FAY
Fall/Winter 2016
MAGAZINE
In This Issue: Our School-wide Theme: Making a Positive Difference Savile Lord ’91: Revitalizing Main Street
Contents Fay School Magazine
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© 2016 Fay School 48 Main Street Southborough, MA 01772-9106 Phone: 508.485.0100 Fax: 508.481.7872 www.fayschool.org
This year’s school-wide focus on making a positive difference has illuminated the many ways our students and faculty make a difference within our own school community. Page 4
Robert J. Gustavson, Jr. Head of School
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Lower School Update: Getting Out the Vote
Lower School students participated in their own election this fall to learn about the privileges and challenges of democracy. 18
Bringing Humanity and History Together
Ninth graders delved deep into the atomic race with their interdisciplinary study of Steve Sheinkin’s Bomb.
Daintry Duffy Zaterka ‘88 Communications Associate
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What We Play
Meet some of our student musicians, each of whom plays in one of our musical ensembles.
Susan Conti Director of Parent Relations and Events
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Stephen Gray Advancement Officer Magazine Design Michéle Page Design Communication
Primary School Update: The Third Teacher
A look at how our physical spaces play a critical role in each child’s learning experience.
Nicole Casey Assistant Director of Marketing and Communications
Rebecca Lombardo Director of Annual Giving
Much Ado about SPAM®
Savile Lord ’91 is building community and spreading enthusiasm for the SPAM® brand as manager of its new interactive museum.
Ann Wardwell Director of Advancement Erin Ash Sullivan Editor, Director of Marketing and Communications
Building a Community of Care
Our talented faculty members are also respected authorities beyond Fay’s walls and present regularly at conferences and workshops around the country.
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Photography Ellen Harasimowicz MacKenzie Hennessey Daintry Zaterka
Faculty Experts
Fay Goes to Asia
A scrapbook from Fay’s recent trip to Taiwan, Hong Kong, Beijing, and Seoul. 34
Class Notes
Outreach efforts in Syria, pop stardom in Taiwan, and robots on the ocean floor.
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Annual Report 2015-2016
Also in this issue: 2 Head’s Notebook 22 Sports Spotlight 26 Fay in Brief/Welcome to New Administrators 41 In Memoriam Inside Back Cover: Faculty Profile: Emily McCauley
Head’s Notebook: What Makes Us Who We Are: Fay’s Foundational Pillars
D
uring the past year, as my administrative team has engaged in a series of important strategic conversations with the Board of Trustees, we have reflected on what makes Fay distinctive—in essence, what makes us who we are. Building on the School’s mission, motto, and core values, we have considered how these aspirational goals play out in practice and have identified seven defining aspects of Fay, which we have come to call “foundational pillars.”
Nurturing Each Child’s Potential: Fay recognizes and nurtures the unique potential of each child. We understand that every child is different, and each has unique gifts, talents, and interests—as well as specific areas of weakness that can be strengthened. We take the time to get to know our students as individuals and work with each of them to develop their strengths and fortify areas that need particular attention. We
We believe that ultimately, if these pillars are strong and we are successful in providing a program that reflects Fay’s mission and values, our students will emerge with the foundation for a meaningful life—not an easy life; not a life free from conflict, hardship, or discomfort—but with the intellectual tools and character traits, the habits of the mind and of the heart, to confront challenges with confidence, determination, and perseverance.
help students see that each of us needs to work hard— just in different ways.
Serious Fun: Fay is a place of inspired teaching, where students engage actively in their own learning and enjoy tackling challenges. We believe that learning is much more effective when students are actively engaged and care about what they are doing. Fay students come to view challenges not as something to be avoided, but as opportunities to 2 | Fay Magazine 2016
experience a sense of accomplishment and satisfaction. We want our students to see that seriousness of purpose and enjoyment are not mutually exclusive, that it’s possible to exert earnest effort, struggle with a challenge, and have fun all at the same time.
Enduring Skills for a Changing World: Fay develops fundamental academic skills, as well as other essential, enduring skills, such as critical thinking, introspection, discernment, adaptability, and problem solving. We recognize that the development of fundamental academic skills is a critical aspect of foundation-building, and we are intently focused on fostering core intellectual abilities such as reading well, reasoning mathematically, and writing and communicating clearly. We also believe that academic skills alone are insufficient in our rapidly changing world, and that it is becoming increasingly important for students to develop other kinds of mindsets and competencies that will remain essential and relevant regardless of time or place.
An Expectation of Excellence: Fay values excellence, and students are expected to do their best and be their best selves. At Fay, we agree with Aristotle’s assertion that “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Our students learn that if something is worth doing, it’s worth doing well—and that excellence is not the same as perfection. By maintaining the expectation that faculty, staff, administrators, and students will consistently strive to do their best and be their best selves, our students develop this habit of excellence, internalize an appreciation for quality, and become intrinsically motivated to meet their own high standards.
Unwavering Support: Fay provides a web of connection and support for each child that cultivates self-knowledge, builds confidence, and fosters a willingness to take intellectual risks. The essential complement to high expectations is unwavering support. We maintain high expectations for our students because we have great confidence in their ability
HEAD’S NOTEBOOK
to rise to the challenge, but we also know that sometimes they can’t do it on their own. We don’t lower our standards when a child struggles. Instead, multiple, caring adults provide whatever kinds of guidance and support that child may need. Our students know that we are here to offer strategies, advice, and encouragement; but they must confront their own challenges. By helping children understand themselves, face difficulty, and overcome adversity, we empower them to take responsibility for their own success.
A Global Community: Fay is a global community, where students develop cross-cultural competence and learn to interact effectively in a world of difference. As the world continues to become more and more interconnected, Fay students have an incredible advantage. The authentic multiculturalism of our school community provides the opportunity for our students to interact with children from a wide variety of cultures and backgrounds, and in the most natural way, they come to appreciate diversity as something that broadens their perspective and enriches their experience. By the time Fay students reach Upper School, it’s normal for them to spend their days with children from many countries who speak many languages; children who come from vastly different regions of the United States; children with a variety of family structures; children of many backgrounds and ethnicities. Our students acknowledge these differences but don’t allow them to become barriers to establishing positive relationships and friendships.
Character Matters: Fay students develop character and integrity by practicing honesty, respect, empathy, kindness, humility, leadership, and resilience. While fully respecting and appreciating cultural differences, Fay expects all members of our school community, regardless of background, to adhere to shared ethical standards. Students develop character by “practicing” these important traits in both senses of the word: by demonstrating them as consistently as possible, and also by making decisions, receiving feedback, accepting consequences for bad choices, and learning from experience. At Fay, the development of character is as important as the acquisition of academic and intellectual skills. When our students leave for their next schools, we hope they will have developed a strong sense of integrity; that they know what they believe and can envision the kinds of people they want to be, and that they will strive to live their lives according to the high ethical standards they experienced during their time at Fay. We believe that ultimately, if these pillars are strong and we are successful in providing a program that reflects Fay’s mission and values, our students will emerge with the foundation for a meaningful life—not an easy life; not a life free from conflict, hardship, or discomfort—but with the intellectual tools and character traits, the habits of the mind and of the heart, to confront challenges with confidence, determination, and perseverance; to seek opportunities to grow and develop and learn; to be wide awake and fully alive; and to lead lives of consequence that make a positive difference in the world. —Rob Gustavson
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BUILDING A COMMUNITY OF CARE Study room in Old Main. Note the mantelpiece with Fay’s motto—Poteris
The charge to make a positive difference has always been at the heart of Fay’s service learning program as students in all three divisions participate in service
opportunities throughout the year. However, this year’s school-wide focus on making a positive difference has also illuminated the many ways our students and faculty serve one another on a daily basis, making a positive difference within our own school community. Whether it’s a seventh grader giving up a study hall to help with a Kindergarten P.E. class, eighth graders volunteering to revive the campus recycling program, a Lower Schooler sticking up for a classmate at recess, or a second grader holding the door open for a teacher without being asked—kindness, helpfulness, and inclusivity have always been central to the Fay spirit. 4 | Fay Magazine 2016
by Daintry Duffy Zaterka ’88
BUILDING A COMMUNITY OF CARE
While we celebrate all the ways that members of our community are already working daily to make a positive difference in campus life, this year’s theme is also a call to do more, to seek out opportunities, to do something great. “That’s what we mean when we talk about making a positive difference,” says Head of Primary School Teri Lawrence, “to do something great for someone, be a role model, be a hero.” One of the most visible manifestations of this initiative has been the conscious increase in cross-divisional learning within the academic program. This fall, Upper Schoolers in our English Language Program (ELP) worked with Kindergarteners to write stories; the Antler Club, Fay’s student philanthropic club, read stories with grade two students; and seventh graders shared lessons about environmental stewardship with second graders during their service week. “It’s about learning and creating a community together,” says Director of the Educational Program Julie Porrazzo, “and doing something, whether alone or in a group, to make everything more positive.”
MODELING KINDNESS Early in the fall, French teacher Danny Chin did a presentation in Lower School Morning Meeting on what it means to be an unsung hero, treating others the way you would like to be treated without any expectation of acknowledgment. That concept grew into the “Kindness Board,” a bulletin board outside Danny and Kara Mertz’s classrooms where students can put up sticky notes anonymously acknowledging random acts of kindness. Unlike the official commendation board down the hall where faculty members call out exemplary student conduct, the kindness board is special because, “it’s kids noticing kids,” says Head of Lower School Lainie Schuster. “They are recognizing the good without any expectation of credit, just because it’s the right thing to do.” Some of the stickies acknowledge small moments, like a student holding a door or helping to clean up a lunch table. Other notes recognize moments where it can be harder to do the right thing, like standing up for a friend at recess.
IN THE DORMS, THE PROCTORS ARE THERE TO GIVE PEER ADVICE AND FOSTER RELATIONSHIPS.
wish them luck. “It’s great to bridge that gap between the Upper School and Primary students,” she says, noting that it’s a relationship where both sides benefit equally. Says P.E. Helper Emma Reynolds ’19, “Volunteering in the Primary School helps me understand the lives of the younger members of our community and helps me to connect with them. It makes my day a little brighter.”
By acknowledging these efforts, large and small, the hope is that it will encourage others to focus on positivity and make kindness a habit. In Kara Mertz’s homevisory, her fifth and sixth grade advisees participate in an exercise where they each bring in an object that is important to them, and the other students make a positive comment about how the item reflects on its owner. “It’s a nice way for kids to practice talking about each other in a positive way,” says Kara. These are lessons that Lower Schoolers will carry forward into Upper School. “Character matters here, and what we do in Lower School is foundational,” says Danny. “As these students grow into Upper School and are joined by an influx of new students, they will be tasked with conveying that culture.”
EVERYONE HAS SOMETHING TO GIVE Across campus, the Primary School has a robust volunteer program, where Upper Schoolers volunteer one or more of their study hall periods per rotation to help out in art, music, language, and P.E. In Heidi Qua’s P.E. class, Upper School volunteers help set up equipment, tie shoes, play games with the students, and take them on water breaks. Heidi makes it a point to tell her P.E. students when their Upper School helper has an athletic game so that they can
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Tech-savvy students had the opportunity to volunteer for Director of Technology Joe Adu’s Tech Helper team this fall. A new program this year, the Tech Helpers came to be during orientation as a way to augment staffing in the Tech Tent, where students resolve hardware and network issues. Ten students volunteered to help fellow students with their technology issues, logging a whopping 80 technology requests in just the first few days of school. Much of the assistance they provided was particularly valuable because it was student-tostudent. “Who knows the website and online academic tools better than a fellow student?” says Joe. The program was so successful that Joe decided to deploy the Tech Helpers for other projects, such as setting up new iMacs in the Reinke music lab and Chromebook carts for Lower School students. “These are small things, but I know that I am helping the students and faculty here on campus,” says Tech Helper Jeremy Lu ’17. With so many volunteer opportunities seeding campus life, eventually it produces organic results. Noticing that nobody had taken responsibility for recycling this year, Nisha Pedda ’18 and Julia Laquerre ’18 came to Julie Porrazzo and asked if they could organize the program. Nisha and Julia made an educational video about the recycling program and showed it at Upper School morning meeting. When they sent out a form offering students the chance to sign up, they received 35 volunteers! Similarly, Kevin Zhou ’17 and Scout Zhou ’17 noticed that detritus left from Upper School morning snack was littering the usually pristine halls. Kevin and Scout formed a snack helpers
BUILDING A COMMUNITY OF CARE
group, and every morning after snack they take a pass through the halls with dustpans and brushes, restoring the community space to cleanliness. “I think the students are energized by all these opportunities,” says Service Learning Coordinator Emily McCauley. “They see that if there’s something they’re passionate about they can go out and change the world—and right now, this is their world.”
A COMMUNITY OF SUPPORT Students also make a positive difference in the ways that they support one another on a daily basis. In the dorms and day student population, ninth grade proctors act as leaders and positive role models. A highly sought-after position within the student body, each proctor is selected after a written application and faculty interview. Unlike other leadership opportunities, proctors are special because the selection is based not on grades or athletic skill but on strength of character. In the dorms, the proctors are there to give peer advice and foster relationships. They also assist the dorm parents with tasks like getting student technology turned in at night. It’s also a way for older students to give back to the community and pay forward the support that they received. “I remember being new in the seventh grade and feeling hesitant to interact with others,” says dorm proctor Rama Moy ’17. “My proctors were the ones who encouraged me to become part of the community. I love that I'm now able to do the same for other students.” Students also support one another through Community Connections, a student-led, facultyadvised workshop group whose goal is to encour-
age awareness and respect for people’s differences and similarities within the community. The group meets regularly to discuss issues related to student identity, communication, diversity, and inclusion. Topics in recent years have included bullying, cybersafety, and issues surrounding race and ethnicity; in their first workshop this year, the Community Connections group discussed family composition and identity. The support that students provide each other is visible in class, at lunch, in the dorm, and on the playing fields, but also at special events where the community comes together to celebrate one another. Once a semester, Upper School students have the opportunity to participate in an Open Mic night. Students perform music acts, comedy routines, and magic shows, and regardless of their abilities, they are met with genuine support and appreciation. “It’s a special time for our community,” says Dean of Residential Life Courtney Sargent. “To see these kids put themselves out there—and to see the positive community response—is just unbelievable.” This year, the theme of Making a Positive Difference is prompting ongoing conversations about what makes Fay unique and how we can continue to build on our strengths as a community. As our students move on, they leave their mark at Fay, and they carry what they have learned here forward. “When they go off to secondary school, you hear how invested and committed Fay graduates are to their school communities,” says Head of Upper School Matt Heard. “It’s clear that they grew up in a community of care and support.”
THE SUPPORT THAT STUDENTS PROVIDE EACH OTHER IS VISIBLE IN CLASS, AT LUNCH, IN THE DORM, AND ON THE PLAYING FIELDS, BUT ALSO AT SPECIAL EVENTS WHERE THE COMMUNITY COMES TOGETHER TO CELEBRATE ONE ANOTHER.
Much Ado About SPAM
®
Savile Lord ’91 is building community and spreading enthusiasm for the SPAM® brand as manager of its new interactive museum. by Daintry Duffy Zaterka ’88
There’s something cooking in downtown Austin, Minnesota, and Fay alumna Savile Lord '91 is right in the middle of it. At least five new stores have opened in the past few months. Shops that used to be shuttered on the weekends are opening up to steady traffic, and there is a new energy in the downtown area. To what can this steady increase in economic traffic be attributed? SPAM®. Since the SPAM® Museum opened in downtown Austin last May, the attraction has brought 75,000 visitors through town. The museum has hosted college reunions, road-tripping families ® in their RVs, packs of motorcyclists, a Mini Cooper club convention, and even the occasional couple looking for a unique first date destination. "Just like people make a pilgrimage to Graceland, we have visitors who are going out of their way to make a pilgrimage to Southern Minnesota," says Savile, who manages the SPAM® Museum and community relations for its parent company, Hormel Foods.
“My own father remembers how his mother refused to buy food off the black market during the war and proudly bought SPAM instead.” - Savile Lord ’91
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SPAM M® M Makes k it its M Move Believe it or not, this is not the first SPAM® Museum. In 1991, Hormel opened the Hormel Foods First Century Museum, which featured its SPAM® brand. Another larger museum devoted entirely to SPAM® opened in 2001. However, in rethinking the museum for the company's 125th anniversary, Hormel took the unusual step of moving the museum from its location adjacent to corporate headquarters to Austin's downtown area. The move was a purposeful attempt to counteract an alarming trend. "Small towns across the Midwest are dying because there aren't enough big corporations willing to base their operations there," says Savile. Relocating the museum to downtown Austin was more than an investment in a flagship brand—it was an investment in the downtown community and the people of Austin. "It's really great to see a multinational company that's willing to support its community like that," she says. "The museum has presented a wonderful opportunity to collaborate with local businesses and see what we can achieve together." Savile was uniquely positioned to helm this project. At Fay, and later Miss Porter's, Savile developed an appreciation for the importance of community. "At Fay, every student has an important part to play in creating the community," she notes. "You have the ability to change things, and when you work hard, you are rewarded by seeing the results, by being part of the results.” After graduating with a degree in government relations from Georgetown University, Savile worked for a healthcare lobbying group but quickly became
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A SPAM® Museum exhibit: “1891and Beyond”
disenchanted with Washington, D.C. and what she perceived as a lack of opportunity for active engagement. She started looking for a career path where she could immerse herself in a challenge and make a difference. In 2011, she joined the Hormel Foods sales force. Meanwhile, in her free time she volunteered for two community based groups. The first, Choose Civility, is a local project designed to encourage respect, empathy, consideration and tolerance. The second, the Albert Lea Entrepreneur Advancement Program, is a small business incubator that helps entrepreneurs in Southern Minnesota get their ideas off the ground by providing a mentor program, monthly networking opportunities, a co-working space, gap financing, and a venture capital event called "The Tiger Cage," which is modeled after the hit TV show Shark Tank. Savile's experience working with local businesses and her reputation as a community-focused individual led to her being tapped for the challenge of building a SPAM® museum that would enrich and reinvigorate Austin's downtown.
Musical “canstruments”
countries like England. The war also spread SPAM® to the Pacific Rim, Guam, and Hawaii, where it is affectionately nicknamed “Hawaiian Steak” and is so popular that it appears on the menus at McDonald’s and Burger King. The famous SPAM® skit from Monty Python’s Flying Circus and the hit Broadway musical Monty Python’s Spamalot™ have only continued to raise the miracle meat’s profile. The museum is designed to educate and entertain. Among its diverse galleries are a wartime-themed World War II exhibit; Can Central, where you can email tastysounding SPAM® recipes to yourself, take an interactive quiz, and hashtag to your heart’s delight on SPAM®’s social media feeds; a World Market international gallery that showcases how different cultures use SPAM® products around the world; SPAM® Brand 101, an interactive exhibit that shows how the product is made and
SPAM®’s Storied History Perhaps you’re wondering what makes a canned lunchmeat worthy of its own 14,000 square foot museum. SPAM®’s kitschy lore is rooted in its special role in history. Introduced in 1937, SPAM® was the first canned meat that was actually baked in the can, making it a ready-to-eat protein source that early ads touted as a “miracle meat.” During World War II, 100 million pounds of SPAM® were shipped overseas to feed the Allied troops and civilian populations in ration-starved
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Savile Lord ’91, manager of the SPAM® Museum.
PROFILE
allows families to compete against each other in a race to build SPAM® products; an indoor, farm-themed play area for kids; a pop culture gallery featuring the Monty Python SPAM® themed skit, Broadway musical, and SPAM®’s own Sir Can-A-Lot character; and, of course, a gift shop containing hundreds of branded items and gifts. Above all of this, a train of 20 different flavor varieties of SPAM® cans winds its way over the museum on a 390-foot conveyor belt. However, much of the true flavor of the SPAM® Museum is provided by its visitors. Because of its history, “people have a relationship with SPAM®, and that’s not something that you see with a lot of foods,” says Savile. Recently, a gentleman from Hawaii came in to show off his SPAM® can tattoo. “My own father remembers how his mother refused to buy food off the black market during the war and proudly bought SPAM® instead,” Savile says. “People come in with these wonderful stories!” For Savile, her role helming the SPAM® Museum and acting as its liaison to the local business community in Austin, Minnesota, has been both the challenge and the reward that she was looking for. Again, she finds herself in a community where she can make a difference. “I love that this job allows me to be creative and have fun but to also provide a real service and support to the community.”
Bow Tie SPAM® Salad Ingredients 1 12-ounce can SPAM® Classic, cut into julienne strips (For an extra bite substitute SPAM® Black Pepper) 2 cups broccoli florets, blanched 2 cups cooked bow tie pasta 1/4 cup chopped bell pepper 1/4 cup chopped onion 1/4 cup oil 1/4 cup white wine vinegar 3 tablespoons honey mustard 2 tablespoons grated Parmesan cheese 1 garlic clove, minced
Directions 1. In a large skillet, cook SPAM® Classic until browned. In a large, non-metal bowl, combine SPAM® Classic, broccoli, pasta, bell pepper, and onion; mix well. 2. In a small bowl, with a wire whisk or fork, combine remaining ingredients; add to SPAM® mixture and mix well. Cover; refrigerate several hours or overnight.
Savile’s favorite SPAM® recipe
Downtown Austin, Minnesota, home of the SPAM® Museum.
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The Third Teacher
Big ideas can often be found in small places. So it is in Fay’s Primary School, where the neatly ordered groupings of tables and chairs, bright airy hallways, and vibrant installations of student art have been thoughtfully designed and curated in the belief that the physical educational space plays a critical role in a child’s learning experience.
by Daintry Duffy Zaterka ’88 As Teri Lawrence, Fay’s new Head of Primary School, explains, there is an art to creating productive learning spaces. “If we intentionally plan the classroom and the school,” Teri says, “we send two important messages to our children: that the space can help them with learning, and that we value their presence here.”
important that it effectively functions as a “third teacher,” reflecting, reinforcing, and sometimes provoking the idea that teachers and students create learning together. It is just one of the many ideas that inspire Fay Primary School teachers to match their curriculum with an equally enriching classroom space.
To that end, each classroom in the Primary School is adaptable to the work children will be doing on a given day. Every book, puzzle, and plaything is accessible to students and teachers alike, and learning is made visible throughout the classroom so that students can reflect on their work and build on it over time.
Order and Flexibility
Fay’s emphasis on creating an optimal learning environment is echoed by many educational scientists. Among them is Loris Malaguzzi, who developed his philosophy in cooperation with teachers and parents in the villages around the Italian city of Reggio Emilia after World War II. The Reggio Emilia philosophy is based on the idea that the learning environment is so
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Eschewing the cluttered excess of many early learning environments, everything in the Primary School classrooms has a place. Books, puzzles, and tools for dramatic play
are neatly stored but easily accessible. Students may take the books and puzzles out when they wish, but they are equally
PRIMARY SCHOOL UPDATE
responsible for replacing them when they are done. The result is not just a tidy classroom but a sense of ownership and capability among its students. Rather than eating snack as a group, Pre-K students are free to sit down for a snack whenever they feel like it. There is a table set up with snack, two chairs, and napkins. Well-versed in the protocol, the children know how much food they can have and that when they are done, they are responsible for leaving the space clean and ready for the next student. On a recent morning, Teri was sitting alongside Pre-K students when cleanup time was announced. One of the girls asked her if she would like to help clean up and proceeded to show her where each item belonged. “In that moment she
became the teacher, and it was a nice opportunity to switch roles and show that sometimes children can take charge,” says Teri. “We are giving children opportunities for independence and instilling the belief that they are capable—and the students will carry that confidence with them as they go forward.” Primary School teachers are also thoughtful about the placement of tables and chairs within the classroom. Tables and desks can be pushed together and spread apart to allow for group work and individual study depending on what the lesson calls for. On a given morning, students might walk into a completely rearranged classroom. The children immediately react to the change of environment, which may be just the provocation needed to prepare them for that day’s lesson.
Where Work and Workspace Are Valued Children care more for their school space than you might think. One day this fall, the children walked into the Primary School Commons, the students’ dining area, to find that the bulletin boards, signs, and notices that covered the walls had all been taken down. The suddenly bare walls caused a stir. “It was a wonderful moment,” says Teri, “because you could clearly see how important their school is to them.” Teri explained to them that the bare walls were the first step in a Primary School art project, where students created canvas paintings and framed collages to line the walls of the Commons and replicate the feel of a real dining room.
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Learning is made visible throughout the classroom so that students can reflect on their work and build on it over time.
“It’s amazing to see how children respond when they see that their work is being shared as if it’s in an art museum.”
The dining room project is an example of the belief that the way that a child’s art is displayed sends a very important message. Rather than pinning pictures indiscriminately to a bulletin board, work will increasingly be put up with a frame around it and matted to make it clear that it is being held up for recognition. “It’s amazing to see how children respond when they see that their work is being shared as if it’s in an art museum,” says Teri. Children also play a role in calling out their own work for recognition. In Kindergarten, there are clothespins on the wall in the hallway for children to hang up their best work. These displays change throughout the year, and not everyone’s work goes up at the same time. It’s an opportunity for students to think about what their best work is and to display it with pride.
Learning Made Visible In the Primary School, the classrooms reflect the energy and passion of their inhabitants. “When you walk into a classroom, you can tell what the children will be coming back to tomorrow because the space is alive with their work,” says Teri. Projects sit on desktops and around the room in various stages of completion, and teachers do their best to keep that work visible as children come back to it over time and build on their ideas. Part of keeping learning visible is documenting student work. As teachers begin a project with their students, one way to document that work is using documentation panels, which are large boards that show a visual history of how a project
came together. For example, Lauren Cilley’s Pre-K students are working in groups to study an individual tree on campus. The students will follow that tree through the seasons and track the changes by taking pictures. A documentation panel of the project would pair the photos with observational quotes from the students. In the spring, when it’s time to visit the tree again, Lauren can take out the panel, and the children can build on their observations from the fall and winter. “Children love going back and seeing what they said,” says Teri. “In this way, we are encouraging children to be reflective and reinforcing how much we value their thinking.”
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Getting Out the Vote Lower School students participated in their own election this fall to learn about the privileges and challenges of democracy. by Daintry Duffy Zaterka ’88
For four weeks this fall, the conventional organization of the Lower School was tossed aside. Third and fourth grade, usually divided into sections, banded together to form the states Thirdgradesylvania and Fourthgradolina, while fifth and sixth grade students declared their allegiance to the strange-sounding states of Mertzerado, Gleasonansas, and Chinwaii (where the state motto is “Vacation Like You Mean It”).
system that replicated the Electoral College. “I wanted the students to have an immersive experience,” says Bruce, “instead of just supplying them with information.”
Far from an elementary school coup, the formation of these new political entities was part of a mock election project conceived by History Department Chair Bruce Chauncey to teach Lower School students about the presidential election process.
With the assistance of math teacher Tyler Auer, Bruce divided the Lower School into states with an assigned number of electoral points based on their population. Thirdgradesylvania and Fourthgradolina, the populous California and Texas of the Lower School, were balanced out by smaller fifth and sixth grade homevisory states named for their faculty advisors, such as Mrs. Fearey’s Fearisota and Mr. McCauley’s McCaulabama. Of course, an election is only as compelling as its candidates. Two fictional candidates
Growing up, many of us had the experience of voting in a mock election, an exercise that produces a popular vote snapshot but doesn’t simulate the real electoral process. Instead, Bruce decided to create an election with candidates and issues that students would care about and a voting
“One of the things I’m most proud of is that we modeled what civic engagement looks like in a healthy and positive way.” —Tyler Auer
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stepped forward to run for President of the United States of the Lower School. Tyler Auer’s Mr. Stunde of the Mathematics Party and English teacher Christine Fearey, running on behalf of the Anglopublicans, played the role of Mrs. Osore.
Running on the Issues The average Fay fourth grader may not have a nuanced opinion on immigration policy, but ask them about homework,
LOWER SCHOOL UPDATE
“While the students had fun with the project, they also took it seriously and weighed what each candidate was saying.” —Bruce Chauncey
snack options, recess, or dress code, and you are likely to get an earful! Each week, Mr. Stunde and Mrs. Osore presented lunchtime policy statements outlining proposals designed to keep the election balanced. “We wanted to simulate the idea that voters change their opinion over the course of a campaign,” says Tyler. While Mrs. Osore’s proposal to incorporate highcalorie fast food options into morning snack was more popular than Mr. Stunde’s fresh fruit smoothie bar, Mr. Stunde’s proposal to increase the length of first recess to one hour found greater support than Mrs. Osore’s mini-recess concept. “It was great to hear the students debating the issues,” says Tyler. “You’d hear them saying, ‘I know Mr. Stunde’s policy isn’t the most fun, but I think it’s what’s better for us!’”
Watching the Polls Sixth graders played a special role in the election as roving pollsters, taking the pulse of the Lower School electorate after each policy speech. This was an opportunity for students to learn about polling methodologies and how they influence results. Students in each of the three sixth grade sections were given three different methodologies to use, and sure enough, the three different polls produced vastly different results. After the candidates’ snack policy statements, Stunde and Osore were tied in two polls, but Osore showed a commanding 30% lead in the third. “I think our polling mirrored the real campaign well,” says Bruce. “Students saw, based on the electoral map, whether candidates were
getting enough support from the right people to win the electoral points and not just the popular vote.”
Tallying the Results On Tuesday, November 8, the citizens of the Lower School went to the polls, voting in four different time blocks to replicate the staggered closing of the polls across the United States. Students provided their name, gender, state, candidate of choice, most important issue, and whether their vote had changed in the last two weeks. This produced some interesting data points. While both candidates won six out the 12 states, Mr. Stunde overwhelmingly won the electoral points with a slightly less commanding lead in the popular vote. One state, Chinwaii, was evenly split, resulting in a hand vote, followed by a decisive best-of-three in Rock, Paper, Scissors. Dress
code and homework tied as the most important issues, and 46% of students switched candidates within the last two weeks. Only one state, McCaulabama, voted entirely for one candidate, Mrs. Osore, but it was rumored that she was campaigning there heavily the morning of the election. Friday, November 11, marked Mr. Stunde’s one-day term as President of the Lower School, whereupon he implemented his dress code policies; took over the head lunch table and renamed it Table 1600; named Mrs. Osore as his Vice-President; and appointed a cabinet composed of Lower Schoolers. “I think one of the things I’m most proud of,” notes Tyler, “is that we modeled what civic engagement looks like in a healthy and positive way.”
Bringing Humanity and History Together How can we understand the sweep of history by examining the acts of individuals? Ninth graders delved deep into the atomic race with their interdisciplinary study of Steve Sheinkin’s Bomb. by Daintry Duffy Zaterka ’88 Our story starts in a Berlin laboratory in December of 1938. A German chemist named Otto Hahn discovers that when a uranium atom is placed next to radioactive material, it splits in two. In doing so, it releases a tiny burst of energy—just enough to make a grain of sand jump. Hahn’s discovery spurs a race within the scientific community across three continents to develop the most destructive weapon ever known to mankind. This is the thrilling—and very real—story of Bomb, Steve Sheinkin’s book recounting the development of the first atomic bomb. This year, all incoming ninth grade students read Bomb as their summer reading assignment. The book was an ideal vehicle to encourage students and faculty to think across disciplines because of its
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UPPER SCHOOL UPDATE
close connection to topics covered in John Beloff’s ninth grade Topics in Modern American History class (TMA), which starts the year studying the Manhattan Project, as well as the way in which the book echoes the themes of heroism and hard choices that define the ninth grade English curriculum. “Students often see their subjects as having strong boundaries between them,” says English Department Chair Paul Abeln. “It’s important for students to see those boundaries as permeable and think beyond disciplines.”
The Complexities of Character Bomb casts a spotlight on an incredible turning point in history and how leading figures justified—or struggled to justify— their role in creating and using the bomb. In that sense, it’s a very human story. Robert Oppenheimer, the wartime head of the Los Alamos Laboratory where the
bomb was developed, pushes himself to his physical limits to build the bomb and then struggles with the consequences of his achievement. President Harry Truman has to make the difficult decision of whether to drop the bomb —not once, but twice. Manhattan Project spies Ted Hall and Klaus Fuchs hand inside information on the bomb to the Soviets for their own political and ethical reasons. Analyzing these real-life characters in both history and English class impressed upon students the humanity behind the history. “This
Considering Consequences
Perspectives in Poetry Ninth graders wrote poetry from the perspective of one of the historical figures from Bomb.
...This is the story of my life, Legendary, But with a slight hint of sorrow. Some people wish to be me, Wish for the achievements. But what they would never need is my suffering That can never be understood. —Matthew Weng ’17, “The Story of Oppenheimer" and every other historical story is a human story at its core,” says John. “What is it like to be Harry Truman walking the halls of the White House at night by yourself and to have these huge decisions to make under impossible circumstances?” In English, students approached their study of the characters through creative writing assignments. English teacher Deb Smith challenged her students to write from the perspective of a character in the story, focusing on how that individual felt about his or her role in history. Paul’s students wrote poetry in the voice of either a central figure in the story like Truman or Oppenheimer or an ancillary figure like a survivor of Hiroshima. These character studies will echo throughout the year as students encounter other literary characters who face hard choices. “Oppenheimer’s crisis of conscience and the notion of the wages of sin is something that we see again in Beowulf and Macbeth,” says Paul, noting that the parallels between Oppenheimer and Lady Macbeth are particularly striking.
The interdisciplinary approach to Bomb also helped students think deeply about the immediate and long-term consequences of dropping the bomb. An early writing assignment had John’s students considering the difficult question: If the United States had shared everything about the Manhattan Project from day one, would there have been a Cold War? The ripple effect of the bomb continues throughout the year in TMA as students study the Cuban Missile Crisis, Korea and Vietnam, and the Cold War. In English, Paul encouraged students to make connections to other points in history by writing about other moments that had a transformational cultural impact. Students talked about the cultural resonance of Dr. Martin Luther King, Jr.’s “I Have a Dream” speech or how technology has forever changed how we communicate. The idea that we are all living in a unique moment in history was another resonant theme. Just as the students looked back on the events of the 1940s in Bomb, Paul encouraged them to imagine themselves as a student in 2050, looking back on 2016 and writing about the choices that we are making as a society today. The interdisciplinary approach to Bomb has also prompted multicultural and multigenerational approaches to understanding history. In Deb’s English class, several ninth grade boarders from Japan shared perspectives on the cultural mindset in Japan and explored why it was so difficult for the Japanese to surrender even after Hiroshima. In February, members of the Southborough Senior Center will meet with Fay ninth graders to discuss their lives during other times of war, further enriching the students’ understanding of how history has unfolded.
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MEET FAY’S MUSICIANS! Starting in fifth grade, students have the option of participating in one of Fay’s numerous music ensembles, which include band, string ensemble, chorus, and bells. You’ll find beginners trying out a new sound as well as seasoned experts who relish the challenge of a new piece of music. What do they all have in common? An appreciation for a beautiful piece of well-played music and the enjoyment of working with a group towards a common goal.
What We Play NIYA HARRIS 8th grade, Atlanta, Georgia
Alto Saxophone, Intermediate Band Has played alto sax for: 2 years Hours of practice per week: 4 hours/week outside of school Why the sax: I played clarinet first, so I started playing the saxophone to take on a harder challenge. I like that even though the alto sax is a low instrument, it can play both low and high notes, which makes it very flexible within a piece of music. What I like to play: I definitely enjoy playing fast, upbeat music. I enjoy the challenge of keeping up with the tempo. I also enjoy listening to upbeat music, so hearing myself play it is definitely entertaining. In band, we’re currently working on the piece “Cluster, Fluster, Bluster March.” If I could play another instrument…I would play the drums because you can construct an unlimited number of amazing beats, and you can freestyle whenever or wherever you want. Musical idol: Alicia Keys really understands music. Not only does she write her own music, she also plays several instruments, including piano, guitar, bass, and cello. Her music is the real thing, not just babbling meaningless lyrics to one beat.
MYTHRI BATHINI 6th grade, Shrewsbury,
Massachusetts
Cello, Beginning Strings Has played cello for: 2 years Hours of practice per week: 2-3 hours a week, more during the weekend Why the cello: It’s a unique instrument, and I think the low sound is beautiful. I love how you can make out its sound easily when playing in an orchestra. Favorite piece: I love playing Minuet No. 2 by J.S. Bach. If I could play another instrument…I would play the harp, because it’s another string instrument, and it’s so grand! Musical idol: I went to see Danielle Akta, who is a 14 yearold cello prodigy, and she was unbelievably amazing! It just inspires me because she has gotten so far while still being so young!
FEATURE
DERIN ISCAN 9th grade, Westborough, Massachusetts
Cello, String Ensemble Has played cello for: 6 years Hours of practice per week: I practice every other day, spending about half an hour to an hour each on cello and piano. Why the cello: I began cello six years ago because I was drawn to its beauty and how much passion and expression you can get out of the instrument. My favorite piece is Fauré’s Elegie. Other instruments: Piano. If I could play another instrument, I’d also play electric guitar because all my life I have studied classical music, and learning a new style of music excites me. Musical idol: Schubert. I hear stories in his music, and his portrayal of these stories affects me in a profound way.
TYLER STEVENSON 6th grade, Northborough, Massachusetts
Trumpet, Beginning Band 2 Has played trumpet for: 3 years Practices each week: 195 minutes! Why the trumpet: I like marches, and I think that the trumpets usually get the coolest pieces of music. I like the trumpet because of the awesome songs I get to play, and the trumpet often carries the melody. Favorite Piece: Dixie If I could play another instrument …I would play the violin. Musical idol: Louis Armstrong, of course!
NINA ROSSBACH 8th grade, London, England
Flute, Advanced Band Has played flute for: 2.5 years Practices: 3 times a week Why the flute: I have a great passion for my instrument. I love its portability, popularity, and great range. Favorite piece: All of the songs from The Magic Flute. If I could play another instrument…I would love to branch out into other woodwinds, such as the clarinet. Musical idol: My dad has always been my musical idol. When I was a child, I remember him playing the guitar all the time with so much passion. I hope one day I can play my instrument to my children in the same way he did for me and my brother. www.fayschool.org | 21
Sports Spotlight “You can if you will” was the theme of this fall’s athletics season: with a total of 344 students in grades 5-9 competing in 20 teams over 7 different sports, every afternoon of practices and games demonstrated perseverance, skill, and a love of the game.
SPORTS SPOTLIGHT
F
ay’s varsity teams had a terrific fall. Field hockey enjoyed yet another great season and finished with an 8-2-2 record, their only two losses against Shore Country Day School. The volleyball team also shone with an 8-1 record in the regular season; this year, Fay hosted six teams at the first-ever Fay volleyball tournament and finished in third place. Boys soccer finished 8-4 in the regular season, and at the Eaglebrook Tournament, they came in third place out of 12 teams, finishing 4-0-2 for the day in an extremely competitive field. Girls soccer wrapped up the season with a 5-5-2 record, and the football team had a building season, winning one of nine games. Both girls and boys cross country teams did well at the Roxbury Latin Jamboree this year. The girls team finished fourth out of 10 teams, with Natalie Cheng, Scarlett Lin, and Natalie Zaterka finishing 5th, 13th, and 20th respectively out of 90 girls. Meanwhile, the boys finished 8th out of 13 teams, and Fay’s top finishers were Stephen McNulty (28th) and Steve Nam (29th) in a field of 125 runners. Fay added golf as a new interscholastic option to the fall sports roster; the team played its first two matches this year and looks forward to building the program in years to come. The winter season is already underway, with students participating in ice hockey, basketball, squash, and wrestling. Go Fay!
Meet Our Coaches
W
hat makes a great coach? Drive, inspiration, a strategic eye—and, most importantly, a commitment to the players on the team. Fay’s coaches are teachers, outside specialists, parents, administrators, and board members—but one thing they all have in common is the desire to help Fay athletes achieve at a high level physically and mentally, bond as a team, and have fun.
Nell Reynolds
Chris Kimball
Head Coach, Varsity Field Hockey Head Coach, JV Girls Lacrosse
Assistant Coach, Varsity Football Head Coach, Track and Field
Nell has coached field hockey and lacrosse for the past 20 years at various levels and is an accomplished athlete in her own right. She captained Choate Rosemary Hall's field hockey team and was voted MVP twice; she also participated in the USA Futures field hockey program and was elected to play in the Junior Olympics. During college, she played field hockey for Dartmouth, where she helped her team win an Ivy League Championship during her sophomore year. As a lacrosse player, she served as captain of Choate’s team and played for Dartmouth’s JV team. An active member of the Fay community, Nell is also a Fay trustee, the parent of three Fay students (Peter ’15, Andrea ’17, and Emma ’19), and a Fay Parents’ Association volunteer.
Chris defines Fay’s dual commitment to arts and athletics: in addition to coaching football, he serves as the Visual Arts Coordinator at Fay and teaches art classes to students in grades 3-9. He also serves as the Red Color Team faculty advisor. An active participant in his own high school athletic program, he participated in football, basketball, and track and field, and he excelled at the triple jump. Chris attended St. Lawrence University, where he was a member of the school's football team.
"Teaching kids to love the sports they participate in and to love being on a team is a key part of my coaching criteria. Last year, my JV lacrosse team had 13 girls and represented six different countries—no other school in this area can say that! Over the course of the season, I loved watching them become friends and loyal teammates."
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"One thing I love about coaching at Fay is our ability to meet the needs of athletes at all levels, from beginners to those who play at a high level. It’s always a thrill for me to hear from former athletes about what they are playing in high school or even college. Often times, these students go on to excel in sports that they started here at Fay."
Kelvin Martinez
Lara Gleason
Head Coach, Varsity Boys Soccer Assistant Coach, Varsity Boys Basketball
Head Coach, 5-6 Girls Soccer Assistant Coach, Varsity Girls Lacrosse
Before coming to Fay this fall, Kelvin served on the coaching staff at Maritime College and participated in training and recruiting efforts for the Privateer soccer program. He has also worked as a coach and director at numerous soccer organizations throughout New York state, and he has coached at the competitive level for the last seven years. A former Western New England Prep School Soccer Association (WNEPSSA) All-Star selection while at Northfield Mount Hermon, Kelvin later played for Union College, where he was one of the team’s scoring leaders during his time with the Dutchmen. He played for the Blackwatch Professional Development of the PDL for one year. Kelvin holds a USSF “E” License Certification and is currently pursuing his USSF “D” License. He also holds a NSCAA National Diploma, Director of Coaching Diploma and Goalkeeping Level 2 Diploma. A member of Fay’s World Languages faculty, Kelvin teachers Lower and Upper School Spanish; he and his wife, Nora, reside on campus with their children, Isadora and Maceo.
Lara came to Fay in 2011 and has taught English, reading, and writing in both Upper School and Lower School. She has been active as an athlete her whole life: as a student at Dublin School, she was an alpine skier in addition to playing soccer and lacrosse; later at St. Lawrence University, she played Division III lacrosse. Before coming to Fay, Lara taught English and coached soccer and lacrosse at New Hampton School and then Graland Country Day School; she continues to coach soccer and lacrosse at Fay, where her focus during practice is on individual and team goal setting, with the aim of helping students to develop the skills as well as the character of an athlete.
“For me, it’s incredible to be part of this community as an advisor, a teacher, a dorm parent, and a coach. I get to see students in so many different contexts—and there are so many opportunities to interact and create connections.” “It’s so important to me that sports are a required part of the program here at Fay. So many times I’ve been able to watch a student discover a new passion and find a sport they may not have even considered before. And every season, I get to see students setting personal goals and realizing them, whether it’s scoring a goal or even being able to run an extra lap around the field at practice. The feeling students get when they realize how much they can accomplish: it sets the tone for the rest of their lives.”
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DMW PROFILED IN EDIBLE BOSTON WE ARE EXCITED TO ANNOUNCE that Fay’s elective for ninth graders, Diagnosing the Modern World (DMW), will be featured in the Winter 2016 issue of Edible Boston, a publication that covers the food scene in and around Boston. DMW is co-taught by faculty members Emily and Tim McCauley and educates students on topics of global resonance, from water resources and energy usage to food production, availability, and sustainability. Edible Boston visited campus last spring to profile DMW’s final project, which requires students to design and cook a meal that is affordable, tasty, and economical for a family of four while also considering the sustainable sourcing of its ingredients. Students worked in small groups to design and prepare their meals and then
presented them to a panel of guest judges that included Sarah Blackburn, Edible Boston’s managing editor. Many students chose to cook dishes that reflected their cultural heritage, such as Mexican tortillas
or fresh Thai spring rolls. Edible Boston will profile the project and include several of our students’ recipes. To read the profile of the DMW food project, visit www.edibleboston.com.
FAY IN BRIEF FAY WELCOMES IMPRESSIVE SSIVE NEW STUDENTS
F
ay opened this year with 125 new students and a diverse population that includes day students from 40 Massachusetts towns as well as boarders from across the United States and 19 countries. Our admission team was wowed by the strength of our applicants, and here are just a few highlights to showcase some of the amazing new members of our community: • Bilingual students in our day population who speak, among other languages, Italian, Greek, French, Korean, Mandarin, Russian, Hindi, and Turkish (in addition to the many bilingual and trilingual students in boarding population) • Inventors holding seven different patents • Authors of eight novels • Presidential Award winners
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• An opera singer • An actor with a featured role in a nationally released film • A founder of a charity • A student who built his own drone without a kit • A student who started a girls basketball team at her school when there was only a boys team • An entrepreneur with an online store • A student who won his school’s award for kindness and espousing community values • National champions, state champions, and major metropolitan city champions in cross country, track, tennis, squash, speech, essay writing, music, painting, chess, and math
FAY IN BRIEF
F
FAY TEACHERS HARNESS THE POWER OF GOOGLE CLASSROOM
or the past few years, Fay teachers and students have been enthusiastic e users of the web-based web based Google services, services with students doing most of their written work in Google Docs, recording data in Google Sheets, creating presentations in Google Slides, and communicating with their teachers and each other through Gmail. Last year, Spanish teacher Kara Mertz and Director of Innovation David Dixon both piloted Google Classroom, the platform that integrates all of these services together. The program was rolled out school-wide this fall. Google Classroom allows teachers to communicate with students, share resources, distribute assignments, and grade and return work through a single portal. In a blow to procrastinators, teachers can also use Google Classroom to quickly see who has or hasn't completed assignments and provide direct, real-time
FOURTH GRADERS GET DRAMATIC T THIS SPRING, THINGS WILL T GET DRAMATIC G IIN LOWER SCHOOL as the S drama program d expands d to ffourth h grade. d “Fourth “F h grade d drama will focus on the basics,” explains drama teacher Kathryn Maslak, “including what it means to project and tell a story with your voice, the kinds of voices you can use, and telling a story with your body using facial expressions, gestures, and movement.” This foundational experience will prepare students for drama in fifth grade, when they perform stand-alone scenes, and the sixth grade play.
feedback on work in progress. Beyond organization and visibility, Google Classroom also presents significant opportunities for enhancing communication in the classroom. Teachers can post online polls, for example, to elicit student feedback, and students can pursue discussion topics to fuel the learning process. “This is a perfect example of ‘tradition meets innovation’ in practice,” says Joe Adu, Fay’s Director of Information Technology. He notes that Fay teachers have been enthusiastic about adopting the technology and are finding new ways for it to support their teaching, such as forming Classroom groups with other faculty members in the same department to share materials and resources.
PRIMARY TEACHERS ATTEND HAWKINS CONFERENCE
O
n Saturday, October 1, Primary School faculty members Laura O'Donnell, Maura Feller, Lauren Cilley, Jennifer Telles, Carol Knowles, and Alyssa Fucci, along with Head of Primary School Teri Lawrence, attended the 2016 Conference on Curiosity and Learning at Wheelock College in Boston. The conference featured an exhibit of hands-on experiences inspired by the educational philosophy of David and Frances Hawkins, a husband-andwife team of teacher and educational philosopher whose work focuses on how children learn. The interactive conference included over a dozen hands-on stations and opportunities to informally engage with Wheelock faculty as well as colleagues from deCordova Museum, the Beautiful Stuff Project, City Sprouts, Maker Space, and the Hawkins Learning study group. "It was a great opportunity to engage in learning experiences that are similar to those we might offer children and to think outside the box and be curious,” says Teri. “It was a great day to motivate and stimulate our teaching!”
Fourth grade drama will offer a combination of scripted and unscripted work. Students will work on scenes, learn how to read a script and follow stage directions, and participate in improv games that challenge them to think on their feet in character. Kathryn predicts that fourth grade drama will be “serious fun.” “What’s great about drama,” she adds, “is that students can develop technique through games, so they have a lot of fun exploring what their voices and bodies can do.”
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Fay Welcomes New Administrators Stu Rosenwald, Associate Head of School Stu has served in almost every role imaginable during his 35 years at Fay, including English teacher, advisor, coach, and Director of Secondary School Placement. While Stu will continue to oversee the Secondary School Counseling Office, he has assumed new responsibilities as Associate Head of School, which include working closely with the Office of Admission, the Office of Advancement, and the Board of Trustees; representing Fay’s mission, philosophy, and program to faculty, current and prospective parents, and the greater independent school community; and assuming Head of School responsibilities when Rob Gustavson is away from campus. As Rob noted in his announcement last year, Stu is uniquely qualified to assume this role: “Stu is a highly respected
member of the Fay community,” he wrote, “not just for his experience, but also for his judgment, collegiality, and dedication to his work.”
Julie Porrazzo, Director of the Educational Program Julie joined the Fay community in 2011 as chair of the Math Department. This year, she takes on a newly created role, and as
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Director of the Educational Program, she serves as a central point of oversight and implementation for the academic program. She leads the academic department chairs in curriculum development, faculty evaluation, professional development, and in promoting innovation in all aspects of teaching and learning at Fay. Julie has worked in independent and public schools for over twenty years, teaching students in Pre-K through grade nine and working with teachers and administrators to enhance student learning. A graduate of Georgetown University with a master’s degree in education from the University of Virginia, she has presented at numerous conferences, including the National Association of Independent Schools, Mel Levine Education Conference, and MassCUE.
FAY UPDATE
Teri Lawrence, Head of Primary School and Director of the Early Learning Center Teri comes to Fay after serving as Head of School at Resurrection Episcopal Day School in New York City. Teri has extensive experience as an early childhood teacher and administrator, having served as Director of the Elementary Center at St. Thomas School in Medina, Washington; Executive Director of the Child and Family Development Center at Eastern Connecticut State University; and head of the early childhood and primary divisions at Renbrook School in West Hartford, Connecticut. She has also been a member of many higher education faculties in
Connecticut and Washington as part of their teaching training programs. Teri came to Fay this fall as Interim Head of Primary School after the retirement of Anne Bishop last June; in November, Rob Gustavson appointed her to the permanent position. “Teri has done an outstanding job of leading the Primary School, and she has been instrumental in guiding the launch of our new Early Learning Center,” Rob says. “She is excited to make this commitment to Fay, and I'm thrilled that she has agreed to lead both of these programs in the coming years.”
The Early Learning Center at Fay School Opens Fall 2017 We are excited to announce the launch of The Early Learning Center (ELC) at Fay School, an early childhood program for children ages two years, nine months through age five. The ELC represents the evolution of Fay’s Pre-Kindergarten program, which began in 2010. While retaining many of the distinguishing features of Fay’s Pre-K program, including outstanding teachers, small class sizes, and a nurturing, structured setting, the new program will include younger children and will expand coverage to better meet the needs of busy families. The ELC will open in September of 2017. Parents will be able to choose from a range of enrollment options, including a three-day (Monday, Wednesday, Friday) program and a
five-day program, as well as full and half days. The Early Learning Center will be open from 7:00 am to 6:00 pm each day and will serve children year-round. More information about the Center is available at www.fayschool.org/elc.
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Our sstu tude dent ntss
will be quick to tell you that their teachers are experts in their fields—but our talented faculty members are also respected authorities beyond Fay’s walls. Each year, Fay faculty, staff, and administrators serve on national boards and present at educational workshops and conferences around the country and the world, sharing innovative curricula and teaching strategies with peers. Here’s just a sampling of what our faculty is up to this year.
FAY’S IN-HOUSE EXPERTS Joe Adu
(Director of Technology) was recently quoted in an article on information security in ComputerWorld/CIO Magazine, in which he weighed in on best practices for training school faculty and staff on information security protocol.
Tyler Auer
(Lower School Math) presented a workshop on Fermi estimation problems at the national conference of the National Council of Teachers of Mathematics (NCTM) National Conference in San Francisco last May, and last month he presented a workshop on math homework at NCTM’s regional conference in St. Louis. Last summer, he served as an instructor at Fay’s Math and Science Workshops, a weeklong professional development program that draws math and science teachers from public and private schools around the country.
Dan Blanchard (Ancient History) was a presen-
ter at November’s meeting of the Northeastern Political Science Association (NPSA), one the leading regional professional organizations in the United States for the study of politics. As part of the panel, "Historical Inquires and the Ancient World," Dan presented a paper focusing on the political perspective of the Greek historian Polybius and the theory of mixed government. Dan’s co-panelists included professors from around the world, including Boston College, Concordia University, and the University of Notre Dame. Dan is also a member of the New England Ancient Historians Colloquium and the Classical Association of New England. 30 | Fay Magazine 2016
Stephen Buck (Music) recently presented at the
Northeast Professional Educator Network for music and theater teachers. The workshop was a Kodály refresher session, which focused on the readiness curriculum for Pre-K and Kindergarten music. This summer, Stephen served on the faculty of the Kodály Music Institute, a teacher training program and graduate course through Anna Maria College and the Boston Area Kodály Educators. He continues to be a member of the Tanglewood Festival Chorus and will be singing in Bach’s B-Minor Mass at Symphony Hall in February. He also sings with and is the assistant conductor for the professional Schola Cantorum.
FACULTY UPDATE
Danny Chin (Lower School World Languages)
presented at the Association of Independent Schools in New England (AISNE) Middle School Students of Color Conference at Meadowbrook School, where he worked with a group of students to talk about Asian Americans and the notion of the “model minority.”
Billy Claire (Visual Arts) is a board member of
and the webmaster for the Massachusetts Art Education Association (MAEA), as well as the recipient of MAEA’s 2015 Massachusetts Middle School Art Educator of the Year Award. Billy’s presentation at their annual conference this past November focused on issues faced by art educators in independent schools.
Rob Feingold (Director of Athletics) serves on
the New England Preparatory School Athletic Council (NEPSAC) Executive Board of Directors as the Middle School representative.
Philip Montgomery (Arts Department Chair) is the Associate Director of the Worcester Children's Chorus, where he directs two choirs. He is also a division representative on the national board of the Organization of American Kodály Educators (OAKE).
Sarah Ripton
(English Language Program Coordinator) worked with (Residential Life Coordinator) to host the Junior Boarding School Residential Life Summer Forum this past August. Sarah Ripton’s presentation to new faculty, entitled “International Communities: Navigating Cultural Differences,” offered expert advice on building an inclusive and welcoming school culture.
Brittany O’Meara
Stu Rosenwald
(Associate Head of School, Director of Secondary School Counseling) presented at the Junior Schools Placement Conference in April of 2016 at Westminster School in Simsbury, Connecticut. His presentation focused on strategies for families seeking to secure financial aid during the secondary school admission process.
Beth Whitney
(Director of Admission) serves on the Board of Directors of the Association of Independent School Admission Professionals (AISAP). She served as a cohort leader for AISAP’s Annual Institute and presented two workshops, one on growing enrollment and another on building admission committees. She has also recently been a panel leader and presenter at national conferences for the Independent Educational Consultant Association (IECA) and The Association of Boarding Schools (TABS).
Susan Mantilla-Goin
(Associate Director of Admission, Director of Financial Aid) was a guest presenter at Needham High School's "One Day" program in October, where she co-led a workshop entitled, "Exploring Identity: How Knowing Yourself Can Help You Connect with Others."
Fay Goes to Asia Our Fay communities in Asia had a wonderful opportunity to reconnect this summer, when Director of Advancement Ann Wardwell, Associate Head of School Stu Rosenwald, and his wife, Lorie Rosenwald, visited Taiwan, Hong Kong, Beijing, and Seoul. We are so grateful to the families in these cities for their gracious hospitality!
Seoul Ann Wardwell, Stu and Lorie Rosenwald, and Korean Fay alumni were treated to a private tour, followed by cocktails and delicious dinner, at the Korea Furniture Museum. The event was hosted by Rae Eun Sung ’94 and Jae Hoon Kim ’85 P ’17, ’18.
The Korean Alumni Association hosted a delicious dinner for the Rosenwalds and Ann at the Korea Furniture Museum. 32 | Fay Magazine 2016
The Fay Korean Mothers’ Association held their annual summer banquet in Seoul, with Stu and Lorie Rosenwald as guests of honor.
Fay students respectfully greet Mr. Rosenwald in Korea.
A traditional Korean meal for the Rosenwalds.
FAY UPDATE
Hong Kong
The family of Madeline Lee ’17 hosted Ann and the Rosenwalds for dinner at the Hong Kong Country Club.
Stu, Lorie, and Ann and host Warren Lee P’17 at The American Club in Hong Kong.
Beijing
A reception for Fay families in Beijing.
Stu and Lorie Rosenwald at the Great Wall.
The Rosenwalds, pictured with tour guides Kathy Quin P’20 and Amy Wu P’18.
Taiwan
Moose ears! Stu, Lorie, and Ann gathered with local Fay alumni for an alumni dinner during their visit to Taiwan.
The family of Albert Ting ’87 and Arthur Ting ’90 hosted a welcome luncheon for Stu, Lorie, and Ann. Also pictured, front row: Tim Koay ’13 and Theo Koay ’18. www.fayschool.org | 33
CLASS NOTES
A photo from David Rassin ’57’s recent trip to Tanzania. He writes, “My wife Glennda and I had a busy summer taking one grandchild, Joshua, on a safari in Tanzania and another, Parker, to Iceland and Greenland. I truly believe travel is a great educator and wonderful photo opportunity.”
1951 ALAN BROOKS writes, “I’m still competing in the senior track and field meets (shot put, discus, hammer) throughout New England, and, fortunately, still collecting the gold medals. I managed to set several records in different states this summer but have my sights set now on the national meet in Alabama this coming June, where the gold will be harder to come by. I’m also starting Bikram yoga to get some flexibility and balance into this old frame.”
1958 WILL BROWNELL has this news: “My book, The First Nazi, which is about General Erich Ludendorff of
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Germany—the macabre genius who managed to lose World War I, blame the Jews, and sponsor Hitler—is now being published in best-seller status in China, England, Italy, and for some reason, the Czech Republic! Any member of the Class of '58 can have a free copy if he will merely email or phone me. I could never have done this without Gilcreast and Fay.” Meanwhile, longtime television entertainment reporter BILL HARRIS (Showtime, Entertainment Tonight, E! TV) was selected and signed to emcee/host a worldwide tour for the first-ever, onewoman show of two-time Academy Award-winning Italian actress Sophia Loren. The first leg of 15 appearances took them from Atlantic City to
Hollywood, with sold-out crowds enjoying 90 minutes of questions, film clips, and memories of her films and famous friends. Next up for Miss Loren and Bill: international dates from London to Tel Aviv, followed by another national swing starting in February 2017.
Bill Harris ’58 with Sophia Loren.
CLASS NOTES
Farm has grown and serves well the need and desire of groups, couples, and individuals to pause in their busy and purposeful lives to rest and restore their energy, passion, relationships, and creativity for life.
Hallelujah Farm, owned by Roger Daly ’59.
1959 The Reverend Roger Daly, Class of 1959, had this reflection to share about his life since graduating from Fay.
I’ve been a pastor or interim pastor for 45 years; for seven of them, I was also a part-time family therapist. I have been married to Sandy for nearly 34 years. We are both ordained United Church of Christ pastors. Our life together continues to be a delight, and we are very happy living at Hallelujah Farm in Chesterfield, New Hampshire, where we also host individual and group retreats (97 of them in 2016). See www.hallelujahfarm.com and you’ll get an idea of what claims much of our life and work together. Three of our four children are married, and we have seven grandchildren. My son Jonathan and daughter Heather and their families live north of Atlanta, GA. Sandy’s son Chris and family live near Seattle and her daughter Melissa lives in Farmington, NM. Our family is one of the great blessings in our lives—we just wish they didn’t live so far away! I have said before that I am a happy person. That declaration surprised me when I realized its truth about fifteen years ago. It's more true today. My work as an interim minister relating to transitional and distressed churches (though now part-time) is gratifying and apparently effective. My life with Sandy is rich and full of delight. Our life together offering retreat ministry at Hallelujah
We continue to celebrate the lives of our children and their children. All seventeen of us (now often plus significant others) gather for "Family Camp" during the third week of July and celebrate a "whole family" gathering (of about 50) on its Saturday with our siblings and their children. This culminates in a unique three-act, variously costumed drama, featuring the youngest generation as actors and Sandy as (often befuddled) director/producer. Throughout the day, there are things seen, heard, tasted, touched, smelled and/or felt that cause us to fall in love with one another all
over again—at least until the next time we see each other. The experience of Family Camp is an anchor for our lives. Hallelujah Farm is a welcoming place, and we welcome you—friend, acquaintance, stranger—to pause with us for renewing body, mind, heart, soul. Sound lofty and ambitious? Nah. Come and enjoy!
1967 We heard from WIN FOREMAN, who writes, “I'm planning on being there for my 50th. Can't believe it's been that long.” WILLIAM MCGRAIL has this update: “I live in Montana now, after a career in New York City doing finance. My children don’t believe my Fay stories, so if any of you remember me, or even if you do not, it’s always interesting to compare
A Seat of Honor for Brian Marshall ’59 On Memorial Day 2016, KEN MARSHALL ’52 celebrated the naval service of his brother BRIAN MARSHALL ’59 by sponsoring a Seat of Honor for him in the theater of the Intrepid Sea, Air & Space Museum in New York City. Brian volunteered for the Navy during the Vietnam War and served as a flight navigator on the USS Intrepid from 19711974 as a member of Squadron VAW-121. In an unusual coincidence, Ken also served on the Intrepid from 1966 to 1969 as a naval flight surgeon during two deployments to Vietnam. Brian Marshall ’59. In sponsoring the Seat of Honor, Ken also wished to commemorate Brian’s commitment to public service and equality, both in college and during his military service. As a Boston University undergraduate, Brian organized a group of students who went once every week to tutor children in the Columbia Point public housing project, and while on the Intrepid, Brian served as Race Relations Officer, in addition to his flight duties, for the 4,000 men serving in the carrier.
Following his service, Brian worked for the U.S. General Services Administration in Washington, D.C. as a speechwriter for the head of the National Archives and Records Service. He died in 1987.
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CLASS NOTES
notes after all these years. You can reach me at wpm827@gmail.com. To paraphrase Winston Churchill, I took more out of Fay than Fay took out of me.”
’79
1979
A photo of the family of Lachlan Elting ’79: wife Viviana, and daughters Emma, age five, and Maia, age seven.
LACHLAN ELTING checked in from Mexico City back in October with this update: “Our daughter Emma just turned five today, and Maia is seven. We happily divide our time between Mexico City and San Miguel de Allende. Our industrial investment fund is doing well.” DAVID PANAGORE writes, “I've moved to Provincetown, Massachusetts, where I am now Town Manager. Folks are welcome to stop by and say hi, especially our gay and lesbian alumni.”
1980
’82 Mini-reunion: Josh Futterman ’82 got together with fellow classmates Anne Davis Gillet and Len Berkowitz to celebrate Josh’s 50th birthday.
’91
Borja Cuan Ruiz ’91 with wife Veronica and son Matteo.
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SUSAN HANNAN has this news: “I am living in Ocala, Florida, with my husband and daughter, and our yellow lab Sunshine. Our daughter is heading into high school next year, which makes us realize how fast time passes. I speak often of my years at Fay and have such great memories. I would love to hear from my old friends from Fay!”
1982 JOSH FUTTERMAN spent May and June running California operations for the Hillary Clinton campaign. More recently, he has been mentoring new entrepreneurs in New York through Techstars and the Bay Area’s Enterprise Futures Network. He recently launched ShadowGM, a new full stack advisory and support service to help start-up founders achieve their dreams. JIM EZRINE came to see Josh in New York in July. ANNE DAVIS GILLET and LEN BERKOWITZ joined Josh for his 50th birthday celebration on October 22. They’re all hoping to get together again in May for the Class of ’82’s 35th reunion.
1991 BORJA CUAN-RUIZ shares this update: “All is well in San Francisco. I've lived here ten years now. How the time passes! My wife Veronica gave birth to our son Matteo Cuan on June 2, 2015. Matteo is 16 months old and doing very well. I stay in touch with NICK METTLER from my class, who is also here in the Bay Area.”
1992 CHRISTINA BETHKE writes, “I married my husband Vincent in May 2014, and we're now stationed in Amman, Jordan, working for the United Nations on the crisis in Syria. I'd love to connect with any Fay alumni who are also working in the region, and a big hello to my fellow '92 classmates!” AMBI BOWO is now based in the San Francisco area and was excited, in his words, “to finally have a fun update,” and here it is: “So after maybe about 20 years, we finally reunited! It was so fun to see Stu Rosenwald, my coach, advisor, and counselor, who guided me through my years at Fay. We picked up where we left off and talked about everything that we love about this journey in life. Even though we had limited time
CLASS NOTES
with Stu and Lorie, I got to introduce them to my soulmate, Thesia. Next time, we will introduce them to our girls; Almira, Jameela ,and Aleema, who were at school at that time. So fun!” And just a few days later, we heard from Ambi again! “I met another Fay alum, TOM SHEFFIELD, from the Class of 1950! Thomas’ granddaughter Mirabelle and my oldest daughter Almira are in the same class at Katherine Delmar Burke School here in San Francisco. It’s a small world, after all!”
1993 BEN CURTIS and his wife Whitney Curtis (St. Mark’s, Class of 1996) are delighted to announce the birth of their son, Camden Wyatt Curtis, on September 27.
1998 ALEX NICHOLS is currently working in Hong Kong and planning a move to Seattle.
1999 News from VICTORIA COADY: “I've had a big life change: in August, I accepted a position with Deloitte Touche Tohmatsu in Melbourne, Australia. I've joined their Human Capital Consulting practice, specializing in HR Transformation & Technology. So far, Australia is lovely—Melbourne is a big cosmopolitan city, and it takes its role as the food and culture capital of Australia very seriously. I'm looking forward to connecting with Fay classmates here in the Asia/Pacific region!”
2000 SALLY KING MCBRIDE and her husband Adam welcomed a son, Max King McBride, on January 23, 2016. Sally continues to work in Modern and Contemporary Art at the Metropolitan Museum of Art and would love to reconnect with any Fay alumni in the city.
’92 Fay is everywhere…Ambiya Bowo ’92 enjoyed two Fay connections recently. Above: Ambi with Associate Head of School Stu Rosenwald, Stu’s wife, Lorie Rosenwald, and Ambi’s wife, Thesia; Below: Ambi meets fellow Bay Area alumnus Tom Sheffield ’50.
’92
’50
JACK VOGEL ’09 WINS CARL MENGER ESSAY AWARD Jack Vogel ’09 was selected this year as a winner of the prestigious Carl Menger Essay Contest for undergraduates, which is sponsored by the Foundation for Economic Education and the Society for the Development of Austrian Economics.
’93 Ben Curtis, his wife, Whitney, and their son, Camden.
The award included a $500 honorarium and an expenses-paid trip to the November ceremony at the J.W. Marriott in Washington, D.C., where Nobel Laureate Vernon Smith and another economist, Israel Kirzner, also received awards. Jack’s essay was entitled, “The Role of Private Equity in Enhancing the Market for Corporate Control and Capitalism Itself.” He graduated from Trinity College in Hartford, Connecticut, this past June and is now working in the mergers and acquisitions group at Suntrust Bank in Atlanta.
’00 Max, son of Sally King McBride ’00.
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CLASS NOTES
2003
’03 Four old friends came together for the wedding of Richie Dart ’03 – three of Richie’s groomsmen were Fay classmates! Pictured left to right: Richie Dart ’03, Chris Halloran ’03, Mike Greenberg ’03, Tyler Godoff ’03.
We have learned that TREVOR NICHOLS worked for the Peace Corps in Zambia from June 2013 to September 2015. He is currently working for Millenium Challenge Corp. in Washington, DC.
2004 KRISTEN WHALEY BRODY has this news: “I am a Process Engineer in the Pilot Plant at Merck; my department recently manufactured the Ebola vaccine that was successful during its clinical trials in Africa.”
2007
’07 Sarah Rudkin ’07 became engaged this fall to Michael Monterosso.
’07
SARAH RUDKIN shares, “I became engaged in January of this year to Michael Monterosso from Wolcott, Connecticut. The engagement took place while we were living in San Diego on Sunset Cliffs. We have been together since June 2013 and have a fur baby (cat) named Kiko. No set date yet, as I am in a rotational program for United Technologies Corporation, where we move every eight months with a graduation date in June of next year, and then we move to our final destination (currently unknown).”
2007 Jaxton Everett Hayes, son of Mariah Gonzalez Hayes ’07 and her husband Caleb Hayes.
’08
Scott Isbell ’08. 38 | Fay Magazine 2016
Jaxton Everett Hayes was born to MARIAH GONZALEZ HAYES and husband Caleb Hayes on September 22, 2016.
2008 ANDREW KENEALY is currently a research associate at the Brookings Institute in Washington, D.C. and head coach of the Woodrow Wilson High School varsity girls rowing team. SCOTT ISBELL writes, “I have been busy finishing up my final semester at Emerson College and have been busy
A POP SENSATION Eric Chou ’10 has been making a splash on the Taiwanese music scene since releasing his debut album, My Way to Love, through Sony Music Taiwan in 2014. Discovered while singing at the wedding of a family friend, Eric signed with Sony and began composing and recording the 11 tracks that were featured on his debut album. His breakout moment came when he composed the smash hit “Let’s Not be Friends in the Future,” which was featured on the original soundtrack for the Taiwanese television drama The Way We Were. His music video for “Let’s Not Be Friends” went viral and to date has over 69 million views. Eric recently released his second album, What Love Has Taught Us, and music from both his albums is available on iTunes.
CLASS NOTES
performing on the weekends and flying to various ADHD events to spread awareness. My first episode on Vice TV just aired the other week, I am being interviewed on InfoWars, and I am doing the music for a Howard Stern video game. I hope many Fay alumni attend Founders’ Day this year!”
2010 DIANA KENEALY is a junior at Princeton University and a member of the women's varsity crew team. This past
summer, she interned in Copenhagen for the Danish Institute of Human Rights.
2011 Here’s the news from JANE CHIAVELLI: After graduating from St. Marks in 2014, she headed to Washington and Lee University in Lexington, Virginia, where she is majoring in accounting and business administration and minoring in education. She is also captain of the Washington and Lee University NCAA Equestrian Team.
BUILDING ROBOTS THAT “FLY” ON THE OCEAN FLOOR Using bio-inspired design, MIT senior Miranda Kotidis ’10 is helping create robots for underwater research. This summer, there was a new underwater presence off the shore of Woods Hole, Massachusetts. Silently navigating the ocean depths, it ascended and descended at regular intervals using its wings to convert this vertical motion to forward motion, essentially “gliding” without the need for a propeller or engine. The “presence” was not a living thing, but rather the creation of a research team that included Miranda Kotidis ’10, currently a senior at MIT in Mechanical Engineering focusing on vehicle design and bio-inspired robotic propulsion. This past summer, Miranda served as a Summer Student Fellow at the prestigious Woods Hole Oceanographic Institution (WHOI). Over the course of the summer, she collaborated with fellow students and researchers to modify the underwater glider. Her specific focus was to design a rechargeable battery pack for it. “It’s complicated to change out the batteries in an underwater vehicle,” she explains. “You also need to rebalance the vehicle, and that can’t be done while you’re out at sea.”
2014 MARY SHERWIN writes, “I have been varsity tennis captain at Marian High School all four years, received the Tennis League All Star Award in 2015, and am a member of the National Honors Society and the International Thespian Society.” And we have received exciting news from ANDREW ESTELLA: “I’m in my senior year at Saint John’s, and earlier this summer I committed to play college lacrosse at Swarthmore College!”
where she is exploring how to recreate the propulsion systems used by animals in the wild. Her first project, a flapping wing for an aerial/underwater vehicle, was inspired by the wing of a puffin, an animal that can both fly in the air and swim in the water. Miranda has since switched to a project that incorporates elements found in the wing of a manta ray. Check out videos of manta rays jumping, Miranda notes, and “you’ll see they can propel themselves more than two body lengths out of the water. There’s a lot we can learn about the manta ray’s musculature and the power it harnesses to move like that. We want to characterize it and recreate it.” One element that made her studies at WHOI so inspiring, she says, was making the direct connection between engineering and research. “One of my friends this summer was actually using the data from our glider to measure trends in the temperature and salinity of ocean currents along the Gulf Stream,” she notes. “It was exciting to have a direct impact on how people were able to do research.”
Miranda’s summer experience was a perfect complement to her studies, which for the past two years have focused on mechanical engineering and bio-inspired design. In September 2015, she began working in one of MIT’s Ocean Engineering Laboratories,
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A Legacy of Support, An Investment in the Future: Dave Whittemore ’53, P ’83, ’84, GP ’23 “Over three generations, our family has benefitted from the focus of individual Fay faculty members on each of our strengths and developmental needs. The resulting foundation paved the way for success in higher education and helped direct us toward careers that match our individual strengths. As each of us makes his or her way through life, I have come to recognize Fay’s vital role in my development and am leaving a bequest to the School to help ensure that future students can enjoy the same opportunities.”
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M
ore than sixty years after his time as a student at Fay, Dave Whittemore ’53 still feels connected to the Fay campus and community.
Fay is where Dave came into his own as a student. He remembers with fondness Mr. Landon G. Rankin, Fay’s Latin master, who was one of the first to identify Dave’s proficiency with foreign languages. In Mr. Rankin’s class, Dave learned how to decline sentences in Latin, and along the way he developed a deeper understanding of and appreciation for English grammar and vocabulary. It was Mr. Rankin’s confidence in Dave’s abilities, coupled with Fay’s high standards and challenging curriculum, that set Dave on the path to success. The Fay experience had such an impact on Dave that he chose to send his two daughters, Betsy ’83 and Holly ’84, to Fay as well. Today, that legacy stretches to a third generation: Anna, who is Dave’s granddaughter and Holly’s daughter, is currently in third grade and a member of the Fay Class of 2023. Dave is a member of Fay’s 1866 Society, a group of alumni, parents, and friends of Fay who have made a bequest to Fay in their wills. Through planned giving, these generous and thoughtful donors are helping to make sure that Fay will continue to be a strong and vibrant community that provides each student with the foundation for a meaningful life.
In Memoriam FORREST E. MARS, JR. ’45, former trustee July 26, 2016
as a Trustee from 1974 to 1982, and was a Trustee Emeritus from 1982 to 2014. His contributions had a profound and lasting impact on the School. Forrest leaves his wife, Jacomien, brother John and sister Jacqueline, four children, 11 grandchildren, and two greatgrandchildren, as well as nephews Frank Mars ’78 and Michael Mars ’83.
THOMAS MUTTI ’94 August 6, 2016 Thomas James Mutti died on August 6, 2016, after a brief illness. He was 37 years old.
Forrest Edward Mars, Jr., died on July 26, 2016, at the age of 84.
Tom was born in Boston, Massachusetts. After Fay, he graduated from Bancroft School in 1997 and attended Carnegie Mellon University and Oberlin College. He worked as a personal assistant to Ronald M. Ansin of the Ronald M. Ansin Foundation of Leominster. He was actively involved with the Leominster Health Alliance Hospital Guild, the Boy Scouts of America, The United Way, and other local charities and organizations.
Forrest was born August 16, 1931, in Oak Park, Ill, the eldest of three children. After Fay, he attended Hotchkiss School in Lakeville, Connecticut. He earned a bachelor of science degree from Yale University in 1953 and a master’s of business administration from New York University in 1958.
He is survived by his mother and stepfather, Mary and Wayne Shaw; his father, Gary Mutti; his sisters, Corey Boyden and Elizabeth Mutti; as well as grandparents, aunts, uncles, cousins, and nieces.
Forrest spent his career helping to grow Mars, Inc., the company that was founded by his grandfather, Franklin C. Mars, in 1911. After working in a variety of managerial jobs at Mars, Forrest and his brother John Mars ’49 became co-presidents, jointly running the company, in 1975. He retired from his executive duties in 1999 but remained on the board until 2006.
DR. TIMOTHY STONE October 24, 2016
During his retirement, Forrest actively pursued his interests, which included adventure travel and U.S. history. He took students from Hotchkiss on educational sailing trips to Antarctica and funded expansion of the Brinton Museum in Big Horn, Wyoming. Forrest was an active member of the Fay community and generously supported the School for many years. He joined Fay’s Board of Trustees as an Associate Trustee in 1960-1961, served
Longtime Fay physician Dr. Timothy Stone passed away on October 24 at the age of 101. Over the years, Dr. Stone tended to many Fay students, faculty, and staff. He also served as a WWII Army medical officer, Southborough’s medical examiner, and a longtime member of Southborough’s Board of Health. We remember Doc Stone with great fondness and send our deepest condolences to his family.
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Q&A with Emily McCauley
Fay History Teacher and Service Learning Coordinator
S
ince arriving at Fay in 2007, Emily McCauley has taught almost every class in the History Department, but her signature course is Diagnosing the Modern World, the interdisciplinary ninth grade elective that she has co-taught for six years with her husband, science teacher Tim McCauley. DMW focuses on key world issues, such as access to water, energy production, and food sustainability. The course dovetails perfectly with Emily’s role as Fay’s
Service Learning Coordinator, where she seeks out opportunities for Fay students to make a difference on a local, national, and international scale. Emily lives on campus in Webster House, where she and Tim, along with two-year-old son Cormac and dog Max, are the dorm family for a group of eighth and ninth grade girls. We met with Emily recently to discuss what she loves about teaching, the role of service learning at Fay, and the joys and challenges of co-teaching a course with her husband.
What brought you to teaching? I had an American history teacher in high school who was so passionate and engaged; I will never forget him telling the story of the duel between Aaron Burr and Alexander Hamilton. I decided that I wanted to give teaching a try. I came to Fay and fell in love with the profession and the place.
What is it like co-teaching Diagnosing the Modern World with your husband Tim? At this point, we have practiced teaching together so much that we have a good feel for who should drive the conversation. Of course, we still run into times where we are interrupting each other and disagreeing, but that fuels the discussion. The great thing is that the two of us together are much more creative than either of us is individually.
Is there a service learning opportunity that is particularly special in your opinion? The ninth grade trip to the Dominican Republic is incredible. Throughout the week, you can see the kids transform and feel the joy that they experience. Like the other service learning opportunities we create for our students, it’s an opportunity to develop empathy, critical thinking, collaboration, and problem solving. The students have to work together in groups, they confront unfamiliar situations, and occasionally they’re thrown a curveball that they have to deal with—all enduring life skills.
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