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academic rigor | spiritual depth


A Message from the Headmaster

26 The Academic Program 28 Writing Program 31

Chapel Speaking Program



60 Senior Service 62 Sports and Clubs 65

Admissions and Financial Aid

66 College Counseling 68 Calendar 69 Enrolled Students 74

Administration and Faculty


Board of Trustees

80 Visiting St. Sebastian’s School

the mission of 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 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. 2


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).

S t . S ebastian ' s is

a Mission Driven School 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.

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.

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

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. > > >


St. Sebastian’s prepares young men for

fulfilling lives of perpetual discovery.


a School of Academic Rigor 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. 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.

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.

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. 6


henry wilder Grade 7

Soccer, Hockey, Baseball, Math Club

“Although I have only been an Arrow for one year, St. Sebastian’s has helped me grow especially through its emphasis on student-teacher relationships. All of the faculty are here to encourage you to succeed and excel in the classroom and on the athletic fields. I find myself more confident and outgoing than I was when I first arrived. The friendships that I have developed and the memories that I have made, whether in class or through my participation in sports and clubs, have welcomed me into the St. Sebastian’s brotherhood. I’m glad that I am part of a community that is loving, engaged and welcoming of students of all grades to participate and to be and to do their best. The aspect I love most about St. Sebastian’s is that there is always something new to explore, whether it is a club, sport or off-campus outing. St. Sebastian’s is more than a prep school. In a fun, positive way, it presents us with challenges, responsibilities, and opportunities to grow. This year I have especially enjoyed participating in the Math Club, chapel speeches and Henry’s Corner, our fan section at sporting events. As I continue at St. Sebastian’s, I am looking forward to the benefits of this combination of committed teachers and amazing opportunities.”

“Always positive, hard working, and humble, Henry threw himself wholeheartedly into his academic classes, sports teams, and extracurricular activities St. Sebastian’s. When he willingly accepted the challenge of speaking before a large audience at the Open House in October, he showed his eagerness to contribute his best self to our school community. He brought that wonderfully giving spirit to our English classes and to our baseball practices and games, thus making significant growth as a student, athlete, and person. As a result, it has been rewarding to work with him and watch his progress in the classroom and on the ball field.” David Cornish, Director, Grades Seven and Eight, English, Classics


a Community of Spiritual Depth 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.

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 gifts.

Theologians 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.



james davenport Grade 8

Soccer, Hockey, Baseball, Art Club, Chess Club, Math Club

“When I first arrived at St. Sebastian’s in seventh grade, I was a little nervous. I still remember my first math class with Mrs. Atwood. It was the first time I had ever seen so much enthusiasm in a school setting. I didn’t want to leave that first period class. I thought to myself, “This is going to be the best class of the year.” My enthusiasm, as well as that of my classmates, was present the first day and everyday throughout the year because all of our teachers are nice, helpful, and fun. They develop relationships with us and we enjoy spending time with our teachers in and out of the classroom. The peer relationships are another reason why “Sebs” is so amazing. The relationships aren’t just present at school. Everyone knows and respects each other. For example, while I was at The Beanpot hockey tournament this winter a senior acknowledged me, tapped me on the chest, and said, “See you at school.” I was so happy and proud to be a member of the St. Sebastian’s community. That one, small moment symbolizes all of my relationships and encounters at St. Sebastian’s. St. Sebastian’s is truly an amazing school and a second home. My parents have never seen me this excited to go to school!”

“Enthusiastic and possessing a love for learning, James was a very positive presence in his Prealgebra 7 class as he arrived each day with a huge smile on his face and always contributed to class discussions. He was also an active member of the Math Club in seventh grade and continued his participation through the end of eighth grade. James added greatly to the environment at Math Club, with his infectious curiosity and winning personality. A very talented athlete, James balanced the time he spent at his practices and games with a commitment to his schoolwork. He will make many contributions in his high school years both in the classroom and in athletic competitions.” Donna Atwood, Mathematics, Student Council Moderator

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


a School Marked by Excellence in the Arts and Athletics 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 students are encouraged to draw, to paint, to shape and form, to act, and to make music.

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.

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.

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

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.

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. > > >

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.



When students engage in arts and athletics, they learn

valuable lessons about themselves and about life.

jack frisoli Grade 10

Football, Lacrosse, San Miguel Service Club

“St. Sebastian’s has set a foundation that I know will benefit me for the rest of my life. The academic excellence and spiritual understanding St. Sebastian’s pushes you to achieve is unlike any undertaking I have ever attempted. St. Sebastian’s pushes me to be the best I can possibly be every day in the classroom, in the chapel, and on the athletic field. The small classroom sizes create an environment in which discussion and questions are encouraged. The teachers not only excel at teaching challenging material, but also at forming friendships and mutual respect with the students. They are always available before and after school to help with questions about schoolwork. My fellow students at St. Sebastian’s are a community of academically, athletically, artistically, and intellectually diverse people. What we all share in common, however, is that we all want to see each other succeed. I know the friendships I have made at St. Sebastian’s, both with students and teachers, and the education I have received will follow and sustain me for the rest of my life.”

“A multi-talented, intelligent, and motivated student athlete, Jack has excelled at St. Sebastian’s. On the Varsity Football team and in Sophomore Honors English, Jack has spoken to me frequently about what he can do to improve his already high performance. Jack strives for even better work while maintaining an easygoing, optimistic demeanor. As his teacher and coach, I have enjoyed connecting with him on the field and in the classroom, and I look forward to witnessing his continued growth and high achievement at St. Sebastian’s and beyond.” Daniel Burke, Assistant Dean of Students, Varsity Football Coach, English


a School of Ultimate Purpose 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.” – William L. Burke III, Headmaster 22



mac morris Grade 12

Arrowheads A Cappella, Cum Laude Society, Drama Club, National Honor Society, Philosophy Club, Walrus and Quiver Writer, St. Sebastian’s Journal Editor, Ultimate Frisbee Club

“The first time I encountered St. Sebastian’s was by chance. I was at the Admissions Open House thanks to the encouragement of a few friends, who invited me along earlier that day. When I was sitting in St. Bart’s church, I remember Mr. Burke promising all of us prospective students that at St. Sebastian’s “the order of the day is to love God, work hard, and take good care of one another.” It seemed too good to be true because, I mean, after all this is a school. However, while I was skeptical, I was intrigued enough to apply. I thank God that I was accepted because I can honestly say that the past four years at St. Sebastian’s have been everything I was promised they would be. There simply aren’t too many institutions out there that can live up to the ideals they profess, day in and day out. When it came time for my brother to apply, there was only one school that he would be attending as far as I was concerned. I didn’t want him to miss out on what I have been so blessed to have received.”

“The first time Mac auditioned for a school play, I thought, “Now here’s someone who is truly passionate about theatre.” His rendition of a song from The Music Man was nuanced and quite polished. This, obviously, takes hard work. Mac’s hard work has paid off as he continued to perfect his skills in our productions. Our drama program offers students the opportunity to take on a considerable amount of responsibility, from demanding leading roles to writing one-act plays that go on to the state-wide drama festival. As they take on these endeavors, it is constantly gratifying for me to watch talented students like Mac grow in confidence and skill and ultimately thrive.” Mark Rogers, Chair, Fine Arts Department 25

the academic program 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. 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 ADVANCED COURSES pursuit of excellence in all academic endeavors, he will form the habit of AND SEMINARS AP Art History learning and become what the School hopes for him—a lifelong learner. AP Art 2D AP Art 3D AP Biology AP Calculus AB AP Calculus BC Multivariable Calculus: Advanced Seminar AP Chemistry AP Computer Science AP English Language AP English Literature AP Latin Latin: Advanced Seminar AP Modern European History AP Music Theory AP Physics 2 AP Physics C AP Spanish Language AP Spanish Literature Spanish: Advanced Seminar AP Statistics AP Studio Art AP U.S. Government AP U.S. History

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. 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. 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. 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. 26

“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.” - Michael Nerbonne Assistant Headmaster and Dean of Studies

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.


writing program 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. 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.

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

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.


“Without a doubt, colleges are impressed by the strong commitment St. Sebastian’s makes to writing. Our students craft their college essays with confidence, knowing that their exposure to writing here has given them an important edge on the competition.” - Newell Hall Director of College Counseling


“I often reminisce about my seventh grade chapel speech. My hands, soaked with sweat, gripped the podium while my feet nervously tapped the floor. However, as a senior, delivering a speech to the entire school was something

I enjoyed rather than feared. Because of St. Sebastian’s emphasis on writing and speaking, I feel confident while

presenting in front of my Amherst classmates, while others are visibly uncomfortable. Commanding an audience and delivering a coherent speech are invaluable lessons and I have St. Sebastian’s to thank for instilling them.” – Andrew Vandini ’12 Amherst College ’16


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.


CONTENTS 34 Curriculum 60 Service Program 62 Sports and Clubs 65

Admissions and Financial Aid

66 College Counseling 68 Calendar 69 Enrolled Students 74

Administration and Faculty


Board of Trustees

80 Visiting St. Sebastianâ&#x20AC;&#x2122;s School


english The English Department at St. Sebastianâ&#x20AC;&#x2122;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.

of English language with their students and provide guidance and comments that develop proficiency 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 central 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.

All three goals are intrinsic to the program. The selection of required canonical and nontraditional literature and the expectation of independent reading contribute to the development of sound comprehension skills and analytical 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. 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 writers, the Department also seeks to develop each studentâ&#x20AC;&#x2122;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 teachers 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, creating a fertile environment for shared discussion and genuine learning. In grades seven through eleven, students participate in full-year, comprehensive English courses in which they study literature in its major forms: short story, novel, poetry, drama, and nonfiction. The Departmentâ&#x20AC;&#x2122;s teachers examine the fundamentals


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 literature. 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. ENGLISH 8

In this course, students continue their study of language and literature, and they engage in more comprehensive writing. Students continue 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 writing of paragraphs to well-structured compositions,


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 Billy Collins, Major Jackson, Doris Kearns Goodwin and Dennis Lehane.

“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.“ 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

they develop the techniques of outlining, revising, and following a well-ordered plan of writing. 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


This required course, taken in addition to English 9, provides an academic forum in which students develop their abilities to express themselves intelligently, accurately, and creatively. The writing process—prewriting, drafting, revising, and editing—becomes a natural and effective method for students as their writing confidence and skills grow. The class engages students in reading published 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 writing 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,


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); Austen, Pride & Prejudice; Shakespeare, Henry IV, Part 1; Hamilton, Mythology; and Wilson, Fences.


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

as well as creative responses to the literature studied. Works studied include Shakespeare, Hamlet, Othello; McCarthy, The Road; Ellison, Invisible Man; and Huxley, Brave New World.


This course is an intensive full-year study of literature intended to be the equivalent of a college-level English course. Students engage in significant amounts of reading, writing, critical 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 Faulkner, The Sound and the Fury; Salinger, Nine Stories; Stoppard, Rosencrantz and Guildenstern are Dead; Dostoevsky, Crime and Punishment; Tolstoy, Anna Karenina; and Shakespeare, Hamlet, King Lear.


At this level a thorough foundation in grammar as well as a facility in writing well-organized essays is assumed. Reading in different literary modes continues while emphasis is placed on developing a critical perspective. Written assignments focus on the consideration of character and theme in literature. Works studied include Achebe, Things Fall Apart; Shakespeare, Macbeth; Sophocles, Antigone, Oedipus Rex; Orwell, 1984; and Dickens, A Tale of Two Cities. ENGLISH 11

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; Wharton, Ethan Frome; Oâ&#x20AC;&#x2122;Connor, A Good Man is Hard to Find and Other Stories; AP English Language & Composition Prep Guide; Faulkner, Go Down Moses; Fitzgerald, The Great Gatsby; Twain, Adventures of Huckleberry Finn; Hemingway, A Farewell to Arms; and Miller, Death of a Salesman.


AP Language and Composition is a writing and reading-intensive course designed to develop studentsâ&#x20AC;&#x2122; personal and analytical writing. Students engage in reading and discussion about effective 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 practice 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.


The study of literature and composition in the senior year is intended to be intensive. Class discussions focus on a critical eye in reading. Students are regularly required to compose analytical essays




This elective course, created for students who desire additional writing instruction, engages students in reading and composing personal essays, argumentative essays, literary critical essays, short stories, plays, and other genres. In the fall, emphasis is placed on preparing and revising the college essay. Throughout the year, students read and critique 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, students 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 mysteries 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.


classics 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.

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.

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 lasting 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 perspective from which to both view the world and negotiate its challenges. 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 project, each student gains exposure not only to the precise and thoughtful construction of accomplished 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 disciplines 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. 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 studentsâ&#x20AC;&#x2122; faith and reason as they read of conversion in St. Augustine and examine scripture in St. Jeromeâ&#x20AC;&#x2122;s Vulgate.


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 pronouns, 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. 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 Roman culture. A variety of readings are taken, including selections from Cicero, Caesar, and Pliny. Students continue their study of mythology


For their submissions to the Classical Association of New England (CANE) essay contest, Owen Finnegan ’16 won first place in Massachusetts in 2014 and Tyler Wiik ’15 (Georgetown ’19) won second place in 2015.

“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

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.

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 III

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


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 literary, historical, and stylistic aspects of both Vergil’s and Caesar’s works leads to a comprehensive understanding of classical literature. All students are prepared for and required to take the AP Latin exam in May.


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




Students in this intensive, college-level course read selections from related authors, paying special attention to translation, interpretation, and analysis of the poetry. The course also focuses on the traditions, metrics, and poetical issues which are essential for an informed understanding of Hellenistic, Neoteric, and lyric poetry.

This senior elective course introduces students to the elements of Greek, the language of ancient Athens. The course covers sixteen lessons of Athenaze: Introduction to Greek, supplemented by readings and other useful work in etymology and vocabulary building. Students are provided with many opportunities to present material on ancient Greek history, literature, and culture, with special emphasis placed on contemporary societyâ&#x20AC;&#x2122;s common debt to Greek civilization.


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 pursuits. 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. Knowledge of diverse customs, traditions, histories, 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 rewarding. 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 cultures into the general life of the School community.

While the School requires that students pursue 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 grammatical structures related to everyday topics. Sound listening and speaking skills, including correct pronunciation, are achieved by the students’ imitation 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 one-year. SPANISH II

In this course, students refine the listening, speaking, 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 students 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.


Students often spend their summers in Spain and Central America, pursuing their study of Spanish. For example, President of the St. Sebastian’s Spanish Club, Matt Guarino ’15 (UCLA ’19) attended programs several times in Spanish cities such as Barcelona, Madrid, and Seville.

“In a world of linguistic and cultural diversity, it is important to understand and appreciate difference. As my students grow in their ability to communicate in Spanish, they achieve a new perspective of their own culture and a genuine respect for the world around them.“ Elaine D. Schwimmer Chair, Spanish Department Appointed to faculty in 1982 B.A., Yale University M.A., Boston University



Communicative competence grows as students learn vocabulary pertaining to the post office, the bank, hospitals, cars, hotels, animals, foods, and giving directions. Many new grammatical structures 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 frequent.

This course centers on Spanish and Hispanic literature as well as discussion of contemporary issues. Reading selections serve as the basis for the classroom discussions and the written assignments, providing deeper insight into traditions, culture, history and art. Advanced grammar study continues while students hone their written and oral expression. SPANISH VI


Conducted exclusively in Spanish, this advanced level course offers students the opportunity to hone their skills in oral and written expression. A strong emphasis is placed on a broad range of peninsular and Latin American literature and film in addition to in-depth cultural studies. Small class sizes and seminar-style conversations serve to further communicative and analytical skills in this content-based course.

This course 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. 42



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 discussion and written essays, students develop their skills in literary analysis. While learning the historical, social and artistic contexts of each work, all students prepare for and take the AP Spanish Literature and Culture exam in May.

This course, to be elected after Spanish II, covers more material and utilizes more of the target language 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, professions, travel, etc.) accompanied by the introduction of advanced grammatical notions.


Conducted entirely in Spanish, this seminar is designed for the gifted student who has successfully 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.


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.

students pursue electives in their senior year. Upper School courses are taught on AP, honors, and standard levels.

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 curiosity 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 traditions that are fundamentally different from their own. Cognizant of its role in “citizen-building,” the Department provides students with the intellectual 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. The teaching methodology in all courses includes frequent opportunities for discussion, as well as regular oral presentations by students. 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. A history or social studies course is required in grades seven, eight, ten, and eleven. Many


Required of all seventh grade students, this course helps to develop basic skills in geography, including 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 interrelationship of geographic, economic, and political factors in today’s world, accumulating a store of information, which will lay the foundation for future readings in history, politics, and economics. 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, especially 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.


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.

“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

The course seeks to present historical facts as accurately as possible while still exposing students to a variety of viewpoints and conflicting interpretations 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 students in the honors sections are invited to take the AP Modern European History exam in May.

supplemented by outside readings where appropriate. A research paper of eight to ten pages is required in the second semester. AP UNITED STATES HISTORY

This course focuses intensively on the 20th century, 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 lecture, 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.


This eleventh grade course surveys the political, 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 understanding of the American tradition. The main text is




This course features a study of American government 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 controversial 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 affairsâ&#x20AC;&#x201D;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.


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.

negative integers, decimals, fractions, and percent. Emphasis is also placed on utilizing algebraic methods to solve real world problems.

The Mathematics Department offers a traditional 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 experience 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 succeed 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.


Introduction to Algebra is designed for the student who has completed Pre-Algebra and will benefit from a gradual exposure to Algebra One topics including polynomials, exponents, inequalities with an emphasis placed on solving equations. Upon completion of this course, students are well prepared to succeed in Algebra I. ALGEBRA I

This course provides students with an understanding 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. GEOMETRY

This course treats 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 solids.


This course is designed 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


This course is a continuation of the concepts learned in first year Algebra. New factoring methods are introduced as students work with more 47

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 Michael Petro (Brown University ’17 ), Kevin Patterson (Dartmouth College ’17), and William D’Orsi (Yale University ’19).

“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 classroom.” James W. Rest Chair, Mathematics Department Appointed to faculty in 1989 B.A., Hamilton College M.Ed., Boston College

difficult rational expresions and learn to solve higher order equations and inequalities. Topics include complex numbers, solving systems of equations, logarithmic, and exponential functions, sequences, series, coonics and analytic geometry with an emphasis on the relationship between an equation and its graph. Problem solving is emphasized throughout the course and the TI83/84 calculator is used extensively.


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 trigonometry, 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, probability, the normal distribution, estimation, linear regression and hypothesis testing. The use of the TI83/84 calculator is extensive.


This course builds upon topics covered in Algebra II, with an emphasis on polynomial, exponential, and logarithmic functions, before launching into an in depth study of analytic trigonometry, sequences, and series. An introduction to matrices, determinants, limits, and vectors in the honors class adds to students’ preparation for the study of calculus. Students regularly use the TI83/84 calculator while developing skills to solve real world problems throughout this course.


In this course, students explore differential and integral calculus topics from geometric, algebraic, 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. 48





Offering a multidisciplinary approach to teaching the underlying principles of computation, the course introduces the creative aspects of programming, abstractions, algorithms, large data sets, cybersecurity and computing impacts. The course addresses real-world problems and builds relevant solutions using Python language.

This course is an upper-level elective that introduces students to the concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, planning a study, anticipating patterns and statistical inference. All students are prepared for and are required to take the AP Statistics exam in May.

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.

Following closely the Advanced Placement curriculum, the AB course exposes students to topics and applications related to differential and integral calculus. 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

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 additional topics. Topics common to both syllabi are treated in the same depth. All students are prepared for and are required to take the AP Calculus BC exam in May. 49

science The Science Department ensures that each student achieves a functional level of scientific and technological literacy, and that, through his knowledge of science, each student be awakened, challenged and, ultimately, rewarded by better understanding, appreciating, and respecting himself, others, and the universe.

Biology and one other laboratory science prior to graduation, most students pursue at least three years of laboratory science in the Upper School.

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 throughout the curriculum. Students come to appreciate more fully both the positive and negative potential 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 encouraged, where confidence is built and maintained, and where the learning experience is shared. Teachers provide a positive example of excitement and openness to science as students develop their ability to analyze complex situations logically and rationally. All 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


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, Heat, and Marine Biology in grade 7; and Physics and Chemistry in grade 8. Process is emphasized, as students are encouraged to use the scientific method, employ proper laboratory and study techniques, and think clearly and logically. Systematic development 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 encouraged. BIOLOGY I

Most freshmen at St. Sebastianâ&#x20AC;&#x2122;s take an introductory course in Biology at either the college prep or honors level. This laboratory based course examines life through the study of chemistry, cells, energetics, cellular reproduction, genetics, biotechnology, evolution, ecology, as well as anatomy and physiology. The students are engaged in lectures, class discussion, projects, and labs, including computerbased labs and a DNA fingerprinting lab using gel electrophoresis.


Ten members of the St. Sebastian’s Neuroscience Network participated in MIT’s 2015 neuroscience competition. Paul Keady ’16 won fourth place overall and earned a spot in the International Competition.

“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 questions.” David J. Wilbur Chair, Science Department Appointed to faculty in 1994 B.S., Worcester Polytechnic Institute M.A., University of Virginia

stoichiometry, ionic and covalent bonding, states of matter, elements, classification of matter, periodicity, chemical structure, electrolytes, acids and bases, gases, pH, and entropy and enthalpy. This class is complemented by a full battery of lab activities that allow the student to acquire and apply knowledge in a hands-on environment. Special attention is paid to laboratory safety and the development of proper technique.


This course focuses on developing understanding of essential concepts through inquiry-based learning and honing advanced inquiry and reasoning skills—such as designing plans for collecting data, analyzing data, applying mathematics, and connecting 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-semester college introductory biology course.


The advanced placement chemistry course is equivalent to a college introductory chemistry course. The course differs from first year chemistry in its emphasis on chemical calculations and mathematical 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


This is a survey course that covers the basic principles of chemistry. Major topics include atomic theory and atomic structure, chemical reactions, 51

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. PHYSICS I

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 demonstrations, and outside projects are integral components of the course. This course can be taken at the college 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 students should concurrently be enrolled in Algebra II or higher.

engineering. The sequence is parallel to or preceded by mathematics courses that include calculus. 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. 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. All students are prepared for and are required to take the AP Physics C exam in May.


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 rarely calculus. This course is relevant for students considering further study of the fundamental sciences at the college level, as well as those students considering future work in the life sciences, premedicine, and some applied sciences. All students are prepared for and are required to take the AP Physics 2 exam in May.


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 function 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.


This course ordinarily forms the first part of the college sequence that serves as the foundation for students majoring in the physical sciences or


fine arts 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.

music group plays an essential role in the celebration 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 music.

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, improving 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 his life. In the required two-year Middle School course, students are exposed to four main fine arts disciplines. The Upper School program builds on each student’s broad previous exposure to the arts, delving deeper into the areas of studio art and music. By the time of his graduation, each student 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 neighboring 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, contemporary, 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


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 capabilities. INTRODUCTION 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. 53

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 150 portraits to children in Paraguay, Thailand, Cambodia, Rwanda, Ghana, and India.

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

Chair of the Fine Arts Department. Each student refines his skills and creates a body of 30 works showing quality, breadth of experience, and an 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 meet 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.


Offered to students who have completed their requirement, this five day a week course in Drawing & 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, ceramics, and three-dimensional sculpture. Periodic guest artist demonstrations, slide presentations, and occasional trips to art museums augment the work in the studio.


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 culture are explored. Students study and review the Paleolithic Age through the present to understand better the consciousness and creativity of culture


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


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:

and the critical impact of Art. The class emphasizes 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.

art history deepens a student’s understanding of art from the Paleolithic Age to the present by surveying paintings, drawings, archeology, architecture, sculpture, philosophical movements and photography.


This elective course is designed for students with musical backgrounds who are interested in taking 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 prepare for the Advanced Placement exam in May. Most importantly, this course enables the diligent student to hear and enjoy music in a completely different way.

ceramics includes an introduction to clay form-

ing and surface decorating techniques; emphasizes handbuilding with slabs and coils, pinch and modeling 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 procedures from film exposure in a manual camera, to the development of negatives, and finally, to the finishing of a photographic print. Digital photography includes instruction on camera technology and manipulation of digital images on a computer.


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 various styles of music composition as well as become familiar with MIDI and composition software.

drawing and painting helps an artist to

explore his approach to his art by analyzing other artists and by working in various drawing mediums, 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.


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 appreciation for the Arts and nurture each student’s creative interests. The following courses allow a

guitar students focus on practice exercises, technique drills, scales and chords, while learning improvisation, soloing, accompaniment, and transcribing music by ear to instrument.


religion 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.

the Department works to help Catholic students prepare to be confirmed in their local parishes. To further help students nurture and deepen their relationship with God, the department sponsors frequent retreats and days of reflection. As students grow in understanding and respect for their own religious culture, they are encouraged to continue the significant spiritual journeys they have already begun.

True to the teachings of the Catholic Church, and appreciative of the teachings of diverse religious traditions, all students are invited to God in an inclusive way through a variety of courses and programs. In providing a basic knowledge of Catholic theology, the academic goal is to help students acquire broad-based religious literacy, including knowledge and appreciation of other religions. Similar to other academic course offerings, religion courses foster the continued development of reading and writing skills, and they demand 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 community. Love of neighbor, the centerpiece of Christian life, is the fundamental choice which students are called to make. In their daily interactions, all students are encouraged to both live and promote the gospel values of faith, hope, justice, honesty, 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


This seventh grade course provides an overview of the major topics undertaken during the students’ six years of religious study 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, students develop research and paper-writing skills, do independent projects, and make frequent oral presentations. CHURCH HISTORY AND HEROES

This eighth grade course begins with the study of Catholic Church history, providing a thematic overview of the growth of Christianity, and concludes with an examination of contemporary Catholicism in North America. Linked to this study, students undertake an examination of people who throughout the course of the Church’s history have struggled to understand Christ’s teachings and live them without compromise. The lives of


“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.

“The History of the Church and Holy Scripture invite us to receive and practice the words of Jesus: ‘Love one another as I have loved you.’ (John 15:12) Together we openly engage and make the effort to understand this invitation to love, sharing the journey of life in learning and teaching, in serving and celebrating the great divine mystery calling us to be fully human.” Reverend John F. Arens Religion B.A., B.Th., M.Div., St. John’s Seminary

such great Christian heroes as Father Damien DeVeuster, St. Francis of Assisi, Maximilian Kolbe, and Mother Teresa of Calcutta receive indepth consideration.


This tenth grade course 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. All the books of the Old Testament are subsequently studied. In the second part of the course, students examine the New Testament with particular attention to its origin, authorship, and historical setting.


This ninth grade course begins with a fundamental review of the beliefs 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, culminating with a concentrated study of the Sacrament of Confirmation. This theological study fully prepares the Catholic students in the course for the celebration of the sacrament in their local parish churches.


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 injustice, are considered. Personal ethical issues, such as the use of drugs and alcohol, social relationships and sexuality, and peer and cultural pressure, are also analyzed in light of Christian values.

are encouraged to read critically, discuss with an open mind, and write with precision and force. The goal of the course is that students see more clearly the relationship between faith and reason and be able to articulate this relationship to others.


The twelfth grade course introduces students to some of the major questions of western philosophy. Students are challenged to think more deeply about concepts fundamental to their theoretical and practical reasoning: the soul, virtue, friendship, freedom, happiness, and purpose among others. Reading actual texts of philosophers, students begin the year studying the Greek founders of philosophy (Socrates, Plato, and Aristotle). They then study the two most important Christian philosophers (Augustine and Aquinas) and two from the modern era (Pascal and Locke). Students


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. William L. Burke III Headmaster


service program 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.

“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.” John C. Eaton Director of Service Program Religion Department Appointed to faculty in 2003 B.S., Boston College

consistent one-on-one contact. Through weekly discussion groups, seniors are required to reflect upon the meaning of their experience, and to articulate those reflections in a final essay. 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 finest hours. The 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.

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, coordinating clothing and food drives, serving at food pantries, helping run programs for senior citizens, and assisting both children and adults with physical and mental disabilities. 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. 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


Students often dedicate their March vacations to service work around the world. In 2015 students, parents and faculty travelled to a remote area of Haiti to assist a St. Boniface Foundation hospital.


sports & clubs 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.


Noble & Greenough School

Brooks School

Rivers School

Buckingham Browne & Nichols School

Roxbury Latin School

Governor’s Academy

St. Mark’s School

Groton School

St. Paul’s School

Lawrence Academy

St. Sebastian’s School

Middlesex School

Thayer Academy

St. George’s School

Milton Academy

“ As a St. Sebastian’s senior, I had committed to three AP classes, an Eagle Scout Project, and two varsity sports. This schedule seemed too daunting, but my teachers and coaches expressed their faith in me. Thanks to their support, I earned academic honors; received All-League status on an undefeated football team; attained the rank of Eagle Scout; and gained admission to Harvard. The work ethic and time-management skills I gained continue to help me as a student and division-one lacrosse player. I am blessed for having attended St. Sebastian’s—not just for where it got me, but for what it gave me.”

Though participation in athletics is not a stipulated 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 practices, music rehearsals, student council programs, and other activities are, whenever possible, scheduled not to conflict. Club activities appeal to a wide range of tastes, and new organizations develop as student interests warrant. Students are expected to remain on campus after classes to pursue this total learning experience. As they learn to explore, they are reminded in myriad ways that anything worth doing is worth doing well.

– Joseph Kearney ’14 Harvard College ‘18


CLUBS AND ACTIVITIES The Arrow Yearbook Arrow Club (Community Service) Arrows Together (Faith Discussion) Arrowheads (a capella Group) Art Club Chess Club Communications Club The Dart & The Walrus (School Newspapers)

Debate Team Drama Club Finance Academy Harvard Model Congress International Club Jazz Ensemble & Rock Band Liturgical Ministries Math Club & Math Team Men with Positive Attitudes (MPA)

Neuroscience Club The Quiver (Literary & Artistic Magazine) Robotics Club Schola and Mass Ensemble Spanish Conversation Club St. Sebastianâ&#x20AC;&#x2122;s Journal (Scholarly Journal) Student Council Student Tour Guide Program S.A.D.D.




Varsity Cross Country Junior Varsity Cross Country Fourth Cross Country

Varsity Basketball Junior Varsity Basketball Third Basketball Fourth Basketball Fifth Basketball

Varsity Baseball Junior Varsity Baseball Third Baseball Fourth Baseball Fifth Baseball

Varsity Hockey Junior Varsity Hockey Third Hockey Fourth Hockey

Varsity Golf Junior Varsity Golf

Varsity Football Junior Varsity Football Third Football Fourth Football Fifth Football Varsity Soccer Junior Varsity Soccer Third Soccer Fourth Soccer

Varsity Squash

Varsity Lacrosse Junior Varsity Lacrosse Third Lacrosse Fourth Lacrosse

Varsity Swimming

Varsity Sailing

Varsity Skiing

Varsity Tennis Junior Varsity Tennis Third Tennis

Fifth Hockey

Varsity Wrestling Junior Varsity Wrestling Fourth Wrestling 63


admissions & financial aid 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.



The application deadline is January 15.

Determination of financial need occurs after admissions decisions have been made. Due to the constraints of the financial aid budget, the School awards aid to the most competitive students within the pool of admitted applicants.

Information 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 regular School hours from October through January. Appointments should be made weeks in advance. Open House and other important dates are included in the School calendar.

As a school, St. Sebastian’s makes a strong commitment to ensuring that no student is denied a place simply due to his family’s financial means. 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, 25% of the student body has received financial assistance from the School. The School awards financial aid only to those qualified applicants who exhibit demonstrated financial need.


Tuition $43,100 (includes daily lunch service) Fees 250 (includes labs, testing, athletics) Total $43,350

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

Average annual book expenses are about $750. The Student Council organizes a used book sale each summer to help defray the cost of books. An enrollment deposit ($2,000) 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.

St. Sebastian’s School does not discriminate on the basis of religion, race, or ethnic origin in the administration of its admissions, financial aid, or educational policies.


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.

Over the course of the year, all members of the junior class meet both individually and in groups with the College Counselor to discuss the process and to determine an appropriate list of colleges to be researched and visited during the summer. In their junior year, students have an opportunity to attend a number of college fairs, including one at which recent St. Sebastian’s graduates return to campus to represent the colleges they currently attend. College admissions representatives also visit the School to meet with students and answer questions. As seniors, students narrow their choices and apply to the schools that best suit their interests. During this important period, the College Counselor serves as a strong advocate for the applying seniors, consulting personally with the admissions representatives of the colleges to which they have applied. His effort to get to know and understand every senior personally makes the college counselor an effective and persuasive ambassador as he works with colleges to match a student with a school. Above all else, the College Counseling process is concerned with helping each student to understand himself and his goals more fully. Only in this way will he select a college that will allow him to continue to become the student and person he aspires to be.

“Guided by a seasoned College Counseling office, St. Sebastian’s families receive appropriate information, access to state-of-the-art search tools, and realistic advice. Every participant in the process truly knows each young man and can articulate his achievements in the classroom, during performances, in athletic competitions, and through service and club activities. Faculty members are eager to write insightful recommendations and are well-equipped to do so. They will speak in detail of your son’s character, his intellect, and his uniqueness. St. Sebastian’s is skilled at helping your son discern his talents and ambitions as he assesses his plans for college. College matriculation is a serious element of the St. Sebastian’s experience and there is a proven track record at a wide range of highly selective colleges and universities.” Mary Supple P’9, ’10, ’15



Members of the last five graduating classes have enrolled at the colleges and universities listed below.

Boston College 43

Hobart and William Smith Colleges 3

California Institute of the Arts 1

College of the Holy Cross 21

Princeton University 3

College of Charleston 1

Harvard College 17

Saint Lawrence University 3

Dickinson College 1

Middlebury College 12

Syracuse University 3

Emerson College 1

Providence College 11

Tulane University 3

High Point University 1

Georgetown University 10

United States Military Academy 3

Kettering University 1

Trinity College 10

University of Massachusetts,

Lasell College 1

Worcester Polytechnic Institute 8

Amherst 3

Lehigh University 1

Bowdoin College 7

Williams College 3

Loyola Marymount University 1

University of Notre Dame 7

Catholic University 2

Merrimack College 1

Dartmouth College 6

Davidson College 2

Miami University (Ohio) 1

Villanova University 6

Elon University 2

Morehouse College 1

Wake Forest University 5

Fordham University 2

New England College 1

Boston University 5

Franklin and Marshall College 2

Ohio Wesleyan University 1

Tufts University 5

Loyola University Maryland 2

Rensselaer Polytechnic Institute 1

Amherst College 4

Norwich University 2

Rhodes College 1

Bates College 4

Northwestern University 2

Saint Anselm College 1

Colby College 4

Roger Williams University 2

Salve Regina University 1

Colgate University 4

Santa Clara University 2

Skidmore College 1

Hamilton College 4

Southern Methodist University 2

United States Naval Academy 1

Northeastern University 4

Stonehill College 2

University of Alabama 1

Union College 4

Suffolk University 2

University of California LA 1

University of Richmond 4

University of Maryland 2

University of Connecticut 1

Washington University in St. Louis 4

University of Pennsylvania 2

University of Massachusetts,

Bentley University 3

University of Virginia 2

Brown University 3

Vassar College 2

University of New Hampshire 1

Bucknell University 3

Wheaton College MA 2

University of Rhode Island 1

Connecticut College 3

Yale University 2

University of Rochester 1

Duke University 3

Assumption College 1

University of San Diego 1

Fairfield University 3

Babson College 1

Washington and Lee University 1

Bridgewater State University 1 Bryant University 1


Boston 1

calendar 2016–2017 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.

SEPTEMBER 1, 7-8 New Student Orientation 9 First Day of Classes 14 Opening Mass 23 Upper School Dance

FEBRUARY 1 Financial Aid Application Deadline 3 Admissions Interviews and Campus Tours End 6 Black History Month Assembly 17-18 Winter Drama Presentation 19 St. Sebastian’s Invitational Debate Tournament 20 Presidents’ Day Holiday 23-25 Harvard Model Congress

OCTOBER 10 Columbus Day Holiday 11 Admissions Interviews and Campus Tours Begin 15 Homecoming 20 Admissions Open House

MARCH 10 Notification of Admissions Decisions End of Third Quarter Spring Recess Begins at Close of School 27 Classes Resume 28 Day Visits for Admitted Students Begin

NOVEMBER 3 End of First Quarter 4-5 Fall Drama Presentation 11 Veterans Day Holiday 13-15 Junior Class Trip to Washington, D.C. 17 Parent/Teacher/Advisor Conferences 23-25 Thanksgiving Holiday

APRIL 6 Admissions Reception for Admitted Families Day Visits for Admitted Students End 10-12 Senior Examinations 17 Patriots’ Day Holiday 18 Senior Service Begins 25 Grandparents and Special Friends Day 28 Grades 9 & 10 Semi-Formal

DECEMBER 1 Admissions Curriculum Night 3 ISEE Test at St. Sebastian’s School 10 SSAT Test at St. Sebastian’s School 16 Christmas Recess Begins at Close of School JANUARY 3 Classes Resume 7, 21 SSAT Test at St. Sebastian’s School 9-13 First Semester Examinations 14 ISEE Test at St. Sebastian’s School 15 Application Deadline 16 Dr. Martin Luther King, Jr. Day Holiday

MAY 25 26 29

Senior Service Oral Reports Junior/Senior Prom Memorial Day Holiday

JUNE 2 Undergraduate Final Examinations Begin 7 Undergraduate Final Examinations End 8 Baccalaureate Mass and Dinner 9 Commencement


enrolled students 2016â&#x20AC;&#x201C;2017 GRADE 7 Ryan Albertson Needham Landon Bailey Bridgewater Timothy R. Browne Needham Michael Callow South Boston Michael T. Cataldo Norfolk John Cox Sudbury Kevin E. Cummings Canton Griffin K. Cusack Hingham Charles S. DeMatteo Wellesley Ryan P. Donovan Franklin John Flynn Winchester Mick Frechette Weston Bennet T. Frisoli Westwood Brendan R. Gorman Arlington Jayden Grier Needham Andrew P. Hassey Attleboro John Hentschel Needham Samuel B. Hinman Needham Jack Hughes Westwood

Samuel F. Ix Wellesley

Timothy R. Souza Needham

Ryan J. DuFour Wellesley

Martin F. Kane Wellesley

Jack K. Sullivan Needham

Seamus Foley Braintree

Dylan C. Knightly Dedham

Maxwell C. Surprenant Needham

Fitz Frechette Weston

Brian W. Luppy Waltham

Kevin S. Wakakuwa Natick

Samuel J. Frisoli Westwood

Gary J. McCall Hyde Park

Richard Walsh Hingham

Henry L. Gennari Weston

Cooper McCann Needham

Gavin Walsh Winchester

William D. Goldman Dover

Aidan McCarthy Medfield

Paul F. White Braintree

Declan Gray Dover

James L. McCool West Roxbury

Matthew B. Williams Hingham

Joseph M. Hamilton, III Boston

Shane M. McElhaney Yorba Linda

Richard Wilz Canton

Joseph G. Harney Ashland

William McInerney Cohasset


Aidan J. Harrington Walpole

Alessandro Barbiellini Brookline

Patrick J. McKeigue Needham

Scott Behman Wellesley

Brendan A. Melley Medfield

Timothy J. Blue Westwood

Liam C. Muldowney Dover

John P. Bresnahan Newton

Aidan E. Noonan Westwood

Stephen J. Canavan West Roxbury

Matthew Noone Needham

Matthew Choi Boston

Thomas E. Proia Sudbury

Cameron Collins Raynham

Alexander L. Purpura Wellesley

Matthew Devlin Newton

Joseph Santosuosso Canton

Sean E. Duffy Canton

Thomas M. Scordino Weston


Edward D. Harrington Walpole Brett Hogan Westwood John M. Hornyak Wellesley Cameron A. Howell Roslindale Yves Kayihura Malden Benen C. Kaczmarek Newton Colm M. Kearney Dedham Daniel Ko Walpole Jacob R. Lavoie Taunton

Michael Lee Auburndale

Reed T. Shachoy Cambridge

Edward R. Daniel Wellesley

Matthew C. Joyce Braintree

Jameson Lynch Medfield

Isaiah Stanfield Needham

Michael Derenzo Wellesley

Harry J. Karavolas Needham

Aidan Maguire Hingham

Gabriel Twohig Boston

Nicolas P. Derrien Medford

Nathaniel T. Kelly Milton

John E. Mahoney Medfield

Nicholas J. Vallace Wellesley

Liam H. Devlin Needham

Joseph M. Lawler Winchester

Braeden McCabe Medford

Paul B. Vallace Wellesley

Andy T. Duong Dorchester

Ryan J. MacDermott Norwell

Nolan T. McGovern Holliston

Patrick J. Wade Needham

Michael P. Farinacci Medfield

Declan E. Maguire Hingham

Nicholas J. Merageas Medfield

Patrick Walsh Needham

John P. Feeney Milton

Timothy M. Malloy Dover

Christopher R. Mullen Weston


Thomas A. Flatley Milton

Thomas J. McCarthy Newton

William Ford Hopkinton

Patrick W. McDonald Wrentham

James E. Freehill, III Chestnut Hill

William H. McGovern Holliston

Aidan T. Garrity Norwood

Connor J. McKay Medfield

Trace R. Gotham Medfield

Luke D. McKenzie Medfield

Miles Graham Brockton

Hugh C. McLaughlin Hingham

Cole R. Hanifin Norwood

Michael McLoughlin Weston

Christopher N. Hatem Westwood

Thomas J. Messineo Westwood

Raymond J. Hilvert Medfield

Martin Morris Norwell

John A. Hodgson Wellesley

Edward T. Murphy Needham

James C. Hunnewell Dedham

Liam Murphy Weymouth

Connor S. Joyce Dedham

Austin J. Persons Westwood

Aidan G. Mulvey Westwood Conor T. Mynahan Medfield Derek J. Oâ&#x20AC;&#x2122;Donnell Westwood Juan P. Oliva Wellesley Aaron N. Pace Dorchester Joseph D. Pandit Milton Michael C. Phelps Natick Steven A. Purpura Wellesley Timothy J. Ragnoni Needham Samuel Randall Foxboro Mark F. Rice Walpole

Jared Arevian Scituate Jacob M. Babigian Newton John R. Beam Westwood Christopher J. Canavan West Roxbury Jose Maria Castelo Boston Christopher J. Cataldo Norfolk Reece Clark Weston Michael J. Colgan Norfolk Drew R. Commesso Norwell Liam P. Connors Westborough Dylan Crandall Raynham


Nathan J. Piecyk Canton Joseph D. Pimlott Lexington Michael J. G. Pond Westwood Evan G. Prince Natick William D. Queally Weston Cedrick Rene Milton Kristian A. Rosario Jamaica Plain Patrick J. Rourke Wellesley Dominic T. Scordino Weston Wesley J. Stanton Wellesley Krishna Thach Medfield David Thai Dorchester Michael T. Treseler West Roxbury Nicholas J. Urban Wellesley Michael C. Van Flandern Wellesley Michael R. Walsh Winchester Timothy Williams Hingham Dennis M. Yandow Needham

GRADE 10 Patrick J. Barron Jamaica Plain Matthew A. Behman Wellesley Connor J. Bertsch West Roxbury Peter J. Blake Needham Joseph A. Campanelli Wellesley Rory W. Casey Newton Justin V. Charles Milton Alex D. Cherry Dedham Matthew L. Connelly Wellesley Bradley W. Coughlin Medfield Michael D. Dailey Medfield James D. Davenport Natick James C. Donovan Franklin Andrew E. Dorsey Franklin Ted P. Duffy Walpole John R. Dumouchel Walpole James M. Esperne Medway John P. Farley East Walpole


Joseph E. Fiore Westwood

Alfred S. Martin, II Wellesley

Michael T. Fotiades Needham

Trevor J. Martin Canton

William J. Frisoli Westwood

Owen P. Martin Westwood

Bryce E. Gallagher Raynham

William A. McCarthy, III Newton

Jack S. Gallagher Wellesley

Steven D. McCool West Roxbury

Andrew C. Giacchetto Canton

Emmanuel Messele Boston

Liam J. Gorman Arlington

Andrew F. Michienzi Needham

Ryan W. Heffernan Wellesley

Jack-Patrick Milbury Needham

William R. Hentschel Needham

John B. Moffatt Wellesley

Theodore J. Hoppe Waban

Ryan E. Mullen Weston

Riley P. Hughes Westwood

Brendan M. Murphy Needham

Jack G. Hynes Southborough

Timothy L. Noone Needham

Stephen E. Jessup Westwood

Joseph R. O’Donnell Westwood

Stepan N. Kapreilian Weston

Ellis O’Donnell Weston

Andrew Y. Ko Walpole

Keun Woo Oh Natick

Nathaniel T. Kocho Needham

Chinedu C. Okwerekwu West Roxbury

Jack R. LeBlanc Newton

Anthony Perez Roslindale

Thomas J. Lyons, III Westwood

Brian C. Piatelli Wrentham

Joseph G. Maalouf Westwood

Jared H. Price Westwood

Nicholas M. Price Hingham

Jack G. Browne Needham

Ibrahim S. Kaba Norwood

Michael J. R. Milbury Needham

Nolan M. Prince Natick

Harrison P. Carlson Norfolk

Henry M. Kapples Wellesley

Reed Mitchell Sherborn

John H. Randall Foxboro

Julio Castelo Boston

Colin J. Kehoe Wellesley

James F. Mooney, IV Wellesley

Matthew W. Real Canton

Blake V. Colman Needham

John T. Kerwin Medfield

Finn M. Mulligan West Roxbury

Zachary Salvatore Westwood

William F. Coyne Needham

Timothy K. Kiley Marshfield

Peter F. Murphy, Jr. Duxbury

Wyatt B. Schlaht Wellesley

Brian C. Craven Hingham

William P. Kiley Marshfield

Mario I. Oliva Wellesley

William R. Seidl Wellesley

Ryan K. Curran Walpole

Peter J. Kilmartin, III North Easton

Thomas E. Olson Newton

Robert T. Smith Needham

William G. Daniel Wellesley

Charles V. Kittler Natick

Osamudiamen V. Onaiwu, Jr. Roslindale

Ryan J. Steinkrauss Needham

John H. DeMatteo Wellesley

David C. Labow Newton

Jonathan M. Pace Dorchester

Michael J. Swirbalus Westwood

Matthew S. DeSisto Medfield

Jack R. Leetch Boston

Charles K. Pandit Milton

Daman T. Tate Roxbury

Luke A. Diggins Boston

Anthony J. Lemone Wellesley

Cameron M. Parker Jamaica Plain

Cole C. Tremblay Stoughton

Landon Dombrowski Chestnut Hill

Kyle Licameli Westwood

Peter L. Pickard Medfield

Rafael G. Twohig West Roxbury

Patrick S. DuFour Wellesley

Robert A. Lordi Dover

Orvin A. Pierre Bridgewater

Miguel J. Vega, Jr. Newton

William D. Forman Wellesley

Wilson A. MacPherson Hingham

William A. Phelan Quincy

Griffin C. Wagner Medfield

William P. Fox Needham

Cameron T. Martin Westwood

William B. Plansky Norwell


Alexander L. Gainey Westwood

Nathan T. McCarthy Norwell

Evan J. Reddick Lynn

Nicholas M. Howell Roslindale

Brendan M. McKenzie Medfield

Patrick J. Ryan Billerica

George L. Johnson Wellesley

William R. McNamara Lexington

Andrew J. Santosuosso Canton

Peter C. Julien Needham

Neil C. Melley Medfield

Kurt W. Saraceno, Jr. Dover

Royce D. Abel Natick Jayson T. Barros North Easton Michael N. Bollas Needham Daniel K. Borah Needham


Paul T. Scemama de Gialluly Needham Christopher P. Sebastian Wellesley Ruben D. Shapiro Needham Vaughn S. St. Marie Brockton Dana D. Tate, Jr. Weymouth Michael D. Twohig West Roxbury James R. Walsh Brookline Martin P. White Braintree Matthew D. Wolpe Walpole GRADE 12 William R. Allen Weston Raffi A. Barsamian Sherborn Henry S. Birmingham Sherborn Camryn L. Cain Dorchester Nicholas T. Connelly Wellesley Michael F. Connolly Wellesley Samuel P. Cullen West Boylston James D. Dietrich Cohasset Timothy M. DiFiore Medfield

Bryan M. Doe Wellesley

Joseph R. Hunt Hanover

Bryan P. O’Donnell Westwood

Jack F. Doherty Needham

Cole E. Jarczyk Boston

Joseph M. O’Malley Needham

Joseph D. Duffy Walpole

Eric M. Jeremiah Hanover

Owen W. O’Neil Hingham

Liam J. Duggan Boston

Luke N. Jones Needham

Jake T. O’Neil Franklin

Andrew M. Elcock Needham

Parker S. Joyce Wellesley

James P. Orscheln Needham

William P. Evans South Boston

Christopher M. Joyce Braintree

Vito J. Palombella Needham

Ethan P. Fidalgo Randolph

Adama E. Kaba Norwood

John D. Petro Norwood

Michael K. Finucane Needham

Stephen C. Karol Canton

John C. Piatelli Wrentham

John M. Frisoli Westwood

Thaddeus Kennedy Dedham

Michael P. Ragnoni Needham

Blake J. Gallagher Raynham

Junior Laura Stow

Patrick E. Reed Westwood

Richard P. Gallo Waban

Ryan J. Martin Westwood

Cameron A. Rivera Franklin

Tyler J. Goldman Charlestown

James R. McCabe, Jr. Weston

William D. Roche Needham

Brendan B. Goostray Wellesley

Kyle P. McCarthy Medfield

Peter S. Rowe Weston

Samuel H. Gordon Wellesley

John T. McCarthy Norwell

Thomas P. Seidl Wellesley

Christopher B. Hailer Sherborn

Jackson S. McKeigue Needham

Stewart M. Smith Sherborn

Michael A. Hartman Canton

Kevin M. Moore Needham

Christopher P. Vallace Wellesley

Mitchell T. Heffernan Wellesley

Patrick M. Mulrenan Needham

Thomas Wasynczuk Westwood

Thomas M. Hovsepian Holliston

Cameron W. Mulvey Westwood

Trevor W. Yandow Needham

Austin R. Huffman Wellesley

Seamus R. Noonan Westwood

Alexander R. Zafonte Concord


administration, faculty, & staff 2016–2017 ADMINISTRATION William L. Burke III B.A., Middlebury College M.A., Boston College Headmaster, English Michael P. Nerbonne B.A., College of the Holy Cross M.A., University of Michigan Assistant Headmaster, Dean of Studies Classics Brendan W. Sullivan B.S., Princeton University M.A.L.S., Wesleyan University Dean of Students, Science Richard F. Arms B.S., St. Anselm College J.D., Suffolk University Director of Alumni & Development Daniel B. Burke ’97 B.A., Dartmouth College Ed.M., Harvard University Assistant Dean of Students, English David F. Cornish B.A., Harvard College M.Ed., Boston College Director, Grades Seven & Eight, English, Classics Edward P. Davis ’65 A.L.B. in Extension Studies, Harvard University Director of Planned Giving

Gregory W. Wishart B.A., Colgate University M.A., Middlebury College Director of Admissions & Financial Aid English

Dale E. Dillavou B.S., Massachusetts Institute of Technology M.A., Ph.D., Michigan State University Consulting Psychologist John J. Doherty ’62 B.S., Providence College Business Manager

CHAPLAIN Rev. John F. Arens B.A., B.Th., M.Div., St. John’s Seminary Religion

Edward B. Donovan B.S., Bentley College Director of Technology Newell N. Hall B.A., Bowdoin College M.Ed., Harvard University Director of College Counseling

FACULTY Sean P. Albertson B.A., College of the Holy Cross M.Ed., Harvard University Chair, Classics Department

David Hinman B.A., Hobart College Ed.M., Boston University Athletic Director

Donna G. Atwood B.S., Simmons College M.Ed., Lesley College Mathematics

Jennifer Joyce, R.N. B.S., University of Rhode Island B.S.N., New York University Director of Health Services

Gregory D. Calabro B.A. College of the Holy Cross English Benjamin A. Brown B.A., Vanderbilt University Science

Christine Y. Robertson B.S., Trinity College Director of Communications Paul J. Rossini B.S., Wentworth Institute of Technology Assistant Director of Technology Robert E. Souza B.S., U.S. Military Academy, West Point M.Ed., University of Southern California Athletic Coordinator


Andrew Carr B.S., Bridgewater State University Physical Education, Strength & Conditioning Patricia A. Cevoli B.S., Boston State College Fine Arts Meyer J. Chambers B.M., M.A., Xavier University of Louisiana M.L.M., Catholic University of America Music Ministry Denis J. Cleary B.A., College of the Holy Cross M.A.T., Harvard University Chair, History Department Sean A. Cleary B.A., Tufts University M.F.A., The University of Montana English Richard Connolly B.A., Davidson College M.A., Teachers College at Columbia University English G. Andrew Conway. Jr. ’06 B.A. Harvard College Science

Carla A. Callini B.A., Providence College M.S.T., University of New Hampshire Mathematics

Josef N. Cressotti B.A., Yale University M.Phil., University of Glasgow Classics, Religion

Kaitlyn A. Carberry B.A., Boston College M.S. Hunter College, City University of New York Director of Academic Support

Steven T. Dagdigian B.A., Harvard College History

Stefan T. Cressotti B.A., Amherst College M.A., Middlebury Classics

Michael R. Deschenes B.A., College of the Holy Cross M.A., Tufts University M.L.I.S., University of Illinois Director of Library & Information Services, Computer Science Terell Diggs ’09 B.A., Stonehill College History, Admissions 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 James E. Ferguson B.A., Trinity College, Dublin M.A.T., Boston University M.A., Boston University Classics T. Kern Fitzgerald ’79 B.S., M.Ed., Springfield College Athletic Trainer, Physical Education, Science Shayna R. Gilman B.A., University of Vermont M.A., Middlebury College Spanish

Karl P. Grohmann B.A., Berklee College of Music M.A., Longy School of Music Music Thomas D. Harrington ’10 B.S. Northeastern University Religion

Ryan J. Moore B.A., Boston University M.A., Middlebury College Spanish, Admissions

James W. Rest B.A., Hamilton College M.Ed., Boston College Chair, Mathematics Department

George J. Morelli B.S., Villanova University M.S.T., Boston College Mathematics

Brian L. Richter B.A., University of the South M.A.L.S., Wesleyan University English

Thomas R. Moriarty B.S., Hamilton College Mathematics

Michael Lawler A.B., Harvard University M.A., Middlebury College English

Mark T. Nelson B.A. Colby College M.S. Johns Hopkins University Mathematics

Brian P. Lewin B.A. College of the Holy Cross M.T.S. Boston College Religion

Richard J. Palmaccio ’62 B.S., M.A.T., Boston College Mathematics

Christopher F. Lynch B.A., College of the Holy Cross M.A., Middlebury College M.Ed., Boston College Chair, English Department

Rev. John V. Paris B.A., S.T.L., St. Anselm’s International College M.Ed., Boston College Ph.D., Catholic University, Milan Library

Sean P. McCann B.A., Harvard University History, Admissions

Thomas F. Piacenza B.A., Davidson College Mathematics Manuel Pettine B.A., Berklee College of Music Music

Edmund J. McCarthy B.A., M.Ed., University of Massachusetts M.A., Middlebury College M.A., Columbia University Director of Writing Program, English

Woody Redpath B.A., Wesleyan University M.A., Wesleyan University History


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 B.A., Hobart & William Smith Colleges M.A., Boston College Fine Arts Stephen P. Salomone B.S., U.S. Military Academy, West Point MTS, Harvard Divinity School Religion Michael Sanderson B.S., Lasell College Assistant Athletic Trainer Ryan A. Sanderson ’12 B.A. Bowdoin College Science Elaine D. Schwimmer B.A., Yale University M.A., Boston University Chair, Spanish Department

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., Middlebury College M.S.T., Boston College Science Steven P. Thomasy B.A., Wheeling Jesuit College M.A.T., Boston College History Paul G. Tremblay B.A., Providence College M.S., University of Vermont Mathematics James Tull B.A., Brown University M.A., Norte Dame Religion Olivia Uhlman B.A., Williams College Science Adam White B.A., Dartmouth College M.F.A., Columbia University School of the Arts English

Eric B. Ludwig Director of Maintenance

David J. Wilbur B.S., Worcester Polytechnic Institute M.A., University of Virginia Chair, Science Department

Helen E. Maxwell B.F.A., Boston University M.Ed., Massachusetts College of Art Assistant to the Director of Admissions & Financial Aid

Jay Wu B.A., Boston College M.S., Boston College M.F.A., Pennsylvania Academy of the Fine Arts Mathematics

Jared A. Mosman Rink Manager Linda Panetta B.A., University of Massachusetts, Amherst Assistant to the Director of Development

STAFF Michaela Chapman B.A., University of Massachusetts, Amherst Communications Associate

Paul F. Panetta, Jr. Assistant Director of Maintenance

Paula J. Coskren A.A., Aquinas College Assistant to the Headmaster

Liz Stanton Ragnoni B.A., College of the Holy Cross M.B.A., Babson College Director of the Annual Fund

Lesley Day-Morgan B.A., University of Massachusetts, Amherst Gift Processor/ Development Assistant

Penelope K. Reilly B.S., Wheelock College Secretary

Maryellen N. Driscoll Assistant to the Business Manager

Nancy G. Sanderson B.A., Boston College School Secretary

Jo Ann E. Farrell B.S., Northeastern University Assistant to the Business Manager

Joey Spadoni B.S., College of the Holy Cross Digital Media Coordinator

Carol Fachetti M.B.A., Northeastern University Campaign Coordinator

James P. Walsh ’86 B.A., Boston College Director of Alumni Programs

Kelsey E. Johnson B.A., St. Anselm College Events Coordinator & Development Associate 76

C. Douglas Warry B.S., Salem State University Maintenance Patricia M. White B.S., Northeastern University Assistant to the Director of College Counseling ALUMNI ASSOCIATION Timothy P. Doherty ‘87, P’17 President MEN’S ASSOCIATION Michael R. Muldowney P’12,’16 President GUILD OF ST. IRENE EXECUTIVE BOARD Lucy Kapples P’16,’18 President Cara Real P’13,’19 Vice President Susan Saraceno P’18 Secretary Kate M. Blake P’19 Treasurer Alyson M. Karpowicz P’16 Past President

board of trustees 2016–2017 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 Executive Officer, Headmaster Douglas A. Kingsley P’10,’10,’12,’13 Secretary Robert M. Wadsworth P’10,’15 Treasurer Devin C. Condron ’92 Assistant Treasurer

David M. Calabro ’78, P’16

Lucy Kapples P’16,’18 President, Guild of St. Irene

Barbara E. Connolly P’10,’12,’17

John P. DiGiovanni ’84, P’14

Michael R. Muldowney P’12,’16 President, Men’s Association

Kevin F. Driscoll ’72, P’05,’09

Timothy P. Doherty ‘87, P’17 President, Alumni Association

Rev. Michael E. Drea

Patrick J. Hegarty ’89 Jane M. Hoch P’07

John W. Hueber ’71

Ross M. Jones P’16,’17 Susanne C. Joyce P’20 Carolyn M. Lemone P’16,’18

Wesley D. Mateo ’03

John E. McNamara ’81, P’14,’18

James F. Mooney, III P’18 Robert J. Mulroy ’82 Mark L. O’Friel ’79

William A. O’Malley P’09,’10,’13

Robert M. Reardon P’15 Kristin E. Reed P’15,’17 John A. Sebastian P’18

Randall P. Seidl P’17,’19 Rev. Kenneth R. Sicard, O.P. Kurt R. Steinkrauss ’91, P’19 Mary L. Supple P’09,’10,’15

Stephen P. Ward ’96 Andrew Wasynczuk P’14,’17


James A. Cotter, Jr. ’57 David F. Gately ’73 J. Brad Griffith ’58 GP ’19 Trustee Emeriti



visting st. sebastian’s school



From the North: 128 (95) South Exit 18 (Great Plain Ave.) Left off ramp Left on Greendale (first light) First right into parking lot

Admissions Office St. Sebastian’s School 1191 Greendale Avenue Needham, MA 02492 phone: 781 449-5200 fax: 781 449-5630

From the South: 128 (95) North Exit 18 (Great Plain Ave.) Right off ramp Left on Greendale (first light) First right into parking lot


CREDITS design

Gill Fishman Associates, Cambridge, MA


Sean Hennessy, Newburyport, MA


Kirkwood Printing, Wilmington, MA

ST. SEBASTIANâ&#x20AC;&#x2122;S SCHOOL 1191 Greendale Avenue, Needham, Massachusetts 02492 Phone: 781 449-5200 Fax: 781 449-5630

St. Sebastian's Viewbook 2016  
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