Now & Then, Spring 2024

The Papitto Opportunity Connection invests $1 million in Siya Singhal ’26’s proposal to help improve the lives of BIPOC communities in Rhode Island

86

From Saving the Bay to Preserving America’s Architectural Heritage Trudy Coxe ’67

90 Wheeler Athletics

Now, then, and ahead with Wheeler’s Track & Field Program and catching up with some of our standout alumni student-athletes

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Designing Digital Experiences That Bring People Together Rather Than Drive Them Apart

Kyle Blacklock ’15

The Spirit in Our Stories

This issue of “Now & Then” truly lives up to its name. The stories you’re about to journey through highlight Wheeler voices from today and yesterday, going all the way back to the first member of our school community, Mary C. Wheeler herself. In producing this issue, it was a joy to bring everyone together to listen to their shared experiences on the farm, at the Hamilton School, on our athletic fields, or as head of school — across generations.

At the beginning of our cover story, which highlights the history and future of the farm, we feature one of my favorite archival photos. It shows Miss Wheeler standing on what was then our new Seekonk campus and looking at the camera with what appears to be a strong sense of determination. I’d like to think she’d be proud to read this issue, because, in addition to revealing some of the school’s remarkable growth over the last 100-plus years, these stories also convey that Wheeler’s spirit is the same as it ever was. We’re always determined to do more, for our school and our students.

Max Pearlstein Editor

................................................................................................................................................................................... Head of School

Allison Gaines Pell P’23, P’25

Office of Strategic Communications

Max Pearlstein, Director of Strategic Communications

Olivia Rodrigues P’31, Daily Content Specialist

Chelsea Arceo, Digital Communications Specialist

Design

Alex Budnitz, Sametz Blackstone Associates

Contributing Photographer

James P. Jones, James Jones Studio Board of Trustees President Alisia St. Florian ’86

From the Head of School

Dear Wheeler Community,

Mary Colman Wheeler bought the Wheeler Farm in 1912 for a sum of $3,250, with the intention that it would provide a rural counterpoint to the school’s urban landscape in Providence. We cannot know precisely what moment of inspiration led to this visionary purchase, or what Mary herself felt as she stepped foot onto the landscape for the first time, but Wheeler has been the beneficiary of that insight for all these many years.

The first time I set foot on the farm, I felt a deep sense of calm. It’s a visceral experience that has been shared by numerous students, faculty, staff, and family members over the last century. I remember that it was early in the morning of a distinctly foggy fall day, and the moss on the rocks were glowing a brilliant green. I understood then, and in so many more ways since then, that the farm represents the heart of our school. It is the place where we play, exhale, compete, explore, restore, and relate.

In this issue of “Now & Then,” we share many stories of Wheeler, with a special focus on the farm. If you are reading this, you already know that the farm has played a key role in the essential traditions and athletics life of the school. We are pleased to look back at that important history in these pages, and we are also excited to share with you how the farm will continue to fulfill its potential as a true second campus. Our future planning includes amplifications of Wheeler’s already strong Athletics Program, as well as the realization of academic programming across all of our divisions and throughout the farm’s 120 acres. This includes a new home for the Nest, our nature-based early learning program; the addition of cabins in the woods and an amphitheater; and a restoration and reenvisioning of the central hub that characterized the farm of the 1920s.

I hope you enjoy this wander through life at Wheeler, both on the farm and in the city. We are so proud every day of our students, faculty, staff, and larger community, and we hope that in these pages we can share some of that with you.

Enjoy!

Allison Gaines Pell P’23, P’25 Head of School

The Wheeler Q&A

Headliners

One afternoon this fall, we settled in for a special conversation between current and former Wheeler Heads of School Allison Gaines Pell P’23, P’25; Dan Miller P’15, P’17; and Bill Prescott H’03, P’85, P’91, P’96. The topics covered during this Zoom conversation included the joys and challenges of the head of school role, their impressions of one another, and the history and future of the school. (We should note the discussion took place before Allison announced that the 2024-25 school year will be her last at Wheeler.) Director of Strategic Communications Max Pearlstein helped guide the discussion. Here’s what they had to say:

Allison Gaines Pell (AGP): First of all, thanks for doing this. It’s such a rare opportunity to have a conversation between three heads of school who go back to 1980! That’s a pretty amazing time horizon. I’m hoping this is just a freewheeling conversation. Max, do you want to take it away?

Max Pearlstein (MP): Sure. Allison, given your intro, I’m wondering what it means to each of you to be in this conversation today with your two fellow Wheeler heads.

Bill Prescott (BP): Well, I think this is a great idea. When I became a retired head and left Wheeler, my major goal was to get out of Dan’s way and let him do his job, and he did it better than I could have done it.

Dan Miller (DM): That’s kind of you to say, Bill. I guess for me, it’s nice to have an opportunity again to thank you for the way you teed things up and set the stage for me to have a smooth transition. I’d also like to say how happy I’ve been to be succeeded by Allison, who I knew was going to take the school to even higher heights. To feel like I’m bookended by people I admire is a luxury I don’t think most heads have.

AGP: One of the things that I find really interesting is the different ways that each of us has carried forward the Wheeler mantle. We’ve expressed it differently, but we have all stewarded Miss Wheeler’s vision on a similar trajectory.

MP: On that note, Wheeler is a school with a long and cherished history, but the school also evolved under each of your tenures. How can we continue to embrace that history while always evolving to match the needs and desires of today’s students and families?

BP: Well, I think one of the things that’s got to be critically important is for the school to continue to be innovative. One of the great challenges that Allison is going to face is how to replace some of the irreplaceable people, like [longtime Aerie Director] Mark Harris, who is one of a kind, and find additional people with the same kinds of passionate interests in doing things differently and doing them in ways that we might not have otherwise thought of.

DM: I would agree in that it’s more about whether the institutional posture will be flexible enough to adjust to changing realities. I think in cities like Providence, the question arises because one wants to be responsive but also innovative and ahead of the curve. But if you get too far ahead of the curve, will the marketplace of families be willing to go with you?

BP: Good point.

AGP: Yeah, it’s something that we’ve been talking about a lot. Dan, since you left, there have been seven new people who joined the leadership team, and each of them replaced somebody who was extraordinary at their job, who was here for decades, and who made a huge positive mark on the place. We have also had a few longtime members of the team switch into positions that best suit their unique talents and use their gifts to serve institutional memory and forward movement. It’s been really great to watch the people who remained, like Mark or, for a while, it was [former Director of Operations] Gary Esposito, who got to know the new people and brought them along into the fold. Some of the most gratifying moments I’ve had are the moments where I’ve heard existing and longstanding members of the community say something like, “I never thought we’d be able to replace this person, but this new person is also wonderful and really “gets us.” Each new member of our community brings something new, and while we always miss the person who’s gone, it gives me confidence to know that we’ve been able to do it. To complement that, we’ve been focusing a lot on institutional memory because, during COVID, like so many schools, we had some turnover. We were already anticipating it because we have been blessed with longevity here among faculty and staff, and there were and are people closer to retirement. Planning for that, and figuring out how to preserve what we cherish and understand about the school, has been a really meaningful project because we don’t want to lose anything along the way.

MP: What was or is the best part about being head of school at Wheeler, and what’s the most challenging part?

BP: I would hesitate to try to suggest what’s the most challenging part. In some ways, it’s all challenging, as it should be. I think the best part is watching people learn and grow and the team notion that I think we established for a long time now. It’s fun being around people who are happy and productive.

MP: What about you, Dan?

DM: Trying to think about the best part is challenging because I experienced it as a parent, spouse of an employee, and as a head of school, so I have different perspectives. I would say the school had a particularly notable and appealing vibe. We used to use that word a lot in trying to explain the creative friction and the buzz at Wheeler, but generally speaking, I think the energy that you feel that was somehow generated by that interesting alchemy of adults and students and campus and location that somehow created an unusual energy when you walked in the door.

For challenges, and I’m sure Allison has felt this as well, one of the school’s great strengths also presents a challenge. Wheeler’s diversity not just the diversity in our demographics, but also the age range of students and the educational priorities of our families makes finding a way to communicate effectively quite difficult. I remember it being challenging to know how to shape my communications in a way that might be relevant or accessible to that broad a range of humanity.

AGP: I don’t have the retrospective that you both have, so it’s hard to say what I would choose many years from now, but I agree with Dan that one of the things that I really like about this place is the energy. I like the fact that it’s noisy; I like the fact that there’s always a lot going on, that I can never get to everything that’s happening. I wish I could be two people most of the time! And I love that feeling because it means this is a place where people are engaged and learning. This is also a place built on relationships that are in some cases decades old. People come here, they raise their children together, they go through major life events together, so there’s a familial feeling here that acts as the glue. In the same way, it’s complicated, because being part of a family, or a community that at times can feel like one, is complicated, right? But, I really enjoy that. I like coming to a place where I know that people care and have a love of kids. The most challenging? I think it’s interesting what you said, Dan. When I was coming here from New York City, where the community that I was in was more homogeneous in terms of its views and thinking, I appreciated that there are a lot of different types of people, a lot of stories, a lot of walks of life here. It’s a challenge and an opportunity to find the right message or to give everyone what they need at any given time. Certainly some days it feels like a huge challenge, and other days it feels a little lighter.

MP: Is it the people that keep you here, despite that challenge?

AGP: Yes, I would say it is the people that keep me here.

BP: I agree.

AGP: It’s a joy to be with people who are so curious and positive. I remember when I first started, and it was clear there were a lot of people who were going to be close to retirement; on paper you sort of imagine that everyone must be getting ready to leave, but it could not have been further from the truth. Everyone in the school, wherever they were in their career, was full of energy and ready to go. And that was so refreshing and unusual, and I thought it spoke to the place and the leadership that came before me.

BP: I had a couple of different things that I was thinking of as others were talking, but one of the reasons that I stayed as long as I did and loved it as much as I did is that I, whether by accident or design, I had a life outside of the school. It became, in some cases, a point of some humor among other people, but my duck hunting forays and fishing I’ve taken Dan fishing, so he knows that’s one of the things that I like but that life outside of the school kept me going at times. The other thing that I discovered to my great surprise in my last five to ten years at Wheeler was that people wanted to hear what I had to say. That floored me. It’s not that I had anything to say that was terribly exceptional, but I began to share more of myself and it was a great joy. But that was also part of the challenge because once I discovered that people wanted to hear what I had to say, then I had to think more carefully about what I had to say and whether it was going to be effective.

DM: Bill, one thing that popped into my head as you were talking is you were saying you had a life outside of the school and that’s kind of what made it healthy and sustainable. Truthfully, I had no life outside of the school. I don’t know if it was just by choice or just personality, but maybe the combination of my wife, Joanna, teaching there and both kids being there, and just the way I enjoy spending my time, but I found the people I was with every day and worked with were enough, along with my immediate family, to give me what I needed. I enjoyed that full-on immersion in the life of the school. It was really a lifestyle more than a job. Just a different way to be healthy, I guess.

BP: And that makes sense. That’s how we’re all different.

DM: This isn’t to say I wasn’t jealous of you, Bill, on occasion. Your ability to turn off the school in a way that I never developed. I was always envious of your compartmentalization skills!

BP: It is how we bring ourselves to the table, bring our lives, and we do it in ways that fit what we do. I once wrote an article for one of the publications that we subscribed to. It was called, “Leaving the Office Behind,” and I talked about my life outside of the school, and a lot of people loved it and some people really took me to task…

DM: You were ahead of your time, Bill. Now they call that work-life balance.

BP: Exactly, but I really got raked over the coals by some, particularly some of the women heads who said, “Well, it’s all very well for you, you can go off because your good wife takes care of the house and the home, and you can do whatever you want, and that’s not realistic.” It was an interesting dialogue, and it was absolutely true about [my wife] Suzie’s ability to take care of the house and the home and let me…she was so tolerant beyond belief.

AGP: I think about that a lot because my spouse and I always did everything exactly the same, 50% contributors at home, and the truth is I can’t do it in this job so much; I have to do less. It’s an all-consuming job. And I have never been good at having any outside hobby. My hobby is thinking about work.

MP: As you’ve all talked about, this is an all-consuming job no matter how you try and divide it, and then somebody else comes in as head of school and you pass the baton to them. I’m curious what that transition was like for you and what you thought of the person who succeeded you.

BP: The only thing I would say in that regard, and that I’ve mentioned already, is that one of the great things about the three of us is that we’re so different. I think we have different styles and different ways, and they’re all successful. And, to be honest with you, I almost did a double take when I saw Dan today. It was the first time in quite a long time since we’ve seen each other we’ve talked once in a while on email and it struck me how much I’ve liked him from day one. And that’s an awkward thing to say but it’s the truth.

DM: Bill, you’re too kind, and the feelings are entirely mutual. I’m sure some of that was because I was new to being a head, and I didn’t really know what to anticipate, but Bill, you had been there for two decades when I arrived there was a library named after you! Bill was someone whose humility was so notable given how much he’d accomplished. When Bill took over the school it was a struggling entity, and he hired all the key people who changed that, and he made many of the major decisions that set it up for everyone else. Bill didn’t really know me well when I got hired, and he did two important things: He told everyone he knew and with whom he had tremendous credibility that I was great, even though he had no reason to think that, and then he gave me incredible space. That said, he was always available if I needed help, or needed a question answered, or for support. That made a huge impression on me. And now I’m embarrassing you, Bill, but that’s just true.

The other thing, Bill, is that you were always excited for the cool things that were happening at Wheeler after you left, instead of thinking they would somehow eclipse your accomplishments. You were genuinely thrilled to see all the things that were going to change. All of this was my blueprint for when Allison was hired. I told everyone, before I really knew her, that Allison was amazing (and it obviously became easier to do as I got to know her better) and that there were significant parts of the school that could grow with someone who had interest and expertise that I just didn’t have. I

brought the things I could bring, but I felt and continue to feel really excited about the things Allison has brought. I was not, and am not, an expert on teaching pedagogies or pedagogical innovation, and Allison is an expert on both. That was a huge, needed infusion of new thinking that I just wasn’t capable of offering. As I said, it’s not like Wheeler is a homogeneous community that is going to be open to every model of education, and Allison’s been courageous about identifying distinctive qualities rather than ones that are simply the same as other schools. They are qualities that make Wheeler different.

I’m also really excited by her continued vision for the development of the farm. Allison is clearly taking it to another level with the early childhood education programming and facilities. (I know all of us would agree that [former Director of Operations] Gary Esposito was a, if not the, critical voice in pushing the farm’s potential forward and making sure none of us lost focus on what it could bring.)

The last thing I’ll say is that when I left, there was an established group of administrators, and Allison earned their respect right away. They were excited about her hiring and they loved working with her. Upon their retirement, Alison guided a transition from some of these established school leaders and recruited talented newcomers. Her ability to work with a variety of people in a strong administrative team and successfully introduce new members to the team has been very impressive.

BP: One of things that you hit on is knowing what you’re good at and what you’re not good at. It is so critical because the school can just take off by a head knowing what’s there.

AGP: You’re right, Bill. As you said, we are all really different people, and we are the people that the school kind of needed during the era that we have each led it. Bill, I think all the time about the decision you made and brought to the Board of Trustees about starting Hamilton, and how it happened so fast. It was such a good example of having some key people who said, “this is a good idea, we think we can run with this,” and over the course of six months it happened. We use that story a lot as a reminder of how really motivated and talented teachers can push something forward, and that Wheeler has a track record of taking a chance on good ideas and great people. It’s the reason, I think, that so many talented teachers want to stay here, because we say yes to as much as we possibly can. And as another example, it’s the reason that Erin (Gildea) Muccino ’04 basically built the Dance Program from scratch that has now involved hundreds of kids from Upper School through Lower School, because we kept feeding her passion. It’s about the ethos of the school and our willingness to say yes, so I really credit both of you for keeping that alive.

MP: You’ve talked about the farm, and that’s the cover story for this issue of the magazine. I’m wondering what you feel are the benefits of having a city campus and a farm campus, and how they come together to form that unique Wheeler educational experience.

BP: There’s so many that I hesitate to even try to enumerate them. The fact that we have two campuses, and the fact that the farm has continued to be developed in the way that it has, I often liken it to a small college facility. It is just spectacular, and it allows our kids and our teachers to get a whiff of everything that’s possibly available. I think it’s phenomenal.

DM: First of all, it’s amazing when it comes to athletics. The farm offers college-level facilities, whether indoor or out. I also think that the moving of nursery and pre-kindergarten to the farm and the creation of the Nest, which is an opportunity to introduce more people earlier to that setting, is a really smart and strategic programmatic move when it comes to enrollment. And all the things you can do at the farm with older grades… the proximity, which allows a truly organic integration of “city and country” programming, and the simply extraordinary functional beauty of the farm are an amazing resource, and by the way, a really significant differentiator from our competitor schools.

A Prescott family photo from 1980 showing Bill and Suzie along with their children, Rob ’85 (then in grade 8), Simonne ’91 (then in grade 2), and Suzanne ’96.

AGP: I’m glad you said that about athletics, Dan, because the farm has been home to our athletics facilities for as long as I’ve been here, and it can become easy to not call attention to the fact that, when you’re out there on an afternoon and there are all the games or practices happening, it’s just the most beautiful environment that you could possibly be in. Or at night, with the lights on the field and the stars above, it’s inspiring to be in a place like that. The facilities and that venue are really special. Mary Wheeler had an incredible vision when she bought it.

MP: Hearing that excitement in your voices for the farm leads me to my last question. What excites you about Wheeler’s future?

AGP: Wheeler is a school that has such a storied history and a special origin story that we all love. It’s rare that a place can be so grounded in tradition but also so flexible and willing to not just evolve, but to embrace something that feels just out of its reach. Consider the experience right now of going through the beginning or whatever stage we’re in of the age of Artificial Generative Intelligence. People here are embracing the questions raised by AI, and we’re sitting with kids to figure out how they’re using it it’s a pleasure to be in an environment like that. I value so much and I have so much optimism about how this institution will continue to embrace those sorts of challenges going forward. Another example that we were just talking about was the Nest, and the fact is, while we all had ideas and dreams about the Nest and what it could be, and then how great it would be to have it on the farm, it was the opportunity that COVID presented that made it happen. Not that COVID was a good thing, but here again we took advantage of that moment as an opportunity. I think that is what excites me about the future. We’re going to continue to do that no matter who is here, no matter what combination of faculty and staff and families and kids. That’s why people choose this place, and it is why I have so much confidence in it.

BP: When I think about one of the things that excites me about Wheeler, I remember an early meeting involving faculty and parents and trustees. I tried to word this as tactfully as possible, but I said I was not interested in Wheeler becoming a good school to be compared with the other independent schools in Rhode Island. I was looking for the best school in the world. I wanted the school to become a spectacular place in and of itself and irrespective of who it might be compared with. And that’s one of the things that excites me now about the school. I think it’s positioned and continues to position itself to be a great, great school. I don’t know too many schools that can compare with Wheeler.

DM: I’m excited for similar reasons. I just think that Wheeler is in really good hands, and I’m excited to see what the school does next.

AGP: Well, thanks so much to both of you.

BP and DM together: Thank you.

A Long Ramble Through the Incredible History and Future of Wheeler Farm

WHEN YOU ASK PEOPLE TO DESCRIBE WHEELER FARM, they often start by saying something like, “This is a place where…” or “When I’m at the farm, I feel…” In this way, Wheeler community members tend to think of the farm as a place and a feeling…or maybe it’s more of a place where you feel things, both physically and emotionally. When you’re a student in the 6th-Grade Farm Program, it’s the soft mud under your shoes or the fine sawdust on your fingertips; as a 9th-grade Environmental Science student, it’s the cold presence of the pond slowly rising around your legs as you wade into the water; as a Nest student, it’s the burst of red, orange, and brown leaves that you kick up as you run down Columbine Hill; or as an Upper School studentathlete, it’s the cheering you hear from the crowd as you kick a soccer ball along the turf pitch; and as a 3rd-grader, it’s the sound of the birds high above you, or the rough surface of the unidentified something down below that you pick up from the forest floor and excitedly put into your bag to investigate later with classmates and teachers.

Throughout this article, which is as expansive as the farm’s 120 acres, we’ll hear from numerous people, some from Wheeler’s present and others from its past, who will tell us what kind of place the farm is for them and how it makes them feel when they’re there. There is an incredible amount for us to meander through, because the farm isn’t one place or feeling, but many. It’s a trail of tiny moments that are each meaningful when viewed alone and, when viewed together, reveal an educational and experiential ecosystem. So let’s begin at the start of that trail, with the very first person who thought that The Wheeler School would benefit from the addition of a Wheeler Farm.

“While the plans for the new school were being made, it was borne in upon me that since we were becoming more complete as a city school, it would be a great thing if, by the purchase of a farm near the city, we could meet the requirements of both city and country. It seemed to me that in this way we could make ourselves modern in the best sense of the word, that here we could develop the natural tendencies of growing girls, and thus fit a woman for the life that we know she is going to lead,” our school’s founder, Mary C. Wheeler, wrote in a 1914 book celebrating Wheeler’s 25th anniversary. “In about a year I found our present farm, consisting of seventy-eight acres, with a spacious house situated on a terraced hill, from which we have a splendid view of rolling country with its meadows, hills, woodland and huge boulders, covered with moss and ferns. Last autumn I was able to buy the smaller adjoining farm, so that now we own the country on all sides and have a second house with barns for future expansion.”

FROM THE START, MISS WHEELER ENVISIONED A SCHOOL WITH TWO CAMPUSES, ONE ON THE BUSTLING EAST SIDE OF THE CITY OF PROVIDENCE AND THE OTHER RESTING IN THE FORESTS AND FARMLAND OF SEEKONK, MASSACHUSETTS. As current Head of School Allison Gaines Pell P’23, P’25 mentioned in her introductory letter to this magazine, Miss Wheeler purchased the farm in 1912 for $3,250, picturing it as a destination for her students to experience nature, learn in a different environment from the city campus, and paint in a beautiful setting that would be similar to her own experiences painting in the gardens of Europe, specifically Giverny, France, where she spent time as the neighbor of the master of Impressionism, Claude Monet. The farm would go on to serve those purposes and, as you’ll see in the reflections to come, a great deal more.

ABOVE Mary C. Wheeler in one of the earliest photos we have of her at Wheeler Farm.

A Town and Country School

MISS WHEELER WANTED WHEELER TO BE A “TOWN AND COUNTRY SCHOOL,”

a term that was incorporated into the school’s name and early marketing materials. As a 1916 book for “The Mary C. Wheeler Town and Country School’’ proclaims, “The school owns two adjoining farms in Seekonk, five miles away. This property consists of one hundred and twenty acres, of which forty are under cultivation, farm houses and other buildings, including a greenhouse recently erected.”

Sixteen years later, a November 1932 report prepared for school leadership also highlighted Wheeler’s town and country aspect as a true differentiator from other schools in the area. “An attempt should be made here to emphasize the influence of the historical background and cultural resources of an old New England city while, at the same time, emphasizing the farm idea and its contribution to the school. In other words, we must try to get across the idea that because of its location in a city and because of the accessibility of the farm, this school is richer in its environment and in its possibilities than are institutions which enjoy one or the other of these locations. It seems to me that a great deal can be made of this point but it should be very carefully written. It should be stated positively and there should be no evidence of ‘defensive position’ in the paragraph.”

Nursery Teacher Mo Abdalah (pictured left with Nest students) remains very positive about Wheeler’s town and country duality today. “The farm is not only a unique asset for learning and growing at Wheeler, I'd argue that it is Wheeler,” he says. “From the school’s inception, Mary C. Wheeler mentioned the desire to teach her students how to be town and country learners.”

Wheeler Farm in 1933

Getting From There to Here, Then and Now

Of course, the benefits of a town and country school could only be realized if there was an easy way to travel between the two. The 1916 viewbook touted that “The accessibility of the farm, to which the motor omnibus runs in fifteen minutes, makes possible a combination of the desirable features of a town and country school. The school uses the farm for frequent afternoon trips, for picnics, for week-end parties, for the annual field day, for tennis tournaments, for rambles through the woods, as a starting point for long tramps, and for excursions with science courses.”

As you’ll see later in this article, the science courses, tennis tournaments, and all kinds of “long tramps” still happen at the farm, but we have a different name for the motor omnibus that returned to the road this school year. Wheelies the Shuttle Bus Service runs between Providence and Seekonk for morning arrival and afternoon pickup each day, helping save time (and gas) for parents with kids at both campuses.

Exploration

Excerpt from a letter written by then-Head of School Mary Helena Dey for the “Half a Century of Girls” 50th anniversary book published in 1939

A change of emphasis which we wished to make was from many hours a week of teaching the girls to fewer periods of class time and those devoted to helping the girls to set about learning for themselves and bringing in their findings for class discussion…With a zest and enthusiasm that communicated itself to the girls, Helen Barber (Mrs. Paul Matteson) planned and led the sports and out-of-door’s life, to which more time and place were given. She initiated the camping Saturdays at the farm…and led us, mostly afoot, to Columbine Hill for our May Day breakfast (where she was crowned a fair Queen of the May)...The richness of this broadened curriculum placed it in marked contrast to that of the traditional school, limited to Latin, English, French, History, and one Science, with all of the pupils expected to follow in lock-step the same programme. We were able to plan with each girl a programme centered about her particular interest, a change which often brings a breadth of life and hope to a girl, infusing all her work with a new interest.”

Wheeler Summer Camp Director Danielle Levya

The farm is a unique space that allows campers and students to explore. If you were to ask campers or summer staff what the farm meant to them, some would respond, ‘home.’ During summer camp, staff and campers often begin to figure out who they are outside of a classroom and what their passions are. The farm is a place most campers look forward to attending and it is a place campers do not want to leave when their summer sessions are over. They can’t wait to return nine months later.”

ABOVE An illustration of Wheeler Farm from the “Half a Century of Girls” 50th anniversary book published in 1939.

“At the Farm” reflection written by Carol (Graves) Cimilluca ’59, then a 2nd-grade student, for the January 1949 issue of “Lower School News”

We were walking along the wall at the farm and found some pokeberries. We squeezed them after we came back and saved all the juice. Then we used hot water to dye our mats. We went to the farm. We found a cave. We wondered if a bear were in it. While we were all looking and looking into the cave, Miss Harper gave a big growl. That made us jump. Then we laughed.”

WHETHER YOU GET THERE BY MOTOR OMNIBUS OR WHEELIES, THE FARM HAS ALWAYS COMPLEMENTED WHEELER’S CITY CAMPUS, ENABLING STUDENTS TO THRIVE ACADEMICALLY AND SOCIALLY IN DIFFERENT AND, IN SOME CASES, UNEXPECTED WAYS. “It allows me to see strengths across the board of students that I might not have ordinarily seen in the classroom,” shares 3rd-Grade Teacher Summer Spiller. “I can think of an example from a few years ago, where I had a student who needed a little extra support with reading and writing, but they could build anything on the farm. It was beautiful to see students who may struggle in a typical classroom shining out there, getting to show their scientific knowledge, their creativity, their engineering skills, or even just their cooperation with their classmates. It's wonderful to see the way that they're all able to work together to create things that I never imagined.”

This sense of discovery has long been part of the farm experience, as generations of students have explored their interests and tapped into unrealized strengths.

Excerpt from “A Covert Operation!” article written by Priscilla Tyler ’11, then a 6th-grader, for the October 2004 edition of “The

Farm Newsletter”

It started on a beautiful Thursday when the teachers finally let us go ‘Salamander Picking.’ (A phrase Madi made up!)

Ms. Farnum was going to stay in the Pavilion with students who wanted to work. Luckily, everyone decided to go. While Ms. Farnum was getting her coat, Madi, Rachael, Elissa, Alex, and I waited for her. Mr. Pieri and the others had already left as a group and had gone in a different direction. We asked where they were over the walkietalkies. Our two groups never met up. Soon Salamander Picking became Man Hunt! It got its name, ‘Covert Operation,’ from Ms. Farnum who kept saying over the radio, ‘Mr. Pieri we don't know where you are, but we are on a covert operation.’ Our team knew we had won because we had arrived back at the Pavilion first. Covert Operation has become one of our favorite activities to do. We are all very excited and rowdy to do it again.”

6th-Grade Teacher Will Rennie ’05, P’35

Wheeler Farm is a place that allows students to explore new things, interests, and talents in a way that they cannot on a city campus. For Hamilton, the farm is a place where our students can use their strengths and excel. Hamilton students tend to be curious, creative, hands-on, and collaborative. The 6th-Grade Farm Program affords Hamilton students the opportunity to use these strengths. I see my students being leaders amongst their 6th-grade classmates when given a task. They offer creative solutions to problems that their classmates respond to. They solve problems in ways that I had not anticipated. They get to learn in a way that plays to their strengths.”

“The Farm” reflection written by Lua (Whitaker) Clarke ’55, then a student in 6th grade, for the January 1949 issue of “Lower School News”

Every Wednesday morning at ten-fifteen we go out to the farm. The sixth and seventh grades have sports one week and art the next week. The fourth and fifth grades alternate with us. We have been out to the farm three times when we have had art. Once we painted the barn and once we painted the sheep. The sheep are very funny; they are almost black on their backs and light gray on their sides and stomachs. Besides the sheep, there is a ram. The ram’s horns are curled up. In sports we mostly play baseball, kickball, and batball.”

Aerie Director Mark Harris P’08, P’24, when

asked “How is the farm connected to students’ learning through the Aerie Enrichment Program?”

How is the farm NOT connected to Aerie learning? Native plant study, a pollinator garden, composting, community service based on sharing food, geology...It is an unmatched resource. My favorite Aerie ‘culminating events’ over the years have been the suspension-of-disbelief experiences we've put together for lower schoolers: the trip to Kenya with the Safari Jeeps (rented golf carts, actually) touring the wildlife park, the India trip with the ‘tracking the wild tiger’ simulation and cricket games, the westward expansion exploration with fording rivers and archery and log rolling and tossing ‘buffalo chips’… So much fun!”

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ABOVE Mr. Harris, 3rd-Grade Teacher Suzanne Keating, and students at the 3rd grade’s Medieval Faire held annually at the farm.

3rd-Grade Teacher Summer Spiller

A 4th-grader who was my student last year came to find me before school this morning to tell me how excited he was that he had a donation for my class’ Nature Museum. My students have been creating and curating a Nature Museum in the classroom with objects that they've collected from the forest, and sometimes from nature around their own homes. We refer back to these objects regularly and do more research on these and build connections, labeling the different species we identify. This student and his family had created a bird box behind their house, and they were cleaning out the bird box to refresh it for the next group of birds. He came to our classroom with a red morph screech owl feather, a gray morph screech owl feather, and a down feather from one of the chicks. He spur-of-the-moment did a presentation to my 3rd-graders about these feathers, and my students were excited and engaged.

“The Nature Museum is just one of the incredible things inspired by Wheeler Farm. It's special to have a place that is so wild in certain areas. What's amazing at the farm are the forests, the hills, the streams, and the lakes, and the fact that we have that much variety of nature on that 120-acre property gives us unlimited fodder for students. Just yesterday, my students were asking, ‘Can we go check Fire Pond and see if it's frozen and measure how thick the ice is, so that we can figure out when it's safe for us to go on there?’ In those math connections, like when we measure the ice, my students are already thinking about taking safe risks. The natural spaces at the farm offer us so many amazing opportunities for student-led projects.”

Building a Nest for Wheeler’s Youngest Learners

Director of The Nest at Wheeler

Michelle Dolan

The Nest at Wheeler is a nature-based preschool. It came to be out of a ‘Forest Friday’ program that we had several years ago with our early childhood classes that generated humongous interest. We wanted to continue exploring nature-based education, and that process was sort of accelerated during the pandemic when we moved from Providence to the Seekonk campus full time because we knew that it was safest to be outdoors with the kids on an everyday basis. From that experience, we really honed our teaching practices and what it means to embrace nature, teaching within and about nature. At that point, in the fall of 2020, we reimagined the program for our nursery and pre-kindergarten classes into The Nest at Wheeler. It was decided that we would live at the farm full time.

“When I talk to prospective families and walk them through the farm campus, I always share that the Nest feels ‘so right’ for everything a child needs to experience and learn in their preschool years! The magic that each new outdoor adventure brings and the ways students actively explore, inquire, investigate, and experiment independently and collaboratively to build their knowledge of the world around them is joyful and develops their love for learning.

“At the farm, Nest students spend at least 30 percent of each day outdoors, engaging their senses through hands-on play (this is how they learn best) while their teachers work alongside them as co-learners. Students’ interests about their outdoor findings evolve into research topics where teachers scaffold inquiry lessons that build creative and critical thinking skills, as well as collaboration and problem-solving skills. Developing these habits-of-mind supports their overall growth in preschool and instills 21st century skills that are the foundation for their future successes in school and in life.

“What I love about the Nest is the spontaneity and joy that each new day brings. We embrace the weather and the changes that naturally occur outdoors, and that encourages us to be flexible and resilient, and reminds us to be present and curious. I recently joined a trail hike with one of the nursery classes and along the way a student found a vine that was green and thorny and perfectly at eye level, allowing them to study its details. He touched it carefully while other children gathered around and wondered aloud why it was spiky, and then another classmate explained that it grew this way to protect it from predators. A question and answer session emerged from this, and it was a glimpse into how simple and rich a small moment of learning with, in, and about nature can be while collaborating in a group of peers to expand thinking with language and observations.”

Nursery Teacher

Mo Abdalah

Mother nature is our window into our world and universe and serves as a mirror for understanding any and all academic subjects. One unique benefit of the farm is how students can actively learn without just relying on books and digital media.”

Dr. Eve Veliz-Moran P’34, P’34

When it came to our choice for an early childhood program, we were really looking for a unicorn. As a sociologist, I’m acutely aware of the importance of early childhood education to set those building blocks and set the foundation for future learning…At the outset of COVID, I was concerned about the impact that wearing masks would have on our childrens’ speech development and that socio-emotional component that is so critical at this age with kids. However, the resources of the farm truly made a very difficult time almost easy for our children. Their curiosity was inspiring. Every day they came home with their little treasures that they found in the forest. Whether those were rocks or feathers, they were so excited, every day, to show us the new adventures they had in the forest. Honestly, being from urban Los Angeles, I wasn’t so sure about nature-based learning, but our whole family came to embrace the concept of nature-based learning because my husband and I saw how excited our kids were to go outside. It changed their curiosity, their imagination, and it was amazing for their physical growth and gross motor skills, their emotional growth, and their cognitive growth as they navigated branches and trees and just explored. It was a magical time for them.”

What do you feel when you are on the farm?

Head of School Allison

Gaines Pell

When I hear kids talking about what they do at Wheeler Farm, whether they’re talking with a smile about going sledding, when they built that fort in the woods, or what they did at Fire Pond, or when alums remember learning about Transcendentalism while sitting in the forest 20 years ago, a painting that they did outside, or the walks that they took with classmates and colleagues, they always talk about it with this sense of pride, joy, meaning, and actually a little bit of longing.”

Coordinator of Family Engagement Deana Tineo P’27, P’28, P’32

The farm is a calming space. Driving just 15 minutes away from the busy city campus, I always feel like I can take deep breaths, be more mindful, and appreciate nature.”

Chief Operating Officer Ian Moorhouse

We want people of all ages to come to the farm. When they arrive and step out of their vehicles, they tell us they feel an immediate sense of calm, a moment to breathe, and a renewed energy to accomplish whatever they are at the farm to accomplish.”

A Living Laboratory

Excerpt from an early 1940s issue of “Here and There in the Mary C. Wheeler School” magazine

Exactly where the science class is at any given moment, it takes an agile person to discover. At times it is the laboratory where a group of girls examine an embryo chick just out of the incubator; at other times it is the arboretum or pond at the school farm, Columbine Hill, an out-cropping of rock on the sea shore at Newport, the air port, the Ladd Observatory, or the Providence Gas Works. The laboratory is wherever an individual or a group can probe the mysteries of the physical universe.”

“Fantastic Foliage” article written by Olivia Hirsch ’11, then a 6th-grader, for the October 2004 issue of “The Farm Newsletter”

At the farm our Science teacher is Mr. Pieri. Our class has been doing something called the Leaf Project. This intriguing project is collecting leaves and identifying them. We also have to make a booklet out of the leaves; identifying the types, their scientific names, and other details. We mount the actual leaves in the booklet. Sometimes our whole class would go out and identify a tree together. Other times we were assigned to pick leaves for homework. We all have been having a great time doing this. All our projects will turn out wonderfully because everyone is so enthusiastic. Thank you Mr. Pieri.”

Upper School Science Teacher

Bob Schmidt P’14, P’16

The Wheeler Farm is a living laboratory that can provide students of all ages with opportunities to engage with nature and remind us all that learning takes many different forms. Specifically, the 9th-grade Environmental Science students take advantage of the farm woodlands to survey plots and compare seasonal changes throughout the year. They use the pond to collect, identify, and calculate the biodiversity of macroinvertebrates, which can provide clues about the health of the pond. The river is used for physical tests such as temperature, pH, and dissolved oxygen which can also be a window into the overall health of the ecosystem. All-day events such as ‘Farm Day’ for the freshmen twice a year celebrate the farm as much as they do the 9th-grade activities we enjoy there, as ropes course challenges, advanced pond studies, tree and native plant hikes, nature sculptures, sustainable gardening techniques and leaf chromatography immerse students in experiential education opportunities.”

Home Field Advantages

Excerpt from a message written in 1939 by thenHead of School Mary Helena Dey for the school’s 50th anniversary book, “Half a Century of Girls”

The athletics at the beginning of the new era were sometimes carried on in a No Man’s Land of mud or in a Dust Bowl sandstorm…the facilities of the farm were gradually developed and used. We had cheerfully termed makeshift fields ‘hockey fields’ and used them happily. Finally in 1923 we were able to plan for a real one, and thanks to the devoted work of those who made it, in spite of hidden ledges, buried rock, and every unpredictable setback, we finally possessed a regulation field beautifully finished, smooth as a billiard board, for the euphonious and moderate sum of $4,444.00. The second and still larger hockey field and badminton courts and the two Colprovia tennis courts at the farm date from 1936; the rifle range, Robert Day’s creation, from 1935. The pond was enlarged, deepened, dammed, given a ‘swimming hole’ and ‘landscaped’ in 1936 thanks to the energetic planning of the treasurer of the Board of Trustees, Mr. C.A. Post. Margaret Stewart McDonald gave us a nest egg of $1,000.00 towards the building of tennis courts on the Cushing Street lot to celebrate the graduation of her daughter Jane in 1930.”

ABOVE Horseback riding in 1927

TOP RIGHT

A moment from Field Day in 1941

BOTTOM RIGHT Archery in the 1930s

Excerpt from an early 1940s issue of “Here and There in the Mary C. Wheeler School” magazine

If it is lacrosse today, it may be tennis or riflery tomorrow, for each girl is free to elect daily her sport from among the many activities available on the ample playing fields of Columbine Hill… When word comes from Columbine Hill that the pond is frozen, or that the surface of the snow is right for skiing, off the girls troop for an exhilarating afternoon of winter sports.”

Director of Athletics

Sean Kelly ’02, P’35

The Wheeler Farm has a long and intimate relationship with the school’s Athletics Program. Whether it is the 100-plus years of tradition associated with Field Day, when the Purple and Gold rivalry takes front and center stage, or the gradual expansion of the land to include the development of eight playing fields, eight tennis courts, the Van Norman Field House, or the hiking trails, it is hard not to associate the farm with athletics. We are incredibly fortunate to have so much space to plan and hold athletics events in many ways. And despite all of these offerings, I feel like we are only in the embryonic stages of the farm’s potential as a resource for Wheeler Athletics.

“Even with all of that athletic history, and the great potential for its future, one of my favorite memories of the farm is actually about Transcendentalism. When I was a junior in the Upper School 25 years ago, I remember taking a field trip to the farm while we were studying Transcendentalism. We walked through the woods, talked about Thoreau, and afterward, we all found our own space to sit, reflect, and write. Since then, I can say with confidence that not a day has gone by while I’m at the farm that I’m not struck by its beauty beyond the athletic confines of the fields, trails, and courts that it houses.

“The Wheeler Farm has had many distinctions and purposes during the school’s history, and aside from the ostensible beauty, perhaps that versatility stands paramount. While it is easy to identify the farm as a space for athletics, it is so much more than that. With that said, the scenery and backdrop of the environment truly provide a unique experience for its athletic visitors that very few, if any, Southeastern New England schools can provide.”

Field Day, Then and Now

WHEN WHEELER’S 108TH FIELD DAY COINCIDED WITH THE CLASS OF 1971’S 50TH REUNION WEEKEND, ALUMNAE JODY ANGEVIN ’71, CARRYING THE BANNER FOR PURPLE, AND KIM SCALA ’71, CARRYING THE BANNER FOR GOLD, LED THE PURPLE AND GOLD MARCH THAT OPENED THE FESTIVITIES.

“It brought back memories of my own Field Days (three in total as I arrived as a boarder in my sophomore year), and I loved being followed by our future leaders,” Jody said.

“The Field Days I remember were much different than the 2022 version,” Kim added. “Back then, the day started early and was filled with one event after another hurdles, high jump, 50-yard dash, relays, human croquet, and a gamut of activities aimed to engage both the serious athletes and those less enthusiastic about organized sports. The afternoon culminated in the most traditional and structured part of the day lines of Wheeler students wearing blue shorts with white polo shirts and white sneakers and adorned with gold and purple streamers around their wrists, all marching to music to form a giant “P” and “G” on either side of the field, then uniting to form a “W.” The grandstands were filled with cheering parents, siblings, and alums. It was quite a spectacle at the time. Ultimately, Field Day was a joyful day that ended in the tally of points, the announcement of the winning team, and, inevitably, tears from both winning and losing sides.”

THE FARM’S NATURAL LANDSCAPE HAS PLAYED A LEADING ROLE AND SERVED AS A BEAUTIFUL BACKDROP FOR WHEELER STUDENTS’ THEATRICAL PERFORMANCES AND OTHER ARTISTIC ENDEAVORS, GOING BACK TO MISS WHEELER’S TIME.

An excerpt of Harriet Fuller Claflin 1913 remembering life at Columbine Hill in the summer, as told to former Wheeler Librarian Susan Gibson in 1982 and previously published in the fall 1997 issue of “The Spirit” magazine

It was a piping hot July morning after a sizzling hot Sunday evening. There were 10 or 12 of us staying with Miss Wheeler and her friend, Miss Bliss, at the farm. Four or five of us were studying domestic science, the rest of us painting under the direction of Mr. Guy Rose, recently from Paris, who journeyed twice a year from Wickford, complaining bitterly about the hazy morning skies, after the clear blue skies of France.

“...After Miss Wheeler (who was going to meet a friend in town) departed, Elise stormed out of the hen-house studio, announcing she just wasn’t going to paint in the morning, delaying till the afternoon and spending the morning cleaning her paintbox and brushes, etc., smearing the palette scrapings in a colorful frieze around the old hen-house walls.

“Mary Lord Fairbanks and Drusilla Flather were good little people, trekking off across the road to their chosen painting grounds. Marion and I followed Elise’s example, mutually sympathizing on the pageant ground. (The first pageant was a rustic original with maidens garbed like Columbines and Frances Clarke leading in The Cow.)

“...As the afternoon wore on we packed up our easels, paintboxes, and all such paraphernalia and trudged down the hill and alongside the road, heading west to Appleby’s farm over the crest of the hill. We asked permission to paint in the pasture and were rewarded with a couple of boxes of fresh-picked strawberries. Things were looking up. Did you ever try to paint a sunset? It is quite a challenge as the light changes every minute. We painted like mad for the short time before the sun finally set and found the adventure exhilarating and restoring our usual good humor. To prove how happy we were then, we took off our shoes and lugged our paraphernalia home, thoroughly enjoying the delightful feeling of the soft, powdery road dust squishing up between our toes.”

“The Dramatic Sixth Graders,” an article written by Sophie Wheelock ’11, then a 6th-grader, for the October 2004 issue of “The Farm Newsletter”

Ladies and Gentlemen, I present to you the 6th-graders performing the famous tragedy, ‘Oedipus Rex’! They rehearsed this play by splitting into a few groups, and writing their own versions of this famous tragedy. Not only that, they have made their own artistic masks to go with the performance. The first step was to make a rough sketch of their character on a paper plate...hmm...not very exciting... it wasn’t...messy enough. But thankfully, their performing arts teacher/director, Mr. Hall, had it all planned out. To add some mess...er...creativity, to these masks, they used PAPIERMÂCHÉ!!! In order to give some more spunk to their masks, they added funny noses, fluffy hair, and tons of gooey creativity! Papier-mâché is one of the most awesome substances ever, so some of them went a bit overboard...oh well. They also painted the masks! Neon orange, lime green, bright blue...all of the colors that the famous director brought in found themselves on all of our masks! Colorful! By using these masks and their amazing acting ability, the performers will put on a production that you will adore. So, sit back, relax, and enjoy the show! (curtain rises; lights go up)”

A Studio and a Stage

Excerpt from the fall 1997 issue of “The Spirit” magazine

The farm was host to many pageants through the years, including this one in 1931. Pageant grounds have recently been reclaimed. Benches built by a group of faculty during the opening meeting of the year are ready for visitors.”

In addition to leading the opening march for Field Day during their 50th Reunion Weekend, when members of the Class of 1971 toured the farm, they were inspired to recreate a scene from their 4th-grade play:

The experience was like unexpectedly slipping through a rabbit hole and free-falling years into the past,” recounted Kim Scala ’71. “Here’s what happened: In our era, the farm was extensively forested. In some ways, it’s no longer recognizable due to the configuration of new fields and buildings. We were walking with Michele [Senior Director of Philanthropy & Engagement Michele Sczerbinski Diaz ’86, P’25] through a nondescript wooded area when I suddenly had a visceral memory of the outdoor spring performance we called ‘The Pageant.’

“Out of nowhere, I could see the play unfolding, the diaphanous colors of the costumes, the choreography, the bleachers filled with parents. As if in a trance, I started reciting the poem, ‘The Little Elf’ (which I’ve subsequently learned was written by John Kendrick Bangs), and then just as suddenly, Allison [Argo ’71] was reciting it with me. At the urging of the mesmerized others, we decided to act it out. Allison starred as the elf (her original role) and other classmates and members of the Class of 1972 played supporting roles. It was truly amazing. Those Wheeler memories are DEEP!”

“That recreation in the woods was one of the most memorable moments of the reunion,” Jody Angevin ’71 said. “I could see the participants all as 4th-graders, and all with the lines permanently etched in their memories just waiting to be triggered and retrieved at that location. [It was] funny and moving and emblematic of the intimacy we all had with one another within a few hours of the start of our reunion at the farm.”

Rebuilding and Growing: An Oral History

Beyond Miss Wheeler, few people have had as much of an influence on the farm’s history — and its future — as former Director of Operations Gary Esposito P’97, P’00. As Michele Sczerbinski Diaz told us when we interviewed her for this article, “Gary saved the farm in so many ways.” Indeed, despite having served as a home for boarding students, a natural classroom, and the scene of artistic and athletic endeavors, by 1986, when Mr. Esposito was hired as a business manager by then-Head of School Bill Prescott, the farm had become much less of a presence in the daily school life of most students. But, as Mr. Esposito told us, Mr. Prescott saw the potential resources that were available at the farm and hired him to help bring them to life.

“The farm buildings were in such disrepair they could not be used and were vacant,” Mr. Esposito remembered. “There wasn’t a dedicated maintenance budget or personnel to care for the property. Over the years, there were areas that appeared to be used as pasture land and had become totally overgrown. I later found out that some of that land, where the O’Hara Family Field now sits, was actually used by a neighboring dairy farmer as a grazing area for his cows.

“The school was considering the demolition of Columbine Hill House, as well as a plan to sell the area where Baker Field & Track now sits, to a developer for six house lots. In 1980, when Bill started, the top priority was to create facilities to accommodate an expanded Athletics Program because Wheeler had recently gone co-ed, and adding both girls and boys teams would put Wheeler in a more competitive position with other independent schools in the area. The Madden Gym was constructed in Providence, and at the farm, a new field was built on Walker Street, in addition to six new tennis courts. But nothing else was done.

“On my first day of work at Wheeler, my priority was to save Columbine Hill House and find the money and personnel to help rejuvenate and maintain the farm property going forward. The school contracted with an

adjoining neighbor, Davis Jencks and his wife Anne (a Wheeler alumna), who owned Osamequin Farm, to help manage the farm property with the support of Keith Estey, their property manager. Their support was crucial to the eventual success of this major effort.

“The 1980s was a significant transitional period for the school; as it turned out, decisions made at this time ultimately influenced the future of the school for decades to come,” Mr. Esposito continued during our conversation. “We envisioned the farm as a cornerstone of a first class Athletics Program and a nature-based Academic Program that would enhance the school’s admissions efforts to become the very best co-ed N-12 day school it could be.

“There was certainly enough land to build more fields, which is what we did, but it was always important to us that we not change the character of the property and that we preserve it for what we all loved: open space and natural space. Prior to my arrival, the school had hired someone to do a master plan of the farm, which was very well done. It was a vision that we started off with, as we began to figure out how to save things and restore whatever buildings we had and create more athletic fields.

“That was what we did initially, and then in the early 1990s, I started to think about how we could use the farm to generate more revenue for Wheeler, because as the business manager, I also saw the need to generate non-tuition revenue to support the operating budget. I began by renting out athletic fields to various groups in alignment with our mission, and we started a summer camp. We would host various tournaments on the weekends, and I’d set up a concession stand. The first summer camp was a week-long tennis camp led by an experienced coaching staff. The more I did these little things, the more convinced I was that we could develop the property to enhance the Wheeler program and attract the local community to buy a ‘Wheeler’ product.

“I drafted a business plan for auxiliary programming to present to the Board of Trustees and

Bill, and I laid out programs we could offer, including rentals, along with the projected revenue generation.

Keith and I worked with landscape architect Colgate Searle to develop a master plan that was integrated with the business plan. The eventual master plan called for the renovation of Columbine Hill House and the addition of a pavilion with an adjoining swimming pool. These improvements were critical to the start of a comprehensive summer camp operation and the initiation of the 6th-Grade Farm Program.

“As we kept growing auxiliary programming, we were connecting with prospective parents, especially with the summer camp. They were impressed with their Wheeler experience. The emergence of the Nest is a perfect example of this. For years, we envisioned a farm-based preschool, and when summer camp ended every August, parents would say to us, ‘You know, you really should have a preschool here at the farm.’ That’s when we knew there was something there.

“None of this would have happened if the Board of Trustees and the heads of school didn’t support it.

Farm Campus Director of Campus Facilities Keith Estey

They bought into it and listened to me. The extent of support was remarkable. At the time, Dick Kilduff was the head of the Buildings and Grounds Committee. Dick was a contractor who brought manpower, trucks, and bulldozers to create the athletic fields where the cows grazed. You had people like that who believed in the vision that we laid out to them and who generously helped support the work. It was a true team effort in that respect.

“I also want to thank our current head of school, Allison Gaines Pell, for giving me the opportunity to complete the latest master plan for the farm after my full-time retirement. As part of that work, I prepared a business plan, describing what I thought would be the next phase of auxiliary programming, still following the same criteria we established in the late 1980s, which was to guide expansion with an environmental lens. I think this latest master plan (which you can read about at the end of this article) maximizes the capacity for growth at the farm and will serve the school well for the next 100 years.”

I have held many different titles since 1986 when I was a subcontractor caring for the farm property as part of a farming and landscaping business. I was hired full time in 2001 as the farm property manager. My days are planned but rarely go as planned from painting field lines, to performing repairs, to helping manage events, to planning for the future. I compare my current job to running my previous business: anything and everything that needs to be done is part of my responsibility.”

LEFT Former Director of Operations Gary Esposito and then Head of School Dan Miller at the farm for Field Day in 2008.

An Immersive Experiential Education Program

AS GARY ESPOSITO MENTIONED, THE ELIZA MAURAN BLACKWELL ’78 POOL PAVILION THAT WAS BUILT AT THE FARM IN THE 1990S WOULD BECOME THE HUB FOR A UNIQUE ACADEMIC PROGRAM. JOE BAER P’08, WHO WAS WHEELER’S FIRST AUXILIARY PROGRAM DIRECTOR AND THE CURRENT DIRECTOR OF WHEELER’S CITYSIDE PROGRAM, AND HEAD OF STRATEGIC INNOVATION YOUNG UN P’12, TOLD US HOW THE 6TH-GRADE FARM PROGRAM CAME TO BE:

“At the time, we had a nascent understanding that we needed to shift our approach to teaching and learning to better prepare kids for the demands of a world that could no longer be predicted with relative precision as it had in the past,” they said. “Around the same time, the school was engaged in master planning that characterized the farm as a ‘living endowment.’ The convergence of academic refinement and administrative objectives helped foster the development of the Farm Program.

“We spent about a year in research, meetings with colleagues, and having lengthy discussions as we drafted various frameworks for the Farm Program. The more we learned, the more we embraced its value as an experiential offering that facilitated design thinking.

“In this planning stage, we looked at many possibilities, including sending 7thand 8th-graders to the farm. Scheduling

and logistical realities encouraged us to narrow the possibilities to 6th grade. The more we thought about 6th grade, the more we liked the idea, especially because it was the entry point to Middle School.

“The farm provides opportunities for every academic discipline in a setting that encourages creative strategies for teaching. When kids arrive at the farm, they sense a slower pace, prompting reflection and easy interplay between the social, recreational, and academic parts of their day. The program’s founding director, Paul Pieri, had just read the American Psychological Association’s recommendation for recess and unstructured play to encourage healthy development. Little did we know that technology would be readily accessible to middle schoolers. The screen break the program provided was a counterforce to the pressures to grow up fast. Paul also encouraged other activities, such as cooking

ABOVE Paul Pieri, the 6th-Grade Farm Program’s founding director

RIGHT The program’s current director, Sam Abeshouse

and cleaning up at the end of the day. Several parents commented that they felt they had their children ‘back’ after the farm quarter. Students commented that they got to know their classmates better.”

Mr. Pieri would build the 6th-Grade Farm Program from the ground up and lead it for the next 21 years before retiring at the end of the last school year. One of his former colleagues, Sam Abeshouse P’26, P’29, is the new director. Mr. Abeshouse says the program continues to be inspired by the farm. “What could middle schoolers do on 120 acres of fields, woods, and wetlands?” he asks. “We’re still finding the limits.

“The farm provides space and time for an immersive, experiential program. Being at the farm removes us from the pace of Wheeler’s city campus, and students can dive into an activity for a longer period of time. The space provides us many gifts, including sticks to whittle and burn, streams to explore, and opportunities for students to experience the

natural world with all of their senses. I also think being here gives us license to think differently about what school can be. It puts you into a different state of mind.

“In a world that is growing more and more digitally connected every day, we become at risk of losing our connection with each other and with nature. Students in the 6th-Grade Farm Program spend their days collaborating with each other, using their hands to create things, and tromping around in the woods. The farm allows that, and I’m grateful for it.”

Words in the Woods

Students in the 6th-Grade Farm Program were introduced to a novel they read this fall, “My Side of the Mountain,” as they sat atop Junebug Mountain overlooking our Seekonk campus. “The book is about a boy named Sam Gribley who runs away from home to the Catskill Mountains and lives there for a year,” Mr. Abeshouse said. “We started by going out into the woods and trying to imagine what it would be like just to be in the woods for a day. Then a night. Then longer. Then I read aloud the first chapter with the students following along in their books. When we discuss it, students are pretty struck by the boy’s choices and the choices of his parents. It engages them with the plant and animal life around Wheeler Farm, as well as some tasks that the students will undertake, like making a fire using flint and steel.”

A Place for All Seasons

Coordinator of Family Engagement Deana Tineo

It is amazing to see the seasons at the farm. While we experience similar changes in the city, they really stand out and make themselves noticed at the farm: colorful leaves in the fall, snow-covered fields in the winter, blooms in the spring, and the joy of summer giggles from the students at Wheeler Summer Camp.”

Director of The Nest at Wheeler

Michelle Dolan

The farm is everything to the Nest. It’s where teaching and learning take place in nature, with nature, and about nature. What children learn emerges from their experiences in nature. It is based on what is happening seasonally, and how the natural world becomes a teacher, inspiring children’s innate sense of curiosity and wonder.”

Head of School

Allison Gaines Pell

It’s important that kids have a meaningful experience every year at the farm, because it helps them develop a deep and personal connection to the natural world that is complemented by their experience on the city campus. I think in many ways we live in a world that is so dominated by our screens and our machines, and being at the farm gives us an opportunity to just be with nature, to be on this beautiful planet, and to be in this incredible environment that Mary Wheeler had the foresight to give to this community so very long ago.”

Wheeler Summer Camp Director

Danielle Levya

In the summertime, the campus is full of high energy. The campers and staff create a lively environment, from counselors playing music to groups playing drama games or Gaga, splashing in the pool, enjoying the challenge course, or just taking a moment to re-energize for the rest of the camp day.

Although we are always on the move at summer camp, there is still a sense of calmness throughout the community. You wouldn’t necessarily know there are 425 campers on site when you walk on campus because everyone is spread out over the 120 acres.”

A Place for Community and for Commencement

Coordinator of Family Engagement Deana Tineo

From the family engagement perspective the farm presents a lot of potential. WSPA (the Wheeler School Parents Association) has held a number of family socials at the farm. These events are casual and an opportunity for both parents and students to connect and chat. I am always impressed when I see our students at these socials for example, middle schoolers will just run off into the woods and feel so comfortable exploring and playing there due to the knowledge and experience they get during their 6th-Grade Farm Program rotations. Our Family Fall Fest is one of the biggest events we organize at the farm, and the parents and guardians who volunteer to make this event possible love the ability to use the space. Fall Fest includes longtime family favorites, like horse-drawn hayrides and pumpkin painting, alongside recent additions that appeal to older students in Middle School such as a sports radar station that shows how fast you can throw a ball. Over the last few years, in collaboration with our Athletics Department, we have also been working to increase family attendance at our sports games at the farm with the help of WSPA Athletic Ambassadors.”

3rd-Grade Teacher Summer Spiller

I think that the many students in other divisions who are at the farm present a huge opportunity for connection with my 3rd-grade students. This year, my class is buddied up with the Mockingbirds, which is one of the nursery classes at the Nest. They love buddy time. It’s really valuable for my 3rd-graders to have a chance to be the big buddy. For some of them, it’s the first time they’ve ever done that and they’re used to being on the lower end of that cooperative relationship. It’s great to see the responsibility, the compassion, and even just the fun that these kids demonstrate when they’re being the big buddies. The other day when we were at the farm, we did a fall scavenger hunt with our buddies. Each group was finding leaves of different colors and species, as well as pine cones, acorns, and all different sorts of things on the ground. It was amazing to watch my 3rd-graders spot the object, because they wouldn’t just pick it up; instead, they would suggest that their buddy look around in a specific area, and they would ask them, ‘Do you see a pine needle?’ Then they would wait for their buddy, sometimes for a while, to pick up that pine needle and put it in the bag. They felt incredibly proud that they got to be responsible for that.

“Now that the 3rd-Grade Forest Program has been established, it’s been really cool to see how some parents come out of the woodwork and tell us, ‘I love this. How can I help? Here’s something cool we’re doing at home. Can I share it with you?’

For instance, one of my families this year is raising monarch butterflies at their home, and one of the parents brought us some to observe. One of the butterflies had just hatched that morning, and two were still in their chrysalis. She did a presentation for us at the farm about monarch butterflies, and then the students got to release the one that hatched. She also said that one of the others was probably going to come out of its chrysalis soon, and she asked us if we wanted to hold on to the container, and she’d come back to pick it up. And the kids got to watch the monarch come out of its chrysalis. They got to watch it pumping fluid from its body into the wings, drying its wings off, and then they got to release it at the end of the day. Our nursery buddies got to be there when the monarch was coming out of its chrysalis. It was beautiful to see my 3rd-graders taking that knowledge that they had just learned and immediately passing it on to their buddies.”

Chief Operating Officer Ian Moorhouse

The farm allows the Wheeler Summer Camp and Auxiliary Programming to reach students and families outside of the Wheeler School community. The challenge course allows us to bring in other schools, teams, and some companies for them to grow and develop their team-building skills. In addition, they are able to take in the beauty of the campus and utilize the space to change up their daily routine. The farm allows the summer camp and Auxiliary Team to expand on relationships and provides opportunities for groups to come to the farm campus that might not normally be able to.”

Senior Director of Philanthropy & Engagement

Michele Sczerbinski Diaz ’86, P’25

In 2004, then-Head of School Dan Miller invited one of our most successful alumni, television producer and screenwriter Josh Schwartz ’94, to be the Commencement Speaker for the Class of 2005 graduation. We expected lots of interest from the entire community, and since the Central Congregational Church (where the Holiday Festival is held) only allowed for a small number of tickets per graduate, we took the opportunity of Josh’s return to campus to make the decision to hold Commencement at the farm. I was really excited about this because we were able to open the event up to an unlimited number of graduates’ family members and all faculty, staff, trustees, and alumni. Plus, it is a wonderful way to showcase this beautiful campus at such an important milestone for our future alumni.”

Why Does the Farm Matter?

RIGHT As part of his Fox Family Speaker visit this year, Wheeler alumnus and Michelin Star Chef Nick Curtin ’05 showed 6th-Grade Farm Program and Nest students how to bake snobrød, a traditional Danish bread spiral, over a campfire.

Head of School Allison Gaines Pell

One of our primary goals as educators is to make sure that students graduate with a lot of content knowledge. We know they need to read and write, be able to do math, and conduct a science experiment. But we also make sure that each student grows to be a fully realized human, somebody who can be empathetic, somebody who can be compassionate, and somebody who is creative and resilient. While much of the great work in our city campus happens around content and many of the skills I just mentioned, it is also true that when a student comes out to the Wheeler Farm and spends time in the woods with their classmates and teachers, they are combining many of those skills at once. We also know that students who are on the city campus can sometimes be a completely different person when they’re at the farm, and so it provides students with many different opportunities and ways of expressing who they are.

“We are at a turning point in education. As we look at this new age of artificial intelligence, we are finding that the most essential gift we can give to our students is a human-centered education. And that is possible at the Wheeler Farm. It’s not in any way because it can’t happen at the city campus, but it is to say that the primacy of human relationships, the mentorship that comes between adults and students, the kinds of exploration and resilience and collaboration that can happen in an environment that is completely separate from the four walls of a traditional classroom is only possible here.”

Coordinator of Family Engagement Deana Tineo

The farm matters on so many levels for our families and students. It is a space to change pace, whether that is to slow down and connect to each other, or speed up and join in the excitement of cheering on a team. There is so much opportunity to expand the ways in which we engage our students and families at the farm. I always feel refreshed and full of positive energy after spending some time at the farm in any capacity. I am excited to see in what new and creative ways we will be able to utilize the farm and bring more joy to our community.”

Director of Athletics Sean Kelly

The farm is one of those unique spaces associated with Wheeler that provides our community with a reminder of tradition, present purpose, and a glimpse into the future of our school. It’d be challenging to find many spaces associated with the school that provide that beautiful combination.”

Upper School Science Teacher

Bob Schmidt

The farm matters because our students deserve the chance to experience outdoor education in ways that complement what they are learning in the classroom back on the city campus. They can see first hand the interconnectedness of the natural systems they are being taught. When we can see and touch and familiarize ourselves with our environment by being in it, I believe it builds a sense of belonging and stewardship which then breeds understanding of the bigger picture and our role in it. We want our students to appreciate the beauty of the farm but also its fragile nature and posit the same about the earth as a whole. It is our hope to send these well-informed students into the world to be the change that is so desperately needed.”

Director of Campus Facilities, Farm Campus, Keith Estey

The farm matters to the students and families that would otherwise not have access to outdoor learning experiences. The farm matters to carry on the vision and foresight of Mary C. Wheeler. The farm is a great asset that we must preserve and carefully strive to realize its true potential.”

Director of The Nest at Wheeler

Michelle Dolan

There wouldn’t be a Nest program without the farm. The Nest was created specifically to utilize the farm’s natural resources, which are the central component of delivering an exceptional early childhood learning experience. Teachers are co-learners working alongside students to explore with all of their senses and make connections about the natural world. Everything that happens in the curriculum is centered around nature and what is happening seasonally, as children engage in play, ask questions, wonder, and observe. What develops is a deep and meaningful connection to a place that becomes part of the identity of students and the community.”

Chief Operating Officer

Ian Moorhouse

More than ever, we all need to get outdoors more, especially children. Instead of driving to Maine or Western Massachusetts, people can come to the farm and enjoy the true feeling of being with nature without the drive.”

Former Director of Operations

Gary Esposito

When I see a 3-year-old learning about the world, learning about themselves, in the woods, or beside the pond, I have no doubt that child is going to grow up and be guided for life by that impactful experience with nature. I guess that’s what I look at, the impact of the farm property and how it can change and affect how a child grows up. For them, their future is about the environment, sustainability, and the natural world.”

Senior Director of Philanthropy & Engagement

Michele Sczerbinski Diaz

I love that it can truly be almost anything for anyone who visits. It can be the respite, it can be the place where the athletes shine, it can be the place for artists to sit under the tree or a writer to go for that walk in the woods and be inspired. For alumni to come back and reflect on what Wheeler meant to them. And certainly, from an academic standpoint, I love that it has all these possibilities for our kids. But I love when you go there and your blood pressure just drops and it is truly tranquil and invigorating and peaceful all at the same time.

“I think it’s great that this issue of the magazine features the farm, because there are so many through lines to the origin of the school.”

The Future of the Farm

AS USE OF THE FARM BY FACULTY IN EVERY SCHOOL DIVISION HAS STEADILY INCREASED SINCE THE HEIGHT OF THE PANDEMIC, WE’RE READY TO SEE WHAT’S WAITING DOWN THE TRAIL IN WHEELER FARM’S FUTURE. LIKE MARY C. WHEELER OVER A CENTURY AGO, WE CONTINUE TO ENVISION ENHANCEMENTS TO OUR COUNTRY CAMPUS TO CREATE THE GREATEST AND MOST POSITIVE IMPACT ON THE STUDENT EXPERIENCE. WHILE THE FARM HAS LONG BUZZED WITH THE ACTIVITY OF ATHLETICS AND A FEW BELOVED PROGRAMS AND SPECIAL EVENTS, ITS POTENTIAL AS A SECOND ACADEMIC CAMPUS REMAINS LESS THAN FULLY TAPPED.

Want to learn more about what’s ahead for Wheeler Farm? Visit the Future of the Farm website at wheelerschool.org/the-future-of-the-farm/ or by scanning this QR code.

The new, comprehensive master plan, developed by the school leadership and Board of Trustees, will significantly expand our capacity to support teachers’ visions for incorporating nature- and place-based learning. When these plans are brought to life over the next decade through strategic financial investment and a fundraising campaign, they will fulfill a vision in which the farm becomes an essential part of every Wheeler student’s education. What will that look like? The following renderings reveal integrated learning and gathering spaces throughout the farm that will include: a central teaching meadow and natural amphitheater a defined mini-campus for the Nest early childhood program

freestanding classrooms situated along an enhanced trail network a community hub with a woodshop and working kitchen a multipurpose health and wellness center in Columbine Hill House a larger pool with pool house and four-season capability

These projects will not resemble large academic buildings that would typically be more at home on a city campus. Instead, they will be smaller structures distributed organically across the farm property, connected by natural paths and trails and integrated with the topography of the environmental landscape. “One of the great benefits of the Wheeler Farm, in addition to its natural beauty, is that it is very much like a blank canvas,” says Head of School Allison Gaines Pell. “We have faculty members who have been yearning and itching and asking for years to do interdisciplinary, comprehensive, creative projects out here with their students. They see its enormous potential as Wheeler’s largest classroom.

“When I think about the future we are envisioning for the farm, I know that we are actually looking to the past, and to the realization of Mary Wheeler’s (paraphrased) dream of ‘thus fitting our students for the lives that we know they are going to lead.’”

Composing a Creative Career

By Max Pearlstein

If you’ve watched the BBC’s “Planet Earth 3” that aired late last year; or the movies, “Justice League,” “Sonic the Hedgehog,” or “Godzilla vs. Kong”; or the television series “She-Ra and the Princesses of Power” or “Love, Death & Robots”; or if you’ve played the video games, “Call of Duty: Modern Warfare” or “Death Stranding,” you’ve likely heard the work of Sara Barone ’13.

After graduating from Wheeler, Sara earned her bachelor’s degree in Music at Columbia and her master’s in Screen Scoring at USC. Since then, she has been based in Los Angeles, where she is a film and television composer with a growing and impressive list of projects to her name. Six years ago, she began her career as an assistant for more established composers in the industry. She later joined Bleeding Fingers Music, a composer collective co-founded by Hans Zimmer, who has won Academy Awards, Grammy Awards, and Golden Globes for his musical compositions.

“I feel like it was just yesterday that I was a senior at Wheeler. So it’s kind of wild to think about,” Sara said from her LA studio. “I’m really grateful to be writing music every day for a living. It’s what I’ve wanted to do my whole life.”

While Sara always knew she wanted to work in music, she didn’t always know in what capacity. “I’ve studied classical piano for much of my life, and as much as I loved the piano, I never felt comfortable on stage,” she shared. “I was interested in composition, but I didn’t really pursue it until college, and then I just fell in love with the process of collaborating with creatives, whether other musicians or filmmakers, directors, and writers. Even though I knew I would always be working in music, I needed to learn how to properly do that through my various journeys.”

In several ways, Sara’s creative journey started at Wheeler. “There were so many things there that opened my eyes musically and artistically, and they’ve shaped who I am today as a creative,” she says. “I started at Wheeler when I was four, and the music classes were always really wonderful.” She credits Wheeler’s music teachers for opening her and the other students’ eyes to a wide range of musical traditions, beginning in Lower School. “I remember learning about Kenyan music and the rhythms and intricacies of that tradition. I think we were very lucky to be exposed to all sorts of music from different cultures, not just the Western tradition,” she said. “We were taught in a way that was fun and engaging. There were so many instruments for us to play. I remember just being exposed to many different sounds that I think I wouldn’t have been if I had gone to another school.”

As she grew up at Wheeler, Sara says she continued to explore her musical interests and to challenge herself artistically, like when she decided to try out for the renowned 18 Wheelers student a cappella group despite, as she described, not really singing before. “I continue to sing to this day, not on stage, but in my studio,” she said. “I do a lot of vocal work, and I sang throughout the score I composed for an upcoming movie for Amazon, but I didn’t have any formal vocal training apart from what I did at Wheeler. It was such a fun time for me, and when I think back on my musical experience there, I’m so grateful for all the people who taught me at Wheeler. They were great.”

Sara, pictured right, during a recording of the “Hope” album at Abbey Road Studios.

Photo credit: Tom Baumann

There were so many things [at Wheeler] that opened my eyes musically and artistically, and they’ve shaped who I am today as a creative.

One of her Wheeler teachers, former Choral Director Kristin Sprague P’09, P’16, remembered Sara as an extremely dedicated and gifted pianist, but she just as vividly recalled the day when Sara came to her classroom to ask if Ms. Sprague thought she should pursue making music as a singer. “Singing was an uncharted path for her, but as it turns out, she made significant contributions to the Choral Program not only as a talented singer, but also as an arranger,” Ms. Sprague said (and she invites you to listen for yourself on Spotify or Apple Music via The 18 Wheelers album, “World in Motion,” track 7, “Butterfly”).

“It obviously means the world to me that a student like Sara would remember those days as I did,” Ms. Sprague continued. “Wheeler provided the instruments, the space (even if it was the basement in FAB [the Fresh Air Building] with exposed pipes; I actually liked that as a metaphor), the freedom to build a curricular structure, the funding for additional studies and travel, the sabbatical, and most importantly, the schoolwide energy that fueled the arts. Mary C. Wheeler started it, and we kept the flame burning.

“Making music is a social activity. It’s how we communicate and express ourselves. When I hear that students like Sara look back on their music-making experience at Wheeler, feeling that it made a difference in who they are today, I feel inspired to keep on giving. Sara has so much music to give and she’s just beginning! Wheeler was, and is, lucky to have her in their midst to call her part of the family.”

How does Sara compose the music that Ms. Sprague referenced? She said visuals serve as a key inspiration. “When I’m working on a film project or TV project, when I see that first cut, or I even see stills early on before

they have a cut. Sometimes it’s when I read a script and nothing’s been filmed yet and I just have a story, but I’m able to start writing to that. Also, when working with other musicians, going into the studio with a cellist or a guitar player and experimenting and coming up with sounds sparks inspiration for me. So I guess it’s a combination of things including deadlines, which are very inspiring! In the TV industry, schedules can be quite tight, so you must learn to trust your first instinct and not overthink things. You try to get your head in the story as organically as possible so that you can get started.”

When it comes to a documentary like “Planet Earth 3,” there was plenty of material to look to for that starting spark. “It was an incredible project where I collaborated with Jacob Shea, another composer here at Bleeding Fingers, and Hans Zimmer. ‘Planet Earth 3’ was, I think, five years in the making, and these filmmakers put themselves in the most precarious conditions for sometimes years on end. What they came up with is just astonishing. From the first time we got visuals, it was incredible to see how vibrant the sequences were and how interesting the stories were. It can be a challenge to work on these kinds of shows, because tonally the music is really important in telling the story in a way that shows the beauty and the majesty of the planet, while also commenting on these issues at play. Musically, it was such an interesting project because it’s essential to provide that emotional undercurrent and to provide hope and inspiration, but also kind of represent some of the sadness and tragedy that occurs as well. It was a huge endeavor, about a year and a half of our lives from start to finish.”

While much of that time is often spent working through scores in her own head, she said that her partners and there are typically many of them are central to the process. “It certainly takes a team to write music for film and TV. We have orchestrators, musicians, recording engineers, mixing engineers, and that’s what I love about it, that collaboration with all sorts of creatives. I feel very involved in a team setting. I first discovered that at Wheeler. It was a lot of fun collaborating with people, and it still is.”

Sara said Ms. Sprague was a major source of that collaborative experience at school. “She’s one of the most incredible and talented people I’ve met to this day, and she shaped my musical training in such a dramatic way. I’m so thankful that she was such an incredible mentor and is now a friend.”

As we concluded our conversation, I asked Sara one final schoolrelated question: What does Wheeler sound like? “The first thing that comes to my mind is the Holiday Festival,” she said. “I think back really fondly on those experiences every year and hearing all of the musicians come together in different ways, like Jazz Ensemble, the handbells, the choirs, and the 18 Wheelers. That variety of music that comes out of the school is just really special.”

Helping Breakthrough Providence

By Olivia Rodrigues

“I was in the original class of Breakthrough Providence in 1992, called Summerbridge back then. I was these kids,” said Wheeler alum Eddy Davis ’99, referring to a group of students who were engaged in a classroom activity down the hall on Wheeler’s Providence campus last summer.

“Before coming to Wheeler, I was in a public school. My mom didn’t know what resources to have and to look for to get me into the academic places she wanted. Then we found Summerbridge, and she had to make me attend. I was rebellious, but I realized it wasn’t just school once I got here.” Mr. Davis, who recently returned to Wheeler as the new coordinator of Breakthrough Providence, pointed out that the teachers made learning fun. “They were kids in my age range, who were high schoolers and college students. We also had certified teachers who helped mentor the younger instructors.”

What Mr. Davis was describing was and continues to be one of the distinctive characteristics of Breakthrough Providence, which aims to increase academic opportunities for highly motivated but underserved students. It all started in 1991 when Brown University students Michael Goldstein and Jenn David, who had both taught at Summerbridge in San Francisco as college students, saw a need for a similar program in Providence. With the combined support of Wheeler and the national Breakthrough Collaborative, and an “unwavering belief in the power of a student-teaching-student model” (as described on the program’s website), they launched Providence Summerbridge in the summer of 1992, with its first class of rising middle schoolers including Mr. Davis.

Twenty years later, Summerbridge Providence has changed its name to Breakthrough Providence to better align with its national partner, Breakthrough Collaborative, and its community includes over 2,000 alumni, many of whom attended Providence public schools. “It’s a program for middle school students to bridge any summer learning loss gaps in focused academic areas of math and English while engaging everyone socially,” explained Mr. Davis. “Our program also relies on teachers who train high school and college students to become teachers, be comfortable in a classroom, and hopefully inspire some other future teachers. Our model is one where there is ongoing learning from the students to the teachers every step of the way.”

When he learned about the opportunity to become the new director of Breakthrough Providence, Mr. Davis was excited about the potential of returning to a program that he says played a pivotal role in his life. “I saw a chance to make an impact on the youth as someone who also grew up in Providence. It was an easy position to accept and get excited about!”

To this point, he described his career path as “a little nomadic. I have traveled the world as a basketball coach and professional coach from middle school to high school and the college level. I also worked as a recreation coordinator for the City of Providence. The goal in that position was to implement new programming for Providence residents, which has since continued and been quite successful with 11 recreational centers across the city.” In 2017, Mr. Davis moved to North Carolina to become the auxiliary program director at the Duke School in Durham. In addition to running the summer camps and non-academic programming for students from preschool to 8th grade, he implemented a new after-school program for the middle school that increased enrollment from approximately 40 students a day to 120.

When he returned to Wheeler, Mr. Davis looked forward to applying his track record of successful program development to Breakthrough. He also said he appreciated this full circle experience. “I went from a public school to participating in this program, to attending a private independent community prep school, which helped me get into Wheeler and eventually into Utica University.”

“Breakthrough had a big impact on my life,” he added fondly. “Some of my closest friendships began with kids in my class in 1992.” The child of one of those friends even participated in the program last summer.

As Mr. Davis considers the future of Breakthrough Providence, he is focused on ensuring the program continues to be a place where teachers and staff are fostering, encouraging, and helping students achieve their academic and personal goals. “Here, teachers, mentors, and students have daily reminders of what success and hard work look like, not just what they see online or on television. The staff members are all successful in their respective ways. Having teachers who have lived similar situations or gone through similar circumstances as our students is another major reason why I wanted to come back to Breakthrough it’s what makes the program special.”

Mr. Davis also wants Breakthrough Providence to stay connected to families throughout the school year. “I would like to find a feeder program that will provide them with the necessary guidance through graduation. Because ultimately, Breakthrough’s mission is to help get our students into high-performing academic high schools and colleges. If we can help families achieve their education goals and navigate through applications and financial aid processes, I believe that will constitute a measure of success.”

However, a more immediate need for Breakthrough Providence has been getting the word out since it returned last summer from a programmatic pause due to the pandemic. In addition to welcoming its new director, the program which already had a long partnership with Wheeler is now officially part of the school and its Office of Unity and Diversity, while keeping close ties with and often seeking counsel from former and current stakeholders.

Thanks to the hard work of Mr. Davis, the Breakthrough Providence staff, and the program’s partners, a lot has happened since our initial conversation with him last summer. “We launched our year-round tutoring program in the fall, which is giving the same group of students who had participated in our summer program the opportunity to experience in real time what student life looks like here at Wheeler,” Mr. Davis recently told us. He added that Breakthrough Providence is now collaborating with the Providence Department of Recreation to provide tutoring support for students from three local recreation centers several days every month at Wheeler. “I am extremely excited about the opportunities and possibilities of what this collaboration can become. Working with the city’s Recreation Department has been such a joy. As Breakthrough Providence gains more momentum, our plan is to build stronger relationships with the staff, administrators, students, and families and hopefully become a bigger part of the fabric of the city of Providence.”

Celebrating 35 Years of the Hamilton School at Wheeler

Words matter at the Hamilton School. Since it opened its doors on Wheeler’s Providence campus in 1988 to support students with language-based learning differences, Hamilton has impacted the lives of an incredible number of people certainly Hamilton’s students, but also its families, faculty, and staff. As part of the celebration of Hamilton’s 35th anniversary this school year, in this section of the magazine we’ll hear how Hamilton has impacted some of its community members, in their own words.

What is a word you use to describe Hamilton? Nurturing, Emboldening, HamFam, Inclusive, Empowering, Dynamic, Community, Welcoming, Thoughtful, Pizzaz, Inspiring, Happy

Hearing From the Hamilton Community

Head of the Hamilton School at Wheeler Bill McCarthy

For 35 years, the Hamilton School at Wheeler has been a true sanctuary for students with language-based learning differences, allowing these individuals to feel supported, valued, confident, and inspired academically, socially, and emotionally. What I love most about Hamilton is that we are deeply committed to equally developing the hearts and minds of our young learners. Our students learn to recognize and appreciate their individual and collective talents and how they can use these to make a positive impact on their lives and the world. The remarkable and impressive accomplishments of our current and former Hamilton School students is a testament to what makes their experience at our school both life changing and long lasting.”

Faculty member

Hamilton matters because without it, students with language-based learning challenges and attentional regulation challenges in Rhode Island would not be provided with tools and instruction to help them learn best. The expert teachers and inclusive environment provide pathways of success for our community. I only wish more ‘mainstream’ classrooms offered our styles of teaching and access. We must always look within and say, ‘If our students aren’t learning, we must change our teaching. We must create access and success for all.’”

Hamilton Lower School Teacher

Elizabeth Hallock P’27, P’30

The Hamilton School program changed the trajectory of my daughter’s life and has made my own career so meaningful.”

Hamilton 6th-Grade Teacher

William Rennie ’05, P’35

Hamilton has made me more empathetic and patient. I am always challenged with ways to best support my students, and I have great coworkers that I look to for support.

I think Hamilton changes life trajectories and it is why I work here. Hamilton matters because it is a lifechanging place that takes many students at their lowest point when they enter and helps to build them back up with the right support.”

Hamilton 4th-Grade Teacher

Megan O’Hara P’13

I love hearing from parents at that first parent/teacher conference how they can’t believe their child is actually picking up a book and reading. For a kid who is new to my grade, they may have never seen their child want to pick up a book and read… Knowing that I am a part of a child’s journey to becoming a student who can learn, grow, and ultimately share with others what they know is a gift of a job.”

Hamilton School Division Assistant Moira Walsh P’32

Watching first year students go from nervous to confident will always be my favorite part of Hamilton. Some children start the year feeling different, othered, and oftentimes less than. After just a few months at Hamilton, their confidence has grown, they are more aware of their strengths, and both they and their parents can finally feel a sense of relief that their child’s school is now a safe place for them.

“As a child who had dyslexia, I never told any of my friends or peers about my LD because I was embarrassed. Here at the Hamilton school, our students are very vocal about their learning difference(s) because they don’t feel ashamed to be different! We have successfully cultivated a culture of understanding and empathy around neurodivergence, and as a result, our students now embrace dyslexia and/or ADHD as a part of their identity that makes them unique.

“Working at Hamilton has truly changed my life. My colleagues are all people who have committed their lives to caring for an incredibly vulnerable population of learners, and they bring a sense of joy and dedication that can’t be put into words. Simply put, these teachers care so deeply about every one of their students and it shows through every day. I am so lucky to be a part of the Hamilton family.”

A Brief History of Hamilton from Two People Who Helped Create It

Today, Hamilton is a national model for meeting kids with learning differences wherever they are in their educational journeys and helping them be successful. But when Hamilton’s own journey began 35 years ago, the school had its skeptics and even some pushback. We talked about Hamilton’s founding, and how it eventually found its footing, with two of the people who were there from the start: Dana Hahn P’01, P’03, who was then the director of Lower School, and Director of the Hamilton Institute Jeanette Epstein P’03, P’08, who was then Wheeler’s director of admission.

Dana Hahn (DH): Before I came to Wheeler, I had a lot of experience with special needs classrooms and with kids with language-based learning differences. At some point after I arrived at Wheeler, Emi Flynn contacted me I don’t remember how she got my name but she invited me to be on this committee to talk about starting a school for kids with language-based learning differences (LD).

Jeanette Epstein (JE): Emi was at Rocky Hill at the time and ran their academic support program.

DH: That’s right. At first, Emi was thinking it would be a new independent school. The committee had several meetings and we talked about various ideas. I was excited about the possibility because there were a couple of bright kids at Wheeler who were suffering in our Lower School because we were not able to meet their needs. We’d have tutors come in, but it wasn’t a good environment for kids who had LD. In my mind, the idea of a school that catered to those students was perfect.

JE: I remember Dana came to my office and told me about this idea. And I looked at her and I said, “That’s the dumbest thing I’ve ever heard of! Why would you take all these bright dyslexic kids and put them in an isolated environment and only teach them reading and writing? They’re so much more complex than that.”

I should tell you, my family has a history of dyslexia, and Dana and I both came from public school, and we both had experience with special education (the term that was then used), and we talked about whether we could create this new program at Wheeler. The idea of expanding our resources didn’t scare us one little bit. I suggested that Dana talk with Bill Prescott, who was our head of school, about the idea.

DH: After I talked with Bill, he was intrigued about it too. Wheeler had a building that we owned on the corner of Angell and Brook Streets that was empty and being used for storage at the time, and Bill said, “What about here?” I thought it would be awesome because it would be normalized and the kids wouldn’t be isolated.

JE: Bill came to my office and asked me, “Do you think you have kids to fill this program?” So I went into the bottom drawer of the admission filing cabinet, I pulled out a handful of folders, and I said, “Yeah, these kids.” Bill and I then talked to Dana about forming some kind of a partnership, this idea of a school-within-a-school model, where kids would have their core academic subjects through Hamilton, but they would have their specials with the same teachers who taught the rest of our kids, and they would all have lunch and recess together too.

DH: We talked with the committee, and they liked the plan, and in February, Bill got it approved by the board. We opened the school that September, but that building, which would become the Whitaker Building where Hamilton is now, wasn’t ready yet, so we opened it in a space in the Central Congregational Church. There weren’t many students, maybe 20, and they moved into the regular building when it was completed. That’s how fast we got started.

Now the problem with getting started that fast was we didn’t have the faculty all on board. I mean, this was all sort of pushed on them, and there was a sort of pushback from some of our art, music, and PE teachers, who asked questions like, “How am I going to teach these kids?” But we said, “You’ve been teaching these kids all along, they’ve always been in our classrooms, and now they’ll have a better program for their reading and language development through Hamilton.”

JE: Truthfully, it was chaotic at the beginning. I think we did things a little too quickly. We spent the summer writing admission materials, and revising and revising and revising those materials.

DH: For the next several years, we spent a lot of our faculty summer reading on LD stuff, educational accommodations, and understanding language-based learning differences. It took some time, there was faculty and staff turnover in the first few years, but eventually the program was really embraced. But it wasn’t an easy start, and despite our initial hopes, Hamilton was more isolated at first than we were anticipating.

JE: Emi Flynn was a real educational visionary, but we needed someone who was more of an administrator, and so after about four years, we did a search for a director of Hamilton that led us to Jon Green. Strangely enough, Jon did not have elementary school experience. But what he brought to the program was the ability to listen and the ability to lead. Those two qualities are what the faculty and families really needed to have at the time, as well as Jon’s ability to collaborate.

DH: When Jon Green came, we were able to connect more effectively with the wider Wheeler environment. He was all for it. Hamilton and the Lower School really coordinated very well together, and one of the important things we had to do was educate our parents, because we didn’t want them to think we’re “dumbing down” the curriculum. That was part of some of the fear from parents that we were starting to hear.

JE: The turnaround wasn’t in Jon’s first year, but I would say year two, because he took that first year to kind of understand what the problems were, and then he worked with the faculty to figure out how we’re going to make this change happen. Because Dana and Jon worked so closely together, and Jon and I did all the admission work together, we formed different kinds of relationships, both with the families and with the teaching faculty, that were really important. The other thing that expanded was the shared professional development. At the time, we were using a program called Project Read, for example, that the Hamilton faculty were using for written expression. When we would all get together for Lower School meetings, they would share what they were doing, and other Lower School teachers began to adopt a lot of the materials and approaches that the Hamilton faculty were using because they could work for all kids.

DH: Despite the early challenges, I was always confident it was going to work, and soon the faculty realized it too. They saw it wasn’t a burden. That’s what they were worried about. People started to go to workshops. We did a lot of reading and discussions and had a lot of professional development. Over time, as Hamilton became a model, when we would meet with other schools who were thinking about this, I said, “Don’t do it as quickly as we did. That would be my advice to you. Bring people along for a year before you start so they have input into it.” We did not do that.

JE: As support and interest in the program increased, Hamilton grew from 20-something kids to having full complements of eight or nine students in each grade. Back then we ended at grade 6. Families came to us and said, “You know, this was a wonderful experience, but there’s nothing out there for 7th and 8th grade. So Jon and I went to our admin team and to the Hamilton Committee of the board, which had recently been formed, and we told them that we should expand at least through 8th grade. There was some pushback by some of the administrators on the team, but we thought it was the right thing to do. It coincided with renovations of the Whitaker building thanks to a wonderful donor in the Dunn family, we were able to expand our Hamilton classroom space.

Later on, we had this idea for increasing Hamilton’s outreach. I can’t remember exactly the year that we started, but we recognized that there are a lot of folks who can’t come to a school like this one. For whatever reasons, there are going to be barriers. So the idea would have done a couple of things. One, we would run a summer school; two, we would provide OrtonGillingham training; and three, we would serve as a resource when families needed information about learning differences. It was a great idea, but it was too ambitious for us to launch at the time. A few years ago, we were doing some blue-sky thinking with the Hamilton Committee, and someone said that we’ve got to resurrect this idea of outreach from Hamilton. Others agreed, including Allison Gaines Pell, who had become the head of school. Now we had institutional support, and Allison asked me if this idea was something that I was willing to take on. I had been Wheeler’s coordinator with Brown’s Master of Education program, and Allison said, “You’re a teacher of teachers,” and this would be an extension of that. I agreed, and here we are today with the Hamilton Institute. In addition, we reimagined what was then called the Hamilton Alumni Support Program at the high school level, and today it’s what has become Polaris. Both of these initiatives, the Hamilton Institute and Polaris, have allowed Hamilton to expand its impact in significant ways.

What Hamilton has become today is one of the experts in the LD field. When a national leader like Sally Shaywitz at Yale highlights Hamilton in her book on dyslexia, it tells you something. That national reputation really does exist. As Dana said, schools come to us and want to talk about starting similar programs. This has been going on for years. The level of expertise that exists within this faculty around learning differences is hard to compare. Looking back over the last 35 years, I’m proud of all of the hard work that everybody put into making sure that this school worked, because I think that we change people’s lives. And not only the child’s life, but the family’s life.

DH: I agree. It means so much to have been part of starting Hamilton and having it be successful. As I said, it wasn’t always smooth sailing. But watching people come around to understand how important it was for us to provide this kind of opportunity for kids, I’m just really proud of what we accomplished, and what they continue to do with Hamilton.

Celebrating the Hamilton Alumni Community

As part of this special anniversary year for Hamilton, the school’s alumni community was honored as the latest recipients of the Hamilton Life Achievement Award in recognition of their collective achievements. Six alumni ambassadors, who work in a range of professional fields, represented their fellow Hamilton graduates in receiving the award at the annual “Mind Your p’s and q’s” event on March 1 (this article was written before the event due to the magazine’s printing schedule). We talked with each of the alumni ambassadors to learn more about their Hamilton experience and how it continues to influence their experiences today.

Peter Brown ’03

What was life like before Hamilton?

I was at Moses Brown prior to coming to Hamilton. I don’t recall the specifics, but I do remember that school was very frustrating and challenging. The outcome of my frustration was a lack of confidence. And it didn’t make me very excited to show up at school each day.

What changed for you when you came to Hamilton?

I gained confidence. I have always said that Hamilton builds confidence. It might sound so simple that that was my biggest takeaway. But I went to Hamilton for three years and that is probably the most important thing that I left with. Today, I have a lot of confidence. I really think if you have confidence, you can accomplish a lot. I also learned perseverance. I learned to try hard and be comfortable failing. But now looking back, I know if you feel that you’re failing at everything, your

skin can never be thick enough. I learned that if I try hard enough, I will find success somewhere.

At Hamilton and Wheeler, I learned that I had an identity that wasn’t only “dyslexic kid.” I had value for my strengths. For me, on the athletic field, I was equal. I was good at sports, so that was important. The other thing I remember is that math and science came to me very easily. I don’t think I appreciated this until later, but it was important to have some parts of school going well. It was important to have things that did come easy when reading and writing didn’t.

In hindsight, I know that the classes being smaller and everyone getting individual attention was really important. And the teaching dynamic was too. At Hamilton it never felt like the model of the teacher in front of a class, lecturing. And, of course, there weren’t 15 or 20 students in the class. That worked for me.

What do you see as your dyslexic advantages?

Having been the one in the room who wasn’t learning quickly, I am empathetic to how people might be struggling and what feels challenging to them. I work in a complicated financial industry where things can be

very complex and difficult to understand. If someone is struggling or makes a mistake, I feel like I can appreciate that and want to offer help.

I also think I build strong relationships. This came out of necessity, like in college, when I would go to a lecture. I would pay close attention and take notes, but I would leave and not feel like I knew what was going on. I learned to rely on connecting with people who did. So if I was confused about something, I could go to those classmates and talk to them. We could have a conversation to reinforce whatever was taught. I’m a fairly introverted person, so this wasn’t always easy, but I figured out I needed to do this to learn. And I know myself and what my strengths are. When it would come to a group project, I would intentionally pick people who weren’t like me. I wasn’t going to be the guy writing the paper, so I needed to collaborate with someone who had that as their strength. So when putting together a team, I surround myself with people who are different from me.

What happened after Wheeler?

For undergrad, I went to Clemson University. It was a unique experience to go to such a big school, and it was a challenge, but it was good to push myself out of the small environment where I was really comfortable. It definitely stretched me, but I knew that was what the real world was going to be like. I had to figure out how to learn and grow in that environment.

What do you do professionally now?

I work at State Street Collective Investment Trust. I’m in institutional banking, which is big and complex. Yeah, it’s banking and finance, but ultimately, it’s people and leadership. I find it really fits my strengths as a dyslexic person. I get to think big picture and collaborate across a global organization. Those are things I can do well. I am not writing technical compliance requirements. That job will go to someone else who is very detail oriented and who can do that much better than I can.

What do you like to do when you’re not working?

I spend a lot of time outside and with my two boys Teddy is 6 and Cooper is 3. I was on the Wheeler Board of Trustees for a couple of years and president of the Alumni Board for a little while. I served full terms, and when they were over, I chose to remain on the Hamilton Committee and stay engaged with Hamilton most specifically.

Any advice or insights for Hamilton students?

Things will get easier! In school, you don’t have much flexibility. You’ll get some choice in high school, but then you get a lot more in college and you get even more in your job. School is the hardest. Even in a school like Hamilton and Wheeler, which gives choice and is flexible, school is always going to be a relatively small box to stay in compared to adult life.

A suggestion I have for students, or maybe it’s advice to parents, is to have that other identity. Do ballet, play on an athletic team, do art. It’s so important to be known for something besides being the kid who isn’t a good reader or writer. You have a lot of advantages, some to do with your dyslexia and some that don’t. Find what you do well.

What was life like for you before Hamilton, and what changed for you at Hamilton?

I was diagnosed with dyslexia in 1st grade. I went to Rocky Hill for a while, getting learning support from Emi Flynn. When Emi left to lead Hamilton, things fell apart without her supporting my learning. So the next

Chris “C. J.” Freeman ’97

year, I jumped to Hamilton to be able to keep learning in that style of hers that was working for me. That was for 5th grade, and Hamilton was next level. There was a community of people, and I didn’t feel like an outlier. This was a profound moment in my life. I found a sense of hope and dignity. At Hamilton, I found strength to persevere beyond whatever differences I have. I learned more about my perceived differences or weak points, understanding that those can be an asset because I can think outside the box. I also learned empathy in a profound way. I feel I’m able to understand the struggles that others might be going through, whatever those are. And, I try to identify with others who are going through a hard time and lift others up.

What came next for you?

I went to Alfred University for environmental studies and geology. I was really interested in connecting my passion for the outdoors and science to a career path. Having grown up in Rhode Island and surfing a lot, I was really connected to the ocean. At first I thought maybe I’d get a master’s in Oceanography. I did whale research in Hawaii for a bit and then took some time abroad with the Sea Education Association, sailing between Trinidad and Tobago. I was doing these things, but at the same time, I was finding the most enjoyment in sharing my passion with others. I wanted to scratch this itch related to environmental education, so I ended up going to the University of Maine where I got my master’s in Science and Environmental Education.

What do you do professionally now?

After U Maine, I ended up in Virginia Beach where I started teaching in the public school system. A few years in, I’m teaching Oceanography and AP Environmental Science to high school students. It’s pretty cool and a passion of mine.

But pretty soon, the school was going to be torn down and new facilities would be built. I ended up connecting with the district’s environmental officer. We got talking about environmental architecture and how architecture could inform an educational space. How does a building inform learning? I ended up on the planning committee for the new building design, bringing in a bunch of students who we got engaged with the architects. It was so beautiful! The kids designed educationally focused courtyards, raised garden beds, and a marsh habitat with a walking path

through it. We designed an outdoor classroom. We came up with the idea for a loofah wall, a 35-foot-tall trellis where we grew loofahs, and then we created this small business where we sold these sponges at farmer’s markets! Eventually we installed hives to raise honeybees.

All of these designs gave the students different opportunities to learn. I stayed involved with architectural design across the district. Now we’re one of the greenest school systems in the nation. We had to think outside of the box to convince people in the community, school board leaders, and local politicians that this was a good idea both for the students but also economically. I really think that out-of-the-box thinking goes all the way back to Hamilton. That’s where I learned to appreciate thinking differently.

I continued teaching, but eventually there was discussion about opening an environmental academy for 11th- and 12th-graders. I was immediately interested in that. I got a Master of Education in School Administration and then I developed the plans for this academy that I’m running and teaching at now, Virginia Beach City Public Schools Environmental Studies Program.

What do you like to do when you aren’t teaching?

I have two sons, 8 and 11 years old, and my wife of 20 years. They are a huge part of my world. We do a lot as a family and love to get out on local waterways. Camping, canoeing, kayaking, fishing. Nature is a sanctuary for me.

What message would you like to share with current Hamilton students?

Our differences and difficulties become our assets. Who even wants to be “normal”? For me, thinking differently from the people around me is my greatest strength. It might take a little bit to learn how to harness that, and you need a community to support you in the process. And, of course, there will be days when you’re humbled with struggle. But that’s beautiful because in the process, you’re growing your brain and you build strengths that other people don’t have the capacity for. At first, when things come differently to you, you’re in a struggle that seems so hard. But eventually that struggle will help you to create your biggest strengths and biggest assets.

Erin Gildea Muccino ’04

What was life like before Hamilton?

I remember having trouble with reading during my early years in grade school. I would memorize stories, like “Amelia Bedelia” and “Madeleine,” which I can still recite today! Thankfully, my parents recognized that I wasn’t actually reading. They were proactive in advocating for me and making sure I was receiving the resources I needed. The school where I was before Hamilton was saying that I wasn’t smart, but they weren’t worried because I was social and made friends easily. My parents knew this wasn’t right, so they pursued an evaluation.

When did you start at Hamilton?

I was diagnosed with dyslexia in the 4th grade. Once my parents and I found out that I was dyslexic, we searched for a school that would give me the tools to find success in the classroom and beyond. I started at Hamilton in 5th grade and after a few years I began at Wheeler, where I stayed until I graduated in 2004.

What changed for you at Hamilton?

When I started at Hamilton in 5th grade, I could not read. But by Winter Break, I was reading on grade level. As if that wasn’t reason enough to be happy, I also felt empowered and I was gaining back self confidence that I had lost at my old school. I started to feel comfortable speaking in class. And dyslexia was explained to me in a way that made me feel good. My teachers told me that many people think in straight lines, but that people like me think circuitously. My teachers explained that in the process, I might have the chance to discover things I wouldn’t have if I had simply thought in a straight line.

What came next?

I went to Butler University, where I got a B.A. in Dance Pedagogy. I then had the chance to come back to Hamilton and Wheeler as a dance teacher and choreographer for various student performances.

Since then, I founded The Wheeler School’s Dance Department. Over the years, it has really expanded, and now there’s a scope and sequence from 1st

grade all the way through 12th grade. This gives a lot of consistency to a student’s skill development over the years. Starting in Lower School, there is a dance club as well as curricular opportunities. I help choreograph the 5th-grade musical and direct the after-school dance program.

In Middle School at Wheeler, curricular as well as enrichment opportunities continue. Students can participate in Dance Ensemble, which is come one, come all, no matter your experience. There’s also Dance Performance, which requires auditioning. I think it’s really important for kids to put themselves out there and also potentially have to learn to bounce back from disappointment. I also do some choreography in collaboration with the Theatre teachers in the Middle School.

In Upper School, there is Dance Ensemble, which is a credited class, and Dance Performance, which, like in Middle School, involves an audition process. The Upper School program includes a lot of cool opportunities. Recently, we had a teacher of West African dance come in. I took the class up to Boston Conservatory for a tour and to watch a student performance. The Upper School group performed at Reunion and Open House. It’s a higher level, and they’re working on all of the details that go into putting a show together.

A really cool thing going on right now is a ChamberDance collaborative class where the student musicians and dancers compose and choreograph together.

How did you originally get involved in dance?

I started taking dance when I was 6, but a few years later when I had a neuro-psychological evaluation and was diagnosed with dyslexia, the doctor suggested that dance would be a good form of occupational therapy. It’s so cool because the thing they thought would support me in my learning ended up being what I loved, and then eventually it became my career path!

If there’s one thing you could share with a current Hamilton student, what would it be?

I think it’s actually a good thing to experience struggles when you’re young. This allows you to develop tools in a safe place where you’re surrounded by people wanting to support you, like at Hamilton. So then when you’re faced with a challenge later on in school or in adulthood, you will know how to identify a problem and move through it.

Everyone struggles at times, and we all will have difficult challenges put in front of us at some point. You are lucky to start learning strategies to work through hard things at a young age. I know that I am a hard worker in life and have achieved what I have because I am “a worker,” and I love that about myself.

What are you up to when you aren’t teaching and running the Dance Program at Wheeler?

Mostly it’s family life! I have 3-year-old twin boys, and I love learning about and sharing their interests. Outside of dance, I also love fitness. I love to start my morning with some exercise and have time for myself. Right now, my husband and I are doing major remodeling on our house, from the foundation up! And I love being outside, especially gardening and hiking.

Laura Gordon-Roman ’98, P’32

What was school like before Hamilton?

Before Hamilton, I was in Scituate Public Schools. It was very difficult. I couldn’t really read. I was in 3rd grade and my parents had been pushing really hard to get me more help, and it wasn’t really happening in the school where I was.

I remember going through the testing process through Delta Consultants (they evaluated my daughter, too). I was diagnosed with dyslexia, and it actually was a real relief once I was diagnosed because there

was a reason for why I was struggling so much. School was really stressful and difficult. I have a twin sister, so it was challenging that I didn’t understand what was happening for me while she just got it. When I got diagnosed and started at Hamilton in 4th grade, things really started to change for the better.

Being in a small class was so helpful. And I was taught in a way where I could really learn to read. It took me a while, but I remember the first chapter books I worked really hard to read were the “Narnia” books by C.S. Lewis. They were the first books I enjoyed reading.

What came after Hamilton?

I transitioned to Wheeler. Initially I was in some academic support, but I dropped that after a few months. Hamilton really prepared me to talk about my learning differences and advocate for myself. I’d talk directly to my teachers at Wheeler, and I felt comfortable advocating for what I needed.

After Wheeler, I went to Bard College, which is a liberal arts school, and I studied mostly science. It was a good program. It was small, classes of 20 or so. I was able to continue those same kinds of close relationships with my teachers. I’ve always been a horrible speller. That’s usually where people notice my dyslexia. On the first day of classes, I’d tell my professor that I’m dyslexic. I remember getting my first Biology test back and the professor said, “You really are a terrible speller!” But, I got the highest grade on the test. When spelling wasn’t taken into account, I did very well.

What do you do now professionally?

After college, I went on to vet school at Kansas State University. Vet school was extremely challenging. It was difficult academically for me all four years, but I got through school and boards. I was mostly interested in large-animal medicine, but after leaving Kansas, it was harder to find that kind of work in the New England area. I moved back to Rhode Island and switched my focus to small animals. I currently practice at a bunch of clinics. I travel to different practices that need more help. It gives me a lot of variety, which I like.

What do you find most enjoyable or fulfilling about your work?

I enjoy working with animals, cats especially. I love the challenge of the job, trying to figure out what’s going on when my patients can’t talk. I like that my kids are really proud of what I do.

What advice do you have for current Hamilton students?

First, understand that you’re intelligent. And, talking about the difficulties that you have helps educate other people. I’ve found that most people are supportive and understanding and know at least someone who is in your boat. There is growing awareness and less and less judgment about kids with dyslexia. In talking about it and explaining who you are to people (as you enter new school and work environments), nobody will really care. I don’t mean that in a bad way, but it just isn’t a big deal.

Every clinic I walk into, I tell the people I will be working with, “I’m dyslexic and you’ll see that I’m a terrible speller,” but nobody cares. People just want to know that I’m a good doctor. They care that I’m good with patients and clients and that I’m a compassionate person.

What do you like to do for fun?

I love watching my kids grow and do their many activities. My daughter started 4th grade at Hamilton this year. And my son is 12 years old and at The French American School. I like to carve chess sets. But really, I just love spending time with my kids, husband, and cat.

Kate Mancosh ’13

When did you come to Hamilton?

I came from Rocky Hill and I actually repeated 2nd grade. My parents told me that was because of availability in the grades, but it could have easily been because I needed the extra year. Maybe that’s some family secret! Regardless, I’m glad I did! I started with Mrs. Atamian in 2nd grade, graduated from Hamilton after 8th grade, and made the transition over to Wheeler.

They had just started HASP (Hamilton Academic Support Program), so I was part of that early on with Mr. Ahlborn [P’11, P’25]. That made the transition easier. Wheeler was a hard school, but I survived! I graduated in 2013.

What can you share about your learning difference?

These days, I often forget that I’m dyslexic. It isn’t a focal point of my life, which seems wild because I spent so much of the time when I was in school having to think about it.

I think that if I focus on it too much, it can become like a crutch or excuse. Not in a bad way, but I don’t like framing things as, “Oh, I can’t do this because I’m dyslexic.” Because that’s just not the case. Sure, it might take me more time, but I can do it.

When I was in school, it was frustrating to watch my classmates conquer something in three seconds that took me five minutes. As a kid, that was stressful and upsetting at times. That’s why Hamilton is a great place. You are taught the tools you need to be successful, and you’re in a great environment where you’re surrounded by others who have the same kind of challenges as you. It feels like an equal playing field and it’s not so stressful. It was a sort of confidence boost.

What was school like for you prior to coming to Hamilton?

It was a somewhat traumatic time. In 2nd grade, I remember this so vividly, we were taking a math test, and I could not do it. I just could not. I raised my hand so many times and kept asking questions. Everyone was looking at me. Eventually, after I asked what seemed like a million questions, the teacher took the test from me and walked me to another room that they called assisted learning.

Going forward, I spent all of my time working one-on-one with an academic support teacher. That’s how I did all of my classes. I wasn’t with my classmates. And it obviously was becoming clear that Rocky Hill didn’t have the right resources to support me. I had to explain to my friends why I was never in class. That was traumatic. I wasn’t really picked on for it, but I felt othered by being in there and not with the rest of my grade.

What changed for you at Hamilton?

I had such amazing teachers at Hamilton and I owe my success to them. I always tried hard for them because they tried hard for me. I’ll always remember Mrs. Clemens. We were learning about commas in numbers. Mrs. Clemens stood up in front of the class and said, here’s what you do. “One, two, three, kick! One, two, three, kick!” And that’s how she taught us to know where commas went in a large number, by having us kick our legs out to signal it was time for a comma. I still think about that when I write numbers.

Hamilton teachers have tricks and survival skills that work, and they know how to teach them so they stick, even into adulthood. The teachers were amazing and they knew what we needed to be successful going forward.

At Hamilton and Wheeler, I always made a point of developing relationships with my teachers. I knew at some point I was going to need them to stick out their neck for me and make sure I didn’t drown.

What came next?

I went to Furman University in Greenville, South Carolina. It was a small, rigorous, liberal arts school. The size was manageable for me. My survival skill at Wheeler had been to have relationships with my teachers, so I needed a smaller school where this was possible, where I could know my professors. I’d introduce myself and tell them I’m dyslexic. I was part of the academic success program and had extended time. I also had a tutor who I worked with throughout college.

I was a Communications major. I did marketing, advertising. It was a liberal arts school, so I took a lot of different courses economics, philosophy, science.

What do you do now professionally?

I ride horses professionally. I’ve been riding since I was a kid, thanks to Mrs. Atamian, actually. She told my parents I should continue riding because I was confident and happy when I did so. That translated to me being a better student.

Before riding professionally, I was working as a modern furniture buyer for Wayfair. I always knew I wasn’t meant to sit at a computer, looking at an Excel spreadsheet all day. I really wanted to get my gold medal, which is the highest level of my sport. I couldn’t do this while I was working in the corporate world. I couldn’t do as much training as I needed while sitting at a desk full time.

I compete at the international level. Right now, I’m trying to enter a relatively new horse into the International Grand Prix Ring in Florida. I also have Olympic goals. My husband is Uruguayan, and I’m trying to potentially get citizenship in Uruguay to maybe ride for that team. It’s a little less competitive for spots than the U.S. team. And I’d love to get to the World Cup. That’s the dream.

Currently, I’m also working to start my own riding apparel company. This is the hardest thing I’ve ever done. I’m still in the start-up phase and have had a lot of setbacks. I’m fighting to get this off the ground, but it’s been a challenge. I’ve learned a lot in the process.

What is most fulfilling about your work?

Riding is what makes me feel 100 percent. When I’m sitting in a saddle, I’m the happiest and best version of myself. In terms of the work I’m doing on my business, it’s something I’m really excited about. I love fashion and being at the top of the sport. I know what works, what’s functional, and what’s needed. I was always wondering why there weren’t more options, more colors and styles of riding apparel. I thought, “Well, I can make my own. Let’s make this better, add more options, and create a line.” My focus is on well-made basic essentials, versatile colors, and elegant gear for while you’re bouncing around on your horse.

Any advice to current Hamilton students?

Struggling is exhausting and scary, but if you don’t learn how to persevere and survive, you won’t develop important problem-solving skills. The struggle is really important. It is a scary process and doesn’t feel fun, but it’s how you will learn really important skill sets. Problem-solving will only make you a stronger person and better student.

What do you like to do for fun?

Well, other than riding, my husband and I love to travel. We travel internationally a lot. We’re big foodies. We live in New York City for a big chunk of the year, and love to try new cuisine and new restaurants.

Daniel Pickar ’11

What was life like before Hamilton?

I was going to Wheeler and definitely struggling in school. Reading was always a struggle. I vividly remember being asked to read aloud in class and needing to count ahead to figure out which line I’d have to read. I’d try to figure out what it said so I was as ready as possible when it was my turn. I was put in a program with former Lower School Reading Specialist Joyce Ball. She had a hunch that I was dyslexic and encouraged my parents to have me tested. We found out that I was dyslexic, and she helped facilitate me starting at Hamilton the next year when I was in 3rd grade. I’m positive that if it wasn’t for Hamilton, I would not be doing what I’m doing today. I was incredibly fortunate to be at that school.

What changed for you when you started at Hamilton?

Hamilton was the place where I finally figured out reading. I just needed the extra programs like OrtonGillingham so I could figure out how to decode and how to put everything about reading all together. At Hamilton, they know how the dyslexic brain works and how to teach kids like me.

It was so nice that Hamilton was a school-withina-school because changing schools didn’t feel like leaving. At the time, it felt most important that I didn’t have to leave my friends. But really, it was this night and day transformation for me. I went from feeling like I was the only person struggling in class to all of a sudden being with other kids who were like me. Being with other kids with dyslexia sort of normalized it all.

What happened after Wheeler?

I went to Tufts University for undergraduate and majored in Biology. Then I attended Tufts School of Dental Medicine, where I graduated in 2019. After that, I did a one-year residency program at the Providence VA Medical Center.

What do you do now professionally?

I’m a lifelong resident of Cranston, Rhode Island, and I actually work here too. After the Providence VA, I began working at the practice where I am today, Rhode Island Dental Arts. I mostly do family dentistry, as well as comprehensive cosmetic and preventive dentistry.

What’s most fulfilling about your work?

I love the problem-solving aspect of it. In dentistry, there are so many different ways to approach a problem. I like that I have the chance to work with my patients and help them get out of pain or help them get the aesthetic they’ve been hoping for. It’s always a challenge to try to figure out how I’m going to approach a particular treatment plan. That’s what’s rewarding about it, cracking the puzzle and figuring out what works, be it helping someone cope with dental anxiety or navigating insurance needs. I just generally enjoy figuring out how to best serve any one of my patients.

What do you like to do when you’re not working?

I like to spend time with my dog, Jack. I used to do a lot of musical theater, which is a passion that began at Wheeler, though I haven’t done much since COVID. I like to play video games, and I love finding new and different restaurants to go to!

Any advice or insights for Hamilton students?

As challenging as having dyslexia can be it can feel so unfair and demoralizing at times it really is a wonderful opportunity to learn to work around (and with!) a challenge. With the support you have at Hamilton, it’s a challenge that can be worked through. Regardless of the challenges that dyslexia poses for you, I feel like it can be a really great life lesson. Learning to overcome challenges and having difficulties early in your life is actually a blessing in disguise. Life will give you problems and it’s better to figure that out sooner rather than later. And, big surprise, everyone learns differently! Learning this firsthand at such a young age is so great for developing empathy and perseverance.

Hearing (More) From the Hamilton Community

Former Hamilton School Director Jon Green P’03, P’06, P’11

Thirty-five years! This means that Hamilton has staying power and the community is not dependent on a few people, but the educational model can sustain itself over time. This is huge!...Hamilton’s success is a beacon for all children with learning differences and their families. It is also a model for our country for how children can be taught to reach their potential.”

Faculty member whose children both graduated from Hamilton

Hamilton School is truly a beacon of positivity and unity. Within its walls, a sense of family permeates every interaction, creating an environment where collaboration and support thrive. The dedication to working together is not just a motto; it’s a way of life. The collective effort extends beyond academics, encompassing a heartfelt commitment to helping children with learning disabilities. At Hamilton, each member plays a crucial role in nurturing an inclusive and compassionate community, making it a place where everyone feels not just welcomed, but truly embraced.”

Head of School

Allison Gaines

Pell P’23, P’25

I love to see students talk about their dyslexia as a gift. It means a lot that their teachers give them that (very real) understanding of their minds, and the confidence to go after their dreams… Hamilton inspires me because of the ways it has made Wheeler a stronger school. Our commitment to the individual is embodied by Hamilton.”

Retired faculty member

My favorite experience at Hamilton was witnessing the transformation of students as their image of themselves grew in positivity and possibility; being part of a place that fostered each child to come to know themselves as they learned to value their differences and activate their strengths.

“More specifically, my favorite experience was always our Morning Circle time where students connected with their own selves and each other and had the freedom and support to share what was on their minds. Many of the 2nd-graders I had came from other schools where they suffered and felt ‘stupid’ and isolated. At Hamilton, they found understanding and acceptance from teachers and students as they supported one another and enjoyed the freedom to be themselves. Their comments and contributions during this intimate time often brought tears to my eyes for both the joy and growth their reflections affirmed.”

Hamilton Science Teacher Zach Edson

Hamilton has helped me become a better teacher and a more compassionate, patient person. The school matters because it shows students their gifts and how to harness them…It’s the best!”

Hamilton 1st-Grade Teacher Carrie Champlin Sorensen P’30

A student in my 1st-grade class said to me after spending just his first few days with us in September, ‘I get it Ms. Sorensen. Everyone should just be taught the way their own brain works. That’s what happens here!’ I’m incredibly fortunate to be both a teacher and a parent at Hamilton. As the 1st-grade teacher, I get to see our youngest learners, who often come from incredibly difficult situations in which they felt really defeated and unsuccessful, learn just how smart they really are. I can see the kids shift physically their shoulders relax, they start to speak and share more they know that they are being seen for who they are.

“As a parent, I’ve seen my son grow from a struggling reader to an incredibly successful student with incredible skills both academically and in his ability to advocate for what he needs. Hamilton matters because families entrust us with their kids, knowing that they will be taught with the kindness, compassion, structure, support, and expertise that they need and deserve.”

A Transformative Idea

When she was in elementary school, Siya Singhal ’26 says she often felt a sense of cultural dysphoria centered around her being the only student of color in her class. “I remember vividly how embarrassed I used to be when opening my lunchbox with Indian food,” she says. “However, the simple mention of India had me shuffling in my seat with excitement. It wasn’t until I became involved with a local Indian organization that my mom was part of that I found a community I didn’t know I was looking for.”

By Max Pearlstein

This experience inspired Siya’s proposal for the 2023 Transform Rhode Island Scholarship (TRIS) program. Through the program, the Papitto Opportunity Connection (POC) invites high school students across Rhode Island to submit big ideas that will help improve the lives of Black, Indigenous, and People of Color (BIPOC) communities in the state. Siya submitted an idea called “Crossing Borders, Creating Bridges’’ that she began developing the previous year as an 8th-grader. Siya’s proposal would connect elementary schools across the state to nonprofit cultural organizations through interactive seminars. “These seminars will tell the story of each organization’s culture and traditions and allow students of color (SOC) to reflect on their own identities,” she explained. “Through these seminars, I hope to build cultural confidence in students of color and make all students more culturally aware. Ultimately, I hope that by working at the grassroots level, students of color will feel more connected with their cultures and go on to become the new leaders of their BIPOC communities.”

Out of more than 200 submissions, Siya’s proposal was selected as one of 10 finalists in the TRIS Program, and in a special event last spring, she learned that her big idea was the big winner! In selecting her proposal, POC committed to invest an incredible $1 million to help make Siya’s idea come to life, and she also received a $25,000 scholarship from the foundation.

“The finalists all had amazing ideas on how they would transform their communities, and selecting the overall winner was very difficult,” John Tarantino, POC’s managing trustee, said. “We are proud of all the students and their creativity, but Siya was able to rise above the competition with her idea that closely aligns with POC’s mission of making connections that create real change. We are so excited about her inspirational idea and can’t wait to help her make it become a reality.”

With the support of the Papitto Opportunity Connection behind her, Siya has been refining her original proposal for future implementation. Over the last several months, she has been meeting with Samantha Bergbauer, the director of community engagement at Leadership Rhode Island, and Sulina Mohanty, a consultant who Ms. Bergbauer helped identify as a great partner for the project. “Part of our work with Siya is not only the implementation of her project, but her own personal leadership development and learning along the way,” Ms. Bergbauer says. “As an organization, we’re able to bring in relationships with different partners and alumni from all of our various programs, like Sulina, who has a lot of experience working with educators in Rhode Island.”

For her part, Ms. Mohanty was enthusiastic about joining the team because Siya’s big idea brings together many of the things she really cares about. “A big portion of my work is program design and codifying programs, helping them go from ideas, sampling them, then making them sustainable things,” she says. “I think what excites me the most is the general idea of giving youth a voice and giving the people closest to the root of the challenges a voice and opportunity in solving them.”

In their work together, Siya, Ms. Mohanty, and Ms. Bergbauer have been visiting local schools to talk about their project and learn more from teachers and students about how it might best support their community. They have also been going to conferences to meet and learn from other passionate DEIB (diversity, equity, inclusion, and belonging) educators. Through those conversations, they’ve recognized that Siya’s idea didn’t necessarily need to come in the form of seminars; now, they’re thinking about how they can help build upon existing resources in those communities that already have them in place, while also creating and providing new resources which could include seminars for those communities that need them.

“I think what’s really cool about Siya’s project, and about all of the TRIS projects, is that there’s a lot of desire from teachers, from schools, and from other youth to want to be heard and want to learn different things,” Ms. Bergbauer says. “But it comes down to the funding a lot of times. To be able to take that part of the equation out of it and to be able to consider their ideal wish list based on our conversations, I think this project could make a big impact on different levels.”

Siya and her team were thinking about that wish list during a team meeting in February. They were gathered in a Morgan Hall classroom, identifying existing resources connected to their work. As they mapped them out on large pieces of paper taped to the wall, they considered a range of methods that could achieve Siya’s big idea in different and needed ways. “We’re utilizing the design process to be able to understand how we make our seminar or other products applicable to students,” Siya says. “How can we design them in a way that they will be effective and sustainable, so that even after we’ve left the school, that education continues? Most importantly, we’re looking at this by empathizing with our users.”

Ultimately, I hope that by working at the grassroots level, students of color will feel more connected with their cultures and go on to become the new leaders of their BIPOC communities.”

As she thinks back to her own time in the elementary school cafeteria, when she was embarrassed to open her lunchbox, Siya says it’s wonderful to see how significantly DEIB efforts at schools have grown since then. “Organizations like the Papitto Opportunity Connection are truly a part of that change, recognizing the need to provide a platform for students of color to share their voices and passion for giving back to the community. I am equally thankful to Wheeler for offering such a wonderful opportunity to its students and for having such passionate DEIB efforts as well. Through these efforts, we have gotten to where we are today and how we will get to be even better tomorrow.”

By Max Pearlstein

From Saving the Bay to Preserving America’s Architectural Heritage

As the CEO and executive director of The Preservation Society of Newport County, Trudy Coxe ’67 is at the center of architectural history. “Some of our buildings are among the most important Gilded Age mansions in America,” she says. “I see my job as taking care of the buildings and the landscapes surrounding them, and then finding the best stories that will keep people engaged in that history and get them interested in learning more about the art and the architecture.”

Before the pandemic, the Preservation Society gave more than one million tours annually of its 11 properties, which include National Historic Landmarks like The Breakers, Rosecliff, Marble House, the Elms, and Chateau-sur-Mer. While those numbers are not back to their pre-pandemic levels just yet, Trudy believes they will be as soon as this summer. “We have a great opportunity to make our visit with each of those people, our guests, really important,” she says. “We have to do it well. The Preservation Society must take care of the buildings the public is coming to see — which is a big cost and effort. But we also must tell the stories about the buildings, the families, the people who worked there, and the people who built these houses. For example, at Hunter House, which is a Colonial house, we tell the story of the enslaved people who lived and worked there. It’s so important that we honor their perseverance and their part in Newport’s past. We tell many stories, and each one of them is significant.”

FROM L-R Pell Award recipients Ted Danson, Mary Steenburgen, and Trudy Coxe, alongside Keith Stokes, vice president of the 1696 Heritage Group, who presented Trudy with the award at the ceremony.

We tell many stories, and each one of them is significant.

Surrounding the stories and the properties that are their setting is a 250-person organization. That means that Trudy spends a large portion of her time on managing, from managing staff and projects to managing how they all move ahead successfully. This isn’t the first time in her career that Trudy has been bringing people together in support of monumental efforts: Before joining the Preservation Society, she served six years as Massachusetts’ secretary of environmental affairs, and she was the executive director of Rhode Island’s Save The Bay for 11 years and director of Ocean and Coastal Resource Management in the National Oceanic and Atmospheric Administration before that.

In recognition of her impact in these roles, Trudy has received numerous awards, including the Business Women Award for Overall Career Achievement from the Providence Business News and the Award of Excellence from the National Garden Clubs, Inc. for her lifetime of environmental advocacy. Last year, Trinity Rep honored her with the Pell Award for Outstanding Leadership in the Arts. Each year since 1997, the Pell Awards have celebrated those whose careers exemplify the values of Senator Claiborne Pell, one of the principal founders of the National Endowment for the Arts.

“It really meant a lot for me, partly because I’ve been to many Pell Award events in the past and have always admired those winners,” Trudy says. “But on a personal level, Senator Pell was an outspoken and phenomenal environmental advocate in the Senate when I was director of Save the Bay. He was one of the first people who understood what we were trying to achieve well before we became more well known, and he and his wife would host events at their house for Save the Bay. In addition to being a great environmental advocate, he was also committed to historical preservation. So I kind of feel that the Pell family, and in particular Senator Pell, has been in my life in a variety of different ways over many decades. Receiving the award named after him, in tribute to his leadership in the arts, history, and culture, was incredibly special to me.”

Interestingly, Trudy also had a personal connection to another of the Pell Award recipients that evening: actor Ted Danson, who was honored along with his wife, Mary Steenburgen, for lifetime achievement in the arts. In the 1980s when she was at Save the Bay, Trudy got a phone call one day from a man named Ted Danson. “I remember very clearly saying, ‘Is it Ted Danson or the Ted Danson?’ thinking I was being funny and he answered by saying, ‘I’m the Ted Danson.’ He was calling because at home in Santa Monica, California, he was concerned about a local beach that he wanted to save, and so he started an organization for that purpose, but he didn’t know much about being an activist. He was an actor, not an advocate. So he did some research, learned about Save the Bay, and thought maybe we could help him.” Danson came out to spend a few days with Trudy and her Save the Bay colleagues, and they also met with Senator Pell, who advised about how to interact with lawmakers. It would be the first of several visits Danson would have with Trudy to discuss environmental issues, and they remain friends today.

As she reflects on the Pell Award and her career, Trudy mentions how important some of her other friends have also been, going back to her school days. “Wheeler was a pivotal time for me,” she says. “When I was there, it was a boarding school, and it was all girls. I was away from home for the first time in my life, and I’m so thankful for the friends I made, some of whom remain my good friends. Wheeler was where we really learned a lot about growing up and being grown up. I think the education was the best. I came from a public school background, and frankly, I don’t think I ever had to write an essay until I got to Wheeler. I happen to believe that you have to be a good writer in whatever job you have. So it certainly strengthened my writing skills, it gave me confidence being in a girls school, and it gave me a chance to learn about myself. Wheeler is where I learned that I like to lead I think I was the president of the class in my junior and senior years and those skills that I learned, whether about being the president of my class or being a better writer than when I arrived, I have carried them with me forever. I credit Wheeler with a lot during those early years and for getting me started in the right direction on a very firm footing. I probably wouldn’t be where I am today without it.”

Athletics: Now, Then, and Ahead

Up and Running and Not Looking Back (well, except for this article)

In October of 2022, Wheeler honored Konique Ballah ’98 as she was inducted into our Athletics Hall of Fame. It was wonderful to see Konique’s excitement, along with that of her friends and family, and to recognize and share her many accomplishments with the Wheeler community. Yet, it was equally as enjoyable and fascinating to listen to her share the story of our Track & Field Program.

Like many other Wheeler folks, I knew the legend of Konique, who is often affectionately referred to as the “Godmother of Track at Wheeler.” Her undeniable skill and passion helped jumpstart our Track & Field Program in the mid-90s. However, it was a simple observation that she made the night of her Hall of Fame induction that resonated with me and made me reflect on the totality of Wheeler’s Athletics Program: its history, success, purpose, and continued growth. What was her statement? “I haven’t been to the farm in 25 years. Look at this place all of it, it’s incredible. You know, we didn’t even have a track then, right?”

And here we are in 2024.

It’s hard to believe so much has transpired in the last quarter century at the Wheeler Farm (and incredible to see what lies ahead!). Baker Field and Track, Van Norman Field House, and Godley Field. As our athletics facilities have grown, so has the Track & Field Program, which has certainly experienced a great deal of change and success over the last quarter century as well. In that time, Wheeler has helped launch the collegiate careers of dozens of talented and dedicated track and field standouts. Simultaneously, the program has cultivated an environment for novice student-athletes looking to try something new and different.

At the center of this current success is Coach Nessa Molloy. She arrived at Wheeler in the spring of 2022 to direct our Track & Field and Cross Country Programs, and her presence has been immediately impactful for so many of our student-athletes.

In her short time as head coach, she helped reestablish a competitive Cross Country Program that former Coach Tom Wharton P’19, P’27, P’29 helped put in place during his tenure,

By Director of Athletics Sean Kelly ’02, P’35

and she has also provided consistency and excitement to our Indoor and Outdoor Track & Field Programs.

“I want to win, of course,” Coach Molloy recently told me. “But my vision is to build a deep program with athletes who buy into what we are doing. I want Wheeler’s studentathletes to be dedicated, regardless of talent.”

Perhaps the Warriors’ 2023 spring and fall seasons are the best examples of that vision. At the NEPSTA Division III Track Championship in May, Coach Molloy’s group claimed 11 All-NEPSAC selections in a variety of events, including the 4x100m, 4x400m, 100m Dash, 200m Dash, Javelin, 100m Hurdles, 300m Hurdles, and High Jump. The fall featured some additional success and excitement with the Boys Cross Country team finishing in second place at the Eastern Independent League Championship and falling short of the league title by a mere two points. The Girls Cross Country team capped off their championship meet with their most successful day of the season at the most important time. The teams’ strong efforts led to All-League selections for four Warriors: Reid Wemple ’26, Evan Atwood ’25, Zach Crowthers ’26, and Ashton Carson ’27.

“The beauty of [Cross Country and Track] is that everyone gets to compete,” Molloy added. “If you put the work in, you will improve. There is no bench. No hiding behind someone else. This is so beautiful to me; that even though there are varying talents, we are all equal out there every day.”

In watching Coach Molloy work with our student-athletes, it is clear that she embodies the very best of Wheeler. The track and trails (and sometimes Blackstone Boulevard) are her classroom, and she reinforces the same standards and expectations present in our exemplary academic spaces. She does so not only with intimate knowledge of the sport (she was a scholarship runner at Providence College), but she does so with zest, humor, and passion. Coach Molloy has also committed to the philosophy that her team is a place for everyone as long as they’re committed to putting the effort into being their best self.

“Our potential is what is most exciting to me,” said Molloy. “I am looking forward to building that championship team. But more importantly, I love the daily grind. I love practice. I love getting to know the athletes. I love seeing them support each other. I love seeing them learn the value of hard work and commitment.”

When I asked her what she loves most about coaching at Wheeler, Coach Molloy was quick to respond. “Wheeler is such a unique community that gives so many brilliant opportunities to its students,” she said. “I am so happy that I get to be a part of this.”

And Wheeler is very happy to have her and her Cross Country and Track & Field Programs as part of its community too.

TOP LEFT Konique Ballah ’98 with Director of Athletics Sean Kelly and Head of School Allison Gaines Pell at her Athletics Hall of Fame induction.

BOTTOM LEFT Track & Field Coach Nessa Molloy talks at a meet with Evan Atwood ’25.

ABOVE Autumn Allen ’27 is a rising star on the Track & Field team, as she set several school records during the winter indoor season and qualified for Nationals in the process.

Athletics: Now, Then, and Ahead Catching Up With Some of Our Standout Alumni Student-Athletes

Each year, numerous Wheeler Warriors go on to compete in athletics at the next level, as they graduate from Wheeler and head to college. We talked with a few of them to learn more about how Wheeler helped prepare them for continued success in sports and beyond.

Dana Smith Jr.

Favorite Wheeler Sports Memory? Competing in the state tournament for the first time.

Something from Wheeler that prepared you to play at the next level?

One of the most crucial aspects of being a student-athlete is communication. Effective communication is a skill built over time. It is about understanding the people you are talking with and your environment. Coach [Sean] Kelly was a major part of my transformation from a quiet young man to a more vocal leader.

Lexi Miller

Favorite Wheeler Sports Memory? Senior Night

Something from Wheeler that prepared you to play at the next level?

Learning time management at Wheeler has helped me immensely as a student-athlete in college. I always tried to finish my homework before practice so I wasn’t staying up late. It’s been really helpful.

’19 Trinity College; Basketball

photo: Trinity College Athletics

photo: Pearllan Cipriano

’23 Bard College; Basketball

Taj Jensen ’21

Suffolk University; Soccer

Favorite Wheeler Sports Memory?

Winning the 2018 league championship

Something from Wheeler that prepared you to play at the next level?

Scheduling at Wheeler emulated a lot of what takes place at college, and it helped make the transition to being a college athlete easier. I was well prepared for the balance of school and soccer.

Olivia Bush ’20

Bucknell University; Field Hockey

Favorite Wheeler Sports Memory?

I have so many favorite sports memories at Wheeler, especially the experiences from field hockey. Fun runs, ice cream trips, and capture the flag helped create the bonds and supportive environment to capture back-to-back state championships.

Something from Wheeler that prepared you to play at the next level?

Wheeler’s emphasis on a strong work ethic and time management led me to my success in college. The discipline and focus at Wheeler were also balanced with lighthearted and fun experiences that led to a well-rounded experience and environment.

Allison Paik ’20

Clemson University/Columbia University; Golf

Favorite Wheeler Sports Memory?

Winning the state championship by one stroke in 2019. It was special to share that moment with my teammates, some of whom I still play golf with today. It was also great to celebrate that win with Coach [Shane] Drury and Coach [Francois] Bourbeau [P’28].

Something from Wheeler that prepared you to play at the next level?

The greatest influence from Wheeler came from the folks who enabled a champion mentality. I’m grateful for the support system I had within the academic and athletic departments that pushed me to improve every day. Wheeler provided great insights into handling adversity and has trained me to look forward to the next opportunity.

.........................................................................................................................................

photo:Suffolk University Athletics

photo: Columbia University Athletics

Ross Cornelissen ’20

Brown University; Tennis

Favorite Wheeler Sports Memory?

Winning the soccer championship in 2018 as a junior. It was really exciting for me because tennis is an individual sport, so winning a team title [in another sport] is a great memory.

Something from Wheeler that prepared you to play at the next level?

Wheeler helped me get to where I am as a student-athlete due to the rigorous academic foundation the school provided me. I would not have been prepared to play a college sport and manage my time well enough to succeed in college without my Wheeler experiences.

Maddie Lee ’20

Bates College; Track & Field

Favorite Wheeler Sports Memory?

Running in the championship relay with my closest track friends!

Something from Wheeler that prepared you to play at the next level?

Being a student-athlete at Wheeler helped prepare me for the demands of balancing sports, school, and other activities in college. Being captain of the Track & Field team in high school has definitely influenced how I lead today as a captain of my collegiate team!

Charlie Spurrell ’22

Amherst College; Track & Field

Favorite Wheeler Sports Memory?

The night practices at Brown University’s indoor track with the team and Coach [Nessa] Molloy. Those practices were super fun and helped me get a lot better.

Something from Wheeler that prepared you to play at the next level?

The support from my advisor [Ross Clark] and advisory [group] they were my biggest cheerleaders if I ever got a little stressed.

photo: Bates Athletics

Jacqueline Faulise ’20

Clark University; Basketball

Favorite Wheeler Sports Memory?

Going undefeated in my freshman year in basketball and then winning the division tournament. Our team had a range of personalities and skill levels, but everyone came to practice each day looking to get better and that really showed.

Something from Wheeler that prepared you to play at the next level?

In a few of my seasons in the Upper School, we didn’t have enough players for a JV team, which helped me develop my ability to work with my teammates on a different level. Since Wheeler is a smaller school and is often considered more academically oriented than some of our peer independent schools, our rosters included a range of experience, skill, and passion. This was a challenge at times, but looking back, I think this helped me gain a better understanding of how to work with teammates from varying backgrounds and work toward a shared goal.

Sekou Kamara ’22

Franklin Pierce; Soccer

Favorite Wheeler Sports Memory?

Scoring in the last minute of our home playoff game against East Providence to secure a win in front of a huge crowd.

Something from Wheeler that prepared you to play at the next level?

The constant support from Coach Z [Oscar Zorrilla P’34, P’36], all my coaches, and the Wheeler community. Their guidance throughout my time at Wheeler was incredible.

Designing Digital Experiences That Bring People Together Rather Than Drive Them Apart

By Lawrence Goodman

Kyle Blacklock ’15 can trace the origin of his career as a product designer back to Wheeler’s Studio Art Program. The classes he took introduced him to digital media and taught him the principles of design.

“It was a very creative time in my life,” he says. “Wheeler really encouraged me to express myself freely.”

Kyle is a freelance product designer, helping a range of companies in industries like healthcare, e-commerce, and consumer services with their digital design needs. The New York City resident sees the job as reflecting his “interest in design” and “creating experiences that are usable and aesthetically pleasing.”

Kyle started at Wheeler in kindergarten and said he always tried to take advantage of the school’s resources and extracurricular offerings. He was a Middle School co-president and co-president of the Community Council in the Upper School. “I was always very driven to take on leadership roles,” he says. “Wheeler gave me the confidence and frame of mind to strive to be a leader.”

He was also on the chess team, which gave rise to a pet design project of his, Chessbuds, which is a website and physical product he created to teach kids to play chess.

After graduating from Wheeler, Kyle studied International Relations and Entrepreneurship at Tufts University and worked as an institutional analyst at the investment management firm BlackRock in New York.

He eventually left the world of corporate finance because, he says, “I didn’t feel creatively fulfilled and wanted to pivot into design.”

Kyle then worked for several years at Thrive Global, a New York-based start-up founded by Arianna Huffington that offers businesses a software platform to combat employee burnout. While there, he served as a chief of staff for several Thrive Global executives. Kyle says he benefitted from Thrive Global’s program for understanding “how your brain processes and copes with stress.”

BELOW AND LEFT A few of Kyle’s satirical design concepts that have gone viral on social media.

You have to go where your passions lie. It’s important to pursue what really fulfills you.”

Over the past year, Kyle was a product designer at a healthcare technology company, Health Gorilla, where he designed online services for care providers. His work involved making clinical software like medical records intuitive and accessible for users. “It’s the perfect mix of design and psychology,” he says. “I love thinking about how people make decisions when they’re interacting with technology.”

Kyle recently launched an independent project called Unreal Interfaces, designing satirical twists on apps we use every day. He shares his concepts on social media, with several posts going viral on LinkedIn and X (formerly Twitter). (You can see more at www. kyleblacklock.com/ui.) “Incorporating humor is an important part of my creative process,” he says. “It lets me make content that is engaging and relevant to a huge audience.”

Looking ahead, Kyle wants to continue making digital experiences that bring people together.

The Purple & Gold Circle includes Wheeler alumni whose classes graduated at least 50 years ago, making the Class of 1974 the most recent class to be inducted into this special group.

We invite all Purple & Gold Circle alumni to join Head of School Allison Gaines Pell at her home for a celebration of your longtime connection with Wheeler.

IN MEMORIAM

WE REMEMBER THOSE IN OUR WHEELER FAMILY WHO HAVE PASSED AWAY SINCE OUR LAST PUBLICATION. WE CELEBRATE THEIR LIVES AND WHEELER SPIRIT.

Alumni

Lorita Dewart Aarons ’47

Mary Begg ’82

Suzanne Spaulding Berry ’51

Fanchon Watkins Burnham ’62

Dana DeLuca-Shechtman ’70

Anne Mason Feiten ’35, P’66, P’68

Anne Boardman Fordyce ’62

Cynthia Williamson Fulton ’65

Joan Loosley Griswold ’47

Hans Heitkoenig ’05

Geraldine Baker Hood ’61

Irene Howe ’59, P’86

Patricia Munro LaBranche ’47

Audrey Holding McCargo ’48

Patricia Jones McCree ’56

Joan Haskell Naber ’47

Eliot Chace Nolen ’50

Gail Parks Peet ’57

Alys Acworth Rickett ’49

Gail Suender Stoner ’54

Anne Meyer Teague ’65

Kate Green Vibert ’59

Mary Anthony West ’42

Linda Disston White ’58

Former Faculty and Staff

Dorothy “Ricky” L. Brightman

Former Trustees

Benjamin B. Baker P’02, P’04

Howard M. Kilguss P’92, P’95, P’02

Every Wheeler student’s journey is enhanced because of your partnership. There are many ways you can make a difference, including supporting financial aid, curiosity-kindling programming, faculty excellence, and much more.

On Wheeler’s Day of Giving — Tuesday, May 7 — you can join the hundreds of parents, grandparents, alumni, and friends who support Wheeler each year. Check your email for exciting challenges, prizes, and more! Early bird giving begins on April 30.

For more information on how you can partner with Wheeler beyond our Day of Giving and support our students, teachers, and campuses today and in the future, please scan the QR code or visit wheelerschool.org/support. Thank you!