
The VIs’ diagram of Grand Central Station.
when they return. This attention to their surroundings and discussion of their observations helps them recreate the building in blocks with understanding and precision. The VIIs conduct a yearlong study of New York City, including the geography of the five boroughs. After a trip on the Staten Island Ferry, they recreate New York Harbor in blocks. The VIIs also learn how to read maps, including the usefulness of coordinate mapping. As the photo shows, a grid painted on the block room floor brings this concept to life for the children. Some Social Studies environments studied indepth in the Middle and Upper School are not immediately at hand, but through trips to exhibitions and their research in books, maps and drawings, the students are able to take their geography lessons and (continues on page 4)
Ways of Giving to City & Country SUPPORT THE ANNUAL FUND While the Annual Fund continues to grow at a healthy rate each year, we are still far from our ultimate goal: to supply the School with 10% of its operating budget each year. This number translates to over $500,000 for 2006-2007. Revenues raised by tuition do not cover the costs of operating City & Country—or any other independent school. The Annual Fund supplies the difference between revenues raised by tuition and the actual costs of operating C&C. Please give to the Annual Fund as generously as possible. INCLUDE CITY & COUNTRY IN YOUR WILL Making a bequest is one of the simplest ways to make a gift to City & Country School. Bequests provide critical support for the School’s activities. When someone dies without a valid will, state laws ultimately determine the distribution of his or her property. By making a valid will, wishes are known and carried out. A will enables you to: ■ direct the distribution of your property ■ provide for your heirs in the way you choose rather than as state laws direct ■ safeguard your estate from necessary taxes and court costs, and ■ designate a portion of your assets as a gift to your favorite charity.
✃
If you are planning a bequest in your will for City & Country, please check the box below and return to Wendy Bouthillier, Director of Development and Alumni Relations. All responses are confidential. ■ I have remembered City & Country in my will.
JPMORGAN CHASE MANAGEMENT ACCOUNT City & Country has an endowment management account at JPMorgan Chase. This account allows us to receive bequests of marketable securities. There are significant advantages for donors to contribute securities to the School, especially if they have greatly appreciated in value. The donor can claim a tax-deduction equal to the current market value of the securities, without having to pay the capital gains tax. Please give the following information to your broker: Routing information: City & Country School, Inc., Account # PZM-600733, Chase Investment Services. Contact at JPMorgan Chase: S. Asif Hussain, Vice President/Financial Advisor. Telephone: 212-620-0208, Fax: 212-255-4098. JPMorgan Chase, 158 West 14th Street/2nd Floor, New York, NY 10011. Please contact Wendy Bouthillier, Director of Development and Alumni Affairs, at 212-242-7802 or [email protected] with the name and number of shares of the stock you are donating so we can correctly acknowledge your gift.
2006-2007 ANNUAL FUND FOR CITY & COUNTRY SCHOOL Name ________________________________________________
My gift of __________________________________ is enclosed
______________________________________________________ Address_______________________________________________
I pledge _____________________________________________
______________________________________________________
(Pledges are payable before June 30, 2007)
______________________________________________________ ■ I would prefer my gift to be anonymous ■ Pacesetting Gift ($25,000 - $49,999) ■ Leadership Gift ($10,000 - $24,999)
Your gift is tax deductible to the fullest extent allowed
■ Block Building ($5,000 - $9,999)
by law.
■ Sustaining Gift ($2,500 - $4,999) ■ Benefactor ($1,000 - $2,499)
Please check one:
■ Patron ($500 - $999)
■ Current Parents
■ Grandparents
■ Sponsor ($250 - $499)
■ Alumni
■ Former Parent
■ Donor ($10 - $249)
■ Former Staff
■ Friend 3
create their very own source materials. The IXs represent the journey of Lewis & Clark in a relief map and the XIIs create hand-drawn maps of Ancient Greece. The progressive philosophy of City & Country is grounded in practical,
tangible applications. The investigations and recreations of the Social Studies environment, be it the School itself or places long ago and far away, are firmly grounded in the doing and making of a variety of concrete things.
The IXs’ relief map of Lewis and Clark’s journey.
VII Questions for Alumni An Interview with Neala Horner, Class of 2001
I. When you think of C&C, what is the first thing that pops into your mind?
together, it was amazing to know that we had made the whole thing, every step.
When I think of C&C, the first thing I think of is Yard in the springtime. Some of my best memories from City & Country take place in the Yard— the first days when we were able to shed our jackets and pile them on the green bench because it was finally warm outside. Yard was a great time for my Group to just have fun together—I remember laughing a lot.
III. How did your experience at C&C prepare you for high school?
II. What was your favorite Job at C&C?
The XIIs’ hand-drawn map of ancient Greece.
4
My favorite job at C&C was working on the printing press in the XIs. I remember feeling very accomplished after first learning how to run the press. I remember making the literary magazine: organizing the individual letters for our poems was maddening, but once I had finished binding the pages
The transition from City & Country to my high school was interesting. There is no denying that I had been introduced to schoolwork in a completely different manner than my new classmates, and there were a few things that I had to catch up on. But the main difference was my general approach towards schoolwork. Instead of being stressed out about being the top student in the class, I was interested in understanding the material. Once during a class, a friend turned to me and said that I should be taking better notes—I should be writing word-for-word quotes like she was scribbling down. I didn’t know how to explain to her that it was more important to me that I understand the
A lifelong learner is someone who asks questions when he or she has one and actively participates in every aspect of life. Once I entered college, I was amazed by how little people could do and still manage to ‘get by.’ A lifelong learner takes every opportunity to experience new things and meet new people, and no matter how boring a class seems, they never just ‘get by.’
easier the second time around. I needed to take four semesters of Spanish, so I took two semesters my freshman year and then that summer I went to Mexico. I lived with a family in Cuernavaca for six weeks during the months of May and June. I went to Mexico alone and met some really nice people at the school I attended. My host family did not speak a word of English, which in the end turned out to be the very best thing. I learned more Spanish in those six weeks than I had in all of my classes. I was able to travel in Mexico and was practicing my Spanish every step of the way, in the shops and markets, around town and at home eating dinner with my ‘family.’ It was a little scary going to a foreign country alone, but in the end it turned out to be a priceless experience.
V. Describe something that you recently “learned by doing.”
VI. How does C&C touch your everyday life?
Throughout high school I always had a hard time with foreign languages. I took Spanish for three years and it was an uphill battle. In college, I had to pick it up again and, unfortunately, it was not any
I am lucky in that I still have strong ties to City & Country. The fact that my mom [Director of Admissions, Lisa Horner] still works there gives me an excuse to stop by any time I want. But even
main concepts and thoroughly comprehend what the teacher was talking about, and then write down notes to remind me of what I had gotten out of that lesson. And you know what? When the test came around, I did just fine.
IV. What does it mean to you to be a lifelong learner?
without that, I still have very close friends from my Group with whom I talk regularly and we love to reminisce about time spent reading in the Library or working with the IVs. Honestly, as I get older and look back on my twelve years at C&C and compare it to my other friends’ grade school experiences, I realize how unique the School is. It is not uncommon for me to find myself explaining to a group at lunch how to stretch deer hide to make parchment paper or how in the fourth grade I traveled on the Oregon Trail. Today, when I am going crazy studying for a midterm or up late writing a paper, I am able to put things into perspective because of C&C. My grades aren’t everything, so I can feel good just knowing that I did the best that I can. This special quality that I came away from City & Country with has helped me throughout all of my academic experiences so far.
VII. Where do you see yourself in ten years?
My twelve years at C&C were magical. There is really no other way to put it. Whenever I tell people that I grew up in New York City or that I hope to raise my own children there someday, they don’t really understand why. My friends who grew up in the suburbs don’t think that the city is a place for children. I can understand their perspective, but I loved it and I think that C&C is what made it work. I don’t even think of the School being in the city and I still feel that way when I walk through the doors. The community and quaint school is what grounds small children who otherwise could be swept away by a competitive, loud and at times very dirty city. City &Country gives city kids the chance to be kids, to grow up and learn. So, in ten years I see myself living in New York City, a diverse and beautiful city that is overflowing with life and energy and that has so much to offer people of all ages. And, I guess by that point I will be a mom to a bunch of city kids who all go to C&C.
NEALA graduated from Marymount School and is currently a sophomore at Gettysburg College. Neala will be studying abroad in England for half of her junior year at Gettysburg. She is majoring in Psychology with a minor in Fine Art.
5
Alumni Announcements MARK YOUR CALENDARS! Alumni Night will take place on May 18th from 6 – 8:30 p.m. Come join us for food, drink, catching up and reminiscing.
STAY IN TOUCH WITH US! Has your name, occupation, or family status changed lately! We want to hear from you! Please help us keep our records current and keep us abreast of your news by sending your updates to Wendy Bouthillier, Director of Development and Alumni Relations, or e-mail to [email protected].
146 West 13 Street New York, NY 10011 TH
ALUMNI NEWS Pierre Epstein (1944) has published a major book on Social Security describing the life of his father in its creation. As one reviewer described it, it is the story of “How an idiosyncratic seat-of-the-pants Karl Marx reading social activist managed to motivate high and mighty bureaucrats and politicians, including FDR himself.
This book is written with grace, elegance and verve.” Abraham Epstein—The Forgotten Father of Social Security is from the University of Missouri Press, 2007. Pierre’s website is: www.fatherof socialsecurity.com The story that Pierre tells was all taking place when Pierre was at City & Country and his parents lived in the Village.
NONPROFIT ORG. U.S. POSTAGE PAID NEW YORK, NY PERMIT NO. 9620
