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the perfect match


With help from a generous supporter, we are offering a special one-time match for each and every donor to the Annual Fund this year. If you are a first-time donor to the annual fund: Your gift of $50 or more will be increased by an additional $50. If you have been a past annual fund supporter of friends academy: When you increase the value of your previous gift by $50 or more, an additional $50 will be added to your donation. Join us and take advantage of this matching opportunity to increase the impact of your gift. Whether you are new to Friends Academy, a loyal donor, or considering adding your name for the first time to the long list of parents, grandparents, alumni, faculty, and special friends who help us to inspire children, know that we value the contribution you make to helping us fulfill and advance our mission. Make your tax deductible contribution online at: or call Jodi Pink, Director of Development 508-999-1356 x1129.


spring 2013


Message from the Head of School


Up Against the Wall—The Urge to Climb


The Many Faces of Music at Friends Academy Electronic Music Afternoon Strings with the New Bedford Symphony Orchestra Band of Friends—Our Newest Ambassadors


What’s All the Fuss About STE(A)M?


What’s in a Name?


The Craft of Teaching


Continuous Learning through Embedded Professional Development


Lessons in Faith—Ringgold enriches AuthorFest


Service by the Square Foot


Out and About on 65 Acres


The Power of Many Faculty Begins School Year with Morning of Community Service Friends Responds to Sandy—Launches School-Wide Relief Effort


Spaghetti and Golf Balls—A Family-Friendly Night


Class Day 2012—The Year of the Legacies


Welcome New Faculty


Alumni Profiles Marty Schnure ’02—Mapping Patagonia with a Grant from National Geographic Michael Chambers ’00—Climbing Everest Because it’s his Dream…


New Appointees to the Board of Trustees


News and Notes from Faculty and Friends


Class Notes


Young Alumni Reunion—2012


steam 2



Dear Friends, What is all this talk about STEM and STEAM (science, technology, engineering, arts, and math) anyway? The President of the United States is talking about it, university teacher preparation programs are making it part of their curriculum, state departments of education are working STEM into their core standards, charter schools with a STEM focus are gaining momentum in some areas, and schools across the country are reviewing curriculum with an eye towards improving instruction. In each of these areas —Science, Technology, Engineering, Art, and Math —educators are looking to highlight the ways these topics connect, and the opportunities these connections provide, for developing problem solving skills. In an American public education system that has moved relentlessly towards high-stakes testing and a narrow focus on reading and writing skills, curriculum offerings have increasingly shortchanged other disciplines, from science to social studies, from physical education to the arts. STEAM seeks to rebalance the equation in significant ways. A program that encourages the thinking that defines engineering speaks directly to the teaching of the twenty-first century skills that pepper every serious educational discussion. Finding and using the connections found among the STEAM disciplines encourages perseverance, creativity, cooperation, and a deep sense of engagement with learning. In so many ways the demands of a STEAM curriculum can be authentic, practical, and meaningful to learners of all ages. At Friends Academy we have traditionally taught many aspects of a STEAM curriculum. The article on page 10 details several examples, many of which will be familiar to you from both the student and parent perspective. During this school year we have been having powerful conversations about how to be more purposeful in all that we do in this regard.

What skills should each graduate of Friends Academy master? How can a vibrant STEAM curriculum move us toward those ends? What curriculum development doors open when we think in this manner? At the same time, how do we preserve and enlist the aid of the outstanding reading and writing skills that have long been a hallmark of Friends Academy? As “content” has become increasingly available at the click of a mouse or stroke of a finger, the shift to a greater emphasis on problem solving and creative thinking has been both appropriate and necessary. While a certain comfort level with traditional content remains crucial, there is strong evidence that the most well-educated individuals of the “new normal” technical world—that is defining both the present and the future—will be those who can best access information, assess and evaluate that information, and then creatively combine that information in ways that will chart new courses and meet new challenges we can hardly imagine. An effective STEAM curriculum puts Friends Academy very much on the right track as we embrace the challenges defined by a rapidly and ever-changing landscape. Enjoy this issue of the Blue and Gray. You’ll find exciting and intriguing examples of a school and its graduates who are building on the past, transforming the present, and most certainly shaping the future. Sincerely yours,

Stephen K. Barker Head of School


Up Against T H E




Rock climbing is a physically and mentally demanding sport that often tests a climber’s strength, endurance, agility, and balance, along with mental control. Though the urge to climb is thought to be primeval, the actual sport of climbing is relatively young. Early European mountaineers set off into the Alps with no more than a walking stick, an axe, and a length of rope. By the 19th century, climbing was developing as a recreational pastime. Today, enthusiastic climbers are venturing indoors— to climbing gyms—in order to train and gain experience in a controlled environment. Beginning this year, Friends Academy students in grades 4-8, will be joining in the fun, and learning the basics of rock climbing in their physical education classes. Last summer while school was on break, the Wingspeed Adventures Company of New Hampshire installed a new climbing wall on campus. Made possible by generous backing from the Parent Association, the wall was built against the backside of the unused stage at the far end of the gymnasium. “At 181/2 feet tall by 30 feet wide, the wall accommodates four to five climbers at one time, which is well-suited to the size of our gymnasium and the nature of our program,” says Charley Pelissier, Friends Academy’s director of external programs. The climbing wall’s location addresses a number of issues related to size and storage in the gym. “With its location in a separate area, away from the gym floor, we can conduct well supervised climbing instruction for small groups and do so simultaneously with gym classes,” says director of athletics, Mike Williams. 4

the Wall

by Kyle Riseley

Plus, by constructing a new floor to ceiling wall, Williams is happy that the PE department has new, long-needed storage space for equipment. To date, classes have been held for sixth, seventh and eighth graders, with plans underway to introduce fourth and fifth graders as well. Sessions take place during PE classes with three students working on basic bouldering and traversing technique, while one at a time, they take turns climbing the wall on belay. Belaying is the act of managing a rope to protect a climber. Students wear a harness that attaches to a rope connected to a belayer (always the teacher) who is there to control the slack in the safety system that will catch a climber, and which is used to lower a climber down when they are finished. With thoughts of establishing an After-School Climbing Club and incorporating the new climbing wall into our athletics program, our outdoor education program, and our summer program, Charley P. is in the midst of what he calls the dreaming phase. “This is a pretty exciting development for our school,” he says. “Though traversing walls are a fairly common phenomena, having a tall wall for belaying is unique.” Climbing takes strength in both the fingers and the forearms. It develops upper body strength, coordination, balance, and dexterity. The rock wall course is designed to simulate real rocks, and allows instructors to incorporate different-sized foot and hand-holds, and to change the arrangement of those holds to make the course more or less challenging. For example, when he is working on teaching traversing technique, Pelissier can label which hand holds he wants students to use, thereby setting different routes for different students to make the simulation more interesting and appropriate to each student’s ability.


Left and below: students work in small groups with experienced instructors as part of the P.E. program. Afterschool climbing opportunies are also available.

Why does climbing matter? “For the person with a fear of heights, the climbing wall might present a way to successfully overcome a limitation,” says Charley. “It is also a great sport for the non-traditional athlete, or the student with a smaller, wiry build. Success at climbing has more to do with a person’s strength to body weight ratio than it does with their height, weight, or power.” Michael Chambers ’00, our alumnus featured on page 38, who is currently on his way to the Himalayas to climb Mount Everest, credits his early adventures on the ropes course at Friends Academy with providing the spark for his lifelong interest in climbing and the outdoors. The new climbing wall takes outdoor education inside, and provides Friends Academy with a yearround facility for adventure. In addition to physical training, the climbing wall is a valuable tool that helps teach students to take on personal challenges, face their fears, and push through boundaries to attain their personal best. If we’ve helped to inspire one FA graduate to the top of Mount Everest fueled by their experience on the ropes course, just imagine the possibilities for this next generation of graduates.




“Music,” Plato wrote, “gives wings to the mind, flight to the imagination, and charm to life.” FA seventh graders who are piloting the digital music class this year with Mr. Felix are certainly putting their imaginations to work.

Two classes of six students meet twice a week. As an alternative to the piano keyboarding class taught by Jackie Maillet, “Electronic Music” or digital music class adds a new layer to the Middle School musical training experience. In the first weeks of class, students learn about basic electronic components and create instruments that are distinguished by the greater tonal possibilities compared with traditional acoustic instruments. It’s STEM (the integration of science, technology, engineering and math) plus music wrapped into one. Students learn how to edit, loop, sequence, and layer acoustic and digital sounds using audio editors. They create soundtracks for video and games. They improvise and collaborate using cloud-based applications. At the heart of the electronic music class is freedom, creativity and exploration. On the day we visited the class, students were creating their own dub-step music using laptops and a 200 in 1 Electronic Lab kit. Words like flanger, phaser, eg function, and equalizer filled the room. Students worked on their own laptops, wearing headphones and transforming various musical sounds—vocals, instrumentals, and plain old noise—by bumping up the bass, and changing things like pitch, tempo, and pattern to create totally original, dare we say, music. Mr. Felix hopes that one or more of his young composers will choose to perform an original composition at All-School Meeting later this year. 7


Collaboration with New Bedford Symphony Orchestra Makes Afterschool Strings Program a Reality

On Monday afternoons the Herring Lobby is filled with the sound of strings. New this year, Friends Academy offers afterschool instruction in the violin, viola, and cello for children in grades two to eight. Divided into two sections and broken out by age group, children are taught by instructors from the New Bedford Symphony Orchestra.


“Response from the community was tremendous,” says Terry Wolkowicz, Education Coordinator for the Symphony. In fact, turnout far exceeded NBSO’s initial estimates. Students provide their own instruments, or they can rent them from Symphony Music Shop in Dartmouth. On practice days, students are instructed to drop their instruments and music stands in the conference room so that music instructors can tune them prior to class in order to allow enough time for lessons.

thanks in part to the supportive community of families at Friends Academy who encourage their children, and understand the importance of practice outside of school. “Practice reinforces all that we cover in class and is the single most important factor in student success,” she says.

Annalisa Boerner, a violist and a fellow at Community Music Works in Providence is a performer who gives private lessons and teaches our youngest students. We caught up with her before lessons on a recent afternoon.

So far, the children’s repertoire includes Twinkle, Twinkle Little Star and Jingle Bells for the holidays. Most recently, they have been playing compositions for two parts with their teacher, Ms. Boerner, playing the melody.

She told us that early classes are focused on learning the parts of the violin, how to properly hold the instruments, developing good posture when playing, and basic notation. Students who study once per week will have completed 30 lessons by the end of May. “The children are progressing really well,” she says,

As the children progress, there will be opportunities for them to take additional lessons or to join the New Bedford Symphony Youth Orchestra which practices on Saturday mornings. Placement is determined by audition.


Ambassador Vocalists in Grades 3-5

Above: Band of Friends performing at Alma Del Mar School. Left: Friday afternoon rehearsal.

Recently, the group has taken on the role of ambassador as they have been traveling to neighboring schools. “We’re just trying to make a musical connection,” says Putnam Murdock, “to get out into the community and make new friends.” The “Band” visited Alma del Mar, a new K-8 charter school in New Bedford to perform for students as part of an exchange program. Friends Academy has also launched a new chorus this year for students in grades three, four, and five. Named the “Band of Friends,” these young vocalists meet on the last period of the week, on Friday afternoons and have already begun to make a name for themselves performing at All-School meetings and WinterFest, as well as at some special events throughout the year. A joint venture, so to speak, between students and Lower School Music Teacher, Jim Bean; Middle School Music Teacher, Jackie Maillet; and Fifth Grade Teacher, Putnam Murdock (all who co-direct and accompany the group on piano/keyboard, guitar, and banjo) the Band of Friends has provided a fresh new musical component to our community and promises to raise the bar with exciting new repertoire. “Participation in the Band requires a year-long commitment, and fourth and fifth graders are given special roles as accompanists and harmonizers,” says Jim Bean.

Talks with Alma del Mar began last fall when Jackie Maillet urged their music teacher to consider a collaboration between the two schools. “The musical exchange with Alma del Mar is just a part of a larger exchange program we’re establishing to broaden the world view of our students,” says Lower School Head, Melinda Foley-Marsello, who together with Katherine Gaudet, Director of the Sally Borden Program, is working to create opportunities for collaboration between the charter schools of New Bedford and Friends Academy. “Alma del Mar will likely perform for Friends Academy this spring and then it is our hope that we will perform together somewhere in the community as a service project,” says Foley-Marsello. Ms. Maillet would like to see another musical exchange with Nativity Prep or Our Sisters School and is working on “getting another gig for the band.”

The Band of Friends also set the tone for a very memorable AuthorFest last October when children’s book author/illustrator and civil rights artist/advocate Faith Ringgold visited the school. The Band performed “It has been so wonderful to work together with Jim a beautiful and moving rendition of her song, Anyone and Putnam,” says Maillet. “The children are enthusi- Can Fly. The song had multiple lyrics so Jim Bean astic and bring great ideas to the Band.” Murdock, and Putnam Murdock chose a manageable segment of Bean, and Maillet meet regularly to discuss repertoire, the song and arranged it for the occasion. The chorus “there are a lot of inappropriate lyrics out there,” assembled in the Herring Lobby, and with the help of Maillet says. As far as the catchy name is concerned, some very good acoustics there, greeted the legendary Maillet says the group settled on the name “Band of author in song, as she stepped through the doors to Friends” because they didn’t want the group to be our school, providing a gift to both the author and to confined to the concept of simply another choral anyone lucky enough to be within hearing distance. endeavor. 9



STE(A)M? At a recent faculty meeting, guest speaker, Brian Gravel of Tufts University challenged teachers to think about the ways that science and engineering figure into our curriculum. Gravel, who holds both a B.S. and M.S. in Mechanical Engineering and a Ph.D. in Science Education from Tufts, has been working with colleagues at the university to redesign the Tufts elementary education program with an explicit focus on “STEM.” Their goal is to prepare future elementary teachers with an emphasis on the practices of science, technology, engineering and math by pulling from research on teaching and learning to create a unique MAT certificate program where graduates are innovated STEM teachers at the elementary school level. At the center of Dr. Gravel’s work is the development of SAM Animation, which is stop-motion animation software that allows students to generate dynamic representations of processes that change over time. His research looks at how new technologies and tools can assist students’ efforts to produce, critique, and use external representations to understand concepts in science, mathematics, and engineering. Why is this kind of learning important to us now? With talks of restarting our economy in an era of rapid technological change and great economic challenge, the need for significant innovation that will lead to the development of new products and processes that sustain our industrial base is essential. STEM based education helps fuel young minds with a curiosity that develops out of a solid knowledge base in math, science and engineering. Training in technology provides the research tools, and the latest thinking adds one other component—art—to the mix, which can be said to supply the “steam” or creativity to the innovation process. While Friends is already doing a good deal of work in these emergent areas, a Middle School group has been exploring ways we might be more purposeful and focused about STEM education as well as newly identified STE(A)M (Science, Technology,

Engineering, Art and Math) initiatives as we coordinate current units of learning and develop our curriculum moving forward. That group is now expanding to include Lower School representation. For our youngest learners in the Early Childhood Program at the Friends Farmhouse, the Reggio Emilia model of learning has built-in STE(A)M based education principles; just take a look at the “documentation” section of their website at At the heart of all this talk about STE(A)M is a desire to develop strong, twenty-first century thinkers who can solve problems beginning at the very earliest stages of their education. Here is a sampling of some of the ways teachers are incorporating STE(A)M education into our classrooms.



Students in Blinn Dorsey and Mary Pierce’s seventh grade Earth Science classes learn which construction methods and materials make structures stronger in an earthquake or flood. They do this by following the design process used by engineers. They design, build, test and redesign their own model structure. Students can model a house, an apartment building, an office building, a factory, a bridge, a highway overpass, or any other real life structure. “Sometimes their structure is related to a particular country they are also studying in geography,” says Mr. Dorsey. Students first choose materials to build their model and discuss their plans with their classmates. They are expected to keep track of the costs of materials and relate them to the length, area, and/or volume of their structure. After they learn more about the kinds of COMPUTER PROGRAMMING stresses caused by earthquakes and floods, they comComputer Programming is one of the electives offered plete their design and move ahead with construction. to fourth and fifth graders. Students in Jonathan First they learn to draw two-dimensional drawings Felix’s class are introduced to basic programming con- to scale to represent their three-dimensional models. cepts: algorithms, event handlers, variables, operators, conditional statements, and more. In the first semesAfter taking turns reviewing each other’s models and ter, students are introduced to a graphic programming suggesting improvements, students then test their language called Scratch, developed by researchers model to see how well it withstands a simulated earthat MIT to create animations, simulators, and games. quake or flood. This helps them learn how engineers In the second semester, students use a 3D program design structures that are earthquake or flood resistant. called Alice, developed at Carnegie Mellon, to learn They use this knowledge to repair and improve their intermediate skills like defining and calling methods, model, test it again, and make any final changes. At parameters, and functions. “The course promotes the end of the project, they present their model to the asynchronous learning,” says Mr. Felix, “and students class and to the school community at Science Expo. are encouraged to extend their learning beyond the classroom via Code Academy, a free, online course that teaches popular languages like Python, JavaScript, Ruby, HTML and CSS.” (Jonathan Felix is also teaching a class in electronic music that is described on page 7 of the Blue and Gray.)

Above left: Jonathan Felix

Above center: Tsunami proof house by Isabel Lynch Science Expo ’13

Above right: Flood proof house by Hanna Hausladen Science Expo ’13




In a popular afterschool engineering program for Lower School students, you can find kids deep in concentration as they work to solve any number of simple challenges using Legos and standard classroom supplies. For example, using just one sheet of paper, students were recently asked by Lower School science teacher, Helga Burre how many books they could hold one inch off the table. When students figured out that folding the paper made it stronger, they were able to stack up to 13 books.

One of the most exciting trends in STEM education is the growth of elementary and middle school programs in robotics. These classes offer students entering grades 5-8 an opportunity to build and program robots while introducing them to engineering design, logic, and math and science software. “Using interactive, hands-on activities that center around robots engages students in fun and novel ways,” says Sean Hamer, Head of the Middle School, and teacher of Robotics in FA’s afterschool and summer programs.

Using LEGOS, students have been challenged to a number of different exercises that allow them to investigate the engineering concepts behind basic bridge building. They collect points for following directions and completing simple building tasks. The exercises culminate in a project that requires them to build the longest possible bridge that will allow a loaded cart to roll over it. The record to date: 1000 grams. Engineering is the process of solving problems by applying the knowledge we gain through scientific investigation. Second, third and fourth grade boys and girls work on challenges each week, testing out their own ideas and learning from the successes and challenges of the whole group to keep improving their solutions.

Using the programmable LEGO NXTTM and LABviewTM software, students in Hamer’s programs are provided with the opportunity to use a system that was originally developed by the LEGO/Dacta and Tufts University Center for Engineering Educational Outreach partnership. Students participate in individual and small-team design projects that are structured to allow them to work in an open-ended, investigative environment while having fun. They work within their own abilities and explore new approaches along the way. Over the course of their study they build an understanding of design and construction, in addition to logical programming.

Above left: Helga Burre and student engineer evaluate a bridge building challenge.

Above right: Connor Cruz and Mr. Hamer

“As we continue to develop our afterschool program, our vision is to increase momentum,” Hamer says. “This program looks to be a foundational gateway to First Lego League robotics competitions for students.” The local, regional, and national competitions push students to be creative and thoughtful about the uses of technology around them, and drive their interests towards engineering and technology as engaging areas for future study.

programming robots.


WHAT’S IN A NAME? by Katherine Roberts-Gaudet Last year, as I shepherded prospective Sally Borden parents throughout Friends Academy’s newly renovated buildings, they marveled at how warm, welcoming, and beautiful the new classrooms were. I pointed out how Sally Borden School classrooms were now nested with Friends Academy’s, which honored our school-wide philosophy that we are all learners together, that Friends honors learning diversity by providing the program that each child needs. At the end of the tour, we returned to my office so that I could answer any last questions they might have. These parents asked, “So, where is the school?” It was an honest question, and their bafflement was real. A school has classrooms together. Other schools that they had visited had separate facilities for children with language-based learning differences. I explained that it did not match our culture to have the Sally Borden School away from other classrooms and peers. When we renovated, we mindfully included enough classrooms to accommodate both Friends Academy and Sally Borden students together. But these prospective parents’ confusion gave me reason to pause, because I had begun to wonder if ‘School’ was the right description for us. During this past summer, the school’s Administrative Team met together for a week to reflect on everything from calendar to schedule to a long-term vision for Friends Academy. Among the topics we tackled was whether or not we should call the Sally Borden School, the Sally Borden Program. Philosophically, we are now integrated so thoroughly into the fabric of Friends Academy that we are technically not a ‘school.’ After a thoughtful discussion, the team decided to make the move from ‘school’ to ‘program.’ It better reflects who we are, our philosophy of learning styles and integration, and it erases a tangible border that indicates a separate education. Laura Velazquez, SBP fifth grade teacher explains: “Because my classroom is linked physically with Mr. Murdock’s, we don’t feel like a separate school. The word program seems 14

semantically more correct. School suggests a physical division that doesn’t exist for us.” When I move down the halls, the doors between Lower Division classrooms are open to one another. Resources are shared, students move back and forth, and teachers collaborate and meet with one another to share ideas and create grade-wide curricula. In Middle School, classrooms are similarly grouped together. Mr. Bean, Ms. Smith, and Mr. Robitaille, Sally Borden Program 6th through 8th grade teachers, share space and have sixth and seventh grade mixed FA and SBP student homerooms. The close proximity to their same grade teachers has increased integration possibilities. In social studies, for example, eighth grade teachers Steve Robitaille and Morgan Lord co-designed a research project. The curriculum is based on understanding goals for all students involved. ‘How are citizens today shaped by decisions and events in history? How do people affect change? Why do they attempt to make change? How does change impact societies?’ Ms. Lord explains, “We encourage students to connect historical moments to contemporary situations, using our culminating project to draw stronger connections between the related content areas. Having common throughlines across Sally Borden and FA helps Steve and I contribute to a broader curricular vision, and this encourages students to reflect on the cohesiveness of the entire school.” Now when I shepherd prospective parents through the Sally Borden Program and Friends Academy, they are appreciative of the highly integrative model that we embrace for their diverse learners. They are eager for their children to be welcomed into an environment that nurtures and unlocks their distinct potential. They are grateful for a program that honors their children’s learning styles in an accepting and inclusive school. 15

Student: I don’t get why that fraction is bigger if the bottom number is smaller. That makes no sense. Teacher: (drawing pictures) When it’s cut into fewer pieces, each piece remains bigger. (Half the students see the connection). Student: But 3 is bigger than 2 (1/3 vs 1/2) I don’t see it.




by Laura Velasquez, Fifth Grade Teacher, Sally Borden Program Recently my students tackled a question about fractions that challenged them as learners, and me as a teacher. It brought into question just how my teaching evolves to meet the needs of my students, and how I work to keep my instruction pertinent, fresh, and responsive to the unique learning styles and various personalities of my class.


In this scenario, the kids continued to draw more pictures and cut them into pieces in order to help their fellow student understand. As math class closed, I could see this student needed more practice with the concept, and the wheels in my head began turning. The next day I arrived with a box of donuts. The children were given the task of cutting their donuts into halves, fourths and eighths. As we went through this exercise, the children talked about giving away fractions of their donut. I asked if they’d rather give me half of their donut or one eighth. By the end of class they certainly ‘got it.’ Their questions died down and they were able to draw pictures and explain this concept of a denominator in their own words. Most importantly, their curiosity and need to understand were satisfied. We were ready to move on to something else.

The needs of my students to understand a concept fuels my craft of teaching. Wherever my students are coming from, and whatever they are bringing to the classroom on a given day, provides the impetus to propel me forward with new ideas. The collaborative The beauty of the teaching profession lies in its atmosphere at Friends Academy also allows me to variability. No two years are the same, neither in exact share ideas with fellow teachers in ways that are material learned, nor the journey taken to learn it. helpful and productive. Though the same curricula and frameworks are covered each year, the make up of a class, individual Simply put, you cannot be a passive educator in a students’ curiosities, interests, and passions, are what classroom of active, engaged ten-year olds. They drive the collective journey we take in any given year. demand knowledge, answers, and the flexibility to What propels me forward, keeping my teaching fresh incorporate their continual questions into your lessons and my craft alive, are the endlessly curious minds as they seek to make meaningful connections. A classthat challenge me daily. room is a combination of many different knowledge bases and a melting pot of ideas. I, like the rest of For example, our school is filled with engaged and my colleagues at Friends Academy, am continually active learners and they demand high quality teachmotivated to refine and advance my craft because of ing. These children can’t help it. Curious learners the inspiration I receive from my students. don’t let go.


During my first year as a fifth grade teacher at Friends Academy, I was asked by former Middle School Head, Bill Perrine, if I would consider leading a faculty workshop on Literature Circles during a Wednesday afterschool meeting. Bill had casually observed my students during language arts, as had other colleagues. Later, we had many conversations both about ways to allow students to take an active role in their learning while teaching grade level skills, and creating learning activities that challenged and supported students while meeting their individual needs.

by Jamie Ross-Cory

What I learned that first year at Friends was that my greatest professional growth did not occur during isolated Professional Development Days, or at the outside workshops I was fortunate to attend, but rather from the on-going and natural conversations and interactions I was able to have with colleagues as part of my regular work routine.

While the faculty-led workshops allowed my colleagues and me to share our current practices, it was the dialogue and discourse about the teaching and learning happening in the classrooms at Friends that At first, I was nervous about leading a workshop. I allowed me to make meaning from the individual was new to the independent school world and worried experiences in my own classroom by connecting them that I didn’t have enough to offer my more experienced to those of my colleagues. My early years at Friends colleagues. I was assured that the goal was not to be allowed me to socially construct a shared knowledge an “expert,” but rather to create opportunities for about my own teaching and learning with other teachers to focus on “best practices” with their peers. teachers and administrators through dialogue. This The term “best practices” had become commonly approach was something entirely different from my known. The Professional Development Committee experience in public school settings, and something had begun initiating conversations about what that that I continue to see evolving at Friends Academy. truly meant, and the workshops provided additional While there is no doubt that we benefit from faculty opportunities to continue the conversations. workshops and whole faculty presentations (such as 17

last year’s program from Dr. Adam Cox on executive functioning), we are shifting to a more team-based, built-in or “embedded” approach. Today, I serve as chair of the Professional Development Committee. This ad-hoc committee consists of faculty members across divisions, as well as specialists and administrators. Our goal is to consider the specific needs of faculty and offer job-embedded opportunities that promote a professional learning community. Having a diverse group on the Committee enables us to plan learning opportunities that appeal to everyone, regardless of the grade level or content area. In the seven years that I’ve been at Friends, I’ve experienced the founding of the Sally Borden Program, the development of the Middle School Service Learning Program, implementation of morning meetings in the Lower School, an AISNE accreditation process, a major school renovation, and a 200th year anniversary; all during an economic downturn. With so many important initiatives, professional development is ever evolving. To help identify and support the needs of our community, the Professional Development Committee works to provide a meaningful framework for professional growth. Collaboration plays an important role in the process. Through collaborative, job-embedded learning opportunities that support professional growth, the committee is responsible for the planning of faculty meetings devoted to professional learning and specific professional development days.


This year, the second faculty meeting of each month is devoted to professional development and faculty goals. Teachers focus on ways to achieve their individual goals, on collaborative practices and on developing faculty partnerships. The Professional Development Committee has also identified four main areas of focus: technology, language arts, learning diversity, and teaching and learning. Study groups have been formed in order for teachers to work with others who share similar professional goals. How each meeting time is used is determined by each group and based on the needs of its members. At Friends Academy, every day offers an opportunity for professional learning. In my opinion, it is the continuous conversations and learning experiences with colleagues about our own practice that allows us to experience more authentic and lasting professional growth, and create shared goals as a learning community. As a result, I now perceive professional development as a process of “renewal” in the context of education. Renewal is about wanting to make a change based on new knowledge or inquiry regarding something we are committed to doing, or figuring out, in our own classrooms. In the article, Renewing the Teaching Profession: A Conversation with John Goodlad, by B. Ferrace, (2002, Principal Leadership) Goodlad states, “It’s the difference between digging up a garden to replace all the plants with something else and nurturing the garden.”

Recently, fifth grade teacher, Putnam Murdock summed it up this way: “What exactly is professional development? Where is it? The fact is, professional development exists right here… in front of us. Every time a colleague speaks, instructs, guides or mentors, and I am lucky enough to hear it, I develop professionally. With every book I read that is suggested by a peer, or even by a student, I develop professionally.” At Friends, faculty members will often be found observing in each other’s classrooms, using planning periods to talk about curriculum or to look at student work. Mentors are also assigned to new faculty members, allowing teachers to have a connection to someone outside of their grade level, or even division. Often, teachers find their own mentors as in the case of Putnam and Steve Walach, Middle School English teacher. “As I was leaving the parking lot on Class Day 2012, Steve stopped me and we chatted about summer plans. He spoke of growing vegetables, as I spoke of growing as a teacher. He said, ‘Man, what you really have to do is go watch someone who really cares about their craft. Pick up on all of the tricks of their trade. You may take some and leave others. But you will witness the practice of good teaching.’ Well, I took his advice. In the fall, I knocked on his door, asked if I could come in to observe, and I have been doing this about twice a month ever since.”


LESSONS IN FAITH by Kyle Riseley


at the Friends Academy 2012 AuthorFest, we knew that she was an artist and an award-winning author and that she had received more than 75 awards including 22 honorary doctorates, a Caldecott medal, and a Corretta Scott King award.


What we learned by delving deeper is that Ringgold’s first children’s book, the award winning, Tar Beach published by Random House in 1991, is based on a story quilt that she created she says, “about life in Harlem in the days before air conditioning, when city people went up on the roof to keep cool on warm summer nights.” Today, that same story quilt is part of the permanent collection of the Guggenheim Museum in New York City.

that included storytelling assemblies, book signing opportunities, and the performance by our Band of Friends of a Faith Ringgold original song entitled: Anyone Can Fly.

Ms. Ringgold, who was born in New York in 1930, was the first of her family to attend college. Upon graduation, she taught art, and soon after began a body of paintings in 1963 called the American People series that portrayed many well-known faces of the American Civil Rights movement.

As part of the concurrent Book Fair, students were given the opportunity to purchase books by the celebrated author. Titles included: Tar Beach, If a Bus Could Talk: The Story of Rosa Parks, My Dream of Martin Luther King, and Aunt Harriet’s Underground Railroad in the Sky.

Later, she began creating quilts and paintings that told stories that brought the Civil Rights Movement to life. Her front row seat on the times, and her remarkable artistry and storytelling skill has made her a figure of living history. Friends Academy faculty and students celebrated her visit with a day of events

The Goodrich family arranged for a work of art by Ms. Ringgold, entitled Tar Beach 2, to be exhibited at the school for the duration of AuthorFest.


Weeks before Faith Ringgold set foot on campus, excitement was building as fourth grade students in the Sally Borden Program delighted audiences at an All-School Meeting with original “Book Trailers” they created for two of the author’s books. If you haven’t had the opportunity to view these creative projects, you can visit the FA website and find them at this address: faith-ringgold-caldecott-honored-author-illustratorheadlines-book-fair-and-authorfest. Faith Ringgold’s visit to the Lower School served as inspiration to Susan Cogliano’s art classes as well, where students in the early childhood program through grade four created colorful projects that were displayed throughout our hallways for the legendary author’s visit.

with which to create art. First graders were asked to think about a person who inspiresd them as they viewed a few of the artist’s soft sculptures, including Martin Luther King, Jr., and Mrs. Jones and Family. Students then built a soft sculpture to look like the person who inspired them. They hand stitched the heads before stuffing them with fiberfill and mounting them on top of covered plastic bottles for bodies and covered wire for arms and legs. Fourth graders were introduced to the art of Faith Ringgold through her video, The Last Story Quilt. Using fabric scraps and hand stitching, each student created a square of story quilt illustrating “how they accomplished a goal and overcame adversity through determination and hard work.” Their ideas came from personal experiences.

Above left: Band of Friends performing Anyone Can Fly, a song written by Faith Ringgold.

EC students from the Farmhouse were fascinated by the giant sunflowers they passed on their way to art class so they picked a few and brought them back to the studio. Remembering the sunflowers in Faith Ringgold’s painting of the Sunflower Quilt they painted giant sunflowers using a variety of tools to achieve various textures. They also created a beautiful welcome banner that hung in the Herring Lobby for the author’s visit. At a young age, Faith Ringgold was inspired by her mother, a dressmaker, who gave her scraps of fabric

Through the efforts of Friends Academy librarians, Janice Griffin and Lena Graham, and the FA Parent Association who helped to sponsor the event, our school was given the opportunity to witness a legendary and world-renowned artist/storyteller in person. Our own teachers and students turned Faith Ringgold’s visit into an extraordinary opportunity for the sharing of stories and experiences related to the Civil Rights era. We all took inspiration from her words and pictures and created meaning in our own halls and classrooms in the days and weeks that preceded and followed her visit.

Above: Soft sculpture created by first graders.



by Kyle Riseley

W H E N S T E V E W A L A C H TA L K S A B O U T T H E F A G A R D E N , H E S P E W S N U M B E R S : 475 pounds of tomatoes harvested this year...285-day cycle to maturity for winter carrots…one square foot of garden real estate yields one pound of winter carrots... 5,000 pounds of produce harvested from the garden this year…over 500 pounds of Portuguese kale harvested for area soup kitchens...


Clearly, to be capable of producing the kind of yield that is coaxed from 1900 sq. ft. of bed space each season, one needs to be mindful of the numbers. But for Mr. Walach and his band of harvesting heroes, that is only part of the story. “I’ve been fortunate to have the support of many members of our community —students, faculty, parents, alumni, and family— who step up throughout the growing season to help with prepping, planting, reaping, weeding, and delivery,” he says.

Last fall, FA gardeners battled a tomato blight that arrived mid-August, probably caused by the extra mild winter of 2012. “The beds really took a beating,” Walach says, “and although we harvested 475 pounds of tomatoes, we should have had 200 pounds more.” Students removed the blighted plants by hand and then used broad forks to aerate the soil. The plants were not composted as usual, but instead sent off to the landfill where the offending fungus should be killed off given this winter’s weather.

When asked, Mr. Walach easily recounts the names, whereabouts, and contributions of a variety of students, parents, past parents, faculty, and alumni who have given their time and expertise to help build a legendary garden filled with 10-foot sunflowers, and multi-varieties of cabbage, cauliflower, kale, tomatoes, squash, rutabaga, peppers, lettuce, onions, and anything else you can add to a pot of boiling water.

Organic gardens are subject to all kinds of natural challenges, so Mr. Walach and his students practice crop rotation and feed the soil with a careful blend of organically-approved nutrients. The key to increasing yield, it seems, is the continued practice of using one wheelbarrow load of compost (approximately 5 cubic feet) per crop, per bed. Walach’s students also add greensand for potassium, blood meal for nitrogen, and alfalfa meal for nitrogen and potassium, with every planting. If you really are

Bok Choi Beets Carrots Cauliflower Cukes Eggplant Garlic Green Cabbage Green Curly Kale Iceberg Lettuce Red Cabbage Red Leaf Lettuce

serious about this stuff, you will also want to know that they have recently begun using “a slurry made from soft rock phosphate—approximately six diluted quarts per bed, per planting—drenched and then sprayed with a special mix of compost tea.” Perhaps this explains why the garden’s yield ratios easily keep pace or exceed those of area growers. Work in the garden happens over a ten-month cycle, from February to mid-December. The student labor pool comes from a variety of sources. Groups of student volunteers sign up for three-month stints via the school’s Service Learning program and form the backbone of the operation. Mr. Walach also works with sixth graders as part of their health curriculum. These dedicated 10and 11-year-olds plant, weed, and harvest from September to December, sifting and loading wheelbarrows of compost and organic nutrients, and witnessing the growth cycle in reverse, beginning with the harvest and moving into bed preparation for the following season. In the spring, the season begins anew with the seeding of onions and lettuces as early as February. “A sixth grader’s journey through the school year parallels the 285-day life cycle of a carrot!” says Mr. Walach. Over the summer, Steve and his wife, Helen, work alongside alumni, who in the past have included Blace Houle ’06 (who seeded the rutabagas that will be ready for Thanksgiving) and Erin Murphy ’08.

The Walachs, with help from summer students, (mostly rising 7th graders, and their families) clock in anywhere from 12 to 20 hours per week, weeding, re-seeding, and picking produce and making sure it gets delivered to the Grace Church Soup Kitchen.

Romaine Lettuce Onions Pole Beans

The walls outside Mr. Walach’s classroom in Stites are papered with thank you letters from area food pantries and soup kitchens. Grace Church Pantry in New Bedford, the Blackstone Valley Emergency Food Center, and Pawtucket RI Soup Kitchen have written letters about the luxury of fresh vegetables, and the Soup Kitchen of Pawtucket nicknamed Walach a “Souper Hero.”


“My grandfather raised eight kids on nine dollars a week, as a laborer in a Rhode Island textile mill during the Depression, says Mr. Walach. “His large garden played a big role in feeding the family.”


Fortunately for all of us at Friends Academy, Mr. Walach’s fascination with producing record quantities of vegetables from small patches of dirt is his genetic inheritance. He has taken the garden, begun in 2006 to educate students about the importance of locally grown food sources and sustainability, and grown it into a reliable source of fresh vegetables for local food pantries, and an evolving opportunity to teach and demonstrate lessons in ecology, eco-literacy, and civic responsibility.


Portuguese Kale Red Chieftan Potatoes Yellow Satina Potatoes

Red Kale Sugar Snap Peas

Summer Squash Zucchini Tomatoes Hakurei Turnips Macomber Turnips Rutabaga


Out and about on 65 acres Midway along the south coast between Providence and the Bourne Bridge, the campus of Friends Academy sits on 65 bucolic acres of rolling hills and fertile farmland in North Dartmouth. With all that the south coast of Massachusetts has to offer, it’s not surprising that our very own campus boasts incredible natural resources and an extraordinary setting that includes marshes, estuaries, woodlands, gardens, fields, and one magnificent Beech tree.

The Herring estate has been our home since 1949, when the school relocated from its location on Morgan Street in New Bedford. The estate’s original Tudor building is home to classrooms for kindergarten through grade five. The building underwent a complete renovation in 2011. Today, sparkling classrooms and brightly lit corridors complement the stately grandeur of the building’s historic conference rooms and administrative offices.

Our academic, afterschool, and summer programs take full advantage of our rural setting. Sometimes, it’s hard to believe that in less than five miles in one direction, we can access a major shopping mall and interstate highway system, and in the opposite direction, within a similar distance, we can find rivers and harbors and bogs that lead to Buzzard’s Bay and the Atlantic Ocean beyond.

The Commons, our 450-seat capacity auditorium accommodates a variety of audiences for performances, school meetings, and special functions. It is the place on campus where we come together every Wednesday morning throughout the academic year for All-School Meeting. It is hallowed ground and represents the heart of our school. Early this year, copper tiles from the classes of the sixties and seventies were re-hung in the Commons after being displaced by building-wide renovations to the halls of the Herring Building in 2011.

The images shown here pay homage to the beauty of our North Dartmouth campus on Tucker Road, and reflect on the ways that we utilize and inhabit the land and buildings that make up Friends Academy.


“Stites” which houses most of our Middle School classrooms, offers a stand alone modern building dedicated to the lively and energetic learning and the swirl of adolescent vitality that manifests itself there.

Next door in the circa 1813 Tucker Farmhouse, our Early Childhood Program for three-, four-, and fiveyear olds has plenty of nooks, crannies, and small homey spaces. Our Reggio Emilia-based program, inspired by a world-renowned movement that is transforming the way young people learn turns rooms into studios for research and creative thinking.

Bordered on the west by the Paskamansett River, which is spanned nearby by a bridge on the famous King’s Highway leading from Plymouth to Newport and used during colonial times, the campus is also adjacent to the multi-acre Gidley Preserve and within easy walking distance to Gidley Pond. Walking, hiking and running trails abound.

Outside the Farmhouse, a natural playscape of trike paths, butterfly gardens, woodland, sand, grass, and water play areas, plus a dry river bed, swings, slides, and tree stump stepping stones make up a notyour-average playground.

Both a high and low ropes course have been installed for the school’s Outdoor Education program, and on-site campsites are used for 5th and 6th grade overnights.

A large organic vegetable garden with 1900 square feet of bed space, and a series of beehives, are tended by the community and provide the thousands of pounds of vegetables that are donated to local food pantries annually. Beekeeping is a popular afterschool activity and is also tied to the Lower School science curriculum. Two regulation soccer/lacrosse/field hockey fields are surrounded by rolling hills, and open skies.

We take recess seriously. Outdoor basketball courts and playgrounds surround the campus and are located close to classrooms for easy access. Our Beech Tree Terrace serves as a gateway between the Stites Building and the Herring Building. Over the years, it has served as an outdoor classroom, a shady setting for Class Day, and a gathering place for Alumni Reunions and all kinds of receptions. The magnificent beech tree serves as a symbol of growth for generations of students who have passed through these halls.


the power F A F A C U LT Y B E G I N S S C H O O L Y E A R W I T H A M O R N I N G O F C O M M U N I T Y S E R V I C E

Traditionally, teachers and administrators at Friends Academy arrive back on campus for day-long meetings and the work of organizing and setting up classrooms.

This year, things began differently. Advised in advance to apply sunscreen and insect repellent and to wear hats and old clothes, work teams of 8-10 educators were assigned to a morning of service at one of six locations. Those working outdoors harvested produce, pulled weeds, cleared trails, and revitalized a butterfly garden. Others painted walls, swept city sidewalks, watered gardens, and sorted clothing and books. “Our group was thanked profusely for just a few hours of work, but the size of our workforce really helped make an inpact,� said Cheryl Deane, Director of Admissions, who helped refresh a classroom with touch up paint at the New Bedford Whaling National Historical Park. The group also watered and weeded an outdoor garden and swept the sidewalks surrounding the building, all of which is part of the 19.6 acre New Bedford National Historical Park. Other service teams worked harvesting produce for The Trustees of Reservations, for the Dartmouth Natural Resources Trust clearing trails, for Gifts to Give in New Bedford sorting books and clothing, at Massachusetts Audubon of Westport cutting back a butterfly garden, and at the Friends Academy Garden harvesting and transplanting vegetables for distribution to area food pantries. Together, Friends Academy teachers and administrators logged in over 180 volunteer hours of service to the greater Dartmouth/New Bedford community. 26

of many


Piles of blankets, fleece, sleeping bags, diapers, and canned goods accumulated in the hallways of Friends Academy last fall as a school-wide relief effort got underway in response to the damage caused by “Hurricane Sandy.” As news reports and photographs of the devastation to seaside communities in New York and the mid-Atlantic circulated, our families stepped in to provide assistance. Word had reached us that recovery operations, plagued by gas shortages, blocked roads, and plummeting temperatures, had been hampered, and that children were very much in need. The Holland Family of Middletown, RI, had learned of a local pilot named Graeme J.W. Smith, who was volunteering his time and his plane through an organization called AERObridge to transport goods to communities in dire need. AERObridge was working directly with FEMA and their volunteer pilots and planes were ready to make the trip, all they needed were supplies.

Left: Nadia Cruz, Nils Holland, and Ava Manger express their thanks to the FA community.

sorting, weighing and repackaging over 700 pounds of clothing and supplies into 5, 10, and 15 lb. bags so they could be easily loaded onto Smith’s 9:00 am Friday morning flight out of Newport. “Bigger heavier bags can be problematic as weight needs to be distributed evenly in an aircraft,” Heidi explains. “It’s a safety issue.” So she got out the bathroom scale and clear garbage bags and set to work.

In the end, twelve local pilots flew twenty missions delivering more than 5,000 pounds of food, clothing, bedding and other items that were donated by groups like ours. Together, Friends Academy students and their families donated more than 800 pounds of Fifth grader Nils Holland and his classmates launched goods for the cause. In a thank you letter from pilot a food and clothing drive and together with Nadia Graeme Smith, shared by Heidi Holland, were the Cruz and Ava Manger helped spread the word quickly words: “I really don’t want to single any one person around the Lower School. Within hours and over out, but eleven-year old Nils Holland and his fellow the next couple of days, boxes in the hallways began fifth graders (at Friends Academy) collected 825 lbs. filling and then overflowing with warm coats and of supplies in just four days…thank you.” jackets, sleeping bags, mittens, hats, and blankets. Together with other schools, churches and community Once the collection was complete, Heidi Holland, groups, we helped supply children in flood ravaged mother of Nils, stepped in after realizing there was neighborhoods, many of whom were living in shelters, another step in the process of getting items ready with the supplies they needed during those first weeks for an airlift. Because weight is an important factor after the storm. in airplane transport, Heidi spent the next two days 27

Spaghetti and Golf Balls A F A M I LY- F R I E N D LY N I G H T

Our first family-friendly fund raiser in years was a hole in one. Record numbers of students and their families lined up outside the Herring entrance to play 18 holes of mini golf—indoors. Two-somes, foursomes, and larger groups wound their way around the front six holes set up in the library then teed off down the hall for a couple of long holes to the Commons. The back nine were spread out with colorful decorations created in Lower and Middle School art classes. After golf, a hearty and delicious pasta and meatball supper prepared by Aaron DeRego of The Back Eddy was followed by cupcakes and cannollis from Tammy Greenspan’s Pink Box Desserts. Red checked tablecloths, tent lighting, and a DJ set the tone. There was dancing! “We wanted to plan a party that the whole family could enjoy,” said Development Director, Jodi Pink, who together with Jennie Pope, Director of Special Events, and Event Chairs, Jane Howes and Katie Goodfellow, masterminded the event. “We found the Library Golf people on a google search of alternative fundraisers and the concept captured our imaginations immediately,” said Pink who remembered a philanthropic aunt mentioning the idea to her years ago. The team approached the Parent Association and asked if they could piggyback this concept with the Annual Pasta Supper. Together it would be an incredible event. When the team enlisted art teachers, Wendy Goldsmith and Susan Cogliano to help build obstacles and decorations for the holes, they knew they had a viable and child-friendly plan. 28

From there, things just began falling into place. The company brought in a model hole and set it up in the development office where it stayed for a couple months prior to the event. “Every time a student would stop by the office, they’d ask if they could play the hole and we realized how much fun it would be,” Jodi said. As art classes began to deliver the decorations for each hole, our student-designed golf course came alive in the way that children’s imaginations do.


Stacy Alexander Ann Boxler Mary Ann Francis Jennifer Burke Holly Correira Peter Durant Jilline Fearons

Behind every successful event is a clearly stated purpose, and the goal of this year’s mini golf evening was ultimately, to raise funds not for golf, but for basketball. Athletic director and basketball coach Mike Williams had long been hoping to replace the backboards in the gym and purchase team and spectator seating. Long before the first ticket to the mini golf event was sold, generous donations began rolling down the fairway assuring us a successful campaign to equip the gym and improve seating options in the Commons as well.

Kathryn Goodfellow

When students, siblings, parents, grandparents, and faculty of all ages gather for an energized evening of old-fashioned family fun, a community is revitalized —even in the depths of mid-winter. And when a school-sponsored event simultaneously captures the imaginations of students and families alike and rallies a community for a cause—it’s a hole in one! Thanks to one and all, who helped make this year’s Spaghetti and Golf Balls event a resounding success.

Jodi Pink

Tammy Greenspan Susan Harrington Jane Howes Zoe Kelliher Kyra Lawton Kristen Marshall Kristin Morrissey Kerri Panos

Jennifer Pope Mege Posner Karen Sarmento Robin Shields Diane Turner-Murray Julie Veale Jennifer Yates Heather Zine






by Kyle Riseley


On one hand, the ceremony provides gravity by celebrating tradition. It gives us all the opportunity to say goodbye and to look back on both the baby steps and the giant leaps that brought our graduates to this place of moving on. But the day also tends to take on a distinct personality of its own. Defined by its individual members as well as by the whole, a class and its relationship to a school can vary greatly. The Class of 2012 was comprised of 34 students, eight of whom were legacies—students whose parents or grandparents, aunts or uncles, preceded them in attending the school. Lucy Hillson Schwartz, George Bourne Knowles V, Eleanor Ryan Severance, Elizabeth Burr Tarrant, Tucker Adam Francis, Sarah Wiegandt, Eric John-James DeMasi, and Catherine Olivia Boxler made up our legacies in 2012. We also know that out of this class of 34 students, a record setting number (twelve) are attending Tabor Academy, while seven chose other day schools nearby (Moses Brown, Lincoln, and Bishop Stang). In addition, another seven are attending boarding schools (Lawrenceville, Choate, Williston, Milton, Portsmouth Abbey, Exeter, and Taft), and eight are enrolled at public high schools or vo-techs in their hometowns. 30


Legacy graduates of the Class of 2012, from left to right: Lucy Schwartz, Bourne Knowles, Eleanor Severance, Elizabeth Tarrant, Tucker Francis, Sarah Wiegandt, Eric DeMasi, and Catie Boxler.

Looking back on this extraordinary day we remember that Ashley Adelberg, recipient of the Head of School Award, was cited for her scholarship, her determination, and her willingness to take huge intellectual risks…that Autumn Muise took home the Clifford Cup for excellence in the Fine Arts…that Elizabeth Tarrant was recognized for her citizenship, positive attitude, and class spirit…and that Bella Horstmann and Thomas Chou made us proud at the podium. We happily applauded as Mr. Bean was recognized for his twenty years of service, and we cheered as Mrs. Pierce received the Claudia McClure Daggett Award for Distinguished Service. Some aspects of the day were comfortably predictable. The piper wore plaid, graduates’ dresses were white, parents were proud, and teachers made us laugh. Each graduate of the Class of 2012 rang the Morgan Street Bell. Some things were less than predictable. The weather was beautiful, no one fainted, the chocolate covered strawberries were abundant, and the speeches were entertaining and short. In the end, we hailed the “Grey and Blue,” smiled, and took many pictures of each other, underneath the shelter of a giant Beech Tree. 32

Finally, there’s always a “take-away” that manifests itself at Class Day and for this writer, 2012 will be the year of the Latin Insult Contest. Who knew that the first place submission: “Ego video rotam circumagit sed cricetus est mortuus,” translates to: “I see the wheel is turning, but the hamster is dead.” If you listen, you can learn a lot on Class Day. On a more serious note, Mr. Barker shared the words of educator John Gardner that day, and those words provide some good food for thought: “Meaning is not something you stumble across, like the answers to a riddle or the prize in a treasure hunt. Meaning is something you build into your life. You build it out of your own past, out of your affections and loyalties, out of the experiences of humankind as it is passed on to you, out of your own talent and understanding, out of the things you believe in, out of the things and people you love, out of the values for which you are willing to sacrifice something. The ingredients are there. You are the only one who can put them together into that pattern that will be your life. Let it be a life that has dignity and meaning for you.”

2 0 1 2 G R A D UA T E S


Ashley Adelberg*

Milton Academy

Catherine Boxler

Tabor Academy

Madeleine Carr*

Tabor Academy

Thomas Chou*

Phillips Exeter Academy

Cameron Coelho

Tabor Academy

Brendan Conroy

Tabor Academy

Hannah Dawicki*

Tabor Academy

Eric DeMasi

Tiverton High School

Shane DeSousa

Old Rochester Regional High School

Sarah Donahue*

Falmouth Academy

Ruby Ferro*

New Bedford High School

Tucker Francis

Tabor Academy

Madeleine Gregory*

Tabor Academy

Vaughndre Henry

Tabor Academy

Isabella Horstmann*

Taft School

Colin Kay

Tabor Academy

Holly Kazama

Portsmouth Abbey

Bourne Knowles

Bishop Stang High School

Michael LeValley

Tabor Academy

Sarah Levine*

Moses Brown School

Elizabeth Lonergan

Bishop Stang High School

Autumn Muise

New Bedford Vocational Technical High School

Kaysia-Lyn Cristal Ortega

Middletown High School

Oliver Perrine

Acton Boxborough Regional High School

Marc Perry*

Bishop Stang High School

Isabelle Robinson

Moses Brown School

Lucy Schwartz*

Dartmouth High School

Eleanor Severance*

Choate Rosemary Hall

Claire Sullivan

Lincoln School

Karan Tandon*

Tabor Academy

Elizabeth Tarrant

Tabor Academy

Sarah Walker*

Lawrenceville School

Sarah Wiegandt

Williston Northampton School

Lila Woodbridge*

New Bedford Vocational Technical High School

* denotes Academic Distinction

C O N G R AT U L AT I O N S O N C E A G A I N T O T H E C L A S S O F 2 0 1 2 . Y O U R O N E - Y E A R R E U N I O N I S Q U I C K LY A P P R O A C H I N G !





Lower School P.E. Teacher

4th Grade Teacher

B.S. Physical Education K-12

B.A. Fordham Marymount

Bridgewater State College

M.A.T. Fairleigh Dickinson University

K I M B E R LY T A V A R E S Sally Borden Program Reading and Support Specialist B.A. Providence College M.Ed. Boston College

BLINN DORSEY Sally Borden Grades 5-8 Science Teacher A.B. Bowdoin College M.T.S. Harvard Divinity School


F R I E N D S A C A D E MY W E L C O ME D S I X N E W T E A C H E R S A N D A MI D D L E S C H O O L HE A D T H I S 2 0 1 2 - 1 3 S C H OOL YE A R .

SEAN HAMER Head of Middle School B.A. University of Massachusetts, Boston M.Ed. Lesley University Ed.M. Columbia University Teachers College



Sally Borden Program 3rd Grade Teacher

Sally Borden Program Language Arts Teacher

B.S. Feinstein School of Education

Orton-Gillingham, Social Studies & Math

and Human Development

B.A. Middlebury College

at Rhode Island College

M.Ed. Lesley University, Special Education




MAPPING PATAGONIA WITH A GRANT FROM NATIONAL GEOGRAPHIC Marty Schnure ’02 and her partner Ross Donihue have received a Young Explorer’s grant from National Geographic that has taken them to the site of the future Patagonia National Park in Chile. This winter and spring they are embarking on a cartographic expedition to chart one of the last remaining wild places on Earth.

Valle Hermoso, part of the Jeinimeni National Reserve, is one of three protected areas planned to form the future Patagonia National Park. A male Andean Condor, the world’s largest flighted landbird. These endangered birds can be spotted soaring high above the cliffs in the Chacabuco Valley. A cousin of the llama, the guanaco is a familiar face throughout the park.


Located in Chile’s Aysen Region along the Argentine border, the future park bridges the gap between the existing Tamango and Jeinimeni reserves, forming a protected area the size of Yosemite National Park. The park sets a model for twenty-first century conservation, Marty says, by applying a “whole ecosystems approach” to the land, the community, and sustainability. With the support of the park, and the National Geographic grant, Marty and Ross are working to create what they call a “place-based portal” for exploring the future park from anywhere in the world.” Our goal,” Marty says, “is to tell the unique story of the future park through “compelling cartography combined with rich multimedia visual content and spoonfuls of educational information.” Their plan is to create an interactive model for viewing the future park that is accessible world wide and that communicates its conservation-based mission. Since graduating from Middlebury College in 2011, Marty has been building a career in cartography— or what she calls: “place-based visual storytelling.” As a cartographer and conservationist, she is interested

in how maps can be used as tools to empower and propel modern conservation projects around the world. In the past, she has worked as a cartographer at National Geographic Maps and at National Geographic magazine, and recently as an instructor, building the conservation mapping component of a study abroad program in Costa Rica. Marty’s company, called “Maps for Good,” provides high-end interactive mapping services to individuals and organizations whose work is “good for communities and good for the planet.” Her maps benefit clients by serving as beautiful and powerful tools for communication and education. “So far we’ve produced maps for a small sustainable coffee farm in Costa Rica, a Chacabuco. She plans to travel all the way up to the large rainforest reserve in Costa Rica, and (currently) Reserva Nacional Jeinimeni and into Valle Hermoso, the Maine Organic Farmers and Gardeners where there are several beautiful lakes. Association,” she says. This is where our story must end. From here on, the As of press time, Marty had arrived in Chile and had best way to follow Marty on her mapping expedition traveled along La Carretera Austral, Chile’s southern is to turn on your browser and follow her blog highway, a long, remote, mostly unpaved road that directly. It’s almost as good as being there! Follow requires planning to prevent running out of gas. Her Marty at: fascinating blog documents the 190 kilometer drive (119 miles) from Balmaceda airport in Coyhaique, Cerro Kristine presides over the park after a new dusting Chile, to the future Patagonia National Park. of late summer snow. Though 119 miles seems like a short distance, the trip took days due to the condition of the roads. We left her blog as she was about to go out into the field for five days to map the Aviles Valley and a new trail that stretches from the Río Chacabuco up the Aviles Valley to the northern boundary of the Valle

A rainbow arcs over the Chacabuco Valley after the first rainstorm in five weeks. Marty Schnure ’02 at play. All photos by Marty Schnure and Ross Donihue




CLIMBING EVEREST BECAUSE IT’S HIS DREAM TO HELP KIDS REALIZE THEIRS We caught up with Mike Chambers ’00 while he was on a short break in Little Compton, where he now lives when he is not roaming the planet. In the four short years, since graduating from St. Lawrence University, this Friends Academy alumnus has been living and working in places as close as Newport and as far away as Kenya and Nepal. Mike has just returned from a climbing expedition to Mt. Kilimanjaro with a group of donors who have committed to supporting what has become the most important project of Mike’s young life, a small home and academy for orphaned children in the foothills of the Aberdares Mountain Range of Kenya. Mike and his fiancée Leila de Bruyne (founder of the Flying Kites organization, a charitable foundation begun in 2007, when she was still a student at Salve Regina) are working to expand a small home and school for some of Kenya’s most desperate orphaned children in Kinangop, a 90-minute drive from Nairobi. The project emphasizes a family model of care whereby children live in small family houses, rather than in conventional dormitories with chosen and trained staff members to give them care and guidance. “Our goal,” explains Mike, “is to try and educate the children in our care really well and to give them the foundation to build exceptional families and communities, to become leaders in their own country.” Mike has been with the Flying Kites organization for three years, running the Adventure Challenges Program. The Adventure Challenges Program organizes climbing expeditions around the world 38

and helps to promote responsible tourism by adding a philanthropic component to adventure travel. Climbers participate in fundraising activities in advance of their trip in order to give something back to the country they are visiting. In Africa, for example, climbers may visit the school for which their expedition is raising funds and leave with a better understanding of how their philanthropy is making a difference. Mike runs three to four trips a year, and to date, he’s raised hundreds of thousands of dollars for the school. Flying Kites has plans to grow the school from its current enrollment of 50, to 150 in the next three of years. Mike and Leila welcomed three new students to the home on their most recent trip in December. In the meantime, Mike is headed on his own personal quest. In March of 2013 he will begin the journey toward fulfilling his lifelong dream of climbing Mt. Everest. Inspired by the children he has come to know in Kenya, he is dedicating his climb to the students and teachers of the Flying Kites Leadership Academy, and in so doing has set a goal to raise $100,000 to create a much-needed scholarship fund at his school. “These children have provided me with boundless inspiration and I’m determined to help them to one day fulfill their wildest dreams, just as I am fulfilling mine with this trip.” Standing at 29,029 feet, just below the cruising altitude of jetliners, Mount Everest is the highest mountain in the world. With fewer than 4,000 successful summit attempts, it is considered to be

by Kyle Riseley

one of the most challenging mountains to climb. Mike will climb via the South East Ridge, the same route used by Sir Edmund Hillary and Tenzing Norgay during the first ascent in 1953. At the summit there is 66% less oxygen than there is at sea level. In order to avoid altitude sickness, which can begin as low as 8,000 ft, the team will climb in a series of rotations allowing maximal acclimatization time. In May, when the warm monsoon air arrives in the Himalayas from the Bay of Bengal, the jet stream winds are pushed high above Everest’s summit creating a short weather window. During this time temperatures rise to as high as –15 degrees Fahrenheit, at which time climbers go to the summit.

for who he came to be and cites his sixth grade “Outside the Classroom” trip to the Cape, his seventh grade trip to Chewonki, and climbing the ropes course on campus as early character forming events. “The outdoors can teach you a lot about the traits you need in life and is instrumental in shaping who you become. As grand and scary as Everest is to me today, the ropes course was equally daunting to me back then at Friends Academy!”

After Friends, Mike attended New Hampton School in New Hampshire where he says his global outlook continued to be nurtured. At St. Lawrence he chose pre-law, taking classes in international relations, government and political science. Though he had a great experience interning for Congressman Barney Before he leaves, Mike will be traveling to the Alpine Frank, he became disillusioned with politics and the Training Center in Boulder, Colorado to begin slow pace of change. It was after college that he reconpreparing for his climb. He also hopes to be successful nected with fellow Friends alum John Kinnane ’99, continuing his quest to raise funds for the school. whose cousin, Will was just starting a company called “None of the fund raising I am doing is to sponsor “Surf for the Cause” that organizes community service my trip,” he says, wanting to be clear that his part of projects and surfing trips to developing countries in the expedition has been totally subsidized by corpoCentral America. Mike went on an outing to Costa rate sponsors. But what he does want people to know Rica and was asked to work for the organization is that he is dedicating his climb to create a scholarsetting up expeditions to Nicaragua. It was there that ship fund for the young Kenyan orphaned children he he connected up with Flying Kites which was looking has come to know and love. “They are the most hard to partner with adventure travel firms to help raise working, resilient children I have ever met,” says funds for their organization. Mike. “I am inspired by them every day.” When Mike sets out for Mt. Everest in March, he will Mike was also inspired, early in life, by FA teachers be blogging en route and promises to send us photos “like Miss Fair and Peter Rowley who helped me for our website where we will be tracking his progress. develop a global mindset.” He says that he honestly For information about Michael’s Mt. Everest believes his early days at Friends set the framework challenge, visit: 39




Even before she started a family, Kathryn Goodfellow knew her children would attend Friends Academy. “As a teenager, I babysat a little girl who attended Friends. She was bright, inquisitive, and tremendously creative. It was clear that what she was learning at FA contributed to her enthusiasm for taking on challenges. Many years later, when it came time for our son, Alden, to start school, we called Friends Academy.”

As the wife of New Bedford attorney and past mayor, Scott Lang, Gig Lang has always been a joiner. For more than a decade, from the mid 1980’s to the year 2000, the Langs’ three children, Nate, Andy, and Sarah Jeanne, grew and thrived in the hallways, classrooms, and fields of Friends Academy. Gig says she knew from Nate’s first day of kindergarten that Friends Academy was a special school, and she felt blessed her children would spend their school time in such a nuturing place. “From the beginning I became active in the Parent Association,” she remembers, starting as a member, then chairing committees, and finally serving as Vice President and President. “I was very lucky to be a ‘stay at home’ parent at the time, but I was always very active in the community of New Bedford.”

With over twelve years of fundraising experience— first at Harvard Medical School and later at Brigham and Women’s Hospital, Katie recently launched her own non-profit writing venture, Causa Scriptor. Katie is also chairing the FA Development Committee, and looks forward to finding and developing meaningful ways for parents and alumni to support the school. TIMOTHY HOWES

Gig’s service continues to this day and currently, she Tim Howes is principal of the management serves on the boards of the New Bedford Day Nursery consulting practice, Spyglass Strategies, where he Fund, the New Bedford Education Foundation, the works with companies in a wide range of industries New Bedford Art Museum, the Community Nurse (25+ to date) helping them to survive and prosper by Private Care Board, Our Sisters’ School Advisory improving individual and organizational performance. Council, and chairs Tree City New Bedford. A contrarian at heart, Tim utilizes his expertise in Additionally, she has served as a weekly mentor at finance and human performance as well as his ability Keith Middle School in New Bedford and has hosted to think holistically across the distinct functional Educational Reading Programs for Toddlers and components within organizations to help solve Elementary Students for the cable access TV station challenging problems. Tim is also an avid writer in New Bedford. with publishing credits in several trade publications and industry websites. “In the course of our children’s lives, be it writing, In addition to his consulting duties, Tim is an Associate Professor of Finance at the Graduate School at Johnson and Wales University in Providence, RI, where he designs and teaches seminal courses in finance and entrepreneurship.


Tim holds a Master of Science in Finance degree from Boston College and an Economics undergraduate degree from the University of New Hampshire. His children, Davis (6th grade) and Allie (3rd grade) attend Friends Academy and his wife, Jane is an active member of the Parent Association.

interviewing, work-related projects, studying or simply preparing for their day, Nate, Andy, and Sarah have all said that they use the skills they learned at Friends and have always been successful. They thank Scott and I for giving them a Friends education and hope that someday they can give their children the same gift.”


Former head of school, Claudia Daggett was on campus in November for a look at renovations and a visit with Head of School Steve Barker. Claudia serves as the executive director of the Elementary School Heads Association, headquartered in St. Louis. ESHA is comprised of 245 current and former heads of school. The nonprofit organization provides a network of colleagues, professional development opportunities, and relevant resources for heads of independent elementary schools throughout the U.S. When asked, Mrs. Daggett said that her fondest memory of FA is of the climate and culture. “The school has a quality that is bigger than itself,” she said. “By honoring the past and remembering that history brings strength, Friends can keep the context on which it has developed in focus, and move forward knowing who it is.” Daggett is credited with helping the school develop its ‘five virtues,’ the language we use for expressing our core values and how we treat one another. Past faculty member Betty Hankwitz and Harry Twitchell whose nuptials were announced in the 2012 edition of Blue and Gray have shared a photo from their wedding in Greenwich, CT. Christine Moore Berube, Friends Academy’s Technology Director was married this summer to Jay Berube in West Greenwich, Rhode Island. Christine, who in her spare time designs and sells an original line of party accessories on the Etsy website: was the featured bride on the cover of the October issue of Bristol County Bride magazine and was also featured in Southern New England Weddings magazine 2013 annual edition.

Wendy Goldsmith, Middle School Art Teacher, who is also a talented ceramic artist, designed and donated two milk pitchers to the school this year after Zaida Lima, who sets up for many FA events, voiced a concern that she couldn’t tell the cream from the milk unless she applied sticky, hard-to-remove labels to our pitchers. When Wendy got word of the need, she stepped in and worked with Zaida creating these ceramic pieces to liven up the beverage service! Jeanne Machado, Academic Secretary and 15 year veteran of Friends Academy, has quietly orchestrated the New Bedford Child and Family Services “Holiday Hope” Project with FA Lower School students and their families each holiday season since 2005. This year, Machado received a thank you note from the organization which reads: “I can not express my gratitude enough for what you have done for me and my family. We are so thankful for everything. You are really wonderful selfless people who have given us a great Christmas. Because of you, my children have the privilege to open gifts on Christmas and I wish I could tell you ‘thank you’ a million times a day so you can begin to understand how much this meant to me. Thank you.” —2012 Holiday Hope Recipient Kathleen Fair, former Friends Academy English teacher has moved to the Myrtle Beach area of Virginia and is settling into her new home and community. Kathleen would love to hear from any Friends alums living in the area and would love to be in touch. You can contact her at: kmfdhc@


In Memoriam Nancy Marshall Strebeigh Friends Faculty 1954-1962

Friends Academy fondly remembers Nancy Marshall Strebeigh, who taught English and math for eight years from 1954 to 1962. Strebeigh and son Waring’s memorable article for the bicentennial edition of the Blue and Gray, tells the story of their arrival in Nonquitt from New York City in 1954 after the premature death of Nancy’s husband and Waring’s father, during surgery intended to remove a benign tumor. In the article, Nancy recounts her journey to begin a new life as an English teacher, and as the family tells it, how the new headmaster, “a man named Mulliken,” gave her a chance and established a nursery school so she would have a place to bring her three-year old son while she returned to work. Strebeigh, a graduate of Smith College, was a code decipherer during World War II, and then a garden columnist for House & Garden before becoming a teacher. Today, Nancy’s son Fred (Waring) Strebeigh ’65, the very first eleven-year graduate of Friends Academy, has followed in his mother’s footsteps. Known to most people as Fred Strebeigh, his byline for articles in publications including Atlantic Monthly, New Republic, Sierra, Smithsonian, and The York Times Magazine, and for his recent book, Equal Women Reshape American Law. Fred now teaches nonfiction writing at Yale Univesity. Nancy who retired from teaching, lived her final years just a short ten-minute drive north of Yale and found time to attend lectures, concerts, and art shows right up until her death at 92. Elizabeth Brayton Dawson Friends Faculty

A devoted mother and wife, life-long teacher, talented poet, and avid athlete, Liz Brayton Dawson passed away on Friday, September 14, 2012 in Rhode Island at the age of 84. She is survived by three sons and 12 grandchildren. During her teaching tenure at Friends Academy, Liz ran the girls’ sports program. She believed in “teaching attitudes and promoting confidence” in young people, an EastBay newspaper article was quoted as saying in October. An alumna of Milton Academy and Wheelock College, Liz was involved in education all her life and served as a trustee at the Charles River School, Noble & Greenough School, and Wheelock College. Later in her life, she moved to her family farm in Little Compton where she spent time with her grandchildren, wrote poetry, and enjoyed the Little Conpton community that she cherished so dearly. A memorial service was held in October.


Friends Academy Early Childhood Program director, Cheryle Walker-Hemingway received her master’s degree in Early Childhood Education from Lesley University and will have her thesis published in collaboration with the Reggio Emilia organization for use as a teacher training textbook. Walker-Hemingway submitted her thesis, as a 73-page book replete with color photographs, a perfect-bound glossy hard cover, and dozens of children’s illustrations sprinkled throughout. Entitled Looking Through the Window: The Educational Potential of the Atelier, Cheryle’s thesis explores the “qualitative contribution of research, innovation, and transgressive languages involved in improving early childhood education.” Her published thesis will serve as a teaching manual for Early Childhood teachers. Priscilla Kennedy, retired Friends Academy teacher was featured in an article in the Standard-Times in November, for her role as a founding teacher at Our Sisters’ School, a charter school for girls in New Bedford. The head of school and the president of the Board of Trustees were quoted in the article with crediting Priscilla Kennedy and two other experienced retired teachers, June Pina and Elizabeth White, as “central to the school’s success.” “They are such a great team and they’re such a great example of what teamwork can do…They really are the glue that knits the school together.” Kennedy and colleagues are credited with fleshing out the school’s curriculum and helping to train and support newly-hired classroom teachers, many of whom are AmeriCorps volunteers. Administrators say that what these women have given to Our Sisters’ School—their wealth of knowledge and the time they give—could never adequately be compensated. “Having the gift of their time and expertise has truly allowed our program to grow and to become what it is today.”

Our Sisters’ School is a tuition-free, private middle school located on the corner of Hawthorne Street and Brownell Avenue in New Bedford. The school enrolls about 60 girls in grades 5-8. Robert (Bob) Zeida is a friend to the Sally Borden Program at Friends Academy as well as other area schools. This Dartmouth retiree spends his free time reading books out loud and taping them for distribution to children with language-based learning differences. He does it all for free and says that it satisfies his love for the dramatic arts. It doesn’t hurt that Zeida, a former beverage executive, has a flair for acting. He incorporates different voices into his readings of books, the subjects of which are part of the SBP lower and middle school curriculum. Katherine Gaudet, Director of the Sally Borden Program is appreciative, “When dyslexic students listen to books, it helps them to hear a fluent voice as they silently read the words. For some students, as they are learning new strategies to be able to read, this is a critical component for their education. All it takes is for me to pick up the phone and ask Mr. Zeida for a title. If Mr. Zeida doesn’t have the needed book in his vast library of recordings, he will begin to tape it immediately. It is delivered within a week. What a gift!”


Anne Perkins Mitchell ’36 is turning 95 this year and would like to celebrate her birthday at Friends Academy just like her mother, Louise Barrett Allen did when she turned 90. Anne’s mother, grandparents, and four siblings have all graduated from Friends Academy over the course of the last two centuries. We spoke to Anne on the Wednesday following Hurricane Sandy’s visit to the East Coast. She lives in an Assisted Living community in Upper Saddle River, New Jersey, close to one of her sons. Her many grandchildren and great grandchildren are scattered around the New York metropolitan area and as far away as Tennessee and St. Augustine, Florida. Anne has fond memories of her youth, growing up on the water in Padanaram and attending Friends Academy when it was located on Morgan Street in New Bedford. She finished at Friends and then headed off to Concord Academy. She remembers that Friends actually offered boarding for students at the time, housing students in a big house near Hawthorne and Slocum Streets. “The Perkins will have their annual family reunion this summer,” she said in a telephone intereview and she plans to join up with three of her four younger siblings, brothers John and James Perkins and sister Elizabeth. Her sister Louise Perkins ’40 passed away last year. Anne enjoys being close to family in Saddle River but claims her heart will always be in Dartmouth. In Memoriam Davis Howes ’38, of South Dartmouth, MA. died April 5, 2011 at home. He is survived by his beloved wife of 60 years, Barbara “Polly” Benson Howes and their children: Alexander Howland Howes, of Kingston, MA, Betts Howes Murray and her husband Wisner, of Cohasset, MA, Timothy Crowell Howes and his wife Jane, of South Dartmouth, MA, and four grandchildren: Francis & Polly Murray, Davis & Alexandra Howes. Born January 27, 1922, in New Bedford, MA, Davis Howes was the only child of the late Helen Howland Davis and Paul Crowell Howes. He was a graduate of Friends Academy, Avon Old Farms School, Brown University (NROTC commissioned an ensign, Oct. 1943), and Boston University School of Law (1950).

Mr. Howes was a one of a kind, part of “the greatest generation.” He was senior partner at Prescott, Bullard & McLeod, believed to be the 2nd oldest continuing law firm in the United States, and practiced law for 60 years. His secretary of 40 years, Nancy Wedge, said “I believe he was the last remaining attorney from the ‘old school.’ He loved the law, especially complicated legal issues. Many younger attorneys referred to him as the ‘dean of real estate,’ helpful to them with complex titles. If they couldn’t figure it out, they would say ‘ask Davis.’” In WWII he spent approximately two years aboard the USS Baldwin DD624. In his first year of duty, the USS Baldwin operated in the European Theatre of the War, and after the surrender of Germany, was en route to take part in the invasion of Southern Japan when the War ended. His letters home formed the basis for his contributing chapter, Dread of the Unknown, in the book Assault on Normandy, published by Naval Institute Press in 1994. After law school he was recalled to active duty for one year during the Korean War, during which time he was assigned to Naval Intelligence School in Washington, DC. He officially retired from the Naval Reserve in 1964 as a Lieutenant. Believing in the obligation of community service, Mr. Howes was active in local organizations, serving as a President of the Old Dartmouth Historical Society, Dartmouth Town Meeting member, Director of St. Luke’s Hospital and of Merchants Bank. He was a Golden Life member of the US Naval Institute, New Bedford Yacht Club, Wamsutta Club, New Bedford Port Society, and Low Tide Yacht Club. He served as a trustee of charitable organizations and as a chair of the most recent capital campaign of the Humane Society and Shelter South Coast. He was a lifelong sailor in just about anything that would float, including cruising and racing sailboats, twice navigating the Newport-Bermuda race, and for years sailing around Padanaram Harbor with his wife in his maternal grandfather’s 12' spritsail rig sailboat. He was devoted to his wife Polly and she to him. His son, FA Board member, Timothy Howes (see page 40) writes that his father was a man of few words. “But the advice he consistently offered to FA grads,” Tim remembers, “was to ‘get out of town,’ meaning get out of town when you graduate and go see the world to gain a broader perspective while you’re young.” He did

have two classmates from FA that he stayed in touch with through the years, Nonnie Hood and Frank Hobbs.

Davis Howes ’38,

Kathleen Cotter ’54 comments: “I love retirement and am spending my winters in NY and my summers in Dartmouth.”

with grandson

pictured above left, and above center

Davis Howes FA Class of 2015.

In answer to a query we sent to all FA grads asking whether they remembered their tile and asking for a short description of it, Jill Bertrand ’57 of Brookfield, MA writes that hers was a horse and since that time she’s owned as many as 16 horses at a time, but now she’s down to four, more or less. Joseph Heyman ’57 writes: I sure do remember my tile. It is the image of the great (now old) observatory, Mt. Palomar with the 200" glass mirror cast by Corning Glass and shipped cross-country to CA. My interest in astronomy pointed me to that symbol of research at that time. Susan Hoagland Titus ’58 writes: If memory serves—and it is asking a good deal to retrieve memories more than a half century old—my “tile” (it was copper, I think) is a replication of the Friends Academy sign that hung out on Tucker Road back in the Dark Ages, i.e. the fifties. I chose the design because I am artistically challenged and that seemed to be simple enough for me to manage. Kenneth Millett ’59 (aka Buzz) writes: My plaque was very unimaginative. It was an accordion because I enjoyed music and was taking accordion lessons in New Bedford. Not the most popular instrument, but it gave a good foundation in the keyboard and chord patterns and I now appreciate that my mother spent some of her hard earned wages as an FA fourth grade teacher on the lessons. It’s nice to know that FA has continued the plaque tradition these many years. Bruce Cohen ’63 writes: “I was by far the worst art person in the history of FA. My teacher, Mr. Miller, recognized my lack of talent. We used to have an All-Star football game each year, composed of the best players from all the individual teams. Back then, we had six teams...the Blue, Gray, Orange, Red, Maroon and Green. The game was called “The Salad Bowl.” Mr. Miller made a salad bowl trophy, and I was assigned the task of sanding and polishing the bowl. Above is the official plaque I received. It’s one of my most prized possessions. Hadn’t thought about this in years. Thanks for jogging my memory.


Right: Cassius Shuman ’76 today. Far right: David Shuman ’79, Cassius Shuman ’76, mother Pat Shuman, and Peter Shuman ’76.

Paul Feresten ’63 writes: Well, it’s been 50 years since I left FA, so I’m not sure where to begin. Here’s a quick summary: I’m still living in Massachusetts. I hold a BS degree from BU and an MBA from Boston College. I have been in the Computer and Data Storage industry for 39 years in a variety of marketing, sales and executive management positions. Presently I work for NetApp, Inc. with responsibility for solid-state technology marketing. I’ve been married for 41 years with a daughter Rebecca, 31 and a son Matthew, 23. Photography is a hobby of mine. My tile was a design based on intersecting lines. Mr. Miller, the art teacher at the time, suggested it (if I remember correctly) based, I think, on my total lack of artistic ability. Sarah Bullard ’64 writes: My plaque was of the back end of a cat. I was an animal lover but didn’t know how to draw a horse. My father, a doctor, commented that my cat was not anatomically correct! From Georgia McDonald, ’71, account representative for WCAI, the Cape and Islands National Public Radio Station: “I am both sad and excited to say that I will be leaving WCAI as of February 22nd. I’ve accepted a position with US Sailing as Membership and Development Director. US Sailing is the organizing body for racing in the US, currently serving 40,000 members with race management, sailing education, race official training, competition oversight and mediation. They write the racing rules and assign handicap ratings to assure an even playing field. They host hundreds of championships each year, as well as select, train and field the US Olympic team, Paralympic team and Junior Olympic team. I will have my hands full! Email Georgia at Virginia Markey ’75 writes: I clearly remember why I chose the subject of my plaque. If I recall correctly, my classmate, Laurie Ainsworth picked the same subject, Paris and the Eiffel Tower. When we were in the eighth grade in 1974, our French teacher, Miss Fitzgerald, decided to take students (whether in her French class or not) on a trip to France. I desperately wanted to go, but my confirmation was to take place in the middle of the trip. I made such a pest of myself with my parents that they agreed to let me go even though I could have held off to go the following year. It was lucky that I didn’t wait. To my knowledge, there was never another trip. This was a one-time opportunity.


Miss Fitzgerald coerced Betty Hankwitz, who had been our 5th grade homeroom teacher (and probably everyone’s favorite teacher, for that matter) to go as a second chaperone. So, in April of 1974, about 20 FA students flew to Paris. We visited all the sights there before moving on to Mont St. Michel and the Loire Valley where we saw many of the amazing chateaux. We saw the Bayeux tapestry and climbed the Eiffel Tower. We ate strange concoctions, the most memorable being hamburgers with fried eggs on top. This was my first trip to Europe, but hardly my last. I credit Miss Fitzgerald with sparking my love for travel. I have been to Paris six or seven times since 1974 and consider it the most beautiful city in the world. Cassius Shuman ’76 is a writer…an actor… he’s directing a play…and he just published a novel. And if that’s not enough for you, in November, he signed off as communications consultant for a California congressional campaign (his candidate lost) and he’s currently knee deep into his second novel. If you add that list of credentials to his resume of screenwriting, producing, and acting credits, and toss in five years as a sportscaster and radio announcer, you might begin to appreciate that aside from being a very nice guy, Cassius is also an incredibly busy one. During a telephone conversation from his home in the Hollywood Hills about the publication of his novel, Dead Boys Legacy, we discussed his copper tile that now hangs with the rest of the Class of ’76 in the Commons. “I loved art and baseball back then,” he said, “still do.” His tile depicts a carefully rendered baseball mitt. Cassius shared fond memories of Mr. Miller, his art teacher, and Mrs. Brown’s dance classes on Friday nights. He says he learned the box step and the fox trot and that the girls all wore white gloves and pretty dresses while the boys wore suits. “On breaks we drank Coca-Cola, ate cookies and brownies, and flirted with the girls. It is one of those indelible experiences.” Shuman believes his childhood in and around Dartmouth took place in a golden age of innocence. He also has lots of stories about bike riding and Little League, rooting for the Red Sox, eating at the Sail Loft, and working as a lifeguard at Horseneck Beach. Some of his fondest recollections are of

driving down the rural back roads of Westport with the pungent smell of freshly cut grass. So when it came to choosing a setting for his first novel, he chose the very same towns where he grew up, even though the heinous crime that inspired his story actually happened hundreds of miles away in New Jersey. This novel is not for the faint of heart. It tells a sad and sordid tale about the abduction and disappearance of a young boy and the grief and pain suffered by his family. Though it is not a pretty subject, it is one that Cassius Shuman has come to feel connected to. “The story was written shortly after I spent time researching cases of missing children for a screenplay project that a friend of mine was working on.” “The book just spilled out of me,” he says. Written from the dual perspective of the kidnapper and the parents of the victim, the plot follows the crime and its aftermath as parents are left to face their worst possible nightmare. With all that he has learned about child abductions, Shuman has designated a portion of the book’s sales to be donated to the National Center for Missing and Exploited Children. Now that he has made the shift from screenplays to books Cassius says that he is writing “a romance in hopes of breaking away from grizzly crime novels.” In the meantime, his book is breaking sales records in the crime fiction genre, and over 6,000 Kindle copies have been downloaded. Partners Book Store in Westport has copies of his book and you can learn more by visiting his website Becky Love ’80 writes: I took this picture of my plaque at Founder’s Day in 2010. I wasn’t much of an artist, so I needed something simple…and my fuzzy friend grew from that! I’m sure there are some great stories out there, though! (See Becky’s plaque above right.) Renee (Carrier) Horton ’81 writes: I walked the halls of Friends Academy in the late 70’s and early 80’s. I have been back to the school for several functions and have seen the relocation of my wall tile. I remember exactly what it looks like... just like I made it yesterday. It is funny that the items I placed on there are mostly still a part of my life in one way or another. The tile was a compilation of the things that were most important in my life. I had a pair of snow

skis which is a sport I still enjoy. I had a field hockey stick and ball, a sport I have been able to get my two girls (Ashlynne 18 and Brianne 16) to fall in love with, and this past season I watched my daughter’s team become SCC champs. The tile also has a rollerskate and the words “Rock and Roll” because, back when I was at Friends my family ran a rollerskating rink in New Bedford called Hot Wheels and it was a huge part of my family life and social life. I still love to rollerskate (great cardio) and I still love all kinds of music. My old boyfiend’s name is the only other item on the tile, “Dale.” Well he is not still part of my life but it is through him and our group of friends at the time that I met and fell in love with my husband David, whom I have been married to for 21 years. It is really amazing to me that the tile I made in the 1980’s could have so much significance in my life today. I guess that is because my time at Friends helped to form the individual I have become today. Hope there are many great memories shared about these tiles. Vera Gibbons ’82 writes: I remember my tile well...field hockey sticks (I was cocaptain of the team), with initials of those I loved in every corner. One set of initials was MAF—the initials of one of my brother’s older friends who I had a massive crush on...I think MPG was in another corner, short for Marjorie P. Graff, who was one of my best friends at the time! Davison Paull ’83 is still living in NYC (22 years and counting) “with my wife Lauren and two little girls, Violet, 6 and Lena, 3 (pictured above). I am an attorney, happily working now as general counsel for ScrollMotion, a software development company focused on mobile computing. I remain in frequent touch with Peter Hackett, also class of ’83, who is now stationed with the Coast Guard in Providence, RI. He will probably retire (!) from the service in a few years.” Chris Hodgson ’86 writes: “We recently finished our renovation of the old Westies Shoe Store, some may remember it as Georgie’s Power & Tool, to house my financial planning firm, Coastal Financial. We also took the opportunity to rebrand our firm to coincide with the renovation of our new building. If you are in the area, please stop by for a visit!”

Lily Burns Hernandez ’87 (above) In summer 2011 Lily and her husband Hector moved overseas to Abu Dhabi in the United Arab Emirates to continue their careers in higher education. Lily works at NYU Abu Dhabi and Hector is a professor of chemical engineering at Masdar Institute of Science and Technology. While it took some time to acclimate to the heat and sand storms, they love living in the Middle East. Between riding camels and watching falcon competitions, they love their new adventure! In the past year alone they have visited Oman, Sri Lanka, England, France, Vietnam, Cambodia, and of course the USA. They cannot wait to see what is in store for them in the future. Oh, and their doors are always open for guests! Pamela Fishman Cianci ’87 writes: Just wanted to check in and say all is well in San Francisco. Darrin and I are expecting our third child, a boy, in February; we have two girls Beaumont 5 and Mallin 2. Nothing significant to report from here other than being busy like everyone else these days. I am currently working on many amazing events and also with the Gilt Groupe on National Event-Based Partnerships and Sponsorships. Matt Bullard ’89 told us: “I welcomed Oliver Thatcher Bullard to the world on 22 February 2012.” Emily (Soden) Auerswald ’89 writes: I am enjoying life in Annapolis, MD with my husband Bill and kids Cate (5) and Cooper (3). I’m mainly home with the kids, but also working at Indian Creek School, where I am a librarian as well as the social media coordinator. It is great to keep up with FA friends through Alumni News and Facebook, too! John Long ’90 tells us he and his wife Kelley, married on 7/22/2011 and are expecting their first child (a baby girl) in March 2013.” Page Stites ’90 writes: My tile depicts the Berlin Wall, which fell during my 8th-grade year at FA. I wanted my plaque to commemorate what felt like a major historical moment. Jessica Andrade Maluch ’93 writes: This last year has been super busy. I am writing my dissertation and this past fall I got married to Thilo Maluch in ceremonies in Germany and then Fairhaven. We are living in Berlin and would love to meet up with alums visiting Europe.


The walls of the Commons have taken on the warm patina of copper this year. Over 900 hand tooled tiles representing student art work from graduating classes of the 60’s and 70’s now hang in the space devoted to All-School Meetings. The traditional right of passage—that each eighth grade student produces a “tile” to be hung on the wall of the school with their class—has endured to this day, though today’s tiles are more likely to be made from clay than copper. Subject matter is always fun to analyze from both a macro and a micro perspective. The trends of the times are sometimes reflected in the choice of subject matter. Among the 60’s and 70’s tiles, students depicted everything from a VW Beetle, to a peace sign, to various types of birds, flowers, ships and symbols. Most alumni remember exactly what they chose for subject matter, and often times, the subject reflects an interest or passion that has carried forward into their choice of life work. This new installation adds to the colorful mix of tiles displayed throughout the hallways and lobbies of the school, and completes the process of rehanging any and all tiles that were displaced during the renovation of 2011. This year, we asked alumni to send us “tile” memories to be included in our Class Notes section. Response was overwhelming and we hope you will continue to send in your stories about the circumstances surrounding your choice of tile design.


Above left: John

Aiden Fitzgerald ’93 writes: I can’t believe it’s been 20 years since our sweet days at Friends Academy! I have such great memories of FA and am so thankful to have had such a solid, stimulating and nurturing education there. I’m thankful for fantastic friendships fostered there too. I received my MFA in Creative Writing from Emerson College and am currently freelance writing. I live in Little Compton, RI with my ceramic artist husband, Charlie Barmonde, and our son Felix. Much love to our fun Class of 1993!

Long ’90 and wife Kelly, married in July, 2011

Above right: Aiden Fitzgerald ’93 with her family, Charlie Barmonde and son Felix.

Liz Greer ’93 writes: My husband Jim and I live just outside of Madison, Wisconsin with our three children Holden (5), Libby (3), and Hank (1). I am currently staying home with the children. In my spare time I serve as the President of the Junior League of Madison and as a member of the board of Madison Children’s Museum. My 8th grade tile is a spider web that my greatgrandmother designed as a family symbol for the Norwebs. I still remember how much fun it was to make the tile and how neat it was to come back years later and see it hanging in the hallway.

Above: Aiden Fitzgerald ’93 and Anne Gray ’93.

Nate Lang ’93 was featured in a story that appeared in New Bedford’s Standard-Times recently. The article chronicles Nate’s latest accomplishments in show business and we thought we would share the news by way of Class Notes. According to the article, Nate has most recently been cast in the short film “Whiplash,” which won the Short Film Jury Award for Fiction at the 2013 Sundance Film Festival earlier this year. He’s also just finished shooting “Destination Wedding,” a romantic comedy from Paramount Pictures, filmed on location in Nicaragua and slated to hit theaters later this year. He’s a member of the Upright Citizens Brigade—the improvisational comedy troupe in New York City that is considered a feeder source for Saturday Night Live, and he’s the drummer in a rock band, The Gents, who just cut their first LP. “Whiplash” is an 18-minute film about an aspiring drummer who enters an elite conservatory’s top jazz orchestra. J.K. Simmons (“Juno,” “Burn After Reading”) plays the jazz orchestra teacher-from-hell, and Johnny Simmons (“The Perks of Being a Wallflower”) plays a naïve young drummer. Nate, who started drumming at age 8 plays the veteran drummer, eyeing the new kid gunning for his spot.


Nate comes from a talented family. His brother Andy Lang ’95, is a New Yorkbased attorney, and sister Sarah Lang ’00 is a production associate and field producer on ABC News 20/20. Nate’s mother Gig Lang was quoted as saying, “Our theory in bringing kids up was: Don’t hold them back. It’s their life. Let them take their creative juices and go their own way.” Kathryn Korolenko ’93 graduated with a BA in Theatre Arts from Wagner College in 2001. She worked for several years as an audio-visual technician at the Museum of Science, Boston. She is now working as a freelance lighting tech and stagehand in the Boston area, for companies like Jose Mateo Ballet Theatre, The Reagle Theatre of Greater Boston, Advanced Lighting and Production Services, VDA Productions, The National Folk Festival, New Bedford Folk Festival (formerly New Bedford Summerfest) and King Richard’s Faire.

Providence RI. This summer I did an architecture internship at Perkins+Will in New York City and lived in Brooklyn in the same area as my older sister, Emily ’97, who is doing fashion design for the Calvin Klein Collection. I just returned to New Bedford, MA but am probably leaving soon for another internship. For hobbies, I like to draw and cook in my free time and hope to design restaurants and residences eventually. I remember many random, specific details from Friends Academy, many interactions and events both big and small, but mostly I remember the patient, thorough, critical, and generous lessons that the FA faculty gave every day for our class and for hundreds of other students as well. I am extremely grateful to have received the foundational education at Friends that helped me make the very most of my educational opportunities from then on. Thank you!

Hannah Schofield ’01 tells us that she James Nicholson ’96 reports, “After nearly recently moved to Boston to teach middle six years working in real estate investment in school English at Boston College High Washington, DC, I am now getting my MBA School in Dorchester. at the Tuck School of Business at Dartmouth. Marty Schnure ’02 See page 36. David Barrett Jr. ’98, the son of former early childhood teacher, Laurie Barrett and Kristyn Simmons ’04 writes: I graduated her husband David Barrett Sr., was married University of Massachusetts Amherst this last July to Margaret Winslow Lawson of past May with my BFA in Photography. Duxbury. Barrett works at Poten and Recently, I started graduate school at Full Partners, a New York ship brokerage. He Sail University to get my MFA in Media is a liaison between tanker owners and Design. Throughout my education, I always charterers, according to the wedding remember Mrs. Goldsmith being the one announcement in The New York Times. His who started my interest in the arts. If it wife works as an assistant in the education wasn’t for her, I probably would have department of Clinique, part of the Estee pursued something else. Currently, I am Lauder Companies. The couple met as stuemployed at Troy Industries, a small arms dents at Hobart William Smith Colleges accessory company in West Springfield. from which they graduated, and are living My goal is to be teaching someday, hopefully in New York. at a small school like Friends. For now, the world is my oyster. Sarah Palestine ’99 writes: I am in my second year of business school at Duke Chloe Charette ’05 completed a 6-month University and will graduate this spring. internship at Disney World where she I am hoping to be back in New York City worked on engineering for the Kali River after graduation. Rapids ride at the Animal Kingdom. She is currently a senior engineering major at Michael Chambers ’00 See page 38. Villanova. Charlie Thornton ’01 writes: I finished a 5-year professional degree program in architecture at Rhode Island School of Design (RISD) in 2010, and since then have done a number of things. Over the summer of 2010 I taught art and figure drawing at a small art school on Nantucket, then I worked as a waiter at the University Club in

Maggie Nixon ’05 writes: I’m currently finishing my last semester at Boston College where I am studying English and creative writing. I’m working on a creative honors thesis in poetry, working as a campus writing tutor, and am an intern for Post Road magazine. I’m also looking forward to working towards my master’s degree in

secondary education, also from Boston College, over the course of the coming year through the fifth year program at the BC Lynch School of Education. I’m currently applying for summer teaching positions following my undergraduate graduation and have developed a passion for teaching English literature and creative writing. My 8th grade tile features a raised sculpture of Tigger, who remains my favorite Disney character because of his fun and carefree attitude. I believe it’s flanked by the initials “F.A.” and “C.R.H.” for Friends Academy and Choate Rosemary Hall, where I attended high school. I think there’s also a reference to lacrosse somewhere on the tile, which was my favorite sport through middle and high school, and which I played at Choate. Benjamin Bungert ’06 writes that he was attending Northeastern University in Boston, but studying in Greece for his first semester last year at the American College at Thessaloniki, one of about 150 kids studying abroad as part of this program. He should be back in Boston by now and can be reached at: Blace Houle ’06 (pictured right) visited Friends Academy to help plant rutabagas for the Thanksgiving harvest. Deb Lindsey ’06 writes: Hi Everyone!! I am currently a Junior at Johnson and Wales University in Providence, RI where I am majoring in Hotel and Lodging Management with a concentration in Health, Fitness, and Wellness. I am really enjoying school and doing very well in all of my classes. This Spring I will be performing in “Seussical the Musical” which is being put on by the JWU Players; we started rehearsing in early January and I am loving every minute of it! I am still living in an off campus apartment with my wonderful boyfriend, Brian, who I met at the Johnson and Wales campus in Charlotte, NC, two and a half years ago. Overall, I am LOVING life! I hope everyone else is doing well and I hope that there will be some sort of reunion soon! Miss you all! Rebecca Spevack ’07 writes that she graduated from Old Rochester Regional High School and is studying physical therapy at Boston University. She is in a six year doctorate-degree program, which means that she will graduate in six years with a bachelor’s degree in health science and a doctorate in physical therapy.

Brittany Grimes ’07 writes: After graduating high school early, I am in my junior year at UMass Dartmouth, in the Crime and Justice Studies program. I’ve completed internships with the New Bedford District Attorney’s office working with the Victim Witness Advocates. I am researching master’s programs and working as a server at the Olive Garden to make ends meet. Robbie Capistron ’07 writes that he is at Boston College, on track for a double major in Math and Chemistry. Jackie Starrett ’07 writes: Last semester I began working in the Wirtz Lab, a cancer research lab at Johns Hopkins. I grow and take care of different types of cancer cells, perform various experiments on the cells, image the cells using immunofluorescence microscopy, and analyze the data using MATLAB. My current project is an investigation of different histone modifications, and how these can provide a safer, more effective form of cancer therapy in the future. In addition to working in the lab, I’ve also recently been elected Recording Secretary for our Chapter of Kappa Kappa Gamma. Being a part of the sorority has enabled me to meet so many amazing people and become more involved in the Hopkins community. Both the lab and KKG have made my college experience amazing and I’m really excited about making new discoveries and friendships this semester! Mariel Chambers ’08, a sophomore at Gettysburg College accompanied her brother Mike ’00 on a trek to the top of Mount Kilimanjaro in November (see profile of Mike on page 38).

Anne Walker ’09 a senior at Tabor Academy joined a select group of Inaugural Scholars from all over the world at the 2013 High School Presidential Inaugural Conference last month. The conference (open only to alumni of the National Young Scholars Program, the Congressional Youth Leadership Council, and the National Youth Leadership Forum) included everything from a speech by Dr. Condoleeza Rice to a performance by the Capitol Steps to a panel discussion with Bob Woodward and Nick Clooney.

Mariel Chambers’08 and Mike Chambers ‘00 atop Mount Kilimanjaro, November, 2012.

Anne Walker ’09 and Condoleeza Rice, Washington, DC, November, 2012.

Anne had the opportunity to listen to the Heads of the College Democrats and College Republicans, designed a campaign for a mock candidate with a group of her peers, attended a gala at one of the Smithsonian’s airplane hangars, and was one of 12 students whose questions were selected to be submitted to keynote speaker Condoleeza Rice. Anne attended the inauguration and reported that she was able to hear every speech from her place in the middle of 800,000 people on the mall. Maria Veale ’11 writes that she is a sophomore at Moses Brown with Maddiy Reimer. I am on the cross country, debate and lacrosse teams. I love school but miss FA. I keep in touch with Hannah Gierhart, Maura Lonergan and Maddiy Reimer and I miss everyone from the class of 2011 and hope to see everyone soon! Above: Blace Houle ’06

Josephine Cannell ’09 graduated with the St. George’s class of 2013. She is headed to Davidson College in Davidson, NC in the fall and can be reached at Josephine Jenna Costanza ’09 was honored recently by the Boston Globe Scholastic Art Awards program with a Gold Key, the highest recognition awarded for her drawing entitled “Self Portrait.” The Bishop Stang senior’s art is currently on exhibit in Boston and will travel to New York where it will be nationally adjudicated.





Over thirty graduates of Friends Academy returned to campus on a Thursday afternoon in June to catch up with one another, visit with former teachers, and meet Head of School, Steve Barker. A beautiful, sun-soaked afternoon, combined with picnic tables and pizza, made for a lively reunion of reminiscing and reconnecting. After a social dinner hour, friends gathered in The Commons to watch special guest, Matt Roberts perform card tricks, mind reading, and other entertaining magic.



Harris DeMello, Newcomb Cole, Maura Lonergan, Maria Veale, Jack Kenney, Max Douglas, Alan Andonian, Jeb Brown, Maddiy Reimer, and Sam Dorothy 2.

Alan Andonian and Steve Walach 3.

Hannah Dawicki, Bitsy Lonergan, Sarah Walker,


and Catie Boxler 4.

Steve Barker, Maddiy Reimer, Ian Coyne, Sam Dorothy, and Harris DeMello 5.

Mary Pierce, Erin Coyne, Olivia Beaupre, and Lauren Pineau






When considering a gift to Friends Academy, there are many ways you can give. To find out more about these options, please contact the Development Office. Cash

Unrestricted gifts of cash are the easiest and most popular way to support Friends Academy. Gifts may be made as a single contribution or pledged and paid in installments through the end of the fiscal year ending on June 30th. Credit Card

Friends Academy accepts Master Card and Visa. You may fill out the Annual Fund gift envelope included with this magazine or call the Development Office with your credit card number and expiration date.


Spring 2013


Kyle Riseley


Appreciated Securities

Stephen K. Barker

Gifts of stocks or securities benefit both the donor and the school. The donor can avoid capital gains tax on the increased value of the appreciated stocks and receive a deduction for the full, fair market value of the stock at the time the gift is made to the school. To make a gift of stock to Friends Academy, please call or write the school’s Development Office to let us know of your intentions. Have your broker transfer securities to the school’s account at: RBC Capital Markets Corporation, 617-725-2000, DTC# 0235, Account #30132087. Our contact is either A. Griswold or B. Gill.

Jim Bean Helga Burre Michael Chambers ’00 Blinn Dorsey Jonathan Felix Melinda Foley-Marsello Katherine Gaudet Sean Hamer Dave Lobato Jacqueline Maillet Putnam Murdock

Matching Gifts

Charles Pelissier

Many employers have a matching gifts program and will generously match contributions made by their employees to charitable institutions.

Mary Pierce Jodi Pink Jennifer Pope Kyle Riseley

Gifts in Kind

Jamie Ross-Cory

Donations of goods and/or services to Friends Academy are always welcome.

Marty Schnure ‘02

Planned Gifts


Individuals can easily include bequests for Friends Academy in their wills or living trusts. Many of these vehicles offer tax savings and advantages to the donor while also providing support to the school. A financial advisor can provide information on optimal methods for including Friends in overall financial planning. For more information on this extraordinary way to offer your support, please contact Jodi Pink at 508-999-1356.

Ryan Conaty

Laura Velasquez

Ross Donihue Heidi Holland Kyle Riseley Marty Schnure ’02 Dawn Terry

Marcia Douglas Jeanne Machado GERALDINE MILLHAM DESIGN

Friends Academy, 1088 Tucker Road, North Dartmouth, MA 02747-3122 508-999-1356 U RETURN SERVICE REQUESTED

Parents: If this publication is addressed to an alumnus/a of Friends who no longer maintains a permanent address at your home, please notify the Development Office of his/her new mailing address (508-999-1356 or Thank you!

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Blue and Gray, Spring 2013  

The alumni publication of Friends Academy, an early childhood through grade 8 independent day school in North Dartmouth, MA

Blue and Gray, Spring 2013  

The alumni publication of Friends Academy, an early childhood through grade 8 independent day school in North Dartmouth, MA