Fay Magazine, Summer 2015

FAY

Summer 2015

MAGAZINE

In this issue: Service Learning, by the Numbers Dedicated Service: Lieutenant Courtney Wilson ’01 Fay and the Development of the Measles Vaccine

Contents

Fay School Magazine

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© 2015

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

What happens when algebra teachers make math come alive with real-world service learning.

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Robert J. Gustavson, Jr. Head of School

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Lower School Update/ Ideas that Matter: Personal Essays and Public Speaking

Fifth graders master the art of the personal essay.

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Upper School Update/ Ready to Launch: Tackling the Secondary School Placement Process

A primer on how our Upper Schoolers make the transition to secondary school.

Susan Conti Director of Parent Relations and Events

28 Samantha Slotnick Alumni Coordinator

Athletics: What I’ll Remember

Ninth grade captains of the spring teams reflect on “the story of their season.”

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Commencement 2015

Photos, awards, and information about our graduates’ secondary school and college destinations.

Nicole Casey Anne Hart Stephanie Levine Publications Associates Magazine Design Michéle Page Design Communication

Primary School Update/ Learning to Lead

As the capstone program of the Primary School, second graders find numerous opportunities for challenge and growth.

Daintry Duffy Zaterka ’88 Communications Associate

Stephen Gray Advancement Officer

Leadership, Service, and Grace Under Pressure: Lieutenant Courtney Wilson ’01

What led Courtney Wilson ’01 from Fay, to Exeter, to Wellesley, and then to military service in Afghanistan as a platoon leader?

Erin Ash Sullivan Editor, Director of Communications

Gail Duffney Cirillo Director of Annual Giving

Making History: David Edmonston ’57 and the Measles Vaccine

The measles vaccine we use today can be traced back to Fay School, to one boy, and to one measles outbreak during the winter of 1953-54.

Ann Wardwell Director of Advancement Rob Crawford Director of Marketing and Public Relations

When Numbers Drive Change: Fay Mathematicians Make a Difference

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Class Notes

A new summer program taught by Fay alumni, a Tony Award winner, and a warm welcome to the newest Fay babies!

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Also in this issue:

Photography Rob Crawford Ellen Harasimowicz Erin Ash Sullivan

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On the cover: Ninth graders walk down the Primary School staircase in preparation for Commencement.

Pictured center left, Jillian Carroll ’15, and right, Alina Ryan ’15. Photo by Erin Ash Sullivan.

26 Fay Dancers Soar to New Heights

On the inside cover: Mia Overbye ’21 asks Reuel Phillipeaux ’16 to sign her yearbook.

59 In Memoriam

14 Fay in Brief 16 Introducing New Trustees

34 Color Competition 36 Founders’ Weekend 2015 48 Primary and Lower School Closing Exercises

Inside Back Cover: Meet Alina Argueta

Head’s Notebook:

A Message from Rob Gustavson, Head of School

Honoring Our Legacy he 150th anniversary of the founding of Fay, which will be celebrated during the upcoming school year, calls for a school theme that encourages our students to reflect on the significance of this important milepost. By definition, anniversaries are retrospective, but they also offer the chance to reaffirm our responsibilities as stewards and caretakers of the things we hold dear. I’m pleased that the theme we have chosen, Honoring Our Legacy, is both backward-looking and forward-facing; it will enable us both to reflect on Fay’s past and to consider its future.

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A legacy is something of value, usually immaterial, handed down from predecessors. It’s often the manifestation of traditions or customs inherited from ancestors and passed along from one generation to the next. A legacy is the heritage we have received – but it is also something we will pass on; we are both its recipients and its benefactors.

How, then, do we honor a legacy? Honoring something is fundamentally different from protecting or preserving it.

We don’t honor what we value simply by holding it in esteem. Honoring our legacy involves integrity, commitment, and effort—not only out of respect for what we have been given, but also in recognition of our responsibility to live up to the values and expectations we have inherited and our determination to ensure that those ideals will endure.

We best honor our legacy by valuing and appreciating all we have received from the past, demonstrating those ideals as we live fully in the present, and planning intentionally for the future. Like it or not, our legacy isn’t static or fixed.

It’s always changing and evolving. The question is not whether what we pass along will differ from what we have received; it’s whether we will choose to take an active, deliberate role in determining the nature of the legacy we will leave.

As Peter Drucker wrote, “The best way to predict your future is to create it.” This notion is at the heart of the kinds of reflection we will undertake with our students,

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and it has been the impetus for the Fay Board of Trustees to consider key strategic questions throughout the past year. The Board has immersed itself in a comprehensive assessment of trends and issues that the School is likely to face in coming years and has begun to develop thoughtful, proactive approaches to addressing these challenges before they confront us. We look forward to sharing our findings and proposals.

Amidst the enjoyment of our celebration next year, I’m hopeful that Fay’s sesquicentennial will prompt each of us to consider the legacy we want to leave, both as individuals and as members of the Fay community, and then set about to make that happen. Ultimately, that may be the best way to honor all we have been so fortunate to receive and have the privilege to pass along.

Honoring our legacy involves integrity, commitment, and effort— not only out of respect for what we have been given, but also in recognition of our responsibility to live up to the values and expectations we have inherited.

When Numbers Drive Change: Fay Mathematicians Make a Difference

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Picture this.

You are an agent of change, passionately committed to solving one of the world’s most intractable problems, such as pollution, homelessness, or access to education.

You have a great solution and a plan in place. You even have a possible backer for your project—but first, you need to put together a compelling presentation driven by hard numerical data in order to secure your backer’s support.

Oh, and you’re thirteen years old.

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Fay’s Pre-Algebra students were those very agents of change this year, as they participated in a multi-phased, handson, math and community service project designed to help them experience real-world applications of math concepts.

The project was designed by math teachers Craig Ferraro and Joe Buteau, who were looking for ways to connect their statistics unit to this year’s schoolwide theme, “Dedicated Service.”

Service learning is an important part of many school programs, but Craig and Joe wanted to emphasize each student’s ability to make an impact. “We wanted our students to develop a sense of advocacy and the sense that they could effect change,” Craig says, “which is so much more significant than just checking off community service hours.” The final result: an authentic process recognizable to any adult who has tried to put a good idea into practice.

Identify the Problem Craig and Joe launched the project by asking students to identify some problems that they wanted to explore in more depth. One section chose pollution; another section wanted to understand inequity in education; two sections wanted to study homelessness. Then the teachers supplied the students with data related to their problem, such as charts and graphs showing the homeless population worldwide, or the number of high school graduates who go on to pursue a college degree.

Analyze the Data Craig and Joe challenged students to use the tools they had been learning—histograms, stem-and-leaf plots, and box-and-whisker graphs—to summarize, compare, and interpret the data. “Students could choose to represent the data in any way,” Craig explains. “They learned a lot about which graphs work best for different kinds of data.”

Suggest a Solution Armed with the numbers, students then generated proposals for community service projects. Craig notes that students found this to be an interesting challenge: “The students faced a question that all problem-solvers face: Should I start with a proposal and find data to support it? Or should I let the data drive my solution?” Many students decided that the latter approach made more sense.

Master the Messaging A great plan is only as powerful as its pitch—so students collaborated on persuasive web-based presentations that included audio recordings, photographs, and visual representations of data. (You can see their proposals at statisticalservants.blogspot.com and numbersdrivechange.blogspot.com.)

Make the Pitch The initial phase of the project culminated with a presentation day, where students pitched their proposals to a panel of “deciders” that included faculty and staff members, along with Head of School Rob Gustavson and Jim Shay ’78, President of the Board of Trustees. Joe and Craig set up a series of small tables where individual panelists could hear each group’s proposal in ten-minute rotations, much like “speed

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FEATURE

dating.” “With this format, each group was able to deliver their pitch two or three times,” explains Craig. “Students got immediate feedback and were able to improve each time.” After the presentations, panelists met briefly to share their impressions, and then they selected one project for each class to pursue as a community service project.

Ideas became reality after spring break, when Joe’s and Craig’s classes put the selected plans into action. The class exploring pollution planned for a recyclable bottle drive, with the money from the drive to be dedicated to a cleanup effort at Plymouth Beach. One group studying homelessness designed a fundraiser to purchase school supplies for children in homeless shelters, while the other class exploring homelessness chose to partner with Samarpan, an innovative nonprofit that designs shelters for the homeless with sand-filled recyclable water bottles.

The class studying equity in education pursued a project close to home.

The selected proposal, drafted by seventh graders Allie Mohn and Quinn Welliver, proposed a partnership with another middle school, where students could discuss the importance of education and strategies for academic success. Ultimately, Fay students partnered with Nativity School of Worcester, a middle school that provides an all-scholarship education to underserved boys. One morning in May, Fay students visited Nativity School, where students discussed school and shared stories about common challenges and successes. “It was helpful to recall our studies during the winter term and contrast that with an actual experience,” adds Craig.

“Everyone came away from the day very impressed by our neighbors and excited about a budding relationship.”

Fay students were struck more by what they shared in common with the Nativity students than the differences. Quinn Welliver wrote, “Our schools seem different in size, number of students, and sports. But one thing that we have in common is brotherhood. At both schools, we form relationships that will last the rest of our lives." Fellow seventh grader Pierce Ridgley added, “I found that one thing the Nativity students and Fay students have in common is hard work. Hearing what everybody does to maintain good grades really shows that both of our schools push us to be the best that we can be.”

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Making History: David Edmonston ’57 and the Measles Vaccine

by Erin Ash Sullivan

MAKING HISTORY: THE MEASLES VACCINE

Measles has been in the headlines in recent months, from outbreaks in Disneyland to heated debates about the dangers of the “anti-vaxxer” movement. What you probably don’t know is that the vaccine responsible for nearly eradicating the disease from most developed countries can be traced back to Fay School, to one boy, and to one measles outbreak during the winter of 1953-54.

In the fall of 1953, ten year-old David Edmonston left his home in Bethesda, Maryland, and headed north to Fay School. He was a free-spirited, rather undisciplined boy, and his parents felt that Fay might be just the ticket to instill some structure and focus.

Arrival to campus was a shock to David’s system. The dorm master led him into Old Main (Fay’s original building, demolished in 1986), up the stairs, and into a tiny alcove, barely six feet across. There was just enough room for a narrow bed and a dresser, and a curtain drawn across the doorway allowed for a modicum of privacy.

It was a whole new world. Fay’s regimented days were quite different from David’s free-wheeling way of doing things, and everything felt foreign, from long hours in the school room to interrogations by the stern headmaster, Harrison Reinke. But there were also new experiences to discover and enjoy: reading about the Knights of the Round Table in a literature class, learning to calculate fractions in Mr. Shields’ class, going skeet shooting for the first time, playing on a soccer team, attending chapel services at St. Mark’s.

That winter, just as he was adjusting to the challenges and pleasures of his new life, David fell ill. There was a measles outbreak—not an uncommon occurrence in those days, when nearly every child in the United States got measles by age 15 and the disease killed around 450 people a year.

David was sent to the infirmary, which at the time was located on the floors above the Dining Room. He was kept out of contact with the other boys, and though the nurses were kind, he was lonely and bored.

Twenty-five miles away, at Children’s Hospital in Boston, Dr. John Enders and Dr. Thomas Peebles were men on a mission—to be the first to isolate the measles virus. Enders was a groundbreaking scientist who would win the 1954 Nobel Prize for work that ultimately led to Jonas Salk’s development of the polio vaccine. Peebles was a newly minted pediatrician, just two years out of Harvard Medical School.

One morning in the winter of 1954, Enders got word from a colleague that there was an outbreak of measles at Fay School in Southborough, a boys’ junior boarding school not too far from the hospital. Would Enders be interested in getting some samples from the sick students?

No time to waste: Enders sent Peebles directly out to Fay.

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Fay School 1953

David was surprised to meet the doctor from Boston, who asked him politely for permission to take blood samples and throat swabs. David agreed, intrigued by the request and vaguely aware that the doctor was up to something important. Peebles took the samples and went away. Not long after that, the doctor returned to get more samples and to share some exciting news. He told David that he and his colleagues had identified the measles virus in his samples and that doctors were isolating it in order to develop a vaccine. They were confident it would work.

That was the last time David heard anything about Peebles’ and Enders’ research for several years, and as far as he knew, the story was over. David got better, and spring came to Fay. He threw himself into classes and activities, even winning third place in the Founders’ Day sack race. When the year was through, his parents brought him back to Bethesda to finish his schooling closer to home.

It had been a year of growth and learning at Fay, and his bout with the measles was just a small part of his tale.

Little did David know that his case of measles—and his fateful meeting with Dr. Peebles—were the starting points in a scientific discovery that changed the course of world history.

After Peebles identified the virus in David’s samples, Enders continued with the work. He grew a strain of measles— named the Edmonston-B strain, after David—that he developed into a measles vaccine. In 1961, The New York Times proclaimed the new vaccine “100% effective,” and in 1963, a licensed measles vaccine was introduced to the public.

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John Enders

David met the doctors one more time, in March, 1963, just after the launch of the new vaccine. CBS sent him a free ticket from Washington to New York in order to appear on a special news program hosted by the well-known anchor Charles Collingwood and featuring Dr. Peebles and Dr. Enders. David, who by then was in his late teens, was delighted with his whirlwind trip to New York and brief brush with fame, though a bit disappointed that the elegant hotel restaurant didn’t serve pizza.

In the following decades, the measles vaccine became a juggernaut. Millions of children and adults around the world have been inoculated since the vaccine’s creation, 52 years ago. In 2000, the United States declared that measles had been eliminated from this country (in this case, “eliminated” is defined as the absence of continuous disease transmission for 12 months or more in a specific geographic area).

While other effective measles strains have been developed in past years, many of those were derived from the Edmonston-B strain. According to the Centers for Disease Control, even today, a modified version of the strain, called the Edmonston-Enders strain, is the measles component of the MMR (measles, mumps, rubella) vaccine that most American children receive.

Like the “immortal” Henrietta Lacks, whose cells have lived on in the HeLa cells found in every research lab, David Edmonston’s case of measles from the winter of 1954 was the beginning of a momentous story that continues today. All of us who were inoculated against the disease have a little bit of Fay in our blood.

Thomas Peebles

What Happened Next David Edmonston graciously spoke with us at length about his year at Fay and his memories of the development of the measles vaccine. As he pointed out in our conversation, this chapter in his life was one that happened “to” him, rather than an event in which he had an active role. What happened next to David Edmonston is just as fascinating.

After graduating from high school in Bethesda, David pursued studies at a local community college, later transferring to Earlham College, a Quaker college in Indiana. It was there that he met the Reverend James Bevel, a leader of the Southern Christian Leadership Conference and close advisor to Dr. Martin Luther King, Jr. “I was galvanized by his blunt enthusiasm for civil rights,” David recalls, “and I wanted to support the movement and learn from these dynamic people.”

In September 1964, David joined the Student Nonviolent Coordinating Committee (SNCC) and headed for Mississippi.

He remembers, “That June, three civil rights workers [James Chaney, Andrew Goodman, and Michael Schwerner] had been murdered in Neshoba County. I can only imagine the fear my parents must have felt when I told them of my decision, and yet they supported my plan.”

human worth,” David says. “They showed me what could be accomplished when many people acted non-violently but boldly, with a united purpose.”

As a young adult, David discovered the passion for learning that had eluded him in earlier years. “Learning became one of my great loves,” he says, and he went on to share his passion for knowledge as a high school science teacher. He later went into construction, and he notes that Mr. Shields’ fraction lessons stood him in good stead when he became a carpenter and cabinetmaker.

Perhaps most noteworthy, David’s spirit of inquiry has manifested itself in a lifelong focus on spirituality and mysticism.

Over the years, he has pursued his study of meditation and the divine, visiting India numerous times. Now retired at 72 and living in rural Virginia, David relDavid Edmonston today. ishes his role as a “seeker” and seizes every opportunity to continue to learn and expand his horizons.

For the next nine months, David was actively involved in the Civil Rights Movement. He started a “freedom school” to teach black teens about the history of slavery and the culture of oppression. He went door-to-door encouraging black residents to register to vote and provided one-on-one tutoring to prepare for the accompanying literacy tests that had not yet been abolished.

After participating in a freedom march in Jackson, Mississippi, he was arrested and spent four days in prison. He headed north in June of 1965, and soon thereafter the federal Voting Rights Act was passed and the literacy tests were outlawed.

“My experiences in Mississippi increased my perception of

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Leadership, Service, and Grace Under Pressure: Lieutenant Courtney Wilson ’01

by Erin Ash Sullivan

Afghanistan, May 2010.

Knee-deep in water, Lieutenant Courtney Wilson sized up her team’s latest challenge. Her 39soldier platoon, part of the 864th Engineer Battalion, was conducting horizontal construction missions across the Kandahar region, building operating bases, moving equipment, and improving roads and buildings in support of the troop surge.

Courtney, right, with good friend Liz Sharp ’01.

Their latest job was a headache, to say the least.

They were upgrading a police training site when an underground irrigation pipe burst, creating a moat and flooding the compound. Fixing this one was going to require some smart problem solving—but also many hours of tedious, backbreaking labor.

Lieutenant Wilson’s platoon divided and conquered. They worked all night, maximizing whatever limited resources were at hand. Some of the soldiers covered the tops of orange traffic cones with duct tape and used them as buckets, bailing out the floodwater cone by cone. Meanwhile, other soldiers carried on with construction.

The project was an unqualified success—water removal completed, site upgraded. From there, it was off to the next mission, the next thorny problem.

Ask Lieutenant Wilson to describe her twelve-month deployment in Afghanistan and her experience as a leader in the military, and she’ll tell you that it was grueling, exhausting, terrifying, and isolating.

But would she recommend the experience to other women interested in military service? “Absolutely,” she says. “Without hesitation.”

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Never in a million years would Courtney Wilson have predicted that she would enter the military. After attending Fay from first through eighth grade, she graduated from Phillips Exeter Academy and then went on to Wellesley College, where she majored in English and minored in psychology.

It was during her freshman year that she joined the Reserve Officer Training Corps (ROTC). “I started ROTC because I had always been physically active and wanted to stay in shape,” she says. “I thought I could learn a lot of practical skills and then go be a civilian.”

Courtney remembers a brutal field training exercise at M.I.T. on a bitterly cold and snowy day. “I didn’t like it,” she says, “but once we were done, I had such a sense of accomplishment. I realized that I wanted to earn the things in my life through my own hard work—not because of my family’s name or connections.”

In 2008, Courtney graduated number one in her cadet class.

She was commissioned into the Army on May 29 and graduated from Wellesley the next day. Two days later, she was on active duty.

Courtney’s first months of service took place at Joint Base Lewis–McChord, near Tacoma, Washington. On April 1, 2010, she arrived in Afghanistan, where she would spend the next twelve months leading a 39-soldier platoon and serving as executive officer of a 150-soldier company.

DEDICATED SERVICE IN ACTION

Courtney thrived on the complexities of her job and the challenges of leadership. There were the intellectual, engineering hurdles to overcome, like the flood at the police training site, as well as the psychological fortitude required to lead her soldiers.

She remains proud of what they accomplished: “We got the job done,” she says. “We were one of the most traveled platoons, and we had a reputation for dependability. I had no doubt that if we were given a mission, my guys would accomplish it hands down.” She adds, “It was always important to me to do my job well and take care of my soldiers.”

But there was darkness, too. Being a female leader in the military is a lonely proposition, and as Courtney explained in detail in a recent interview in The New York Times (“While at War, Female Soldiers Fight to Belong,” May 24, 2015), being the boss, and maintaining her professionalism, came at great cost.

Mindful of the Army’s strict rules about fraternization, Courtney was not able to bond with her fellow soldiers as her male counterparts could. She had to be careful about whom she confided in, and as the only female officer in her unit at the base, there were no other women to share her experiences with.

“I felt isolated because I always had to keep my guard up,” she says. “In the military, you can’t show vulnerability, you can’t be weak. I had no one to talk to.”

While she was maybe in the best physical shape of her life— during her time overseas she also trained three hours a day for a marathon—she was in a pretty bad place emotionally, and if it hadn’t been for regular emails of support from her family and friends, like Liz Sharp ’01, she would have felt very alone indeed. “We had to always wear our uniforms in the military,” Courtney notes, “and I hated it because I always looked like a guy. Liz sent me an ‘I ♥ NY’ sweatshirt as a joke, and I would

wear it when I went to sleep. Liz was a rock for me that whole time—I was so lucky to have her support.”

After Courtney’s return to the United States in April 2011, she served in the Army for another three and a half years, completing engineering courses in Missouri and Texas, and finishing her master’s degree in management and leadership.

But even though she was back on home soil, she didn’t feel whole. She suffered debilitating anxiety attacks and ultimately sought veterans’ services, which included biofeedback, medication, and therapy.

“The military provided amazing resources to get me back on track,” she says. “I could not be happier with the help that I received. They gave me my life back.”

Since finishing her contract with the Army in August of 2014, Courtney is now adjusting to civilian life and the unique opportunities and challenges it affords. She is headed to Babson College’s F.W. Olin Graduate School of Business, where she will pursue an M.B.A. Her longer-term goal is to establish a nonprofit gym for women and young girls, led by female veterans, where women can build both physical and inner strength.

“I see females underestimate themselves all the time,” says Courtney. “ I don’t want them to shortchange themselves.”

While her days leading a platoon may be over, there’s no doubt that she’ll continue to find ways to lead and inspire others. And as she begins the next leg of her journey, Courtney is keenly aware of the unique privilege she had to serve her country.

“I will be a veteran forever, and I am part of that community for the rest of my life,” Courtney says. “To me, that’s pretty amazing.”

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Boston Public Schools. Over the course of two days, the team visited world language classes and observed every language teacher in action in an effort to understand the department’s philosophy and curriculum.

High Marks for Fay’s World Languages Department This April, the World Languages Department welcomed a team of experts into their classrooms for a full audit of the world languages program. The team was composed of four educators—the chair of the World Languages Department at The Hotchkiss School, the Classics Department chair at St. Mark’s School, an elementary French and Spanish teacher from Belmont Day School, and a Chinese teacher from the Confucius Institute at UMass Boston who also teaches in the

FAY FAY MUSICIANS SELECTED FOR CENTRAL DISTRICT CONCERT FESTIVAL Eight Fay musicians were selected to participate in the 2015 Massachusetts Central District Junior High School Concert Festival. The students were selected after a rigorous audition process to participate in the festival.

Ty Mohn ’16 and Yubing Yang ’17 were selected for Central District Choir, while Hannah Deng ’17 (cello), Derin Iscan ’17 (cello), Claire Song ’16 (cello), Se Ri Lee ’16 (violin), Jack Lo ’16 (violin), and Sarah Yoon ’16 (violin) were selected for Central District Orchestra. In May, the students joined other student musicians from around the region to perform at a special concert at BlackstoneMillville Regional High School in Blackstone, Massachusetts.

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The feedback from the team was overwhelmingly positive: all evaluators were impressed by the depth, thoughtfulness, and intensity of the program. According to Assistant Head of School David Liebmann, the group expressed a genuine admiration for the fact that we start world language instruction with two languages (French and Spanish) in the Primary School; they were also impressed by the degree to which teachers teach in the target language, even for the youngest students.

Additionally, the team applauded the high level of instruction in the Upper School classes, noting that Fay students were especially well prepared for secondary school language programs. The educators’ recommendations centered on making more time for teachers within the department to collaborate and share information about best practices, as well as planning ahead for a revision of the Upper School curriculum, given that students who have started world language study in Pre-K and Kindergarten will be ready for additional challenges by the time they get to Upper School.

IN THEIR OWN WORDS Excerpts from this year’s winners of the Upper School Speech Contest: “My stomach dropped. I savored the last piece of my donut, knowing that it would be the last Dunkin’ Donut I would ever have. Then, the tears started to fall. I couldn’t believe how fast my life had just changed. Suddenly, I was a person with a disease.”

—Sophia Shay ’17, first place “It was a glimpse that changed everything. Looking into his eyes, I suddenly felt ashamed. I asked myself, what would I have hoped for in his shoes? Without another thought, I pushed my way into the crowd and came to the man. I wrapped his arm on my shoulders and carried him to safety.”

—Yihe Oscar Liu ’16, second place “And then I saw it: my brand-spanking-new Victorinox all-purpose twelve-blade Swiss Army knife. The very knife my mother had pleaded with my father to not allow me to buy. I opened the most impressively-sized blade the knife had to offer and grabbed it in a caveman hold.” —Matthew Saghir ’16, third place Read the full text of these speeches, and watch a video of Sophia’s winning speech, at fayschool.org/speeches.

FAY IN BRIEF Sometimes I visit amazing schools

Kind Words from an Award-Winning Author Fay’s Lower Schoolers were excited enough when they welcomed Newbery Award-winning author Sharon Creech on April 30 for a day of special presentations and memorable conversations.

Sharon is something of an idol to our students, as she is the author of this year’s One School, One Book Selection, The Boy on the Porch, in addition to numerous award-winning novels, among them Love That Dog, Walk Two Moons, and Ruby Holler. So imagine the students’ delight when they discovered that Ms. Creech had written a poem in their honor, which she posted on her blog the following week.

UNDER CONSTRUCTION!

where the enthusiasm and energy and good will is so high

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that I swoon.

Bright and cheery welcome students independently engaged playing with words celebrating books and people and their stories.

Thank you Fay School for a beauteous and delicious visit.

ou may see more than a few cranes and diggers on campus this summer, as Fay’s Facilities Team embarks on an overhaul of the main quad. The plan, according to Facilities Director Sheryl Traylor, is to upgrade the quad’s walkways and to renovate “Connie’s Corner” (near the lower entrance to the Dining Room Building), with the goal of making the area a more welcoming and inviting space for all. The new and improved space, which should be ready by the start of school, will include a generous gift from the Class of 2015: three stone benches that feature the School’s motto, Poteris Modo Velis.

You’re all amazing. xx -Sharon Creech posted at sharonkaycreech.blogspot.com Sunday, May 3, 2015

Fay Students Excel on National Latin Exam Twelve Fay students received special recognition this spring for their performance on the National Latin Exam, including seven students who earned a perfect score.

receiving the Summa Cum Laude Award: Jack Griffin ’17, Se Ri Lee ’16, Sue Lee ’15, Yihe Liu ’16, Catherine Shakin ’16, Avery Walker ’17, and Henry Yong ’17.

The National Latin Exam is a rigorous test that includes questions on grammar, comprehension, mythology, derivatives, literature, Roman life, history, geography, oral Latin, and Latin use in the modern world. Over 138,000 students in 2,743 schools from across the nation and thirteen foreign countries take the test each year.

In addition, Andrew Chen ’17 and Liam Kelly ’16 received the Maxima Cum Laude Award for missing only one question; Alex Qian ’15 and Brandon Schuster ’16 received the Magna Cum Laude Award for missing only two questions; and Mark Wang ’15 received the Cum Laude Award for missing only three questions on the exam.

This year, seven Fay students earned a perfect score on the exam,

SCALING PEAKS OF LEARNING If you’ve ever thought that the learning process was akin to climbing a mountain, you’re not alone. Upper School Ancient History teacher Dan Blanchard drew this incredible image on the chalkboard in his classroom to give his students a visual metaphor for their learning journey over the course of the semester. If you look closely at the drawing, you’ll see peaks labeled with the key projects of the semester, including research and writing on the work of Polybius, an exploration of the Iliad, and readings from the work of Lycurgus.

Dan notes, “The mountain ranges were a constant point of discussion and helped students visualize and understand their effort.”

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Fay Welcomes New Trustees This spring, Fay welcomed two new members to the Board of Trustees.

They bring many years of experience, wisdom, and expertise in their fields, and we are grateful for their commitment to Fay.

Yvonne V. Marsh P’16, Telluride, CO and New York, NY Prior to her retirement, Yvonne Marsh was Senior Managing Director of Liberty Partners, a private equity firm.

She also worked as an investment banker specializing in corporate finance, restructuring, and mergers and acquisitions. Yvonne has an M.B.A. from Harvard Business School and a B.A. with Honors in Economics from Williams College. Yvonne has served on many for-profit and not-for-profit boards, including The Cathedral School of St. John the Divine in New York, and the National School Climate Center (NSCC, formerly CSEE) in New York. She currently sits on the board and is treasurer of the Orpheus Chamber Orchestra, the NSCC, Stratton Mountain Watch, and Concorde Career Colleges. Yvonne and her husband, Michael, have three daughters and two sons. Yvonne’s daughter, Fariss Jane (FJ) Marsh ’16, joined Fay as a seventh grade boarding student and will attend Deerfield Academy next year as a ninth grader.

Cathy Papadellis P’07, P’10, Hopkinton, MA Cathy Papadellis has worked in the hospitality and event industry. She has an M.B.A. from Sacred Heart University and a B.S. from the University of New Haven. Her husband, Randy, is the President and CEO of Ocean Spray. Cathy served as the Chair of the Annual Fund Parent Committee while a current parent and still serves as a past parent volunteer solicitor for the Annual Fund. She is also currently a member of Fay’s Board of Visitors and a lead volunteer for Fay’s 150th anniversary celebration. Both of her children, Annie and Christian, were ‘niners’ at Fay and then attended Middlesex School, where Cathy served on the Middlesex Parents' Association. Annie graduated from Colby College in 2014, where she was a varsity athlete in soccer and ice hockey, and she is currently attending graduate school at Boston University's School of Communications. Annie holds the record for the most varsity letters while at Fay (13), and The Annie Papadellis Award for Excellence in Girls’ Athletics was named in her honor. Christian is a freshman at Colby, where he is active in the arts and men's varsity crew.

Fay Board of Visitors’ Annual Spring Meeting Fay’s Board of Visitors held their annual spring meeting on April 16. The half-day event included updates from Head of School Rob Gustavson as well as presentations from Auxiliary Programs Director Bob Rojee and Director of Advancement Ann Wardwell. Pictured back row, left to right: Rich Flathers, Brendon Giblin, Andrew Abu, Bill Depietri, David Franklin, Jim Vogel. Middle Row, left to right: Rob Gustavson, Carol Stoner, Tom McKean, Edgar Masri, Leanne Fitzgerald. Front row, left to right: Jim Shay, Kinsley Perry, Laura Myers-Glaser, Cathy Papadellis, Johanna Morse, Phil Rueppel.

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FACULTY, STAFF, AND PARENT NEWS

Everyone Learns at Fay: Workshops and Panels for Parents and Educators Fay provides learning opportunities for all members of the community—parents and teachers as well as students—and this year featured exciting additions to our program.

Fay’s Ideas&Insights speaker series welcomed experts from the fields of education and child development to share their research on current topics. Dr. Nancy CarlssonJessica Lahey Paige, Ed.D. professor emeritus at Lesley University, spoke about the importance of play and the central themes of her book, Taking Back Childhood: A Proven Roadmap for Raising Confident, Creative, Compassionate Kids. Katie LeClerc Greer, digital safety expert and former Director of Internet Safety at the Massachusetts Attorney General’s Office, offered tips on keeping children safe in a technology-driven world. New York Times columnist and parenting expert Jessica Lahey discussed the importance of failure in raising resilient and independent children.

Head of School Rob Gustavson also hosted a reading group throughout the year for parents, featuring books on topics relevant to parents and educators. This year’s selections included How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, by Paul Tough; Age of Opportunity: Lessons from the New Science of Adolescence, by Laurence Steinberg, Ph.D; and Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life, by William Deresiewicz.

For the first time this summer, Fay will be hosting the Math and Science Workshops, a weeklong series of professional development workshops for educators. Formerly hosted by Dana Hall School, the workshops are now in their 53rd year and are attended by educators from around the country. Lainie Schuster, Fay’s Lower School Head, is among the educators presenting at the workshop.

Faculty Update Arts Department Chair Philip Montgomery has been elected to the Board of the Organization of American Kodály Educators (OAKE). Now in his twenty-first year at Fay, Philip is also a certified Kodály instructor, and he is one of the educators at FaySummer’s Vocal Vacation Choir Camp, a two-week program on Fay’s campus for young singers that implements the Kodály approach.

Stephen Buck, pictured left.

In April, music teacher Stephen Buck performed at Symphony Hall as a vocal soloist in a production of Defiant Requiem with a group called the Defiant Requiem Foundation, conducted by Murray Sidlin. Defiant Requiem tells the story of the Jewish

prisoners in the Theresienstadt Concentration Camp (Terezín) who performed the celebrated Verdi Requiem with only a smuggled score, including one performance before senior SS officials from Berlin and an International Red Cross delegation.

Stephen has been a music teacher at Fay School since 2008 and coordinates the Upper School’s choral groups; he has been a member of the Tanglewood Festival Chorus since 2008, and he has sung with other semi-professional choral organizations throughout New England and Europe.

Fay cross country coach Nicole Casey shone at the 2015 Boston Marathon as one of only 42 women in the world to qualify for the elite start. With Fay students on hand to cheer her on, she finished with a personal best (for this race) of 2:53:27, placing 61st overall among women and 50th in the 18- to 39-year-old women’s division. Nicole came to Fay in 2012 and works in Fay’s Marketing and Communications department.

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Learning to Lead

by Daintry Duffy Zaterka ’88

They sit, calm and confident, with their backs propped up against the wall and their legs comfortably outstretched. While younger kids wiggle and fidget in front of them, the second graders lean back and enjoy a perk of their “senior” status in the Primary School: ownership of the back wall during Primary School Meeting.

Second grade is the final year of Primary School, and it’s filled with opportunities and responsibility. It’s a year of big steps: research projects, book presentations, and more lines to memorize in the school play. But within the tight-knit community of the Primary School, second grade is also a year in which students can experience small moments to shine as learners and leaders, building confidence that will serve them well in Lower School. “Everything is connected in second grade,” explains Head of Primary School Anne Bishop, “and it’s connected for a reason. We want our students to have a sense of who they are as learners and thinkers, and we set them on that path.”

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“When you stand up to make an announcement, everyone’s eyes are on you. You feel like the person of the moment.”

–Diego Simosa ’22 or second graders, leadership begins on day one. As Anne addresses the first Primary School meeting of the year—full of new faces and nervous energy—she asks for a second grade volunteer to share and explain the two central rules of the Primary School: do not interfere with learning, and respect everyone’s space. Throughout the year, Anne often calls on second graders to get up and make announcements, share classroom updates, and explain school-wide events like Founders’ Day to younger students. These experiences, she explains, lay the groundwork for public speaking opportunities in later years, including the speeches that students write each year beginning in third grade. “I depend on the second graders to model for the younger students how to speak to the group,” says Anne. “They have to stand up and speak loudly without feeling too intimidated. By second grade, they are pretty good at that!” Public speaking skills are also reinforced by highly anticipated events such as the second grade play and “Star of the Week,” where each second grader takes a turn in the spotlight to present an “All About Me” poster to the entire grade.

F

PRIMARY SCHOOL UPDATE

“I think they will remember us as thoughtful

“We try our best to work through things that

leaders.” –Leen Alsalem ’22

are hard, and we don’t give up.”

–Mia LeBrun ’22 econd graders are adept problem solvers. The Primary School uses both the Responsive Classroom and Open Circle models of fostering social and emotional growth within the classroom.

Consequently, second grade disputes over soccer games at recess and general unfairness are usually resolved without faculty intervention. “By second grade,” says Anne, “I want our students to apply the pro-social skills they have learned to help the younger students resolve problems.” In fact, second graders are often used as the go-to problem solvers within the community. When conflicts arise, Anne will often call in a group of second graders to help hash out an equitable solution.

T

he Primary School fosters a particularly special relationship between its oldest and youngest students. Second graders are expected to know and address each Pre-K student by name, helping the youngest Fay students feel both special and safe within a school building that can seem enormous to a four year-old.

Second grade and Pre-K students also eat lunch together daily.

The older students help the younger ones to cut their food, retrieve items from the salad bar, remember their manners, and follow the rules of the Dining Commons. It’s a responsibility that second graders are keenly aware of and enjoy tremendously.

“They do need a lot of help,” confides second grader Mia LeBrun.

S

Those bonds carry over not only to the classroom, where second grade students periodically read with individual Pre-K students, but also to the playground, where the older students understand that they must model appropriate social behavior for the younger kids by working out disagreements, playing fair, and showing good sportsmanship. “However you behave, that’s how the little kids will behave too,” explains second grader Diego Simosa.

The students’ ability to delve into more complex ideas is mirrored by an increased complexity in the second grade curriculum.

Characters in books become more subtle and their motives more complicated. Students carry out their first formal research projects, gathering information from a variety of sources about the continents and different regions within Massachusetts. Math is no longer just about calculating an answer; students must write about the strategy they used in their solution.

“All of the students have served as ambassadors.

It’s great practice for them to introduce themselves to new people, greet them appropriately, and tell them about our class.”

–Kathleen Walton, second grade teacher

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“The special part about Fay is that everything we do is part of learning, and it’s our responsibility to do it well.”

–Diego Simosa ’22 Independence and responsibility are cornerstones of the second grade experience. Each morning, students are expected to hang up their backpacks, read the morning greeting on the board, and start their morning work without prompting. Similarly, students are expected to follow through on their weekly classroom jobs. The Meteorologist marks down the weather for the day, figuring out the difference between the high and low temperatures, while the Calendar Person writes down the date and number of school days that have passed. When visitors enter the classroom, they are welcomed by the Ambassador, who is responsible for greeting visitors and explaining what is going on in class at that moment. “All of the students have served as ambassadors,” says second grade teacher Kathleen Walton. “It’s great practice for them to introduce themselves to new people, greet them appropriately, and tell them about our class.”

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PRIMARY SCHOOL UPDATE

At home, students are responsible for organizing and managing their homework assignments with very little assistance from parents. With all that responsibility comes a degree of independent choice. Second grade students are introduced to the “Daily 5,” a literacy framework that allows them to choose from one of five activities each day: read to self, work on writing, read to someone, listen to reading, and word work. Students make their choices with full awareness of the requirement that by Friday all five activities should be completed.

Second grade serves as a capstone year of the Primary School while also preparing students for the “bigger pond” of the Lower School. As the year progresses, second graders are given a greater degree of physical freedom on campus. Walking a friend to the nurse at the Wellness Center or to P.E. class in Harlow Gymnasium are prized opportunities to spread their wings.

At the final school meeting of the year, Anne asks the second graders to step aside, and the first graders—next year’s second grade class—take their cherished spot leaning against the back wall. Both classes are prepared for what’s next. “Someday the younger kids will be the older kids,” explains Mia LeBrun. “You won’t learn how to become older unless you have a role model.”

Independence and responsibility are cornerstones of the second grade experience. Each morning, students are expected to hang up their backpacks, read the morning greeting on the board, and start their morning work without prompting.

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Ideas that Matter: Personal Essays and Public Speaking

by Daintry Duffy Zaterka ’88 If you had ventured past Devan FitzPatrick’s Lower School classroom this past March, you would have witnessed her fifth grade students passionately expounding on a variety of subjects, from “why dogs make me happier than anything else” to “I love terrain parks...for many dangerous reasons.”

While it may have appeared to the casual observer like a new twist on the Upper School’s annual speech writing contest, it was actually something quite different: a celebration of writing.

Fifth grade writers spent much of winter term working on the personal essay genre, an autobiographical literary style based on experience, opinion, and emotion. Having already crafted personal paragraphs, students were familiar with the genre, but in Devan’s class all writing follows a similar process—one that, through repetition, her young writers will “get in their bones.”

Creativity The writing process begins with immersion, following the maxim that if you want to write in a genre, you must read it first. Unlike poetry or narrative, examples of personal essays are a little harder to find, so Devan contributes her own essays for the class to consume, sharing pieces about ice cream and Kerry Masiero, Fay’s much-loved Assistant to the Head of Lower School.

Next comes the bootcamp phase, a fast-paced “flash draft” written collaboratively by the class in between wall push-ups, jumping jacks, and “dictionary lifts” to keep minds sharp and energy high. Bootcamp gives the class a quick and dirty primer on what the writing strategies look like within a new genre.

During the bootcamp process this year, each section of fifth grade created a flash draft celebrating a favorite food. One class wrote about pizza, another about candy, and the third (rather unexpectedly) chose fried calamari.

The class then moves on to the generate process, which is all about churning up ideas. Students pick an activity, person, or place that matters to them, and they list all the ideas that they associate with it. Devan refers to this stage as writing “fast and furious.” Then students pick the idea they like best and freewrite, or “write long,” wringing as many thoughts out of the topic as possible. At each work area, Devan places cards with writing prompts designed to push thinking even further.

Creative jumping-off points like: The important thing about this is..or As I say this, I’m realizing...or What surprises me about this is…. often lead to unexpected “aha moments” when students discover an idea that they didn’t even know they had. “That’s a really exciting process for them,” says Devan, “because it is through writing that they are able to articulate and grow the idea, and growing ideas is really hard!”

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LOWER SCHOOL UPDATE

Structure Next, fifth grade writers spend a long time in the envision process. The goal of this step is to bring organization to the creative chaos. In this phase, students plan out their writing and organize their ideas into a framework. For the personal essay, students were asked to create a five-paragraph piece with an introduction, three supporting paragraphs, and a conclusion tying it all together. Students used an organizational structure called “boxes of bullets” for each paragraph, where the box is the big idea and the bullets are the supporting points.

As a graphic representation of their essays, student writers created folders with pockets for each paragraph, where they could tuck index cards containing their examples. When students sat down to draft, edit, and revise, they had all the pieces of the essay laid out neatly in front of them and could focus on language and word choice.

“I want all of my students to know what it’s like to

The process may sound like a tremendous amount of work for a five-paragraph essay, and it is, but the planning and organization is critical to the quality of the final product.

“Personal essays are a way to share ideas,” notes Devan, “and to share ideas in a way that is clear and powerful, writers need to be deliberate about how they structure their writing and how they elaborate on their ideas.”

like to honor another’s writing.”

have their writing be honored and what it’s Celebration The final step in the writing process is to celebrate the work and share it with classmates. For the personal essay unit, that celebration took the form of a series inspired by TED Talks, where each student took their turn behind a podium and delivered his or her essay to the class. Fifth graders were already familiar with the TED Talk concept (established by TED, a nonprofit devoted to sharing ideas through short, powerful talks), having recently watched Shabana Basij-Rasikh’s “Dare to Educate Afghan Girls” in their reading class. Presenting the essays in the style of a TED Talk seemed to Devan like the perfect way to celebrate the writing and also illustrate that, through TED Talks, the personal essay genre is currently thriving in a vibrant and engaging form.

After each fifth grader finished speaking, the other students took turns offering at least two “meaningful and memorable” compliments, sharing their favorite part or reaction to the work. Devan spends a lot of time talking with her class about the importance of giving and receiving genuine compliments. “I want all of my students to know what it’s like to have their writing be honored and what it’s like to honor another’s writing,” she says. “We want to give compliments that writers can hold onto and that will motivate them in future writing moments.”

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Ready to Launch: Tackling the Secondary School Placement Process The days are long, but the years are short: before you know it, your child is an Upper Schooler, and it’s already time to start thinking about the next step— secondary school.

It’s true that the secondary school search process can feel long and laborintensive, but Fay families have an invaluable resource in our Secondary School Placement Office. Here’s a primer on how the placement process works at Fay, and how our experienced staff works hard to make sure that every Fay student finds a secondary school that’s a “best fit.”

The Team Unlike most independent PK-9 schools, which have just one or two secondary school placement counselors, Fay boasts a team of four experienced counselors.

Director of Secondary School Placement Stu Rosenwald has been in his role for 25 years and works with the ninth grade day students and boarders from the U.S.; Assistant Director of Secondary School Placement Scott LeBrun works with ninth

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grade international students; Secondary School Placement Counselor Kate Pingeon works with eighth graders from the U.S. who choose to apply to secondary school; and Secondary School Placement Associate Courtney Sargent works with eighth grade international students.

The low student-to-counselor ratio ensures a process that is highly personalized and tailored to each student. “Our focus is on matching each student with a school that will be a good fit for his or her interests, skills, and temperament,” notes Stu. “Every year, I talk with parents about the importance of identifying schools where their child will thrive and continue to build their self-confidence as they prepare for a competitive world.”

progress, extracurricular activities, and learning style. Together, they generate a preliminary, tailored list of secondary schools to learn more about.

During the summer, families research schools online and may take a look at various school campuses; in August, placement counselors check in with families to see if there have been adjustments to the secondary school lists.

In the fall, ninth graders are given a common week away from Fay for school visits and interviews, while eighth grade families work with Kate Pingeon to choose the best interview dates for them.

Students can also take an SSAT prep class on campus, and all students who are applying out practice mock inteviews with placement counselors.

Preparation and Research

Applications

In late April of each year, the Secondary School Placement staff presents a seminar for seventh and eighth grade parents, which provides an overview of the application and placement process and its timeline. Parents may also schedule individual meetings with counselors, in which they discuss their child’s academic

Throughout the fall and early winter, the placement team is on hand to help families navigate the application process, which can at times seem overwhelming.

Step one is to complete the SSAT Standard Application Online (also known as the SAO), which—similar to the Common App for college

UPPER SCHOOL UPDATE

admissions—is a universal application accepted by most secondary schools. Fay’s placement team strongly recommends the SAO because it reduces stress for students and families by trimming the number of applications that need to be completed.

That said, many schools also accept applications from additional channels—among them web portals Gateway and Ravenna, in addition to each school’s proprietary application—so it is often helpful for parents to talk through the options with their child’s placement counselor.

Fay’s placement counselors also coordinate all ancillary materials for each application, such as transcripts and teacher recommendations.

Fay has developed an efficient online system that Stu describes as “second to none in the junior school world,” which enables teachers to write thoughtful and detailed recommendations and helps Fay present each student comprehensively and effectively.

Advocacy

By February, applications are in—but the process is far from over. Over the next weeks, Fay’s placement counselors schedule time with directors of admission around the coun-

try to advocate for each Fay applicant. This is where Fay’s excellent reputation—and the high regard in which Fay’s placement counselors are held—comes into play.

“We have established relationships with many secondary schools, plus a track record of Fay graduates who have excelled in their communities,” says Stu. “Our ability to speak knowledgeably about all of our students and what they can bring to a secondary school makes a huge impact.”

Making the Choice Secondary schools mail their decision letters on March 10, and families have until April 10 to make their final decisions about the coming year. As Stu points out, the primary goal of the placement process is to make sure that every student has good options to choose from. “When families work collaboratively with the placement team, research a range of options, and pay careful attention to their child’s specific talents and needs, they’re doing everything right to position their child for success. Secondary school is just one more stop on the journey—not the end of the road—so it’s important to make a choice that benefits your child in the long run.”

FAQ: When is the best time to apply to secondary school? frequent question fielded by our Secondary School Placement Office is whether it’s best to apply out in eighth or ninth grade. Director of Secondary School Placement Stu Rosenwald notes that the best choice is different for each family. For some, eighth grade marks a natural departure point, as ninth grade marks the start of high school in many settings. Meanwhile, many students recognize that ninth grade at Fay offers numerous opportunities for leadership experiences, as well as academic and extra curricular experiences, that would not be available to them as underclassmen in a high school setting. And

WHERE WE GO The top 20 schools attended by Fay graduates over the past five years, listed alphabetically: Brooks School Choate Rosemary Hall Concord Academy Deerfield Academy Groton School Hotchkiss School Loomis Chaffee School Middlesex School Noble and Greenough School Northfield Mount Hermon School Phillips Academy Andover Phillips Exeter Academy Pomfret School Rivers School St. George's School St. Mark's School St. Paul's School Suffield Academy Tabor Academy Worcester Academy For a complete list of secondary school destinations for the Class of 2015, see page 42.

It’s important to

A

make a choice that

some students choose the best of both worlds: staying at Fay for ninth grade, then repeating ninth grade at a secondary school. Notes Stu, “Ninth graders at Fay typically have strong, well-rounded resumes that make them very competitive candidates during the secondary school admission process.”

benefits your child in the long run.

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Fay Dancers Soar to New Heights At the far end of the upper level concourse of Harlow Gym, nestled next to the music classrooms, you’ll find Fay’s dance studio, home to Fay’s Dance Company and a program that has been growing steadily in recent years.

Fay’s dance program is led by World Languages faculty member Kimberlee Williams, who has also worked as a choreographer and dance coach for the past 20 years.

Dance is available to Upper School students as a sports option for the winter and spring terms, and the dancers rehearse for approximately two hours each afternoon.

Students explore a range of dance styles and techniques, including classical ballet, tap, hip-hop, and modern dance; students also learn the elements of choreography and what it takes to create movement that tells a story.

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THE DANCE PROGRAM

The intensive rehearsal time enables the students to make tremendous progress over the course of each season. The dancers participate in an impressive amount of flexibility training and physical conditioning, notes Williams, but they also “build self-esteem, confidence and empathy.”

The dance program has really taken off over the past year in particular, according to Williams, as the size of the troupe has grown. This year, 21 students participated in the program.

Each term culminates with a performance for the community, an opportunity for all the dancers—even nervous first-time performers—to showcase how much they have learned. “The dancers were so proud of what they had accomplished,” says Williams, “and it was amazing to see them get up there and shine.” Noting that dance is a wonderful form of outreach, Williams hopes to give the dancers more opportunities to perform outside of the Fay community in the future. “There are so many things you can do with dance,” she says. “It’s an opportunity to put a smile on someone’s face.”

“Dance is the hidden language of the soul.”

–Martha Graham

What I’ll Remember

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SPRING ATHLETICS

by Rob Crawford WHEN NINTH GRADE CAPTAINS FROM FAY’S EIGHT VARSITY SPRING TEAMS RECENTLY DISCUSSED “the story of their season,” their accounts transcended simple definitions derived from win-loss records. With enthusiasm and pride, they talked about pushing themselves to their limits; demonstrating mental toughness; cheering wholeheartedly for their teammates’ accomplishments; rising to the challenge against formidable opponents; showing good sportsmanship; representing their school; bonding as a team, on and off the field; learning from inspiring coaches; and gaining life lessons for future success.

Make no mistake: Fay’s spring athletic teams performed extraordinarily well by any measure. But these ninth grade leaders remind us that the greatest value of athletics at Fay lies not in any one victory, but in the joy of resolutely pursuing excellence—as a team.

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WHAT I’LL REMEMBER

Jonathan Walker ’15 Boys Track and Field We started off the season with many new runners and athletes on this team, at all levels of talent and experience.

Overall, we’ve come a really long way, and I’m proud of this group.

I’m proudest of how we did at the Hillside Jamboree. We faced tough competition, and the odds were not in our favor, but all

Noah Furman ’15 Boys Lacrosse Our team motto was “play as one.”

Last year, we were a little too focused on individual success, so “playing as one” was our team motto from the first day of practice. For example, when we scored goals,

of our athletes went out there and really pushed themselves to their limits to help our team score, and many of our athletes had their best performances of the season.

The girls ended up coming in second place, and the boys came in third, and the fact that both teams did so well really surprised me.

A major reason we performed so well this season is that every single athlete was eager to get out on the track for practice.

Competition is love for them, and the captains and I loved that attitude, because that was our attitude, too.

the whole team celebrated—not just the offense—since the whole team participated in scoring that goal.

won, I was so proud of everyone for believing in each other and playing as a team from beginning to end.

Our team’s best performance came in the game against Fenn, who was our biggest rival last year. We were losing the whole game, and going into the fourth quarter, our strategy was just to play good defense and capitalize on Fenn’s mistakes. When we

It’s all about how badly every player wants to win and succeed. If everyone really wants to win, they’ll buy in and do what they need to do. That attitude comes with good coaching and good leadership from the ninth graders, and we had that this year.

I was so proud of everyone for believing in each other and playing as a team from beginning to end.

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SPRING ATHLETICS

Avery Asherman ’15 Girls Varsity Lacrosse This was probably the best season for girls varsity lacrosse in many years. Since we lost so many good players from last year’s team, we came into the season thinking it would be a “developmental year.” But on the first day of practice, we did the “star drill” almost perfectly—and right then, we knew we were going to be a great team.

Sure enough, we lost only one game all spring. We tied Shore Country Day School early in the season, and that was historic, because Shore always beats Fay. At the end of that game, Mrs. Sargent was so happy, she was crying on the sidelines. Everyone in the Upper School found out about the Shore game— that was big news at school.

Most of us were already good friends before the season started, but we really bonded as a team. We all love lacrosse and loved going to the fields for practice. The whole season was just a lot of fun.

Becca Bauer ’15 Girls Track and Field There were a lot of new kids on the team this spring, and some of them weren’t too excited about track at the beginning, but the ninth graders and coaches showed so much passion, it got everyone excited about working hard and improving.

Part of the story of this track season has been about people discovering their potential. Many athletes started the

season not really knowing what their times meant, and I told them, “Your times are so much better than mine when I was your age!”

There was a lot of intense competition at the Hillside Jamboree, which pushed us all to another level. And even though none of our athletes came in first, a lot of people got PR’s (personal records), and at the awards ceremony, our school cheered the loudest for each other. And I think that took all the other teams aback, because they saw everyone from Fay being so appreciative of our teammates’ efforts, no matter what place they came in.

WHAT I’LL REMEMBER

Throughout the season, we became better friends, and that helped us play better overall.

Patrick Borella ’15 Boys Baseball Our first practices and games didn’t go too well. We had a lot of new players, and we were learning how to play with each other, and it was tough to get used to. But throughout the season, we became better friends, and that helped us play better overall.

Our team’s most memorable performance came in the first game of the Shore Tournament, when we played Fenn. We

Ben Bonavire ’15 Boys Tennis At the start of the season, I think some players who were new to the sport saw it as “just hitting a tennis ball.”

But as people played tennis more and more, they grew to love the sport, so they took it more seriously. Several of the players who hadn’t played much tennis before became some of our strongest players.

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had lost to them twice earlier in the season, so everyone was determined to win.

We all played our best that day, and we won 6-5.

I think our team was known for sportsmanship. During games, we were really composed; we never said anything bad about the other team; we didn’t argue with the umps, we just played our game.

A lot of that came from the coaches. Mr. Beloff and Mr. Bogaert expected us to represent Fay well, and showing good sportsmanship is a big part of that.

Our first game against Fenn stands out the most, because we weren’t really sure what to expect. We tied them, and that match showed us that we were a balanced team—that we weren’t strong at just singles or doubles; we were strong at both.

It’s obvious that Mr. LeBrun has a passion for the sport of tennis, and that contributed a lot. He played with us, he did the drills with us, and he gave us a lot of helpful feedback. I’m kind of sad that the season is over.

SPRING SPORTS 2015

Tang Tantivirun ’15 Softball We bonded really well over the short season. We sang songs together on the bus rides to our games, and then when we got onto the field, we put 110% focus and effort into every play. Everyone was willing to do whatever it took to win.

Ms. Zito was always giving us pointers on how we could improve. She always said, win or lose, just go out there and do your best, that’s what counts. She’s not just a great coach, she’s a great friend and mentor to everyone on the team.

Every time we stepped onto the field, we were representing our school, and we all wore our Fay jerseys with pride. Softball is not just a sport to us, it’s something that brings us all together. I’m sure we’ll all take what we’ve learned from softball and use it in other ways in the future.

We put 110% focus and effort into every play.

Ameneh Arsanjani ’15 Girls Tennis We were undefeated this season, but what I liked most about our team is that we were always there to support each other, and we were really well-mannered.

For example, before every match, we all shook the other coach’s hand, and during matches, we never talked loudly, which can be distracting to your team and the other

team. A lot of that came from Ms. Rupley.

She has played a lot of tennis, and she knows how to act on the courts.

Ms. Rupley also taught us that tennis is not just about your strength; there’s also the mental side and how you come back when you’re down. She expects us to never give up, ever. And I think that’s very important.

Our best performance came against Milton. They had indoor courts, and it was very crowded. The spectators were almost on top of us, and almost all of them were cheering for Milton. We won 6-3, but it was extremely challenging. www.fayschool.org | 33

Color Competition 2015: Reds vs. Whites n a bright spring morning in early May, the Reds and Whites faced off yet again at the 2015 Color Competition, a day filled with games, rousing cheers, and lively competitive spirit. Whether students were flying down the field in the 400-yard dash, hurtling through the obstacle course, or bounding across the finish line in the sack race, all were passionately committed to doing their best for their team and embodying the spirit of Poteris Modo Velis. Despite a valiant effort on the part of the Whites to repeat their 2014 victory, the Reds surged ahead with a particularly strong showing during the Tug of War, winning the day with a final score of 979-891. The Reds may have taken home the Redmond Cup this year, but the fall of 2015 will bring a clean slate and a brand new challenge!

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COLOR OFFICERS FOR 2015-16 Reds President: Kabelo Tsotetsi Officers: Emily Kian, Mine Okoloko, Nick Masri Whites President: Gabe Martinez Gamer Officers: Finn Pilaro, Caroline Fearey, Vicky Zarmakoupis

Founders’ Day 2015 his year’s Founders’ Day brought together alumni from many decades, spanning from Fair Goodale ’36 (celebrating his 79th reunion!) to millennials who graduated in the early 2000s.

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The day was marked by special events to celebrate the legacy of former headmaster A. Brooks Harlow, Jr. ’49, who passed away in April of 2014. Under the warmth of a bright spring sun, members of the Harlow family joined friends and alumni for the first annual Harlow Memorial Round Robin Tennis Tournament to benefit the scholarship funds established in memory of Mr. Harlow and his wife, Mimi Harlow.

Later that day, people gathered in Harris Theater for a memorial service, where Mr. Harlow was remembered for his love of life, dogged determination, and dedication to Fay and the students in his care. Speakers included daughter Libby Harlow Robinson ’78, Andy Locsin ’77, Jim Shay ’78, Head of School Rob Gustavson, and former Chair of the Board of Trustees David Harris ’58, who read a note from former Head of School Steve White (who was unable to attend).

Andy Locsin ’77

Following the service and a reception in the Mars Room (featuring hors d’oeuvres created from some of Mimi Harlow’s classic recipes), an alumni reception took place in Harlow Gym, where former faculty and students enjoyed reconnecting and sharing memories.

ses • qui • cen • ten • ni • al /seekwisen’tenēəl/ adjective of or relating to the one-hundred and fiftieth anniversary of a significant event.

Back row, left to right: Harlow family members Lydia Kelley, Diane Fenton, Seamus Robinson, Alessandro Ronconi. Front row, left to right: A. Brooks Harlow III, Alice Ronconi, Libby Robinson, Massimo Ronconi

Fall 2015 marks the beginning of Fay’s 150th birthday, a year-long tribute to the School’s founding in 1866. Planning is underway for our community celebration in Spring 2016 - stay tuned for more details!

Fair Goodale ’36, Jim Gibson ’54, Jordy Mott Cathy Logan with David Hutchinson ’77 ’54, and Rob Gustavson

36 | Fay Magazine 2015

FOUNDERS’ WEEKEND

Scott Ricketson ’45 and Paul Hertelendy ’45.

Campbell Steward ’48 with former faculty member Chips Norcross.

David Paquette ’87, Elana Vasilopoulos Whelan '92, Rachel Sandler Diamond ’87, Jim Shay ’78, Stephanie Sandler ’79, and Daintry Duffy Zaterka ’88.

Young Alumni Reunion • June 6, 2015 It was great to see the alumni from 2007-2014 who attended our Young Alumni Reunion on June 6! Top row, left to right: Ryan Hoffman ’13, Colin Rioux ’13, Nick Drepanos ’14, Suzy Shin ’14, Sunnie Zhang '14, Victoria Steelman ’14, Hassan Forrester ’10, Scott LeBrun, Nathaniel Smith. Middle row, left to right: Henry Scott ’13, Jeremy Liang ’13, Joey Caradimitropoulo ’13, Doug Robbins ’14, Eduardo Zhang ’14, Misha Barshteyn ’14, Jeff Ott ‘09, Brad Bero ’07, Joey Pascucci ’07, Stu Rosenwald, Dan Blanchard. Bottom row, left to right: Max Teitelman ’13, Henry Schubert ’13, Liam Busconi ’13, Rob Gustavson, Jeremy Navarro ’14, Noah Scott ’14, Katie Long, Andy Long, Allie Morgan ’10, Sam Vogel ’12, Deb Smith, Heidi and Kate Qua.

Fay School

Commencement 2015

Rob Gustavson with Diane Byrne, Assistant Director of Finance and Operations, this year’s winner of the Laura Ducey Dedicated Service Award.

Above: Class President Eamonn Welliver.

Jillian Carroll, winner of the Founders’ Medal, with her mother, Judy Carroll; Jim Shay, President of Fay’s Board of Trustees; and Rob Gustavson, Head of School.

“As we all finish our careers at Fay, look around at everyone—every face, every smile—and think about what we all did for each other and how we all made an impact on each other’s lives, for the better.”

–Anthony D’Angelo ’15 40 | Fay Magazine 2015

2015 COMMENCEMENT

Fay Celebrates 149th Commencement ay honored its 53 ninth grade graduates at the School’s 149th Commencement Exercises on Saturday, June 6.

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Of the group, three ninth graders were “Chips,” children or grandchildren of alumni; 16 were “Twigs,” other relatives of alumni, including cousins and siblings; and three were “Niners,” students who have attended Fay since first grade: Maggie Ashley, Brandon Depietri, and Will Ridgley.

For their achievements during their years at Fay, numerous ninth graders received special awards (listed on the following pages). Among them was Jillian Carroll, winner of this year’s Founders’ Medal. A native of Atlanta, Georgia, Jillian came to Fay as a boarding student in seventh grade and was actively involved in the Fay community as a color officer, proctor, student ambassador, Community Connections leader, and Varsity Art student, in addition to running track and playing on Fay’s basketball and volleyball teams. This year, Jillian was also the winner of the Philip G. Stevens ’14 Science Award.

“What do you want to do with your limited days? What kind of mark do you want to leave on the world? What do you see that everyone else sees? And what can you do that no one else is doing?”

Longtime Fay employee Diane Byrne received the Laura Ducey Dedicated Service Award for her service to the Fay community. Diane came to Fay in 1999 and currently serves as the Assistant Director of Finance and Operations. In addition to her day-to-day involvement with the School’s finances, Diane has spearheaded the launch of a school-wide wellness initiative for faculty and staff.

This year’s Commencement speaker was Dr. Faith WallaceGadsden ’98. After graduating from Fay and Choate Rosemary Hall, she majored in biology at Haverford and minored in African Studies at Bryn Mawr, then completed her Ph.D. at Tufts. Faith is the founder of the Archimedes Project, a nonprofit dedicated to designing and launching large-scale and financially sustainable clean water social enterprises around the world. The Archimedes Project’s first venture in Haiti, Community Chlorinators, is making clean water available to thousands of people through small-scale, community-based businesses.

Using her own experience as an example, Faith talked about the importance of “waking up” to the world around us and taking advantage of the opportunities available. It was during her time at Fay, she said, that she first began to see the impact she could have on her environment.

“That was only the beginning for me,” she said. “Everywhere I looked, I saw what everyone else saw—the same problems and challenges that the world presented, many with no one stepping up to solve them.”

Her words of advice to this year’s graduates: “Today I want to encourage you, to exhort you, to look around. Look at what everyone sees, and do what no one else does. Be independent and don’t wait. The Fay motto is ‘You can if you will,’ not ‘You can if you have an MBA,’ or ‘You can if you have ten years of experience.’ You can if you WILL.”

–Commencement speaker Dr. Faith Wallace Gadsden ’98 www.fayschool.org | 41

2015 COMMENCEMENT

2015

“I believe rushing into the future is foolish, and there’s certainly no perfect path to get there!

You’re in danger of missing the moment, the joy of these precious years—and foolish in thinking you can map out the future, let alone a perfect one…I recommend that you soak up as many experiences as possible before life gets more complex and constrained.

And as you’re soaking up life and collecting these experiences, I can guarantee that you are enriching yourself, finding or deepening your passions.”

–Baccalaureate speaker Peter Hudson, P’15, ’17, ’20

CLASS OF

Yasmine Walid Al Shoaibi Emma Willard School

Samuel Marcus de Jong Avon Old Farms School

Juliana Marie LeBlanc Westborough High School

Eliza Claire Sternlicht Phillips Academy

Julia Almazova Saint Andrew's School (FL)

Brandon Robert Depietri* St. Mark's School

Sally S. Lee St. Paul's School

Chayapa Sukhum Phillips Exeter Academy

Ameneh Arsanjani Hotchkiss School

Catherine Steele Diamond Brewster Academy

Soo Hyun Sue Lee Hotchkiss School

Christopher Daniel Sullivan Dexter School

Avery Hannah Asherman Brooks School

Margaret Elizabeth Durhager Westminster School

Annan Leean Li St. Mark's School

Thitiporn Tantivirun St. Paul's School

Margaret Ania Ashley* Emma Willard School

Anikka Upendo Fredericksen Winchendon School

Chaeyeon Sherry Lim Phillips Exeter Academy

Natalia Valdes Gonzalez Eton School, Mexico

Rebecca Jane Bauer Suffield Academy

Noah Daniel Furman Salisbury School

Tigran Markaryan Kent School

Jonathan Walker Suffield Academy

Benjamin James Bonavire Suffield Academy

Joseph Timothy Harrington Noble and Greenough School

Keun Woo Kevin Oh St. Sebastian's School

Zijian Mark Wang St. Mark's School

Patrick Carl Borella Cushing Academy

Grace Amelia Hudson Middlesex School

Todd Joseph Pavone Dexter School

Eamonn Welliver Choate Rosemary Hall

Jillian Danielle Carroll Deerfield Academy

Abra Maria Issa St. George's School

Daria Plokhova Kent School

Zhiqing Laura Wu Brooks School

Ivan Chernyak St. Andrew's School (FL)

Elias Christopher David Issa Phillips Exeter Academy

Gaoyuan Alex Qian St. Andrew's School (DE)

Xuandi Shandy Zhang Cushing Academy

Hee Jun James Chun Taft School

Kaelyn Marie Jadul Tabor Academy

William Nealon Ridgley* Worcester Academy

Yunhao Richard Zhang St. Andrew's School (DE)

Il Hwa Christian Chung Phillips Academy

Robert Francis Jorden Proctor Academy

Alina Kathleen Ryan Dana Hall School

Anthony Michael D'Angelo St. Mark's School

Dong Whan Kim Phillips Exeter Academy

Hope Elaine Sanders Mercersburg Academy

Andrew James Daphnis Woodberry Forest School

Thos Kuffour Pomfret School

Sameer Raj Sharma Deerfield Academy

42 | Fay Magazine 2015

*Niners: students who have attended Fay since first grade

2015 COMMENCEMENT

Mariana Aboumrad Undecided

Matthew Thomas Gannon Salisbury School

John Thaddeus Levandowski St. Mark's School

Jose Ulises Quevedo Llergo Returning to Mexico

Nathalie Crane Ahn Rivers School

Mabel Gao Worcester Academy

Dajung Lim Hotchkiss School

James Michael Quinlivan Milton Academy

Geethika Bathini Miss Porter’s School

Olivia Hanna Hammond* St. Mark’s School

Pablo Lopez Colegio Vista Hermosa

Manuel Romero de Terreros Colegio Vista Hermosa

Kian Behjat Rivers School

Tess Harvey Worcester Academy

Antonella Luiselli Colegio Vista Hermosa

Matthew Jason Saghir* Lawrence Academy

Maricarmen Blanes Colegio del Bosque

Diego Hernandez Comunidad Educativa Tomas Moro

Bobby Darin Manion* Belmont Hill School

Rafael Sanchez Returning to Mexico

Fariss Jane Marsh Deerfield Academy

Sofia Serna Colegio del Bosque

Eduardo Martin Returning to Mexico

Catherine Brennan Shakin* Tabor Academy

David Mohamed St. John's High School

Santiago Silva Colegio Vista Hermosa

Veronika Osgood Worcester Academy

Jose Miguel Soto Instituto San Roberto

Ryan Owyang Phillips Academy

Jon Paul Svendsen Tabor Academy

Tess Juliana Papagni Hopkinton High School

Kayla Nicole Terzioglu Dana Hall School

Sydney Elizabeth Pearson Hopkinton High School

Yingyi Wu Concord Academy

Mateo Castro Comunidad Educativa Tomas Moro

Shelby Howard St. Mark's School

Megan Ann Christy St. Mark's School

Eunseo Jin Chadwick International

Garrett Crandall Algonquin Regional High School

Nicholas J. Karlsson St. Mark's School

Laura Margaret Drepanos* St. Mark's School

Liam Kelly Belmont Hill School

James Miguel Esperne St. Sebastian's School

Marissa Jordan Koh Northfield Mount Hermon School

Joshua Christopher Fang* Taipei American School

Evan Kola Undecided

Mary Charlotte Flathers* St. Mark's School

Stella Maria Kotzabasakis Phillips Academy

Sophia Grace Franklin* Northfield Mount Hermon School

Lauren Young Eun Lee Phillips Academy

Annette Funtanet Colegio del Bosque

Se Ri Lee Choate Rosemary Hall

Robert Christian Petracca* Dexter School Madden Marie Pilkerton Field School

CLASS OF

“Take a moment to see the space around you less as a collection of already written stories and photo-ops, and more as just what it is: a sacred space that allows you this spot of time totally for you and for you alone. Try to see yourself, just for this moment, as the bundle of possibilities that you are.

You have plenty of time for memories across the street, and even tonight you will celebrate and remember and laugh and cry about your years at Fay.”

2016

–Baccalaureate speaker Paul Abeln, English Department Chair

www.fayschool.org | 43

2015 COMMENCEMENT

2015 FAY COMMENCEMENT COMMENCEMENT

2011

CLASS OF

Eugene Amankwah Williams College

Robert Jack Gustavson Graduating in 2016

Pedro Oliveira The College of the Holy Cross

Tarun Bangalore Culinary Institute of America, New York

Sae Young Jennifer Han Georgetown Unviersity

Brittany Pape Syracuse University

David Harrison Syracuse University

Diego Poo Universidad Iberoamericana

John Hartigan Boston College

Camille Riley Cornell University

Jenna Hong Massachusetts Institute of Technology

Jacob Ruzecki Graduating in 2016

Andrew Ji Woo Jung New York University, Tisch School of the Arts

Drew Saccone Trinity College

Sushila Neha Bhambhani Duke University Miguel Gonzalez Borja Instituto Tecnológico Autónomo de México, Mexico City Pablo Augie Briger New York University Shane Canekeratne Graduating in 2016 Rexford Carr Wake Forest University Nicolas Castro Centro Educativo Tomas Moro I-Yun Emily Chen University of California, Berkeley Jisu Daisy Choi Columbia University Erica Christensen Barnard College at Columbia University William Jake Curley University of Rhode Island Justin Depietri Graduating in 2016 Eric Dolce Colby College Patrick Egan Georgetown University Jessica Fan Tufts University Matthew Flathers Brown University Jumaane Ford Graduating in 2016 Avery Gibson Graduating in 2016 Adam Giordano Clemson University John Gorman Northeastern University

Ji Hwan Anthony Kim Cornell University You Jeong Chloe Lee New York University Julia Lewkowicz Bennington College Royce Light New York University Zehong Joseph Lin Graduating in 2016 Yilin Elaine Liu Emory University Luis Locsin Culinary Institute of America, New York Erick Lu New York University Laurissa Maddocks Northeastern University Aaron McLean University of Connecticut Alexander Michelson Worcester Polytechnic Institute William Mitchell Gettysburg College Robert Mulholland Rhodes College Madeleine Mullaney University of Southern California Sho Nihei Boston University

Ilianna Santangelo Franklin & Marshall College Alexandra Schoen Tulane University Jake Scumaci Rochester Institute of Technology Kelsey Shakin Roger Williams University Haleigh E. Sullivan Quinnipiac University School of Nursing Amy Tournas Colby College James Towne Columbia University Jordan Tse New York University Grace Uhl University of Michigan Samuel Vogel Skidmore College Sumner Chappie Wick Ohio Wesleyan University Cameron Wong Graduating in 2016 Yue David Wu Graduating in 2016 Ben Yang University of Pennsylvania Sirinada Nina Yung Bryn Mawr College

Kylie O’Donoghue Baylor University

www.fayschool.org | 45

2015 COMMENCEMENT

The Reds took the Redmond Cup this year! Left to right: 2015-16 Reds President Kabelo Tsotetsi with 2014-15 Reds President Anthony D’Angelo; 2014-15 Whites President Tigran Markaryan with 2015-16 Whites President Gabe Martinez Gamer.

NINTH GRADE SPECIAL AWARDS PRESENTED AT COMMENCEMENT The following ninth grade awards are selected by the entire Upper School faculty, except for the Head of School Award and the Harlow Flag award, which are selected by the Head of School.

Windeler Improvement Award: Yasmine Walid Al Shoaibi The A. Brooks Harlow, Jr. Flag Award: Anthony Michael D’Angelo

M.J. LaFoley Poteris Modo Velis Award: Eliza Claire Sternlicht Jopling Thoughtfulness Award: Avery Hannah Asherman Edwards Award for Citizenship: Eamonn Lorcan Charles Welliver

46 | Fay Magazine 2015

Head of School Award: Grace Amelia Hudson Hope Elaine Sanders Founders’ Medal Jillian Danielle Carroll

2015 COMMENCEMENT

UPPER SCHOOL AWARDS PRESENTED AT PRIZE DAY Scull Award for Composition: Senna Elisabeth Hahn Morrell Award for History: Marina He The Arline and Harvey Steinberg History Award: Eliza Claire Sternlicht

Francis H. Tomes Memorial Award: Jose Ulises Quevedo Llergo

Mathematics Award: Dong Whan Kim

Bruce Higbee Storkerson Memorial Award: Angela Catherine Scumaci

ARTS AWARDS

Annie Leavitt Memorial Award: Yihe Oscar Liu

Drama Award: Margaret Elizabeth Durhager

Philip G. Stevens ’14 Science Award: Jillian Danielle Carroll

Art Award: Abra Maria Issa

Wellness Department Award: Eamonn Lorcan Charles Welliver

Arion Foundation Award (Music): Soo Hyun Sue Lee

World Language Award: Zijian Mark Wang

ATHLETICS AWARDS

Choate Public Speaking Award: Sophia Christiane Shay

Crump-Moody Award for Earnest Effort in Girls’ Athletics: Avery Hannah Asherman Whitehouse Award for Earnest Effort in Boys’ Athletics: Anthony Michael D’Angelo Annie Papadellis Award for Excellence in Girls’ Athletics: Anikka Upendo Fredericksen Morris Award for Excellence in Boys’ Athletics: Noah Daniel Furman

ACADEMIC AWARDS Seaver R. Gilcreast English Award: Eliza Claire Sternlicht ESL Award: Ivan Chernyak

SCHOOL COMMUNITY AWARDS

TOP SCHOLAR AWARDS Highest Cumulative Averages Grade Seven: Marina He

Waldo B. Fay Memorial Award: Alexandra Brennan Mohn Harvard Club Book Award: Lin Gan Elizabeth Reinke Service Award: Sally Lee Henry U. Harris Sr. Award: Shelby Howard

DORM CITIZEN AWARDS: Middle Floor Boys: Jose Ulises Quevedo Llergo

Grade Eight: Jose Ulises Quevedo Llergo

Sixth Form Girls: Marissa Jordan Koh

Grade Nine: Eliza Claire Sternlicht

Top Floor Boys: Mateo Castro Top Floor Girls: Hyunjee Erica Nam Village Boys: Noah James Quinn Village Girls: Rachel Adelakun Webster House: Dajung Lim East House: Seoyoung Claire Song

www.fayschool.org | 47

2015 COMMENCEMENT

Primary School Moving Up Ceremony

48 | Fay Magazine 2015

2015 COMMENCEMENT

LOWER SCHOOL Closing Exercises Special Awards CITIZENSHIP AWARDS

Grade 6

Grade 3

Shane Patrick Kelly Ryley Alexandra Holmes

Jacob Parker Morse Taylor Elizabeth Parsons

Grade 4 Avery Campbell King Morgan Alexandra Maglieri

Grade 5 Ely Jacob Gluzman Elizabeth Cowles Ridgley

Grade 4

EFFORT AWARDS

Hana Ainsley Bois Braden Edward Johnsen Casey Shapiro Olivia Wiman Waterfall

Grade 3

Grade 5

Christian E. Brown Charlotte Grace Crawford Charles Bull Kellett Michelle Yuwen Qian

Tyler Jameson Bois Kevin Jiang Sofia Ann Mongillo Annalisa Catherine Fang

Grade 6 Maxwell Walker Miller Hamann Holden Alexander LeBlanc Siena Rae Liberatore Emma Christina Simon

SIXTH GRADE ACADEMIC EXCELLENCE AWARDS Thomas Joseph Flathers Anthony Jung Hyun Kim Jillian Taylor Robertson

EUGENE KIM O’DONNELL MEMORIAL AWARD Ava Elizabeth Jadul

ELIZABETH H. SCATTERGOOD MEMORIAL PRIZE Meenakshi Raghu Menon

Ava Jadul, winner of the Eugene Kim O’Donnell Award, with Meena Menon, winner of the Elizabeth H. Scattergood Memorial Prize

www.fayschool.org | 49

CLASS NOTES From the editor: As always, we loved hearing your news and seeing your pictures. A special thanks to those alumni who responded to the question we included with this spring’s request for news: “What's one interest that was sparked at Fay that has become a core part of your life?” You’ll find a host of thoughtful responses throughout the notes.

1941 MICHAEL COE writes, “During the past 12 months, I’ve had some great trips to some amazing places. The high point for me was Bhutan, the last independent Himalayan monarchy. It is incredibly beautiful, with a wonderful Buddhist culture, a true ‘Shangri La.’ A real eye-opener was traveling in Iran, which bears no resemblance to what we are told by the media; my five companions on that journey agree with me that the Iranians are the friendliest people we’ve ever encountered. I’m still fly-fishing all over the globe, most recently in Chilean Patagonia for large and cooperative trout. In June, the ninth edition of my book The Maya is being published; this time I have a co-author, Steve Houston, who was my student at Yale.

50 | Fay Magazine 2015

This is a fast-changing field, and Steve has really brought it up to date. I’m currently working with three colleagues to publish the definitive edition of the fourth known Maya codex (screenfold book). In answer to your question, I took away from Fay an abiding love of good books, and the knowledge of how to write the English language.”

“I TOOK AWAY FROM FAY AN ABIDING LOVE OF GOOD BOOKS AND THE KNOWLEDGE OF HOW TO WRITE THE ENGLISH LANGUAGE.” –Michael Coe ’41

1945 PAUL HERTELENDY writes, “Of late, I have conducted a new crusade, lobbying various youth soccer associations both nationally and locally on taking steps—and if necessary, changing some age-specific rules—to minimize future concussions, which kids are more susceptible to than adults. One idea is to ban head-balls in soccer for all youngsters under 12 nationally. If enough soccer parents (or personal injury lawyers) get into the act, I think some action could be taken, setting the stage for similar changes in other sports as appropriate. I continue to referee soccer matches for under-12 and under-14 teams of either boys or girls in the San Francisco Bay Area and find it an enormously stimulating avocation!”

CLASS NOTES

1957 DAVID RASSIN checks in with this news: “My wife Glennda and I celebrated our 50th wedding anniversary with a trip to Myanmar (Burma). In the spring, we had a great visit with Stephen Gray from Fay.” David also notes that the lasting core values that he took from Fay are a sense of discipline and organization. Lead photo (left) by David Rassin ’57— Photograph of a traditional fisherman on Inle Lake

1962 ANDREW ABBOTT shared this reflection: “At Fay School, I took my first course in French with the inimitable Seaver R. Gilcreast, of the bear-fur bow tie, the blue double-breasted blazer with pocket square, the hounds-tooth checked trousers, and the sandals. As it happens, on June 18 I give—in French—the 37th annual Conférence Marc Bloch at the celebrated École des hautes études en sciences sociales, unworthily following in the footsteps of such scholars as Claude Lévi-Strauss, Quentin Skinner, and Carlo Ginzburg. I am not sure that speaking French is a core part of my life, but it is something I owe in the first instance to Dr. Gilcreast, a teacher at once mordant and brilliant, bluntly critical but oddly encouraging, the first true intellectual I met in my life. I wonder who were the

’41

Dr. Gilcreasts for MM. Lévi-Strauss, Skinner, and Ginzburg. The world cannot have held four such people. Rest in peace, good doctor, rest in peace.”

“I AM NOT SURE THAT SPEAKING FRENCH IS A CORE PART OF MY LIFE, BUT IT IS SOMETHING I OWE IN THE FIRST INSTANCE TO DR. GILCREAST, A TEACHER AT ONCE MORDANT AND BRILLIANT, BLUNTLY CRITICAL BUT ODDLY ENCOURAGING, THE FIRST TRUE INTELLECTUAL I MET IN MY LIFE.” –Andrew Abbott ’62

1964 ED FARLEY checked in to let us know that he has moved to St. Simons Island, Georgia. He has launched a new company, Ed Farley and Associates (www.EdFarleyAssociates.com), which is a consulting firm for private equity and venture capital firms.

Michael Coe ’41 pictured with students in Iran.

A LOOK BACK AT A LOOK FORWARD: In Which Doug Loud ’56 Predicts the Future As we approach Fay’s 150th anniversary, we have been revisiting Fay School: A History, a comprehensive history of Fay written by Scott Steward ’78 back in the early 1980s. Imagine our delight and surprise on reading this prediction by Doug Loud ’56 of what Fay might look like in 2015: “Several months before the completion of the Community Center, Douglass N. Loud ‘56 wrote an essay on the school of the future. In 2015 eighth grade students would study algebra, English, biology, psychology, chemistry, physics and, rather puzzlingly, Latin, which “will be much easier to learn because of hypnopaedia and regular teaching.” He explained that hypnopaedia was the process by which a student was taught by hearing instructions repeated while he slept.

One of the major problems with hypnopaedia, he added, was that “the student may not be asleep, which, of course, is troublesome.” He also predicted that teaching via television screen would become more prevalent.

Finally he asserted that despite advances in technology, “The one device in teaching that will never disappear is the human teacher. You may think of your teacher as a mean, old monster, but in reality he is usually kind and understanding. He is also trying to make an honest, or dishonest, dollar as the case may be. Nothing can surpass him or her in teaching, for only a teacher can answer your questions right then and there. I hope the human teacher stays.”

www.fayschool.org | 51

CLASS NOTES

’73

’69

Hovering in the Hood by the Door of Intrigue. Photo by Michael Endicott ’69

Jeffrey Jay ’73, pictured with Richard Branson.

’87 ’92

Brendon Giblin ’92, with classmates Torrey Fazen ’92, Elana Vasilopoulos Whelan ’92, and Brian Crowe ’92.

’98 ’97 1969 MICHAEL ENDICOTT, a contemporary artist and photographer currently based in San Francisco, sent in a note regarding his personal experience of Potero Modo Velis: “During my formative years at Fay, I can remember distinctly that one of my best art projects was building a kite with a Charlie Brown painting on it. I am sure, though my kite was beautiful and flew very well, my encouraging teacher did not peg me for a full-time artist. The rest of my developmental years were spent being exposed to the views of multiple cultures (partic-

52 | Fay Magazine 2015

Matt Godoff ’98 with Rob Trumbull ’97, pictured left, each holding their daughters, Harper Marie Godoff and Elizabeth “Lilly” Marie Trumbull.

ularly Scandinavian, South American and Caribbean). Most of my youth was spent diving under, or sailing over, the sea's surface. Much of my adult life has been spent working at the intersection of the political and biological sciences as legislative staff and then an advocate. My camera has been my constant companion. My artistic perspective is an outgrowth of my experience, at the intersection of the "two worlds" shaped by nature and man. Now, my professional focus is on the stories contained in each moment of time, and in each scene before us. It incorporates millions of

Gary Eichelberger ’87, his wife Kacey, and two eldest children, Jack and Virginia, at his ordination to the Episcopal priesthood in January, 2015, with the Right Reverend Michael Curry, Bishop of the Diocese of North Carolina.

intersecting serendipities that form a common experience for all of us. We race by so many of these stories in our hectic lives. But the message is enjoy and learn as much as you can, while in and out of the classroom. As you move up the grades and then the professional scale, don’t worry too much if you are not sure what will be your ultimate incarnation. If you live Poteris Modo Velis to the best of your abilities, the connections you make will make your path as you walk it. I am having a wonderful time.” You can see more of Michael’s art at www.michaelbendicott.net.

CLASS NOTES

“AS YOU MOVE UP THE GRADES AND THEN THE PROFESSIONAL SCALE, DON’T WORRY TOO MUCH IF YOU ARE NOT SURE WHAT WILL BE YOUR ULTIMATE INCARNATION. IF YOU LIVE POTERIS MODO VELIS TO THE BEST OF YOUR ABILITIES, THE CONNECTIONS YOU MAKE WILL MAKE YOUR PATH AS YOU WALK IT. “ –Michael Endicott ’69

1973 JEFFREY JAY writes, “I was able to visit Richard Branson, founder of the Virgin Group, at his home on Mosquito Island in the British Virgin Islands over New Year’s Weekend 2015. The key to his being 64 years old but looking like he is 45 is starting his morning with an hour of tennis, followed by two hours of kite boarding or a two-hour swim around the circumference of Mosquito Island. I was also a guest speaker at the Super Investor 2015 conference in San Francisco on February 10, 2015.”

1983 DANIELLE BRENDLER BARUCH reports that she is currently at Loews Hotels and Resorts as the Executive Director for National Accounts Northeast. She has two sons, ages 11 and 13, and they live in Closter, New Jersey.

1985 BURTON GRAY writes, “This spring I visited Fay School with my wife Yardly and eldest child, CC. Wow! What an impressively evolved campus from my

days there! It was great to see a few familiar faces, too, including Mr. Rosenwald!”

1987 On January 23, 2015, Gary Eichelberger was ordained to the priesthood in the Episcopal Church at Christ Church in Greenville, South Carolina. Gary is now serving as Associate Priest for Faith Development and Worship at Christ Church. Gary lives in Greenville, South Carolina, with his wife, Kacey, and three children, Jack, Virginia, and Eliza.

1992 Classmates ELANA VASILOPOULOS WHELAN, BRENDON GIBLIN, TORREY FAZEN, and BRIAN CROWE recently caught up at a Cinco de Mayo celebration. Elana and Brendon are also current parents at Fay.

1994 BARRET BRADSTREET and wife Barbara welcomed Everett Francis Bradstreet into the world on August 14, 2014 in Scottsdale, Arizona. Everett weighed 7 pounds, 3 ounces and was 20 3/4 inches. Barret and Barbara moved to Arizona in the summer of 2014. Barret works as the Commanding Officer of the U.S. Marine Corps Recruiting Station in Phoenix.

January of 2014 I ran the Houston Marathon in honor of CULLEN [FRANZ]’S mom, Evonne, and I finished in 4:01:24. It was a wonderful day and a great way to remember her and her accomplishment of running the marathon in 1996, the year before she passed. Cullen was also busy training very hard last spring and summer. In June, he completed the Untamed New England Adventure Race, which entails four days of mountain biking, hiking, white water rafting, paddling, and rapelling in Maine. The biggest and most exciting part of our year, however, was welcoming our daughter, Savannah Evonne Franz, on January 6, 2015. We love being parents and can’t wait for her to meet everyone!” ROB ’97 TRUMBULL is thrilled to announce the birth of Elizabeth “Lilly” Marie Trumbull, born August 7, 2014.

1998 MATT AND ALLISON GODOFF are excited to announce the birth of their daughter, Harper Marie Godoff, born March 10, 2015. MEGHAN GREENBERG LOCKWOOD writes, “Chip and I were overjoyed to welcome our son Charlie, Charles Evans Lockwood, Jr., on March 25, 2015.

1995 Justin Jagher and his wife, STACY SATTER JAGHER ’97, are delighted to announce the birth of their daughter, Juliet Grace, on November 11, 2014.

1997 Stacy Satter Jagher and her husband, JUSTIN JAGHER ’95, are delighted to announce the birth of their daughter, Juliet Grace, on November 11, 2014.

ERICA BURRILL FRANZ writes, “It was a busy year for the Franz family! In

Keep in Touch!

Send your news and photos to Erin Ash Sullivan, Director of Communications, at esullivan@fayschool.org.

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Brendon Giblin ’92, with classmates Torrey Fazen ’92, Elana Vasilopoulos Whelan ’92, and Brian Crowe ’92.

CLASS NOTES

’94, ’95, ’97, ’98 FAY BABY QUILT —CLASSES OF 20??

Clockwise, left to right: Everett Francis Bradstreet, son of Barret Bradstreet, ’94; Juliet Grace Jagher, daughter of Justin Jagher ’95 and Stacy Satter Jagher ’97; Charlie Lockwood, son of Meghan Greenberg Lockwood ’98; and Savannah Franz, daughter of Cullen Franz ’97 and Erica Burrill Cullen ’97.

We will be moving to Ohio for Chip to teach at Oberlin College.”

Baby photos above!

2003 RYAN SEBASTIAN is living in Los Angeles and working at SpaceX, a company that designs, manufactures and launches advanced rockets and spacecraft.

2002 JON DEMELLO writes, “I am currently in my second year as CEO of Voyager Medical LLC. Most recently, we’ve been working on novel devices to help cure patients with chronic total occlusions of the coronary arteries.”

2004 ALEX CAHILL is now the Chief of Staff at Executive Office of Energy and Environmental Affairs in the Baker Administration, and STOLLE SINGLETON ‘03 works with her as the Legislative Director.

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“DURING MY TIME AT FAY, I HAD MANY TEACHERS AND COACHES WHO SUPPORTED ME. A PASSION OF MINE WAS SPORTS AND HELPING OTHERS. THIS PASSION WAS FOSTERED AT FAY AND CONTINUED THROUGH MY SECONDARY SCHOOL YEARS. MY EXPERIENCES AS A STUDENT AT FAY HELPED ME BECOME THE TEACHER I AM TODAY.” –Matt Karis 04 MATT KARIS shared this reflection: “I left Fay after 8th grade to attend Nobles.

During my time at Fay, I had many teachers and coaches who supported me.

A passion of mine was sports and helping others. This passion was fostered at Fay

and continued through my secondary school years. I have gone on to become a teacher at The Eaglebrook School in Deerfield, MA. My experiences as a student at Fay helped me become the teacher I am today.”

2006 ASHLEY STIPEK earned her master’s degree with honors at St. Andrew’s School, where she focused on terrorist studies & political violence. BYRON LYNN is working in Governor Baker’s administration in Massachusetts.

2007 MARIAH SEBASTIAN graduated from Springfield College last May and is currently looking for a job in the health sciences. After graduation from Wellesley College, LEIGH BARTON has been working for Teach for America in Jackson, Mississippi.

She teaches Algebra 1 to high school freshmen.

CLASS NOTES

SUMMER SCHOOL, FROM THE TEACHER’S PERSPECTIVE Dedicated service in action: David Lo ’13 and Tim Koay ’13 establish a summer enrichment program in Vietnam

Every summer, thousands of middle and high school students participate in summer enrichment programs to reinforce academic skills or explore a new topic of interest.

This summer, David Lo ’13 and Tim Koay ’13 are also participating in a summer school program, but with a twist: they are the program directors and the teachers.

David (a rising senior at St. George’s School) and Tim (a rising senior at Hotchkiss) are spearheading a brand-new educational initiative in Vietnam this summer: a two-week academic enrichment program for middle school students.

The program is being offered to students from families living in the Nhà Bè District of Saigon. Approximately 100 students have signed up for the free program, which will be coordinated by David and Tim, staffed by volunteer high school students from SSIS (Saigon South International School) and TAS (Taipei American School), and funded by the Lawrence S. Ting Memorial Fund.

Each day, from 9:00 a.m. to 3:00 p.m., students will attend classes in English, science, and social studies, as well as music, art, and P.E. A primary focus will be on English language practice. David notes, “The students already receive some English language instruction during the school year, but the focus is more on memorization and the written language.

Speaking is much more difficult for the students, so our program will be more interactive and participation-based.”

David was initially inspired to establish the program when he

heard about a similar initiative started by a friend in Taiwan.

“I thought it was a cool idea,” he says. “Vietnam is my home, and it seemed like a perfect place to come up with a similar program.”

During a visit to the students’ school over Thanksgiving, David and Tim met their future students and taught an initial lesson. Over the past few months, they have been refining and tailoring their curriculum to meet the specific needs of their students.

David and Tim have also given some thought to the kind of teachers they want to be. “I had great teachers at Fay and want to model myself on them,” David notes. “For example, Mr. Beloff [alumnus John Beloff ’85] was really engaging and funny, and the way he explained things was very down to earth. He made the history come alive.”

Will the entire program be completely student-run? Yes— mostly. David notes that there will be a few parents on hand (David’s included) to come to planning meetings. “Their role will be to sit in the back and share their wisdom,” he says.

At this writing, Tim and David are in the final stages of preparation for their new adventure. They’re both nervous and excited for what they’ll learn by taking on a new role as teachers and getting to know their students. Says David, “I want to really understand what the middle schoolers want to accomplish, and I want to help them reach their goals.

That will make it a successful summer.”

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CLASS NOTES

’13

’11 ’12

Chris DeMello ’11, Tim Koay ’13, and Ryan Hoffman ’13, members of the Hotchkiss varsity ultimate frisbee team, and winners of the Connecticut State Championship and the New England Prep School Championship.

Amy Tournas ’12 with Fay classmates and fellow Brooks seniors Sho Nihei ’12, Shane Canekeratne ’12, and Sam Vogel ’12 at the Brooks prom, April 2015.

’15

’14 Strat Forrester ’14 and Patrick Daly ’14 pictured at a recent Cushing vs. Tabor lacrosse game.

2009 JULIANNE TOURNAS writes, “I am currently a rising senior at Loyola University Maryland with a major in global studies and a double minor in international business and Spanish. Last fall, I was fortunate enough to spend six months studying abroad in Bangkok, Thailand, where I met up with Fay classmate, PUNN CHIRAKITI. While in Asia, I traveled to Hong Kong, Indonesia, Malaysia, Vietnam, and Cambodia. My six months in Thailand were incredible, and I cannot wait to return after graduation.”

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Avery Light ’15 playing volleyball for Middlesex.

2010 EMILY GUANCI worked as an intern on the Texas gubernatorial campaign for Texas State Senator Wendy Davis. We’ve also heard news about ROMANE DE TAUZIER LAHINER: she finished up at Uppingham School in the Midlands in England, graduating with three A levels as well as the highest French exam grade in the UK! She is now at the University of Victoria, where she is majoring in psychology and anthropology.

CLASS NOTES

2011 JANE CHIAVELLI writes, “My first year at Washington & Lee University in Virginia has been amazing! Even my horse, Miles, came with me and is enjoying the weather, the gorgeous scenery, and the deep green grass.” CHRIS DEMELLO reports that he played varsity ultimate Frisbee for Hotchkiss this spring (ranked #4 in the nation), winning the Connecticut State Championship and the New England Prep School Championship. “I’m heading to Tulane University in the fall, majoring in foreign languages and international relations. I’m also looking forward to continuing with soccer and ultimate Frisbee at Tulane.”

2012 JESSIE LANGWAY, who performs as a country artist under the name of Jessie Chris, has had a busy 2015. She was named as one of the Top 15 to watch in 2015 by Pulse Magazine, and she was nominated as Female Performer of the Year by the New England Music Awards. AUGIE BRIGER will be spending his freshman year at NYU’s London campus. SAM VOGEL wrote this spring with this news: “I am currently a senior at The Brooks School and will be graduating in less than two weeks, which is very exciting, but I am also sad to leave a place I have loved for the past three

“I WOULD SAY THAT MY INTEREST IN THEATRE AND MUSIC WAS SPARKED AT FAY. THE ART TEACHERS TAUGHT ME THE VALUE OF HARD WORK AND THE IMPORTANCE OF YOUR INTEGRITY IN ALL ASPECTS OF LIFE.” –Sam Vogel ’12

years.” He adds, “I would say that my interest in theatre and music was sparked at Fay. The art teachers taught me the value of hard work and the importance of your integrity in all aspects of life.” Sam will be attending Skidmore College in the fall.

AMY TOURNAS is also graduating from Brooks and will attend Colby College in the fall. JAKE CURLEY started an online wholesale tackle company called JC’s Offshore Tackle and also passed the exam to get his boat captain’s license at Mass Maritime Academy. LAURISSA MADDOCKS spent March break in Mexico City with DIEGO POO and his family.

2013 KANIN “BIGGY” NANDABHIWAT writes, “These past two years have gone by quickly, and it’s a little scary to think that I will soon be a senior. As a Class Chair this year and a School Monitor next year, I look forward to being a school leader; I look forward to tackling this position, knowing that I had leadership experience when I was at Fay.” He adds, “Soccer has always been a big part of my life, but it was at Fay that I really fell in love with it. Competing and training with an amazing group of guys helped me grow physically and intellectually. I continued this passion here at Taft, and currently play on the varsity soccer team.

The level of intensity of the game and the talent portrayed by the players in high school is simply world class. I feel very proud to be a part of this experience, and I am thankful for all that I learned from Fay’s program because it prepared me for this next level of soccer.”

“I FEEL VERY PROUD TO BE A PART OF THIS EXPERIENCE, AND I AM THANKFUL FOR ALL THAT I LEARNED FROM FAY’S PROGRAM BECAUSE IT PREPARED ME FOR THIS NEXT LEVEL OF SOCCER.” –Kanin “Biggy” Nandabhiwat ’13 setting a new indoor school record and a Tri-Valley League indoor record with a time of 12:27.41. PATRICK DALY is doing well at Tabor Academy and recently played against classmate STRAT FORRESTER in a game against Cushing Academy. Both Patrick and Strat scored!

2015 AVERY LIGHT sent us this note: “At Fay, volleyball was a passion that emerged from playing in middle school. Mr. McCauley, especially, helped form the player I am today. Currently I am playing for a team that is ninth in New England, and I am a starter on the Middlesex varsity volleyball team! I would never have gotten into this sport if it was not for Fay!”

“I WOULD NEVER HAVE GOTTEN INTO VOLLEYBALL IF IT WAS NOT FOR FAY!”.

–Avery Light ’15

2014 This winter, ISABELLE GIORDANO competed on the Hopkinton Girls Indoor Track Team, whose Distance Medley Relay team and 4x800m relay team earned invitations to the New Balance Nationals Indoor Meet in New York City in March. The Distance Medley team was successful in

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André Bishop ’62 Wins Tony Award Producer of The King and I wins for Best Revival of a Musical ndré Bishop ’62 has won the 2015 Tony Award for Best Revival of a Musical, for the Lincoln Center’s Revival of The King and I. As producer of the show, Mr. Bishop shares the award with co-producers Adam Siegel and Hattie K. Jutagir.

A

The production of The King and I, which opened on April 16 of this year, has won numerous awards this season, including Broadway.com’s Audience Choice Award for Favorite Musical Revival; the Drama Desk Award for Outstanding Revival of a Musical or Revue; the Outer Critics Circle Award nomination for Outstanding Revival of a Musical; and the Drama League Award for Outstanding Revival of a Broadway or Off-Broadway Musical. The production also won three other Tony Awards this

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year: Kelli O'Hara, for Best Leading Actress in a Musical; Ruthie Ann Miles, for Best Featured Actress in a Musical; and Catherine Zuber, for Best Costume Design of a Musical.

André is the longtime Artistic Director of Lincoln Center Theater, where he has developed and produced a number of influential new plays and musicals, including The Heidi Chronicles, Sunday in the Park with George, and Driving Miss Daisy, as well as the revivals of Carousel and South Pacific. Over the years, his productions have won 14 Tony Awards and four Pulitzer Prizes.

André attended Fay as a boarding student from fifth to eighth grade, getting his start as an actor in Fay’s traditional Gilbert and Sullivan productions, including The Mikado, The Gondoliers, and H.M.S. Pinafore.

Congratulations, André!

In Memoriam EVERETT FISHER ’33 January 5, 2015 Everett Fisher, 94, died on January 5, 2015, in Greenwich, Connecticut, the town where he was born to Henry J. and Alice A. Fisher. After attending Fay and Phillips Academy, Andover, he graduated from Yale University and Yale Law School; he later served in the Navy during World War II. He was a practicing attorney who was still dropping in at the office until three weeks before he died, and he served on numerous boards, including the Boys and Girls Club of Greenwich and the International College in Beirut, Lebanon. Everett was married for over fifty years to Catherine Marshall, who had grown up next door to him, and they had two daughters, Catherine Fisher Field and Emily Trenholm Fisher. Catherine Marshall Fisher died in 1997, and in 2002 Everett married Mary Applegate Reigeluth, formerly of New Haven. In addition to his wife Mary, Everett is survived by his daughters, their husbands, and numerous relatives.

THOMAS MARKLE ’34 March 22, 2014 Thomas Markle of Wayzata, Minnesota, was born in Hazelton, Pennyslvania, on May 12, 1920. After attending Fay, he attended The Hill School and the Wharton School at the University of Pennsylvania.

He left the university and enlisted in the Navy the day after Pearl Harbor was attacked. During World War II, he served at naval air stations in New Orleans and Minneapolis as a flight instructor, then as fighter director and Combat Information Center officer on the

aircraft carrier USS Bataan and the destroyer USS Hank. After the war, he worked at Markle Bank and Trust Company and the First Bank Stock Corporation, later serving as president and CEO of the Beverly Bank and president of First Chicago Data Corp. Markle was a top amateur golfer, winning club championships and maintaining a single digit handicap well into his 70s. He served on numerous local organizations and co-founded the Edina-Morningside Junior Hockey Association. He enjoyed all games, particularly bridge and backgammon, and loved music, especially opera. He is survived by his brother, Alvan Markle III ’32; sister Marian Pool; daughters Barbara Polk and Judy Pool; son Peter; and seven grandchildren and three great-grandchildren.

KENNON JAYNE ’41 June 30, 2014 Kennon Jayne, a lifelong resident of New Canaan, Connecticut, died June 30, 2014. He was 88 years old. Jayne was born March 25, 1926, in New York City, the son of John and Dorothy Sewall Jayne. He attended Fay and Choate School and graduated from Williams College in 1948.

He served as a lieutenant in the U.S. Navy at the end of World War II and during the Korean War as a signal operator. In 1952, he received a discharge and started his career at IBM as a marketing manager. He raised funds for the YMCA, United Way Foundation, Waveny Care Center and Staying-Put. He was a member with the St. Mark's church community. Jayne is survived by his wife, Sabra Toulson Jayne; sons, John T. Jayne, Truxtun Sewall Jayne, Joseph K. Jayne, and Houston Jayne; sister, Pamela Miller; and six grandchildren.

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In Memoriam GEORGE GOULD ’42 November 3, 2013

BEN CHAYES ’78 February 8, 2015

George McCully Laughlin Gould, 85, of Landrum, South Carolina, died Sunday, Nov. 3, 2013, at his home. Born in Pittsburgh, he was a son of the late Erl Clinton Barker and Katharine Laughlin Gould. After Fay, he attended St. Paul’s School in Concord, New Hampshire. George was a Navy veteran, having served from 1946 to 1948, and he later graduated from Yale University. Mr. Gould spent most of his career in Pittsburgh before retiring to Landrum, South Carolina, in 1994. Locally, he served as a board member and finance committee member of Hospice of the Carolina Foothills. He is survived by his wife of 61 years, Rachael Kilbourne Gould; two sons, Andrew M.L. Gould and George M. L. Gould Jr.; four daughters, Karen Boyle, Isabel Hoversten, Megan Benedict, and Leila Oliver; brother John D. B. Gould, of Vero Beach, Florida; and 12 grandchildren.

Benjamin Ward Chayes died on February 8, 2015 at his home, surrounded by family. Ben fought a long and courageous battle with head and neck cancer for over two years, and although his body finally gave out, his spirit never did. Ben was born October 26, 1962, in Philadelphia, and he spent his early childhood years in New York City. After attending Fay, he earned his bachelor’s degree from Framingham State College and went on to earn a master’s degree from UMass Boston. He was employed by Great West Retirement Services. Throughout his life, Ben had a passion for physical activity and challenged himself both mentally and physically. He ran the Vermont City Marathon and the Hartford Marathon, competed in several triathlons, cycled in Century Rides, rock climbed, mountain climbed, skied, kayaked, and rowed. In August, while still undergoing chemotherapy, Ben completed Dana Farber’s Pan-Mass Challenge and cycled 84 miles to raise money for cancer research. Ben’s greatest joy in life was being a father to his two daughters, Hannah and Emma. He instilled in them a love of sports and the philosophy of not ever being afraid to try something new. Ben is survived by his best friend and partner, Suzanne Lord Chayes; daughters Hannah and Emma; his parents Sheila and Zev Chayes, and numerous loving family members and friends.

FREDERICK M. MACMILLAN '56 August 3, 2014 WALKER K. ANAPOL ’58 February 16, 2014 Walter K. Anapol, 71, of Middletown, Rhode Island, passed away on Sunday, February 16, 2014 at his residence. He was born in Fall River, Massachusetts, the son of the late Frank and Gertrude Berson Anapol.

After attending Fay, Walter graduated from BMC Durfee High School in Fall River. He owned and operated his family business, Cliftex Corporation, for many years and retired in the late 1990s. He served on the Board of Directors for the Goat Island Yacht Club and was active with the United States Coast Guard Auxiliary in Newport, Rhode Island.

Walter was an avid boater and enjoyed sailing on his boat. He leaves his daughters, Michelle Ponds of Washington, D.C., and Alison Dugan of Somerset, Massachusetts; two sons, Eric Anapol of Heath, Texas, and Gregory Anapol of Louisville, Kentucky; sister Bette Eyges; six grandchildren, and several nieces and nephews.

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JEAN PENDLETON MADDEN, former faculty January 12, 2015 Jean Pendleton Madden (formerly Barbara Jean Pendleton) succumbed to a rare form of cancer on January 12, 2015. She worked and volunteered for nonprofit organizations for over 30 years; she loved singing, animals, the Red Sox, and her friends and family. She is survived by her husband Mark Madden, his daughter Dara, and numerous relatives.

Faculty Profile:

Alina Argueta When Alina Argueta arrived at Fay in 1990 as a Fulbright Scholar seeking an internship, she never imagined that 25 years later she would still be here as the Chair of the World Languages Department.

However, something about the Fay community resonated with her immediately. “I was touched by what I saw here and by the classroom dynamics,” she recalls. “I felt that here, I would be allowed to be the teacher I wanted to be.”

In recent years, Alina has taught Spanish in Primary, Lower, and Upper School, as well as Upper School French. Alina has also become the school’s unofficial travel guide, embarking on language department trips with students to the Yucatán, Taipei, Montreal, France, Spain, Greece, and Italy. Through travel, she has taught generations of Fay students not just the language skills that they need to navigate another culture, but a sense of themselves as citizens of the world.

What brought you to Fay? I came in January of 1990 to do a six-week internship in the International Student Program. At the time, I was considering going back to El Salvador because I thought that with my accent, nobody would want me to teach English as a second language to international students. Steve White, who was Assistant Head of School at the time, disagreed. He told me I would be a great example to the students and give them a sense of how far they could go if they studied English. I was deeply touched.

What was your favorite trip with Fay students?

It has to be Italy, a trip that we planned for students of Latin. To see them reenacting gladiatorial battles, or the assassination of Julius Caesar right in the Foro Romano–it was amazing! We hiked for 13 miles in the Capri Islands to see where Tiberius used to live and explore the grottos. We visited a farm where they make mozzarella and olive oil and cure their own meats. We had a tarantella dance lesson and made pizza in Rome. Is there a better place to make pizza?

How do you compare the experience of teaching language to Fay’s youngest and oldest students?

I loved teaching Spanish to Kindergarten because this gave me greater insight into how children learn. The little ones embrace learning languages wholeheartedly, no questions asked, and that has helped me renew my teaching. With them, it is all about the basics, and those principles can be applied at any level. Our Upper School students also need the same attention, even though the material can be more complex. Teaching the young students gave a touch of tenderness to my teaching, and I found that the older students responded very positively to this new approach.

What has kept you at Fay for 25 years?

It is the students that really make this a wonderful place. They just pump me up with their energy and motivation, and I have to be on my toes. There is always that student who comes strolling into the classroom and says, “So, what are we doing today?” As an educator, it’s that sense of expectation and excitement that inspires me to do my best.

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