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ST. SEBASTIAN’S SCHOOL academic rigor | spiritual depth

CONTENTS3AMessage from the Headmaster 26 T he Academic Program 28 Writing Program 31 Chapel Speaking Program 34 Curriculum 60 Senior Service 62 Sports and Clubs 65 A dmissions and Financial Aid 66 College Counseling 68 Calendar 69 Enrolled Students 74 A dministration and Faculty 77 B oard of Trustees 80 V isiting St. Sebastian’s School

A Catholic independent school, St. Sebastian’s seeks to engage young men in the pursuit of truth through faith and reason. By embracing Gospel values in an inclusive, nurturing community and by inspiring intellectual excellence in a structured liberal arts curriculum, St. Sebastian’s strives to empower students for success in college and in life.

the mission of st. sebastian’s school

The ideal St. Sebastian’s graduate will be a moral and just person, a gentleman of courage, honor, and wisdom, a life-long learner who continues to grow in his capacity to know, to love, and to serve God and neighbor.

St. Sebastian’s was founded in 1941 by William Cardinal O’Connell, Archbishop of Boston. In keeping with the spirit of the age, the School was named for Sebastian, the soldier-saint. St. Sebastian continues to be a role model for our boys. His values of integrity, leadership, courage, and faith have never been more vital. Free from distractions, our 360 boys in grades seven through twelve dare to share freely and fully of themselves as they grow in body, mind, and spirit.

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Neither arrogant nor apologetic about our Catholic faith, we strive to be the very strongest, very best Catholic School that we can be, and we are so wonderfully enriched by the many students, faculty, and staff who come to us from other faith traditions, or from no faith tradition at all.

When we express our mission— the pursuit of truth through faith and reason —we struggle to put into words the ineffable dynamic that defines us. By expanding our spiritual lives and by intensifying our scholarship, we strive to become the most complete, most integrated people that we can be.

We believe that the essence of life is in relationships. At St. Sebastian’s, where the order of the day is love God, work hard, and take good care of one another, we nurture and develop eternal relationships with God and neighbor.

William L. Burke III has been Headmaster of St. Sebastian’s since 1990. An English teacher, Mr. Burke earned a B.A. at Middlebury College and an M.A. with Distinction at Boston College. He is a member of the Headmaster’s Association and has served on the boards of the New England Association of Schools and Colleges and the Association of Independent Schools in New England. Mr. Burke is married to Dr. Patricia B. Burke, a child psychologist. The Burkes have fours sons, all St. Sebastian’s men: William IV ’95 (Harvard ’99), Daniel ’97 (Dartmouth ’01), Matthew ’00 (Middlebury ’04), and Sam ’04 (Harvard ’08). L. BURKE

III

S t . S eba S tian ' S i S a Mission Driven School

A MESSAGE FROM HEADMASTER WILLIAM

We engage in sacred partnership with our students’ parents—focused on the same goal: How to help each young man become all that God wants him to be in body, mind, and soul.

Clearly, the message of Jesus Christ is one of inclusion, not exclusion.

St. Sebastian’s prepares young men for

fulfilling lives of perpetual discovery.

To enjoy success in our structured liberal arts curriculum, students must expend hours upon hours of energy in disciplined, focused study. We pursue excellence in every discipline, but it is perhaps our unique commitment to verbal skills development, which most dramatically distinguishes us from other excellent schools.

ST. SEBASTIAN’S IS a School of Academic Rigor

Our students write every day, and they speak all the time. They memorize literary passages and vocabulary lists; they churn out a multitude of five paragraph essays, longer papers, poems, and narrative pieces; they stand before their classmates and in front of the entire student body to deliver speeches. And every step of the way, they work with caring, committed, knowledgeable teachers, who draw the very best from them.

We believe that, in his heart, every young man wants to be part of something great. He wants to become as wise, as just, as balanced, and as brave as he can be. He wants to be in love with learning. Now, he may not know all of this right away, but we do. Our job is to evoke from each student his greatness. Our focus is firmly fixed on the individual. Our approach, for instance, is not to teach Algebra to a student, but, rather, to teach a student Algebra. Teachers get to know their students right away and connect with them soul to soul. Because of the nurturing care they receive, students gain the confidence needed to take risks. In small, intimate settings—average class size of 11—extraordinarily talented, devoted educators challenge bright, promising students to throw their hearts and souls into the learning process, to become the most engaged, industrious, erudite scholars that they can possibly be.

The Honor Code, at the core of our academic program, calls each young man to pledge on his sacred honor that the work he turns in is his own. Hence, students are reminded several times a day that they must be young men of unquestionable integrity who give their best, most honest effort in the classroom and in all areas.

Our students leave us prepared for and excited about the challenges they will face in college and beyond. >>> Within our structured liberal arts curriculum, we place a particular emphasis on verbal skills development. In short, we strive to give our students a comprehensive writing and speaking experience that simply cannot be found elsewhere.

Brendan Fulham Grade 8 The DART, Football, Lacrosse

“I now understand what it means to be a St. Sebastian’s Arrow in the classroom, on the field, and as a person. I enjoy the classroom environment because we have group discussions that help me understand the material and develop closer relationships with my teachers and classmates. My teachers are always available for extra help, and Math Lab has been a very useful resource for me. Competing with my Arrow brothers on the field is always a great experience. Our coaches not only want us to be great athletes, but also to have sportsmanship and character. St. Sebastian’s has taught me the importance of having a good relationship with God, my family, and my friends. An Arrow will always be there to help someone facing a challenge. I have been encouraged academically, physically, and personally at St. Sebastian’s, and I am so happy to be part of this community. My teachers and classmates are the people who have made coming to St. Sebastian’s one of the best decisions of my life.”

“Thoughtful, kind, and a true leader among his peers, Brendan enters every class with a smile, and his joy is infectious. Never one to “check the boxes” or study solely for the grade, Brendan is motivated by higher pursuits: the desire to understand Shakespeare, to tease out layers of meaning in a poem, or to express his thoughts more eloquently in writing-- in short, to learn for learning’s sake. Nothing is more satisfying or inspiring to an English teacher. It’s been a delight to see Brendan’s talents grow and his observations deepen as he has tackled each new challenge over the course of the school year.”

Erin O’Launaigh, English Department

Faith informs reason; reason informs faith. Blessed Pope John Paul II says it best: It is faith which stirs reason to move beyond all isolation and willingly to run risks so that it may attain whatever is beautiful, good, and true. Faith thus becomes the convinced and convincing advocate of reason. We pray together in Chapel and in Church. We sing hymns and psalms. We receive the sacraments. In praise and thanksgiving, we worship and glorify our Heavenly Father, the Giver of all Theologiansgifts.assert that devotion to God and service to others should be our chief concerns. In thousands of ways over thousands of days, we seek to advance these goals within our walls, throughout the Greater Boston area, and in such far reaches as Haiti. >>>

In accord with the School’s ethos of service, all seniors perform five weeks of community service in the spring. Many describe the experience as transformative.

A School of heart as well as head, we seek to motivate the better angels of our students’ natures, encouraging them to do the right thing regardless of the consequences. By inspiring the pursuit of moral and intellectual excellence, St. Sebastian’s prepares young men for fulfilling lives of perpetual discovery. We believe that there is an objective reality, an absolute right and wrong, a way we ought and ought not to behave. There is indeed a truth to be apprehended, and to grasp as much of it as possible, we must open our souls to the Eternal as well as our minds to the knowable. As our Chaplain urges, we open ourselves to the power of the Holy Spirit at work in our weakness. We want our students to know that the spiritual world is no less real than the natural world. Both must be experienced, examined, explored. Our understanding of each realm must be deepened, expanded exponentially. The power of St. Sebastian’s, then, is the synergy of faith and reason in the focused, determined, inexorable pursuit of Truth.

ST. SEBASTIAN’S IS a Community of Spiritual Depth

Karl Grohman, Fine Arts Department

colin lapus Grade Arrowheads,10 Arrows Together, Communications Club, Jazz Band, Latin Club, Latin Honor Society, Mass Ensemble, Cross Country

“Colin is truly a gem. He has a gift for music, and he works with great effort and enthusiasm to develop his talents. As a collaborative peer and natural leader of our St. Sebastian’s music clubs and ensembles, Colin thrives in group performances and as a soloist. Perhaps what is most remarkable about Colin is his dedication to his dream of being a professional organist. Knowing that talent alone will not be enough, Colin works tirelessly to realize his dream. It is a joy to work with students like Colin who are dedicated to their craft, their school, and our music program.”

“When I was attending admissions events just a few years ago, I could have never imagined how much of a positive and formative impact this school could have on me. In my two years at St. Sebastian’s, I have grown in so many different facets. I have formed lifelong friendships with my fellow Arrows, and I have grown as a student inside and outside of the classroom. To my surprise, I have also participated in clubs that I would have never thought to join. Thanks to the persuasion to the persuasion of faculty members and friends, I now participate in all but one of the music ensembles and in many other clubs. My teachers, mentors, and classmates at St. Sebastian’s are some of the greatest people on earth, and I feel lucky that there are so many people looking out for me.”

Unusually small classes stimulate honest discussion, allow for individual attention, create an intimate learning community, and foster the pursuit of truth.

Our students are taking advantage of myriad opportunities to create, perform, and compete. A number of them have found professional success as athletes, writers, actors, and artists.

Our athletic teams are perennially among the most successful in the prestigious Independent School League, and, in recent years some of our teams have won New England championships. Many of our athletes go on to enjoy terrific careers in college, where a disproportionate number are elected to captain their teams. Some even make it to the professional ranks. >>>

At every level and in every season, our interscholastic teams are coached by full-time members of our faculty. As a result, the fully integrated St. Sebastian’s experience does not suffer a lapse in the afternoon. Coaches and athletes work in harmony to advance our most important mission in all that they do. We emphasize opportunity for all, fielding as many as five teams for each sport. Students report that, through their athletic experiences, they gain a deeper understanding of and a more sincere dedication to such virtuous qualities as humility, courage, sacrifice, patience, discipline, focus, encouragement, grace under pressure, and concern for others.

Some write and direct plays. Some build sets; others work on sound and lighting. We have had painters and photographers gain admission to the best art schools in the country, we have had a piano player win a New England Concerto competition, we have had a singer perform for the Pope in Rome and for the President in the White House, and a number of our alumni are enjoying successful writing and acting careers in Hollywood.

Hard work and fair play, full commitment and good sportsmanship—these are the hallmarks of the St. Sebastian’s athletic program.

Our students are encouraged to draw, to paint, to shape and form, to act, and to make music.

When students engage in the arts and athletics , they learn valuable lessons about themselves and about life, lessons that they simply could not learn in any other way. It is indeed an honor and a joy to create, to compete, to strive for excellence in all things.

Our talented and devoted art, music, and drama teachers and our beautiful arts facilities conspire powerfully, providing the prompting and the platform for creative expression.

ST. SEBASTIAN’S IS a School Marked by Excellence in the Arts and Athletics

When students engage in arts and athletics, they learn

valuable lessons about themselves and about life.

Mark Rogers, Chair, Fine Arts Department

Anthony Perez Grade Communications12 Club, Drama Club, History Club, Jazz Band, MPA, Mass Ensemble, National Honor Society, Student Council, The Quiver, St. Sebastian’s Journal, The Walrus, Cross Country, Wrestling

“Tony Perez has been a major force in the Drama Club, particularly during his senior year. In the fall, he was cast in the role of Pip in an adaptation of Dickens’s Great Expectations . Because the protagonist is on stage for virtually the entire play, this was an enormous undertaking and Tony performed extremely well. For the winter show, Tony and his co-president of the club wrote an original script entitled “Imaginary Friends.” Their poignant play is about the loss of a parent and it carefully explores the subject with humor and visual surprises. Tony and his co-author did a great job directing their cast, and they received playwriting awards for the production at the Massachusetts High School Drama Festival.”

“Headmaster Burke once asked me what I considered the best part about St. Sebastian’s. After much thought I finally came to my conclusion: St. Sebastian’s is great because the people make you want to work hard. In my experience, much of the schoolwork is not only enjoyable, but fun. Even if I were working on a tough subject, I found that it was easy to motivate myself to put in time because I couldn’t bear the thought of disappointing my teachers. The disappointment would not have merely been a low mark, but it would have demonstrated that I was not engaging in the class. All of my teachers were passionate about their subjects, so participating in that excitement made my learning natural. I was a good student before St. Sebastian’s, but because of St. Sebastian’s, I am now a life-long learner. I know how to pursue my interests and expand my knowledge and my skills. Most importantly, I know how to incorporate the student mentality into different parts of my life.”

We seek to inspire the integrated, happy, healthy, holy life that God wants us to live. We want our young men to go on to the most appropriate, most excellent colleges for them, and we want them to graduate prepared to commit themselves to the mission of making this world a much better place. And we want them to go to heaven. Everything we do at St. Sebastian’s will be done with this sense of ultimate purpose ever before us. <<<

“At St. Sebastian’s, where the order of the day is love God, work hard, and take good care of one another, we nurture and develop eternal relationships with God and neighbor.”

– W illiam L. Burke III, Headmaster

ST. SEBASTIAN’S IS a School of Ultimate Purpose

“Six years after walking into St. Sebastian’s for my first day as a seventh grader, I can say that my decision to become an Arrow was the best decision of my life. The order of the day is “Love God, work hard, and take good care of one another.” I do not think there is any other institution that completely fulfills its mission and ideals the way St. Sebastian’s does each and every day. I cannot express enough gratitude to my parents for making the sacrifices so that I could attend St. Sebastian’s. I am thankful to have been in a school that is nurturing academically, athletically, and personally. Our teachers and coaches create an environment where there is a high level of mutual respect. I am proud to say that the friends I made on the first day of school are now my brothers for life. St. Sebastian’s took me in with open arms, and helped me grow from a young boy to a young man.”

Mark Nelson, Mathematics Department

Alex Cherry Grade 12 Finance Academy, MPA, National Honor Society, Unity Day Discussion Leader, Football, Basketball, Baseball

“As both a teacher and coach of Alex, I am struck by his desire to improve in every aspect of life. Already a deeply talented student-athlete, he invests in the process of learning and getting better. When he makes a mistake on a math problem, he can’t wait to sink his teeth into the next one. When he misses a groundball, he craves another one. Alex has made enormous contributions to the football, basketball, and baseball programs here at St. Sebastian’s, while balancing a challenging course load and demanding schedule—all with a positive attitude. He embodies the characteristics we work to inspire in our students at St. Sebastian’s, and he will be missed as he embarks upon his college journey at Princeton.”

The School’s curriculum is based on a clear philosophy that students are best served by courses that enable them to explore core subjects in great depth. Rather than offer a cornucopia of electives, which tend to foster a disjointed academic experience, the St. Sebastian’s curriculum features thoughtfully prescribed courses in every discipline, building a strong foundation for future study.

In order to help our students become lifelong learners we have developed a traditional, focused, classical academic program. The curriculum is based upon the belief that students need to develop the necessary skills and habits to think critically and clearly, and to express themselves articulately and persuasively in both the written and spoken word.

St. Sebastian’s is a school, whose primary mission is to educate . We believe that all young persons are fundamentally good, uniquely created, and eager to be fully engaged in the learning process. St. Sebastian’s seeks to develop graduates who will pursue truth for its own sake. The unusually small classes stimulate honest discussion, allow for individual attention, create an intimate learning community, and foster the pursuit of truth. The academic program is rigorous and flexible. The faculty is both demanding and caring and provides each student with the structure and support he needs to develop as a thinker. Our entire liberal arts curriculum is centered on meeting the needs of the individual student. The faculty is devoted to ensuring the success of each student in this intellectually challenging environment.

APAPAPAPSpanish:APAPAPAPAPAPLatinAPAPAPAPAPMultivariableBCCalculus:AdvancedSeminarChemistryComputerScienceEnglishLanguageEnglishLiteratureLatinV:AdvancedSeminarModernEuropeanHistoryMusicTheoryPhysics2PhysicsCSpanishLanguageSpanishLiteratureAdvancedSeminarStatisticsStudioArtU.S.GovernmentU.S.History

26 the academic program

ADVANCED COURSES AND SEMINARS AP Art History AP Art 2D AP Art 3D AP Biology AP Calculus AB AP Calculus

The job of the student at St. Sebastian’s is first and foremost to learn, to love learning. From the computer room to the biology lab, from the library to the writing center, from Honors U.S. History to Advanced Placement Latin or Spanish, from Religion papers to Math problems, each student is given every opportunity to become well educated. Through the relentless pursuit of excellence in all academic endeavors, he will form the habit of learning and become what the School hopes for him—a lifelong learner.

Because of our classical and focused curriculum, our students are well prepared for the rigors of the most competitive colleges and universities in the nation, and ready to meet the challenges which life will inevitably present to them.

We want our students to develop the capacity to reason mathematically and scientifically, and to solve problems logically. The structure of our academic program encourages them to make connections between disciplines and to draw inferences about the interrelationships of ideas.

Michael P. Nerbonne, who joined the St. Sebastian’s faculty in 1986, currently serves the School as Assistant Headmaster and Dean of Studies. He earned his B.A. at the College of the Holy Cross, graduating summa cum laude, and later earned his M.A. at the University of Michigan. A member of the Classics Department and a teacher of ancient Greek, Mr. Nerbonne oversees the School’s academic program and works closely with both students and faculty to ensure that each student is fully challenged and supported. He also coaches the School’s Debate Team.

M ichael Nerbonne Assistant Headmaster and Dean of Studies

“Our students gain admission to and suceed in the finest colleges and universities in the country. But our hopes and dreams for them transcend academic success: we want them to be honorable, courageous and virtuous men who will dedicate their lives in generous service to others.”

Though its benefits are felt in all disciplines, the cornerstone of the Writing Program at St. Sebastian’s is Freshman Writing, a course taken by all ninth graders in addition to their traditional English class. By providing a constructive opportunity for verbal skills development in the crucial ninth grade year, St. Sebastian’s helps each student gain confidence and proficiency in this important craft. Students in Freshman Writing commit to the four-part writing process: prewriting, drafting, revising, and editing. They learn to express themselves in poetry as well as prose, and they develop critical and expository essays as well as narrative fiction. Small classes (typically no larger than 12) and frequent one-on-one sessions with teachers have a profound impact on each student’s progress. Upon completion of Freshman Writing, students apply their skills in a variety of important areas. Sophomores write at least two essays per week in their required Modern European History course. At all grade levels, and in every department, but particularly in English, history, and religion, students produce thoughtful and well-organized papers in increasing frequency. Students are also encouraged to share their written work aloud with audiences large and small, and to pursue publication opportunities when possible. To support their efforts, the School maintains six school publications, including a critical journal, a literary magazine, and two school newspapers. All students’ chapel speeches and college essays benefit tremendously from their sharp focus on writing during their tenure at St. Sebastian’s. Most importantly, however, each student achieves a respect and proficiency for the written word that will serve him well not only in college but in every area of his life.

28 writing program

In grades seven and eight, students work with teachers to master the fundamentals of grammar. Instructors pay careful attention to building vocabulary and to gaining a firm grasp of mechanics— parts of speech, usage, spelling, and punctuation—as each student develops his writing voice.

True to the liberal arts ideal , the St. Sebastian’s curriculum encourages the pursuit of outstanding accomplishments in every discipline. Nowhere is that claim more evident than in our Writing Program. A fundamental form of communication, good writing must be appreciated both for its own sake and as a means to express one’s thoughts and feelings. In recognition of its importance, the Writing Program at St. Sebastian’s invites students to think clearly, write coherently, and understand the world more fully.

Frequent writing, both in English and across the curriculum, promotes clarity of expression and evokes from students their unique interpretations and opinions.

“Our graduates are confident and thoughtful writers who are well prepared for the challenges they face in their chosen disciplines. We often hear from our alums that they are well ahead of their peers in terms of written and verbal communication skills. We have no doubt a St. Sebastian’s graduate is ready for the demands of college, graduate school and his chosen career.”

–Christopher Lynch, Chair, English Department.

“I dreaded my first chapel speech. For weeks I hoped that my name would be skipped as we moved alphabetically through the grade. Of course, I was not skipped, and looking back, I am so grateful for the experience. After only months in the Writing and Chapel Speaking programs, I presented a speech that I still remember proudly. To this day, the quality of my St. Sebastian’s education is apparent to me, as I am approached often to help my college classmates with their papers. Thanks to St. Sebastian’s, I have confidence in my ability to produce quality work and strong presentations in even my toughest courses at Duke.” Robert Lordi ’18, Duke University

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chapel speaking program

The Chapel Speaking Program plays a vital role in the intellectual and spiritual life of St. Sebastian’s. In conjunction with our Writing Program and Chapel experience, it empowers students in every grade to write and speak confidently about topics important to them. By offering an opportunity for public expression, chapel speaking honors the sanctity of each student, inviting him to share his ideas and reflections in a supportive environment. Each week begins with an all-school gathering in our Corporate Chapel. As a community of faith, we come together in prayer, song, and personal reflection, reminded of our commitment to Christ and to each other. In this setting, seniors deliver their speeches to the entire school community— a group of over 400 people. Whether it is a moving tribute to a parent or teacher, a humorous anecdote about time with friends, or a commentary on a political issue, each speech invites and stimulates discussion between faculty and students throughout the school day. Though the senior speech highlights the writing and speaking skills our graduates gain during their time at St. Sebastian’s, the foundation for these skills is laid in the lower grades. Annually, each student in grades 7–11 writes and delivers a speech to his classmates in our weekly Chapel service. Faculty advisors meet individually with students to review and edit their speeches and to provide instruction on effective delivery techniques. After the speech is presented, the advisors’ written evaluations detail strengths and shortcomings and offer suggestions for improvement. This one-on-one relationship plays an essential role in each student’s growth as a writer and public speaker over time. The results of the Chapel Speaking Program are often spectacular. By infusing their speeches with concrete detail and descriptive anecdotes, students bring their topics to life; by developing sound speaking habits of regular eye contact, proper posture and a clear and deliberate cadence, they engage their audiences with increasing effectiveness as they mature. In addition to the benefits to each individual student, the Chapel Speaking Program unites classes as well as the entire School community. Students and faculty gather to hear both the Chapel speeches and also Headmaster Burke’s reflections on each student’s message that follow. In the intimate setting of our chapel, we experience our students’ development as writers and speakers and celebrate their growth as young men. By combining community and communication, speeches and skills, the Chapel Speaking Program has therefore become a fundamental and joyous part of the School’s daily mission.

33 65626034CONTENTSCurriculumServiceProgramSportsandClubsAdmissionsandFinancial Aid 66 College Counseling 68 Calendar 69 Enrolled Students 74 Administration and Faculty 77 Board of Trustees 80 Visiting St. Sebastian’s School

34 english The English Department at St. Sebastian’s has three distinct goals: first, to help students read with understanding, appreciation, and insight; second, to encourage incisive thinking through involved discussion; third, to enable students to write clearly, logically, and personally about the issues and ideas of literature and of their lives. All three goals are intrinsic to the program.

An emphasis on frequent writing at every grade level works toward the establishment of refined and persuasive writing ability. As it works to produce effective readers, thinkers, and writ ers, the Department also seeks to develop each student’s intrinsic love of literature and increase his understanding of cultures different from his own.

The goals and diverse methodologies of the Department depend heavily upon collaborative involvement and participation of both teach ers and students rather than dissemination of facts. In their classes, English teachers embrace an active student model, where each member of the class is both engaged in and responsible for his own learning. Students sit face to face with one another and with the teacher, creat ing a fertile environment for shared discussion and genuine learning. In grades seven through eleven, students partici pate in full-year, comprehensive English courses in which they study literature in its major forms: short story, novel, poetry, drama, and nonfiction. The Department’s teachers examine the fundamentals of English language with their students and provide guidance and comments that develop pro ficiency in writing. At the same time, students in these classes learn to find their own voices both in their written work and in the daily discussions cen tral to every English class in the School. In grade twelve, qualified students have an opportunity to pursue AP courses in English Literature and/ or Writing. All upper school English courses are offered on honors and standard levels.

ENGLISH 8 In this course, students continue their study of language and literature, and they engage in more comprehensive writing. Students contin ue the reading and study of novels, short stories, and plays, and they develop a familiarity with language that is essential to the appreciation of serious thought. As they progress from the writ ing of paragraphs to well-structured compositions,

The selection of required canonical and non traditional literature and the expectation of independent reading contribute to the develop ment of sound comprehension skills and analyti cal ability. The quality and range of discussion possible in small classes generates increased depth of thought as it places a premium on the ability to present ideas with clarity and focus.

ENGLISH 7 In this course, students undergo their initial preparation for advancement through the English program. The emphasis is upon writing skills and basic grammar, as well as an expanded view of liter ature. Additionally, students read a variety of short stories, plays, poems, and novels. Students learn to express in writing their responses to the works they read. Texts include Peck, A Day No Pigs Would Die ; Hackett, The Diary of Anne Frank ; McDougal, Littel Literature , Green Level; Shakespeare, Romeo and Juliet ; and Vocabulary Workshop, Level C.

Christopher F. Lynch Chair, English Department Appointed to faculty in 1997 B.A., College of the Holy Cross M.A., Middlebury College M.Ed., Boston College

FRESHMAN WRITING

This required course, taken in addition to English 9, provides an academic forum in which students develop their abilities to express themselves intel ligently, accurately, and creatively. The writing process—prewriting, drafting, revising, and edit ing—becomes a natural and effective method for students as their writing confidence and skills grow. The class engages students in reading pub lished expository prose, fiction, poetry, and peer writing as models of and inspiration for their exemplary compositions. In conjunction with the formal modes of analytical writing, journal writ ing fosters the open expression of ideas and voice. In addition, students build their peer-revision and self-revision skills through discussions, teacherstudent conferences, and exercises in the classroom. To help students edit with purpose and certainty,

“It is a great privilege to be a part of these students’ lives—to read great texts with them, to share in their excitement at discovering some new idea. We read the best books in a class of 10 or 12 motivated students. I can’t think of a better environment in which to learn and to grow.“

35 Works studied include Elements of Literature, Second Course; Hansberry, A Raisin in the Sun ; Hemingway, The Old Man and the Sea ; Lee, To Kill a Mockingbird ; and Shakespeare, Julius Caesar ENGLISH 9

The St. Sebastian’s Visiting Authors Series offers students the opportunity to attend author-led workshops and readings from works that are studied in the context of the curriculum. In recent years we have welcomed a variety of writers including Arthur Brooks, Dennis Lehane, David McCullough, Steve Pemberton, and Travis Roy.

In the grade nine course, students further refine their writing ability, producing expository papers of up to five hundred words in length. The study of various forms of literature continues, with an eye to the development of critical reading and interpretive skills. Works studied include Golding, Lord of the Flies ; Homer, Odyssey (trans. Fagles); Beowulf (trans. Heaney); Shakespeare, Henry IV, Part 1; Hamilton, Mythology ; and Wilson, Fences.

Composition is a writing and reading-intensive course designed to develop stu dents’ personal and analytical writing. Students engage in reading and discussion about effec tive writing, complete peer writing reviews, and examine models of narrative and argumentative writing in preparation for their own essays and papers. Students will also prepare for the AP Language and Composition test by taking prac tice examinations and reviewing the reading skills and literary terms required by this exam. Works studied include On Writing Well , Zinsser; The Bedford Reader ; Short Takes: Brief Encounters with Contemporary Non-Fiction

ENGLISH 12

In this sophomore course, students examine works of British Literature from the Anglo-Saxon period to the 21st century. Class discussion focuses on the development of the English language as well as the major themes of each text. Students will be required to write longer, more complex analyses of the works studied, and perform from memory poems and excerpts of plays. Works studied include Beowulf ; Chaucer, Canterbury Tales ; Shakespeare, Macbeth ; Austen, Pride and Prejudice ; Dickens, A Tale of Two Cities ; Smith, White Teeth.

This course is an intensive full-year study of literature intended to be the equivalent of a col lege-level English course. Students engage in significant amounts of reading, writing, criti cal thinking, and discussion as they confront important works of fiction, non-fiction, poetry, and drama. Students should expect the degree of difficulty, the amount of time required for outside preparation, and the workload to be substantial. All students are prepared for and are required to take the AP Literature and Composition exam in May. Works studied include Salinger, Nine Stories ; Stoppard , Rosencrantz and Guildenstern are Dead ; Dostoevsky, Crime and Punishment ; Tolstoy, Anna Karenina ; and Shakespeare, Hamlet, King Lear; Donne , Selected Poems ; Yeats , Selected Poems.

In the eleventh grade, students undertake the study of American literature from the precolonial to the modern period. Class discussion and written assignments consider American themes including race, freedom, individuality, and the family. Works studied include Narrative of the Life of Frederick Douglass, an American Slave ; O’Connor, A Good Man is Hard to Find and Other Stories ; Faulkner, Go Down Moses ; Fitzgerald, The Great Gatsby ; Twain, Adventures of Huckleberry Finn ; Hemingway, A Farewell to Arms, In Our Time ; Miller, Death of a Salesman ; and Krakauer, Into the Wild .

36 the course emphasizes grammar and mechanics lessons as the foundation of strong, well-orga nized prose. Texts include Grammar for Writing ; Models for Writers ; and Vocabulary from Classical Roots, Book D. ENGLISH 10

The study of literature and composition in the senior year is intended to be intensive. Class dis cussions focus on a critical eye in reading. Students are regularly required to compose analytical essays as well as creative responses to the literature stud ied. Works studied include Shakespeare, Hamlet, Othello ; McCarthy, The Road ; Ellison, Invisible Man ; and Huxley, Brave New World.

ENGLISH 11

AP ENGLISH LANGUAGE AND APCOMPOSITIONLanguageand

AP ENGLISH LITERATURE

This elective course, created for students who desire additional writing instruction, engages stu dents in reading and composing personal essays, argumentative essays, literary critical essays, short stories, plays, and other genres. In the fall, empha sis is placed on preparing and revising the college essay. Throughout the year, students read and cri tique each other’s work during the revision process; this peer feedback complements the instructor’s comments. Texts include Barron’s Essays That Will Get You Into College ; Strunk and White, Elements of Style ; and Zinsser, On Writing Well.

This course is designed for seniors with a serious interest in creative writing. The class demands a high volume of original writing, which is peerreviewed in an open and supportive workshop. All genres – including fiction, non-fiction, poetry, and drama – are explored. In the second semester, stu dents begin work on a defining project – novella, memoir, poetry chapbook, short story collection, or play – which is completed by the end of the year. In May, the students are required to take the AP Language and Composition Exam. Reading is selected with an eye toward investigating the mys teries of craft, process, and point-of-view; these texts may include Anne Lamott, Bird by Bird ; Ernest Hemingway, A Moveable Feast ; and John Gardner, The Art of Fiction.

LATIN I This basic course in the study of Latin and the life of the Romans covers the elements of grammar, the five declensions of nouns, the four conjugations of verbs, pronunciation, derivatives, relative pro nouns, passive verbs, participles, and infinitives. Through the required texts (Ecce Romani I and II), students build reading skills, learn vocabulary, and achieve broader exposure to Roman culture. Students undertake a basic study of mythology and offer presentations on various topics and themes. All students participate in Level I of the National Latin Exam. The course is offered as a two-year sequence to seventh graders and returning eighth graders. New eighth graders and new ninth graders without previous exposure to Latin complete the course in one year.

The Classics Department leads each student to knowledge of and appreciation of Latin and Greek literature, its unbroken influence on humanity and, through close study of the thoughts and deeds of Greece and Rome, the ability to think, speak, and write with increased clarity, cogency and knowledge. While exposure to etymology and word derivation undoubtedly has a positive, practical impact on the students of Latin and Greek, the Department firmly believes that the true and last ing benefit of study in the Classics is the intrinsic value of the literature. As each student gains the power and wisdom of the words of Cicero, Ovid, Catullus, Horace, Virgil, and Homer, he achieves an informed sense of their relevance both to the human story and to his own life story. These life examples provide him with a more informed per spective from which to both view the world and negotiate its challenges.

Students of Classics play an important and enduring role in perpetuating and celebrating the Catholic environment around which the School is centered. The Classics Department seeks to support the growth of our students’ faith and rea son as they read of conversion in St. Augustine and examine scripture in St. Jerome’s Vulgate.

The annual Latin Mass, the recitation of the Pater Noster in Chapel, and the singing of the Rorate Caeli or Attende Domine provide an important link to our Catholic faith and traditions. Students may explore this living connection even more fully by partaking in a week-long trip to Rome, offered every two years.

classics

LATIN II In this course, students undertake a study of advanced grammar, including the subjunctive mood. Through the required texts (Ecce Romani II and III), continued emphasis is placed on the development of reading skills, learning a broad base of vocabulary, and furthering discovery of

At all grade levels, the primary focus of the study of Classics is directed toward reading the great prose and poetry of the period. In this proj ect, each student gains exposure not only to the precise and thoughtful construction of accom plished and lasting writing, but also to the equally long-enduring philosophical contributions made through the literature. The Department works closely with other academic departments to ensure that students make connections between the dis ciplines and apply their training in all the ways their predecessors have. Although students are not required to study Latin and Greek, nearly half of the student body chooses to do so voluntarily.

LATIN EssentiallyIII a course in Latin literature, students carefully engage in reading from a range of clas sical authors. The works of Caesar and Cicero are examined both for their style and their his torical interest. Selections from Catullus, Horace, and Ovid introduce students to the variety and complexity of Latin poetry. The year includes an introduction to Vergil’s Aeneid , laying a solid foundation for continued study.

39 Roman culture. A variety of readings are taken, including selections from Cicero and Caesar. Students continue their study of mythology and offer presentations on more advanced topics and themes. Participation in Level II of the National Latin Exam is a component of the course.

LATIN IV HONORS In this course, students read a range of poetry and prose, covering the period of the Late Republic through the Augustan era and into the early Empire. Recent authors studied have included Lucretius, Catullus, Vergil, Horace, Ovid, and St. Augustine. Cultural and historical themes surrounding selected texts, as well as their place within the Western canon, are considered. Students work to solidify their grasp of advanced grammar, thereby learning to read Latin texts with greater confidence and appreciation.

AP LATIN IV Designed to prepare students for the AP Latin exam, students in this intensive, college-level course translate selections from Vergil’s Aeneid and Caesar’s Gallic War. Appreciation of the liter ary, historical, and stylistic aspects of both Vergil’s and Caesar’s works leads to a comprehensive Taylor Holmes ’27 and Liam Cunjak ’25 earned perfect scores on the 2022 National Latin Exam. “The adage Non scholae, sed vitae - not for school, but for life - is at the center of the study of Classics at St. Sebastian’s. Striving beyond information and the mere words of the Greeks and Romans, we seek together the knowledge and meaning of their great literature.”

Sean P. Albertson Chair, Classics Department Appointed to faculty in 1988 B.A., College of the Holy Cross M.Ed., Harvard University

40 understanding of classical literature. All students are prepared for and required to take the AP Latin exam in May.

LATIN V: ADVANCED SEMINAR

This senior elective course introduces students to the elements of Greek, the language of ancient Athens. The course covers lessons of Athenaze: Introduction to Greek , supplemented by readings and other useful work in etymology and vocabu lary building. Students are provided with many opportunities to present material on ancient Greek history, literature, and culture, with special emphasis placed on contemporary society’s common debt to Greek civilization.

This independent research course is designed for motivated and well-prepared students. In depth, guided research is conducted on topics of the student’s choosing, often involving a particular author, genre, or time period. A multi-disciplinary approach is encouraged (e.g., images of Ancient Rome in contemporary film) with the student’s work, typically culminating in a paper or a cre ative project. Past topics have included Roman engineering and architecture, images of tyrants in Seneca, and women in Ovid’s Metamorphoses

Students in this intensive, college-level course read selections from a range of Latin poets and prose authors, paying special attention to the historical, literary, and cultural contexts. Emphasis is given to the translation, interpretation, and analysis of Latin texts as well as their enduring relevance to contemporary culture. In addition to study ing select works of Cicero, Horace, Catullus, and Virgil, students also explore the traditions, met rics, and poetical issues of Hellenistic poetry for an informed understanding of Latin literature.

LATIN VI: SPECIAL TOPICS

ANCIENT GREEK

Knowledge of diverse customs, traditions, histo ries, and artistic achievements fosters increased respect for people of other backgrounds. This enriched perspective is a true advantage in today’s global, interdependent society. Pedagogically, the Department employs varied multimedia techniques across the curriculum to make the learning process interactive and reward ing. SMART technology, which facilitates the incorporation of multimedia sources, such as Voicethread, CDs, films, MP3s, Powerpoint, etc., into the core curriculum, serves to further the goal of maximizing the use of Spanish within each class. Small classes and dedicated teachers ensure individual attention and daily use of Spanish by each student in the program. Field trips, both local and abroad, as well as School-sponsored cultural presentations and guest speakers, support the goal of making the learning process experiential and participatory. The Department works to integrate Spanish language and appreciation for world cul tures into the general life of the School community. While the School requires that students pur sue at least three years of study in one language, most Spanish students voluntarily pursue upper level electives. Honors and standard level courses are available at all levels of study. AP courses are offered at the upper levels of the curriculum.

SPANISH I This course introduces vocabulary and grammati cal structures related to everyday topics. Sound listening and speaking skills, including correct pronunciation, are achieved by the students’ imi tation of teacher modeling. Pair-work and small group activities are employed to maximize use of the language. Role-playing and creation of original dialogues also contribute to the accomplishment of the goal. This course is offered as a two-year sequence to seventh graders and returning eighth graders. New eighth graders and new ninth graders without previous exposure to Spanish complete the course in InSPANISHone-year.IIthiscourse,students refine the listening, speak ing, reading, and writing skills acquired in Spanish I through the continued study of every-day topics accompanied by related grammatical structures. Both spoken and written expression improve as stu dents continue to develop linguistically, learning and using new and practical vocabulary; reading material becomes more complex. The presentation of cultural aspects of the Spanish-speaking world is an integral part of the curriculum.

41 spanish The Spanish Department enables students to communicate in the Spanish language with ease and accuracy, to grow in understanding and appreciation of Spanish-speaking societies, and to engage successfully in a world of ever increasing diversity and multiculturalism. Exposure to Spanish language and culture is both enlightening and practical, enhancing and enriching the lives of all students who meaningfully engage the language. As they learn the skills necessary to communicate in Spanish—reading, writing, listening, and speaking—students gain a valuable foundation for success in their future academic, professional, travel, and leisure pur suits. As they become informed about the world’s Spanish-speaking cultures, their awareness and acceptance of diversity increases and expands, empowering them to communicate effectively with the many Spanish-speaking peoples of the world.

During March break, Spanish Department faculty often lead cultural immersion trips to Spain and countries in Central and South America.

ConductedSPANISHexpression.VIexclusively in Spanish, this advancedlevel course focuses on sophisticated written and oral expression. By analyzing Peninsular and Latin American literature and film, students engage in comparative studies examining similarities and differences in cultural values. Small class sizes and seminar-style conversation further enhance communicative and analytical skills at the highest proficiency levels.

“With the gift of small, discussion-driven classes, our students are enthusiastic about practicing their language skills. Many have told me that as they transition to their next class of the day, they continue to think and speak in Spanish without realizing it. For a foreign language teacher, it does not get any better than that.”

SPANISH V

Mrs. Shayna Goldstein Chair, Spanish Department Appointed to faculty in 2013 B.A., University of Vermont M.A., Middlebury College

This course centers on Spanish and Hispanic liter ature as well as discussion of contemporary issues. Reading selections serve as the basis for the class room discussions and the written assignments, providing deeper insight into traditions, culture, history and art. Advanced grammar study con tinues while students hone their written and oral

ThisSPANISHfrequent.IVcourse

SPANISH CommunicativeIII

competence grows as students learn vocabulary pertaining to the post office, the bank, hospitals, cars, hotels, animals, foods, and giving directions. Many new grammatical struc tures are introduced, including advanced verb tenses. Oral proficiency is enhanced through pairwork and small group activities. Compositions and other writing activities become more demanding and builds upon previously acquired material, adding new and useful vocabulary and grammatical structures. Authentic literary works, both fiction and nonfiction, are analyzed in detail. Readings about contemporary issues such as nature, ecology, immigration, poetry, the fine arts, and the media, serve as a point of departure for classroom discussion and written assignments.

This course, to be elected after Spanish II, covers more material and utilizes more of the target lan guage than other level III classes. Students begin their preparation for the Advanced Placement Spanish Language and Culture Examination and continue their studies during the next year in AP Spanish, Part II. Further proficiency in speaking, listening, reading, and writing is achieved through thematic study areas (student life, holidays, profes sions, travel, etc.) accompanied by the introduction of advanced grammatical notions.

AP SPANISH LANGUAGE AND CULTURE, PART II

AP SPANISH LITERATURE AND CULTURE

Conducted entirely in Spanish, this seminar is designed for the gifted student who has successful ly completed the Advanced Placement Program in Spanish. Class discussions and written work focus on more sophisticated texts and prepare students for accelerated placement and achievement at the college level.

This advanced level seminar, a continuation of AP Spanish, Part I, enables students to further develop speaking, listening, reading, and writing skills in preparation for the Advanced Placement Spanish Language and Culture Examination in May. Original Spanish works of literature and readings based on contemporary issues serve as a point of departure for conversational and writing activities.

Conducted entirely in Spanish, this elective course covers the major movements in Spanish and Hispanic literature and Culture, from medieval through contemporary times. Through class dis cussion and written essays, students develop their skills in literary analysis. While learning the his torical, social and artistic contexts of each work, all students prepare for and take the AP Spanish Literature and Culture exam in May.

AP SPANISH LANGUAGE AND CULTURE, PART I

SPANISH: ADVANCED SEMINAR

Cognizant of its role in “citizen-building,” the Department provides students with the intel lectual and moral foundation for constructive participation in the democratic institutions that affect both their own lives and the lives of those around them. As they actively engage the past and apply a critical and reflective eye to those events that have shaped contemporary society, students achieve a better understanding of their own lives and become prepared for future challenges.

ANCIENT AND MEDIEVAL HISTORY

Required of all eighth grade students, this course surveys the ideas and events that preceded and contributed to the formation of the “modern era.” In their study, students investigate time periods from the advent of the River Valley civilizations to the waning of the European Middle Ages. Though particular emphasis is directed toward the lives of the ancient Greeks and Romans, as well as the rise of Christian Europe, the course is designed to make students aware of the parallel achievements of non-European civilizations of each era, espe cially those in China, India, and the Islamic world.

MODERN EUROPEAN HISTORY

This tenth grade course focuses on developments in Europe from the sixteenth century to the present.

Upper School courses are taught on AP, honors, and standard

RequiredGEOGRAPHYlevels.ofallseventh grade students, this course helps to develop basic skills in geography, includ ing map reading, map making, interpretation of geographic charts and diagrams, acquisition of some technical vocabulary, and collection and analysis of factual information with an eye toward problem-solving. Students study the interrelation ship of geographic, economic, and political factors in today’s world, accumulating a store of infor mation, which will lay the foundation for future readings in history, politics, and economics.

Independent student work consists of reading assignments, topical projects, brief analytical papers, and research papers. Essential skills of critical and creative thinking and expository essay writing receive particular emphasis in the upper grades. The Department employs various forms of audiovisual media to complement the curriculum.

44 history

The History Department helps students develop an analytical understanding of the cultures, societies, institutions, leaders, and events that have shaped the broad social evolution of the world and, more specifically, of the United States, preparing them to undertake active and responsible roles in society. Offering a program of required courses that exposes all students to the study of geography, ancient and medieval history, modern European history, and American history, the Department instills in students both an awareness of and a curi osity about the ever-changing nature of the world in which they live. Through their study of history, students cultivate an informed appreciation for their own culture and national identity, and they develop a new perspective on cultures and tradi tions that are fundamentally different from their own.

A history or social studies course is required in grades seven, eight, ten, and eleven. Many students pursue electives in their senior year.

The teaching methodology in all courses includes frequent opportunities for discussion, as well as regular oral presentations by students.

Every year St. Sebastian’s delegates join students from around the country for Harvard University’s Model Congress and many are recognized with awards for their distinguished participation.

This course focuses intensively on the 20th centu ry, considering the works of important American historians as well as textbook readings. Students become proficient in responding to questions based on primary source documents, and they learn to devise free response essays that are both effective and efficient. While the course involves some lec ture, seminar-style discussion is emphasized and preferred. All students are prepared for and are required to take the AP U.S. History exam in May.

“Knowing where we have been is an absolute requirement in order to understand where we want to go. The study of history at St. Sebastian’s provides students with an opportunity to appreciate the challenges past generations have faced. It is a story of courage, perseverance and hope.”

Denis J. Cleary Chair, History Department Appointed to faculty in 2006 B.A., College of the Holy Cross M.A.T., Harvard University

UNITED STATES HISTORY

The course seeks to present historical facts as accu rately as possible while still exposing students to a variety of viewpoints and conflicting interpreta tions of the eras studied. Special attention is given to the French Revolution, the rise of nationalism, the First and Second World Wars, and the Western World since 1945. Students do frequent writing, including research papers. Oral presentations are another regular feature of the course. Some stu dents in the honors sections are invited to take the AP Modern European History exam in May.

This eleventh grade course surveys the politi cal, economic, social, and cultural evolution of American society. Its focus spans the colonial period to the present. Emphasis is placed upon the exploration of concepts vital to the understand ing of the American tradition. The main text is supplemented by outside readings where appro priate. A research paper of eight to ten pages is required in the second semester.

AP UNITED STATES HISTORY

This course features a study of American gov ernment at the national, state, and local levels. It examines the three branches of the United States government and outlines their responsibilities. The Constitution is studied, with special attention given to the Supreme Court decisions that have shaped our nation into a strong federal system. Other topics examined include citizenship, civil rights, and the politics of American democracy. An oral presentation on a designated Supreme Court case serves as a culmination of the course for each student. All students are prepared for and are required to take the AP U.S. Government exam in May.

This course examines in depth the most contro versial decisions the U.S. faced during the 20th and 21st centuries. Questions studied will include the following: Should we have joined the Allied efforts in World War I and II? Did JFK handle the Cuban Missile Crisis properly? What should have been U.S. policy in Vietnam and, more recently, in the Middle East? What is the proper role of the U.S. in world affairs—policeman; last, best hope of humanity; or Fortress America and isolation? Public speaking skills are emphasized as students research, prepare, and defend positions on all these issues.

AP UNITED STATES GOVERNMENT

ADVANCED TOPICS IN UNITED STATES HISTORY HONORS

ALGEBRA I This course provides students with an under standing of all the algebraic concepts necessary to continue study in mathematics. Topics covered include variables, open sentences, and equations of several types. The four fundamental operations applied to polynomials and real numbers are also taught. Students are introduced to basic graphing, quadratic equations, and functions.

ThisPRE-ALGEBRAcourseisdesigned to review and expand upon knowledge gained by students in their preceding mathematics courses. Students are introduced to basic concepts of algebra including variables, variable expressions, and solving equations while maintaining skills and facility with positive and negative integers, decimals, fractions, and per cent. Emphasis is also placed on utilizing algebraic methods to solve real world problems.

ThisGEOMETRYcoursetreats both two-dimensional and three-dimensional geometry. Proofs of geometric propositions are required, although an intuitive approach is encouraged at specific times. The course includes study of the characteristics of polygons and circles, as well as areas and volumes of ALGEBRAsolids. II This course is a continuation of the concepts learned in first year Algebra. New factoring meth ods are introduced as students work with more difficult rational expresions and learn to solve high er order equations and inequalities. Topics include complex numbers, solving systems of equations, logarithmic, and exponential functions, sequenc es, series, conics and analytic geometry with an emphasis on the relationship between an equa tion and its graph. Problem solving is emphasized throughout the course and the TI84 calculator is used extensively.

47 mathematics

The Mathematics Department imparts practical and necessary skills as it evokes an increased capacity for logical and intuitive thought. It further strives to build a foundation for success in the future study of mathematics, exposure to other disciplines, and the challenges and opportunities of life. The Mathematics Department offers a tradi tional college preparatory program that adapts to the developmental needs of each student. Skills are taught through a traditional sequence of courses that exposes students to the fundamental concepts, operations, and functions of mathematics. Whether formally structured inside the classroom or within the Math Lab (a daily tutorial workshop where students at all levels receive extra help), faculty work to build a student’s confidence along with proficiency in problem solving in a challenging and nurturing environment. As students experi ence success in learning mathematics, they grow in appreciation of its usefulness. Upon graduation, a St. Sebastian’s student will be a mathematically literate and critical thinker, well prepared to suc ceed both in a rigorous college setting and in our increasingly technological world. All students elect at least one mathematics course each year. Beginning with Algebra I, courses are offered on both honors and standard levels. Course offerings in mathematics include AP Statistics and AP Calculus at both the AB and BC levels, as well as AP Computer Science A. All students who study at the advanced placement level must take the AP exam in May. The results on these exams in recent years have been impressive, with the vast majority of students earning 4’s and 5’s.

TRIGONOMETRY AND STATISTICS

This elective includes a semester of trigonometry and a semester of statistics. Approached from a practical viewpoint, the trigonometry portion of the course exposes students to triangle trigonom etry, radian measure, circular trigonometry and reference angles, graphs of trigonometric functions, inverse functions, identities, equations, vectors and polar coordinates. In the statistics portion of the course students study descriptive statistics, prob ability, the normal distribution, estimation, linear regression and hypothesis testing. The use of the TI84 calculator is extensive.

If they complete AP Calculus BC during their junior years, seniors may take an Advanced Seminar that tackles linear algebra and multivariable calculus typically studied by college sophomores. Recent students who have done so include Patrick MacDonald ’20 (Harvard College ’24), Alessandro Barbiellini ’21 (Harvard College ’25), Daniel Ko ’21 (Northeastern University ’25), Samuel Randall ’21 (Northeastern University ’25), and Charles DeMatteo ’22 (Harvard College ’26).

InCALCULUSthiscourse, students explore differential and integral calculus topics from geometric, algebra ic, and numerical approaches whenever possible. Formal definitions and principles evolve from investigating practical problems. Topics from precalculus are reviewed as necessary in preparation for study of related concepts in calculus.

AP ThisSTATISTICScourseisan upper-level elective that intro duces students to the concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad con ceptual themes: exploring data, planning a study, anticipating patterns and statistical inference. All “The opportunity to work one-on-one with a student in the Math Lab or after school and help him master a concept continues to make teaching exciting after twenty-five years in the Jamesclassroom.”W.Rest Chair, Mathematics Department Appointed to faculty in 1989 B.A., Hamilton College M.Ed., Boston College

ThisPRECALCULUScoursebuilds upon topics covered in Algebra II, with an emphasis on polynomial, exponen tial, and logarithmic functions, before launching into an in depth study of analytic trigonometry, sequences, and series. An introduction to matri ces, determinants, limits, and vectors in the honors class adds to students’ preparation for the study of calculus. Students regularly use the TI84 cal culator while developing skills to solve real world problems throughout this course.

MULTI-VARIABLE CALCULUS: ADVANCED SEMINAR

This course is designed for the gifted student who has successfully completed Advanced Placement Calculus at the BC level. Topics include single variable calculus topics not covered in the BC course, differential equations, linear algebra, and multi-variable calculus.

49 students are prepared for and are required to take the AP Statistics exam in May.

In this equivalent of a first-semester college course, students attain a real world understanding of cod ing by writing and analyzing it in a collaborative setting, using the Java programming language. This course emphasizes object-oriented program ming methodology with an intense focus on problem solving and algorithm development. The class also includes the study of data structures and abstraction. All students are prepared for and are required to take the AP Computer Science A exam in

Following closely the Advanced Placement curric ulum, the AB course exposes students to topics and applications related to differential and integral cal culus. Technology is used throughout the course to reinforce and broaden understanding. All students conclude the course well prepared, and required, to take the AP exam in May.

AP CALCULUS BC

AP COMPUTER SCIENCE PRINCIPLES

This intensive, college-level course requires of the student an especially strong mathematics preparation through the treatment of elementary functions. The course covers all topics covered in the Calculus AB course, as well as several addi tional topics. Topics common to both syllabi are treated in the same depth. All students are pre pared for and are required to take the AP Calculus BC exam in May.

AP CALCULUS AB

Offering a multidisciplinary approach to teach ing the underlying principles of computation, the course introduces the creative aspects of program ming, abstractions, algorithms, large data sets, cybersecurity and computing impacts. The course addresses real-world problems and builds relevant solutions using Python language. All students are prepared for and are required to take the AP Computer Principles exam in May.

AP COMPUTER SCIENCE A

TheDISCRETEMay.MATHEMATICSfirstsemesterofthiscourse focuses on statis tical analysis of real word situations, probability (including combinations and permutations), and decision algorithms relating to loans, investments and savings options. In the second semester, stu dents analyze exponential and logarithmic graphs, solve systems of equations (both graphically and algebraically) and learn the applications of matrices and logarithms. The course concludes with a study of Sequences, Series and Derivatives.

50 science The Science Department ensures that each student achieves scientific and technological literacy for real world application, and that, through his knowledge of S.T.E.M., each student is awakened, challenged and, ultimately, awarded by better understanding, appreciating, and respecting himself, others, and the universe. In the science curriculum, each student becomes familiar with a basic set of fundamental facts, a body of knowledge to be used as a resource in solving or analyzing life problems. Beyond these specific facts are the values and attitudes that guide the application of acquired skills. As such, in depth discussions of moral and ethical issues related to science receive serious attention through out the curriculum. Students come to appreciate more fully both the positive and negative poten tial of science in an increasingly complex and technical world. Even in a rigorous learning environment, care and support play a fundamental role. The science classroom is therefore a dynamic place where participation and academic risk-taking are encour aged, where confidence is built and maintained, and where the learning experience is shared. Teachers provide a positive example of excite ment and openness to science as students develop their ability to analyze complex situations logically andAllrationally.Middle School students participate in a hands-on, two-year integrated general science course, which introduces astronomy and marine science in addition to laboratory topics in biology, chemistry, and physics. The science sequence in the Upper School begins in the ninth grade with Biology for most students and progresses through additional laboratory courses in Chemistry and Physics. Honors and standard level courses are available in the Upper School. A second year of study at the AP level is available in each discipline for students who exhibit appropriate motivation and aptitude. Though students are required to take Biology and one other laboratory science prior to graduation, most students pursue at least three years of laboratory science in the Upper School.

GENERAL SCIENCE General Science is a two-year course for students in grades 7 and 8 in which they learn about the world around them in lab-based units including The Nature of Science, Astronomy, Computer Science and Coding, Heat, Marine Biology, Physics, and Chemistry. Process is emphasized, as students are encouraged to use the scientific method, employ proper laboratory and study techniques, and think clearly and logically. Systematic develop ment of scientific knowledge occurs through class work, labs, demonstrations, projects, fieldwork, and related readings. Understanding is enhanced using Internet resources, and all students learn how to use Vernier Sensors, Excel, and PowerPoint programs. In all units environmental concerns are addressed and good stewardship of the earth is MostBIOLOGYencouraged.Ifreshmen

at St. Sebastian’s take an introduc tory course in Biology at either the college prep or honors level. This laboratory based course examines life through the study of chemistry, cells, energet ics, cellular reproduction, genetics, biotechnology, evolution, ecology, as well as anatomy and physi ology. The students are engaged in lectures, class discussion, projects, and labs, including computerbased labs and a DNA fingerprinting lab using gel electrophoresis.

AP ThisBIOLOGYcoursefocuses on developing understanding of essential concepts through inquiry-based learn ing and honing advanced inquiry and reasoning skills—such as designing plans for collecting data, analyzing data, applying mathematics, and con necting topics across content areas. The four content areas covered are Evolution, Cellular Processes (Energy and Communication), Genetics and Information Transfer, and Interactions. Previous or concurrent study of chemistry is required. A strong mathematics foundation is recommended. Students are required to take the AP Biology exam in May. This course is equivalent to a two-semes ter college introductory biology course.

CHEMISTRY I This is a survey course that covers the basic prin ciples of chemistry. Major topics include atomic theory and atomic structure, chemical reactions, stoichiometry, ionic and covalent bonding, states of matter, elements, classification of matter, peri odicity, chemical structure, electrolytes, acids and bases, gases, pH, and entropy and enthalpy. This class is complemented by a full battery of lab activ ities that allow the student to acquire and apply knowledge in a hands-on environment. Special attention is paid to laboratory safety and the devel opment of proper technique.

AP CHEMISTRY The advanced placement chemistry course is equiv alent to a college introductory chemistry course. The course differs from first year chemistry in its emphasis on chemical calculations and mathemati cal formulations and concepts. Topics covered include atomic structure, oxidation/ reduction reactions, solution chemistry, thermo-chemistry, chemical kinetics, equilibrium, acids and bases, electrochemistry, and an introduction to organic “Experience leads to understanding, which leads to confidence. In our science classrooms, students are encouraged to take chances with their thinking and make mistakes along the way. The academic and personal growth gained from this process is far more valuable than any answer we could give them to their own Davidquestions.”J.Wilbur Chair, Science Department Appointed to faculty in 1994 B.S., Worcester Polytechnic Institute M.A., University of Virginia

A Life Sciences Club, Engineering Club, Robotics Team, and two STEAM-focused Innovation Labs provide students opportunities outside of the classroom for enhanced, handson science experiences. The state-of-the-art Innovation Labs include CAD software and graphic design technologies, filament and resin 3d printers, laser cutters, a band saw, a drill

ANATOMY AND PHYSIOLOGY HONORS

This is an elective, honors-level lab course designed for seniors who have successfully completed coursework in biology, chemistry and physics. The course examines both gross and microscopic anatomy of the human systems and the func tion of these systems. It also covers biomechanics and biochemistry, particularly of the skeletal, muscular, and cardiovascular systems. Disease and nutrition are addressed, as are their effects on homeostasis and health. This lab-based course includes traditional labs in biology and chemistry as well as computer-based labs, particularly in the realm of biomechanics.

52 chemistry. Appropriate laboratory investigation accompanies class activity. First year chemistry is a prerequisite and all participants are required to take the AP Chemistry exam in May.

Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. The sequence is more intensive and analytic than that in the 2 course.

AP PHYSICS 2

This course ordinarily forms the first part of the college sequence that serves as the foundation for students majoring in the physical sciences or engineering. The sequence is parallel to or preced ed by mathematics courses that include calculus.

Strong emphasis is placed on solving a variety of challenging problems, many requiring calculus. The subject matter of the C course is principally mechanics and electricity and magnetism, with approximately equal emphasis on these two areas.

AP PHYSICS C

This introductory physics course emphasizes the application of fundamental principles to explain and understand everyday occurrences. The syllabus covers a traditional sequence of topics, including Newtonian mechanics, electricity, and magnetism. Extensive laboratory work, numerous demonstra tions, and outside projects are integral components of the course. This course can be taken at the col lege prep level or the honors level. At the college prep level, a working knowledge of algebra is expected. At the honors level, advanced problem solving is an integral part of the course, and stu dents should concurrently be enrolled in Algebra II or higher.

PHYSICS I

This is a second year laboratory course in which more advanced topics are introduced, including fluids, optics, thermodynamics, and nuclear and quantum physics. Emphasis is on the development of conceptual understanding and problem-solving ability using algebra and trigonometry, but rare ly calculus. This course is relevant for students considering further study of the fundamental sci ences at the college level, as well as those students considering future work in the life sciences, pre medicine, and some applied sciences. All students are prepared for and are required to take the AP Physics 2 exam in May.

All students are prepared for and are required to take the AP Physics C exam in May.

TO FINE ARTS, 7 & 8 Focusing on different disciplines in each of the four quarters, this required course in grades seven and eight develops enthusiasm and appreciation for the arts in a variety of forms; introduces students to the fundamental elements in the study of Studio Art and Ceramics, Art History, Music, and Drama; and develops each student’s creative interests and INTRODUCTIONcapabilities.

The Fine Arts Department inspires appreciation of and participation in the fine and performing arts, encouraging each student to celebrate his individuality, develop his creativity, and enhance his positive perception of both himself and the larger world. Initial engagement in the arts is experiential, enabling each student to discover for himself how artists create. Further study introduces significant work in drama, music, and studio art, improv ing each student’s ability to perceive and evaluate art critically. The student’s experience of art as both creator and critic contributes to an enriched perspective from which he will benefit throughout hisInlife.the required two-year Middle School course, students are exposed to four main fine arts disci plines. The Upper School program builds on each student’s broad previous exposure to the arts, delv ing deeper into the areas of art history, studio art, and music. By the time of his graduation, each stu dent who joins the School in the seventh grade can expect to have completed at least three full years of study in the fine arts. Opportunities for AP study are available in studio art, art history and music. Perhaps more than any other department, the Fine Arts Department is inextricably linked to the extracurricular life of the School. The Drama Club, with the participation of girls from neigh boring schools, stages two major productions each year: a full-length play in the fall and an evening of one-act plays in the winter. Canonical, con temporary, and musical plays have all been staged with great enthusiasm. For our annual Spring Revue, students write and direct their own short plays and skits. Students with musical interests are encouraged to supplement their coursework by participating in vocal and/or instrumental groups, which perform regularly during the year, and an album of student instrumental and vocal music is produced each year. A student-centered liturgical music group plays an essential role in the celebra tion of monthly Masses. The work of student artists is frequently put on display for the benefit of the School community and in recognition of the artists themselves. The Fine Arts Department frequently arranges for visits by guest artists in visual art and INTRODUCTIONmusic.

53 fine arts

TO FINE ARTS, 9-12 Meeting five times a week, this course includes one semester of Music and one semester of Studio Art, and it fulfills a student’s Fine Arts requirement for graduation. Music covers the history of pre20th century music, the innovations of atonality, the invention of jazz, and the evolution of popular music. The semester concludes with a workshop in which students compose short pieces and learn the basics of notation. In our Composition Lab, students use the latest software and keyboards to assist them in writing their own music. Studio Art offers an introduction to drawing and painting by exploring the study of line, form, value studies, perspective, composition, and color theory. Trips to area art museums and classroom visits by local artists enrich the students’ experience.

Offered to students who have completed their requirement, this five day a week course in Drawing and Painting or Ceramics helps self-motivated and accomplished artists to find a personal approach for their art. This course is ideal for aspiring artists in developing a college portfolio. Students are able to work in various drawing mediums, watercolor painting, acrylic painting, ink, block print, ceram ics, and three-dimensional sculpture. Periodic guest artist demonstrations, slide presentations, and occasional trips to art museums augment the work in the studio.

“St. Sebastian’s has always been committed to the idea that a strong fine arts program is an indispensable element of a well-rounded education. Recently, we have expanded the curriculum to include classes like ceramics, guitar, and photography. It’s exciting to see students develop and pursue their creative passions.”

STUDIO ART II

AP STUDIO ART This elective, college-level art course is designed for the talented and highly motivated art student who wants to explore and develop his own personal style. Prerequisite is completion of the Fine Arts requirement plus evaluation and acceptance by the area of concentration. The portfolio submitted for evaluation to the College Board in May consists of four original works and 36 works in slide form. This class meets five times a week with additional studio time and weekend assignments required. The following courses are all offered: AP Drawing and Painting; AP 3-Dimensional Sculpture; AP 2-Dimensional Design/Photography.

Mark H. Rogers Chair, Fine Arts Department Appointed to faculty in 1996 B.A., M.Ed., Boston University

AP ART HISTORY This elective course is offered to Juniors and Seniors in preparation for the College Board Examination in May. Various political, social, gender issues, economic and religious conditions affecting the relationships of artists to their cul ture are explored. Students study and review the Paleolithic Age through the present to understand better the consciousness and creativity of culture

Through the Memory Project, St. Sebastian’s artists create portraits for youth around the world who are neglected, orphaned or disadvantaged. To date, students have sent nearly 300 portraits to children in Paraguay, Thailand, Cambodia, Rwanda, Ghana, and India.

Because technology is an important tool when composing music, this elective class features an in-depth study of music composition and enables students to create original pieces in a variety of styles with computer assistance in writing and organizing the music on the page, playing the music back, and printing the finished project. Students have the opportunity to learn about vari ous styles of music composition as well as become familiar with MIDI and composition software.

FINE ARTS FOUNDATIONS

AP MUSIC THEORY

Available to all ninth to twelfth grades students during free periods or after school, individualized offerings give students a foundation in their chosen discipline. These courses inspire a further appre ciation for the Arts and nurture each student’s creative interests. The following courses allow a student to fulfill his Fine Arts requirement or to deepen his study of the arts if he is not pursuing Advanced Placement courses in the arts: art history deepens a student’s understanding of art from the Paleolithic Age to the present by surveying paintings, drawings, archeology, archi tecture, sculpture, philosophical movements and photography. ceramics includes an introduction to clay form ing and surface decorating techniques; emphasizes handbuilding with slabs and coils, pinch and mod eling methods, underglazing, scraffito, and mishima; and instructs students on the use of the potter’s wheel. dark room and digital photography focuses on basic black and white photographic pro cedures from film exposure in a manual camera, to the development of negatives, and finally, to the finishing of a photographic print. Digital photog raphy includes instruction on camera technology and manipulation of digital images on a computer. drawing and painting helps an artist to explore his approach to his art by analyzing other artists and by working in various drawing medi ums, watercolor painting, acrylic painting, ink, and block print. film empowers students in all areas of filmmak ing from planning and shooting footage, to editing material in the School’s state of the art studio. Through peer workshops and the study of other films, the course also fosters an understanding of and appreciation for the medium of film. guitar focuses on practice exercises, technique drills, scales and chords, while learning improvi sation, soloing, accompaniment, and transcribing music by ear to instrument.

ASSISTED COMPOSITION

This elective course is designed for students with musical backgrounds who are interested in tak ing a detailed look at the fundamental elements of music theory. Discussions of scales, modes, chords, composition, and sight-singing—the material of this class will be equivalent to that found in a college freshman music course. Students will pre pare for the Advanced Placement exam in May. Most importantly, this course enables the diligent student to hear and enjoy music in a completely different

COMPUTERway.

55 and the critical impact of Art. The class empha sizes critical writing and analysis to prepare for the essay portion of the exam. Students present often, investigating art beyond the European tradition. The class makes frequent trips to local museums and listens to art related lectures.

56 religion

TO CATHOLICISM

This eighth grade course begins with the study of Catholic Church history, providing a thematic overview of the growth of Christianity, and con cludes with an examination of contemporary Catholicism in North America. In addition, stu dents undertake an examination of people who throughout the Church’s history have struggled to understand Christ’s teachings and to live them without compromise. The lives of such great Christian heroes as Father Damien DeVeuster, St. Francis of Assisi, Maximilian Kolbe, and Mother Teresa of Calcutta receive in-depth consideration.

To further help students nurture and deepen their relationship with God, the Department sponsors frequent retreats and days of reflection. As stu dents grow in understanding and respect for their own religious culture, they are encouraged to con tinue the significant spiritual journeys they have already INTRODUCTIONbegun.

This seventh grade course provides an overview of the major topics undertaken during the students’ six years of religious studies at the School. Students are provided with introductory information on Catholic doctrine, and they explore in a general way some scripture, morality, and sacramental theology. In concert with their other courses, stu dents develop research and paper-writing skills, do independent projects, and make frequent oral CHURCHpresentations.HISTORY AND HEROES

The philosophy of the Religion Department is rooted deeply in the Judeo-Christian tradition, which sees all persons as valued and sacred, as made in the Image of God. The Department’s mission is, indeed, the School’s mission: to help young men grow in wisdom and grace, and in their capacities to know, to love, and to serve God and neighbor. True to the teachings of the Catholic Church, and appreciative of the teachings of diverse reli gious traditions, the Department strives to bring all students to God in an inclusive way through a vari ety of courses and programs. In providing a basic knowledge of Catholic theology, faculty promote broad-based religious literacy, including knowl edge and appreciation of other religions. Similar to other academic course offerings, Religion courses foster the continued development of reading and writing skills, and critical and incisive thinking. In its required courses, the Department seeks to evoke in all students the search for Truth, as well as to engage all students in the quest for meaning. In addition to intellectual development, the Department shares the responsibility of moral and ethical development with the larger school commu nity. Love of neighbor, the centerpiece of Christian life, is the fundamental choice which students are called to make. In their daily interactions, all stu dents are encouraged both to live and to promote the Gospel values of faith, hope, justice, hon esty, compassion, integrity, courage, and honor. Community Service plays a vital role within the curriculum, and students are encouraged to pursue service opportunities through School-sponsored programs and in their local communities. Spiritually, the Department aspires to deepen the religious awareness and active faith lives of all students. The Sacraments of Eucharist and Reconciliation are offered on a regular basis, and the Department works to help Catholic students prepare to be confirmed in their local parishes.

This ninth grade course begins with a fundamental review of the tenets of the Catholic faith. Students grow in their understanding of Catholic beliefs, practices, traditions, and prayers. The focal point of the course is a detailed study of the history and theology of the Seven Sacraments, culminat ing with a concentrated study of the Sacrament of Confirmation. This particular theological study prepares the Catholic students in the course for the celebration of Confirmation in their local parish

ThisHOLYchurches.SCRIPTUREtenthgradecourse examines in detail the Old and New Testaments. Initially, the major ideas and developments of the Old Testament are treated.

The Bible is placed in an historical and cultural context, illustrating the historical reality of God’s relationship to humanity. Selected books of the Old Testament are subsequently studied. In the second semester of the course, students examine the New Testament with particular attention to its origin, authorship, and historical setting. A closer look at the Passion and Resurrection of Jesus and the formation of the Church receives special emphasis.MORALITY AND ETHICS

This eleventh grade course begins with an inquiry into Christian moral principles and the process of ethical decision-making. From this Christian theoretical foundation, contemporary moral issues, such as political persecution and economic injus tice, are considered. Personal ethical issues, such “Give what you have been given.” With these words, Chaplain Father John Arens sends young men out to their service placements, where they put their faith in action. “We view the study of Religion as complementary to all other subjects. Our Religion courses promote learning in other disciplines by instilling in students gratitude for our minds and awe of the natural world. Our purpose is to invite students to know more fully the Creator and thereby to live a happy, meaningful life. At the core of our instruction is dedication to the Gospel, wherein we find the perfect model of love in Jesus Christ, the Word made flesh.”

Josef N. Cressotti Chair, Religion Department Appointed to faculty in 2012 B.A., Yale University; M.Phil. University of Glasgow; PhD., University of California, Riverside

SACRAMENTAL LIFE

The twelfth grade course introduces students to some of the major questions of western philoso phy. Students are challenged to think more deeply about concepts fundamental to their theoretical and practical reasoning: the soul, virtue, friend ship, freedom, purpose, and, most of all, human happiness. Reading actual texts of philosophers, students begin the year studying the Greek found ers of philosophy: Socrates, Plato, and Aristotle. They then study the two most important Christian philosophers and Doctors of the Church, Augustine and Aquinas, who develop the natural philosophy of the Greeks in the light of revelation.

58 as the use of drugs and alcohol, social relationships and sexuality, and peer and cultural pressure, are also analyzed in light of Catholic moral teaching.

WESTERN PHILOSOPHY

The course concludes with the study of two mod ern philosophers, Pascal and Locke, who defend ancient truths in a time of scientific innovation and religious skepticism. Students are encouraged to read critically, to discuss with an open mind, and to write with precision and force. The goal of the course is that students see more clearly the rela tionship between Faith and Reason and be able to articulate this relationship to others.

William L. Burke III Headmaster

John C. Eaton Director of Service Program Religion AppointedDepartmenttofaculty in 2003 B.S., Boston College

St. Sebastian’s is committed to service trips that immerse students in settings that work directly with people and help students come to know more of themselves and God through serving others.

Integral to the School’s mission, the Service Program lives the order of the day of loving God, working hard, and taking good care of one another. By engaging directly with the people they serve, students understand the Gospel’s truth that to love God, they must love their neighbors, particularly neighbors who are most in need.

The Service Program is required of all students in seventh through twelve grades throughout the entire calendar year. Students’ work has included tutoring and mentoring inner city youth, coordi nating clothing and food drives, serving at food pantries, helping run programs for senior citizens, and assisting both children and adults with physi cal and mental disabilities.

60 service program

The Service Program concludes with the Senior Service Program. Beginning in mid-April, when non Advanced Placement coursework is complete, each senior is required to commit one hundred and fifty hours of service to a non-profit organization which serves needy members of the community. The work done at the placement site must involve consistent one-on-one contact. Through weekly discussion groups, seniors are required to reflect upon the meaning of their experiences. At the conclusion of their service the entire senior class gathers in the Chapel to share their stories with one another and with the faculty. This morning of oral presentation often ranks among each senior’s finestThehours.philosophy underlying the Service Program is rooted deeply in the Catholic mission of the School. Our students’ faith and God’s love is given a tangible sign when we seek to emulate Christ by serving our neighbors. Students learn that loving their fellow human being is right and just, and that humbly reaching out to others is an appropriate response to Jesus’ teachings.

“It is a great blessing to witness the spiritual growth of our students as they engage in their service experiences. They come to understand that the Gospel value of loving our neighbor is a universal calling, the root of all of our humanity, and the summit of St. Sebastian’s lofty mission.”

Students engage in annual services trips in far off places impacted by natural disaster or protracted poverty, and they engage in weekly service opportunities in our Boston community. Their local outreach includes tutoring at St. Pope John Paul II Catholic Academy, leading art projects at The Cotting School, serving meals at The Paulist Center Food Pantry, and participating in The Miracle League.

’19 INDEPENDENT

“My St. Sebastian’s experience has been crucial to my success at the college level. I was motivated and pushed by my St. Sebastian’s teachers, coaches, and classmates to be my best every day and to constantly improve as a studentathlete. I am thriving in the highly competitive environments in the classroom and on the field at UPenn. The lessons my teacher and coaches instilled during my time at St. Sebastian’s were invaluable to my development as a person and still drive me when I wake up every morning.”

Though participation in athletics is not a stipu lated requirement, virtually all students choose to play at least one sport. As the School seeks to enable each student to pursue various interests and find the best in himself, athletic events, play prac tices, music rehearsals, student council programs, and other activities are, whenever possible, sched uled not to conflict. Club activities appeal to a wide range of tastes, and new organizations develop as student inter ests warrant. Students are expected to remain on campus after classes to pursue this total learn ing experience. As they learn to explore, they are reminded in myriad ways that anything worth doing is worth doing well.

Belmont Hill School Brooks BuckinghamSchoolBrowne & Nichols

sports & clubs

MiltonMiddlesexLawrenceGrotonGovernor’sSchoolAcademySchoolAcademySchoolAcademy

– Peter J. Blake SCHOOL LEAGUE

Through participation in a broad range of athletic and club activities, each student is called on to find and develop his special interests and talents. As he grows in self-confidence and self-reliance—whether on the athletic field, behind the debate podium, or as a member of a musical performance group—he also develops an appreciation for the value of belonging to and participating in something larger than himself.

63 Varsity VarsityFifthFourthThirdJuniorFootballVarsityFootballFootballFootballFootballSoccerJuniorVarsitySoccerThirdSoccerFourthSoccer SPRING SPORTS Varsity VarsityVarsityVarsityVarsityFifthFourthThirdJuniorBaseballVarsityBaseballBaseballBaseballBaseballGolfJuniorVarsityGolfLacrosseJuniorVarsityLacrosseThirdLacrosseFourthLacrosseFifthLacrosseSailingTennisJuniorVarsityTennisFourthandFifthTennisFifth Basketball VarsityJuniorHockeyVarsity Hockey Third VarsityVarsityVarsitySquashFifthFourthHockeyHockeyHockeySwimmingSkiingWrestlingJuniorVarsityWrestlingFourthandFifthWrestling CLUBS AND ACTIVITIES Arrow Club (Community Service) Arrows Together (Faith Discussion) Arrowheads (a capella Group) Art CommunicationsChessClubClub Club The Dart & The Walrus (School DebateNewspapers)Team Drama EngineeringClub Club Finance Academy Harvard Model Congress International Club Jazz Ensemble & Rock Band Life Sciences Club Liturgical Ministries Math Club & Math Team Men with Positive Attitudes (Student Diversity Group) The Quiver (Literary & Artistic Magazine) Robotics Club Schola and Mass Ensemble Spanish Conversation Club St. Sebastian’s Journal (Scholarly Journal) Student S.A.D.D.Council

InformationAPPLYING

FINANCIAL AID

on applying and a detailed application timeline are available on the School website or by calling the Admissions Office. All applicants are required to schedule a personal campus tour and interview, which is conducted by a member of the faculty. Interviews are scheduled during regu lar School hours from October through January. Appointments should be made weeks in advance. Open House and other important dates are includ ed in the School calendar. The application deadline is February 1.

To apply for financial aid consideration, families must complete and submit the Parents’ Financial Statement of the School and Student Service for Financial Aid (SSS) no later than February 1. Full instructions on completing the financial aid application are available upon request in the Admissions Office or at St.www.solutionsbysss.com.Sebastian’sSchooldoes not discriminate on the basis of religion, race, or ethnic origin in the administration of its admissions, financial aid, or educational policies.

admissions & financial aid

Students are encouraged to apply for admission regardless of their family’s ability to meet the full cost of attendance. Over the past five years, 30% of the student body has received financial assistance from the School. The School awards financial aid only to those qualified applicants who exhibit dem onstrated financial need.

St. Sebastian’s seeks to provide each prospective family ample opportunity to develop a genuine understanding of the School and its unique mission. During the fall prior to the year for which the student wishes to enroll, families interested in learning more about the School should contact the Admissions Office for an updated catalog and application.

COST OF ATTENDANCE 2022-2023

The total cost of attendance for the 2022-2023 school year is $56,000. On average, additional book expenses are about $750. The School organizes a used book sale to help defray the cost of books. An enrollment deposit is required of accepted families to reserve a place in the class for the next academic year. This amount is applied to the tuition, the remainder of which can be paid in two installments, on August 1 and December 1. Extended payment plans administered by outside agencies are available to enable families to spread out their payments, usually over a period of eight to ten months.

As a school, St. Sebastian’s makes a strong com mitment to ensuring that no student is denied a place simply due to his family’s financial means.

66 college counseling St. Sebastian’s prepares young men for successful college careers. The art of selecting the right school— from initial research to final choice—is guided by the college counselor and supported by the faculty. Though the college counselor frequently consults, both formally and informally, with students and parents in the first two years of the upper school, preparation for the college search process begins in earnest in the junior year.

A successful college search, application, and ultimately matriculation depends on three things: thoughtful, openminded reflection about a stu dent’s strengths, accomplishments, and aspirations; proactive communication among students, parents, counselors, and colleges; and an organized, timely approach to all college-related activities. The col lege process yields the most positive outcomes when students engage fully, taking the lead on this educational journey, in order to develop the tools they will need for a successful and fulfilling career at a college appropriate to their individual strengths and interests. The college search process begins in earnest in the junior year. Through individual and group meetings, each student and his college counselor embark on a two-way exchange of information; conversations start broad and ultimately narrow over the next 10-12 months to yield a carefully curated application list and finally an enrollment decision.Weprovide personalized counseling; we help students tell their story; and we communicate clearly and promptly with families, welcoming questions at any time and giving them information they need to support their sons with confidence andOurwisdom.College Counseling Office also works, in partnership with the Headmaster, to act as strong advocates for both individual students and the School as a whole. We visit colleges and universities throughout the year to maintain a current under standing of these institutions, and to familiarize colleges with the unique strengths and character of St. Sebastian’s and its students.

Mrs. Ellen B. Hinman Director of College Counseling Appointed to faculty in 2018 B.A., Dartmouth College, M.A., Boston College M.Ed., Columbia University Teachers College

“St. Sebastian’s College Counselors provide the right combination of independence and support to help students choose the best path to a successful and fulfilling career in college and beyond. We empower them to engage in rigorous self-reflection in order to identify their priorities and aspirations for the next phase of their educational journey. ”

67 Boston College 38 College of the Holy Cross 25 Providence College 18 University of Notre Dame 15 Harvard University 12 Villanova University 11 Northeastern University 11 Wake Forest University 8 Duke University 8 Colby College 7 Georgetown University 6 Middlebury College 5 University of Wisconsin (Madison) 5 Boston University 4 Babson College 4 Bucknell University 4 Skidmore College 4 Trinity College 4 University of Michigan 3 United States Military Academy 3 Amherst College 3 University of Massachusetts(Amherst) 3 University of Richmond 3 Northwestern University 3 Fairfield University 3 Worcester Polytechnic Institute 3 Tufts University 3 Colorado College 3 Fordham University 3 Princeton University 3 Indiana University - Bloomington 3 Cornell University 3 COLLEGE MATRICULATION Members of the last five graduating classes have enrolled at the colleges and universities listed below. Clemson University 3 Hobart and William Smith Colleges 2 Tulane University 2 Dartmouth College 2 Dickinson College 2 Lehigh University 2 Bates College 2 George Washington University 2 Connecticut College 2 University of Miami 2 University of Virginia 2 Santa Clara University 2 Syracuse University 2 Southern Methodist University 2 University of Southern California 2 University of Pennsylvania 2 Furman University 1 University of Maryland 1 The College of William and Mary 1 Christendom College 1 James Madison University 1 Washington University 1 University of Denver 1 University of San Diego 1 Colorado School of Mines 1 Union College 1 Bowdoin College 1 University of Chicago 1 Emory University 1 University of California (Los Angeles) 1 Washington and Lee University 1 IE University Segovia 1 Birmingham City University 1 Salem State University 1 Georgia Institute of Technology 1 IE University 1 Oberlin College 1 University of Georgia 1 Columbia College 1 New York University 1 Coastal Carolina University 1 Texas Christian University 1 University of California - Irvine 1 Pitzer College 1 Stonehill College 1 Massachusetts College of Pharmacy and Health Sciences 1 Vanderbilt University 1 Bentley University 1 Saint Anselm College 1 Howard University 1 St. John’s University 1 University of Florida 1 University of Hartford 1 Merrimack College 1 Clarkson University 1 University of Massachusetts (Boston) 1 St. Lawrence University 1 Lake Forest College 1 Hamilton College 1 Ohio Wesleyan University 1 The Ohio State University 1 Occidental College 1 University of Louisville 1 Johns Hopkins University 1 Harvey Mudd College 1 University of Connecticut 1 Brown University 1

68 29AUGUSTSenior Leadership 29-30 New Faculty Orientation 31 First Day of Varsity Sports 1SEPTEMBERGrade 9 Orientation 6 Opening Faculty Meeting 7 Grade 7 & Grade 8 Orientation, AP Classes begin 8 Grade 7 & Grade 8 Class Trips 9 First Full Day of Classes 15 Headmaster’s Parent Welcome Reception and Mini-Classes OCTOBER 3 Admissions Interviews and Campus Tours Begin 6 Admissions Open House 15 Homecoming 10 Columbus Day (No School) NOVEMBER 3 Admissions Curriculum Night 4 End of First Quarter 11 Veterans Day Holiday (No Classes) 17 Parent/Teacher/Advisor Conferences 23 Thanksgiving Break begins (12:30 dismissal) 6DECEMBERAdmissions Athletics Night 16 Christmas Recess Begins calendar 2022–2023JANUARY 2023 3 Classes Resume 5 End of Second Quarter 6-13 First Semester Examinations 16 Martin Luther King, Jr. Day Holiday 18 Third Quarter begins FEBRUARY 1 Application Deadline 1 Financial Aid Application Deadline 10 Admissions Interviews and Campus Tours End 20 President’s Day (No Classes) 23 Parent Teacher Conferences MARCH 10 Notification of Admissions Decisions 10 End of Third Quarter, Spring Break begins 27 Classes Resume APRIL TBD Day Visits for Admitted Students Begin TBD Admissions Reception for Admitted Families 7 Good Friday (No Classes) 10 Easter Monday (No Classes) 11-13 Senior Exams 17 Patriots’ Day (No Classes) 29MAY Memorial Day (No Classes) 30 Last Day of Classes 31 Exams begin 7JUNE Exams conclude 8 Commencement

This calendar is intended to provide advance notice of important admissions dates and events as well as a snapshot of the various School-sponsored activities that occur throughout the year. The list is not all-inclusive, and dates are subject to change. If you are interested in joining us for any of the events listed below, particularly those events in bold, please call the Admissions Office.

GRADE 7 Oisin E. Asaad Westwood Thomas D. Ashe Wellesley Decker L. Bannish Wellesley JaJuan-Marquis W. Bennett Raynham Reid M. Bolton West Roxbury Nolan A. Boyle Wellesley Connor P. Carroll Wellesley Brooks H. Carter Wellesley Richard X. Condron Chestnut Hill Jack C. Connolly Medway Felix G. Cressotti Holliston Brayden M. Cruz Boston Killian F. Cunjak Wellesley Charles H. Daley West Newton Benjamin M. Deschenes Tyngsboro Joseph P. Dunn Randolph Liam M. Eastwood Norwell Robert T. Ferguson Weston Reece H. Feyler Norfolk Rohan Ghatge Brookline Finn Govender Jamaica Plain William J. Hulbig Foxboro Jeremiah J. Johnson Hyde Park Richard C. Joyce Natick Eamon Keefe Walpole Robert L. Kennedy Hingham James W. Kilmartin Concord Joseph B. Leto Needham Peter J. Lipscomb Wellesley Liam Long South Boston William E. Madden Wellesley Jack Matyska Newton Connor J. McDonald Hingham Nicholas Morelli Easton Cade Noonan Mansfield Brendan T. Palm Needham John J. Queally Milton William D. Reed Wellesley Joseph B. Ryan Billerica

Thomas D. Ciongoli Wellesley Ryan M. Connolly Needham Rohit Dabas Medfield Gregory P. Derenzo Wellesley John M. Dorsey Franklin John A. Esserian Lexington Matteo L. Fainelli Lexington Theodore T. Farren Hingham William T. Finnegan Lexington Connor J. Fleming Needham Diego A. Fuentes Quincy Jackson W. Fulginite Wellesley Conor Greaney Cohasset James Q. Harney Needham Derek N. Hassey Walpole Taylor E. Holmes Medfield Ty Y. Hymovitz Needham John J. Joyce Needham Ryan Krummell Newton Tiancheng Liu Newton 2022–2023

Jack S. Sherman Needham Christian E. Simmons Boston Matthew Spalla Needham Emmett J. Sullivan Milton Liam M. Sullivan Needham William P. Thurmond Westwood Raymond D. Usechek Boston Noah R. Wagner Waban Brady Williams Wellesley Connor Young Needham GRADE 8 Tristen S. Alexander Needham Theodore Allen Watertown Cormac E. Anderson Needham Joseph J. Bachiochi East Walpole Gus Baer Dover Preston Bollin Raynham Rocco E. Boyle Newton Demetrios P. Catrickes Boston Rian R. Chudzinski Needham

enrolled students

Jared Hughes Needham

Seth Janchar Weston Gavin M. Joyce Westwood Peter T. Keefe Walpole Jack T. Kelleher Natick George K. Kelly Scituate Adam J. King Needham Joseph D. Koh Milton Samuel Li Newton Joseph E. MacArthur Wellesley Oliver R. Manning Franklin Joseph P. Martin Needham Sebastian R. MartinezMoule Lexington Tiernan P. Massenburg Needham Brendan J. Matthews Westwood Carter J. Mays Dedham Eamon J. McCarthy Medway Brendan M. McHugh Needham Quinn A. Mulvey Westwood

Finn N. Daley West Newton Carter A. Dedier Milton Charlie M. Delay Hingham Michael M. DeMatteo Milton Andrew J. Donovan South Boston Nolan L. Dunphy Needham Anicet F. Dybantsa Brockton John F. Fabbro Hingham Luca J. Faggiano Needham

Alan M. Felix Roslindale Gavin L. Feyler Norfolk Theodore C. Frisoli Westwood Dominic D. Funke Needham Brett Gallo Needham David H. Greaney Cohasset John Grimes Needham David J. Hahm Newton Cesar A. Hernandez Boston

John Lynch Franklin Andrew P. MacDougall Boston Abner Machuca Diaz Roslindale Aiden E. Mack Needham Anthony T. Marcucci Medfield Antonio J. Martinez Needham Matthew J. McCarthy Natick James J. McNulty Needham John B. McRoskey Needham Charles M. Melchionda Dover Milo B. Mistry Needham Luke P. Murphy North Easton Daniel J. Porter Hingham Luke G. Puglia Medfield Carter G. Rich Wellesley Thomas M. Saulnier Medfield Declan Schwarz North Easton Wright J. Shinzawa Roslindale Jack A. Stavaridis Wellelsey Benjamin E. Stuart Westwood Ryan Sullivan Needham John E. Usechek Boston Samuel J. Ward Needham Alexander J. Wasynczuk Westwood Maxwell E. Weber Medfield Samuel J. Weston Westwood Nolan W. Wishart Sherborn Nathan F. Yesehak Boston GRADE 9 Carson E. Arevian Scituate Sawyer R. Bean Foxboro Andrew D. Beanland Concord Thomas W. Broderick Norwood Brian R. Burke Westwood Davis W. Cassler Franklin Paolo R. Castro Dedham Griffin Collins Wellesley Sean P. Collins Westwood Alistair P. Cooper Weston John L. Cronin Wellesley Sebastian F. Culleton Wellesley Tyler D. Curry Carlisle

Theodore C. McKeigue Needham Benjamin P. Merrill Hingham Benjamin G. Molinsky Needham Jake T. Mulrey Hingham Teddy M. Mutryn Norwell Avedis B. Najarian Wellesley Colby W. Nash Dedham Luc J. Olivier Weston Cole D. Pastore Wellesley Ryan Pat Needham Manuel R. Pereira Wellesley Alexander C. Perkin Wellesley Hills Jacob A. Pichay Norwell Joseph P. Plunkett Milton Erik J. Saradjian Dover Conrad C. Shachoy Cambridge Julian J. Singh Westwood Luis E. Sosa Espinal Jamaica Plain Joseph M. Spagnuolo Wellesley Peter A. Stavaridis Wellesley

Caden A. Young Needham Andrew Zhang Lexington Ian Zhou Sherborn GRADE 10 Donald P. Armstrong Acton Peter J. Bachiochi East Walpole Samuel J. Barbosa Medway John M. Barrette Medfield Karson M. Bilezerian Wrentham Timothy Bollin Raynham Cooper J. Bolton West Roxbury Justin P. Bourque Walpole Kevin M. Bresnahan Newton Lucas B. Candiotto Walpole Connor J. Carroll Wellesley Declan H. Carroll Wellesley Kaelan C. Chudzinski Needham Austin Ciongoli Wellelsey Ty Ciongoli Wellesley Benjamin D. Corbett Braintree

Lucas C. Cox Sudbury Connor B. Crane Hingham Liam N. Cunjak Wellesley Matthew E. Doherty Arlington Travis M. Engel Westwood Ryan W. Farley Walpole Jaylen Harrell Boston Luke C. Harrington Millis Charles R. Hinman Needham

Travis A. Hodge Randolph Maxim D. Kalinichenko Jamaica Plain Brendan P. Keaveney Westwood Brian M. Keene Needham Robert R. Keller West Newton Jack M. Knight West Roxbury Christopher P. Lynch Arlington Devin R. Maguire Hingham Joseph W. Maxwell Hingham Thomas D. MacArthur Wellelsey Chandler G. McClements Medfield

71 John D. Munro Wellesley Casey W. Mutryn Norwell Wachira Njoroge Randolph Finneas C. Noonan Norwell Donal J. O’Connor Squantum Benjamin O. Osunsanya Quincy Antonio Petruzziello Dedham Andrew W. Plotner Needham Evangelos S. Poulos Lexington Michael A. Rohatgi Waltham Dominic S. Scioli Milford Isaiah M. Simmons Boston Cameron N. Steele Norwell Reagan M. Straub Cohasset John C. Sullivan Scituate Richard H. Sutphin Wellesley Brendan J. Treseler West Roxbury Mark J. Walbridge Hanover Jeffrey Q. Welham Westwood Colin L. Williams Wellesley

John J. McHugh Needham Matthew McLaughlin Brookline Nicolas McLaughlin Brookline Christopher J. Merageas Medfield Isaac M. Mitchell Harvard Jack A. Mulka Needham Sebu P. Najarian Wellesley Max J. Proia Sudbury Michael J. Quinn Waltham Perry J. Rassiger Weston Pellegrino A. Russo West Newton Benjamin L. Scemama Newton Upper Falls Brendan M. Schmidt Needham Elliot C. Slayne Dedham Michael A. Spalla Needham Derron J. St. Marie Brockton Benjamin R. Stavaridis Wellesley Colin K. Sullivan Needham Matthew B. Sullivan Medfield Christopher J. Thompson West Roxbury

72 John P. Stenberg Hingham Finnegan L. Straub Cohasset Joseph B. Sullivan Westwood Mark C. Thurmond Westwood Hugh P. Turner Dedham Dylan C. Van Biert Wellesley Robert W. Wallace Wellesley Nicholas P. Ward Needham Daniel W. Yang Westwood Owen L. Zhang Needham GRADE 11 Nicholas A. Adams North Easton George E. Addona Needham Rhys W. Amorosino Newton Brendan W. Arcara Wellesley Liam J. Barbosa Medway Aiden J. Barclay Dover John M. Barry Sharon Raif S. Boit Brookline Robert A. Brady Concord Deven S. Carkner Needham Kamden S. Carkner Needham Neal R. Carlson Norfolk Matthew P. Cataldo Norfolk Gianluca Centola Needham Lochlan C. Chisholm Newton Jack C. Condron Chestnut Hill Aidan B. Connors Westborough Jack R. Connors Westwood Owen J. Connors Westwood B. Patrick Cooney Wellesley Matthew C. Dalto Stow Stephen J. DeMatteo Milton Jonathan J. Demosthene Mattapan Adric I. Denis Malden Tyler J. Derenzo Wellesley Rui Do Rosario Holliston Henry J. duBose Hingham Luke S. Eastwood Norwell Quinn B. Feyler Norfolk Liam C. Field Westwood Nolan M. Flynn Natick Jack P. Foreman Wellesley Brendan T. Fulham Newton Liam V. Gavin Weston Daniel E. Gillis Westwood Benjamin C. Goffredo North Easton Colin T. Gorman Westwood Brian D. Hall Sudbury John R. Harney Needham James R. Joyce Needham Kellan R. Kilmartin North Easton James Y. Ko Medfield Charles J. Leverone Sudbury Dylan M. Lipof Needham Owen T. Lynch Foxboro Hugh H. MacArthur, Jr. Wellelsey Ronan I. Massenburg Needham Chase W. McCann Needham Seamus M. McDonough West Roxbury

73 Ye Tian Chestnut Hill Cormac A. Walsh Hingham Robert MitchellWalusimbiHopkinton Luke R. Ward Needham John F. Williams Medway Edward B. Zhang Lexington GRADE 12 Jordan J. Atkinson Dorchester Charles A. Bacon Wellesley Landon J. Bailey West Bridgewater Alexander J. Baynes Marshfield Hills Kyle M. Bilezerian Wrentham John A. Boyle Newton Connor D. Bragdon Wellesley Luke G. Brassard Needham William L. Burke Needham Matthew ChoumenkovitchN. Brookline Christopher M. Condron Chestnut Hill Joshua A. Corbett Braintree Robert T. Craven West Roxbury John Q. Daly Wayland Matthew P. DeAnzeris Needham Jahki K. Deloach Hyde Park Thomas E. Devlin Wellesley Scott G. Doherty Dover Kellen P. Donovan Brockton Ryan P. Donovan Westwood Colin J. Dowdle Newton Connor R. Dumouchel Walpole John D. Faggiano Needham Ryan J. Fay Sherborn Albis M. Felix Roslindale George G. Flatley Milton Benjamin N. Garrity Needham Theodore H. Gleba Brookline Brian M. Grande Milton Lars R. Gubitosi Weston John P. Hamilton South Boston William S. Hansen North Easton John K. Hayes Wellesley

John D. Heeney Newton Highlands Samuel B. Hinman Needham Charles H. Hoffman Dover Peter J. Hunt Hanover Noah C. Janchar Weston Michael J. Kalinichenko Jamaica Plain John R. Lordi Dover Alexander J. Lysko Canton Alexander G. Maalouf Westwood Matthew R. Malloy Dover Thomas D. McAuliffe Hopkinton Troy N. McCall Hyde Park James X. McGuire Canton Reid M. McInerney Cohasset Andrew B. McNeill Wellesley Ethan L. Merithew Dedham Trevor S. Mullin Wellesley Harrison W. Nash Dedham Oliver F. O’Donnell Weston Quincy O. Pickett Brockton Brett E. Porter Walpole Dhaniel A. Ramos Marlborough Matthew R. Rohatgi Waltham Alexander R. Roth Wellesley Edward T. Ryan Wellesley Mark E. Saradjian Dover Zion R. Simmons Mattapan Patrick R. Sliz Canton Ryan D. Steele Norwell Matthew J. Swirbalus Needham Caspar T. Touloukian South Boston P. William Tryder Westwood Jeffrey M. Valdez Mattapan John M. Volo Wellesley Hagan W. Ward Wellesley Edward T. Weiss Weston Ryan S. Williamson Canton Cooper W. Wright Cambridge Alex W. Yang Westwood Jeffrey A. Young Needham

ADMINISTRATION

William L. Burke III B.A., M.A.,CollegeMiddleburyBostonCollege Headmaster, English Michael P. Nerbonne B.A., College of the Holy M.A.,CrossUniversity of Michigan Assistant Headmaster, Dean of Studies, Classics Brendan W. Sullivan B.S., UniversityPrincetonM.A.L.S.,WesleyanUniversity Dean of Students, Science Richard F. Arms B.S., St. Anselm College J.D., Suffolk University Director of Advancement Jonathan R. Bartlett B.A., Colby College M.Ed., Boston College Director of Athletics Daniel B. Burke ’97 B.A., UniversityEd.M.,CollegeDartmouthHarvard Assistant Dean of Students, English Dale E. Dillavou B.S., StateM.A.,InstituteMassachusettsofTechnologyPh.D.,MichiganUniversity

Consulting Psychologist Edward B. Donovan B.S., Bentley College Director of Technology administration, faculty, & staff 2022–2023 Ellen B. Hinman B.A., Dartmouth College M.A., Boston College M.Ed., CollegeUniversityColumbiaTeachers Director of College Counseling Jennifer L. Joyce, R.N. B.S., University of Rhode B.S.N.,Island New York University Director of Health Services G. David Riedell B.A., University of New M.S.,HampshireBoston College Director of Finance and Operations Jeffrey J. Riemann B.A., Williams College Director of Grades Seven & Eight, English Christine Y. Robertson B.S., Trinity College Director of Communications Gregory W. Wishart B.A., Colgate University M.A., CollegeMiddlebury Director of Admissions & Financial Aid, English Edward J. Zadravec B.A., Brown University Psy.D., Massachusetts School of PsychologyProfessional Consulting Psychologist CHAPLAIN Rev. John F. Arens B.A., B.Th., M.Div., St. John’s Seminary Religion FACULTY Dean B. Adams B.A., Boston College English Sean P. Albertson B.A., College of the Holy UniversityM.Ed.,CrossHarvard Chair, DepartmentClassics Adam M. Andrew B.A., Colgate University M.S., UniversityBrandeis Science Paula M. Barbosa B.A., Providence College M.Ed., Providence College Spanish Andrew D. Beaule B.A., Union College M.A., University of Massachusetts Spanish Courtney F. Bent B.A., Colgate University Fine Arts Benjamin A. Brown B.A., UniversityVanderbilt Science Matthew M. Burke ’00 B.A., CollegeMiddlebury Science Julia H. Burnet B.S., Elon University Science Michael D. Calabro ’16 B.A., Harvard College Mathematics Carla A. Callini B.A., Providence College M.S.T., University of New Hampshire Mathematics Michael P. Carpino B.A., Lasell University M.Ed., Boston College Assistant Athletic Trainer Andrew J. Carr B.S., Bridgewater State University Physical Education, Strength & Conditioning Gabriela Cesaro B.A., Universidad de los M.S.,AndesBoston University LL.M., University of Miami School of Law Spanish Meyer J. Chambers B.M., M.A., Xavier University of Louisiana M.L.M., UniversityCatholicofAmerica Music Ministry Denis J. Cleary B.A., College of the Holy UniversityM.A.T.,CrossHarvard Chair, History Department Sean A. Cleary B.A., Tufts University M.F.A., The University of Montana English Josef N. Cressotti B.A., Yale University M.Phil., University of ofPh.D.,GlasgowUniversityCalifornia Chair, Religion Department Stefan T. Cressotti B.A., Amherst College M.A., Middlebury Classics Steven T. Dagdigian B.A., Harvard College History Frederick E. Dashiell, Jr. B.A., University of M.A.,ChicagoBoston University English

James E. Ferguson B.A., Trinity College, M.A.T.,Dublin M.A.,UniversityBostonBostonUniversity Classics T. Kern Fitzgerald ’79 B.S., M.Ed., Springfield College Athletic Trainer, Physical Education, Science Shayna R. Goldstein B.A., University of CollegeM.A.,VermontMiddlebury Chair, Spanish Department Karl P. Grohmann B.A., Berklee College of M.A.,MusicLongy School of Music Music

75 Michael R. Deschenes B.A., College of the Holy M.A.,CrossTufts University M.L.I.S., University of Illinois Director of Library & Information Services, Computer Science

John J. Doherty, Jr. ’86 B.A., Bowdoin College M.A., Tufts University History

John C. Eaton B.S., Boston College Director of Service Programs, Religion Barrett M. Ellis B.F.A., New York State College of Ceramics at Alfred University Fine Arts

Sandra A. McKeigue B.A., The ColumbiaM.A.,UniversityCatholicofAmericaTeachersCollege, Director of Academic Support, Spanish Trevor McLean B.A., Emerson College Assistant Director of Admissions, History John E. McNamara, Jr. ’14 B.A., Boston College M.Ed., Boston College Mathematics Ryan J. Moore B.A., Boston University M.A., CollegeMiddlebury Assistant Director of Admissions, Spanish George J. Morelli B.S., Villanova University M.S.T., Boston College Mathematics Thomas R. Moriarty B.S., Hamilton College Mathematics Marcela Nieto Sarre B.A., Universidad de las Americas Puebla M.A., University of Sussex Spanish Richard J. Palmaccio ’62 B.S., M.A.T., Boston College Mathematics Rev. John V. Paris B.A., S.T.L., St. Anselm’s International College M.Ed., Boston College Ph.D., University,CatholicMilan Library

Ryan S. Patrico B.A., Brown University M.A., Yale University Ph.D., Yale University Religion Manuel P. Pettine B.A., Berklee College of Music Music Mark E. Pohlman B.S., Boston College M.S., Boston College Mathematics Woody B. Redpath B.A., Wesleyan University M.A., UniversityWesleyan History James W. Rest B.A., Hamilton College M.Ed., Boston College Chair, DepartmentMathematics Brian L. Richter B.A., University of the M.A.L.S.,South Wesleyan University English Jeffrey J. Riemann B.A., Williams College English Mark H. Rogers B.A., M.Ed., Boston University Chair, Fine Arts Department John J. Ryan III B.S., University of Notre Dame Science Deirdre A. Rynne Annan B.A., Hobart & William Smith Colleges M.A., Boston College Fine Arts

Thomas D. Harrington ’10 B.S., UniversityNortheastern History David B. Hinman B.A., Hobart College Ed.M., Boston University Director of Health and Wellness MathematicsProgram, Paul J. Keady ’16 B.A., UniversityGeorgetown Religion, Classics Brian P. Lewin B.A., College of the Holy M.T.S.,CrossBoston College M.Ed., Endicott College Religion Christopher F. Lynch P’27 B.A., College of the Holy M.Ed.,CollegeM.A.,CrossMiddleburyBostonCollege Chair, English Department Sean P. McCann B.A., Harvard University Assistant Director of Admissions, History Edmund J. McCarthy B.A., M.Ed., University of M.A.,MassachusettsMiddlebury College M.A., UniversityColumbia English David McCarthy B.A., Amherst College M.A., Western Governors University Mathematics

76 Stephen P. Salomone B.S., U.S. Military Academy, West Point MTS, Harvard Divinity School Religion Ryan A. Sanderson ’12 B.A., Bowdoin College Science, Mathematics Joseph S. Scordino B.S., B.A., Boston M.B.A.,College UniversityNortheastern Religion Nicholas A. Soivilien ’98 B.A., College of the Holy Cross J.D., Boston College Law School English Shaun P. Stanton B.A., Boston College M.A.T., University of St. Mary History James D. Sullivan B.S., Boston College M.Ed., Boston State College Mathematics David M.J. Thomas B.A., M.S.T.,CollegeMiddleburyBostonCollege Science Paul G. Tremblay B.A., Providence College M.S., University of Vermont OnMathematicsleave2022-2023

Julie A. Duddy B.S., Rhode Island College Advancement Assistant JoAnn E. Farrell B.S., UniversityNortheastern Assistant to the Business Manager Maureen L. Gilligan Advancement Assistant & Receptionist Kelsey E. Kane B.A., St. Anselm College Events Coordinator & Advancement Associate Eric B. Ludwig Director of Maintenance Eric J. Ludwig B.S., Bridgewater State University Maintenance Helen E. Maxwell B.F.A., CollegeM.Ed.,UniversityBostonMassachusettsofArt

Admissions Coordinator

Jeanne L. McKenzie B.A., Seton Hall University Campus Store Manager Karilan S. McPartland B.A., M.Ed.,UniversityBucknellLesley

University Director of Annual Giving Michael W. Melley B.A., University of Virginia Director of Leadership Gifts & Alumni Programs Jared A. Mosman Rink Manager Linda Panetta B.A., University of Massachusetts Assistant to the Director of Advancement Paul F. Panetta, Jr. Assistant Director of Maintenance Penelope K. Reilly B.S., Wheelock College Secretary Paul J. Rossini B.S., Wentworth Institute of Technology Assistant Director of Technology Nancy G. Sanderson B.A., Boston College School Secretary Robert E. Souza B.S., U.S. Military Academy, West Point M.Ed., University of Southern California Athletic Coordinator C. Douglas Warry B.S., Salem State University Maintenance Patricia M. White B.S., UniversityNortheastern Assistant to the Director of College Counseling

Olivia B. Uhlman B.A., Williams College Science Adam H. White B.A., Dartmouth College M.F.A., UniversityColumbiaSchooloftheArts English Kera A. Wiggin B.A., Wellesley College M.A., CollegeMiddlebury English David J. Wilbur B.S., VirginiaM.A.,PolytechnicWorcesterInstituteUniversityof Chair, Science Department Matt G. Willey B.B.A., University of M.Ed.,MassachusettsUniversity of Hawaii Science Skip W. Wrightson, IV ’97 B.A., University of Vermont Fine Arts Jay Wu B.A., Boston College M.S., Boston College M.F.A., AcademyPennsylvaniaoftheFine Arts Mathematics STAFF Alexandra Colgan B.S., Providence College Communications Associate Paula J. Coskren A.A., Aquinas College Assistant to the Headmaster Brett A. Crawford B.S., Fitchburg State University Visual Media Coordinator Fred J. Daly ’70 B.S., Boston College Assistant Director of Alumni Programs Lesley Anne H. Day B.A., University of Massachusetts Advancement Associate Maryellen N. Driscoll Assistant to the Business Manager

77 board of trustees 2022–2023 Seán Cardinal O’Malley, O.F.M. Cap. Chairman James L. Elcock ’77, P’08 President William L. Burke, III P’95,’97,’00,’04, GP’23 Executive HeadmasterOfficer, James F. Mooney, III P’18 Vice President Kathleen A. Murphy P’21 Secretary David M. Calabro ’78 P’16 Treasurer Rev. John M. Borders, III TaraP’03B.Ciongoli P’25, ’25, Casey’27M. Condron ’94 P’23, ’24, ’28 Devin C. Condron ’92 Timothy J. Connelly P’17, Barbara’19E. Connolly P’10, ’12, ’17 John G. Cox P’22, ’25 Catherine C. Daniel P’15, ’18, ’20 Timothy P. Doherty ’87 StephenP’17 M. DuFour P’14, ’18, ’21 William B. Evans ’77 MichaelP’17 R. Frisoli P’17, ’19, ’21, ’22, ’26 Dana W. Fulham P’14, ’24 Dr. Chris Hahm P’22, ’26 John W. Hueber ’71 Kathleen F. Ix P’22 Susanne C. Joyce P’20, ’26

Kristen D. Maxwell P’25 President, Guild of St. Irene Richard C. Walsh P’22, ’24 President, AssociationMen’s Peter A. Galligan ’74 President, AssociationAlumni David F. Gately ’73 J. Brad Griffith ’58 GP’19 Trustee Emeriti

Carolyn M. Lemone P’16, Michael’18 J. Maguire ’91 P’22, Shawn’25D. Martin P’17, ’18, Peter’19J. McLaughlin ’55 GP’13, ’19, ’24, ’24 John E. McNamara ’81 P’14, ’18 John A. Piccione ’76 Dr. Edward T. Ryan P’23 Randall P. Seidl P’17, ’19 Troy L. Stanfield P’21 Kurt R. Steinkrauss ’91 BrianP’19 S. Strachan P’11, Robert’14V. Wallace, Jr. ’89 StephenP’25 P. Ward ‘96 P’24, ’25, ’27 Andrew A. Wasynczuk P’14, ’17, ’27

80 DIRECTIONS TO THE CAMPUS From the North: 128 (95) South Exit 18 (Great Plain Ave.) Left off ramp Left on Greendale (first light) First right into parking lot From the South: 128 (95) North Exit 18 (Great Plain Ave.) Right off ramp Left on Greendale (first light) First right into parking lot visting st. sebastian’s school FOR MORE INFORMATION Admissions Office St. Sebastian’s School 1191 Greendale Avenue Needham, MA 02492 phone: 781 247-0125 fax: 781 www.stsebastiansschool.orgadmissions@stsebs.org449-5630

CREDITS design Epitome Studio, Melrose, MA photography Brett Crawford, Joey Spadoni, Sean Hennessy printing K irkwood Printing, Wilmington, MA

ST. SEBASTIAN’S SCHOOL 1191 Greendale Avenue, Needham, Massachusetts 02492 Phone: 781 449-5200 Fax: 781 www.stsebastiansschool.org449-5630

St. Sebastian's Viewbook 2022-23

Articles inside

Administration and Faculty

The Academic Program

Curriculum

College Counseling

A Message from the Headmaster

Enrolled Students

Admissions and Financial Aid

Senior Service

Writing Program