Fay Magazine, Fall-Winter 2015

FAY

Fall/Winter 2015

MAGAZINE

Honoring Our Legacy Fay Celebrates 150 Years of Education, 1866-2016 Annual Report 2014-2015

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Fay School Magazine © 2015

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Fay School 48 Main Street Southborough, MA 01772-9106 Phone: 508.485.0100 Fax: 508.481.7872 www.fayschool.org

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Robert J. Gustavson, Jr. Head of School

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Ann Wardwell Director of Advancement

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Documenting History in Two Dimensions

How Upper School algebra and pre-calculus students did their own “close readings” of some historical Fay photos.

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Celebrating Fay Traditions: The Dining Room Chimes

Hear those dulcet tones? It must be lunchtime!

Daintry Duffy Zaterka ‘88 Communications Associate

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A Field of Their Own

Fay’s athletics program for girls started 41 years ago this fall.

Here’s how it all began.

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Gail Duffney Cirillo Director of Annual Giving

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Under the Lights

Fay celebrates its second annual “Friday Night Lights” event.

Susan Conti Director of Parent Relations and Events Stephen Gray Advancement Officer

Let’s Take This Outside

Fay students head outdoors to explore science in context.

Erin Ash Sullivan Editor, Director of Communications

Nicole Casey Stephanie Levine Publications Associates

A Chip off the Old Block: Fay as a Family Tradition

Meet four of the twenty-three Fay alumni who are also parents of current students.

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Rob Crawford Director of Marketing and Public Relations

Fay at 150

As we celebrate Fay’s 150th anniversary, we take a brief look back at some of the pivotal moments in the School’s history.

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Magazine Design Michéle Page Design Communication

Class Notes

A prestigious award, a hot new gastropub, a Fay face-off at this year’s Andover-Exeter game, and more!

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Annual Report 2014-2015

Also in this issue:

Photography Ellen Harasimowicz, Erin Ash Sullivan, Daintry Zaterka

2 Head’s Notebook 24 Fay in Brief 41 In Memoriam

On the cover: Eliza B. Fay with Fay School’s first seven students, 1866.

Inside front cover: Head of School Rob Gustavson with this year’s color officers and student council president: Emily Qian, Alex Nemon (Student Council President), Vicky Zarmakoupis, Gabe Martinez-Gamer (White Color President), Mine Okoloko, Caroline Fearey, Finn Pilaro, Kabelo Tsotetsi (Red Color President).

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72 Faculty Profile: Rob Feingold

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Head’s Notebook: A Foundation for Education in the Broadest Sense Remarks from Parents’ Weekend, Fall 2015

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n September 1866, two sisters, Eliza B. Fay and Harriet Burnett, opened a school in the small town of Southborough, Massachusetts. The sisters had been teaching local students informally for a number of years, and they decided that their new school would allow young boys to board in order to prepare them to enter St. Mark’s School, which had been founded the previous year.

Mrs. Fay’s and Miss Burnett’s School, as it was then known, opened with five day students and two boarders. Its first classroom was in Todd House, the white clapboard house that still stands across from Steward Dormitory on Main Street. Boarders lived nearby in the home of the sisters and other members of the Fay and Burnett families. This new school, which accommodated boarding students below the secondary level, was the first of its kind in New England and, indeed, the first in America.

Eleven years later, Mrs. Fay and Miss Burnett were able to move their school to the second floor of Southborough’s general store, the Center Store, roughly where the Dining Room Building now stands.

In 1886, after twenty years in existence, the school’s enrollment had grown to 32 boarding students, and the sisters built an addition to the west side of their house that contained classrooms, a study hall, and a dormitory. This decision to create a permanent, dedicated space for their school was a turning point in Fay’s history; it signaled the founders’ confidence in the viability of their venture and demonstrated their commitment to ensuring that the school would exist beyond their lifetimes.

That same year the first known notice of what would soon be renamed Fay School was printed. The notice stated: “It is the earnest endeavor of the teachers to lay a foundation for education in the broadest sense.” This brief statement of purpose effectively captured the vision of Miss Burnett and Mrs. Fay, and it formed the basis of an educational philosophy that has remained remarkably consistent throughout the School’s 150-year history. The words and spirit of the founders’ original purpose remain at the heart of our current mission statement: “The mission of Fay School is to educate each child to his or her full potential through a broad, balanced, and challenging program that establishes a solid foundation for a productive and fulfilling life.” We may have elaborated a bit on that first statement of purpose during the subsequent hundred and thirty years, but it’s clear that our central goal is the same: providing a stable, comprehensive educational foundation, both for further education and for life.

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This simple yet powerful concept has guided the School over time and remains at the heart of Fay’s identity. We have wonderful visual and performing arts programs but are not a school for the arts; we want our students to participate in athletics and play on teams that compete at a high level, but sports is not our main focus; we are committed to teaching concepts of design and innovation, but we are not a STEM school; we value academic excellence and offer a rigorous academic curriculum, but it’s not a “gifted and talented” program; we promote shared core values and maintain high moral standards, but we have no religious affiliation.

These are just a few of the many aspects of our broad, balanced, and challenging program that demonstrate our beliefs about effective foundation building. Fay was established as a preparatory school for preparatory school, and that remains our purpose. We understand that we are an elementary/middle school, and we embrace our foundational role in the educational process. As the metaphor suggests, if the literal foundation of a house is not well designed and solidly built, it doesn’t matter how well the rest of it is assembled.

The entire structure is fundamentally unstable, and it’s only a matter of time before cracks begin to develop. The same principle applies to education. Laying a foundation, whether in construction or education, requires self-discipline and a willingness to delay gratification. When you’re building the foundation, you can’t cut corners, you can’t get ahead of yourself, and you can’t move too quickly to the next stage. It may not be glamorous work, but it is critically important—and peace of mind comes from the knowledge that the foundation is solid and stable.

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HEAD’S NOTEBOOK

This year’s sesquicentennial celebration and school theme, Honoring Our Legacy, provide the opportunity for each of us to reflect on these lessons from the past, show our gratitude for all we have received, and consider our roles in ensuring that future generations of students will receive the same extraordinary benefits of a Fay education.

Since its earliest days, Fay has approached the task of foundation building “in the broadest sense.” While we remain focused on excellent preparation for secondary school, we believe the benefits of a Fay education are more far-reaching and profound. By instilling essential intellectual skills and character competencies, we prepare our students to face a wide range of challenges—not just in their next schools, but throughout their lives. And by recognizing and nurturing each child’s unique potential, we help students develop self-knowledge, self-confidence, and self-reliance—all of which, we hope, will enable them to enjoy productive and fulfilling lives.

As we join together as a community in this sesquicentennial year, it’s important to reflect on the legacy of Harriet Burnett and Eliza B. Fay. We call them our founders because of the foundational work they undertook in establishing Fay School by grounding their institution in a wise, enduring educational philosophy and timeless values of earnest effort and dedicated service—two of the core values we continue to uphold today. In 1871, Waldo B. Fay, the School’s second headmaster and son of Mrs. Fay, said of his mother and his aunt, “They set their standards high and gave their all, materially and spiritually, to the work they had undertaken.” These may be the most meaningful and influential elements of our founders’ legacy: the commitment to excellence they embodied; the will and determination they exhibited; and the generosity of spirit they demonstrated by establishing an institution from which so many future students would benefit.

In his book, The Fay School: A History (1866-1986), alumnus Scott Steward ’78 wrote, “With nothing to guide them but common sense, energy, and courage, the Burnett sisters created a school which flourished even when they were no longer present to guide it.”

Common sense, energy, and courage—in other words, “You can if you will.” This ethos of will and determination has always been at the heart of Fay, and it has enabled the School to navigate numerous difficult periods throughout its 150-year history. When considering the outstanding faculty and students, exceptional program, and amazing campus and facilities that we enjoy today, it’s tempting to believe that the current state of the School is the natural result of a steady, uninterrupted progression. But this is not the case. From reading the history of Fay and through conversations with Brooks Harlow, Steve White, Campbell Steward, and David Harris, among others, I have come to understand the many different forms of adversity the School has had to confront, and I have gained a deep appreciation for the countless, daily efforts of hundreds of men and women who believed passionately in the mission of Fay School and were determined to keep our founders’ vision alive.

This year’s sesquicentennial celebration and school theme, Honoring Our Legacy, provide the opportunity for each of us to reflect on these lessons from the past, show our gratitude for all we have received, and consider our roles in ensuring that future generations of students will receive the same extraordinary benefits of a Fay education. I often say that institutional excellence doesn’t just happen. It requires at least three things: the willingness to look honestly at ourselves; the resolve to maintain a mindset of ongoing growth and improvement; and the continuous investment of energy and resources in our programs and our people. Our predecessors did all of these things throughout the past 150 years, and we are the beneficiaries of their efforts. I hope you share my appreciation for how far Fay School has come, my pride in where we are now, and my great confidence in the future success of our common, noble endeavor.

—Rob Gustavson

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Study room in Old Main. Note the mantelpiece with Fay’s motto—Poteris Modo Velis—which is now found in the Primary School Building.

FAY AT 150

by Erin Ash Sullivan

The story of Fay School is the story of big ideas and big thinkers who believed passionately in the value of education—not just for knowledge in and of itself, but as a process that fosters every child’s intellectual, physical, and emotional growth.

As we celebrate Fay’s 150th anniversary this year, we have embarked on an update of A History of Fay School, which was written by Scott Steward ’78 and published in 1986. We look forward to sharing the new publication when it is completed in 2016, but for now, here’s a very abbreviated look back at some pivotal moments in Fay’s history.

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FAY AT 150

Eliza Burnett Fay.

Greenwood House in the 1880s.

Whether or not Cousin Joseph’s exhortation led them to their next step, the facts of the story are that their mother, Dolly Bellows Little, paid $700 to purchase the Greenwood House on Main Street in Southborough. In September 1866, Eliza and Harriet opened a new school, known as Mrs. Fay’s and Miss Burnett’s School, with five day students and two boarders.

Harriet Burnett was fondly remembered by her students as a matchless storyteller, and as one alumnus recalled, “Her keen imagination, quick and bold in its play, wove tales of adventure and out-of-door life that held us spellbound.”

The students lived in Greenwood House with Mrs. Fay, who served as the house mother, while Miss Burnett taught the classes across the street on the first floor of the Unitarian Church Parsonage (which is now known as Todd House and currently serves as faculty housing). Mrs. Fay’s and Miss Burnett’s School was advertised to

the public as an institution dedicated to preparing young students for entering St. Mark’s and other preparatory schools, and as such it became the first junior boarding school in the United States.

1886: A PERMANENT HOME Mrs. Fay’s and Miss Burnett’s School grew steadily in its early years, and in 1886, Eliza Fay and Harriet Burnett made the decision to expand the school. Using the principle of “if you build it, they will come,” they invested $6,000 to add a new wing to the Greenwood House that included a school room, classrooms, and dormitory alcoves to house 32 students.

1866: A NEW VENTURE Eliza Burnett Fay and Harriet Burnett were educated and accomplished women from a respected Southborough family and most certainly not adverse to a little hardship and adventure. One legend goes that when Eliza and Harriet expressed interest in traveling to China as missionaries, their cousin Joseph Burnett, who had founded St. Mark’s School in 1865, suggested that they would “have plenty of missionary work to do right here.”

Mrs. Fay’s and Miss Burnett’s School, 1888.

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Greenwood House would undergo continued additions over the years and would eventually come to be known as the “Main Building” or “Old Main.”

1922: ROARING TWENTIES…AND THIN THIRTIES

By 1887, the school was at capacity with a waiting list. Its reputation was growing due to its academic program and its record for preparing young boys for the next step in their education. As one student from the 1880s noted, parents responded to the idea of a school “patterned on the schools in England, where the parents, spending the winter months in the city, preferred to send their boys away to a boarding school in the country, where they would get a good education as well as the healthful country air and environment."

Two more generations of the Fay family succeeded Eliza Fay and Harriet Burnett.

Eliza’s son, Waldo B. Fay, took over as headmaster of Fay in 1896 after his mother’s death and served in that role until his retirement in 1918; Waldo’s son, Edward W. Fay, served as headmaster from 1918 until he retired in 1942.

Alumni recollections from the period support the idea that the school’s rural setting played a major part in the students’ experience. A letter home from Craig Colgate, class of 1889 (who would also be the first winner of the Founders’ Medal), told about one such outdoor adventure: “We had a fine hare-and-hounds chase, and I was a hound. I dashed through three brooks and half a dozen swamps up to my knees in water half the time with nothing on but my common shoes and the result is I have a sore throat and a bad cold and could not sing in the choir."

During these years, the academic program expanded with the addition of the fifth form (seventh grade), and for the first time, Fay offered a “flexible curriculum” where students were placed in academic classes based on proficiency level rather than just by age. The school added to its arts and music program by hiring a teacher of mandolin, guitar, and banjo. The athletic program grew, and with the founding of Fessenden School in 1903, a longstanding athletic rivalry blossomed.

The 1920s also saw the dedication of the Dining Room Building (now named the Camp Dining Room Building in honor of Herb Camp ’53), which was connected to Old Main via a cloister (down which many generations of students remember

Waldo Fay, son of Harriet Burnett Fay.

Edward Fay, son of Waldo Fay.

Greenwood House, with its additions, came to be known as the “Main Building,” or “Old Main.”

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FAY AT 150

1942: A WORLD AT WAR In the midst of World War II, headmaster Edward Fay retired from Fay to serve in the war effort. His replacement was Harrison Reinke, a graduate of Princeton University who had taught at Indian Mountain School and Eaglebrook School.

Fay students actively participated in the School’s upkeep during the war years.

With most of the maintenance staff overseas in the military, Fay boys were

Fay Baseball, 1903.

sliding with stockinged feet). 1923 marked the first time the School was divided into two teams, the Reds and the Whites, fostering a fierce rivalry where the boys competed in academics, discipline, and neatness. And in 1922, Fay School’s Board of Trustees was established, marking Fay’s transition from a proprietary school to an incorporated institution. By 1927, enrollment had reached a high of 93 boarders and three day students.

kept the school afloat during the lean years. Though he had sold the school property to the Board years before, he credited mortgage payments to the School throughout the 1920s and 1930s, ultimately canceling the $120,000 mortgage in 1932.

Chores in the dorms, 1950.

The 1929 stock market crash did not have an immediate effect on Fay, but over the next few years the School saw a steep decline in enrollment. By 1937, the school was at half its capacity, and the Board of Trustees voted to reduce the annual tuition from $1,700 to $1,500.

In an effort to boost enrollment, the school added the sixth form (eighth grade), created a new school catalog, and even produced a silent movie called “A Year at Fay School.”

The generosity of Waldo Fay, who by now was retired but still a trustee of the School,

Harrison Reinke, Fay’s fourth headmaster.

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120 students. The 1950s saw a significant increase in the number of day students attending the school, and the campus expanded as well, with the construction of the Harris Events Center, named for longtime board chair Henry Harris, Class of 1913.

The articles in Fay’s school publication, The Pioneer, reflected the times, with commentary on the space race, the spread of communism, and the odds of surviving a nuclear war.

While the world continued to change, Fay maintained its commitment to a broad approach to education. In a 1950 letter to The cast of Gilbert and Sullivan’s Patience, 1959.

Practicing the Fay School cheer, 1950s.

responsible for mowing the lawns, sweeping the walks, and cleaning windows, in addition to maintaining the school’s victory garden.

The war period also saw new changes to Fay’s program, including the addition of a primary division that welcomed students in first and second grade, and the creation of the effort rating system that

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Celebrating Fay’s 100th birthday, 1966.

Fay uses today. In its earliest iteration, boys earned points toward a Primus rating on a sliding scale: “Primi” received 15 cents more allowance each week, the privilege of staying up an hour later than the other boys, two extra weekends, and two trips to the movies each term.

As Fay headed into a postwar world, the school’s enrollment stood at a healthy

Henry Harris, Harrison Reinke wrote, “At Fay School our teachers give only thirty or forty percent of their time to classroom instruction…they regard their actual teaching as a fascinating pleasure; the difficult work—and the work that counts most in developing the whole boy—is done outside of the classroom.”

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FAY AT 150

may walk around Fay today and not realize its relative size in comparison to that of 100 years ago. Few things have remained the same except for such landmarks as the parlor and the office near it. It's really hard to believe that a small, obscure schoolhouse could flourish as it has, but as the school [motto] states, 'Poteris Modo Velis,' or 'You can if you will.’”

A. Brooks Harlow, Jr. ’49, Fay’s fifth headmaster.

1966: ONE HUNDRED YEARS Fay celebrated its 100th birthday with a gala celebration in 1966. In The Pioneer, student Michael O’Leary ’66 wrote, “You

In 1969, Brooks Harlow ’49 succeeded Harrison Reinke as Fay’s fifth headmaster, and the school embarked on another round of significant changes that essentially brought Fay into the modern age. In Mr. Harlow’s first year, Fay transitioned to the “grade” system (instead of forms) and added ninth grade. The first students of color attended the school, and just a few years later, the Board of Trustees voted to admit girls (though girls had attended Fay as day students throughout the late 1800s).

A pilot program began with 12 female day students in the fall of 1972, and by 1977 Fay was fully coeducational.

Moving into the dorms, 1982.

It was during Mr. Harlow’s tenure that it became clear that Old Main had lived out its life and was no longer structurally sound. After the addition of Steward Woodworking, 1987.

Dormitory in 1978 and the Root Building in 1984, the dorms and classrooms of the old building were emptied, and Old Main was demolished in 1986.

, of

Soccer, 1974.

Choral concert, 1982.

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gram, and it evolved into the International Student Program (and what is today called the English Immersion Program). The influx of international boarding students from around the world—from countries including Argentina, Venezuela, the Philippines, Iran, Saudi Arabia, Korea, Japan, Russia, and China—was instrumental in making Fay a global community.

Stephen C. White, Fay’s seventh headmaster.

Founders’ Weekend, 1994.

1990: FAY ON THE WORLD STAGE

shifted to embrace its growing day student population. By the early 1990s, enrollment stood at 330, 210 of whom were day students.

After Brooks Harlow’s retirement in 1988, Stephen Samborski served as headmaster of Fay for two years. He was followed by Stephen C. White, who led the School from 1990 to 2008.

Back in 1978, the American Language Academy had opened a branch at Fay for international students to be tutored in English. Fay ultimately took over this pro-

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New computer technology, 1993.

After more than a century as primarily a boarding school, Fay’s identity had also

The changing times called for a closer look at Fay’s mission and goals, and under Steve White’s guidance, the school built its endowment, established a strategic plan and a master plan for developing the campus, and completed a $20 million campaign to support those plans.

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FAY AT 150

2010: WHERE TRADITION MEETS INNOVATION

rapidly changing world, noting the author G.K. Chesterton’s words on tradition and change: “If you leave a white post alone it will soon be a black post. If you particularly want it to be white you must be always painting it again . . . Briefly, if you want the old white post you must have a new white post.”

To that end, Fay has continued to “think big” with a strategic financial plan to ensure the School’s long-term sustainability, in addition to program enhancements that include the creation of the Innovation Lab, the expansion of the interscholastic athletics program to include grades five and six, expansion of the world languages program to include Primary School,

Primary School Groundbreaking, 2009.

As Fay moves forward with reverence for its traditions, the School continues to embrace innovations that support the School’s longstanding commitment to excellence and the founding principles established by Eliza Fay and Harriet Burnett 150 years ago, “to lay a foundation for education in the broadest sense.”

Robert Gustavson, Fay’s eighth head of school.

Rob Gustavson succeeded Steve White as Head of School in 2008. In Phase 1 of Fay’s Master Plan, construction was completed on the Village Dormitories, and in 2010, Fay opened the Primary School Building, expanding its program to include Pre-Kindergarten through grade nine. Fay also acquired a new athletic campus in Marlborough, bringing the Fay School property to 66 acres. With a total school population of 475 students—120 of them boarders—the school is currently the largest it has ever been, a far cry from Mrs. Fay’s and Miss Burnett’s seven students.

At Parents’ Weekend in 2009, Rob Gustavson reflected on the challenges of maintaining a commitment to Fay’s mission, traditions, and core values in a

Varsity Football, 2015.

integration of new technology schoolwide, and audits of departmental programs by outside educational experts in order to inspire continued refinement and improvement of the curriculum.

Fay’s Innovation Lab, 2015.

Color Competition, 2015.

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A Chip Off The Old Block: Fay as a Family Tradition It’s easy for parents to view their children’s experiences through the lens of their own childhood— and for Fay alumni who have chosen to send their own children to Fay, some of the overlaps are even more apparent.

This year, 23 Fay alumni are current parents at the school. After their own years of effort grades, after school athletics, and lunch in the Dining Room, they’re now making parent-teacher conferences and cheering from the sidelines part of their Fay story.

What is it like to make Fay a family tradition? Here are a few alumni perspectives.

Chris Black ʼ88 with son Alex ʼ19 hris Black started at Fay back in 1981 as a second grader. A native of Marlborough, Massachusetts, he fondly remembers his time as a day student, particularly his friends, Fay athletics, and participating in the Color Competition each year.

After Fay, Chris headed to St. John’s High School in Shrewsbury, Massachusetts. There, he says, “I gained a new perspective on Fay: I realized I was better prepared than many of my classmates. There was no question that I felt more advanced, and a lot of the things we were studying in my first few months at St. John’s were topics we had already covered at Fay.” Chris graduated from the University of Miami and is now an oncology area business director for EMD Serono, the biopharmaceutical division of Merck KGaA, and he is a board member for a charitable foundation. He was based in Miami for a number of years before returning to the Boston area in 1996.

Chris and his wife Jennifer made the decision to send their son Alex to Fay in order to give him the same solid foundation that Chris had received. Chris remembers his first visit back to Fay in 2006. “It had been 15 years since I had been back,” he says.

“The campus had changed, and the teaching strategies had evolved, but the underlying foundations remained the same, and that’s what mattered to us.”

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Seung Yeon Rhee ʼ84 with son Jung Hwan “John” Heo ʼ16 eung Yeon Rhee came to Fay from Korea as an international boarder in the ninth grade. She vividly remembers how alone she felt at first, at a brand-new school and not yet fluent in English. She also remembers how the Fay teachers made her feel at home. “They were so caring and encouraging,” she says, “always finding opportunities for a newcomer to shine.”

that he is teaching John in Varsity Art,” she says. “We did consider other schools for John, but I already trusted Fay. During my years as a student here, I learned everything I needed to succeed in a U.S. school from Fay’s five core values and motto, “You can if you will.” I still think about that motto all the time. We wanted to send John to boarding school, and we knew he would get everything he needed at Fay.”

Seung was actively involved in many activities throughout her time at Fay. She played piano for the chorus and developed a passion for art in her classes with Billy Claire. One of her most vivid memories is winning first place in a science fair: “I made a model of the layers of earth below the ocean floor, and it was much smaller than many of my classmates’ projects. I expected that first prize would go to one of the American students who had been at Fay for nine years, and I was deeply touched by the teachers’ fairness in judging the projects. That was such a confidence-builder for me.”

After Fay, Seung went to Dana Hall School and then to the Rhode Island School of Design. After graduation, she worked at a cable television company in Korea, on a program that focused on fashion, and she later married and started her family. She lives in Korea with her husband, Youngmann Heo, and son Jung Soo Heo; her eldest son, Jung Hwan “John” Heo, is currently a ninth grader at Fay. Seung has loved returning to Fay as a parent. “It’s exciting to come back, especially to see Mr. Claire, and I am so pleased

“We did consider other schools for John, but I already trusted Fay. During my years as a student here, I learned everything I needed to succeed in a U.S. school from Fay’s five core values and motto, You can if you will.”

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Vanessa Bergmann ʼ91 with son Charlie Kellett ʼ21 and daughter Caroline Kellett ʼ24 ay plays a significant role in the Bergmann family story: Vanessa Bergmann estimates that there has been a member of the Bergmann family at Fay since 1987! Vanessa attended Fay from fifth through ninth grade; she was joined by her brother Andrew ’93 and sister Sarah ’99, in addition to her cousins Charlie ’04, Kendall ’07, and Elise ’13.

Vanessa has happy memories of her time at Fay. She loved her teachers—particularly language classes with Carole Naumes—and she immersed herself in the arts, participating in Fay Bells, the chorus, and the ensemble.

After Fay, Vanessa went to St. Mark’s School, and from there to Middlebury College, where she majored in psychology and French. She then spent 11 years working in the public schools of Acton, Massachusetts, where she taught second, fourth, and fifth grades.

Vanessa’s reconnection with Fay was a sheer stroke of luck: she met one of Fay’s admission officers at a restaurant and discovered the common link. “We met just as Fay was

opening the Primary School,” remembers Vanessa, “and so my husband and I decided to go check it out. We came to the Open House and loved it.” Vanessa’s son, Charlie, is now in fourth grade, and daughter Caroline is in first grade.

Vanessa has recently taken on a new role at Fay: in addition to being an alumna and a parent, she is also the teacher/director for Fay After School’s Musical Theater club.

Throughout the fall, Vanessa directed 20 students in grades one through four in a production of The Aristocats and loved the opportunity to get to know some Fay students in a new context.

In her multi-faceted role as alumna, parent, and educator, Vanessa is uniquely positioned to offer a comprehensive perspective on Fay School today. “Fay is the same today in a lot of ways—but also different, in a good way,” she explains.

“The core values are the same, but I’ve seen how the traditional approach to education has evolved with the times and is more collaborative and innovative. It’s a great amalgam of both approaches.”

“Fay’s core values are the same, but I’ve seen how the traditional approach to education has evolved with the times and is more collaborative and innovative.

It’s a great amalgam of both approaches.”

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John DeSimone ʼ84 with daughters Elizabeth ʼ17 and Caroline ʼ20 ohn DeSimone spent three years at Fay—seventh, eighth, and ninth grades—and they were pivotal ones. Fay was a family tradition from the start, and two of John’s brothers—Joe ’82 and Jim ’88—also attended the School. “For each one of us, it was the right path,” John says.

After Fay, John attended Brooks School. He graduated from Boston College and earned his MBA at Duke University’s Fuqua School of Business. He is currently Senior Vice President of Finance at Hasbro.

When it came to deciding whether his own children should attend Fay, John notes that it wasn’t an automatic decision.

“I’m a big believer in the right environment for each child,” he says. His wife, Audrey, visited Fay with their eldest daughter, Elizabeth, who was in third grade at the time. “We felt that Elizabeth needed smaller classes and strong faculty involvement, and when Audrey and Elizabeth visited the school, they fell in love with it.”

Elizabeth is now in eighth grade, and her younger sister, Caroline, is in fifth grade. For John, the environment feels much the same now as it did when he was a student. “The faculty is just as dedicated as when I was here,” he says.

“The amount of time the teachers spend with each student is amazing.” He also loves that some academic traditions have continued, such as the public speaking program and the sixth grade “egg drop” project that Bob Parsons ran for so many years, and which science teacher Andy Long has since adopted.

A self-described “sporty kid” who played football, basketball, and baseball, John cites faculty member Stu Rosenwald as a coach and mentor who had a profound impact on his development as a student and an athlete.

It has also been gratifying for John to watch his daughters grow up in a community that has been such a meaningful part of his own life. He remembers being amazed and touched when longtime faculty member Dick Upjohn (who passed away in 2012) came to John’s father’s wake. “For a faculty member to be that connected after so many years was just incredible and spoke volumes about our Fay experience,” he says.

“The faculty is just as dedicated as when I was here. The amount of time the teachers spend with each student is amazing.”

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Let’s Take This Outside

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G

by Daintry Duffy Zaterka ’88

etting outside is good for your body—and your brain.

When students head outdoors to explore science in context, it doesn’t just liven up a single class period— it invigorates students’ grasp of classroom concepts and helps them make meaningful connections between textbook science and the real world.

Those connections produce tangible results. A study conducted by the California Department of Education found that students in outdoor science programs improved their science testing scores by 27 percent. Another study conducted by the United Kingdom’s Office for Standards in Education, Children's Services and Skills found that students who participated in fieldwork—outdoor experiments and activities directly tied to

their classroom learning—showed significant, measurable increases in retention of material, test performance, and motivation.

We’re lucky at Fay to be on a campus with so much natural beauty, both within and beyond our walls. And our science teachers are making the most of the area’s natural resources, with hands-on projects that incorporate Southborough’s wetlands, Sudbury Reservoir, Harvard University’s research forest in Petersham, Massachusetts—and beyond.

Here are just a few examples of how Fay students are getting dirt under their nails and mud on their shoes—all in the name of scientific discovery.

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Beyond the Garden Walls

The Primary School is expanding its outdoor classroom curriculum to feed students’ endless curiosity about nature.

Fay’s Primary School students are observers and questioners—and nowhere is that more apparent than in the garden outside Jennifer Telles’ science and art classroom.

that the seasons are changing. This fall, Primary School students focused on the trees surrounding the school, collecting leaves and learning the science behind why their colors change.

Rain or shine this fall, the kindergarteners were out conducting observations in the garden. The children watered and measured the growth of bean plants in the raised beds, sketching each new shoot in their notebooks. They followed the life cycle of the nearby apple trees, watching the fruit ripen, picking and cutting the apples open, counting their seeds, and learning the names of each part of the fruit.

“The kindergarteners collected leaves from all over campus,” explains Jennifer. “Back in the classroom, they sorted the leaves by species, color, size, and shape.” During the art portion of the combined art/science class, the children made leaf rubbings, leaf prints, and “leaf creatures” with leaves, acorns, twigs, and other found objects from nature.

Planting, tending, and harvesting have long been staples of the Primary School’s combined art/ science curriculum. As Head of Primary School Anne Bishop notes, nature never fails to capture the imagination and interest of Fay’s youngest scientists. “Children are completely engaged when they are outdoors,” she says. “They are endlessly curious about whatever is living out there, and they want to know more about it.”

FALL The fall season is short. No sooner have Primary School students mastered their classmates’ names than cooling temperatures provide the first clue

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First graders also collected objects from nature, using their items to make clay leaf bowls patterned with imprints of twigs, leaves, and acorns. The students colored the fired clay with black crayon to bring out the textures and painted the bowls with watercolors.

WINTER Winter brings a common question from Primary School students, and a rich opportunity for exploration: Where do animals go when it gets cold?

At the beginning of December, educators from the Drumlin Farm Wildlife Sanctuary visited Pre-K and kindergarten students with their

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Primary School Update Winter Survivors Program, bringing a painted turtle (which hibernates) and a red-tailed hawk (which migrates) to illustrate how different animals adapt to changes in food source and shelter in the winter.

Once the landscape is blanketed by snow, Jennifer hopes to take her youngest scientists snowshoeing around campus, an opportunity to exercise their bodies and their observational skills. How has the environment changed since the fall?

Are there pawprints or other evidence of animal life visible? There are also opportunities to bring the outdoors inside: one possible winter term project is the exploration of a rotting log, an ecosystem unto itself with crickets, worms, millipedes, and beetles.

SPRING Spring provides the greatest opportunity to observe change as the land comes

back to life, with scavenger hunts and nature walks so children can identify the signs that spring is coming. Once temperatures rise, Jennifer plans to venture into the wetlands, equipping students with hula hoops to mark out observational territory, and field kits that contain binoculars, magnifying glasses, and containers for collecting specimens.

The movement of water through the nearby wetlands provides another opportunity for learning about the unique nature of this habitat. Jennifer points out that students can identify and track the paths that water takes as it travels from higher elevations near the school through the wetlands to the reservoir. They can also learn about water filtration by testing water collected near the school and comparing it to water collected from the wetlands. Through this process, the students will discover which water is cleaner and then generate hypotheses about how it was filtered.

In the spring, Jennifer also plans to have second graders chart the topography of the wetlands, where they will identify burrows and birds’ nests, and use the information to create maps to share with the younger students.

While students will certainly build their knowledge about leaves, apples, animal habitats, and ecosystems over the course of the year, factual knowledge is not the sole—or even primary—goal of the Primary School’s expanded outdoor curriculum. Rather, Anne Bishop hopes that the lessons will pique students’ scientific curiosity and encourage them to experience nature in real terms rather than just reading about it in a book. “I hope that in the future, our students will participate fully in the outdoors,” she says.

“I hope they will remember everything they learned about the importance of observation and experience when they were here in Primary School.”

“Children are completely engaged when they are outdoors.They are endlessly curious about whatever is living out there, and they want to know more about it.” - Anne Bishop

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Science in the Small Moments

ME AND MY SHADOW Third graders begin the fall with an introduction to their yearlong study of the seasons and how they are produced by the earth’s changing position relative to the sun.

Lower School students are exploring the big ideas of science by conducting simple experiments just outside their classroom doors.

The Lower School’s strong commitment to science—five class periods in a six-day rotation— makes it easy for science teachers to weave outdoor study and exploration throughout the curriculum.

In addition to hands-on experiments in the classroom, science teacher Cecilia Owens believes there’s a major benefit to making connections between science topics and what students see and experience outdoors on a typical day. “We spend much of our day passing through outdoor environments as we move from one place to the next,” she says. “It’s good for all of us to take the time to stop and observe our surroundings in greater detail.”

Whether students are exploring the science of shadows or testing for tree respiration, Lower School science is enriched by a strong connection to the outdoors.

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Each month, the students head outside to the Root Building patio, armed with clipboards and rudimentary sundials fashioned from popsicle sticks and modeling clay. The students position their makeshift sundials on the clipboards and sketch the shadows that they produce. The students note how the shadows get progressively longer as they track their data from 11:30 a.m. on a September day to 11:30 a.m. on an October day, on through November and December to the Winter Solstice on December 21. In January, as the days grow longer, students will discuss how the sun has more time to get higher in the sky, producing increasingly shorter shadows.

The purpose of the experiment is not only to teach students about the relationship of the sun to the earth and its effect on the seasons, but also to begin teaching the basics of the scientific method.

Students learn the importance of good data collection by keeping all the variables the same: tracking the same object from the same spot on the patio, and orienting themselves within the geometric grid of the patio in the same way each time they go outside. “We talk about variables and how the only one that’s changing is the time of year when we’re measuring,” says Cecilia.

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Lower School Update planets and how the solar system works as a whole, which prepares students for fourth grade, when they learn about the earth’s composition and movement with fourth grade science teacher Andy Long.

JUST BREATHE For a few days this September, the small tree that stands outside the Root Building was actually a science experiment in progress. In their first Science Inquiry Summary (SIS) of the year, fifth grade scientists were challenged to find out if trees “breathe.”

Students follow up each month’s shadow sketch with a prediction about what they think the shadow will look like the following month. As the year progresses, those predictions become more accurate and

Students run their own experiments, from initial predictions, gathering materials, and fine-tuning procedures, to collecting data and drawing conclusions. better informed as students begin to connect their knowledge about the sun’s movements to the data recorded on their shadow sketches.

The shadow study culminates in the spring term with an exploration of all the

Throughout the year, fifth graders conduct a series of independent SISs where they design and carry out an experiment based on a story prompt from the teacher. Students progress through the scientific process—from initial predictions, gathering materials, and fine-tuning procedures, to collecting data and drawing conclusions. Students did the first SIS together as a class to get comfortable with the routines. “At the beginning of the year, the process is a little daunting,” says Cecilia. “I try to give the students enough support so they can be successful with the process, but I also encourage them to take their experiments in a different direction if they have other scientific questions they want to test.”

gen, and require sunlight to live, but the plastic bag experiment was their opportunity to see those scientific principles in action. Over the observation period, students watched as the green leaves gradually browned, and condensation and water vapor accumulated in the bag.

Students could see transpiration (the process by which plants produce water vapor as they breathe) in action.

The students’ first-hand observations of the transpiration process prompted deeper thinking and further questions. Why was the water produced by the leaves tinged with yellow? What would happen if the same experiment were run on an evergreen tree? What would happen if they covered an entire tree with a bag?

When scientific questions lead to more questions, that’s when Cecilia knows that her students are doing the work of “real” scientists, in a “real” lab that just happens to be the great outdoors.

“These outdoor experiments help students understand how complex nature can be,” she says, “and how much we can learn from our surroundings.”

Inspired by a story prompt about two friends who observe a plastic bag on a tree branch, each class placed a plastic bag over a branch of the tree and secured it with a rubber band. Over the next five days, the students came outside to observe the changes taking place inside the bag. Students had already learned from their classroom discussions that trees take in carbon dioxide, release oxy-

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The World through a Drop of Water and a Single Leaf

Upper School students are exploring issues of global significance through their study of local natural resources.

On a recent Indian summer morning, students in Adel Collins’ and Elizabeth Senecal’s seventh grade life sciences classes pulled on their boots and waded into Sudbury Reservoir behind the Fay campus. They drew out buckets of water to identify the composition of the local water and test its quality. Meanwhile, back on campus, ninth graders in Warren Perdrizet’s biology class were out among the trees, measuring the changing color of the leaves in an effort to identify the parameters of the growing season.

While testing water and measuring leaves might seem like two entirely different endeavors, both studies have served as a lens to magnify an issue of global importance. As with students in the other divisions, Fay’s Upper Schoolers are moving beyond the boundaries of the classroom to explore science in a real-world context.

"When we try to pick out anything by itself, we find it hitched to everything else in the Universe."

-John Muir, founder of the Sierra Club Political science experts predict that the wars of the future won’t be fought over oil. They’ll be fought over “blue gold,” or water—and water 22 | Fay Magazine 2015

scarcity and water quality are already issues of wide-scale concern in many parts of the world.

“What is more connected to life science than water?” Adel Collins points out. “It’s 70 percent of who we are, and there’s so much diversity in water quality.”

This fall, seventh graders began a yearlong project to sample, test, and track the quality of the water in Sudbury Reservoir to see how abiotic factors, such as sunlight, turbidity, pH, coliform, and nitrate levels, affect the microorganisms in the water.

During the water collection and testing process, students will be joined by Mary Bezek, Laboratory Supervisor with the Massachusetts Water Resources Authority (MWRA), to learn about data collection and analysis. With Mary’s help, students will compare their results to results collected by the state. Another goal for the project is to learn about the sources of pollution in Fay’s local watershed, and to that end, students will meet with Larry Pistrang, an environmental analyst with the Department of Conservation and Recreation. Students will perform a hay infusion—a lab that uses dried grass, reservoir

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FEATURE

While testing water and measuring leaves might seem like two entirely different endeavors, both studies have served as a lens to magnify an issue of global importance.

Upper School Update water, and a small amount of milk—to grow microorganisms within their water.

So far, the students have compared their results to the MWRA twice, and Adel notes with pride that their results have been impressively accurate. With Mary Bezek’s help, students are comparing the results from Sudbury Reservoir, a nonactive reservoir, to Wachusett Reservoir, a local active reservoir, to identify any differences in water composition.

Adel’s students will put their data into spreadsheets and graph their data points so they can form hypotheses about the content of the water.

To make the connection between local water quality and global water issues, Life Science students will also “crowdsource” their data by sharing it with the World Water Monitoring Challenge (www.monitorwater.org), a website that encourages citizens from around the world to track, monitor, and share information on local water quality. “Our goal,” says Adel, “is for students to understand the science of water quality while also developing an appreciation for the importance of protecting water resources.”

determine when the new leaves have fully emerged. What the students don’t yet realize is that their analysis of a single tree will provide a perspective on the issue of global climate change.

The ninth graders are working with the Schoolyard Science program at Harvard Forest, Harvard University’s long-term ecological research site in Petersham, Massachusetts. The Harvard Forest is a part of a network of 26 long-term ecological research (LTER) sites across the U.S. that are funded by the National Science Foundation (NSF). Through the LTER program, scientists track and study major ecosystem types (such as forests and deserts) over long periods of time to identify patterns in ecological change that can’t be seen through short-term study. “These scientists are trying to unveil a phenomenon called the ‘invisible present,’ says Warren. “Humans have difficulty seeing processes that occur on time scales beyond our lifespan. We see the seasons change, but we don’t understand the changes to the seasons.” This phenomenon places humans on a dangerous course, Warren notes, as disruptions in the seasons have

significant implications for plant life, wildlife, and ultimately human life.

By crowdsourcing, analyzing, and graphing their data along with data from Harvard Forest, Warren’s students are about to discover that there are clear signals that the growing season is shifting in response to anthropogenic changes in climate. “Through their own work, students can see this important trend that they haven’t been able to see before.”

Just halfway through the school year, students are already learning lessons from their tree study. Perhaps the largest is that science can be messy. For example, trees of the same species seem to be dropping their leaves at different times. Why is that, and what does that mean? If the oak trees drop their leaves later, is that due to phenotypic plasticity (the ability of an individual organism to alter characteristics in response to environmental change)? “It may be that this year the growing season is long, next year it’s short, and the year after that it’s in between,” Warren says. “On a short time scale there’s no immediate correlation. It’s only when you observe long-term that a pattern emerges.”

“Look deep into nature, and then you will understand everything better.”

-Albert Einstein In Warren Perdrizet’s ninth grade biology class, students explored global environmental issues this fall through sketching, measuring, and estimating the leaf senescence (aging and changing of color) of some “adopted” trees on campus. In the spring, students will head back outside to find buds on the same branches that they tracked this fall, and they will try to www.fayschool.org | 23

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FAY IN BRIEF A NEW LOOK FOR THE HEART OF CAMPUS

STUDENTS RETURNED THIS FALL to a newly renovated quadrangle area that has beautified and reinvigorated the center of campus. A circular slate wall with granite benches backed by plantings has transformed “Connie’s Corner” (near the lower entrance to the Dining Room Building) into a welcoming spot for students to gather and for impromptu outdoor classes. New walkways and freshly laid sod have created additional green space, and adjacent to Harris Theater are granite benches donated by the Class of 2015, which are engraved with the School’s motto, Poteris Modo Velis.

DAVID LIEBMANN APPOINTED HEAD OF SCHOOL AT GLEN URQUHART SCHOOL CONGRATULATIONS TO ASSISTANT HEAD OF SCHOOL DAVID LIEBMANN, who has been appointed Head of School at Glen Urquhart School in Beverly, Massachusetts. In his October 1 announcement to the Fay community, Head of School Rob Gustavson praised David’s leadership and the pivotal role that he has played in the development of Fay’s program over the past six years. Rob highlighted David’s work on a series of important initiatives, including the implementation of Fay’s faculty

evaluation process, the restructuring of the Learning Services department, and the ongoing development of Fay’s innovation programs. Rob noted, “David’s wise and thoughtful work with department chairs has been instrumental to the improvement of our academic program, and his skillful hiring has strengthened the quality of our faculty and staff.” David departs Fay at the end of June, and his new position at Glen Urquhart begins July 1.

NEW ROPES COURSE AT FAY OPENS TO SOUTHBOROUGH FIREFIGHTERS THANKS TO A GIFT FROM FAY’S PARENTS’ ASSOCIATION, plans for a new ropes course were already underway this past summer when Bob Rojee, Fay’s Director of FaySummer and Auxiliary Programs, learned of a unique opportunity to help the Southborough community. At a “Celebrating our Local Heroes” event at FaySummer Day Camp, Bob learned that the Southborough Fire Department had lost funding for the tactical ropes training that helps firefighters practice rappelling and rope rescues. As a result, Fay decided to invest additional funds and build a platform tower

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that the Southborough Fire Department will use as their regular ropes training facility. The new tower, which reaches 37 feet up to the belay cables, gives Southborough firefighters a place to practice throwing ladders and belaying—and Fay students and summer campers will now have access to a challenge and adventure course with 11 new high ropes elements, where they will also be able to learn rappelling. All 21 of the Southborough Fire Department’s full-time firefighters, as well as their six volunteers, will train on the ropes course once a month beginning this spring.

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FAY IN BRIEF

A LEARNING COMMUNITY FOR ALL FAY CONTINUES TO SUPPORT LEARNING for faculty and parents, as well as students.

As part of Fay’s Ideas&Insights speaker series, Fay welcomed New York Times bestselling author Dr. Michael Thompson for a faculty workshop and public presentation on “How to Raise Responsible Children.” Dr. Thompson is a parenting expert and the author of many books on child development, including Raising Cain: Protecting the Emotional Life of Boys; he has appeared on The Today Show and 60 Minutes, and he has been widely quoted in major publications including The New York Times and The Washington Post. His presentation addressed the challenges of communicating about issues of responsibility and offered insights on the parenting styles that produce the most competent children.

This fall, Fay also welcomed two educators from Mount Holyoke College for a faculty seminar on diversity and inclusion. Marcella Runell Hall, Mount Holyoke’s Dean of

FAY WELCOMES NEW DIRECTORS OF TECHNOLOGY & INNOVATION Joseph Adu, Director of Technology Joe comes to Fay from Care.com, where he was Senior Manager of Technical Support Services. Prior to Care.com, Joe was Director of IT Service Management at Year-Up, a nonprofit organization that provides professional opportunities for low-income young adults. Joe enjoys using technology to help individuals and teams be more efficient and effective, and he looks forward to combining his love for technology with the opportunity to work with and mentor students. Joe is a graduate of Bowdoin College, where he majored in psychology and captained both the indoor and outdoor track and field teams.

David Dixon, Director of Innovation David joins Fay from Tonbridge School, in Tonbridge, England, where he was the Department Chair for Design, Technology, and Engineering. David has taught children from kindergarten through twelfth grade, helping students draw upon math and science concepts to engineer design solutions while making connections to the arts and humanities.

David is a graduate of the University of Portsmouth, U.K., and he is a recipient of the Design and Technology Association’s Subject Leadership Design and Technology Award.

Students, and Cerri Banks, Vice-President for Student Affairs and Dean of the College, led a workshop that focused on how teachers can help children embrace their unique identities at school and understand the factors that contribute to each child’s sense of identity, such as ethnicity, religion, and family composition.

This professional development work builds on Fay’s ongoing efforts to recognize, embrace, and capitalize on the breadth of diversity within the school community.

Later this winter, Fay faculty will be joined by Lynn Lyons, a licensed clinical social worker and psychotherapist, for a workshop on helping students to manage anxiety in the classroom.

Lyons is the coauthor of Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous & Independent Children, and the companion book for children, Playing with Anxiety: Casey’s Guide for Teens and Kids.

FAY STUDENT MAKES HER MARK IN WINTER SPORTS SKI PHENOM and Fay eighth grader Andrea Reynolds ’17 has been chosen to represent Team Lake Placid and compete in the International Children’s Games in Innsbruck, Austria in January. Andrea has been skiing since the age of two and training and racing for New York Ski Education Foundation (NYSEF) since she was eight.

Andrea’s selection for Team Lake Placid was based on the results from her race season last year, where she placed third in Giant Slalom, sixth in Slalom and second in Super G at the New York State Championships. Her performance earned her the fourth place spot on the U14 team that competed at the Eastern Championship, where she raced against the top qualifiers from all the eastern states. Andrea was the top New York finisher in both the Super G and Slalom at the Eastern Championship and earned the distinction of being one of the top five U14 skiers in the East. She was also chosen to race “up” in the U16 Eastern Championship and qualified for the CanAms (top Canadian racers vs. top American racers). We wish Andrea the best of luck at Innsbruck!

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Documenting History in Two Dimensions:

The Line Design Project

AS THE SAYING GOES, EVERY PICTURE TELLS A STORY. Break that picture down into its component lines and angles, and you get another story—one told by variables, constants, and the relationship between rise over run.

As part of Fay’s 150th anniversary celebrations, Upper School Algebra 2 and Pre-Calculus students translated Fay’s history into the language of mathematics by taking iconic photos from Fay’s archives and redrawing them with line equations.

As Math Department chair Julie Porrazzo describes it, “We were looking for a way to authentically integrate this year’s schoolwide theme, ‘Honoring Our Legacy,’ with the students’ coursework. This project gave students the opportunity to look at historical photos with a different kind of eye, as they had to evaluate the form of each photo along with its content.”

Math teacher Cassandra Papalilo explains the process: “First the students selected a photo that was meaningful to them. Then they redrew the picture by hand using different algebraic functions. Students were required to use nine different parent functions and at least 16 functions in all. After finding the equations of each line by hand, students used Desmos, an online graphing calculator, to implement their functions and begin constructing their images; then they had to evaluate the picture and develop other equations to complete the image.”

The project was a perfect way to reinforce students’ algebraic understanding and develop their mathematical “habits of mind,” such as synthesizing information, using tools strategically, and attending to precision. The project was also an exciting way for students to practice collaboration and communication. “Students were so engaged with the process,” says Cassandra, “and there was a great deal of conversation among students during work periods about how they were testing equations and solving problems as they arose.”

Sledding, 1940

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Everlasting Connections:

One Student’s Line Design My project recognizes one of the most important parts of Fay life: the dorms, which have been home to so many students over the years. The setting of the photo is an average Fay School dorm room in 1944, consisting of a bed, a desk, and a window. I chose this photo because it depicts an image that transcends barriers of location, language, and even time. In reconstructing the photo, my purpose was to create a reminder that we are all Fay students, and that the connections we make here at Fay are everlasting.

Even though the simplicity and natural outlines of the objects in this photo translated well on a graph, I encountered many challenges along the way, mainly with my understanding of the functions. It was difficult for me to write and translate many of the equations on paper, as I was unfamiliar with the structures and components of many of the parent functions. I eventually overcame this challenge by studying some of the functions, such as the cube root, individually.

Ultimately, I learned a lot through this project—not just about the functions of the equations I used, but also about the history and atmosphere of Fay seventy years ago.

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Celebrating Fay Traditions:

The Dining Room Chimes

A

sk any Fay alumnus about his or her memories of meals at Fay, and you’re likely to hear about the chimes. A simple metallophone with just five bars and backed by a

thick slab of wood darkened by age, the instrument

sits quietly on the mantel in Fay’s dining room, waiting for its moment to shine.

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Every meal in both of Fay’s dining rooms begins and ends with the sound of chimes played by the faculty member who is leading the meal. The tradition of the chimes may go back as far as the 1930s. In an email earlier this year, Fair Goodale ’36 noted, “As a day student I didn't eat many meals at Fay, but I do associate chimes with lunches.”

The chimes were certainly a fixture by the mid-forties, as Tony Abbott ’49 recalls. “That was [former headmaster] Harry Reinke’s favorite thing,” he recalls. “He loved playing different tunes. I would expect that he started that tradition.”

Curious as to whether Mr. Reinke did in fact start the tradition, we reached out to his daughter, Rue Reinke Siegel, who concurred that the chime tradition as we know it probably began with her father. “It was a way for him to get attention after meals,” she says. “He’d play something—a short tune— and everyone would just stop talking. Then he would give the announcements, and that would be that.”

These days, the faculty member leading the meal is responsible for the chimes, and each one has a different approach.

Latin teacher Emily Gifford usually plays “a scale going up,” while Upper School English teacher Dan Roy just plays “a series of notes—nothing formal or close to a song.”

Upper School history teacher John Beloff ’88 remembered the chimes from his student years and was excited to continue the tradition when he returned to Fay as a faculty

“My favorite sound at Fay is the sound of the chimes being played in the Dining Room, which to me is the heart and soul of the school.

The tradition of family-style dining at Fay reflects the core values that set our community apart from most

member. Foremost in his memories were the elaborate tunes played by longtime faculty member Dick Upjohn, who carried with him a notebook containing numbered “codes” indicating which chime to play for each note in each song. Dick’s daughter, Emily Vatis, recalls, “He knew the tunes, but he just needed his notes to remember the order in which to play the chimes.”

One new twist in recent years is that sometimes the students are allowed to play the chimes. According to Residential Life Coordinator Brittanny O’Meara, “The kids beg to be selected. They plan an elaborate song that usually does not come out exactly as planned, but it’s fun to have the students participate.”

Alas, the chimes in use today are not the originals. Retired faculty member Bob Parsons recalls, “The original set broke, and Brooks Harlow, who was headmaster at the time, had to be retrained on the newer ones because they had a different number of chimes.”

others.The chimes precede the quiet moment at the beginning of the meal when we are reminded to be appreciative of all we have and mindful of the needs of others.The chimes remind us that we are the current recipients of an amazing

educational experience, the latest in a long line of teachers and students who have been sustained by the food and fellowship of this dining room.”

–Amy Mohn, teacher and current parent

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A Field of Their Own In their first season, the girls played on a corner of the boys soccer field. “I will not say that we were especially successful, but we had a lot of fun learning together,” she recalls.

That winter, Mrs. Stockwell and Mrs. Carpenter used the Old Gym (now the Upjohn Building) as their home base, where they coached the girls through a different sport each month, starting with basketball, then moving on to volleyball and gymnastics. In the spring, they played softball and dabbled in lacrosse.

The field hockey team’s memorable season, coupled with Fay’s 150th anniversary, led us to wonder how girls’ athletics got their start. Daintry Duffy Zaterka ’88 caught up with a few of Fay’s field hockey “pioneers.”

As a student teacher at Fay in 1974, Sara Stockwell was horrified to learn that the only plan for the girls’ athletic program was to have them attend the boys’ games and cheer from the sidelines.

Only two years earlier, Fay had admitted its first class of twelve day student girls. Having learned so much from playing sports herself, Sara was determined to start a program for the Fay girls. In the fall of 1974, amid “a great deal of resistance” to a program for which there was no budget, equipment, uniforms, locker space, or transportation, Sara Stockwell partnered with co-coach “Muffin” Carpenter to cobble together Fay’s first field hockey team, which was composed of fifth through ninth graders. “That team was a riot!” she remembers. “You can imagine the size difference between a fifth and ninth grader!”

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While the fledgling girls’ athletics program played second fiddle to the boys in those first few years, it was hugely important to that small group of girls trying to find their way in a school dominated by male faculty and classmates. Hellie Swartwood ’77 played on the first girls field hockey team and recalls that if they were secondclass citizens in the athletic department, “it’s a great tribute to Mrs. Stockwell and Mrs. Carpenter that we didn’t even notice it. They were terrific and did a really nice job pulling us together. It was hard for us to find role models, and these women really stepped up.”

While mandatory sports was not immediately popular with all the girls, the players were learning lessons that went well beyond the rules of a game. “Our goal was to build team spirit and camaraderie among the girls,” says Sara. “It took some time, but I think that the girls liked having something that they could call their own.” By the fall of 1976, the field hockey team had certainly come into its own, racking up an impressive 13-3-1 record.

Sara Stockwell recalls the early years of girls’ athletics at Fay with a distinct fondness for her first class of female athletes. “I was always very proud of the resilience and determination of those girls who helped start the programs in the early stages of co-education,” she notes. “The boys even came to some of our games and cheered for us!”

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SPORTS

Under the Lights

The Fay community came out to support our athletes at our second annual “Friday Night Lights” event on Friday, November 13.

Boys varsity soccer faced off against Belmont Hill School, and varsity field hockey played Dedham Country Day School. Fay’s Parents’ Association coordinated the event, bringing plenty of warmth and school spirit to combat the chilly temperatures.

Both games were hardfought contests against well matched competitors. Boys soccer played Belmont Hill and was tied 33 at the end of regulation, but then lost in overtime, while field hockey lost 10 to Dedham Country Day, whose team was undefeated for the season.

Despite the defeats, the games marked a strong end to two amazing seasons. Varsity soccer boasted a final record of 911 and placed second in the Eaglebrook Tournament, losing 10 in an extremely close champi onship game. Varsity field hockey was also dominant throughout the season, finishing with a record of 812 and conceding only three goals for the entire season.

All of Fay’s fall teamsvolleyball, football, boys and girls soccer, field hockey, and cross countryshowed signifi cant growth, team spirit, and dedication throughout the season. Already Fay’s students in grades five through nine are immersed in winter sports and looking forward to a new season of competition and achievement.

Go Fay!

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CLASS NOTES 1936

1951

FAIR GOODALE has this update: “I visited Fay last May. Mr. Stephen Gray gave me a thorough tour of the school, and I was grateful and mightily impressed with the programs and buildings.”

ALAN BROOKS completed his 20th year competing in track and field events at the Senior and USA Track and Field games throughout New England. Over that time, Alan has failed to win the gold medal in the shot put and the discus fewer than 10 times. In 2016, Alan will compete to qualify for the National Senior Meet in 2017, where he hopes to secure another gold medal. GEORGE BUTLER writes, “Still working at Butler-Dearden Paper in Boylston, Massachusetts after 56 years. My son David is running the company.”

1950 TOM SHEFFIELD writes, “We are involved in a film documentary on Marianne North (1830-1890) who gave 848 of her paintings to the Royal Botanic Gardens at Kew and the gallery to house them. Worth a visit.”

32 | Fay Magazine 2015

Fair Goodale ’36 with Head of School Rob Gustavson on a visit to Fay for Founders’ Day, in May 2015.

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CLASS NOTES

1952 FRANK BEER checked in with an update. After teaching political science and international relations for eight years at the University of Texas and for 30 years at the University of Colorado, he is now retired as Professor Emeritus of Political Science at the University of Colorado, Boulder. Reflecting on his decision to pursue a teaching career, he writes, “After serving for two years as an officer in the U.S. Navy, I thought there ought to be a better way. Teaching offered an opportunity to study, write, and teach about issues of war and peace.” He adds, “I have the highest admiration for Harrison L. Reinke, who

was a wonderful headmaster. He strongly encouraged me and helped set me on a path for a successful life. Mr. Fife was a great English teacher. He inspired a deep and lasting love of literature. Mrs. Ferguson was a gentle and loving teacher for younger boys.”

1958 WILL BROWNELL wrote us with this news: “This has been a great year for me and my wife, Denise. Denise is starting a new business with her vision improvement system, and I am publishing a new biography with Counterpoint Publishers of Berkeley, California. The biography is about the life of General

TONY ABBOTT ’49 WINS NORTH CAROLINA AWARD

T

ony Abbott has been presented with the state's highest civilian honor, the North Carolina Award.

On November 12, Tony was one of six distinguished North Carolinians to be presented the award by Governor Pat McCrory; the other recipients came from the fields of government, medicine, dance, and visual arts.

better by their extraordinary involvement in this state. Each has enriched the lives of our citizens and propelled North Carolina onto the national and world stages."

Tony is the Charles A. Dana Professor Emeritus of English at Davidson College, where he served as Department Chair from 1989 to 1996. He is the author of four critical studies, two novels, and six books of poetry, including the Pulitzer nominated The Girl in the Yellow Raincoat. His awards include the Novello Literary Award for Leaving Maggie Hope (a novel inspired by his experience at Fay), the Oscar Arnold Young Award for The Man Who, and the Brockman-Campbell Award for If Words Could Save Us as well as the Irene Blair Honeycutt Award for Lifetime Achievement in the Literary Arts. He lives in Davidson, North Carolina with his wife, Susan.

Speaking of the honorees, Susan Kluttz, Secretary of the North Carolina Department of Natural and Cultural Resources, said, "It is an honor to pay tribute to these remarkable individuals who have made North Carolina

Tony Abbott ’49 with North Carolina Governor Pat McCrory and Susan Kluttz, Secretary of the North Carolina Department of Natural and Cultural Resources.

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CLASS NOTES

Erich Ludendorff, the #2 general in the German Army in World War I who sponsored Hitler and became the founding member of the Nazi Party. It is a chilling story, but an illuminating one.

This is the same Ludendorff who sent Lenin to Russia in 1917 to destabilize the democratic government of Alexander Kerensky and to install the communist revolution. Somehow there is no firstrate bio of this man, even though he was vital in making Hitler—and Lenin— both possible! My good fortune. I strongly believe that my studies of history under Dr. Seaver Gilcreast are the main reason I was able to do this kind of research and, also, to get a Ph.D. at Columbia. (Of course, "Ph.D." means "piled higher and deeper," but I am sure that my classmates know that.)”

Beach eleven years ago. We have a 28 year-old daughter who lives in Los Angeles and is an avid surfer. She is hoping to move back home to Bermuda to work in the film industry there. My 30 year-old son, Alex, is in wealth management with Morgan Stanley. He and his partner have also launched a new product in the sports drink market that is doing incredibly well. His products are currently in the Texas and California markets with hopes for a national and international presence in the years to come. He was recently married in Houston, Texas; he and his new wife, Brooke Thompson, honeymooned for two weeks in Thailand and had a magical time.”

1971

JEFFREY JAY was with Magic Johnson in Portofino, Italy recently.

Jeffrey reports that “Magic’s former coach, Phil Jackson, was also there, and we spoke about the Larry Bird days.”

MALCOM BARIT writes, “My wife Vicki and I continue to own a luxury rental company in Cabo San Lucas, which we have owned for twelve years.

We moved from Houston to West Palm

1973

1982 Here’s an update from LUIS ZERPA: “I’ve been teaching Spanish at The Rectory School since 2012. I also coach soccer, basketball, and baseball. I love it when we travel to Fay for games and I get to see how beautiful the campus is. I would like to send my love to all my classmates. I remember you and the faculty with deep appreciation.”

1983 AMANDA THORNTON LOEHNIS writes, “After 15 years living in London and then Hong Kong, we are finally back in the United States living in New Canaan, Connecticut. Another new place for us all, so if there is anyone in the area, we would love to connect: amandabthornton@yahoo.com.”

1984 EDUARDO CALDERON was delighted to make it back to Fay this fall for Parents’ Weekend, to visit his son Jose Manuel, who is a member of the Class of 2016. He writes, “I was glad to see how beautiful Fay School is.”

HAPPY BIRTHDAY, DOC STONE! We’d like to wish a very happy birthday to Dr. Timothy Stone, who turned 100 years old on September 3, 2015. Many alumni remember Dr. Stone as Fay’s physician, who frequently showed up on campus, black bag in hand, to tend to Fay students, faculty, and staff. His resume also includes serving as a WWII Army medical officer, Southborough’s medical examiner, and a longtime member of Southborough’s Board of Health. Today, Doc Stone still lives in the red house on the corner of Main Street and Middle Road, where he opened his practice back in 1947.

Dr. Timothy Stone with former headmaster Brooks Harlow.

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CLASS NOTES

’71

’84

’82 Luis Zerpa ’82.

’73 Malcom Barit ’71.

Jeffrey Jay ’73 with Magic Johnson.

Eduardo Calderon ’84 with his son, Jose Manuel ’16, at Fay Parents’ Weekend.

’81

Robert Van Camp ’81 found this class photo...how many classmates can you identify?

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CLASS NOTES

’88 Debbie Siegel ’88 with Tom Truslow ’88 and Jason Duncan ’88.

’88 Brandon Bush ’88 (second from right) with band and crew, along with their hosts on the USS Green Bay.

’97

’97

’89 Tarah Donoghue Breed ’97 with son Hunt.

Jennifer Taylor Kessler ’97 and her husband, Shaun Kessler.

1986 KATIE TOUHEY MOORE writes, “Still having fun on the Cape! I love keeping up with classmates and old friends on Facebook.”

1987 ALECIA GUEQUIERRE MCCRILLIS checked in with this news: “In August 2015, we moved to Hopkinton, New Hampshire. We are

36

| Fay Magazine 2015

glad to be back in the Northeast to be closer to friends and family and skiing!

Our son, Jacques, age 7, started ski jumping last year, and his father still jumps at 51!”

1988 DEBBIE SIEGEL has this update: “I met up with JASON DUNCAN and TOM TRUSLOW for dinner the other night in Newton, Massachusetts.

We reconnected at our 25th reunion a

Sarah Millard ’89 with Tris Millard ’91 and Risako Yamamoto ’89.

few years ago and have kept in touch ever since. We laughed and talked about our Fay days. Looking forward to celebrating Fay’s 150th.” BRANDON BUSH writes, “I was fortunate to tour through Japan this past summer with my brother Kristian Bush, performing for troops and families on a variety of U.S. military bases. Not only was it a thrill to spend time in Japan, it’s always an honor to meet and entertain the men and women stationed overseas.”

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CLASS NOTES

FAY ALUMNI FACE OFF AT ANDOVER-EXETER GAME It is something of an understatement to note that Fay was well represented at this fall’s Andover-Exeter football game, where Jumaane Ford ’12, captain of Andover’s team, faced off against Jeff MacArthur ’13, captain of the Exeter team. (Andover beat Exeter 29-14 that day).

Both Fay alumni have enjoyed stellar careers in secondary school.

Jumaane was a varsity starter on the Andover football team beginning in his freshman year, and his team won the New England Championships his sophomore year. In addition to taking over as captain for the team this fall, he has held leadership positions at Andover in the dorms and in student government.

1989 From SARAH MILLARD: “RISAKO YAMAMOTO came up to New Hampshire over the summer to visit while I was back in the United States (I’ve been in Shanghai for eight years now). My brother TRIS MILLARD '91 was also up with his family, so we were able to take a few Fay photos!”

At Exeter, Jeff was the youngest student to be a starter on the varsity team; he has played in every varsity game for the past four years, on both offense and defense. Jeff is also a wrestler: last year he won the Class A New England Prep School championships, and his team won the tournament. That year, Exeter went to nationals and finished eighth in the nation among prep schools.

’12 ’13

1992 AMY COLLINS has just celebrated her fifth year as Executive Director of TreeUtah in Salt Lake City, Utah. To complete their mission of using staff and volunteers to plant thousands of trees throughout the state, TreeUtah has partnered with companies including WalMart, AT&T, Boeing, Coco Cola, and Patagonia.

1997 JENNIFER TAYLOR married Shaun Kessler on September 5 in Rancho Santa Fe, California, and MARITA BEALE EVERHART was her maid of honor! Jennifer works as a Client Services Advisor for Vistage Worldwide in San Diego, and Shaun is in the United States Navy. They live currently in San Diego with Mason the Yorkie, Kenya the

Jumaane Ford ’12, Rob Gustavson, and Jeff MacArthur ’13.

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CLASS NOTES

Jeremy Navarro ’14, Meg Durhager ’15 (currently at Westminster School), and Sue Lee ’15 reconnect at Hotchkiss School.

A mini Fay reunion at a recent volleyball tournament! Tiffany Chang ’15, Avery Light ’15, Mimi Larrieux ’15, Zoe Carlson ’15, and Stephanie Lee '14.

Noah Furman ’15 and Matt Gannon ’16 met up with Rob Gustavson on Rob’s recent visit to Salisbury School.

rescue pit bull, and Jack, Jennifer’s horse.

TARAH DONOGHUE BREED writes, “Wishing my Fay classmates and friends well. My husband Allen and I recently moved from Boston to Dover, Massachusetts, with our son Hunt, who is almost 18 months. We are often hiking, running, and exploring the woods these days! I am primarily home with Hunt, though also keeping busy with my education consulting venture, Boston Interview Prep, LLC. Hope to see many of my classmates at the 150th gala this spring!”

1999 ADAM WAX checked in to let us know that he has opened his own law firm in Las Vegas, Nevada, called Wax Law, where he represents clients in matters related to business and contracts, criminal defense, and personal injury.

38 | Fay Magazine 2015

Chiho Im ’13, Keziah Clarke ’13, and SeRi Lee ’16, together at Choate Rosemary Hall.

COOKING INSRUCTIONS FOR MAURISA’S PENNE PUTTANESCA 1. Heat the olive oil over medium heat. Add the shallot, anchovies and garlic; stir occasionally. Sauté until anchovies begin to break down and until shallots and garlic are tender and translucent, about 3 to 5 minutes.

2. Add the tomatoes, olives, capers, and red pepper flakes. Bring to a simmer and reduce the heat to medium-low. Simmer until the tomatoes are tender and begin to break down, 25 to 30 minutes. Season with salt and pepper and stir in the parsley.

Keep the sauce warm.

3. Bring a large pot two-thirds full of water to a boil. Add salt and pasta, and cook according to the package instructions until al dente (tender but firm to the bite) approximately 7-10 minutes. Drain the pasta, transfer to a large bowl, and add the puttanesca sauce; toss gently to mix. Divide the pasta among individual bowls and serve immediately.

Maurisa with her cousin, Andrea Grant '98, celebrating their first Taste of Nations at Fay.

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FROM TASTE OF NATIONS TO CHEF & ENTREPRENEUR Maurisa Glinton ’96 brings a passion

York and the Institute of Culinary

for international flavors to her Nassau

Education, where she received a degree

G

gastropub. rowing up in the Bahamas, cook-

ing was a family tradition that

Maurisa Glinton ‘96 couldn’t help

but embrace. Hours spent in the kitchen

with her great-grandmother, cooking traditional foods from Turks and Caicos, taught her the skills and habits of a good cook. However, it wasn’t until

in Culinary Arts and Culinary Management. Leaving a solid job for the notoriously turbulent restaurant industry may have seemed like a gamble to some, but Maurisa felt that she had found her path. “Honestly, I knew it was the right thing to do, and having been at Fay from a young age, I was not afraid of traveling or starting over.”

she came to Fay at age 12 that food

Returning to the Bahamas as a classical-

learning to manage variables such as

and flavor began to grow into a passion.

ly trained chef, Maurisa opened Social

staff, time, money, and guest expecta-

“Boarding school was where my palate

Butterfly Catering. After catering her

tions. On the flip side, the satisfaction

really expanded,” says Maurisa. “I met

cousin’s birthday party—a Great Gatsby-

that Maurisa has received from Mojo’s

students from Korea, Japan, Thailand,

themed event with a Southern-style

has been immense. “Knowing that you

India, and the Caribbean. I was intro-

menu—a groundswell of rave reviews

completely created something, from the

duced to so many different flavors in an

for the event’s food and atmosphere led

plates that we use, to the colors on the

authentic context.”

to the idea for Mojo’s, a gastropub in

walls, the atmosphere, the menu—

downtown Nassau that Maurisa opened

everything is us,” she says. “To see

Maurisa recalls the excitement of participating in Taste of Nations, Fay’s annual international food extravaganza where students and their families share foods from cultures around the world. “My mom sent two gallons of frozen conch fritter batter overnight. It was a huge production, but it was so cool to be dressed in an authentic native print and tasting all these foods that I never would have experienced in the Bahamas.”

After college, Maurisa worked for a couple of years as a school psychologist in the Bahamian Ministry of Education and started to put her love for cooking to work by catering small parties on the side. With the encouragement of friends, the idea of making a living doing what she loved began to take root. She spent a year saving up and then headed for New

in early 2014 in partnership with her

yourself represented this way and to see

cousin. Maurisa describes Mojo’s cuisine

so many people enjoying something

as “Caribbean, Southern, American

you created is so fulfilling.”

fusion.” With offerings that include crispy fried chicken and sage waffles, sesame teriyaki conch bites, and sauteed garlic shrimp with scallion grits, Maurisa puts a sophisticated spin on down-home comfort food.

Opening Mojo’s is an experience that Maurisa describes as both the hardest and most rewarding thing that she has ever done. “We always knew that the food would be good because of how we invested ourselves in the menu,” says Maurisa. Other aspects of the restaurant business presented a steeper learning curve—adapting to the seasonal nature of the business, for example, and

CHEF MAUR ISA’S PENN E PUTTANES CA 1/2 cup ex tra virgin ol iv e oi l 2 shallots 6 garlic clov es, finely sl iced 1 pound tom atoes, crushe d (canned is 1 cup pitted fine) and sliced K al amata and ni 1/4 cup drai coise olives ned capers 1/4 cup coar sely choppe d cured anch 1 teaspoon ovy fillets crushed red pe pper flakes (more if you want it spic ier) Salt and fres hly ground pe pp er, to taste 2 tablespoon s finely chop pe d fresh flat-lea 1 pound drie d penne past f parsley a See cooking in

structions on

page 38

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CLASS NOTES

2001

2010

COURTNEY WILSON is currently at Babson University, working on her M.B.A., and she just created DropZone, an app that connects veterans with civilian resources. She pitched the app for Facebook’s Vets in Tech Hackathon in San Francisco and won third place. From COURTNEY HANNA RENKES: “I am a litigator in DC. My mom says I got my confidence from Fay!”

EMILY GUANCI has been awarded a marketing internship with the Texas Christian University Athletic Department. This past summer, she participated in a TCU study abroad program in London.

2005 JACK OLIPHANT has moved to New York City and works with CBS Interactive.

2009 DIANA MUGGERIDGE writes, “I'm having a great final year at the University of Richmond! I’m on the hunt for exciting opportunities in Washington, D.C. to pursue public relations after graduation.”

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2011 JANE CHIAVELLI checked in with this news: “I’m currently in my sophomore year at Washington & Lee University. I have joined the Delta Kappa Sorority and have declared a dual major in accounting and politics.”

2013 YANA SERRY is in her senior year at the Masters School. Last year, she did varsity track and helped break the school's record for some events. She ran in the All New England track meet and helped the school win sixth place in the relay. KEZIAH CLARKE is in her

senior year at Choate, taking on leadership roles as school prefect and editor-in-chief of the yearbook—both of which she also pursued at Fay. CHIHO IM is also at Choate, where he’s currently taking AP Statistics and enjoying the challenge. In his free time, he has been putting on magic shows for the faculty children!

2015 AMENEH ARSANJANI writes, “It's hard adjusting to a new school! Leaving what's become your home away from home is not easy; however, I know that it will all be okay, and if I ever need support or guidance, I can get it from what has become my family.”

2016 SERI LEE reports “missing Fay a ton,” but she is already highly involved at Choate, participating in cross-country and orchestra.

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In Memoriam PHILIP W. FARLEY ’33 July 25, 2015 Philip Farley died at the age of 95 on July 25, 2015. He was the father of Augusta Farley, Joan Farley Gillispie, and Anne Schatzie Farley. Phil was married for 48 happy years to the former Phyllis Rothschild (or "Bubbles," as he liked to call her) and was stepfather to her sons Kito, Frederick, Alexander, and Elliot Peters. He was a graduate of Choate and Yale, a war hero in the South Pacific, and an avid fisherman.

RICHARD EDWARDS ’46 June 10, 2015 Richard Hadley Edwards, III, 85, passed away peacefully on June 10, 2015, after a lengthy illness. He was born in Boston on September 5, 1929, to Richard Hadley, Jr. and Grace Ingersoll Edwards. He was predeceased by his sister, Anne Boutwell. Dick grew up in Cohasset and Concord, Massachusetts. After Fay, he attended the Cambridge School of Weston and then entered the United States Navy, serving as a seaman first-class aboard the USS LSMR 522 for over three years in the Atlantic Fleet. In 1957, he settled into a career in New Haven retailing, with a specialty in fine toys, games, hobbies, and model railroading. He will be remembered always with great love by his wife Shirley; son, Richard; and daughter, Julie; as well as two brothers, Aldrich of New Haven, and Jared of West Hartford.

GAVIN D. ROBERTSON ’46 May 11, 2014 Gavin Robertson of Paradise Valley, Arizona, passed away on May 11, 2014 after a brief battle with cancer. He was a loving husband and father. He is survived by his wife Jane, daughters Bonnie and Sarah, son Gordon, stepdaughter Juli and stepson

John, and ten grandchildren. After Fay, Gavin graduated from Yale University, received a master’s degree in education, and taught in California and Massachusetts. He proudly served in the United States Marine Corps as a first lieutenant and enjoyed a 27-year career as Senior Vice President of Human Resources and as a member of the Board of Directors at Morgan Construction Company in Worcester, Massachusetts. He also served as a trustee of the University of Massachusetts before retiring to Arizona in 1989. He was an avid sports fan, sang in his church choir, served on the vestry, loved golf, traveled, and listened to classical music.

HUGH M. JOHNSTON, III ’52 August 23, 2015 Hugh McBirney "Barney" Johnston III, 77, formerly of Chestnut Hill, Massachusetts, died on August 23, 2015 of pancreatic cancer.

He retired in 1994 from PNC Bank, where he had been a vice president in the investment management and trust division.

Earlier, he had worked at Goldman Sachs, Western Savings Bank, and First Pennsylvania Bank.

After Fay, Hugh graduated from St. Mark's School. He received a bachelor's degree in art history from Hamilton College, where he played football, baseball, tennis, and ice hockey. Physically active as a young man, he ran with the bulls in Pamplona and climbed Mt. Ranier and the Matterhorn with friends. Later in life, he developed an interest in gliders, and after obtaining his pilot's license, he purchased and raced two sailplanes in regional and national contests. He also served in the Army Reserve.

Hugh is survived by his wife, the former Louise R. Detweiler, and his daughters Robin Allen and Bibby Loring, in addition to his siblings and grandchildren.

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In Memoriam (continued) DUDLEY DENISON ’59 May 26, 2014

MARK CUMMINGS,

Dudley Franklin Denison of Middletown, Delaware, passed away on May 26, 2014.

September 21, 2015

Dudley was the son of J. Morgan Denison and Virginia S. Denison Rosengarten. He is survived by his wife, Deborah J. Denison; brothers John M. Denison of Utah and William H. Denison of North Carolina; and many nieces, nephews, and cousins.

After attending Fay School, Dudley attended Episcopal Academy and Lake Forest College in Illinois. He served in the Army and had a long career in management with a custom millwork company. He enjoyed model trains, pets, collecting Matchbox cars, and travel.

ED KEARNEY ’83 June 25, 2015 Edward C. Kearney of West Barnstable, Massachusetts, died unexpectedly on June 25, 2015 at his home. He was 47. He was the beloved son of Margaret C. Kearney and the late Richard D. Kearney. After Fay, he graduated from Tabor Academy; he later attended Syracuse University and graduated from Framingham State University, where he majored in communications and film. He was a freelancer in the audio and communications industry. He is survived by his sister Megan K. Smith and her husband, Glenn, of Franklin, New Hampshire.

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former faculty

Former faculty member Joseph Mark Cummings, Jr., passed away on September 21, 2015. He was born in Montclair, New Jersey, and raised in Simsbury, Connecticut, and he was a 1978 graduate of Villanova University. Mark was a history teacher and coach at Fay immediately after graduating from college. He later made San Diego his home, where he was a communicant of St. Gregory The Great Church and volunteered at Scripps Hospital in San Diego. He leaves his mother, Sue, along with three brothers and their wives: Paul and Karen of West Simsbury, Connecticut; Neil and Cathy of Simsbury, Connectiut; and Tony and Natasha of Yungaburra, Australia.

Mark also leaves the love of his life, Marta Rodriguez, and the Rodriguez family.

Q&A with Rob Feingold Director of Athletics and Physical Education

A

s Fay’s Director of Athletics and P.E., Rob Feingold has a direct impact on the daily experience of every student on campus—and particularly the students in grades five through nine, who all participate in Fay’s robust after-school athletics program.

A graduate of Lewis and Clark College with a master’s degree in education and athletic administration from Boston University, Rob was Assistant Director of Admission at The Fenn School and Middle School Athletic Director at Noble and Greenough School before coming to Fay in 2011. Under his guidance, the athletic program has expanded to include an interscholastic athletics program for grades five and six and a new athletics option— squash—for Upper School students.

Rob lives on campus with his wife, Dana, who teaches fifth grade in the Belmont Public Schools, and their two children who now attend Fay, Alexandra ’24, and Camden ’26. In addition to his duties as the director of Fay’s athletics program, Rob coaches boys varsity soccer and lacrosse.

Our students benefit tremendously from being required to play a team sport—they learn a lot about perseverance, collaboration, and leadership.

It has been a strong fall season featuring winning records for most of Fay’s teams—but while winning is certainly great, Rob keeps the athletic program focused on two key elements: Fay’s core value of Earnest Effort and a philosophy of “athletics for all.”

We have a dedicated faculty, and many of them devote hours after the regular school day to coaching. The teacher-coach model works well in our community— the teachers have a strong sense of where the students are developmentally, and they get to know their students in a new context.

What is the best part of working at Fay? One of the benefits of being at a PK-9 school is watching the students who started with P.E. in Primary School develop their skills and compete at a high level in Upper School. I also enjoy my work as an advisor in the Upper School and being active in the residential life program— it’s a privilege to be an “on-site parent” for students from all over the world.

What aspect of Fay’s athletic program are you most proud of?

Athletics at Fay offers something for everyone. We have teams and coaches for elite athletes, and we also have numerous opportunities for students who are just starting out with a new sport. I love that there are students who come to Fay without any experience in athletics, but because of our program, they find a sport they enjoy and choose to continue playing.

What is it like to be a coach at Fay?

How has your perspective on Fay changed now that you’re a parent?

We chose Fay because we want our kids to love school— and they do! The other day, my daughter came home and announced that she was going to play soccer, basketball, and lacrosse in Upper School. Sports isn’t necessarily her thing, but because she looks up to the older students, she has been inspired to try these team sports. That really resonated with me—that enthusiasm is what I want Fay athletics to be about.

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