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Spring 2018


Contents 1 HEADLINES—A Letter from the

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LOOKING FORWARD—Producing the Best Learning Outcomes with MBE Science CLASSROOM—A Look Inside Fourth Grade INTERVIEW WITH CHRIS MERTON ‘82—A Journey from Student to Board Chair LOOKING FORWARD— Augmented and Virtual Reality Experiences Help Students GO FAR Without Leaving Campus IN THE COMMUNITY—Winning Summer: Smart Fun Camps @ Far Hills DONOR STORY—A Transformational Gift to Support Our Teachers CAMPUS SPOTLIGHT—Learning the Ropes—Challenge By Choice FALCON ATHLETICS— A Tradition of Excellence IN MEMORIAM—Far Hills Friends and Family ALUMNI NOTES—Good News from our Alumni HAVE YOU HEARD?—Join Us for the Following Events!

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Why PAGES? In 1987,

the very first issue of PAGES was published. The title, a play on words that recalled the old Page estate from which the Far Hills Country Day School property was purchased, was created by then headmaster Mr. Charles Scranton. Mr. Scranton served as the twelfth Head of Far Hills Country Day School from 1979 to 1992. The Page estate was purchased by William H. Page in 1902. However, ownership of the property can be traced back to the arrival of the British on its soil. In 1496, John Cabot, for the Crown of England, staked claim to the land. Almost two centuries later, in 1664, Charles II granted it to James, the Duke of York, and others. Before long, William Penn arrived on the scene and had ownership of the land until it fell into the hands of the Whitaker Family, who built the original Page House. After forty years of Whitaker-Voorhees ownership, in 1902, Blanche and William Page purchased the property. After Page’s death, his heirs sold 17.9 acres of the estate, then known as Mine Brook Farm, to Mt. Kemble School, while Page’s son remained in a cottage across the road. Seizing the Stars: The First 75 Years Brooke Hyde Goode '66 EXECUTIVE EDITOR / Megan Collyer DESIGN / Lainey Lee FRONT COVER / Kennedy Brown and Samantha Wagar conduct a science experiment in front of their class. PAGES is published for the alumni, parents, and friends of Far Hills Country Day School 697 US-202, Far Hills, NJ 07931 908.766.0622 www.fhcds.org Please direct comments or questions to pages@fhcds.org.

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HEADLINES

A Letter from The Head of School

This edition of PAGES captures the spirit of Far Hills; we are a school community that remains true to our values and mission while constantly evolving and changing to prepare our students “for success in the modern world.” In his interview with Linda Corcoran, our next Board Chair, Chris Merton ’82, who in different capacities has been a member of our school community for more than 35 years, talks about how when he was a student, Far Hills strengthened his character, by building enduring confidence and self-advocacy skills—hallmarks of a Far Hills education then and now. Experiential learning is another such hallmark, and the Ropes Course—and fixture on our campus since the mid-1980’s and the feature of our Campus Spotlight—is one of those transformative places where students, by exercising Challenge by Choice, stretch to and beyond their comfort zone.

technologies. As Cathy Varga details, our students do not have to leave their classrooms and yet can be transported to a whole new place and time thanks to Google Expeditions Augmented Reality and Virtual Reality lessons. In these ways Far Hills is both the same as it ever was and new and different at the same time. Far Hills would not be the school it is without its dedicated, professional faculty and staff. A generous and visionary philanthropist understands this and the importance of supporting them. This donor made a $1 million gift to strengthen our retirement plan and thereby help our faculty and staff save for retirement— an inspiration to us all. As becomes clear in this issue of Pages, Far Hills remains a vibrant learning community, steeped in both tradition and innovation. Enjoy the magazine!

Expert teaching continues to define the Far Hills program as well, with our teachers incorporating the latest in Mind, Brain, and Education science into their classrooms, as Peter McBride and Ed Thompson detail in their article on this new initiative. Our students, too, are reaping the benefits of the latest research and

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LOOKING FORWARD

Producing the Best Learning Outcomes with MBE Science By Peter McBride and Ed Thompson, Far Hills Educators

Over the last five years, Mind, Brain, and Education (MBE) science has emerged as the most authoritative pedagogy for best learning outcomes. Last summer, we attended the Science of Teaching and School Leadership Academy at the Center for Transformative Teaching and Learning (CTTL) to meet with educators from across the country and better understand MBE science. MBE was at the center of every conversation. MBE opens the doors for teachers informed in the science to transform their instruction and in turn better differentiate their instruction based on individual student strengths and weaknesses. By deepening our understanding of concepts such as neuroplasticity, the ability of the brain to change through experiences, we will be able to impact the learning of every student who walks through the door.

Above / Ms. Petrie shows Kindergarten students a bird’s nest and explains why the small opening is critical to protect the bird, iteself, and the eggs.

Neuroplasticity is the brain’s ability to reorganize itself by forming new neural connections throughout life. Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment. Why is this exciting for Far Hills? As educators, we are always seeking to answer the eternal question “How

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do we make learning count for EVERY student, EVERY day?” In this era of innovation, it seems that every day something comes along promising to answer that question. The market is flooded with educational products promoted as “the most effective” or “validated by thousands.” But what if we didn’t need “tricks” to help the brain learn? What if we simply understood it more? What would happen if the teaching methods we use were informed by research about the brain? A key part of our mission at Far Hills is character development and with that comes growth mindset. Since Carol Dweck’s original work on growth mindset, the concept has somewhat morphed into an opportunity for teachers, parents, and students to talk more about resilience. It is not uncommon to hear phrases such as “I can’t do it!” met in response with “Have a growth mindset.” Changing your words is a huge step in the development of a growth mindset, however it’s not the only way to enhance one’s strength of mind. Despite prior belief, brain research now has shown that the brain continues to grow and develop well beyond what was previously thought. Sharing the inner workings of the brain and the science of growth mindset to students helps to change their mindsets. Far Hills aspires to put neuroscience at the cornerstone of teaching and learning and to have 100% of the faculty trained in Mind, Brain, and Education science. MBE informed principles will not only be cross divisional, but interdisciplinary: from math class to team sports and from recess to daily schedules. Achieving this goal starts with teachers who have a deep understanding of how the brain works, an understanding of the barriers that students face in learning and an understanding of how we can improve engagement in lessons. Success in the modern world requires us to constantly challenge, update, and revitalize our pedagogy—MBE science provides a wonderful opportunity for Far Hills Country Day School.


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Far Hills’ Mission Skills / Time Management, Curiosity, Creativit prominently displayed and we often refer to them during the cou

Schedule / The schedule is on the board daily to keep the class on track and help students manage their time. If a student returns to the room and finds it empty, she or he can simply check the schedule to see where to go. And of course, making sure that your teacher remembers to give out snack is always a priority!

Gathering Spaces / It’s so important for a classroom to have gathering spaces for whole- or small-group work. Moving from their seats to a different area in the room helps the children transition from one activity to another, and also provides an opportunity for them to move and stretch a bit during the course of their academic day.

class·room 'klas rōom, 'klas rüm

noun noun: classroom; plural noun: classrooms; a room, typically in a school, in which a class of students is taught. by the Fourth Grade Faculty We continue our series of exploring Far Hills’ classrooms in this edition of PAGES. This spring, the Fourth Grade Faculty provides a look at the spaces in Grade 4, as well as the overaching curriculum and themes that our oldest Lower Schoolers study.

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ty, Teamwork, Resilience, Ethics are urse of our lessons and discussions.

Pictures of The Week’s Class Leaders / Students take turns helping to keep the classroom community operating smoothly by running errands, distributing snack, retrieving copies from the copy machine, etc. Their assistance is invaluable and provides leadership opportunities.

Homework / Homework is listed for students to copy into their planners. This provides a simple way to practice taking notes and also supports the students’ need to be responsible for their nightly work. Bulletin Board / These boards are “teaching” spaces that provide reminders about processoriented learning. This board, for example, contains math reminders about long multiplication and division algorithms, math word-problem solving steps, and language arts reminders about kinds of sentences and the elements of a full paragraph.

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FOURTH GRADE IS A YEAR OF LEADERSHIP. As teachers, we strive to create an environment where students, as the leaders of the Lower School, can showcase the Five Pillars of Character. Before students move into Upper School, we ecourage them to demonstrate their leadership to our younger students by drawing on the Pillars in class, at lunch, at recess, and in the hallways. We help students learn to think critically and begin to use research to question and inform their knowledge. The curriculum supports our students by challenging them to have conviction in their beliefs and follow through with well-reasoned arguments. In SOCIAL STUDIES we focus on inquiry-based learning, answering the overarching question, “How Do People Effect Change?” We explore the answer to this question through these four inquries: How do People Utilize the Land for Their Survival and For Their Advantage? What are the Possible Outcomes When Two Cultures Encounter Each Other? Within a Singular Culture, How Does an Individual Contribute to the Larger Society? and How and why do individuals or groups of people in a community share their ideas and experiences to make their perspectives known widely? In LANGUAGE ARTS students read non-fiction pieces and Junior Great books that connect to their Social Studies work. They also utilize the “Write from the Beginning” curriculum and use Thinking Maps to construct and organize paragraphs and essays. Students explore both narrative and expository writing, and study Greek and Latin roots, prefixes, and suffixes. In MATH, students are exposed to multi-digit multiplication, long division, fractions and problem solving. They also have the opportunity to participate in the Continental Math League. Real-World problemsolving is woven throughout all units of study during the year. Grade 4 SCIENCE focus on circuits, solar systems, and solutions, answering questions like, What can magnets do? How do we produce electricity? Why does the night sky look different in different the seasons? Fourthgraders, have many opportunities to think and question like scientists and build like engineers. Informed by the Next Generation Science Standards, the fourth grade science program engages students in hands-on scientific investigations, challenges their thinking, and ignites their curiosity. Throughout the year, students study energy, magnetism, and electricity—designing series and parallel circuits to run motors and produce light, recording their observations, designs, and drafts in their science notebook. In the spring, they visit the STARLAB,® a portable planetarium, where they experience the night sky in different seasons.

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Proofreading and editing are important skills that fourth-graders work to strengthen throughout the year. They practice different strategies in order to improve their ability to identify errors in their own work, as well as in the work of their peers. One fun way to practice editing is to look at errors that have been found in the world around us—when students find an “oops” in their travels, they are invited to take a picture of it and bring it in to share with the class, who will then try and spot the error.

Students’ work is displayed as much as possible, because it provides students with reminders of what they’ve learned and gives the room a cheerful demeanor. Here, events leading up to the American Revolution are displayed in chronological order, including an explanation and cartoon illustration.

Problem solving is at the core of our math program. We provide the students with many opportunities to apply their understanding of math concepts in the context of real world problems. They are also provided with a framework through which to approach problems. The purpose of the framework is to force students to slow down and make sense of a problem before they dive in and start solving. They start by identifying and recording the knowns and unknowns in the problem, and then they try to determine the action (join, separate, compare, or more than one action). When they reach a solution, the students are expected to comment on the reasonableness of their answer and how they can be sure they are correct. We aim to build stamina and resilience by posing complex problems throughout the year, and the students spend time sharing their strategies, as well as the ways in which they communicated their thought process on paper.


Above / The Process Board is a visual representation of students’ journey through their Grade 4 inquiry studies. The umbrella of our process board is the essential question, “How do people effect change?” Each trimester, students research and answer the trimester question. The Process Board not only incorporates the trimester question, but also any guest speakers that have visited and work done as part of that process of answering the essential question. Below / A new addition to the fourth grade curriculum is the Lower School Garden project. Since September, students have been working hard to breathe new life into an important part of our campus. Students started their work by interviewing experts such as former Far Hills teacher, Mr. Ben Yu—one of the pioneer teachers involved in the original garden concept. They divided into three groups to address the major issues of fencing, soil, and ongoing care and maintenance. Using the Design Thinking model, students empathised with the need to rejuvenate an important part of our campus. Along the way they defined areas for improvement and iterated different solutions. Students have received feedback from teachers and administrators at different points in the process. An important element to the garden project is the legacy that students will create by passing this project along to the incoming fourth grade. Every year rising fourth grade students will have an opportunity to move the work of the previous class forward.

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INTERVIEW WITH CHRIS MERTON '82

A Journey from Student to Board Chair by Linda Corcoran

Sometimes, an organization can catch lightening in a bottle, when the right person meets the right opportunity at the right time. That is the case for Far Hills today. With a rich history behind it and an exciting future ahead, the school is ready to welcome Chris Merton '82 to his newest role as Chairman of the Board of Trustees. Chris has been an integral part of Far Hills for so many years, in so many ways—as a student, an alumnus, a faculty member, a current parent, a board member, and now the newly appointed Board chair. When he officially assumes this role on July 1, it will have been a journey 42 years in the making. We sat down with Chris recently to talk about his

Above / Willa '19, Jazz '92, Chris '82 and Wilder '22 Merton

fondest FH memories and his vision for FH’s future. Your wife, Jazz '92, is also an alumnus of FH and your children, Willa '19 and Wilder '22 are here now. What is it about Far Hills that has kept you so connected? The sense of belonging. My family and I belong here. It’s where my wife and I grew up and now our children are doing the same. Of course, the school has changed in some ways, yet the conviction and many of the traditions are still the same. The big things – like our commitment to character education or outside-theclassroom experiences. These have remained core parts of our mission and Jazz and I can see the impact they have on our kids, much as they did on us. It’s also

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the little things that evoke familiarity and comfort, like the hallways, certain classrooms, the school entrance and the location of the library. Even today I see the same bannisters that lined the staircases when I was a student. While it’s an odd thing to notice, and symbolic or not, those bannisters connect the past with the present. What aspects of your time as a Far Hills student have had the most impact on you? The friendships I made, for sure. I am still close with many of the people I went through Far Hills with and today some of my best friends are from those years. At this point in our lives, we’ve seen each other through big moments—marriage, becoming parents, careers, etc., and we continue to share wonderful experiences together as life-long friends. Aside from that, though, I have to say building confidence, often through public speaking, and selfadvocacy were two big themes that Far Hills always encouraged. Standing up and speaking in front of others was challenging, but as a student, it was just what we were expected to do and the more we did it, the easier it became. The same with self-advocacy. We were encouraged to seek out our teachers for a conversation or clarification about something we didn’t understand. In hindsight, it was pretty remarkable to be given that opportunity at 13 or 14 years old, and it became a skill I was able to use in high school, college and beyond. I know both of these are still part of our curriculum, and for good reason. They’re important life skills. What do you envision for Far Hills’ future? I envision a community that is both purposeful and enthusiastic about achieving common goals while being mindful of the present and planning for the future. We need to be great communicators and develop even stronger connections across constituencies. If we can get to a place where everyone—the Board, parents, alumni, faculty and students—are working together, fully participating in the life of the school and excited about where we are headed, our children will reap the


Above / Chris Merton '82 sits with his son, Wilder '22, during the Grade 3 Celebration of Growth last spring.

benefits. We are in this together. I also envision a community that understands and embraces the entire Far Hills experience. There is something truly special about this journey and it’s culmination in the the upper school years. Everything you’ve been taught up until that point all comes together, in terms of both the classroom learning and the character education. When that’s combined with all of the peer-to-peer bonding—like the Adventure Trips, the Ropes Course, the seventh grade science project, the play, the Eighth Grade Expo—it completes the journey in a very powerful way. I want all of our families to experience that feeling. It’s as if all of your other roles within the Far Hills community have been in preparation for this one. What will your priorities be as Board Chair? Well, I’m fortunate to be following in the footsteps of many great Board Chairs who have put Far Hills on a strong path. I hope to continue that. I do think all the ways I’ve been connected to the school will allow me to see things a bit differently and my hope is that it will be helpful. Ultimately, I want open lines of communication and transparent decision-making so that everyone feels informed and hopefully on the same page.

Beyond that, I want to build excitement from within. I want the Board, the faculty, and our families to feel confident in who we are and what we are doing as an institution, without worrying about what other schools are saying or doing. Of course there is much that can be learned from others, I just want Far Hills to focus on what is important to us and what makes us unique. In terms of our campus, we have to continue to work on upgrading some aspects of our facilities. We have a campus master plan that has outlined some exciting possibilities. The science labs need to be modernized and they are essential to our curriculum, so I see us addressing that sooner rather than later. Last question—If you could give one piece of advice to the Class of 2018, what would it be? Don’t be driven by others. Be driven by your own sense of self and follow your dreams. That sounds oddly like what I said I want for Far Hills in general—a sense of pride and a sense of purpose. I think that is the winning combination.

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LOOKING FORWARD

Augmented and Virtual Reality Experiences Help Students GO FAR Without Leaving Campus by Cathy Varga, Director of Technology Can Far Hills students become world explorers? Google Expeditions VR/AR and the Far Hills faculty think so. Two new offerings engage, instruct and allow students to go far. Students at Far Hills have had some exciting experiences which transport them and their learning outcomes to a whole new place with Mixed Reality—Augmented Reality and Virtual Reality lessons. In partnership with a new program called Google Expeditions, Far Hills students have the opportunity to use VR, and through a beta testing program AR, to experience the world in a new way. On January 12, Far Hills was privileged to host a day long exploration visit from Google. The new Google Pioneers AR is only in “beta” testing mode and our students were one of very few schools and locations country-wide to be allowed to interact, learn and provide feedback back to Google. Far Hills imagined a new world of experiential learning possibilities in which students can interact with a spinning tornado, dive into an active volcano, fly among the asteroids, witness a beating heart, or inspect a DNA strand—that is the world of Augmented Reality. Allowing students to get a close up look at a 3D object engages the imagination, stimulates the intellect and encourages creative and critical thinking. Examples of augmented reality you may have experienced are Instagram filters and Pokémon Go. Google AR expeditions uses this type of technology and goes much, much further. Augmented Reality: Google AR Pioneers Visit Isn’t this the world our students will be inhabiting? Being not just consumers of static products, but full participants in cutting edge technologies over which they will have a voice and may be able to affect development and the ultimate direction of a new tool. Students got a peak into a potential future career and learned what it means to be a “beta tester” for Google.

“Hearing words such as “WOW” or “This is so cool” are words that teachers love to hear in their classroom! These phrases and much more are a staple when using Google VR. Fourth grade students used VR as part of their Revolutionary War Inquiry studies. They were able to experience the details from colonial times such as weapons used and clothing worn, as well as minute details such as the propaganda displayed as tensions rose within the colonies. These experiences allow students to go beyond the textbook. They become fully immersed in the learning and are able to connect what they are seeing with what they have learned, enriching their experience and deepening their learning. That’s the goal for every educator!”

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Above / Shelton Shieh takes a VR trip through the solar system during an Information Literacy class.

Virtual Reality: Google VR Expeditions Trips Our adoption of mixed media learning tools didn’t stop with a one day visit. Students all over the building, in every grade and subject, are finding ways to virtually experience multiple worlds without having to leave the campus. Our students are virtual explorers using Google VR Expeditions kits and explorations.

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our youngest PreK students swimming with the sharks in Mexico to our Upper School students taking a tour of ancient civilizations or inside the human body, Far Hills students live the life of explorers. How does such an experience enhance, engage and extend learning? Hear what some of our Grade 4 students had to say about their VR/AR lessons at Far Hills:

HOW? Google Expeditions Virtual Reality is a way for students to be fully immersed in a different reality and take a virtual field trip. VR headsets use stereoscopic displays to give depth to images and create the feeling of being in another place. The ability of the headset to track the head and eye motion of the wearer allows the image to change and react to each user.

• Virtual Reality feels so realistic.

Students and teachers can find lessons which allow them to travel to remote parts of the world, ancient cities, under the oceans, outer space, inside the human body and more. The teacher can be the tour guide and direct the students into these engaging worlds which are either geographically inaccessible, or simply unchartable, without ever leaving the classroom. From

• When you put on the VR glasses, every place you

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• VR and AR are so wonderful because they can take

you to new places. We can go back and see the Revolutionary War.

• VR glasses are really cool! When you put the glasses on you feel like you are a different person. turn is a new experience.

• VR can transport you to another place. • When I put on the VR glasses I feel like I transport back in time and it feels so real, but it’s actually just


Above / Mr. McBride’s Grade 4 class explores undersea creatures during a visit from Google AR.

my classroom.

• AR is so realistic that you wouldn’t suspect that it’s a computer graphic.

• VR was stunning because you could be in places

and hear the history. Our class went to the Revolutionary War sites and it was amazing to hear what happened in that specific place.

• I think VR was like going on a vacation back in time. • VR and AR is a real feeling and a great experience. • I like that when we use the VR glasses you don’t see the same thing all the time.

• When I go to the AR I see the true beauty of things, like the elegance of a leech.

• VR was cool. • Even though VR isn’t real life, it feels like real life and it’s beautiful!

“Technology isn’t the goal, it’s what gets us to the goal (learning). With this visit from Google and by allowing our students to become Augmented Reality Pioneers, and Google VR Expeditions explorers, the opportunities for engagement, understanding, creativity and curiosity have no limits. With Expeditions, students are being primed to GO FAR.” –Cathy Varga, Director of Technology

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IN THE COMMUNITY

Winning Summer: Smart Fun Camps @ Far Hills by Brian Junger

While Spring took its sweet time arriving this year, summer vacation and Smart Fun Camps @ Far Hills are just around the corner! Building off the overwhelming success of our 2017 summer program (which saw a three-fold enrollment increase over our inaugural 2016 camps), we are bringing back kid-favorite camps, as well as expanding several STEAM and visual arts options to provide the best opportunities for our children to build their confidence, sense of self and problem solving skills—all while having having fun with old and new friends. Based on popular feedback, we have a large selection

Above / Campers enjoy a splash in the pool during Summer in the Studio Camp

of STEAM and STEM-based camps available for children in rising Grades 3–6, across all eight weeks of camp. Each of these design thinking-based camps provides interactive curriculum that fosters curiosity, imagination and perseverance. Far Hills science teacher Jen Wagar will coordinate two action-packed, full-day programs that will thrill young campers. Her first session is Package Engineering, which involves the design, development, and production of packages. Packages are all around us, taking the form of boxes, envelopes, food containers, and medicine bottles, just to name a few. Set against an emergency humanitarian scenario, campers are tasked

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to plan, design, engineer, test and improve packaging of essential supplies (i.e., food, water, medicine) to be “dropped” to people in need after a flood or earthquake. During the second STEAM week, It’s S.T.E.A.M.ING Up in Here! offers a variety of challenges, including constructing a catapult, building a barge, gearing up a gondola. Campers will use the engineering design process to explore a different challenge (or two!) each day In addition to Mrs. Wagar’s programs, we are excited to welcome National Inventors Hall of Fame and their Camp Invention curriculum. Their STEM-based programs are designed to impact young minds through hands-on activities, infused with the spirit of innovation. During the four weeks of available camps, kids will be challenged to design and build a town, construct alternative energy source prototypes, develop devices to solve problems in space and on other planets, create 3D maps, and devise games that incorporate the laws of gravity, energy, motion and magnetism. Many of you are familiar with our signature Summer in the Studio camp—bringing fun to little ones for 8 weeks in the months of June, July and August. Due to its popularity, we have decided to divide the camp into age-appropriate groups this summer, including PreK, Kindergarten and Grades 1-3. Designed to ignite a child’s natural curiosity and inspire creativity, each week of Summer in the Studio explores various elements of nature with hands-on activities—building, sewing and more. Daily break-out sessions include cooking, games, water play and music and movement. Kids in the Kitchen with Chef Howard is the perfect venue for budding young chefs. Campers in Fast Food Redesigned will learn how to make delicious and nutritious meals that are easy to prepare at home. Chopped! plays off the popular television program and delivers essential cooking skills, techniques and secrets in food prep. Fine Arts will come to life this summer, thanks to FH Art Teacher Kathryn Brower. In her Visual Arts camps, in July, campers will expand 2D art-making


Above / Young engineers speak to Brian Junger about the rockets they built for launch during one of last year’s STEAM camps.

skills through use of new media and by studying the techniques of twentieth-century artists. Each student will complete a large-scale piece on canvas during this course. Mrs. Brower will also offer a 3D design course to teach campers techniques of the old masters and modern sculptors and to become more familiar with the fundamentals of making a successful sculpture. Students will use wood, wire, fabric, and other media to create a three-dimensional sculpture to take home. In addition, the Summer Theater Workshop will return for a two-week camp for Grades 2–8. A fan-favorite for nearly twenty years, participants this year will act, sing, choreograph, dance and stage the production of School House Rock, Jr. Sports more your thing? Join us for our inaugural All Sports Camp for ages 5–7. Enthusiastic sports instructors will introduce multiple sports each day, including the fundamentals of kickball, soccer, basketball, running bases, wiffle ball, floor hockey, baseball and more! Campers will enjoy some new games and activities, as well as some old-school ones. Kids will be active and have tons of fun each day! For one week in late June, we will also offer Olde School Lacrosse, a co-ed

teaching camp that emphasizes the fundamentals of lacrosse. Run by Stephen Duffy, coach for the 2015 MLL Champions New York Lizards and FH Athletic Director Ron Sansone, the camp will maximize the talent of each camper through a lacrosse environment built on respect, responsibility and competition. For rising fourth- through eighth-graders interested in strengthening their reading and writing skills over the summer, Grade 3 teacher Peter McBride and Upper School English teacher Emily Seelaus will offer monthlong online enrichment classes. Campers will tackle specific assignments and a final project from the comfort of their own homes. Weekly office hours will be offered by each instructor. For those rising seventh- and eighth-grade students who want to get a headstart on prepping for the secondary school application process, Natalie Udell and Jill Tuazon will once again lead the Standardized Test Prep and Essay Writing Workshop camps. The SSAT test prep camp focuses on personalized strategies for enhancing vocabulary, answer selection and pattern identification, while the one-day Essay

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Chloe Valentine rehearses her role in last year’s summer production of Annie, Jr.

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Above / Far Hills teacher and summer camp counselor, Jen Wagar, helps students launch their self-made rockets through the Athletic Center.

Writing Workshop targets the craft of the personal narrative, including development and writing of essays for use in secondary school applications. Smart Fun Camps offer something for everyone. Be sure to tell your friends and join us for a great time! To register, visit us online at www.fhcds.org/camp.

(June 25-28; 9-11 a.m. for K–2 and 9 a.m.–2:30 p.m. (except Thursday) for Grades 3-8) Club Invention STEM Camps (June 18-July 13 8:30 a.m.–12 p.m.)

Smart Fun Camps @ Far Hills 2018 offerings

STEAM Camps Jen Wagar, Science & Math Teacher at FH (July 16-28, 8:30 a.m.–3:30 p.m.)

Summer In The Studio Zoe Petitt, former Extended Day Supervisor at FH (June 18-August 10; half days 8:30 a.m.–12 p.m. or full days 8:30 a.m.–3:30 p.m. )

Visual & Performing Arts Kathryn Brower, Teacher at Far Hills (July 2-6 and July 9-13, 8:30 a.m.–12 p.m.; July 30–Aug 10, 8:30 a.m.–3:30 p.m.)

Kids In The Kitchen Howard Roseman, Chef at FH (June 18-29; 8:30 a.m.–12 p.m.)

Test Prep & Writing Workshop Natalie Udell & Jill Tuazon, Teachers at FH (August 13–17 8:30am–12:30pm)

All Sports Camp Kristin Albarelli, Extended Day Supervisor at FH (June 18-Aug 10, 8:30 a.m.–12 p.m.)

Online Enrichments Emily Seelaus & Peter McBride, Teachers at FH (June 25-July 20)

Olde School Lacrosse Ron Sansone, Director of Athletics at FH

Questions? Contact Brian Junger, Director of Auxiliary Programs at bjunger@fhcds.org.

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“As a teacher here for 21 happy years, I was truly moved by the depth of your magnanimity—which is at the same time a grand vote of confidence for all that we strive to do, with and for the children, each and every day. Your desire to help our wonderful school attract and keep the best teachers could not be more manifestly evident and I am certain that your remarkable gift will go very far toward accomplishing that objective.” – Gemma Keremedjiev, in her thank you note to the donor

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DONOR STORY

A Transformational Gift to Support Our Teachers A true philanthropist always sees the forest through the trees. They understand what makes organizations thrive and appreciate what is necessary to preserve all that is good. At Far Hills, our teachers commit their lives to helping students become all they can be. Whether coaching them on the stage or playing field, helping them master a difficult math problem, or teaching them how to manage a team project, our teachers support

“Saving a dollar today will make a difference tomorrow and this generous gift will help them do that. It also sends a powerful message that we truly care about their future and that means a lot,” said Tom Woelper. Specifically, we will increase our overall matching program for employee contributions to their retirement, incentivize new employees to start saving now and empower all of our employees through education to maximize their retirement savings. As we continue our important work on the school’s strategic plan, this gift is another testament to what we truly value as an institution. We know that by investing in our teachers, the outcomes for our students are boundless. While this gift allows us to invest in their financial security, our vision sets forth a bold path to further invest in their professional development, technology upgrades and other tools they need to hone their craft and deliver on our mission. We look forward to sharing our strategic plan in the year ahead. In the meantime, we thank these devoted grandparents for seeing the forest through the trees and we celebrate what this transformational legacy gift means for FH students and teachers of today and tomorrow.

and care for our students every day. Some may ask, “why do they do this?” We all know it is not because of the paycheck; rather they are drawn to the mission of the organization. In non-profits across the country, there are countless heroes who dedicate their lives to a mission. From healthcare workers to conservationists and teachers, these are the true heroes among us. But are we doing enough to care for those who unselfishly care for us? And the answer for one grateful Far Hills Country Day School family is a resounding NO, and they are committed to doing something about that through their philanthropy. This past summer, Far Hills received a one million dollar endowment gift to help us to take better care of those who give so much. This transformational gift is only the fourth gift at the million-dollar level in the school’s 89-year history and will be used to inspire our FH teachers and staff to take care of themselves by proactively preparing for their retirement from day one.

Donor’s Challenge: Join Us In Support of Our Far Hills Teachers We are grateful to the seven families who have already increased their support of the Annual Fund to the $10,000 level and we invite you to join us. Every gift matters... every gift counts. Our students deserve your vote of confidence in the faculty that inspire them every day. A great school thrives with great teachers!

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CAMPUS SPOTLIGHT

Learning the Ropes—Challenge By Choice by Kathleen DeSantis

Since the mid-1980’s, every Far Hills student has taken part in a unique and powerful educational experience on our Ropes Course. Located on the southeast corner of campus, the Ropes Course is a true outdoor classroom of ropes, cables, and logs forming high and low elements. Each element develops agility and presents naturally occurring challenges that require the use of both individual and team skills. Because every student has a different level of readiness and comfort, every student’s experience on the Ropes Course is different. We call this “Challenge by Choice.” We challenge each student to reach beyond their comfort zone, to put trust in others, to support each

At each grade level our main goals include breaking mental and social barriers, encouraging respect for others, individual and team-based accomplishments and good decision-making. Students are empowered to challenge themselves through appropriate risk taking while learning the importance of supporting and respecting each other. Even the young at heart have tested their skills on the FH Ropes. This past fall, FH parents donned their helmets and harnesses and took the Leap of Faith, climbed the wall and even scaled the high line enjoying the challenges and thrills of the program just like their children. The Ropes Course is just one of the many hands-on educational experiences that help our students gain important life-skills that will serve them well at secondary school and beyond.

other and to gain new experiences. Points of emphasis while on the low and high elements include building trust, teamwork, and cooperative problem solving.

“As a member of the first FH class to experience the new Ropes Course on campus, I remember walking between trees on a tightrope – a true test to my comfort zone. We learned quickly to trust our classmates and ourselves. Our confidence as individuals and bonds as a class soared as we empathized, supported and experienced the ropes course challenges together. We were learning important life lessons that were distinctly different from what we experienced in the classroom or on the playing field. As a parent, I am excited for our children to learn the same life lessons as they challenge themselves on the ropes in the years ahead,” said Trent Miller ’89 (and parent of Blair ’21, Trent ’24 and baby sister Campbell).

Students begin our experiential educational program as early as PreKindergarten by meeting the various challenges of our indoor traversing wall. Our experiential education curriculum continues through second grade with students participating in our various cooperative learning activities.

Many life skills are fostered by the Ropes Course as well, including: confidence, leadership, responsibility, teamwork, collective problem solving, effective decision making, mental, physical and emotional risk taking, trust, responsibility, and respecting and encouraging others.

Beginning in third and fourth grades, the students are introduced to the challenges of the Low Ropes Course.

“I will always remember my time on the Ropes Course because I love a challenge. The climbing wall is my

Above / Samar Gaglani '19 walks on a wire as part of a high element on the Ropes Course.

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By the time they reach fifth grade and continuing through eighth, students engage in the High Ropes Course, a day-long experience focused on meeting the challenges of the higher elements.

Far Hills Country Day School


An Opportunity to Help Preserve the Ropes Course Tradition for Generations to Come

Above / Far Hills Alum, Heather Baird ‘91, climbs the Rock Wall during a Parent Committee Ropes Course event this fall.

favorite obstacle which I conquered blindfolded by seventh grade—a big feat considering I was quite fearful to take on that challenge as a fifth-grader. But perhaps what I will remember most was how we all cheered each other on and no one was left behind. Regardless of (your) skill level, we all pushed ourselves to put our best foot forward because we had our classmates and teachers there supporting us every step of the way,” said Ella Gehrmann ‘18. “There is nothing more gratifying than to watch students cheer on fellow classmates as they overcome their fear and take a risk they never would have imagined taking,” according to Brian Junger, Director of Auxiliary Programs.

In order to ensure a safe environment for our students, the Ropes Course is inspected every year and maintenance is ongoing. Belay training, tree trimming, rope and pole replacements and age appropriate belay equipment are just a few of the expenses incurred to keep the program operational. When the Ropes Course was in need of repair seven years ago, our community came together to fund the necessary repairs. In addition, Kirk and Megan Kellogg, parents of Caroline ’12, Charlie ’12, Cole ’16 and Cooper ’18, made a generous gift to seed the Ropes Course Endowment to support the ongoing maintenance and equipment needs for the course. As the Kellogg’s near the end of their journey at FH, we are seeking support from our community to help us fully endow this important program for generations to come. Parents raised their paddles at our recent The Hills Are Alive event to support the Ropes Course during our annual Fund-A-Need auction. We are thrilled to report that we raised $174,300 that evening. This spring, alumni and our entire extended FH community will be invited to join us for our first ever Field Day of Giving on May 24–25, 2018, to support the Ropes Course Endowment. We are currently seeking social media ambassadors to help us spread the word about our Field Day of Giving. Can we count on you? We believe deeply in the powerful learning opportunity the Ropes Course provides for our students and we remain committed to preserving this rich experience for future generations. Please join us in keeping this important and beloved FH tradition alive! For more information about becoming an ambassador or to make a contribution, please contact Kathleen DeSantis at 908-766-0622 or kdesantis@fhcds.org.

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Lindsay Reed '14 celebrates the U.S. Under-18 Women’s victory over Canada.

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FALCON ATHLETICS

A Tradition of Excellence

The extended Far Hills community is steeped in hockey tradition, with backyard pond skating and the Essex Hunt Club ice rink being a part of many alumni’s youth. Tapping this homegrown talent, Far Hills Country Day School (FH) debuted its ice hockey team in the 1960’s. Today, with more than 300 boys and girls to have played in the program, the FH ice hockey team is a stalwart in FH culture.

Above / Matt Beattie '07 and his Far Hills hockey team.

There have been many FH players over the past three decades who had incredible natural talent on the ice. Several went on to play varsity ice hockey in secondary school and college, and some even played in semi-professional and pro leagues. This includes Chris Swon ‘96, Abigail Lamb ’96, E.J. Solimine ‘97, Courtney Smith ’00, Jonathan Wolter ’02, Tommy Muratore ’08 and Pito Walton ‘14 (just to name a few). Perhaps three of the greatest standouts in recent FH ice hockey history are Matt Beattie ’07, Hanna Beattie ’09 and Lindsay Reed ’14. All were three-sport athletes and scholars at FH and born leaders in the rink. As Linda Houghland, long-time FH Physical Education Teacher and coach, recalls, “They all had ‘the eye of the tiger’—that drive to win—and that’s something you can’t learn. You have to be born with it.”

Matt Beattie ‘07 “He had amazing natural instincts in all the sports he played, but you could tell that Matt loved playing hockey,” remembers long-time FH Director of Athletics, Mr. Ron Sansone. “He was a passionate kid about sports and that spread to the rest of his teammates.” Starting out on the ice with his dad John Beattie (former FH ice hockey coach 2005-09) at the Essex Hunt Club at 2 years old, Matt spent much of his early years playing goalie in the Beattie’s kitchen, letting his younger sister Hanna ’09 shoot on him for hours. “He would ham up all of his actions and Hanna bought in totally,” reminisces John Beattie (P ’07, ’09). “They would play for hours until the day we renovated the kitchen, and then that was over.” As the Class President in 2007 and recipient of the Boys Athletic Award in 2007, Matt was a presence on the FH campus. “Playing hockey at Far Hills was definitely a special time for me,” said Matt. “I came to FH in second grade, and I had already been playing hockey for a fair amount of time. I remember looking up to the kids in the Upper School and being very jealous that they got to represent the school on the ice. When it was finally my turn to play for the school, I could not have been more excited. Not only was I able to play with my best friends for three years, but I got to spend one season playing defense together with my sister. My father volunteered to coach the team while I was playing, and I will never forget all the fun times that we had out on the ice.” On the ice, Matt was a star on all of his hockey teams, whether club, Far Hills, The Pingry School, Phillips Exeter or Yale University. He was voted Courier News Player of Year and Star Ledger Central Jersey Player of Year in 2011. And during his post-graduate year at Exeter, he set a single-season record of 39 goals and 73 points in 26 games—a record that still stands. The Vancouver Canucks also drafted him in 2012. Matt became the first non-Canadian ever drafted by that

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Above / Hannah Beattie '09 faces off for the Connecticut Whales.

NHL team. While a freshman at Yale, he played on the 2012–13 NCAA Championship team. Injuries plagued Matt during his last two years at Yale, but he rebounded to play professionally on Etoile Noire de Strasbourg in France and the Melbourne Mustangs in Australia, where he was named Best Defenseman by the Australian Ice Hockey League (AIHL) in 2017. Now back in the United States, Matt just moved to Philadelphia, where he is working at Fanatics on their NFLShop.com business. Matt explains, “I’m really enjoying this new chapter of my life. Getting to work in sports is awesome for me because {they} have always been a major aspect of my life.” He was also named to the 2017 New Jersey High School Ice Hockey Hall of Fame—the induction ceremony took place in April. Hanna Beattie ‘09 Hockey was a mainstay in Hanna’s youth. Her older brother Matt '07 and former Far Hills Ice Hockey Coach and dad John Beattie had Hanna on the ice by

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age three and playing hockey by age four. Besides playing for the FH hockey team for three years (2007–09), Hanna also juggled multiple club hockey teams, sometimes playing seven to eight games per week. But she loved it all. “I have great memories of playing at Far Hills,” explained Hanna. “During some practices, we would go out onto the tennis courts in our T-shirts and shorts and practice stick handling in the freezing cold. And I remember when I was in sixth grade—my dad was the coach and Matt was in Grade 8 and on the team too. We had a game at Mennen Arena against Peck, and Far Hills had arranged buses to take students and spectators to the game. I remember I didn’t get to play very much in the game, and was actually pretty mad at my dad. But I still remember all the FH fans in the stands cheering for us. I think we won too. It was awesome!” “Hanna was a natural leader and consummate team player—modest, humble, very competitive and hardworking. And she knew that no one player on the ice was more important than another,” explains


Coach Sansone, who presented Hanna with the FH Outstanding Female Athlete Award in 2009.

Lindsay Reed '14

After playing varsity ice hockey at The Pingry School for four years, Hanna attended Williams College (2013– 17), where she was team captain of the women’s ice hockey team, and won NESCAC Rookie of the Year, All-American and All-New England awards. Her latest hockey accomplishment was selection to the NWHL Connecticut Whales, the professional women’s hockey team based in Norwalk, CT, in December 2017. She is also juggling a full-time internship at Octagon, a sports and entertainment marketing agency based in Stamford, CT, as well as teaching a “learn to play” hockey program for four to six-years-olds on the weekends. “One of the most important lessons I learned at Far Hills was time management skills. I’ve used those skills throughout my time at Pingry, Williams and especially today—balancing work and hockey games,” explained Hanna.

Matt Beattie '07

Her father John Beattie echoes Hanna’s sentiments. “Far Hills had a powerful influence on Matt and Hanna. Expectations at FH were very high and there was full support to meet those expectations. Our children learned to budget their time in order to get everything completed. They were inspired to challenge themselves intellectually and they learned to communicate to adults. All of this really propelled them going forward and has served them well ever since.” Lindsay Reed ‘14 “Lindsay started skating the winter she turned 3, and hockey followed a year or two later,” recalls her father John S. Reed, Jr. (P ’08, ’09 and ’14). “One of my favorite memories of her playing was during her Squirt Major year. She was the only goalie on the team and played every minute of every game, culminating in a shootout victory to win the District Championship. Incidentally, friend and FH classmate Pito Walton ’14 played a pivotal role in that too.” “Lindsay was a player whom all the opposing coaches and referees commented about after (field hockey and ice hockey) games—‘She’s one to watch,’” recalls Mrs. Houghland. “She was focused while playing and made her teammates rise to the occasion. And she is a great girl off the field too. She is everyone’s friend and everyone has respect for her.”

Matt '07 & Hannah '09 Beattie before her first professional game.

Winner of the 2014 Girls Athletic Award, Head of School Award and Art Award, “Lindsay emulates all the character traits we teach at Far Hills—confidence, teamwork, sportsmanship, positive effort and attitude,” said Coach Sansone. “I remember that Lindsay was a great leader at FH and would play any position, any

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Above / Lindsay Reed '14 makes a save for the U.S. Under-18 Women’s National Hockey Team

time, just to be on the ice/field.” While she may have been willing to play anywhere, Lindsay found her true calling as goalie during “shinny” at the Essex Hunt Club and now standing 6 feet tall, has an imposing presence in the net. Selected to the 2018 U.S. Under-18 Women’s National Team, Lindsay just won her second gold medal, as Team USA defeated Sweden 6-3 in the World Championships in Russia in January 2018 (she won her first gold medal in 2017 when the U.S. Under-18 Women’s National Team defeated Canada for the championship in The Czech Republic). Team USA’s gold medal journey included a magnificent performance by Lindsay in the semi-finals against Canada, when she stopped the final four shots she faced in the game-ending shootout. “It was such an honor to be able to wear the USA jersey and represent my country playing the sport I love,” recalls Lindsay. “Words really cannot fully describe the feeling of standing arm and arm with my teammates on the blue line, singing the national anthem, and wearing gold around our necks. These are memories I will never forget, and it is still unbelievable to think that we will forever walk together as World Champions.”

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When not winning gold medals, Lindsay juggles school assignments, varsity field hockey and ice hockey during her senior year at The Hotchkiss School, and is excited and proud to attend Harvard University in the fall. “There are probably more ways than I know {for how Far Hills helped Lindsay prepare for the future}. The nurturing environment in her earliest years and the confidence she gained there were vital. Jane Martin was an {amazing} teacher who held kids to the highest standards and prepared Lindsay for the rigors of Hotchkiss,” said John Reed. When asked about advice she might have for current FH students who want to play ice hockey in secondary school or beyond, Lindsay said, “Stick to your dreams and relentlessly pursue them. I always dreamed of wearing the USA jersey, and the reason I was able to accomplish such a feat was pure hard work and grit. Nothing in life is ever easy, and I had to work my way up through the ranks, make tough sacrifices, and also rely on the amazing support of my family, friends and coaches.” We can’t wait to see what the future holds for these three young players!


IN MEMORIAM

Far Hills Friends and Family Our sympathy to the families and friends of the following members of the Far Hills Country Day community whose deaths are reported in sorrow: Nikolas Agathis March 9, 2017 Grandfather of alumni and current students Nickolas '02, Sophia '05, Alexandra '08, William '10, Sophia '12, Anna '13, Eva '13, Christina '16, Stephanie '17, Niko '18, Michael '20 and Christina '21 Agathis George “Derek” Black January 11, 2018 Former FH faculty Ann Chamberlain May 11, 2017 Mother of alumnus Ian Husting '84 and former FH faculty Rachel “Russo” Ciotta December 11, 2017 Great-grandmother of Lily '17, Luke '19, Lucy '21 and Lauren '23 Donovan and Emma '19, Gavin '22 and Olivia '24 O’Hare Diane Romano DeSanto August 21, 2017 Grandmother of alumni Jack '17 and Matthew '17 Butler Joseph Jakubowski April 14, 2018 Father-in-Law of alumnus P. Trent Miller '89 and grandfather of Blair '24 and Paul Trent '24 Miller Marshall M. Jeanes February 2, 2018 Step-father of alumni M. Simon Scott '81, Wendy Scott Cutler '82 and Andrew Scott '89 and grandfather of William Scott '16 and Henry Scott '21 Gordon “Sandy” Millspaugh, Jr. September 12, 2017 Trustee Emeritus (Board President) and father of alumni Sarah '76, Alex '80 and Julia '88 Millspaugh Dean Raymond O’Hare December 3, 2017 Grandfather of Emma '19, Gavin '22 and Olivia '24 O’Hare Philip F. Saalmuller March 31, 2018 Grandfather of Tess '18 and Timothy '18 Hanlon Roxanna Sheikh June 23, 2017 Mother of alumni Kayvan Sharif '03, Kimya Sharif '08 and Kamron Sharif

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ALUMNI NOTES

Good News from our Alumni 1970s H. Stuart Valentine IV ‘79 published his first book in October, titled “Accumulated Insight: A Collection of Life Lessons.” Originally drafted as short antidotes and advice for his children, the final product provides funny stories and life reflections for readers of all ages. Visit https:// store.bookbaby.com/book/Accumulated-Insight for more information.​

1990s Noah Schankler '91 and wife Susanna welcomed their third child, Harlow Abigail Schankler, on October 25, 2017. She joins big brothers Miles and Oliver. Katie Pesce Mangum '98 and her husband William Lyons Mangum welcomed their son, Finn William Mangum, on October 6, 2017. He joins big sister Mollie, who is three. They currently live in Rydal, PA, where Katie runs her own photography business, KPesce Photography, LLC, specializing in capturing memorable moments in people’s lives—maternity, newborns, cake smashes, and family portraits. You can see her work at www. kpescephotography.com or on Facebook at www. facebook.com/kpescephotography. John “Jack” Menke '99 has been a Senior Financial Analyst at NASDAQ since 2014. He graduated with a master’s degree in Finance from Boston College’s Wallace E. Carroll Graduate School of Management in 2014.

year. He graduated from John Hopkins University in 2009 with a BS in Applied Mathematics. Stephanie Menke '04 has work at J.P. Morgan Chase & Co. since graduating from Cornell University in 2012 with a BS in Applied Economics and Management.

2010s James “Pito” Walton III '14 has committed to play hockey at Princeton University as a member of the Class of 2022. Frankie Walls '14 was selected this year by her art teacher at West Nottingham Academy to be a founding member of the school’s new aspiring artists program. After working with the first two artists in the program and the art teacher in her AP studio art class, some of Frankie’s work is on display at the Walters Art Museum in Baltimore as part of the AIMS Student Art Show. Christopher Zaiser '16 received the Portsmouth Abbey JV Award for Football. This award is given to the athlete who best demonstrates the spirit of Abbey Athletics. The award recognizes hard work, individual improvement, sportsmanship, and a willingness to do what is best for the team. Lauryn Repollet '16, recently returned from a family trip to Africa. Taylor Repollet '19 and FH Trustee Lamont Repollet, enjoyed the trip as well.

2000s Molly Mesnard '00 married Ryan McMartin on September 23, 2017 with sister Ruthie '05 and FH classmates Tara Allport '00, Courtney Smith '00 and Wesley Wilcox '05 in attendance. The wedding took place on the grounds of the Ausable Club in Keene Valley, NY, where Molly’s family has been going since the 1920’s. Following the ceremony, they honeymooned in Maui and Kauai, HI. Molly and her husband live in San Diego, CA, where Molly works at Voices for Children, Inc., a non-profit that provides abused children in San Diego County with volunteer Court Appointed Special Advocates (CASAs). Scott Menke '01 has worked at New York Life since 2016 as an Actuarial Associate and is getting married later this

Oh, Baby, Baby! “Baby fever” hit Far Hills this fall and winter, with four new #FutureFalcons born to current FH teachers and administrators. Congratulations! Cooper Adam Collyer (b. 9/22/17) to Megan Collyer, Director of Strategic Marketing & Communications Quinn Campbell Rosenfeld (b. 1/13/18) to Jeannette Mastria, Grade 3 Teacher Liam James Santos (b. 11/15/17) to Stephanie Santos, PreK Studio Teacher Lily Marie Swarz (b. 11/25/17) to Danielle Kinney, Grade 1 Teacher

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Katie Pesce Mangum ‘98 and family

Above Left / Harlow Schankler Above Right / Frankie Walls '14

Cooper Collyer

Quinn Rosenfeld

Liam Santos

Lily Swarz

Above / The Menke Family

We love to hear from our alumni.

Whether it’s new babies, new schools, or new jobs, we want to celebrate your accomplishments by sharing them with the entire Far Hills community. Please keep us up-to-date on all of your news by sending an email to alumni@fhcds.org.

Above / Molly Mesnard '00 and bridesmaids (left to right): Tara Allport '00, Courtney Smith '00 and Ruth Mesnard '05

facebook.com/fhcds

Far Hills Country Day School Alumni

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Trick or Trot 2017

Trick or Trot 2017

The Hills are Alive

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Trick or Trot 2017


Have You Heard?

Join Us for the Following Events! Mark your calendars for these exciting events at Far Hills Country Day School.

#FieldDayofGiving for the Ropes Course

Class of 2014 Reunion Picnic

Help support Far Hills through a 24-hour online day of giving in support of the Ropes Course Endowment Fund. Thank you for helping us to preserve the Far Hills Ropes Course tradition for future generations of Falcons! Your support is paramount. More details on how you can help to follow soon.

All members of the Class of 2014 are invited back to campus for a fun evening of reconnecting with old friends and former teachers. Invitations were mailed to parents’ home addresses. Please RSVP to Linda Corcoran at lcorcoran@fhcds.org by June 4.

Thursday, May 24–25, 2018

Monday, June 11, 2018 / 5:30–7 p.m. Far Hills Country Day School Athletic Center

Event Recaps

The Voice comes to Far Hills The Performing Arts Center (PAC) was packed on February 24, 2018, when FH held its fundraiser, “The Hills are Alive,” in the newly upgraded PAC. The evening included dueling a cappella groups from Princeton University, 2 Grand Entertainment’s dueling pianos, and a surprise performance that shocked everyone. As the evening began, ten parent performers were called on stage to battle it out in the style of the hit NBC show The Voice, singing songs by two of New Jersey’s beloved artists—Bruce Springsteen and Bon Jovi. The groups met before the event in secret to rehearse their songs and blew away both the audience and the hysterical judges Blake Shelton (John Westlake), Gwen Stefani (Stephanie Glickman), and Adam Levine (Mike Morais). Team Bon Jovi was lead by Jennifer Ball, Tina Osmond, Ralph Russo, and Chris Schmidt. Team Bruce was lead by Diane Calello, Keith Donovan, Pam Surak, and Tom Woelper. Both teams were accompanied by drummer Jason Kronick.

Trick or Trot 5K and Family Fun Run The inaugural Trick or Trot 5K & Fun Run, held on October 29, 2017, brought out over 350 current families, alumni, faculty, grandparents, and friends of Far Hills in support of our students and teachers. The event included a fun run obstacle course, cross country 5K, and indoor carnival. Fun was had by all! Mark your calendars for this year’s event on October 28, 2018.

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The Class of 2018 w

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will GO FAR this fall...

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Far Hills Country Day School

P.O. Box 8, US-202 – Far Hills, NJ 07931

fhcds.org

Non-Profit Org. U.S. Postage PAID Chester, NJ Permit No. 241

Peregrine House students perform “Into the Woods Jr.”

Through academic excellence and character development, Far Hills Country Day School provides each child brilliant beginnings for success in the modern world.

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