A Century of Character

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WO R K I N G T O G E T H E R

to balance and judgment. Belmont Hill has benefited from a legacy of exceptional stewardship by former Heads of School, faculty members, and wise trustees for 100 years.

The most important balance that I seek is that of honoring tradition while pursuing continual improvement. This centennial moment is all about acknowledging the people, the stories, the culture, and the traditions that make us who we are. These timeless

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elements are stronger and more vital today than ever. Yet, as we look towards our next century, we have the humility and drive

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needed to make ourselves even better. This dogged scrappiness will never allow us to feel as if we have arrived. Character is an logue among the faculty, students, alumni,

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and parents of this inspiring school for boys.

When a challenge confronts us, which it has and surely will again, two principles will

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carry us through. The first will be our omnipresent focus on doing what is best for the

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boys. The second will be our cultural ideal of working together, knowing that our ability to purpose can make any Belmont Hill dream a reality. —Gregory J. Schneider

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collaborate across differences for a common

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About a year ago, when the organizers of the Belmont Hill School were discussing various plans and projects for launching the new institution successfully, they were confronted by the problem of finding a satisfactory emblem. To be appropriate, the device would have to symbolize some fine ideal in education. It would have to express, in one way or another, the spirit that we wished to propagate—namely: that of service through scholarship. . . .

Finally, however, it occurred to someone that the sextant might be used. The sextant was a symbol of orientation, and the chief purpose of education was, of course, to orientate. For it is only by “finding ourselves,” by discovering our capacities and aptitudes, that we can be of service to the community.

B E LM O NT H I LL SCHOOL

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evolving conversation—a perpetual dia-

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A CE NTURY O F CHARACT E R

Great leadership inevitably comes back

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Thus, after some discussion, the sextant was adopted, and was made into the present school seal, enameled red and blue, with the legend “Providentia, Studium, Fidelitas” around the border. —R. Heber Howe: Closing Exercises, 1924

A CENTURY OF CHARACTER

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BELM ONT H I LL SCHOOL

A C ENTU RY OF C HARACT E R

B E LM O NT H I LL SCHOOL

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PROV I D E N T I A

DR. R. HEBER HOWE P’33 GP’58, Former Head of School, 1923–1932

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F I D E L I TA S 0

WE WANT TO develop individuals, not types, to stimulate the desire of service, and to recognize character as the supreme test of what a school should cast from its mould.

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STUDIUM

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P R E FAC E

One contemplates a century of character

it is only by ‘finding ourselves,’ by discovering

Belmont Hill knows who it is unlike any

that whenever you pick it up once again

When we feel lost at sea for any reason, we

with both humility and inspiration. We

our capacities and aptitudes, that we can be

school I have ever known. I felt that way as

from your coffee table, your office, or your

can take solace in knowing that this volume

sought to emphasize two critical ideas in

of service to the community. Thus, after some

a student at a peer school, I felt it when I

bookshelf—it will transport you emotion-

will make us remember what matters most

the creation of this remarkable book: first,

discussion, the sextant was adopted, and was

attended my cousins’ graduation ceremo-

ally back into this significant moment. We

in our lives and in the lives of our boys.

that character has been at the core of this

made into the present school seal, enameled

nies on this campus, I felt it when I came

hope that you might share it with others for

Relationships. Character. Being a part of

school’s mission since its conception in

red and blue, with the legend ‘Providentia,

to do graduate work here in 2000, and I

the daunting task of helping a newcomer

something bigger than ourselves. The sex-

1923. Second, it is the people of Belmont

Studium, Fidelitas’ around the border.

feel it in the most powerful of ways now

understand the magic of Belmont Hill. Once

tant calls us back on course, not merely by

as our ninth Head of School. What I have

again I would suggest that by hearing the

setting a new destination somewhere out

come to appreciate is so magical about our

voices on these pages reflect so thought-

in the distance, but more importantly by

community’s alchemy is that it creates such

fully about character, we are both humbled

reminding us of who we are.

exceptional shared values while preserving

and inspired. By viewing the pictures of joy,

and recognizing individual boys. Belmont

of collaboration—of the people who have

Hill is not a factory—it is more akin to a

made the School what it is, we commemo-

perpetual celebration of boys. It is a realiza-

rate the institution that is Belmont Hill each

tion of what is so wonderful about so many

time we flip through these pages. Perhaps

individual boys, but it also acknowledges

most importantly, we are all a part of this

what they are able to achieve by

book, we are all of these pages, we are all of

working together.

this story: students, faculty, staff, trustees,

Hill that make us who we are. In 2023, some might question the purpose of such a book in the digital age. Our hope is that A Century of Character provides something additive to the amazing volumes so many of us enjoy from Belmont Hill historians Harold Prenatt and Roger Duncan. Our centennial seeks to honor our storied past and envision a new century that will be even more extraordinary. As we celebrate our humble roots, our scrappy DNA, and the rather meteoric rise Belmont Hill has seen in our first 100 years, we must never rest on our laurels. As people who love this school so fully, we must join together to make sure we keep evolving while preserving our essential mission and culture at all costs. Where do we find guidance for such a challenging journey? Our first Head of School, R. Heber Howe, offers an answer in his speech from 1924:

In the spring of 2022 in Hamilton Chapel, I offered our boys a Chapel Talk on the history and relevance of our beloved school symbol. Certainly the theme of the sextant was intentionally used as a navigational motif for this centennial book as well. In my talk to the boys, I expressed how much I loved that Belmont Hill requires no mascot— that our teams arrive with our symbol that binds us together in a shared sense of purpose. One personal insight of my research for the talk was the reminder that the

This book attempts to immortalize that

sextant actually reveals where you are as

celebration in a new way. Our hope is

opposed to where you are going. I had often found myself referring to it as something like a celestial moral compass, guiding us through those stormy seas of school life.

While not exactly untrue, it might be more accurate to connect the sextant to a concept of self-awareness. By knowing exactly who

Finally, however, it occurred to someone that

and where we are in the world, we are able

the sextant might be used. The sextant was a

to then plot a course of where we would

symbol of orientation, and the chief purpose

like to go.

of education was, of course, to orientate. For

alumni, parents, and friends—we are this perpetual celebration.

Thank you for being a part of this book and a part of this celebration. It never could have been possible without you.

GREGORY J. SCHNEIDER Ronald M. Druker ’62 Head of School

ALL THAT WE can teach you from books, all that formal learning, will be hollow if you have not confronted fundamental questions about the kind of person you are, the values you hold, the kind of life you want to lead.

DR. RICHARD I. MELVOIN Former Ronald M. Druker ’62 Head of School, 1993–2018

W E’ VE O F T E N H E A R D it said that at Belmont Hill “the faculty is the School.” Character is not formally taught, rather it is lived each day. The faculty sets the tone. Every day the boys witness devoted and enthusiastic teachers giving extra help, spending time after practice, listening to the various issues students face. There is a genuine spirit of working together. In witnessing the character of the faculty each and every day, it becomes modeled for the boys. Through the selflessness and commitment that the faculty displays, boys learn the importance and value of these traits and take them on. That is how character develops.

GEORGE W. SEELEY, Former Faculty

I WAS NOT a natural student at Belmont Hill and fortunately experienced some extraordinary empathy and support from faculty members, such as my first math teacher Maynard Maxwell and my last English teacher Jack Myers. Both the faculty and my many coaches had a gift for instilling confidence that helped me to thrive which I leveraged in college and well beyond during my business career. They were remarkable at helping me endure the inevitable challenges that I faced over my six years at Belmont Hill. Most importantly, they supported the key character attributes of honesty and integrity by teaching me not to cut corners in life and meet my challenges head-on with a can-do spirit.

STEPHEN D. WEEKS ’74

A S A ST U D ENT at Belmont Hill there was so much to learn, and I discovered that the teachers helped you grow and mature. Teachers were patient, devoted, fair, and generous with their time. They were not just teachers; they had passion both in the classroom and with their coaching. We were always working together in the classrooms and on the athletic fields, and we became loyal and devoted to the School.

I had to uphold the dress code and be on time. I learned if you are not ten minutes early then you are late. I have tried to teach these values to my students, and I am always impressed with their growth and maturity when they come back to visit. It always brings me great pleasure to see how these young men have become successful adults.

KENNETH M. MARTIN III ’65 P’91, Faculty

RA I S I N G O U R B OYS to become good men has always been integral to the Belmont Hill mission. Whether embodied in ‘Providentia, Studium, Fidelitas,’ educating boys in ‘mind, body, and spirit,’ or ‘working together,’ I like to think that the faculty of Belmont Hill has long prided itself on doing ‘what is best for the boys’ by modeling and fostering the kind of personal qualities and life habits that will help them to become good men.

The Renaissance ideal of being ‘well rounded’ and of achieving one’s best self is supported by our academic curriculum on one side of campus and our athletic program on the other. Each is a classroom in which teacher-coaches strive for excellence and encourage the commitment, consistency, hard work, teamwork, creativity, and integrity necessary to achieve it.

DONALD F. BRADLEY III P’15 Faculty, Director of the Upper School

BY PREPARATION FO R college I mean teaching a boy how to study, teaching him how to apportion his time when not in the classroom, and above all stimulating his intellectual curiosity.

THOMAS R. MORSE P’43 P’44 GP’75, Former Head of School, 1935–1942

I N MOST EV E RY school there’s the curriculum and the ‘hidden’ curriculum. The hidden curriculum is not written down, but constitutes what the school is constantly teaching in different ways.

I think character comes out that way at Belmont Hill, through a hidden curriculum. The chapel. The sit-down lunches. Faculty meetings where we talked about the boys, exchanged important information about what they were dealing with so that we could reach them, help them, and guide them. That emphasis on character came through in these ways and others. Nobody announced that we were teaching character; it just came through the seams. Messages about discipline, hard work, respect, honesty. Ultimately, you’re teaching boys to become men.

JOHN M. MACKENZIE, Former Faculty

YOU GO TO Belmont Hill to learn to live your life the right way.

All the teachers, each in their own way, stressed character. They developed that character with every boy who walked through those doors, not just some. They set us on the right path, and taught us about life. This is where it all started for me right from the get-go, at Belmont Hill. The School played a great role in my life.

WILLIAM J. CLEARY, JR. ’52 P’81 GP’13, Former Trustee

YO U H EA R AB O U T character all the time at Belmont Hill. It isn’t forced but always present. It was communicated in a very positive way, and I think boys got the message that character is more important than anything they would learn either at the School or anywhere else. There were many salient moments when character became the discussion, not the curriculum. The men and women teaching these boys are looking to have them see the big picture. They know to be gentle to a student who’s struggling, to be supportive of a student who has gone through a personal crisis. Those who are chosen to teach at Belmont Hill know that they are working with far more than just their subject matter.

DEBORAH D. CALLAHAN, Former Faculty

T HE ADMI NI ST R ATION, FACULTY, and staff gave every student a clear sense of right from wrong and this was a daily occurrence.

The entire faculty made it crystal clear they were there for the boys.

These young men realized this mission. This propelled each one toward excellence and many rose to this tangible challenge.

The faculty possessed an uncanny knowledge of the developmental stages and how best to model high character while at Belmont Hill and well beyond.

CAMERON K . “CHIP” DEWAR, Former Faculty

W HE N B OYS W ROTE about their own lives, they often discussed difficulties they faced­—the loss of loved ones, setbacks, challenges in school or at home. Writing allowed them the chance to reflect and to set down their thoughts and feelings with more precision than talk allows.

Our reading often served as a cornerstone for the development of our own values. When we read The Great Gatsby, Tom Buchanan’s dishonesty might have been obvious in a first reading, but Nick Carraway’s or Daisy’s choices often took several readings and some review to understand. We had the chance to see that honesty is much more complex than just simply telling the truth.

CHRISTOPHER H. ZAMORE, Former Faculty

T H E MOST I M P O RTA NT lesson I learned at Belmont Hill is the importance of character. Character is the product of good habits, and the School was instrumental in developing a foundation for these habits. The value of hard work, honesty, being respectful, and working for a greater good are among the elements that have helped define my character and were all part of the daily rhythm at Belmont Hill.

JOHN C. CLIFFORD ’00, Corporation Member

T HE E XPECTAT I ONS WERE always that you gave your very best in all aspects of the School. Fred Hamilton and Bill Croke had a particularly strong impact on my character development. They cared very deeply about all the boys, and they were not afraid to call us out when they felt that we were not living up to Belmont Hill standards, whether in the classroom or in athletics. But they also were men of great warmth and empathy. That steady exposure to people of great character was one of the defining aspects of Belmont Hill during my time and, I’m certain, today.

JAMES S. “SAM” PARKHILL ’55 P’87, Former Trustee

CH AR ACT E R E DUCATION STARTS at Belmont Hill with the entire faculty working together to make sure every boy is cared for, listened to, and appreciated. In faculty meetings you see how every boy is considered in depth, and if a boy needs attention the faculty are always ready to act. Academic struggles, mental health challenges, family problems, and more are all met head-on, with unconditional concern. No Belmont Hill faculty member gives up on a boy—they always are willing to go the extra mile. Students take a huge step in coming here as boys and developing into men of good character.

Faculty guide this process by developing the whole person, not just a scholar or athlete or artist. They are deeply concerned about what kind of men these boys will be.

ROBERT G. CRESSEY, Former Faculty

T HE ME NTOR SH IP OF the faculty was paramount, the most important thread of the Belmont Hill fabric. Third Formers pass on traditions, structure, and order to First Formers. Sixth Formers pass that on to Fourth Formers when they get to the Upper School. But it’s the faculty that pass it on year to year, decade to decade, generation to generation. Being true and honest to yourself, your friends, and your school was continually stressed. Teachers don’t come here just to teach, but to help shape the evolution of boys to men. Belmont Hill always evolves, but it doesn’t change. We understand who we are as a school.

RICHARD J. GANONG, JR. ’82 P’09 Former President, Board of Trustees

I T WA S LA RG E LY the ethos of Belmont Hill that taught me the importance of good and strong character. And when I was in trouble (yes), I never really felt like anyone was out to get me, more like trying to get to me. What do I now recall? That I could and should learn from my mistakes, set higher standards of excellence for myself, in an achievement context, yes, but also in how I conducted myself. From this emphasis on excellence, I believe a better understanding of personal responsibility and integrity emerged. Humility was also slipped in there. And seeds of the bigger picture, roots for the greater good. To me, character is one of the most important things Belmont Hill does.

Character is about what we do next.

HAROLD C. DUVALL III ’83, Corporation Member

C H A RACT ER DE V E LO PM E NT STA RTS and ends with the faculty. If we set the tone, are on time, are well prepared, dress well, are well spoken, and are always respectful, this has a tremendous impact on the development of the boys. If we are sloppy, or late, or don’t get our work back to the students on time, they notice it, and it carries over to the students themselves. The demeanor of the faculty cannot be understated on a campus where faculty are so involved in every aspect of their lives, from the classroom, to advising, to extracurriculars, on stage and on the athletic fields. We hold them to those same standards that we hold ourselves.

A . JAMES BRODIE II P’97, Former Faculty

W H EN I CA M E to Belmont Hill, the country was in the midst of the Depression and things were very tough and tight. This all sounds depressing, but for me it was the beginning of six wonderful years at Belmont Hill. We saw the true character of the School shining through as the faculty, even through such troubling times, were dedicated to working with boys with enthusiasm and understanding, stressing the true spirit of perseverance. The principles of strong character upon which Dr. Howe had founded the School were very much in evidence, as they are today.

C. FESSENDEN “FEZ” MORSE III ’40 P’68

I CE RTAI NLY KNOW from talking to hundreds of alumni over the years what a profound effect we as teachers have on them as men of character, an effect that lasts a lifetime. The boys are expected to do a fair amount of self-analysis, especially in numerous classes and homerooms, where issues of prejudice, inequality, honesty, and integrity are directly and expressly addressed. Through listening to Chapel Talks, hearing lunch messages, attending Form meetings, and by observing the faculty and their older peers, students can literally see the path in front of them by following those students and teachers.

MICHAEL T. SHERMAN, Faculty

T H E S H A PI NG O F character has been an important part of the Belmont Hill experience since the founding of the School. It happens explicitly and implicitly. The former type includes talks given in school meetings by the Head of School, members of the faculty, and guest speakers, and in discussions during ethics classes, which are required of all Form III students. The implicit teaching is of equal importance; it includes conversations held by students and teachers during the day as they make decisions about matters large and small.

It is important that students have the self-confidence and courage to do what they think is right. Helping them do this as they grow is central to the School’s mission.

CHRISTOPHER WADSWORTH P’85 Former Head of School

I N MY EX PER IE NC E at Belmont Hill, both as a parent and trustee, character is taught from all angles. Through the curriculum, through advice and counsel from faculty to students, through informal conversation, through Chapel Talks and amazing guest speakers . . . it’s just infused within the entire environment. There is a strong sense of empathy within the faculty. Those special moments of pulling boys aside just to see how they’re doing and what’s going on in their lives. Listening to their thoughts and concerns, demonstrating care.

In doing this, they are modeling what they hope the boys will do for each other. This is an important dimension to character education.

This speaks directly to the priority the School places on character.

GRETCHEN R. COOK-ANDERSON P’19 P’19, Trustee

T H ERE WA S A prevailing sense of empathy at the School, a belief that everyone deserved respect, nobody was better than anybody else, but there was nothing wrong with striving for excellence. Everyone was worthy of your consideration, attention, and concern. There was a strong knowledge in the community of what it meant to be a Belmont Hill student. I never remember anybody being treated ‘less than.’

That started with the faculty, who always stressed character first.

ANDREW D. CADIFF ’73, Corporation Member

BY T E ACHI NG CHARACTER, we give the boys a structure on which to build their lives. We give them the trellis on which to grow. There was a great emphasis on teaching and demonstrating perseverance. Boys learn that if they can’t persevere, they can’t maintain character, can’t understand that character is the bedrock from which one functions. By exhibiting perseverance, they continually reinforce their character. They assert to themselves that who they are and what they stand for is more important than any challenge they encounter. I think boys learn who they are at Belmont Hill and how to come to terms with it.

RICHARD A . “WHITEY” MORANGE P’99, Former Faculty

C H A RACT ER IS DE V E LO P E D by rising to challenges, whether one succeeds or not. Belmont Hill School is able to develop character in its students by providing significant challenges in academics, in sports, and in the arts. This endeavor is supported by students caring for each other, by caring parents, a caring faculty, a skilled and dedicated administration, the hard-working custodial staff, and loyal alumni.

ROBERT P. ARNOLD, Former Faculty

ST UDE NTS R E LATE TO Belmont Hill faculty because the faculty get to know each boy so personally and understand their journey.

The faculty put their trust in the boys and through the boys’ observations in the classroom, on the athletic fields, or on stage, they come to understand what it means to be a person of character. This trust allows boys to feel comfortable sharing their experiences or their trials and tribulations. That’s how deeper connections are made and character grows. There are such high expectations of these boys today. At Belmont Hill, they are given the tools to accomplish whatever they want. Their character will dictate how these tools are used.

JEFFREY D. DRUCKER ’90 P’20 P’23, Trustee

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A S EM ERSO N A DVI SES . . . ‘Laugh often and much.’ Particularly at yourself. . . . Retain your ability to grow 6and change. . . . Appreciate beauty. . . .

Find the best in others. . . . Cherish honor above 70 indulgence and service above gain.

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CHRISTOPHER WADSWORTH P’85, Former Head of School, 1979–1993

B E LMONT H I LL HAD an extraordinarily strong influence on me. With my father away at World War II while I was in school, the leadership of the faculty had a tremendous impact. They were like father figures to me, strong mentors who cared deeply. They displayed extraordinary dedication and commitment to education, and their patience with a bunch of adolescent boys was remarkable.

Character education was at the core of their teaching and the standards to which we were being held. They all made meaningful contributions to our maturity and our commitments.

TRUMAN S. CASNER ’51 P’76 GP’18 Former President, Board of Trustees

W H AT I LEA R NE D in 25 years at Belmont Hill is this: It isn’t so much that the School talks about character; it is that it lives it. There are reasons the School gathers regularly in the Hamilton Chapel, sits together for lunch, maintains the Ethics class that all Third Formers still take. Most centrally, it also explains why so many faculty have dedicated their entire careers to this school. A Chinese proverb about teaching says, literally: ‘Body teach more important than words teach.’

For Belmont Hill’s faculty, it means that you teach, in every class or practice or activity, not simply the material at hand but also your values. You teach who you are. ‘Character education’ is a phrase easily thrown about. It is the living of it, every day, that makes Belmont Hill, well, Belmont Hill.

DR. RICHARD I. MELVOIN Former Ronald M. Druker ’62 Head of School

C H A RACT ER E DU CAT IO N STA RTS with our collective mission/ goal as a team here at Belmont Hill—the faculty, staff, students, parents, alumni all commit to the importance, the necessity, of character— emphasized even as a student and family make their first visit to the Admission Office. We know who we are and what we value. Beyond the academic pursuits is the pursuit of graduating young men ready to be compassionate and ethical citizens, partners, leaders in our world community beyond this beautiful Hill. Our teacher-coach model offers the opportunity to teach, to model kindness throughout the school day— in the classroom, on the playing fields, on the stage, in the art studio, in advisory, on a bus ride, at a lunch table, every moment.

LAUREN M. HAMILTON P’20 Faculty, Dean of Teaching and Learning

I T WAS CLE AR from the outset that we were expected to behave like gentlemen. We wore coats and ties. We said ‘sir.’ We had lunch at tables of 10 to 12, headed by a teacher, and we minded our manners.

Our classes were equally small, so no boy escaped scrutiny. Arriving at Belmont Hill, I thought I had gone to heaven. There is a wonderful range of opportunities to develop not just academic skills but also artistic, athletic, and social skills. In that vein, there is attention on developing ethical skills as well, as an intrinsic and important aspect of educating the whole person.

DR. ROBERT C. REPETTO ’55, Former Trustee

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WE H AVE CO M E to realize . . . that Earth is a limited, fragile place, with tenuous, delicate natural balances; that ours is not6a giant planet, but a global village . . . that there is only futility in persisting as rival, feuding, nation 70 states; 8 0 that we must learn how to become good neighbors.

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DAVID A . ALOIAN P’78, Former Head of School, 1971–1978

T HE R E I S GR E AT value in a diverse community. It is important because it breeds a good culture for discussion of issues of community and society. There was a tremendous emphasis on character, integrity, and honesty. It’s not so much that it’s taught, it’s just an atmosphere that permeates every classroom. I never felt it was something that was pushed on me, but rather just the norm. There was a general understanding of the necessity of integrity and character across the community. If you believe that a community thrives through varied opinions in interaction, it’s important to have an environment that stresses character because it creates space for learning and growing.

To have a community where people feel respected in every way, and centering a community on character facilitates this.

AUSTIN J. KWOUN ’18

I LE AR NE D DI SCIPLINE and was challenged in every way.

Culturally and socially, the School stressed being a good, stand-up person—honest, selfless, respectful to all. The biggest benefit I got was learning to do the right thing all the time. That development of character is something I have built on. Being with people of diverse backgrounds ties into the School’s mission of developing wellrounded boys of good character.

WILLIAM A . FORDE ’05, Trustee

I F W E T R ULY believe in the character development of our students here at Belmont Hill, then it is imperative that we are intentional about developing the cultural competency skills of all of our students.

If they are to be prepared to thrive in their world, diversity, equity, and inclusion work must always be included.

CALEB F. COLLINS ’93 P’25 Faculty, Director of Community & Diversity

C H A RACT ER IS P E R H A P S best instilled by example, in pungent moments over time, the sum of which is a personal strengthening, ever more reliable when embraced and practiced. The models are the school leaders, the faculty, the staff, and peers who’ve already benefited from the School’s tradition of unselfish helping. Offering examples for young men that are memorable, clear, and sometimes spontaneous goes well beyond an ordered plan, and mutual respect is the currency of their validation. By such means are boys’ susceptible instincts seized and they’re shown ways to go forward.

HAROLD PRENATT, Former Faculty

I N T E ACHI NG SPANISH, it was vital to teach the various cultures, where people lived, their lifestyles, and their economic status. I took students to small towns in the Dominican Republic where we lived for several days. It was an amazing experience for the boys, not just in learning the language, but seeing the way people lived, and interacting and working with them. They learned the value of happiness in seeing those who had few possessions but were so content and valued their friendships, families, music, and fun. The boys got outside their comfort zones and returned profoundly changed, having learned new qualities about themselves, and enriched by being exposed to a different culture. The growth they experienced was an important part of their own developing character.

PATRICIA WHITNEY, Former Faculty

CHAR ACT E R I S IN the dna of Belmont Hill. The School teaches to the whole boy. Academically, the boys gain an extraordinary education with rigorous, broad, deep pedagogy. Ethically, this experience helps boys learn to intuitively do what’s right. They develop a charitable, accepting tolerance, and a broader awareness and acceptance of various cultures and issues of those less fortunate.

They do this through studying various cultures and at times visiting and working with them on service trips. Belmont Hill is a community of boys, faculty, staff, board members, and parents who believe in this kind of character education. It is a deep-seated goal that provides fertile ground for the teaching to occur.

SANDRA L. FENWICK P’07, Former Trustee

YOU WON’T F I ND character on a syllabus. Character is in the environment at Belmont Hill. It’s what students experience by watching and listening to the faculty, the administration, and each other. Character is instilled by example, especially the example of helping others. It’s deeds, not words. With a priceless Belmont Hill education, alumni feel an obligation to work with others, to serve others, always with an eye towards making the world a little bit better.

JOHN M. CONNORS, JR. P’85 P’97 Former Trustee, Honorary Trustee

B ELM O N T H I L L ST R E SS E S that character matters. At the end of the day, in the dark of the night, when no one is around you and things aren’t going well, it is your character that holds you together.

It is your character that will distinguish you as a leader. This goes hand in hand with moral courage. Boys have to learn to stand up when others would not and speak truth to power, telling the truth to people who might not ever want to hear the truth. That takes an enormous amount of moral courage, a spine of titanium steel. Boys learn about this at Belmont Hill. It begins here.

GENERAL MARK A . MILLEY ’76

C H A RACT ER , T H E WAY one expresses thoughts, feelings, and personality, is uniquely individual and is a complex synthetization of one’s nature and nurturing. Discussion of character is difficult, often prone to hubris, so observations of character are best generalized and best assessed by a person’s practice, in degree of both substance and demonstration, of empathy. Through empathy one acquires humility, an inclusionary understanding of the larger world, and achieves character-defining clarity of choice in words and behavior. A person who pursues empathy with regular self-reflection strives to make the world better for all and leads a life of character.

EDWARD M. GALLAGHER III ’66 P’93 P’96, Former Faculty

CH AR ACT E R I SN ’T JUST taught; it is modeled at Belmont Hill. From a boy’s first days, he is encouraged by faculty to try really hard, never give up, challenge himself, and take risks with courage.

He is supported in the classroom, the science labs, the studios, and wherever his interests lead him. In athletics, coaches encourage boys to be their best, no matter their skill level. I’m always amazed at how teammates on the fields, courts, or rinks support each other and lift each other’s spirits. Lessons of fair play, sportsmanship, and teamwork flow naturally across the campus. Surely, these are some true measures of character being passed through the generations of Belmont Hill boys.

MARTHA S. FRITZ P’91 P’93 P’96 GP’25 GP’27, Former Trustee

C H A RACT ER DE V E LO PM E NT AT Belmont Hill is the connective tissue that binds the institution together, bringing the mission to the student experience. It is a largely unspoken process, whereby a student may not even know that a lesson learned, be it in the classroom or on the athletic field, changes who he is for the rest of his time at Belmont Hill and also later in life. It is those moments—the lacrosse coach teaching the boys to work through adversity together in a tight game, the chemistry teacher prodding the boys to put in the long and lonely hours required for success, the English teacher using their literary choices to teach a valued lesson of empathy and understanding—that are the special sauce that is Belmont Hill.

MICHAEL R. GRANT Faculty, Dean of Faculty, Associate Head of School

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ED UCATI O N . . . M AY BE thought of as the delicate evolving of sound bodies, sound minds, sound characters 6 . . ..

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W. HAROLD TAYLOR, Former Head of School, 1932–1935

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I START E D T H E cross-country team back in 1970. One year, at the isl championship, we knew this might be our year. But it wasn’t.

On the way home on the bus, I was sitting in the front seat, and one of my best runners was sitting alone behind me. As we approached the School, I could tell he was quietly crying. I turned around. ‘What are you thinking?’

‘I should have pushed harder,’ he whispered. ‘I let the team down.’

I hesitated, then quietly said, ‘Cross country isn’t everything.’

After graduation ceremonies, he came up to me and said, ‘Thanks for your help on the bus.’ Character. It goes both ways. Here I am, 50 years later, telling you about it.

DONALD S. STEWART P’86, Former Faculty

T H E B ELMO N T H IL L community understands that it’s not enough to be smart, or athletic, or artistically gifted. You must value the people around you and help impact their lives every day. That’s what Belmont Hill is all about. Giving back is as much a part of the culture as learning and achievement. It’s a value I share with my wife. For me in academia and her as a doctor, we strive every day to help where we can in our communities. At Belmont Hill, I started with volunteering my time through safe to help build stronger community within and outside of campus. Through organizing, activism, and volunteering, I found my passion for giving back through education that I carry forward today.

AMAN M. SHAH ’10, Corporation Member

BELMONT HILL IMBUES our young men with certain foundational principles such as integrity, empathy, and mutual respect. However, that is not sufficient. Looking to our motto of ‘Providentia, Studium, and Fidelitas,’ the School creates an environment where it encourages our young men to find their passions such that they can exhibit Studium or zeal. We stretch students further by giving them the skills and confidence to anticipate what might come around the corner as in Providentia or foresight. We take pride that the full Belmont Hill experience breeds Fidelitas or loyalty. The sextant could not be a more apt symbol. We help our students understand how to navigate life and how to constantly capture their full potential while being men of impeccable character.

WILLIAM F. ACHTMEYER ’73 P’26, Trustee

B E LMONT H I LL IS a tough place. The expectations are high, the opportunities are everywhere. The boys are driven to excel. One of the most important experiences that most, if not all, of our boys learn is failure. With the standards of the School and at-times intense athletic competition, it’s easy to see where boys can get down and need empathy and support for what they’re going through. Belmont Hill faculty are so in-tuned with the boys’ daily lives that they have special insight into what the boys are experiencing and can help them get back on their path. The boys learn a vital lesson of character: What happens in life is not as important as how they respond to what happens.

DAVID O. GREER, Former Faculty

B ELM O N T H I L L H A S always prided itself on the sportsmanship exhibited by its teams. Coaches here put sportsmanship even above winning. There is a belief in winning ‘the right way.’ In losing, boys are taught to hold their heads high and take pride in representing the School to the best of their abilities, no matter the outcome. What better example of character can you instill in the boys? The faculty and coaches are truly committed to the students and the core values of the School. That begins with character education.

THOMAS P. “TOD” RODGER, Former Faculty

O N E T H I N G I’L L never forget is something Mr. Gallagher said: ‘Dare to be great.’ I think that phrase encompasses everything the School teaches about character. I was taught to strive to be the best, that I—and every boy—had all the innate characteristics to be outstanding, and those are the expectations of Belmont Hill. Excellence expected, excellence demanded. Belmont Hill forced me out of my comfort zone. That’s how you grow, evolve, and lead.

DAVID W. WALKER ’82, Corporation Member

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STRI VE FO R VA LUES that are worthwhile in and of themselves—a job well done for the satisfaction of doing it, learning 6 for its own sake, playing a game as well as one can just for playing it that way, win or lose, 70 being 8 0kind and charitable because it is right to be so . . .

0 1 0 0 9 learning to appreciate truth, honesty, beauty.

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CHARLES F. HAMILTON P’59 P’66, Former Head of School, 1942–1971

C H A RACT ER E DU CAT IO N AT Belmont Hill is best evidenced by the School’s commitment to the teacher-coach model and how learning occurs inside and outside of the classroom. The faculty and staff continually emphasize respect, the value of intellectual curiosity, personal growth, gratitude, sportsmanship, and merit. In myriad ways, they lead, teach, coach, motivate, and encourage the boys. The environment is conducive for boys to develop good character as the School’s values are evidenced and celebrated by the School community. That character is ultimately evidenced in the kind of men the boys become and their contributions to their communities after they leave Belmont Hill. This is a big part of what binds them as alumni.

ANTHONY W. RYAN P’14 P’17 P’19, Trustee

I LEA RN ED I M P O RTA NT character lessons at Belmont Hill not only on the athletic fields but also in the classroom. In athletics, good sportsmanship was always the primary emphasis of my coaches. The importance of teamwork and the responsibility to strive to perform to the best of one’s abilities were instilled in me early on. In the classroom, we were encouraged to be enthusiastic about our studies and to devote ourselves to the learning process. We learned to take pride in our work and to hold ourselves accountable. Our teachers and coaches demanded our best, criticized us when appropriate, and always encouraged us. These are lessons critical to the development of strong and enduring character.

CARL H. “HANK” AMON III ’61

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COMBINATION OF H EA RT and head and hand is vital to most great works.

ROGE R F. DUNCAN P’60 P’61 P’62, Former Head of School, 1978–1979

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F RO M MY PE R S P ECT IV E , Belmont Hill is the rather rare institution that lives its articulated values. Critical to character development is discernment borne both from introspection and observation. What does one value? Why? How do you define and measure yourself? How does character determine your actions both on a personal basis and on a bigger stage, and how would these actions advance or detract from the greater good?

J. CHRISTOPHER CLIFFORD P’00, Former President, Board of Trustees

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CO M M EN CEM EN T DAY I S that singular moment when one’s sense of purpose and hope coalesce: the mission of Belmont Hill, the extraordinary partnership 6 with our families, and the promise of our newest 70 alumni.

8 0 It is the day when I know in my heart that 0 1 0 0 9 our work can change the world.

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GREGORY J. SCHNEIDER, Ronald M. Druker ’62 Head of School, 2018–

B E LMONT H I LL RAISES young men who are not afraid to be direct, to ask difficult questions, and to challenge those who are intolerant. There is an emphasis on respect for both self and others.

It aspires to excellence, the love of learning, and of life itself as a constant learning experience. The School strives to develop young men who are decent, thoughtful, and empathetic—in short, good people . . . people of strong character. That is the goal of parents and school alike for young men at Belmont Hill School.

JOHN A . PIKE ’49 P’77 P’84 Former President, Board of Trustees; Honorary Trustee

FOR ME , CHAR ACTER is about effort, empathy, honesty, and integrity. It’s about how you act when there is no one around to see you: Do you still do the right thing even if there is an easier way? Whether in the classroom, in practice, or in competition, we were always taught to put forth our best effort, to persevere, and to do it honestly, with integrity, and respectfully. Those lessons are indelibly etched into the way I have tried to conduct myself publicly and as a parent.

CARL D. DAWSON ’72 P’15, Trustee

DON’T CONF LATE SUCCESS with fulfillment. Behind me are your diplomas—marks of incredible success. After you come up here and get your diploma, do me a favor. As you are walking off stage, slow down and find your parents or guardians in the audience. That look in their eyes, that face—that’s fulfillment.

MORTIMER J. “TIM” BUCKLEY III ’87

T H E B ELMO N T H IL L School community: faculty, students, alums, trustees, administrators, my classmates, staff . . . everyone has had such an enormous impact on my life! Our community has always had high expectations and standards around character. When I think of Belmont Hill and our character, I think of respect, fairness, responsibility, kindness, and citizenship. Belmont Hill has been and always will be a great power of example for me. Our school prepared me well for life: the struggles, losses, joys, and victories. I’m deeply grateful to all the women and men whose character has guided my life!

JOHN T. GRADY, JR. ’66 P’87, Trustee

W HI LE I E NJ OYED wonderful lessons of character during my years on the Hill, I approach this subject with a great deal of humility.

I am aware of my shortcomings. But the great men and women of the faculty have inspired me throughout the years since my graduation. They honestly cared about us and wanted us to be happy and successful. I really looked up to them, admired them, and they were role models I wanted to emulate. I still hope to make them proud.

Our tremendous Head of School, David Aloian, often spoke of the importance of moral toughness. Thanks to him, this is something I—and countless other Belmont Hill alumni—have always aspired to have, even when I fall short.

EMMETT E. LYNE ’77, Trustee

W HE N I I NT E R ACT with alumni who are 5, 10, 20, 30 years or more out, they often reflect upon the manner in which Belmont Hill shaped them, in ways they didn’t even understand at the time.

I learned that character is what you do when no one is watching.

That when someone is misbehaving around you, it’s not enough simply to not participate; rather, you actually try to get them to stop what they’re doing. Character development at Belmont Hill is active, not passive. There’s a famous line that essentially says that for bad things to happen all it takes is for good people to do nothing. The teachers showed us that in order to be a moral, upright person with character, you have to always put forward your best. To wear your code on your sleeve and let people see what you believe and why.

JON M. BIOTTI ’87 P’23 President, Board of Trustees

T HE SCH OOL UN DENIABLY shaped my habits. As a young student, I learned the gold standard, which included integrity, character, and performance. To learn to be a competitive leader, a substandard outcome was out of the question. Planning and preparation allowed my creative side to manifest. Camaraderie with my fellow alumni continues to bring me great joy as future generations learn from our previous experiences during relevant times.

Tapping into the brain trust inside the Belmont Hill community at large is an advantage I greatly value. Long ago, little did I know that I was becoming part of a best-in-class 100-year-old educational institution, considered by my parents to be one of their best investments. I definitely appreciate Belmont Hill now more than ever.

PHILMORE ANDERSON IV ’82, Corporation Member

I CA N ST I LL remember the feeling I had walking onto the Belmont Hill campus in the fall of 1979. It was unlike the other schools I had attended, and I felt immediately at home even though I was one of only two new students joining Form IV that year. A very special energy comes from 400-plus young men pursuing excellence alongside a faculty that pushes you to realize your maximum potential by emphasizing the importance of character, work ethic, and perseverance.

There is a brotherhood built on respect and the pursuit of common goals that permeates the entire community. It is incredibly powerful.

My time at Belmont Hill helped shape me more than any other experience in my lifetime.

JONATHAN A . KRAFT ’82 P’15, Trustee

AT B ELMO N T H IL L , I was taught to simply do what I was supposed to do. To live a good life, to do the right thing. Don’t boast, don’t gloat. I learned to live the enduring values of humility, thoughtfulness, and kindness. Through your actions, people will see your character.

This emphasis on character builds from the faculty right up to the Board of Trustees. Every decision made by the Board is done in the best interests of the School—that is its sole concern—whether short-term, mid-term, or long-term. You see this perspective permeate the School. Character is what has driven Belmont Hill throughout its 100-year history.

WARREN Q. FIELDS ’81 P’18, Former Trustee

T HE ST R E NGT H OF character at Belmont Hill really emanated from the faculty and the way they conducted themselves. Starting as a fifth grader in 1954, it was very apparent that we were expected to have certain values and adhere to those values as we represented the School and ourselves. Those values were expected both on and off the campus, in the classroom, and on the playing field. Being involved in the most recent Head of School search for Greg Schneider, and the one for Rick Melvoin, it was very clear that we wanted people who would reflect the intrinsic, almost unspoken values of the School.

Things change. But the intrinsic values of the School I don’t think have ever changed.

RONALD M. DRUKER ’62, Trustee

T H ERE’S D EF INIT E LY A culture and spirit of pushing boys to be their best selves with an eye on developing boys to be men of character. The teachers had the power to inspire. I particularly remember Mr. Wadsworth, Head of School during my time, and the Chapel Talk he would give each year about the ‘light at the end of the tunnel.’ We were in the throes of exams and in the middle of the cold winter, but his message of hope, perseverance, and the better days ahead always managed to lift our spirits. As with so many other character lessons I learned at Belmont Hill, this message of working together and overcoming difficult challenges still resonates with me today.

JASON H. HURD ’90 P’23 P’26, Trustee

D I STI NG U I S H E D A LU MN I AWAR D R E CI PI E N T S

1962

Kingman Brewster, Jr. ’36

1982

Francis B. Sayre, Jr. ’32

John B. Breed ’36

2002

John A. Pike ’49

Robert L. Moore, Jr. ’44

2004

C. Fessenden Morse III ’40

1963

Thomas H. Hunter ’31

1983

Henry B. Sawyer, Jr. ’32

2006

David E. Kelley ’75

1964

William von E. Doering ’34

1984

Louis B. Carr ’33

2007

Stephen R. Karp ’57

1966

William H. Claflin III ’37

1985

William J. Cleary, Jr. ’52

2009

Robert C. Repetto ’55

John H. Knowles ’44

1986

William L. Byrnes ’40

2010

J. Christopher Clifford (honorary)

1967

Edmund V. Keville ’29

1987

Nelson J. Darling, Jr. ’37

2012

Thomas W.L. Cameron ’44

1968

George Wilbor Finch Keller

1988

George B. Baldwin ’38

2014

Ronald M. Druker ’62

(honorary)

1989

Robert W. MacPherson ’42

2015

Mark A. Milley ’76

1969

Henry Hixon Meyer (honorary)

1990

Robert L. Woodbury ’56

2016

John G. Brooks III ’60

1970

Richard W. Day ’34

1991

Dunbar Holmes ’31

2017

Carl D. Dawson ’72

1973

Thomas Winship ’38

1992

Alexander H. Bill ’31

2018

Andrew D. Cadiff ’73

1976

Edmund S. Morgan ’33

1993

John C.M. Pringle ’32

2019

John T. Grady, Jr. ‘66

1977

Charles A. Meyer ’35

1994

M. Greely Summers ’37

2023

John M. Connors, Jr. (honorary)

1978

Charles F. Hamilton (honorary)

1995

Hans W. Wanders ’43

1979

Thomas R. Morse, Jr. ’44

1997

Robert Baldwin, Jr. ’42

1980

H. Gardner Bradlee ’36

1999

Thomas H. Lee ’61

1981

John G. Brooks II ’29

2000

Richard O. Howe ’33

2001

Truman S. Casner ’51