Fessenden School Red & Gray Magazine by Lindy Gruen

red&gray BRINGING OUT THE BEST IN BOYS

• Headmaster Drake Reflects on Career in Independent Schools • Learning to Write, K-9

Fessenden School Board of Trustees 2010-2011 Thomas S. Roberts P R ES I D E NT

Denise M. Dupré V I C E P RE SI DE NT

Jennifer L. Stier TR EA SU RE R

Renée E. Curtin C L ER K

Marc A. Cohen George F. Colony Brian J. Conway Michael P. Danziger Bruce C. Dayton Stephen C. Demirjian Robert M. Dickey John Martin Doggett, Jr. Jennifer Mugar Flaherty Arthur A. Gosnell Jennifer Hines Christopher B. Howard Ian K. Loring Elizabeth H. Munro V.G. Narayanan James M. Neissa Christian Nolen Steven M. Peck Stephanie L. Rogers Robert W. Tishman Peter C. Welch ’84 EX-OFFICIO Peter P. Drake H EA DM ASTE R

F. David Taylor

C H I EF OP E R ATI NG OFFI C E R

James A. Michals ’81

On May 6, 2011, Fessenden boys and faculty and staff welcomed more than 500 grandparents and special friends to campus for the 33rd annual Grandparents’ and Grandfriends’ Day to join their grandsons for lunch and classroom visits as well as hear musical performances and cheer at sporting events.

A LUM N I COU NC I L C H AI R

table of contents

PA R ENTS ASSOC I ATI ON P RESI DENT

Peter Drake: Reflections on a Career in Independent Schools

Former Faculty Staff Update

Collins Writing Program Enables Meaningful Writing Instruction Across Disciplines

Thank You Peter and Nancy Drake for Your Devotion to Education!

Internet’s Influence on Research for Writing: The Increasing Importance of Critical Thinking Skills

Stephanie M. Bucci EMERITUS

Hart Fessenden, Jr. ’41 Ernest E. Monrad James J. Pallotta TH E F ESSE N DE N SC H OOL

250 Waltham Street West Newton, MA 02465 617-964-5350 www.fessenden.org

M ay 20 11 ED ITO R I AL

Lindy Gruen, Director of Communications Elizabeth Alling Sewall, Director of Institutional Advancement D ES I G N

Christine Brooks Design P R I NTI NG

Flagship Press, Inc.

Is Cursive Becoming Extinct?

Faculty Member Madeline Miller Authors First Novel: The Song of Achilles

Fessy “Kidd” Publishes Work of Fiction: Sergeant Kidd Chester Hunt Sears: History Master and Author New Trustees Serve On the Board

Alumni Events 2010-2011 Class Notes

20 23

Alumni Bookshelf

Dr. Susan-Louise “Mandy” Fessenden Brauer Establishes The Noah Fessenden Givets ’86 Fund

In Memoriam

The Fessenden School: Where Generosity Helps Build Character and Community

Character & Community: The Campaign for Fessenden’s Endowment

This issue of Red & Gray focuses on writing. The Fessenden School is committed to teaching boys how to communicate through well-written, well-organized and thoughtful compositions and to benefit from this invaluable skill throughout their lives. The mission of Fessenden is to teach, nurture and celebrate growing boys, cultivating each student’s individual potential and developing in balance his mind, character, heart and body in an inclusive and joyful community that, through rigor, friendship and service, reflects Fessenden’s traditional values of honesty, compassion and respect. On the Cover: Peter and Nancy Drake, May 2011 An illustrated writing assignment describing an important thing about a friend completed by a kindergarten boy in class.

Peter Drake: Reflections on a Career in Independent Schools by Peter P. Drake, Headmaster

Early on I discovered that my life’s passion was working with children, initially as a teenager teaching tennis during the summer in my hometown of Falmouth, Maine. When I graduated from college with a broad liberal arts background, I saw teaching as a potentially satisfying career choice. After all, what other occupation would allow me to interact with youngsters “until I dropped” and retain the school vacation? Any person in his or her twenties can appreciate this allure! These factors led to my decision to accept my first teaching role at the Rivers School in Weston, Massachusetts, in the fall of 1971. In choosing to teach, I look back with gratitude to my parents who encouraged me. My father, a surgeon by profession, and my mother, the consummate Portland, Maine, area volunteer, believed that service to others was the defining characteristic of any good citizen. Collecting schools to support was a hobby for both of them. They had four children and “adopted” virtually every school that their children or grandchildren attended. My parents served on several school boards and headed countless fund-raising endeavors. If my siblings or I were not listed on the alumni donor rolls of our respective schools, we were likely to raise their joint ire. And they did not just “talk the talk.” The range of their leadership and involvement was far-reaching, including public schools, secondary schools and colleges. Watching my parents’ passion for supporting schools, I was “weaned” on appreciation for education and the teachers who laid the foundation for children through professional service. With their enthusiastic endorsement, I was comfortable in moving ahead and learning my teaching craft at Rivers, which enrolled only male students at the time. Only a few weeks before entering the classroom, Rivers’ legendary English Department Chair, Jack Jarzavec handed me the essential books to teach my boys the foundation of the Western European culture, among them The Odyssey, The Story of the Bible, and The Canterbury Tales. Learning the challenges of holding the attention of boys in Grades 6-9, I was assigned multiple sections of English and history as well as coaching responsibilities for football and basketball at the junior www.fessenden.org

high level and for high school varsity tennis. The unique nature of adolescent boys began to dawn on me—they seemed less drawn to the content of their courses than to their relationship with me as their teacher. Their attention was often more focused on the gravy stain on my tie than the subject matter in class, and the experience taught me to stay positive and engaged with the boys—and to use a bit of humor about my dirty tie! Learning to teach “under fire” describes the early days; with Jack’s patient mentoring and many long nights of cramming, I learned to stay ahead of the boys each day and completed the curriculum requirements of my assigned courses. I also benefited from a school culture that embraced each boy unconditionally, thereby setting the standard for me to follow as a teacher henceforth. Cydney Ambrose Photography

On June 30th, I end a poignant chapter in my professional and personal life. My Fessenden tenure has been a whirlwind six years and a fulfilling time for Nancy and me. The nature of heading a school has changed significantly in the 25-year span of my two leadership roles that began at The Bement School. A circuitous journey has brought me to this juncture of my career, and many influences have played a part in my evolution in the educational sphere.

After teaching at Rivers for three years, I took a one-year intermission to return to graduate school to earn my master’s degree. During this time, Nancy became a kindergarten teacher at Dedham Country Day School in Massachusetts, and in the summer we were employed as tennis professionals at The Weston Golf Club and Wellesley Country Club. As much as we enjoyed the western suburbs, Nancy and I were ultimately drawn to the Andover, Massachusetts, area where I began a six-year stint in my first coeducational classroom at The Pike School. Witnessing girls learning side-by-side with boys, the contrasting learning styles of the two genders became evident right away. Although I saw equally able girls and boys, it was clear that the girls aimed to please, and could invest in study areas that were less likely to pique the interest of their male counterparts. To reach the spectrum of the boys and girls, I counterbalanced works, such as The Catcher in the Rye and Lord of the Flies with The Bridge to Terabithia. After six years of teaching at Pike, one winter the acting Development Director of Deerfield Academy asked me if I might consider moving to Franklin County in western Massachusetts to become the Director of the school’s annual fund program. Nancy and I decided to pack up our family of three, ages one, four and seven, for a new adventure. This position provided me with my first involvement in the operations side of a school community.

As much as I appreciated my fundraising role at Deerfield, after four years I missed the daily interaction with children. During this time, I realized that I most enjoyed coaching tennis and squash and tutoring students in the evening and shared this with the headmaster, Bob Kaufmann. Unexpectedly, one day he informed me that the small day school down the street, The Bement School, was poised to search for a new headmaster, and inquired if I might be interested. After applying, and although I was convinced that the other candidates were more qualified, I was chosen by the search committee to lead the school. Embracing the hands-on challenge of heading a small emerging school, I was buoyed by Nancy’s support and the early lessons taught by my parents. The headmaster role at Bement exceeded my expectations. I found myself immediately infused in the daily life of the school. Given the ages of our three children who were in the school themselves, being totally immersed was just right. For Nancy and me, a weekend “off” meant taking a handful of younger boarders to New Hampshire and setting them up for sledding or hide-and-seek in our idiosyncratic, circa 1907 log home. My headship at Bement between 1985 and 1999 gave me an opportunity to provide a vision and plan for the institution’s financial sustainability during a challenging economic time for all schools. During the next fourteen years, with the encouragement of Bement’s Board of Trustees, Nancy serving as Development Director, and the unflagging admissions staff, the school successfully fulfilled an expansion plan that increased enrollment from 125 to 240 students. This growth and the corresponding increase in tuition revenue enabled me to elevate faculty/staff compensation each year with more robust wage and benefit packages. As a result, Bement was well-positioned to attract and retain a gifted corps of teachers. Despite the satisfaction of my initial tenure of leading a school, after fourteen years Nancy and I felt an urge to step away from the daily challenges associated with school administration. Our children were at a more independent stage in their lives; Sarah focusing on her graduate school studies, Becky heading into her senior year of college, and Matt looking towards college. Having ushered a generation of students through our small independent, coeducational, K-9 boarding and day school, Nancy and I hoped to regain our privacy and consider a new occupation that was fulfilling—yet less allconsuming. After an initial period of traveling and assessing new job opportunities, we opted to start an educational consulting business of our own, which would provide more flexibility in our lives. Establishing our headquarters in rural Hancock, New Hampshire, Nancy and I created a business that would keep us engaged with students. In the next five years we traversed the country visiting secondary schools and colleges to become knowledgeable in the nuances that defined each institution. From an early age, I had found the breadth of private school and college options fascinating. I was particularly intrigued by the cultural differences that made each one unique. As we trekked across the campuses of over 200 institu2

tions within the continental United States, Nancy and I encountered students who openly and sincerely shared accounts of their experiences. We developed the practice of traveling to families and cultivating our client group brought us to Bermuda, Florida, Tennessee, Illinois, Michigan, Texas and California, to name a few. As much as Nancy and I enjoyed our new profession and its myriad connections, one evening our son Matt, then a Fessenden intern, rekindled my interest in school leadership during a telephone conversation. He introduced the notion of my pursuing Fessenden’s interim headmaster position. Nancy and I huddled and concluded that the one-year position would be an adventure of sorts, bringing us back to the Boston area where we had started as a young married couple almost thirty-five years earlier. We also thought that it would be feasible for Nancy to keep the consulting business flourishing during my tenure. After only a few months at Fessenden, something occurred that I had never anticipated. I was asked to turn my interim role into a more extended term and Nancy and I decided to “give it a go.” There were many factors that led to my decision to continue on at Fessenden. At the heart of my acceptance was the school’s culture which had instantly captured both of us. From the first day, as I watched the day boys roll out of their cars in the morning, the energy and enthusiasm that they brought to school each day inspired me.

“My independent school career has been extraordinarily fulfilling.... as a young classrooM teacher, daily interaction with students ‘got Me up in the Morning.’ as a retiring headMaster, this huMan connection with children and adults has been Most gratifying.” – Peter P. Drake, Headmaster When starting at Bement, Nancy and I had been on the young side of the parent group at the school. At the time, I had looked with some trepidation upon the challenges of heading a school with two constituenciesÑa day community and a demanding, hands-on boarding program—ruminating about leading the school in a unified manner. At Fessenden, Nancy and I were close to a full generation older than the parents of the boys attending. Fessenden’s model with an all-boys, larger and more sophisticated configuration, possessed a similar challenge of involved and enthusiastic day and residential constituencies. And in 2005, burgeoning technology brought complex and innovative communication tools to the forefront. Bement’s size and division structure allowed more face-to–face communications with parents on a daily basis and very direct involvement in virtually every operational decision that arose. Conversely at Fessenden, practicality dictated that the assistant headmaster and division heads were charged with the lion’s share of the daily operational decisions within their domains. www.fessenden.org

The challenges of leading a school with Fessenden’s larger day and boarding populations required that I delegate more tasks related to daily school operations. And at Bement, the demands of the residential community consumed me. During the opening evening of Fessenden’s international student orientation, Nancy and I witnessed a different dynamic that we attributed to the school being all-boys. We were impressed by the way that the boys spontaneously headed to Webster House Field, using the game of soccer to form friendships. The boarding culture at Fessenden had been so positively nurtured, it created a model of older boys teaching younger boys, successfully establishing a more bonded community. The vibrant day community enthralled us as well. We were pleased to see the synergy between faculty and parents, as they worked cooperatively to reinforce the values that Fessenden embraced. The dual generational involvement resulted in excellent role modeling for the boys and provided tangible enrichment for the program. In accepting the offer to become Fessenden’s standing headmaster, I envisioned that I might contribute the needed continuity in leadership for the community. Additionally, imparting strategic progression to the school’s emerging fund-raising initiative was clearly an institutional priority. The campaign for endowment under consideration was designed to impact two compelling initiatives critical to the school’s future health—faculty compensation and financial aid. Although salaries for Fessenden’s faculty at the time were competitive, they did not provide adequate compensation to our teachers for the quality of their work and their unwavering dedication to the boys. I was concerned about the retirement prospects of our senior faculty who had devoted their lives to the boys’ development, and about the younger faculty who deserved a program that would ensure significant retirement savings without burdening the school with future financial obligations. The solidification of our financial aid program was also needed, to ensure that the Fessenden student population better reflected the socio-economic breadth of the world in which our students will engage now and as they mature. At the brink of my retirement, watching a group of Fessenden’s athletes, regardless of age or team standing, competing on the field, rink or court still gives me the same adrenalin rush of a rookie teacher. Win, lose or draw, the competitive spirit and camaraderie fascinates me. As an audience member, the same “goose bumps” appear while our young thespians gain confidence on stage or I witness the evolution of our musicians. Seeing the transformation of young graduates returning to visit from secondary school or college is poignant and reaffirming. Looking to the future, I am certain that keeping in touch with these students as they start families of their own and achieve their life-long aspirations will be satisfying beyond words. Learning that their elementary school foundation was a catalyst to the realization of their dreams gives me an enormous sense of fulfillment. My experiences with Fessenden’s adults have been rewarding as well. Recalling the relationships with Board members and parents, www.fessenden.org

all willing to work for the common good of the community, brings a warm glow. Picturing the give and take of teachers, with a twinkle in their eye, playfully jesting with students will provide lasting memories. Thinking about our first-rate administrative team, and envisioning their continuing commitment to sound decision-making, predicated on what is best for the boys, gives me enormous satisfaction. I have always been proud to be involved as a mentor of young teachers setting out to begin a professional career in education. Knowing the impact that they will have on children who are just now being born fills me with optimism for my grandchildren’s generation. In reflecting back on my years as an educator, I occasionally find myself evaluating the profession’s rewards and balancing them with the all-consuming, frenetic lifestyle that I chose to follow forty years ago. Unquestionably, my independent school career has been extraordinarily fulfilling. The journey to several schools is evidence of a path that I would not have predicted at the outset. As a young classroom teacher, daily interaction with students “got me up in the morning.” As a retiring headmaster, this human connection with children and adults has been most gratifying. As I pass on the headship to David Stettler, I hold confidence that the “vitals” of Fessenden are healthy and that the school will continue to play a unique role in the personal and academic development of its boys. It has been reaffirming to observe the many ways in which Fessenden faculty and staff bring out the best in boys each and every day. Countless parents comment upon the faculty and staff’s ability to “get boys.” By this, they allude to the way that our teachers truly engage the boys and successfully encourage them. Fessenden’s magic is the connection the boys have with their teachers who delight in their every endeavor in the classroom, on the athletic field, on the playground, in the art room or on the stage. I am touched to have been given the opportunity to lead a remarkable institution and have been privileged to play a small role in its evolution.

Third graders share their writing with author Dr. Susan-Louise “Mandy” Fessenden Brauer. Dr. Mandy and her husband Dr. Fred Brauer visited The Fessenden School recently to discuss writing and recent events in Egypt. Dr. Mandy has published seven children’s books and taught at American University in Cairo, Egypt. She is the mother of Noah F. Givets ‘86, the daughter of the school’s former business manager, “Mr. Frederick” Fessenden, and the granddaughter of the school’s founders, Frederick James and Emma Hart Fessenden. The Brauers live in Bali, Indonesia, and in Cairo, Egypt.

Collins Writing Program Enables Meaningful Writing Instruction Across Disciplines by Lindy Gruen, Director of Communications

In 2006, Alison Poorvu Jaffe and Dan Jaffe, parents of Jacob Jaffe ’08, expressed their admiration of the level of and commitment to writing instruction in Fessenden’s English and Language Arts classes, and wanted to support the integration of writing into the school’s curriculum in all disciplines. In collaboration, Upper School Division Head Cindy Metsch and English Department Chair Todd Eveleth proposed funding opportunities that would improve the writing curriculum at Fessenden. One of the initiatives, to offer professional development in writing instruction for Fessenden faculty in all departments, resonated most with the Jaffes and accordingly they generously funded the Collins Writing Program (CWP) at Fessenden. “We wanted to support a new writing program that would cross all

grades and disciplines.” The Collins Writing Program works to improve students’ thinking and writing skills through techniques and assignments that enable them to be comfortable and confident writers. Alison Jaffe commented, “learning to write well is a gift. The Collins Writing Program provides a consistent philosophy and development tools that all teachers can use.” The aim is for boys to learn to communicate through well-written, well-organized and thoughtful compositions and to benefit from this invaluable skill throughout their lives.

student writing, be more consistent with expectations, model good writing, provide clearer and more consistent guidance for improvement, and facilitate correcting. Todd Eveleth reports that, “faculty in all departments embraced the strategies of the Collins Writing Program and every new teacher, regardless of division or department, is trained in the method.” Known for her attention to teaching the process of writing, Middle School English Teacher Alexandra McMullen acknowledges that “the common lexicon used by teachers in all departments and levels is one of the reasons that the Collins Writing Program is valuable.” Instituting the Collins Writing Program has resulted in significant progress in writing instruction across disciplines in all divisions.

In November of 2006, Todd Eveleth and Cindy Metsch led a faculty professional development program to present the Collins Writing Program and enhance the writing program at Fessenden. The goals of this in-house workshop were to: improve

www.fessenden.org

Cindy Metsch explains, Ò English teachers at Fessenden have always used process writing as it has been and continues to be the foundation of the English program.” The emphasis on the process of writing instead of on the finished-product allows boys to learn to write by writing. In the youngest grades, boys at Fessenden are primarily learning the mechanics of writing letters and words as well as arranging pictures to form phrases and sentences. As these students mature and move through the Lower School grades, the writing program progresses and transitions to utilize writing skills as a tool for learning in all disciplines. Grammar, vocabulary, and literature within the English curriculum is intended to serve as the foundation upon which students will naturally grow into proficient writers. An understanding of grammatical construction is not fully realized until a student is able to apply those concepts to his own writing. And vocabulary definitions do not have a lasting impact unless they are incorporated into a student’s speech and written work. Literature is the vehicle most often used to expose students to quality writing and serves as the basis for a significant portion of writing assignments. Skillful writing is crucial to each student’s

success in all disciplines at Fessenden and in their future academic pursuits.

The Collins Writing Program Five Types of Writing

Fessenden faculty encourage the boys to see themselves in many roles—whether as scientists, artists, writers or whatever sparks a deeper interest. This important self-image helps them be immersed and invested in their work in each subject area. The Collins Writing Program utilizes five types of writing and employs strategies throughout the Fessenden curriculum in age appropriate ways that work well for boys. Alexandra McMullen points out that, “the Collins Writing Program is beneficial to teachers across the academic board because it helps them to integrate writing into their curriculum in important and meaningful ways.Ó In the math department for example, the Program is used to improve boys’ open responses to math questions beginning in the Lower School. Patricia Taylor, Math Department Chair, explains, “we focus on the question ‘how did you get that?’ instead of whether an answer is simply correct or incorrect. Boys know that the ‘why?’ and ‘how?’ are equally important questions in math and they are expected to write their responses in a grammatically correct, clear and logical fashion.Ó

In teaching a foundation for a variety of necessary writing skills, five types of assignments are employed. Type One is akin to brainstorming and is used to generate ideas with the aim of giving students time to think about a topic. Similar to answering an essay question, the goal of Type Two writing is for students to demonstrate their knowledge about a particular topic. Students completing Type Three writing are expected to adhere to specific standards called focus correction areas (FCAs), to self-edit their work and to complete more than one draft. Type Four writing engages peer editing and requires two drafts. The cumulative form is Type Five which necessitates multiple drafts, self-review, peer review and editing and results in publishable work. The Collins Writing Program’s Five Types of Writing is especially useful for teaching boys because of the benchmarks it provides for teaching writing skills.

What’s an FCA? Focus correction areas (FCAs) are identified to help teachers and students hone in on specific areas of challenge for students. FCAs hold students accountable for addressing their writing trouble spots in all disciplines. “Our boys need very clear expectations— FCAs provide that,” explains Alexandra McMullen. Printed templates are available to all grades as a reminder for boys of the repeated mistakes that each class makes in their written work. Each class creates a different list and by the end of the year could contain about a dozen items that boys should check for when writing, proofreading their own work and editing a classmate’s writing. Some faculty refer to these posters as the “inexcusable list” or even the “no-no list.” Kindergarten also has “red words,” which are high-frequency words, such as “and,” Ò theÓ and Ò aÓ that once learned, the boys are expected to spell correctly each time.

Seventh graders Jack Truesdale, Jack Long and John Koury work on a writing assignment in the Wheeler Library.

www.fessenden.org

Illustrating the relationship between oral and written language at an early age is key to students’ ability to develop the framework for the five types of writing. Therefore, the Collins Writing Program has also produced a book which outlines age-appropriate applications for teaching the five types of writing to students in the younger grades. Writing Strategies for the Primary Grades: Prompts and Ideas for Grades K-3 by Gary B. Chadwell of Collins Education Associates emphasizes the importance of introducing an assortment of literacy experiences for students even before they can read and write independently. Kindergarten teachers regularly use annotated drawings, a technique from this book, as the basis for students to learn the Collins Writing Program’s Five Types of Writing.

appropriate for their level and highlights personal FCAs for each student based on his previous work. She explains that, “while the Collins Writing Program has enhanced the teaching of writing construction throughout Fessenden’s curriculum, as teachers, we must also be attentive to identifying focus correction areas relating to the content of writing as well.” Cindy Metsch agrees that content is important, “FCAs are given point values, and it is made very clear to boys when they lose points. Students are held accountable and also lose points on their written works for content that may not meet the objective.”

Recently, the Collins Writing Program was active during Todd Eveleth’s visit to Kindergarten to observe Deirdre Negrini’s class. He recounts a writing lesson in which she was leading a workshop for the students. Stemming from the “letter ‘f’ week” in Kindergarten, the lesson involved creating an annotated drawing—an illustration with a sentence at the bottom describing an important thing about a friend. While completing the assignment, boys kept checking the FCAs posted on the easel and were adeptly incorporating them into their sentences. Kindergarten boys arrive at Fessenden with varying writing experiences and abilities, thus a combination of two programs is utilized. Teachers employ the Collins Writing Program and Orton-Gillingham, a multisensory approach that has proven effective for teaching boys, along with differentiated instruction to support and challenge each child. The most experienced writers in Kindergarten include boys who are capable of creating a few fluid sentences that begin with a capital letter, have spaces between words and end with punctuation. A selection of annotated drawings describing an important thing about a friend drawn and written by kindergarten boys.

Third grader Jack Winston writes a “Just So” story about an Amazonian animal, based on Rudyard Kipling’s Just So Stories.

Peer Editing Peer editing as a component of the Collins Writing Program begins with Type Four assignments and is conducted one-on-one. At Fessenden, one-on-one editing is combined with group editing and is standard practice throughout the School’s writing instruction. The ultimate goal of peer editing is to teach boys to become better self editors. In the Upper School, Cindy Metsch notes, “boys are at ease with peer editing and are quick to volunteer to put their work up on the SmartBoard and read it aloud for the class.” In the younger grades, fourth grade teacher Jamie Ames also reports, “the boys are quite comfortable with peer editing—the main component of the Collins Writing Program’s Type Four writing. They are very sophisticated in picking up intonation in writing and are adept at understanding that the critique offered by classmates is

In the Upper School, Katie Schoettle, eighth grade English teacher, assigns her classes a few general focus correction areas that are

www.fessenden.org

aimed at better writing. The boys take comfort in the fact that you can say any number of things fifteen different ways.” Classbased group editing moderated by a teacher aids writing instruction by allowing faculty involvement to guide the process. Todd Eveleth shares an online approach to peer editing that results in nearly instantaneous feedback for the writer: “I often assign peer evaluation using online tools that allow boys to submit answers to very specific questions about a classmate’s writing via a Google form which provides the author with a large amount of suggestions from the class. Boys are then expected to write a summary of the strategies gleaned from the peer review and explain how they will incorporate some of the new ideas into their subsequent draft.”

Boys Thrive with Concrete Examples Another major focus in Fessenden’s writing curriculum is on providing concrete examples for boys. Deirdre Negrini emphasizes, “in Kindergarten, we model every writing assignment on the board for the students in order to provide them with clear examples of our expectations.” As part of this important step, teachers also demonstrate the use of the FCAs for the class. A laminated FCA card called the “spaceman” makes frequent appearances during Kindergarten lessons. “Spaceman” is an illustration of an astronaut that teachers hold up to the board indicating where a space is needed between words. In the older grades, pacing is used so that each step in the process is assigned separately and each is modeled for class using student work. Todd Eveleth reasons, “it allows the class to collectively celebrate what works and talk about what doesn’t work.” Cindy Metsch expounds, Ò using examples of works that show each step in the process are invaluable in teaching boys.”

Student Portfolios: Assessing One’s Progress The Collins Writing Program emphasizes the importance of collecting student work throughout the year so that students are www.fessenden.org

able to review their work and recognize their progress. Some Fessenden teachers retain hard copy portfolios and others use web-based technology to archive a student’s writing. Lower School Head Wendy Pearre explains, Ò portfolios belonging to Lower School boys travel with them as they progress though the division and are given to the boys and their families when they finish fourth grade.” She adds, “it is amazing how much the boys’ writing develops during their time in the Lower School.” In the Middle and Upper Schools some teachers have taken advantage of online archiving, that allows sharing by teachers and students, and utilize GoogleDocs folders or blogging through Edmodo.com, a secure social learning network. At the end of the year, boys in Todd Eveleth’s classes read through their collection of papers and select what they would consider their best from the year. “It’s amazing how much time they spend going through their writing and choosing their best work. They really take time reading through everything in their portfolios,” he remarks.

Improving Writing Instruction: Visiting Authors, New Writer’s Conference and Technology Fessenden’s integration of the Collins Writing Program, and the ensuing discussion about additional opportunities identified in 2006 by Todd Eveleth and Cindy Metsch to improve writing instruction, has served as the impetus for further advances since then. Fessenden has increased its commitment to teaching writing through visiting authors, an in-depth workshop for Ninth Grade, and technology advances that enable ease of writing, editing and organization of one’s thoughts as well as greater collaboration. A joint effort of the English department and the Parents’ Association Cultural Arts Committee brings writers to campus each year to present their work and speak with students and faculty. Writers, such as poets Jamele Adams, Dean of Diversity at Brandeis University and Taylor Mali, author and spoken-word artist; producer and

Cam Martin and Peter Pickard read the writing of their classmates and submit comments to the authors during the annual fifth grade coffeehouse, held fireside in the Kelley Room. Parents and other Fessenden community members are also encouraged to attend the event and offer feedback to the boys.

founder of Vanguard Documentaries Charles Hobson; and author Dr. Mandy Fessenden Brauer have worked with Fessenden students in varying capacities based on their expertise. In addition to discussing writing with the boys, Dr. Mandy Fessenden Brauer who taught at American University in Cairo, Egypt, spoke with the students about the recent events in Egypt.

New Writer’s Conference For six weeks each spring, a writer visits the ninth grade as the students embark on their work in the “New Writer’s Conference.” Instead of summarizing his or her work(s), the author presents his or her approach to the writing process. This year’s visiting writer is Brian McGrory, the Metro section editor covering local news and politics for the Boston Globe. The goal of this annual conference is for ninth graders to create writing for publication (Type 5 Writing in CWP) and develop one’s own writing style through independent pieces. Cindy Metsch describes, Ò it is an occasion for the boys to analyze an author’s style in great detail. Ninth graders begin with Ray Bradbury, examining his technique and learning what 7

an author’s style really means.” The New Writer’s Conference includes a lot of independent work, one-on-one conferencing with teachers, peer editing, and final presentation of their writing. Todd Eveleth explains, “we even expect boys to write about the writing process—to reflect on strategies that they used to enhance their writing and in some cases to mimic the style of some of the authors that we studied.” Final works are selected to be shared with classmates, faculty and families at class night, the night before graduation.

Technology: A Tool For Writing and Collaboration Advances in technology include a writing lab outfitted with computers that is positioned adjacent to the Schoolroom where study halls are held. Nearly all classroom spaces have been appointed with interactive whiteboards—SmartBoards. Portable laptop carts and wireless airports provide many access points for boys and their teachers to access the internet Ò cloudÓ where they can collaborate using a seemingly infinite number of web applications for writing in all forms. Technology has altered the way “process writingÓ is accomplished. Process writing used to involve a handwritten rough draft in pencil on lined paper, skipping lines to provide space for edits, and then after a series of revisions, the final draft was typed. “This is the first year that I haven’t had one student present a handwritten rough draft,Ó declares Cindy Metsch. Students have become so facile on the keyboard and with computers that they can write at more of a brisk pace. She continues, “I can remember when using computers was an obstacle, even for the students, and they preferred using pencil and paper. Now, handwriting on paper has become the obstacle.” Students use technology to help them organize their writing. Fessy boys are able to quickly locate web applications and use them to conduct story mapping in a variety of linear and non-linear ways. One such web applica8

Speech recognition software is popular with Fessenden writers. Sixth grader Cam OÕ Neill uses the software on one of the Wheeler Library computers.

tion is Bubbl.us, an online brainstorm and mind mapping tool. Middle School English Teacher John Farnsworth articulates “Bubbl. us maps serve as graphic organizers and give the boys in my class the opportunity to use their medium of choice, a computer. We are also exploring wordvoyage.com, which helps students practice and understand the basic structures of root words, prefixes and suffixes. And recently, a student shared with me lexipedia.com, an online tool that visually maps word relationships. I learn about useful online tools from my students all the time. Their innate ability to discover and explore them via the internet is fascinating!” Additionally, technology has proven beneficial in helping students write freely, especially boys with learning difficulties, such as dysgraphia. According to an online article written by Anusia Ramadhan, researcher and frequent contributor to ehow. com and answerbag.com, “Dysgraphia is a developmental brain disorder that targets motor skills and affects a person’s ability to write. The word simply means difficulty in expressing yourself in writing.Ó Fessenden Skills Center Director Esther Torem explains that “accommodations, such as giving boys the use of computer keyboards and even speech recognition software has been pivotal in helping boys with some of these

issues embrace writing.” Speech recognition software has become a popular instrument for many young writers on Fessenden’s campus and the very definition of “writing” is changing as technology provides more means for organizing one’s thoughts, communicating and collaborating. Through collaboration of the Jaffe family with faculty and the administration, the opportunity to enhance the curriculum at Fessenden imparted the gift of writing to generations of Fessenden boys. The school community is grateful for the Jaffe’s commitment to the writing program at Fessenden. Their desire along with the dedication of the faculty set into motion a cascade of enhancements from training all teachers in the Collins Writing Program method, regardless of department or division; augmenting the curriculum with a variety of visiting writers to work with the boys; and increasing available technology. These improvements have resulted in remarkable progress in writing instruction on campus. Cindy Metsch acknowledged, “kids here are not afraid or resistant to write. They know its important to express themselves.” Skillful writing and the ability to express oneself are invaluable to each student’s success and will benefit them in all facets of their academic and professional life. www.fessenden.org

Internet’s Influence on Research for Writing The Increasing Importance of Critical Thinking Skills by Lindy Gruen, Director of Communications

Not surprisingly, the results of a September 2010 national survey published in the Kids and Family Reading Report, commissioned by Scholastic and posted on their website, show that “eighty-four percent of parents acknowledge that today’s kids have to know how to handle far more information than parents did when they were children.” According to the study, many students fail to critically evaluate online information—“thirty-nine percent of kids, age 9-17, agree with the statement, ‘The information I find online is always correct.’” These facts demonstrate a clear need to improve students’ critical thinking abilities. In the study, Francie Alexander, Chief Academic Officer at Scholastic, emphasized, “there is a big role for parents and teachers to play in helping kids become better critical thinkers today starting at an early age.” The importance of critical thinking skills cannot be overstated. Key components of critical thinking are: clarification of goals, examination of assumptions, determination of hidden values, and evaluation of evidence and the ensuing conclusions. The abundance of available online content is advantageous as it exposes students to diverse viewpoints and ideas. Teaching our children how to use technology and become discerning readers of online content is preparing them for academic and future professional success. In a blog post on psychworld.com called Report: Kids Believe Everything They Read Online, Natasha Murashev quotes University of Connecticut researcher Donald Leu “... workplaces are shifting to the Internet being used as a critical source of information,” says Leu. If we don’t raise a generation of people who are prepared to think critically online, then they’re not going to be effective in the work place.”

Transformation of the Internet Into a Critical Source of Information In 2004 the phrase “Web 2.0” emerged and referenced the new, refined essence of the internet—collaboration and community. While the term “Web 2.0” seemed to imply a technical upgrade to the internet, it actually characterized the progression vaulted forward by web software developers and internet users. Although originally intended as a collaboration tool, prior to 2004, the internet was not overwhelmingly employed as such. Two years later, in 2006, TIME magazine zeroed-in on this modified use of the internet and named Ò YouÓ the TIME Magazine Person of the Year. This striking declaration depicted an online revolution in full force—community and collaboration emitting a fortune of informationÑe ndowing all people with the power to communicate with a broad audience. www.fessenden.org

Fourth grader Ethan Bastien researches and writes about his fictitious trip to Morocco for the Ò Grade Four Moroccan Travel BlogÓ in Jamie AmesÕ class.

Communicating via the internet evolved from unidirectional to omnidirectional. And, in 2010, TIME declared Mark Zuckerberg, of Facebook fame, the Person of the Year for “connecting more than half a billion people and mapping the social relations among them, for creating a new system of exchanging information and for changing how we live our lives.” The web provides an endless aggregate of information as well as a nearly infinite amount of space for writing to be published. Today, the internet is being used as a tool in which collaboration yields undeniable value and implications for society and the methods schools employ to teach children today to prepare them for tomorrow. Owing to the internet, web software developers and internet users, information about virtually every subject is at the fingertips of everyone with access to a computer. Fessenden’s faculty and students have embraced technology and the way it has changed how we research, write and publish our work for others. Fessy Middle Schoolers may not recall life before the internet when information was gleaned from a set of hard-bound encyclopedias or from the pages of a book obtained from the library. Nor would they have experienced a time when sharing their writing with others could only be accomplished by passing a sheet of paper to someone else. Printed encyclopedias as well as printed books are 9

Teachers augment classroom curriculum by posting a variety of resources, such as videos, links, images and news stories on class group pages via the SchoolÕ s website. The screenshots above were taken from the online class pages of John FarnsworthÕ s Grade 5 English, Melissa PanchuckÕ s Grade 5 Ancient Civilization, and Will TuttleÕ s Grade 7 American History.

still among the holdings in Fessenden’s Wheeler Library and are used today in conjunction with many other sources during student research. An online encyclopedia, such as “World Book Online” is beneficial because it is updated frequently, offers definitions of words within the material, and with the click of a button each entry can be Ò readÓ aloud to the student. From online encyclopedias, to software that help design a 3-D Roman villa, the internet has had a huge impact on how students undertake research for writing assignments. Students can also use a variety of multimedia resources to investigate topics, from Grade 3 boys listening to jazz classics on iPods as part of the “Chops and Axes” unit in music classes, to Grade 6 students seeking out video clips to better understand how bridges withstand stress as part of a cross-curricular unit, to Grade 8 students using specialized databases to find primary source materials such as letters, maps, and images for their history research papers. As Wheeler Library Director Paula Rohrlick notes, “the boys we’re now teaching don’t remember a world without the internet or Google.Ó In all divisions, the librarians teach research lessons in age-appropriate ways, with the same goalÑt o teach boys to become critical thinkers and be media literate. Students learn how to select appropriate resources, internet or otherwise; evaluate websites and recognize biased or hoax sites; conduct and refine online searches; and understand the parameters of copyrights and plagiarism. Cyber ethics,

cyber bullying and the importance of guarding one’s privacy online are part of the Fessenden curriculum as well. Additionally, librarians guide students through research and work with teachers to compile useful links and other resources based on specific class projects, which are posted on the library’s online research pages. Teachers can also provide links, images and videos to augment their curriculum using their online class pages through My Fessy, the secure section of Fessenden’s data-driven website that aggregates information based on each user’s activities within the school community. This value-added content may pertain to class projects, discussions or homework assignments and serves to enrich students’ understanding and to promote self-directed learning. Nearly limitless amounts of information exist and is available to any person with access to the internet. Alumnus Doug McInnis ’62, a freelance writer in Wyoming, attests, “research is easier than ever today because of the internet. I can access archives all over the world in a matter of minutes without ever leaving my home office. Being able to do research inexpensively is a huge plus for my clients. It is becoming more and more typical for me to write a story for a magazine and incur zero expenses.” Over the years, the amount and quality of this information has increased and the authors have changed. Today, anyone can be an author and a publisher of information for the world to access. The diversity of people and organizations creating content has led to a massive amount of inforwww.fessenden.org

mation about companies, organizations, products and services. Doug also points out that, “the internet is a valuable tool for self-teaching. Major universities around the world post tutorials about a variety of subjects online and access to a plethora of databases is free.” Student writers can use the internet to learn from accomplished authors first-hand. They may watch an author being interviewed in a video on YouTube and learn what he or she was thinking about when they wrote a poem or particular chapter in a book. A twominute video clip entitled “Ray Bradbury Speaks About Writing” has been viewed 44,985 times since it was posted four years ago. In fact, there is even an entire “Ray Bradbury Channel” on YouTube. This type of content brings the author to life for students and offers undiluted information from the most credible source available—the author himself. And like Ray Bradbury, everyone with access to a computer has the ability to publish information on the internet for anyone in the world to see. Each year, Fessenden fourth graders in Jamie Ames’ homeroom “travel” to a different country during Foreign Country Month in the Lower School. This year, his students discovered Morocco and posted their research about the culture via their online “Morocco Travel Blog.” During the project, Jamie Ames learned that, “students in the other section of fourth grade were eagerly reading his class’ blog posts.” He continued, “it was amazing—they were reading each other’s writing without being prompted by a teacher.”

Grade Four Ò Morocco Travel BlogÓ post

As an observer in the computer lab when the fourth grade was researching Morocco, I gained further insight into the level of technical skill the students possess. I watched them swiftly incorporate images and videos as well as create hidden hyper links in their blog entries—already proficient in these technology skills. One fourth grader realized that his hyperlinks did not copy into the blog when he pasted the text in from another application. Without a flinch, or even a pause, the student quickly re-copied all of the URLs and crewww.fessenden.org

ated new links. I was amazed, because as adults, we might call this “problem solving” but the fourth grader’s quick maneuver did not indicate that there was a Ò problemÓ at all. Jamie Ames shares, “incorporating technology in interesting ways helps create a higher level of enthusiasm about a class project and it would be a shame to use computers as if they were just typewriters.” This writing project spans many subjects as boys learn a bit of Arabic, explore the history and culture of Morocco and utilize math for adhering to travel budgets. Jamie expounds, “the boys came into school one morning having realized, after calculating conversion rates, that their budget couldn’t withstand a stay at an expensive hotel in Morocco.Ó After the boys “returned home from Morocco,” concluding their project, one fourth grader asked Jamie Ames if he could set up a travel blog so he could write about his family’s March vacation trip. Jamie declares, Ò boys demonstrating that they want to writeÑout side of school—is priceless. The excitement of publishing one’s work for others to read and comment about, combined with the ability to quickly and easily research a particular topic and express oneself, has proven irresistible to this generation of boys we are teaching.Ó Technology, the internet and its many users around the globe have vastly changed the way writers and even people who would classify themselves as “non-writers” work to produce the written word. Critical thinking as it relates to research is a far more important component today. The internet now supplies a venue for communication and discussion, and research by means of the internet provides layers of information and can take the researcher in many directions. Related themes emerge and intersect with each other and form multiple angles from which a writer may choose to pursue additional research. Fundamental changes in education are taking place in order to train students to be adept at digesting information and determining merit at the slightest glance. Assistant Headmaster Scott Smith expounds, “as access to increased volumes of information becomes available to our students, it is even more essential that we continue to help our boys acquire, refine and utilize skills which effectively analyze and evaluate arguments and beliefs. While fact-based learning still has a place in the curriculum, critical thinking skills have become the essential tools for today’s learner.” At Fessenden, teaching critical thinking skills has always been important, but it is clear that in today’s learning environment these skills hold a greater degree of significance in influencing success in our boys today and in their future.

Is Cursive Becoming Extinct? by Lindy Gruen, Director of Communications

We are continually redefining what it means to write. Therefore, I wonder in 2011, is cursive still a necessary lifelong skill that should be taught in our Nation’s schools? Depending upon your perspective, this debate can become heated and has been argued at length over the last few years—in print and online—but I doubt in handwritten form. No matter what side you’re on, it’s difficult to deny that in today’s culture, cursive writing is being used less and less. As a basic fact, decline in use of any one particular item serves to decrease demand—remember the cassette tape? It would then be appropriate to draw the conclusion that this decline in use is leading cursive to extinction. At first, it might be shocking to hear that some students who see cursive writing cannot read it. Although, upon second thought, this makes perfect sense. If you don’t believe me, “Google it.” I did, and what I found was story after story from parents and teachers presenting examples of their children or students unable to decipher cursive words. In many cases, it was pointed out that their inability to read was not the result of bad penmanship, but due to the cursive itself. One particular blog post entitled, “Is Cursive Going to Become Extinct?” on www.associatedcontent.com, involved a child who declared that she couldn’t read the cursive praise written by her teacher at the top of her assignment and admitted that the only cursive she could read was the word “Lysol” because it is a recognizable brand which is rendered in cursive on its packaging. A USA Today article entitled “Schools debate: Is cursive writing worth teaching?” published in January 2009 delves into the topic and points to a study on handwriting instruction conducted in 2007 by Steve Graham, Education professor at Vanderbilt University. The nationwide study surveyed a random sampling of 200 public and private school teachers in grades 1-3. Research discovered that 90% of respondents reported that their schools required handwriting instruction. And of those, 50% of the second grade teachers and 90% of the third grade teachers provide instruction in cursive. The study concluded that handwriting and cursive were still widely being taught in private and public schools, but that some school systems, such as in Tennessee, offer “virtually no instruction in handwriting” in their second and third grade classrooms. The study also demonstrated that there has been a shift from focusing on the beauty of handwriting toward emphasis on writing efficiently. There is more focus on process and content and less significance placed on form. In my online research, I found examples of educators and parents who are concerned that if cursive is no longer taught, then students will eventually lack the ability to decipher historic documents or even sign their names on important forms. Their ability to “sign” would not change, but the definition of “signing” one’s name is changing. Signatures have traditionally been written in cursive, 12

but that doesn’t preclude them from being added to documents in another form. How many signatures have you seen that qualify as true cursive? Many seem to be illegible scribble—including mine. In fact, today, a variety of electronically “signed” documents and contracts are upheld in a legal court of law. The Massachusetts Uniform Electronic Transactions Act (“UETA”), which is intended to facilitate electronic signatures and transactions consistent with other applicable law, specifically provides that “a record or signature may not be denied legal effect or enforceability solely because it is in electronic form.” M.G.L. ch. 110G §§ 6, 7. The definition of an electronic signature under the UETA is “an electronic sound, symbol, or process attached to or logically associated with a record and executed or adopted by a person with the intent to sign the record.” M.G.L. ch. 110G § 2. An example may be a signature field on the electronic document wherein the signee is instructed to type his or her initials or full name if he or she intends to sign the document. However, there are limited categories of documents for which UETA prohibits the use of electronic signatures, such as forms that are governed by Massachusetts family law statutes. M.G.L. ch. 110G § 3(b). At Fessenden, a redefinition of signatures to include electronic signing methods is being explored for important school documents. And despite an increase in the use of computers for school work, handwriting along with cursive are still being taught as part of the curriculum. It is a clear priority for boys to be able to write, but the goal of flawless cursive has been diminishing over time. • Do you think that cursive and/or print handwriting is/are becoming extinct? • Will handwriting instruction be a priority in the future? • How about script fonts for computers—will they endure? • Will cursive and block printing continue to be taught in schools? • In the future, will standardized tests require handwritten essays? • What will the work world be like in 2028 as current Fessy Kindergartners enter it? Want to Know What Fessy Boys and Their Teachers Think? Or Want to Share Your Opinion?

We want to engage in an online discussion with the readership of the Red & Gray magazine about this topic and hear your opinion about whether or not you think cursive is becoming extinct. Visit the website at www.fessenden.org and read the BearÕ s Den Blog and post your comments and thoughts about this story.

www.fessenden.org

Faculty Member Madeline Miller Authors First Novel: The Song of Achilles Upper School Latin Teacher Madeline Miller’s book, The Song of Achilles, will be released in September in the United Kingdom (UK) by Bloomsbury Publishing and will subsequently be put on the market in the United States by Ecco in the winter of 2012. In her book, Madeline Miller tells the story of close companions Achilles and Patroclus from boyhood through their deaths in the Trojan War. The novel closely follows the details of Homer’s Iliad, but recasts the narrative from the perspective of Patroclus, rather than his more famous friend. In the Iliad, Patroclus plays a minor but vital role. After Achilles quarrels with the Greek commander and refuses to fight any more, the Greeks begin to suffer terrible losses. Patroclus, moved by their suffering, begs to be allowed to go to their aid and dons Achilles’ armor, hoping to be mistaken for the famous warrior. During the subsequent battle Patroclus does indeed save the Greeks, but is killed by Hector, the Trojan champion. When Achilles hears of his friend’s death, he goes mad with grief, and swears terrible vengeance upon the Trojans. This moment—Achilles’ overwhelming rage and despair over the death of Patroclus— first captured Madeline’s imagination. “His response is shocking in its intensity, and unlike anything else in the work. I immediately wanted to know more—about their friendship, and about Patroclus himself. Who was this man who undid the great Achilles?” Madeline was moved by the fact that Patroclus was not a great hero, merely Ò an ordinary person, thrown into an epic world, and struggling to do the right thing.Ó Madeline began writing the book nearly ten years ago, and since that time it has gone through numerous evolutions and revisions. “Completing my first novel was challenging. I took me a long time to figure out what story I aspired to tell. I knew that I wanted Patroclus for my narrator, but the difficulty was picking and choosing among all the many myths about Achilles.” Madeline www.fessenden.org

credits her strong Classical background as Ò a huge helpÓ in researching the time period and ancient stories.

Madeline encountered a number of challenges during the writing process, most notably finding time to write. Working full-time as a teacher and directing Shakespearean theatre productions, she had to wait for the summers where she wrote “pretty much non-stop.” The last two years finally offered the opportunity to really polish and complete the work. “The silver lining of all that time away from the manuscript was that it allowed me to see what the problems were. Now, if I’m really struggling with a scene, I’ll put it away for a few days, and come back with a fresh perspective.” She was also concerned about being faithful to the historical and mythological setting of Ancient Greece. Madeline explained, “I had to be careful when using similes in the text. For example, at one point I remember that I had compared something to silk, which the ancient Greeks didn’t have yet.” Another complication was having a narratorÑP atroclusÑw ho dies before the story is finished. “I was definitely challenged to figure that one out!” she says, adding, “but whenever I got stuck I always returned to the source for inspiration. What would the ancient Greeks have thought or believed?” Madeline’s manuscript went through many modifications. She expected that she would need to revise, but was still amazed by extent of the editing process. Originally, her book was much longer and had a different title. “The manuscript was bloated with excess … I had to hunt through it and ask myself: does this scene serve the plot? If not—even if it was a favorite of mine—it had to go.” When asked what advice she would give to an aspiring writer, she replied, “If a reader gives you feedback about something they don’t like, really listen and consider it. Readers have an uncanny ability to hone in on the weak spots.” Finally, her third re-write succeeded. Madeline attests

Madeline Miller holding the initial proof of her book from her UK publisher.

that, “after all the editing, the book got shorter and much better.” She adds, “What a pleasure to have other eyes go over my text. By that point, I had read it a million times, and wasn’t seeing it clearly.” When she finally felt the novel was ready, she wrote to a number of different literary agencies, and was contacted by an interested agent in the spring of 2010. Things began moving fast, and her book sold in June. The Song of Achilles by Madeline Miller is listed on Amazon’s UK site and may be pre-ordered. An excited first time novelist, Madeline remembers being Ò completely giddy when seeing the first book jacket designs. After all this time, it’s finally starting to feel real!” And it is this feeling of excitement that Madeline can look forward to seeing in her future readership. Madeline Miller joined Fessenden in the fall of 2010 where she teaches four courses of Latin to grade 7-9 boys. Prior to Fessenden, Madeline taught Latin and Greek for seven years at The Shipley School in Pennsylvania. At Shipley, she founded the schoolÕ s Shakespeare program and directed Shakespearean theatre productions in the summer. Madeline received her BA and MA from Brown University in Latin and Ancient Greek and pursued graduate studies at Yale. She has been encouraged to author another book and is leaving Fessenden at the end of the school year to pursue writing full-time. 13

Fessy “Kidd” Publishes Work of Fiction: Sergeant Kidd process.” Hunter credits his father, “a techie” in his own words, for discovering www.lulu.com: “My dad actually found the site and helped me publish my book.” Hunter’s seventh grade English teacher and current dormitory parent, Brandon Frame, remembers the day he met Hunter and heard about his book: “On the first day of seventh grade, Hunter sought me out and introduced himself because he had been assigned to my English class and wanted me to edit his book. I was intrigued by this confident young author when he approached me before we’d even met in class.” And so, Brandon Frame agreed to edit Hunter’s book and after reading it, remembers thinking that the concept was interesting; it exposed family dynamics and even included a love story woven into the topic of war. Because Hunter had begun the book in fifth grade, during the editing process Brandon encouraged him to focus on the content in the first chapter—to go back and look at it from the vantage point of a seventh grader. In addition, he suggested that Hunter build his vocabulary and use more captivating words as well as make some grammar corrections.

Self-Published Author Hunter Willis ’12

Eighth grader Hunter Willis’ book, Sergeant Kidd, a 100-page paperback published and available in Fessenden’s Wheeler Library and online through www.lulu.com, revolves around three generations of Kidd family members who fought in three different wars, each to honor their family. A writing project completed in John Farnsworth’s fifth grade English class inspired Hunter’s concept for his book. Hunter’s initial story debuted at the annual fifth grade coffeehouse, held fireside in the Kelley Room, which encourages peers and Fessy community members to read and submit comments on the boys’ writing. When Hunter was in the sixth grade, looking at the website of one of his parents’ potential clients, Scholastic, piqued his interest and he became energized to turn his five-page, fifth grade coffeehouse story into a novel of his own. Sergeant Kidd took Hunter three years to complete. Hunter wrote the first two chapters without much delay, but soon he encountered the dreaded “writer’s block” and took some time off. After persevering, Hunter finished Sergeant Kidd in the fall of his eighth grade year. He acknowledges that the support he received from his teachers and parents played an important role in what he describes as a “major accomplishment to make it to the publishing

Upon finishing his manuscript, Hunter was honored when Mr. Frame asked him to teach Sergeant Kidd to his peers in their seventh grade English class. Hunter took this seriously and came to class prepared with questions for each chapter and props to aid class discussion. He also led role-playing activities based on his book. Receptive classmates jumped into the adventure of being taught by their friend. Hunter reflected, “It changed my mentality. I found out how difficult being a teacher really is. I realized how challenging it is to control a class of seventh grade boys. Planning is important because you need enough work for class to keep the students occupied, but not so much that you don’t cover the material. It’s a delicate balance and requires experience—pure luck and candy prizes helped me.” When asked what’s next for Hunter Willis, he explained that he is working to develop a collection of short stories about war from different vantage points that examine the general ideas about how different people and animals function during war time. “Writing is a fun hobby for me and also keeps my mind occupied.” Hunter Willis is an eighth grade student who has been at Fessenden since Kindergarten. This year, he is a 5-day boarder in the residential program and his hobbies are writing, wrestling, collaborative video games, and programming iPhone apps.

www.fessenden.org

Chester Hunt Sears: History Master and Author

The Sears family in front of Webster House at Fessenden. Back row, l to r: Bruce ’35, Douglas ’33, Chester and Richard ’32; Front row, l to r: Donald ’39 and Carol. (1932)

Chester Sears, front row, fourth from right. (1926)

A generation of Fessenden students from 1917 to 1943 learned history from a great master, Chester Sears. Sears was an exceptional teacher able to bring history alive with stories the boys would easily remember. Nearly seven decades later in 2010, Mr. and Mrs. Sears’ four surviving children returned to Fessenden for the final assembly of the 2009-2010 school year in Memorial Hall. Donald Sears ’39 presented headmaster Peter Drake with a copy of his father’s book, Early Explorers of the New World, that Don edited after his father’s passing. The book is available to read on the school website (www.fessenden.org/alumni). The Sears children, Richard ’32, Douglas ’33, Donald ’39 and Carol, then gathered for a meal in their former Webster House home with other family members and hosts Peter and Nancy Drake.

Archives Corner The Fessenden School archives now have a permanent home in the Prince Anschuetz Archives Center.

Headmaster Peter Drake and Nancy Prince at the archive dedication.

The Sears family gathers at Webster House, their home until 1943.

www.fessenden.org

Forty faculty, alumni and guests gathered October 29, 2010, for a dedication ceremony on the upper floor of the Carriage House. The center is named in honor of Nancy Prince P ’02, ’04. Headmaster Peter Drake spoke of Ms. Prince’s two decades of volunteer work, including co-writing and editing the school’s centennial history book, Along Right Lines: The Fessenden School 1903-2003, founding several school publications, organizing many events, and, most recently, working for several years to move and create a new home for the tens of thousands of papers, photos, recordings and objects that represent and preserve the school’s history. Visit the new Archives Corner on the school website at www.fessenden.org/history to view photos and historical documents. 15

James Michals ’81, Peter Welch ’84, Stephanie Rogers and Steven Peck.

New Trustees Serve on the Board THOMAS ROBERTS was elected President of the Board last June and serves as an ex-officio member of all Board committees. He joined Fessenden’s Board in 2006 and has been Treasurer and Chair of the Finance Committee, a member of the Investment Committee, and, currently, serves on the Committee on Trustees. Tom also served on the recent Headmaster Search Committee. A managing director in the Boston office of Summit Partners, his experience includes sitting on the boards of more than thirty public and private companies and he is also a former president of the New England Venture Capital Association. His non-profit volunteer experience includes

Thomas Roberts, President, Board of Trustees

serving as co-chair of private equity fundraising for the United Way of Massachusetts Bay and as a director and officer of the Princeton Association of New England. He earned his A.B. degree in economics and graduated magna cum laude from Princeton University, and is the New England co-chair of Princeton’s current capital campaign. He earned his M.B.A. from Harvard Business School, where he was a Baker Scholar and has twice served as reunion co-chair for his class. In addition, Tom is a long-time youth soccer coach. He and his wife, Kristen, live in Wellesley with their four children: Emma, Jack, Harry and Abigail. Jack is in the sixth grade and Harry is in the third grade at Fessenden.

www.fessenden.org

JAMES MICHALS ’81 was elected to the Board, ex-officio, as Alumni Council Chair and is a member of the Institutional Advancement Committee. He is President of Strategic Insurance Solutions, Inc., a property and casualty and benefits insurance agency. Additionally, Jim is President and Director of Player & Coaching Development at Stride Right Power Skating, Inc. T.E.A.M.S Training, a hockey training organization he started with his brother, Doug. As a teacher of hockey, Jim serves as Director of Coaching for Junior Varsity and Junior Teams at Noble & Greenough School, where he attended secondary school; and Head Coach of Mother’s On Edge Women’s Ice Hockey Team. In September, 2010, Jim assumed a new position as Fessenden’s new Director of Sports & Marketing at the Coffin Sports Center. He earned his B.A. from Babson College. Jim and his wife, Margie, live in Needham and have three children: a son, Matthew, a member of the class of 2011; and two daughters, Mikayla and Madison. STEVEN PECk joined the Board last June and serves on the Long Range Planning Committee. He is a corporate partner at Weil, Gotshal & Manges LLP and specializes in private equity, mergers and acquisitions and securities law. He regularly represents several of the country’s leading private equity firms and many public and private companies in connection with business acquisitions, dispositions, going private transactions and other corporate transactions. Steven earned his B.A. cum laude from Duke University, and a J.D. cum laude from Boston University Law School, and he has been a regular guest lecturer at MIT’s Sloan School of Management. He has been recognized as a “Leading Lawyer” for private equity in Chambers USA — America’s Leading Lawyers for Business, since 2007. At Fessenden, Steven and his wife have served on the Annual Fund Team since 2007. Steven lives in Wayland with his wife, Laura; daughter Samantha; and son Charles, who is a fourth grader at Fessenden.

www.fessenden.org

STEPHANIE ROGERS, who joined the Board last June, serves on the Institutional Advancement Committee, and is Co-Chair of the Annual Fund and Co-Chair of the Parents’ Association Grandparents’ Day Committee. A graduate of Tabor Academy, she received her B.A. in psychology from Emory University, and her M.Ed. in early childhood education from Lesley University. Stephanie is a Co-Founder of One Family, Inc., a non-profit organization with a mission to end family homelessness in Massachusetts through education and public policy change; husband Adam is the organization’s Chairman of the Board. In addition, she has served on the Board of Overseers for Children’s Hospital for many years. Stephanie also has experience as a kindergarten teacher at The Glenn School in Atlanta, Georgia, and as a second grade teacher at Boyden Elementary School in Walpole, Massachusetts. She lives in Needham with her husband Adam, sons Ben in grade eight and David in grade four at Fessenden, and daughter Julia.

PETER WELCH ’84, joined Fessenden’s board in 2007 as an ex-officio member serving as the Alumni Council Chair and worked with the Institutional Advancement and Campus Planning Committees of the Board. This past June, he was elected a full voting member of the Board and was appointed to serve on the Institutional Advancement and Campus Planning Committees as well as the Headmaster Search Committee. Peter’s father, Bernard C. Welch ’38, was a Fessenden Trustee from 1981-1986 and Peter’s brother, Charles (Bernard Jr.) attended Fessenden for many years and graduated with the class of 1980. Peter is the President and Chief Operating Officer of Susquehanna Capital Management (SCM), a privately held investment company with properties in health care informatics, medical devices, promotional marketing, professional athletics and real estate. Prior to joining SCM, Peter worked in commercial real estate for the Chiofaro Company in a variety of roles. Peter is a graduate of Phillips Academy, Andover; Harvard College, where he earned a B.A. in economics and played lacrosse and ice hockey; and the F.W. Olin School at Babson College, where he earned an M.B.A. Peter lives in Swampscott with his wife, Lisa, and their three children, sons Kyle in grade six and Ryan in grade four at Fessenden, and daughter Eden. He is active in various area youth sports programs, coaching in the Middlesex Bears Youth Lacrosse program and for Marblehead Youth Lacrosse where he is also program director and treasurer.

Former Faculty and Staff Update

Fessenden is fortunate to have many faculty and staff stay in touch with the School over the years, and we are delighted to share their news. Suzanne Archibald P ’14 2001–2010, Lower School Art Teacher, Residential Life

Richard Goss ’80 1989, Substitute Teacher, Coach

All is well in the Archibald/Ammirato household. Jim, James, our two cats and I are enjoying our new home just a stone’s throw away from Fessy. James has “gone green” as he walks to school daily (with occasional grumbling, of course!). For the past six months I have been very busy teaching Preschool at Little Hands Academy in Sudbury and attending MassBay for my EEC/Early Childhood License. Jim continues to work at Harris Cyclery in West Newton, and young James is a very happy and proud Fessy Sixth Grader. I miss my students and my dear colleagues very much. May all be peaceful and well. (December 2010)

All is well in San Francisco. My oldest son, Nicolas, is at Deerfield Academy in his second year. My youngest son, Philip, is at the Town School in San Francisco and is developing as a goalie for his school lacrosse team. I’m still working for the San Francisco Police Department and was promoted to Sergeant in August 2007. I worked in child abuse investigations until February 2010 when I was transferred to the legal division. At legal, I help defend the city and police department in lawsuits. Still run into the occasional Fessy friend out here. (December 2010)

Brad Belin 2007–2008, Upper/Middle School Intern, Dorm Parent, Coach

I am absolutely ecstatic about returning to work with the Fessenden community next school year after spending three amazing years experiencing the mid-Atlantic life down here in Silver Spring, MD. While living down here, I have continued my role as both an educator teaching history to grades 6, 7, and 8 at the Grace Episcopal Day School, as well as returning to school as a student at Loyola University Maryland, where I’ll be earning my M.A. in Education in May. My bride to be, Sarah (as of July 16th) along with our now 4 year old dog, Tedy, are equally as excited to become parts of the Fessy community! (April 2011) Brian Corvo 2005–2008, US Science Teacher, Dorm Parent

I’m graduating from law school this May and planning on taking the Connecticut bar in July. My wife Jen and I will also be moving to Connecticut next fall. (December 2010) Dary Dunham P ’84 1965–1980, English Teacher, Assistant Headmaster and Soccer, Hockey, and Lacrosse Coach

Margaret kornack P ’07 2003–2006, Advancement Associate

After many years of searching for my truth I became a yoga teacher. My studio, Pipal Leaf Yoga, is located in Needham, MA, and I am currently working on my 500 hr. training (much like getting your Masters) at the Kripalu Center for Yoga and Wellness in Lenox, MA. (December 2010) Mary Noble P ’90 1982–2010, Director of ESL Program, ESL Tutor, Writing Teacher

Since “retiring” in June, I’ve led a rather energetic life hosting family and friends, traveling across the country, and welcoming a new grandchild, Abigail, daughter of Greg ’90 and his wife, Sarah. I’ve made a dent in my backlog of books to read and taken a splendid trip to Israel and Jordan. I find myself enjoying a pleasantly selfindulgent life. I do keep in touch with former colleagues, Lilla Willey and Charlotte Dooling in particular. I see many of my old students when attending meetings of the Fessy Book Club. (December 2010) Brock Putnam 1974–1977, 1980–1986, English, Drama, History

After retiring as head of the Indian Mountain School, Lakeville, CT (2006), my wife and I traveled a bit (Ireland, England, South Korea), then I accepted the interim head of school position at The Foote School, New Haven, CT. This was a two year assignment, and now by fortunate circumstance for me, anyway, I am in my second year as college counselor and teacher of one section of junior English. Perhaps most amusing after spending so much of my career coaching hockey, I have volunteered to coach the third’s squash team. No “progressions” or backchecking or skating your lanes! (December 2010)

Brock Putnam at New Milford High School Graduation

I left Fessy for Harvard Graduate School of Education in 1986, earning my Ed.M. in 1987, and moved to my present address of Litchfield, Connecticut. I taught history, humanities, and an acting class at (not-too-nearby) New Milford High School from 1987 until my retirement in June. During that time, I created and coached an academic competition team, “Team Waramaug!” which achieved national ranking from time to time. (Think Jeopardy! played by

www.fessenden.org

teams of four high schoolers). In response to a climate of homophobia often seen in schools, I founded the Gay-Straight Alliance and was active in the annual Anti-Defamation League’s “Names Can Hurt You” program. I also served as an active member of the New Milford Education Association, working in contract negotiations, and at the time of my retirement, was vice-president of the Association. Our son Ben, born while we were at Fessy, now lives in Seattle where he is a performer and artist. I remarried in 1999 and my wife Marina teaches English as a Second Language in neighboring Torrington, CT. Recently, I was featured in a video and in newspaper articles concerning my retirement; they expound upon my plans to do some auditions for parts and continue my part-time work as a voice-over announcer for radio commercials. The article mentions my additional plans to speak with broadcast outlets in Connecticut about sponsoring academic competitions similar to Team Waramaug. (July 2010) Federico Valdes Riveroll ’92 2003–2007, Seventh and Eighth Grade US History Teacher

Paola and I are currently living in New York City, but will be moving back to Mexico over the summer where I will continue working as a political consultant. I completed my Masters in Public Administration at Columbia University’s School of International and Public Affairs Miranda Valdes Sanchez (SIPA). Most importantly, our daughter, Miranda, was born four months ago. (April 2011) Paul Roberts ’98 2006–2007, Upper School/Middle School Intern, Dorm Parent, Coach

I am currently working at USI Insurance Services as the Vice President of Employee Benefits. I live in Wakefield, MA, with my two rottweilers Reese and Jada. My older brother and former Fessenden teacher (1991-2000) Ed Roberts lives right down the road from me with his wife and three beautiful children. He is currently fighting brain cancer and has been out of commission since July. He is doing much better and the chemotherapy seems to be doing its job, although it is definitely taking a toll on his body. We appreciate all the support and prayers from the Fessenden community. My closest friends today are still my Fessy friends, and it was a unique experience being able to come back and work beside many of my former teachers as an intern. I appreciate everything Fessenden has done for me and my family, and I always tell anyone that asked that my time at Fessenden was by far the most influential, fun, and everlasting. (December 2010) June Spear 1980–1990, Tutor, Reading and Study Skills, Yearbook, Residential Life

I celebrated my 75th birthday on December 1, 2010 and am happy to say that I am living a full and active life here in my beloved Maine. I am on the Board of Directors of the University of Southern Maine Senior College where I enjoy taking classes as well as teaching. So far, I have taught three courses on Longfellow and will do my second on Mark Twain in the spring semester. I line up speakers/programs

www.fessenden.org

for our monthly “Food For Thought” luncheons for Senior College as well. I also volunteer regularly at the Androscoggin Hospice House as a Patient Support person. I am active in a senior Readers’ Theatre group that is affiliated with the Auburn Community Little Theatre. We go to nursing homes and assisted living centers to perform for the residents there. The West Auburn Congregational Church is also an important part of my life. I am a Deacon and also serve as Clerk. In my spare time, I love to travel, read, and attend the theater whenever I can. (December 2010) Valerie Sutter 1993–1996, French Teacher

Loving sunny, balmy Florida, contemplating a move from tranquil Sarasota to bustling Miami to get a dose of the chaos and bedlam I crave as a city girl....and still spending the other half of my life in France. The French Traveler, now in its 14th year, offers workshops for teachers of French every summer in a different city in France, and a taste of Paris for women who enjoy traveling in the company of other women (think jewelry, shoes, spa, cooking classes, wine tasting, private visits and lots of giggles). Would love to hear from my Fessy students and colleagues….write in any language.... still speak English! (December 2010) Lilla Willey P ’92 1988–2010, Upper School French Teacher, ESL

I retired last June and am so very grateful for twenty-two extremely happy years at Fessy. It has been quite an adjustment getting used to being at home during the week! Sometimes I have to stop and think what day it is. There are (too) many household projects to keep me busy, some of them having waited patiently for me all these years, such as sorting photos. (Sound familiar?) Fortunately, I continue to tutor local students, something I have done since graduating from college. Being in contact with students, even for just an hour, is a great joy. I am indulging myself in reading, one of my passions, and getting out to art museums, my other passion. An inveterate letterwriter, I am reconnecting with many old friends, often by email. Last July I attended the annual CANE (Classics Institute of New England) Summer Institute at Dartmouth, five days of immersion in Greece and Rome, with marvelous lectures, seminars, and hours of sharing thoughts and memories with others. I am hoping to return this summer, as there are many retirees and even non-academics who take part. At some point I almost always run into a Fessy boy who is either in the sophomore summer session or in one of the many summer programs run by Dartmouth. This past summer it was one of our alums in the Rassias French program. We spent Thanksgiving with our two young grandsons in California--pure bliss to revisit those little boy days. In January I will begin volunteer work for the Friends of the Weston Library. When I packed up at the end of the school year, I left something behind...a big piece of my heart. I miss you all very much. Thanks so much for keeping in touch. (December 2010)

Thank You Peter and Nancy Drake for Your Devotion to Education!

Peter Drake and his wife Nancy arrived Fessenden in August 2005 when Peter accepted a one-year position as interim headmaster. That fall, it quickly became evident that the Fessenden community would benefit from his ongoing leadership, and he agreed to assume the permanent role of headmaster. Over the past six years, Fessenden has been rewarded by their commitment to the School and Peter’s leadership. This June will conclude Peter’s service to Fessenden as he retires from a remarkable career in education. In anticipation of Peter’s retirement, a few Fessenden trustees pay tribute here, and a few former colleagues from his previous schools share some memories. “ Peter’s warm and energetic leadership and both Peter and Nancy’s devotion to the boys will be missed. They have become an important part of the Fessenden community. Whether greeting families at drop off, cheering on the sidelines of athletic contests (and coaching in Nancy’s case), enjoying the boys’ plays and concerts, hosting boarding students for a night of games and snacks, traveling to visit alumni and parents in the United States and internationally, Peter and Nancy embraced the Fessenden community from their first day on campus. Fessenden has made great progress under Peter’s leadership. Peter brought a renewed focus on the value of single sex education, particularly for boys, through emphasis on the school’s mission, faculty focus on the education of boys, and a renewed emphasis on the heart of Fessenden’s mission, ‘bringing out the best in boys.’” — Brian Conway, President, Fessenden Board of Trustees, 2007-2010

“ I most admire Peter’s sense of humor and his sense of fun. Things could seem really dire and unpleasant, and then Peter would cut through it all with a wise-crack, often at his own expense, and then suddenly everything seemed funny and ridiculous. He has a way of keeping things in perspective. Peter was always doing ‘bigger than life’ things, like cutting down the biggest Christmas tree ever for his house in New Hampshire and managing, somehow, to get it, solo, onto his car roof. He had a sense of adventure and a willingness to take on anything, and he would make it work even if it meant wrecking his back, and he would turn it all into a funny story. He gave us a feeling that we were all in a big, fun adventure together. Not that it was frivolous, by any means— he really cared about the education the kids were getting.”

“ I’ve always admired Peter’s constant positive energy. I used to love reciting the annual holiday poem with Peter. We read it at our holiday faculty party and Peter always laughed so hard that he could barely say his portions of the poem! There’s nothing like watching Peter laugh so hard that he cries! I remember when Peter left Bement … He’s a terrific guy who leaves a hole that’s hard to fill.”

— Amy Gordon, US English, Bement School, Deerfield, MA

— Carole Pennock, Lower School Head, Bement School, Deerfield, MA

www.fessenden.org

“I admire Peter’s sincere interest in working with young people. Schools like Deerfield and Fessenden that have boarding departments require faculty to be with young people 24/7. Peter and Nancy have a wonderful relationship with all of the students and faculty with whom they work. During the time we worked together, Peter was our Director of Annual Support at Deerfield. Inevitably, there were those late night trips back to campus from phone-a-thons in either NYC or Boston. During one particularly memorable night when he and I were returning very late from Boston, Peter decided that he would drive. His mother had given him one of those gadgets that you put over your ear just in case you fall asleep. When your head tilts forward an alarm goes off and you can’t miss the sound. Just because his mother had given him the gadget, he decided that he would put it on ‘just for fun.’ We started off from Boston talking away but somewhere around Worcester, I fell asleep and Peter was left with the full responsibility of getting us home safely. As luck would have it, just west of Worcester, I was startled awake by the sound of Peter’s gadget going off! Needless to say, we were both WIDE awake for the rest of the trip. It certainly was memorable.” — David Pond, Associate Head of School for Alumni Affairs and Development, Deerfield Academy, Deerfield, MA

(and sometimes the Board!) who had made missteps, to his prolific memory for each student’s name and story, to the seemingly endless joy he takes each day from ALL the boys in the school, to his tireless and expert administrative skills …. Peter has been an exemplary school Headmaster. As if that were not enough, we benefited from a package deal which included Nancy who has added substantively to the social and academic fabric of the school. When Peter agreed to serve as Headmaster on a more permanent basis, I knew the school community was blessed. Peter has enriched the school, the boys and the community beyond measure. He has stewarded positive changes while respecting the school’s past and has been a personal embodiment of the school’s principles and philosophy. I join the Fessenden community in wishing Nancy and Peter the best and give my sincere and heartfelt thanks for his tremendous service.”

www.fessenden.org

— Jack Jarzavek, Former English Department Chair, The Rivers School, Weston, MA

— Joanna Jacobson, President, Fessenden Board of Trustees, 2004-2007

“Peter was my boss when I was director of admissions at Bement and Peter Drake is the type of guy that makes you want to get up and go to work in the morning. Never without a smile on his face, he was also always friendly and engaging. One of the greatest skills of a leader is “listening” and Peter was a star at that. And, best of all, he loved to play jokes and have jokes played upon him. Peter is a rare breed and the schools he touched will forever be grateful. And, lastly, he and his wife, Nancy, are/were quite the team. They were as about a dedicated team as you could ever ask for!” — Laura (Mimi) Morsman, Director of Alumni Relations, Deerfield Academy; former Director of Admissions, Bement School, Deerfield, MA

“It seems like eons ago that I first met Peter. I remember thinking how fortunate we were that a man of his ability and integrity was at a point in his career that an interim Headmaster position was a perfect fit. What appeared at the outset as an opportune short-term fix became almost immediately apparent to be the long term answer for Fessenden’s need for seasoned, multi-faceted leadership. It wasn’t any one thing that made this so obvious but a cascading avalanche of evidence. From the first day Peter positioned himself outside to welcome children and parents to the school and continued to do this each morning, to his commitment to meet with each teacher individually, to his unending respect for all of the school staff, to his patient demeanor with boys

clinging to him, looking up to him as he explained a lesson. I thought to myself, that is what a private school education is all about. He was a magnet.”

“Peter’s outstanding traits are his genuineness and his calm, unflappability. With Peter there was never the pretense or politicking that is often so much a part of the academic scene--private school, college, you name it. With Peter you could roll up your sleeves and tackle whatever problem was at hand and know his counsel and observations came from critical thinking and good common sense. At Rivers, Peter taught English and history to boys in grades six through nine. He was also a fine tennis coach. I will share a ‘picture’ of Peter that I have carried with me for decades. It was early afternoon with classes in session just before sports. I walked into the Middle School building for some reason long since forgotten. As I passed Peter’s classroom, I looked in and saw about five seventh graders gathered around him,

“Peter Drake has had an outstanding six years at Fessenden. His impact on our educational community has been invaluable, and he is leaving Fessenden in incredible shape. What stands out for many of us is Peter and Nancy’s commitment to character education, the common thread and “glue” of our community. Ultimately, we all want to raise good boys, and Fessenden is our ally in this goal. I am deeply grateful to Peter and Nancy for their commitment to partnering with teachers and parents to raise boys of solid character and for their love of the Fessenden community.” — Tom Roberts, President, Fessenden Board of Trustees, 2010 – present

“I want to send my congratulations to Peter and Nancy as they take the big step into retirement. I worked with Peter in the late 1970’s at The Pike School in Andover, MA, where he was admired by all for his dedication and skills as a sixth grade social studies teacher, as well as for his many contributions to the school as a whole. Peter believed in young people and never gave up on a student. In the classroom his high expectations were matched by his unflagging encouragement and sense of fairness; and it was Peter who spear-headed new programs at Pike such as an Advisor system, a school fair and others. We all learned from Peter.” — Alex Palmer, Former English faculty member, The Pike School, Andover, MA

Visit www. fessenden.org to Read More News and Find Out What’s Happening on Campus.

WWW.FESSENDEN.ORg

Join the Conversation!

www.fessenden.org

Alumni Gatherings

Brett Sarno ’87 (l.) and Chris Fiumara ’90 (r) catch up with their history teacher and coach Steve Cincotta at the Alumni Fall Dinner and Reunion. Over 100 alumni and guests, including 22 former and current faculty, celebrated the special bond between teacher and student. (October 2010)

Alumni play another rousing Alumni Hockey Game in the newly renovated Coffin Rink. Special guests include five former and current coaches, Dary Dunham, Todd Eveleth, Curt Lewellyn, Caleb Thomson ’79 and Scott Wiggins. (January 2011) Matt Javitch ’97 (l.) and Mark DeAngelis ’79 (r.) meet after work at the Boston Alumni Happy Hour. (April 2011)

Fifty young alumni spend the afternoon hanging out together at Fessenden during their Thanksgiving break. (November 2010) Over 130 members of the Fessenden Mexico City community welcomed headmaster Drake to a reception. A soccer game at the 35,000 seat Estadio Azul followed during the visit. (February 2011)

Dr. and Mrs. Randall Lewis ’58 hosted Washington area alumni and friends for dinner in their Bethesda home. (January 2011) www.fessenden.org

An active Fessenden New York community met for an evening reception with Headmaster Drake in Gramercy Park. (January 2011) 23

Class Notes

& AlUMNI WRITE!

Fessenden has a long-standing history of writers within the community. Many alumni responded to an electronic survey which inquired about their work as published writers either in print or online. Highlighted within the class notes and symbol, you will see indicated by the information about alumni writers and their work.

Thank you to all alumni who participated in the survey. If you did not receive the electronic survey and would like to be included in future surveys or communications from Fessenden, be sure to log in to “My Fessy” at www.fessenden.org/myfessy and update your e-mail address and contact information.

1933

& George Hanford ’33 (symposiarch@

comcast.net) has written on a wide variety of topics, including education, civil rights, mountain people, and sports. He currently writes for his retirement community magazine on his Apple laptop. He lost his second wife to Alzheimer’s in October. (December 2010)

Edward “Ed” Connors ’48 (epconnors15@

1946

& John Bethell ’46 (john.bethell@verizon.

net) sends Ò a thumbs-up to other superannuated runners.” He adds: “Road races were an enjoyable avocation for more than two decades, but trail running may be the wave of the futureÑbe tter scenery, no entry fees.Ó Bethell lives in Manchester, Massachusetts. He continues to write, edit, and consult for Harvardrelated publications, and is currently editing a history of Crimson athletic teams from the 1960s to the presJohn Bethell ent. (December 2010)

enjoys a trail run.

1947

David Rice Dricevt@aol.com 407 Coldham Road Shrewsbury, VT 05738 James “Jim” Riley ’47, captain of the 1947

hockey team, was a special guest at the 2010 Alumni Hockey Game.

Oren Pollock opsam@aol.com 2100 N. Racine Avenue, Apt. 3D Chicago, IL 60614

Three Fessenden athletic greats drop the puck at the 2010 Alumni Hockey Game: (l-r) George Bodman Õ 52, former Athletic Director Joe Basinet and Jim Riley Õ 47. Facing off (l-r) is Trustee Peter Welch Õ 84 and Alumni Hockey Chair John Almy Õ 75.

1942

1948

A former teacher of history and art for thirty-five years now living in Englewood, Colorado, Ed’s career was influenced in part by the rich relationships he shared with the faculty at Fessenden. Mr. Everett Slocum “taught US History that stuck and was a fabulous football coach, and Mr. Charles Guss had a temper in his English class, but was a great friend.” During his years of teaching, Ed called upon the examples learned at Fessenden. Ò I often caught myself imitating the style and mannerisms of those great men who tolerantly taught me in the mid ’40s. In short, Fessenden was a very indelible and positive molder of my later life—just the thing a school should be.” (July 2010)

& Hugh Fortmiller ’48 (hfortmiller@com-

1941

Joe Vera joevera@comcast.net 14 Soden Street Cambridge, MA 02139

gmail.com) recounts that he boarded a train at age twelve from Lake Forest, Illinois, and arrived sight unseen at Fessenden in the fall of 1946. His parents had decided that Ed, the youngest of four boys, would benefit from moving away from home. He remembers “two weeks of almost continuous blubbering from homesickness, which quickly turned to love of the school in the two years I was there.Ó

Bruce Gillies brucejr@gilliesandprittie.com 151 Pleasant Hill Road Scarborough, ME 04074

cast.net) is currently editing the biography of an old friend and superb painter, Loring W. Coleman, Fessenden Class of ’33. The publisher expects the book to come out in the fall 2011. (December 2010)

1949

Buzzy Schley buzzman1@netzero.com 72 Trumbull Road East Falmouth, MA 02536

1951

Bob Withington P.O. Box 1183 Norwich, VT 05055

www.fessenden.org

1952

George Bodman ’52 (blrclgdr@aol.com) is

very busy as President & COO of George H. Bodman, Inc. (www.BoilerCleaningDoctor. com). As time allows, he enjoys traveling, including London, Sweden, Finland, Russia and Latvia in June and down the largest river in China in September. When not traveling, he spends time at his home in Avalon, New Jersey, two farms in western Massachusetts, and home office in Kingwood, Texas. He also supports the Rangeley Region Health and Wellness Center in Rangeley, Maine. His hometown of Winchester, Massachusetts, inducted him in April into its Hall of Fame for hockey and football. (May 2010)

& John Shewmaker ’52 (johnshewmaker@

earthlink.net) writes, “Our Jeremy is graduating from the University of Missouri this December 2010, with an A.B. in English. Our younger son, Richard, expects to graduate from high school in May. He plays midMissouri fiddle tunes on fiddle, banjo and guitar. He is mainly a dance musician for New-England-style contra dances…We have a regular contra dance here in Columbia, Missouri. I am complicit in the spread of such folk dancing, having helped start a Contra dance group, a Morris side, and an English Country Dance group, all in St. Louis, the Childgrove Country Dancers, the Capering Roisters, and the St. Louis English Country Dancers. It beats watching TV, and you don’t have to worry about capsizing.” (December 2010)

& Mark DeVoto ’53

(mdevoto@granite.tufts. edu and www.tufts. edu/~mdevoto) continues to publish extensively, primarily about music. Since he retired from full-time teaching at Tufts Mark DeVoto ten years ago, he has also composed a symphony. He practices the organ and recently played in the Mormon Tabernacle Choir for ninety minutes. He enjoys visiting his children and grandchildren in Oregon and Cambridge, England. (December 2010)

1954

Robert Goldstein ’54 (rgold007@valornet.

com) and his wife Debra helped start the Bedias, Texas, Museum and Library (www.cityofbediastexas.org/library.html). Eight months of fundraising converted this century-old former Methodist church into a library that serves the many home-schooled children in their predominantly ranching and farming community. Enough books were donated to certify the library for grants. Funding to maintain an old building and house with two large donated collections is very challenging! If you wish to donate DVDs or books on CD, please contact Bob. (February 2010)

1953

Ned Tate ntate@tateandfoss.com 825 Central Road P.O. Box 276 Rye Beach, NH 03871

Bedias Museum and Library

The Class of 1955 celebrated their 55th reunion at the Alumni Fall Dinner. (l-r) Mark DeVoto Õ 53, David Walsh, Class Master Joe Basinet, Richard Parks, Elizabeth Parks, Peter Eschauzier, Jan Eschauzier, Jeffrey Epstein, Eric White, Thomas Ranges, William Johnson, and Alan DÕ Orlando.

1955

Dick Parks eparks@centurytel.net 5415 Goldenrod Circle Sheffield Village, OH 44035

1956

David Elliott david.elliott75@verizon.net 231 Beacon Street Boston, MA 02116

1957

George Baldwin nhbgrb@aol.com 25 Aspen Road Weston, MA 02493

& Mark Kellogg ’57 (mwksail@msn.com) writes, “I am well along in writing my first book, the biography of C. Raymond Hunt, a New England yacht inventor of the ’50s and ’60s. Despite help from the subject’s children and friends, discovering new and exciting information slows the process and is wonderfully challenging. My agent is very encouraging, but the prospect of an electronic book as opposed to a hardcover book is tempering. Most interesting is that [the Fessenden Alumni Office] was one of the first cogs in the wheel, providing information that propelled the project forward. “Sentence structure and diagramming learned at the hands of Mr. Fay and Mr. Gibson fifty-three years ago are my constant companions in this project. And I suspect

www.fessenden.org

CLASS NOTES

that my tenacity for research came, in part, from both Mr. Plumley and Mr. Moore who would never let me stop before the end of an effort.” (December 2010)

1963

& Mark Pratter ’66

James “Jim” Fessenden III ’63 (fjfessenden@

(fresnobulletin@yahoo. com) is editor and publisher of the Bulletin Board, a general interest newspaper for many years in Fresno, California. He has been a reporter for Mark Pratter ’66 daily newspapers throughout the United States. While watching the World Cup, he remembered his days on the soccer fields of Fessenden playing for the JV-As. Mark is married and lives near Fresno with his wife Patricia. (July 2010)

hotmail.com) and his wife Sue visited their son Nick ’00 (nicholas.fessenden@gmail. com), who is living in Mexico City and working at Barclays Capital. They enjoyed this family trip to the Mayan ruins of Tulum. (August 2010)

1958

Sam Bays sambays@comcast.net

& Michael “Mike” Strong ’58 (mstrong@

nc.rr.com) has been busy promoting the use of his ColorCode Essay Writing System (www.essaywritesystem.com). He writes, “In less than thirty minutes, I can teach almost any student in grades 7–12 how to write a properly structured essay, presenting his or her ideas systematically in a logical sequence.”

1967

1959

Bill Gatchell wgatchel@maine.rr.com

(l-r) Nick, Jim and Sue Fessenden in Tulum, Mexico.

Will Keene will@edsonintl.com

1964

1968

Peter Zwack zunicum@yahoo.com

Paul DiMaggio pdimaggio@dvc500.com

Peter Parsons pvkp2@msn.com

& Dr. Baird Brightman ’64 (bkb@wklf.

1969

com) is Principal at Worklife Strategies (www.wklf.com) that helps people succeed at work by mastering their career, managing talent, and building high-performance work groups. (December 2010)

1960

Roger Haigney ’60 (rgh0404@aol.com)

writes, “I have been retired in Myrtle Beach, South Carolina, for ten years now and split my activities between golf and sailing. My very best to everyone.” (August 2010)

Stuart Mackintosh smackintosh@euroinv.com

1970

& Roderick “Rod” McNealy ’64 (mcne-

Peter DiMaggio peterjdimaggio@verizon.net

1965

Peter DiMaggio ’70 (peterjdimaggio@ comcast.net) started adApt (advancing the deployment of Alternative power technology), a manufacturer’s representative selling wind, solar thermal and solar photovoltaic energy production systems to the renewable energy industry in New England. (May 2010)

aly@earthlink.net) writes, “I have retired from Johnson & Johnson after 31 years and am now launching McNealy Advanced Communications (www.rodmcnealy.com). MAC focuses on Marketing training and consulting.” (December 2010)

1961

Dick Brickley rlbrickleyjr@yahoo.com Bob Hoye RHoye@trojb.com

1962

John Motley johnm@jmainc.com

Edmund DeSantis 292 Pequot Avenue, Apt 3F New London, CT 06385

1971

Jamie Kattar kunkabar@yahoo.com

1966

Ed Howland edhowlandco@aol.com

John Kelly johnwhitneykelly@gmail.com

Hank Keene hank@edsonintl.com

www.fessenden.org

ClASS NOTES 1972

Jeffrey Brown ’72 (brownjt@state.gov) retired

from State Department security in 2007 and is employed in a contractor position. He and his wife have two young children, Alexander Abdul Kadder and Maryam El Batoul. Jeff also has three children from a previous marriage, Thomas, Daniel, and Stephanie. (January 2010)

1973

Jon Elmblad jon@elmblad.com

1975

1978

Jeff Adams ’75 (jeffhadams@gmail.com) is living in St. Paul, Minnesota, and enjoyed seeing the faculty photos on the school website. He wonders if anyone has a photo of Mr. Paine’s 1970s VW Beatle with the “Clarol Herbal Essence” paint job? [Editor’s note: Mr. Paine and the school archives would like to see it, too!] (August 2010)

& Byung-Ki Kim ’78 (byungki_kim@naver. com) is currently Professor of Politics and International Relations at Korea University, where he is concurrently Directing Head of the AMP on Global Transparency, The International Security Policy Forum and The Global Leadership Development Center. He is working with the global community in raising the issues that challenge, in particular, the youth in terms of education, poverty and conflict through lecture, roundtable, fellowship and multilateral fora around the globe. In September, Byungki hosted fifty ambassadors at the Lotte Seoul Hotel for the monthly gala dinner for the Societas Koreana, The Academy of Korean Studies. This Mecca of Korean Studies is attached to the Ministry of Knowledge and Economy, with its Director, Professor Kim, JungBae, the Chairman of Board of Trustees of Korea University. Byungki also attended The 8th International Institute for Strategic Studies Global Strategic Review in Geneva, attended by former U.S. Secretary of State Henry Kissinger. Byungki shared the background of the Korean and the EU police and possible ways of developing cooperation with the Chief of Staff and Director of EUROPOL that represents the law enforcement agencies of all of the EU member states. (September 2010)

Stephen Jeffries jeffriesSB@cs.com

Chris Godino ’73 (cutmetal@comcast.net) is working as a Professional Yacht Captain on the East Coast of the US. (March 2010)

Bill Ecker Õ 77 with his sons Matthew (l) and Bobby (r).

1977

& William “Bill” Ecker ’77 (harmonieautog@aol.com) owns Harmonie Autographs and Music (www.harmonieautographs.com) in New York, a dealer of music-related autographs, photographs, programs, scores and antiquarian art. Bill writes, “I am recently engaged to Lisa Ganz of New York City. We are in the process of planning a wedding.Ó (December 2010) David Johnson ’77 (david.johnson@c4ads. Chris Godino Õ 73

1974

Glenn Dowgiallo gdowgiallo@dowindustries.com William “Bill” Low ’74 (bill_low@hot-

mail.com) enjoyed visiting Fessenden in December with his sons Matt and Bobby. They live in Palm Desert, California.

www.fessenden.org

org) is the Executive Director of the Center for Advanced Defense Studies (www.c4ads. org), a Washington, D.C.-based non-profit, non-governmental national security group. A distinguished Special Forces combat veteran, Lt. Col. Johnson (U.S. Army Retired) is a graduate of the United States Military Academy and La Sorbonne and is a PhD Candidate at the University of Paris in Cognitive Informatics. (June 2010)

Andrew Zelermyer bzelermyer@goulstonstorrs.com

ClASS NOTES 1979

Mark DeAngelis MDeAngelis@dataassociates.com

classmate Jim Michals ’81, and the son of Corina Cisneros ’81. Enrique played baseball for the University of Michigan on full athletic scholarship, was drafted by the Oakland Athletics, and played Triple A with the Oakland Athletics. He now works for JP Morgan Chase commercial banking in Caracas, Venezuela, and plays professional golf. (April 2010)

1982

John Domesick john.domesick@timewarner.com

1983

Tom Slosberg tslosberg@yahoo.com Jay Blake ’83 (jay@followadream.org) As Steve with the big one that did not get away!

Steven Getto ’79 (sbgetto@comcast.net)

lives in Norwell, Massachusetts, with his wife, Beth, and children, Hannah, 14, and Caleb, 11. He works as an independent management consultant, coaches lacrosse, enjoys tuna fishing, and serves as a director of the American Bluefin Tuna Association. (February 2010)

1980

Andrew Gosman andrewgosman@hotmail.com

& Squire Wells ’80 (squire.wells@comcast.net) is a realtor in Southwest Florida. He has also produced his character Scooter Man for many years and is working on a stop-motion-movie (http://scootermanandfriends.blogspot.com/). (August 2010) 1981

Jared Goss jared.goss@metmuseum.org Enrique Gomez ’81 (enriquegomez777@

hotmail.com) and his wife Maria Eugenia visited Fessenden in April, where they enjoyed reconnecting with teachers and coaches Steve Cincotta and Cedric Paine, 28

racing’s only totally blind race crew chief, Jay Blake and his Permatex/Follow A Dream NHRA drag racing team enjoyed their best season in years and ranked seventh in the world. Driver Todd Veney went head-to-head all year with the undisputed king of the Alcohol Funny Cars, 14-time world champ Frank Manzo, and came out on top. Follow A Dream (www.followadream. org) is a not-for-profit organization with a message uniquely delivered through NHRA drag racing as its medium. Founder Jay Blake draws upon his personal experience of overcoming adversity and achieving his dream of auto racing and shares his inspiration with others. (May 2010)

Richard First ’83 (rich@pomgbike.com)

writes, “Happy to report in from Vermont that our family just grew with our adoption finalization in November of our son Savitt. We’ve had him since birth, but it takes six months to make it official. I see Tommy Slosberg, Peter Baldwin from time to time, and am also in touch with Patrick Fischoeder. I had the pleasure of witnessing Pete get married last month! I am looking forward to year 17 of my bicycle touring business, POMG Bike Tours of Vermont (Peace of Mind Guaranteed!) www.pomgbike.com. (December 2010)

Rich and Jenny First celebrate the adoption of their son, Savitt. (l-r) Estelle, Rich, the adoption judge, Jenny and Savitt.

& Alexander “Zander” Sprague ’83

(zander@zandersprague.com) writes, “I just completed my own Trifecta of Endurance. Between June and November 2010, I ran a Full, Half and 50K Ultra Marathon. That is 70.4 miles of racing and several hundred of training. I feel I was able to do all this because I learned to believe in myself while at Fessy. I would love to hear from guys I knew at Fessy. What are you up to now?”

Zander SpragueÕ s daughters Addy (6) and Katy (4) join him at the aid station at mile 25 of his 50K (31.1 mile) Ultra Marathon in Granite Bay, California, on November 6, 2010.

1984

Peter Welch pwelch@susq-capital.com Matt Lazarus ’84 (dr.mjlaz@gmail.com) is a licensed psychologist practicing in Boston. He and Danny Martinez ’84 visited Fessenden together in August and enjoyed seeing Arlene Leonard and science teacher Cedric Paine. They came to visit in remembrance of their close friend and former Fessy roommate, kermit Schott, who unfortunately passed away in July of 2010. They were pleased by not only how many things

www.fessenden.org

ClASS NOTES have changed for the better on campus, but how many things have stayed exactly the way they remembered them. (August 2010)

1987

Michael Wilmerding Michael@fireflyoutfitters.com

1988

Ben Weisbuch Ben@thecolumbuslawyerforkids.com

(l-r) Danny, Ced Paine and Matt reminisce in the Schoolroom.

Miguel Leyva ’88 (mleyva@econ.com.mx) enjoyed a visit to Fessenden in July with his family. His Hyde dorm was getting air conditioning! He owns a real estate development company in Mexico City. (July 2010)

Daniel Martinez ’84 (daniel.mtz2007@yahoo.

Ethan Ferrari ethanferrari@yahoo.com Bill Ryan bill.ryan@diderot.com Essy Zartoshty wine3377@gmail.com

& Adam Gillitt ’85 (gillitt@gmail.com) is

living in Alameda, California, where he runs Gillico, a graphic design and social networking firm (www.gilli.co). (August 2010)

1986

Phil Cahners pjcstratman@aol.com Josh Barrett ’86 (joshgbarrett@gmail.com)

writes, Ò My wife Jessica and I are expecting our fourth child. I have been teaching and living in upstate New York.” (March 2010)

com) is currently completing a master’s degree in National Security and Strategic Studies at the U.S. Naval War College in Newport R.I. He lives on Plum Island in Massachusetts, and is engaged to Elizabeth Delaney. (October 2010)

1991

Mauricio Benavides mau.benavides@gmail.com Christopher Goodson ccgoodson@yahoo.com William Stevenson william.d.stevenson@gmail.com

com.mx) visited Fessenden this summer from Mexico City with his family and classmate Matt Lazarus ’84. Danny manages Celtro Latin America (www.celtro.com), a mobile phone backhaul company.

1985

John Robinson ’90 (djohnrobinson@yahoo.

Miguel, Ann, their children and a friend.

& Lars Whelan ’88 (capty26@aol.com)

is a Captain in the U.S. Merchant Marine specializing in deep-sea construction. He was stationed in the Gulf of Mexico during the 2010 BP oil spill. To read his comments on the spill, see photos and more, go to our Fessy Bear’s Den blog at www.fessyblog. blogspot.com or to Lars’s Facebook page, www.facebook.com/lars.whelan. (August 2010) Ben Weisbuch ’88 (bweisbuch@awxlaw.com) and Miranda Abrams were married in July, 2010. They live in Columbus, Ohio, where Ben practices law. (August 2010)

1989

Berk Mesta mesta@yahoo.com

James Ahn Õ 91 (jamesbahn@gmail.com) sent this photo of three members from the class of 1991 who met last spring in Spain: (l-r) Jorge Burillo Õ 91, James Ahn Õ 91, and Mauricio Benavides Õ 91. (May 2010)

Chris Goodson ’91 (ccgoodson@yahoo.com) is an environmental scientist in Denver, Colorado. He enjoyed the Fessenden recipes on the website and reminisces about the éclairs! (August 2010) Thomas Mckeon ’91 (thomasdmckeon@

gmail.com) moved to France in 2004 and owns a company that specializes in shortterm luxury apartment rentals in Paris (www.villamozart.fr). He is married and the father of an infant son. (March 2010)

1990

Jared Gerstenblatt jaredgblatt@yahoo.com Sol kumin Sol.Kumin@sac.com

Josh, Jessica and family. www.fessenden.org

ClASS NOTES Albert Pope ’91 (albertaugustuspope@gmail.

com) works at RCM Technologies in the facilities design and consulting group in Shelton, CT. He manages energy conservation projects for the New York Power Authority. (March 2010)

1992

Paul Bernon pbernon@rubicon-realestate.com Timothy Curry ’92 (timothy.curry@dhs. gov) writes, “I am currently a Senior Policy Advisor for counter terrorism at the Department of Homeland Security. Recently I have been helping to lead the effort to develop a strategy to address issues of violent extremism and homegrown terrorism for the DHS and the National Security Staff at the White House. As part of this effort, I have traveled to London, Belfast, New York City, Minneapolis, San Antonio and Tampa to meet with US Special Operations Command. I look forward to hearing about other classmates and how they are doing. (May 2010) Federico Valdes Riveroll ’92 (fevari00@

hotmail.com) and his wife Paola are living in New York with their first daughter Miranda, born on December 21, 2010. Fede is studying a Masters in Public Administration, focusing on Urban and Social Policy, at Columbia University’s School for International and Public Affairs. (December 2010)

1993

James Heather ’94 (james.heather@gmail.

com) writes, “I am living in London where I have been involved in a number of interesting projects. I am currently running a not-for-profit hydro power development company. We are in the process of submitting a proposal to utilize a large weir on the Thames in London. We are aiming to use Archimedes screws that are turned by water flowing over the weir to generate green electricity that will be sold directly into the National Grid. The profits will be used to further low carbon solutions within the local community. The project will cost approximately £2 million ($3,057,000) in total and generate in excess of 1.5 GWh per annum, enough to power about 500 households and creating CO2 savings of around 800 tonnes per annum. The project is reported as being the largest ‘run of the river’ hydro project in Europe and is particularly unique due to the tidal nature of the river at the point we are planning construction. It is particularly exciting as it is happening directly within one of the world’s largest cities, and we are hoping the project will raise awareness of the viability of renewable energy both here and elsewhere. I also work with the local group that has just been successful in having our community designated a Low Carbon Zone by the Greater London Authority. The aim of the LCZ initiative is to reduce the area’s carbon emissions by 28% by 2012. There are 10 LCZs in London. We are working together on a sustainability program for the area.” (April 2010)

Rowan Driscoll rowanbdriscoll@gmail.com

[Editor’s note: Nick Van Vactor writes on his blog “Rake.” More details about his blog are featured on page 39.] 30

& Angus Burgin ’95 (burgin@gmail.com)

is an assistant professor of history at Johns Hopkins University. He and his wife are enjoying their new son, Alexander. Angus is planning to publish his book next year.

Angus in his book-lined office.

Hacker Burr Õ 95 (r) visited Coach Caleb Thomson Õ 79 (l) and others at Fessenden last July.

Peter Tio Õ 95 and his wife Ashley visit with Ted Pearre during a summer visit from their home in Ohio.

Nate Richards nathanielsrichards@gmail.com

Ben Collier bencollier@gmail.com pinchenick@yahoo.com

Scott Belsky scott@behance.com

1996

1994

& Nick Van Vactor

1995

Stephen Robb srobb@robbenterprises.com James Heather Õ 94 (left) on Teddington Weir in London.

Greg Rubin gregrubin42@gmail.com Erik Winchell portlyotter@comcast.net

www.fessenden.org

ClASS NOTES John Colbert ’96 (johnnyc17@yahoo.com) has been co-writing and directing a new web series called “Helping Hands” about a narcissistic woman in HR. See the first episode at http://youtu.be/mXc2U8IwG3o?hd=1. (December 2010)

1997

Brack Baker

bbaker@gbfinancial.com Chris Bilello ckbilello@gmail.com Jeffrey Zampieron jzampier@zproject.net Christian kiley ’97 (christiankiley@

gmail.com) produced A Show About Us in December at The Brattle Theatre in Cambridge. Check it out on YouTube. (December 2010) Jack Snyder ’97 (jbsnyder1981@gmail.com)

lives in Greenwich, Connecticut, where he worked on several 2010 election campaigns including Linda McMahon’s Senate race. He has been involved in Take it to the Max, (www.maxcourage.org), an organization that strengthens students’ literacy skills and character development. The Max Warburg Courage Curriculum, named in memory of the brother of Frederick Warburg ’97, is now used throughout Boston public schools and expanding every year. Other Fessenden alumni active in the annual fundraising event in Boston for young adults include Mr. and Mrs. Reis Alfond ’96, David Almquist ’97, Brent Berc ’96, Jared Franklin ’99, Matt Javitch ’97, Zack kurland ’97, Owen McDonagh ’00, Ben Shealey ’97, Jonathan Smith ’00, Mac Stemberg ’99, Ted Stern ’97, Austin Vandeveer ’97 and Fred Warburg ’97. He has also stayed in touch with Fessy friends at Ohio Wesleyan and in Boston. (December 2010)

Jeffrey Zampieron ’97 (jzampier@zproject.net)

is living in Manchester, New Hampshire, and working as a Senior Software Engineer on software defined radio products at DRSICAS in nearby Merrimack. (August 2010)

1998

Dave Bowman Bowman.David@bcg.com Andrew McCarthy a.r.mccarthy@gmail.com

Michael Greenwald ’99 (michael.green-

wald00@gmail.com) graduated from Boston University School of Law in May, 2010, and is working for The Office of Terrorism and Financial Intelligence (TFI) at the U.S. Treasury Department and was selected as an Alexander Hamilton Fellow. Michael was also recently named to the U.S. Holocaust Museum Next Generation Board in Washington, D.C. (May 2010)

Paul Roberts paulallenroberts@hotmail.com

1999

Michael Greenwald michael.greenwald00@gmail.com Tyson Robb tyson.robb@gmail.com

Secretary of State Hillary Clinton and Michael at recent Washington meeting.

ZanWinchell alexander.winchell@gmail.com

Ben kurland ’99 (benfuture@gmail.com and

Wesley Barker ’99 (barker.wes@gmail.com)

writes, “I recently moved from Minneapolis to the Wicker Park neighborhood in Chicago, Illinois. I still work for UGL-Equis as a commercial real estate broker specializing in tenant representation and now work out of our headquarters office in downtown Chicago. I have also been spending a lot of time as an active member of the American Red Cross as both a volunteer and as part of their Auxiliary Society.” (October 2010) Tim Flanagan ’99 (tflana06@gmail.com) is

living in Burlington, Vermont, and working at ARD, Inc., an international development consulting company. (April 2010)

www.benkurland.com) writes, “I am still living in Los Angeles pursuing a career as an actor. I have a web series (www.candygirlswebisode.com) that is being launched Friday, October 22…I was also recently cast in The Artist, starring John Goodman, James Cromwell, Jean Dujardin, and Berenice Bejo. It will be premiering at the 2011 Cannes Film Festival in France and will hopefully be in theaters sometime next summer.” (October 2010) [Editor’s note: This film’s lead Jean Dujardin won best actor.]

2000

Nick Fessenden nicholas.fessenden@barcap.com

Four members of the Class of 2000 met in Mexico City: (l-r) Nicholas Fessenden, Ignacio Sotomayor, Pablo Funtanet, and Luis Cervantes. (July 2010)

www.fessenden.org

ClASS NOTES Luis Cervantes ’00 (lcervantes@adventinternational.com) has been working for the private equity firm Advent International and will begin business studies in the fall. (December 2010)

Ricky kaufman ’01 (ricky.kaufman@yahoo.

Matt Gregory ’00 (mgregory84@gmail.com) writes, “I was in Boston doing finance, but left my job to pursue food professionally. I worked for Bruce Shaw ’66 at Harvard Common Press, which specializes in cookbooks. I knew I wanted to get more involved in food production, though, and moved to New York City this past June to do some consulting work. About a month ago, one of those consulting projects turned into a fulltime position. I’m now the Specialty Sales Director at Two Degrees (www.twodegreesfood.com), a new food company which is in the process of launching a nutrition bar. For every nutrition bar we sell, we give a medically formulated pack to a malnourished child in a developing country, 1-for-1. We are partnered with Partners in Health and Valid Nutrition, which are producing and distributing the packs. I’m totally new to social entrepreneurship, but really enjoying my experience so far.” (December 2010)

(evan@evansaunders.com) After running a social media company in Boston for over a year, Evan is now living in Beijing studying Mandarin and working as Director of Evan Saunders Õ 01 Business Development for The Charitarian, a China based magazine covering NGO’s, CSR, and philanthropy with a readership of ¼ million – the only one of its kind published in the country. Evan still stays in close touch with his longtime friend and fellow classmate, Richard kaufman ’01, while pursuing new opportunities on the opposite side of the world. (December 2010)

2001

com) is pursuing a Masters in Computer Information Systems at Boston University and expects to graduate in 2012. (May 2010)

& Evan Saunders ’01

Nick Webber ’01 (ngwebber@gmail.com) works as Account Director for News America Marketing and recently moved back to the Boston area to manage NAM’s account at Staples’s world headquarters in Framingham. (September 2010)

Neal Curtin curtinn@gmail.com

Taylor Donner ’02 (atdonner@gmail.com)

helped create the Pro Humanitate Honor Roll at Wake Forest University. The honor roll recognizes students that perform at least 50 hours of community service a semester. Taylor also played a large role in establishing the Birdies for Brian Piccolo Golf Tournament and mentors a child as a Big Brother. Last summer he taught mathematics at an orphanage in Ghana. (March 2010)

& David Yanofsky ’02 (fessy@yerit.com)

is living in New York City and working as a graphic designer at Bloomberg L.P. He creates infographics and data visualizations for bloomberg.com, businessweek.com and the Bloomberg Professional. (December 2010)

Nate Haywood Nathaniel.Haywood@gordon.edu Tanner N. Tillotson ’03 (tanner.tillotson@

NickWebber ngwebber@gmail.com

com) writes, Ò Recently graduated from the University of New Hampshire majoring in Communication with a Political Science minor. Wrapped up an internship at O’Neill and Associates, a public relations and government relations firm in Boston, this November and am currently looking for a job in any related field.” (December 2010)

gmail.com) has lived in New York City since 2006, and recently graduated from Columbia University and started work in Citigroup’s Investment Banking Division. He had a great time reconnecting with a group of Fessenden classmates at an unofficial Class of 2002 reunion in NYC earlier this fall. Those present included Dave Boucher, k.J. Delahunty Nirmel, Alex Bernon, Alex Saunders, Charley Zodda, Matt Deitch and Josh king. (November 2010)

2003

Alex DeBlois ajr4@unh.edu

Alex DeBlois ’01 (debloisalexander@gmail.

Nate Anschuetz ’02 (nathaniel.anschuetz@

Nick tells about his teacher Jeff Epstein Õ 55 at the Alumni Fall Dinner.

2002

Nathaniel Anschuetz nathaniel.anschuetz@citi.com Clark Winchell Cdwinchell@gmail.com

gmail.com) and Alden Winder ’04, reconnected sailing on the North Shore this past summer, shortly before Tanner embarked on the schooner Roseway for St. Croix. He is now working on the boat, teaching navigation to 7th graders and fixing electronics. (February 2010) Ryan Ward ’03 (wardr@bu.edu) graduated in May from Boston University with a degree in international relations and a concentration in security studies and counter-terrorism. (December 2010)

www.fessenden.org

ClASS NOTES 2004

2007

Alex Clifford-Williams aclifford@uchicago.edu

Jasper Heaton jasper_heaton@loomis.org

2005

Brian Uhm tuhm@groton.org

Nick Anschuetz nsa08@hampshire.edu

Mike Pallotta mpallotta@mxschool.edu Alessio Tropeano alessio1135@aol.com Ben Driver ’05 (benjamin.c.driver@dart-

mouth.edu) is a sophomore at Dartmouth College majoring in English, with a possible focus in mediaeval literature. He is swimming for Dartmouth and coaching the Boston Elite Swim Team that teaches inner city youths to swim. He is also creating a business on Martha’s Vineyard to teach children there to swim. (March 2010)

Jeronimo Contreras j_contreras13@hotmail.com

Bill Arnold ’07 (bna2492@hotmail.com) was

picked in the 4th round (108th overall) by the Calgary Flames in the annual NHL draft. He will attend Boston College in the fall. Bill helped lead Team USA to its second consecutive Under-18 gold medal at the 2010 IIHF World Championship in Minsk, Belarus. Bill scored 17 goals and 27 assists for the team during the season. He was captain of Fessenden’s back-to-back undefeated teams in 2006 and 2007 and has committed to play for Boston College in 2010-11. [Editor’s note: Bill scored the winning goal for the Eagles against Maine] (April 2010)

2006

Brian Correa brian.correa@gmail.com Michael Yoo jyoo@exeter.edu John Coukos ’06 (johnscoukos@gmail.com)

will attend Northwestern University in the fall in their Integrated Science honors program for math and science. He is also excited to have a chance to wrestle at a Big Ten school. He was a high school Division 1 State finalist for two seasons and fifth in New England his senior year. (July 2010)

Ryuji Sakata ’06 (flyingswanstyle@hot-

mail.com) was accepted at Hitotsubashi University and one of the top business programs in Japan. (March 2010) Congratulations to Ander Azcarraga ’06 and Stephen Mayor ’07 for representing Mexico and Bermuda, respectively, in the 2010 World Lacrosse Championships (www.2010worldlacrosse.com) in Manchester, England! (July 2010)

www.fessenden.org

American counterparts than not; they like the same games, play the same sports and listen to much of the same music...The landscape of the Middle East is breathtaking, and the Jordanian culture and people are fascinating. I have had discussions with students on topics ranging from Jordanian culture and history, to the current situation between Israel, Palestine and American foreign policy, to Champion’s League Soccer...I already see how the world is more interconnected than not, and that the people of the Middle East are far more like us than one would expect.” (October 2010) Just retired Fessenden teacher Lilla Willey writes: “Brian Uhm ’07 held his very own recital in Groton’s St. John’s Chapel on May 20th. He played an organ piece, Mozart’s 21st Concerto, and Beethoven’s Moonlight Sonata, all to perfection and with his usual brio. This glorious performance was attended by four current Fessenden boys, along with Groton students Brad Uhm ’10 and Daniel Hong ’08. After the concert, David Goldberger ’08 and James Wildasin ’07 both came to speak with us. It was a super mini-Fessy reunion! Brian will be attending Oberlin College in the fall where he will pursue his studies in music and will begin his pre-med courses.” (May 2010)

2008

James Danziger JamesDanziger@stmarksschool.org Bill Arnold Õ 07, Team USA U-18 World Champions.

Chris Hopkins ’07 (cth1@ihopkins.net) is

working as a fellow at King’s Academy in Amman, Jordan. He manages community service for the school, working with Habitat for Humanity, local orphanages and water quality awareness. He also tutors math, science and economics, coaches soccer, and is an older brother to the Freshmen and Junior boys in his dorm. He writes, “Students in the Middle East are far more alike their

Arthur Gosnell ARGosnell@gmail.com James kim wjkim@deerfield.edu Caleb Lehner caleb@lehner.us Raj Muchhala rbmuchhala@mxschool.edu Zach Ellison ’08’s mother Jill writes, “What a

fun Fessie-filled Friday I had last weekend. St. Paul’s School hosted the Independent School League cross country championship race, and Fessenden was all over the

ClASS NOTES field. Zach [zach.ellison@gmail.com], as co-captain for Nobles ran #2 for varsity. Matt DeAngelis and Chris Conway (and possibly others I didn’t know as Fessie boys) ran JV for Nobles. Zach’s classmate and friend, Cam Parker, now at St. Pauls, cheered on Zach as well as runners and former classmates Scott Murphy (Milton) and Stephen kuenstner (RL). I also saw Cam Scary running for Belmont Hill.”

Thomas Mathiasen ’09 (tmathiasen93@com-

(l-r) Zachary Ò ZÓ Roach Õ 10, Michael Akande Õ 10, Jay Patenaude Õ 09, and Arthur Gosnell Õ 08 at St. AndrewsÕ s School in Delaware. Writes Tim Murphy, Director of Placement, who visited them, Ò they are all doing well and happy at their new school!Ó (September 2010)

2009

Nathan Coffin njcoffin@verizon.net Ben kent BenKent@nobles.edu Henry Young henry_young@stgeorges.edu

cast.net), a sophomore at Concord-Carlisle High School during the 2009-2010 school year, was chosen by his school to participate in the Hugh O’Brian Youth Leadership Seminar at Bentley University. Each year the program selects sophomores from across the state to participate in workshops with political, business and community leaders in order to guide young achievers in ways to effectively impact their communities. (July 2010)

2010

Thomas Cecil tcecil13@groton.org Omash Ekperigin oekperigin@williston.com Creighton Foulkes creighton.foulkes@concordacademy.org Christopher Pease peases34@aim.com Jae Shim shim9477@hotmail.com

Fessenden alumni classmates finish their last high school cross-country meet at the NEPSTA Division II Championships in November 2010. (l-r) Stephen Kuenstner Õ 08, senior at Roxbury Latin, Zach Ellison Õ 08, senior at Noble & Greenough, and Danny Lamere Õ 08, senior at Milton Academy. (December 2010)

Daniel Lamere ’08 (Daniel_Lamere@ milton.edu), a senior at Milton Academy, is in a rock band that raised over $4,000 for Children’s Hospital. In addition, they qualified for a Band Brawl at Patriot Place in June. He went to Spain with the Milton Academy Chamber Singers where they performed several concerts including in the cathedral where Christopher Columbus is entombed! He was recently elected president of the Chamber Singers. He runs crosscountry in the fall (best season for Milton Academy since the ‘80s!) and swims with the Milton Academy swim team in the winter. (May 2010)

Pranay Bose Õ 09 (pranaybose@gmail.com) and the Belmont Hill crew team edged out Choate by three seconds to win the 2010 US Rowing Varsity Boys Four National Championship on Lake Harsha in Cincinnati, Ohio. (June 2010)

Robert Coukos ’09 (rwcoukos@gmail.com)

enjoyed his year at Framingham High School. He ran on the cross-country team, wrestled, and threw the javelin in outdoor track. (July 2010)

Turner Frankosky ’09 (tfranksosky@walnut-

hillarts.org) is a junior at Walnut Hill School for the Arts where he has had major roles in several theater productions. He recently played the lead in the musical A Year with Frog and Toad. (January, 2011)

Taken at Camp Becket, where Placement Director Tim Murphy bumped into Loomis ChaffeeÕ s sophomore class: from left to right are Michael Lin, Feng Ò JackÓ Xiong, and George Fay, all Fessenden Class of 2010 and all doing well at Loomis. (September 2010)

Justin Lamere ’10 (lamere@comcast.net)

played on the undefeated Milton Academy freshman football team of the fall 2009 (yes — they beat Fessy!). As a freshman, he also played on the freshman basketball and baseball teams. (May 2010)

www.fessenden.org

ClASS NOTES Harrison Thayer ’10 (hrthayer@cfl.rr.com) is

living in Winter Park, Florida, where he is involved in school government and won a national schoolboy rowing championship for freshman 8’s at the Stotesbury Cup in Philadelphia last year. (January 2011)

UPCOMING EVENTS 2010-2011 Annual Fund Closes

Thursday, June 30, 2011

Alumni Soccer Game

Wednesday, August 24, 2011

Alumni Legacy Photo

Tuesday, September 21, 2011

4th Annual Parker Boys’ Golf Outing, Dedham Golf and Polo Club

Monday, September 26, 2011

Alumni Fall Dinner and Reunion

Friday, October 21, 2011

Admissions Open House

Sunday, October 23, 2011

Kindergarten Admissions Open House

Tuesday, November 15, 2011

Thanksgiving Young Alumni Reunion

Saturday, November 26, 2011

Admissions Open House

Sunday, December 4, 2011

Admissions Information Evening

Monday, January 9, 2012

Alumni Hockey Game

Sunday, January 29, 2012

Boston Alumni Happy Hour

Thursday, April 26, 2012

Alumni Lacrosse Game

TBD

Log in to “My Fessy” at www.fessenden.org to update your contact information, search the alumni directory, visit your class page or write a class note. Contact Daniel Page, Director of Alumni Programs, at dpage@fessenden.org or 617-630-2312 with questions.

Save-the-Date 4th Annual Parker Boys’ golf Outing to Benefit the Parker Boys’ Scholarship Fund at The Fessenden School Monday, September 26, 2011 Dedham Golf and Polo Club Dedham, Massachusetts Created in May 1910 as a merger of two clubs, the golf course is the only one in Massachusetts designed by Seth Raynor, and to this day it remains virtually the same. Be sure to check www.fessenden.org for more information about the golf outing as the event date approaches! www.fessenden.org

Alumni Bookshelf

Many Fessenden alumni are accomplished writers in a wide range of genres. A few are highlighted here. For a more extensive list, please visit Fessenden’s website at www.fessenden.org/alumni.

The late Douglas Moore, Class of 1907, was a legendary figure in American opera. He composed The Devil and Daniel Webster and The Ballad of Baby Doe, and won the Pulitzer Prize for music in 1951 for the opera Giants in the Earth. He studied at Yale and in Paris and was the Chairman and Professor of Columbia University’s Department of Music for several decades. Moore wrote the school song “Hail to Thee, Fessenden!” at age fifteen. The late Whitney Balliett, Class of 1941, was The New Yorker magazine’s jazz critic for over forty years. He wrote over 550 signed articles for the magazine, as well as many “Talk of the Town” articles and numerous books.

Mark DeVoto, Class of 1953, is a Tufts University

Professor of Music emeritus. DeVoto has published extensively on a broad range of musical topics including Alban Berg, Debussy, and harmony. He has also composed and arranged many musical works. More at www.tufts. edu/~mdevoto/

George Howe Colt, Class of 1968, is a journalist

and author of The Big House and November of the Soul: The Enigma of Suicide. The Big House, about his family’s last summer at their summer house on Cape Cod, was a finalist for the National Book Award.

Matt Nathanson, Class of 1988, is a singersongwriter whose work has received considerable acclaim in recent years. His songs have gone double platinum (3,000,000 in sales) and been featured on film (American Wedding) and television series, including CSI, One Tree Hill, Private Practice, Melrose Place, 90210, Vampire Diaries, and American Idol. Visit Matt’s website at www. mattnathanson.com Nicholas van Vactor, Class of 1994, writes Rake, an online blog of his essays, reviews, a novel for which the blog is named, and Ò random comments on life.Ó The blog also contains videos of family and friends’ experiences with cultural figures such as Allen Ginsberg and Francois Mitterrand. Readers can follow Nick at http://vanvactor.blogspot. com, on Twitter and via other online social media.

Christopher Tilghman, Class of 1960, is Professor of English and Director of Creative Writing at the University of Virginia. Tilghman has won a Guggenheim fellowship and numerous other literary awards. His works include the short story collections In a FatherÕ s Place and The Way People Run, and the novels MasonÕ s Retreat and Roads of the Heart. More at http://www.engl. virginia.edu/faculty/tilghman_christopher.shtml

www.fessenden.org

Dr. Susan-louise “Mandy” Fessenden Brauer Establishes The Noah Fessenden Givets ’86 Fund To experience the many wonders of Egypt or join in the adventures of a baby camel as he comes of age, one need look no further than The Fessenden School library. Written by Dr. Mandy Fessenden Brauer, Goodnight my Cairo takes young readers on an evening tour of Cairo’s wonders, while The Camel that had No Hump follows the journey of a young camel as he discovers his unique purpose in life.

ES FESSEN Frederick D James Fessenden Society AM

The Frederick James Fessenden Society honors those individuals who have demonstrated a commitment to the future of Fessenden by including the School in their estate plans through a bequest, charitable trust, gift annuity, life insurance or other planning vehicle. DERIC

FRE

ES FESSEN

SOCIE T Y

DERIC

Dr. Susan-Louise Ò MandyÓ Fessenden Brauer and Fred Brauer

SOCIE T Y

FRE

For more information regarding planned giving, please contact Daniel Page, Director of Alumni Programs and Planned Giving, at dpage@fessenden.org or 617-630-2312.

SOCIE T Y

www.fessenden.org

A clinical child psychologist and author of many children’s books published in Egypt in English and Arabic, Dr. Mandy has recently had her first story translated into Vietnamese. Dr. Mandy cares passionately about education and learning, as did her son, Noah. She is a former professor at The American University in Cairo and a Senior Fulbright Scholar at Cairo University’s Medical School Department of Psychiatry. In recent visits to West Newton, she has observed how The Fessenden School “is a place that inspires character development and educates the whole boy.” Her decision Eto S FESSEN D AM name The Fessenden School as a beneficiary of this gift as well as in her will grew from a desire to ensure that the School will continue to nurture and educate boys for generations to come. She and her husband, Fred, divide their time between Cairo, Egypt; Oceanside, California and Ubud, Bali, Indonesia. Dr. Mandy welcomes any and all contacts from students who knew her or her son, Noah, at: drmandy99@yahoo.com.

Noah Fessenden Givets Õ 86 in a yearbook photo.

FRE

Dr. Susan-Louise “Mandy” Fessenden Brauer spent her childhood years living at The Fessenden School. The granddaughter of founders Frederick James and Emma Hart Fessenden and daughter of “Mr. Frederick” James Fessenden, Jr. ’18, the school’s treasurer, business manager and coach from 1929 to 1969, Mandy appreciates her family’s legacy with the School. In 2000, Mandy’s son, Noah Fessenden Givets ’86, passed away tragically in a plane crash. To honor Noah’s memory, Mandy recently established The Noah Fessenden Givets Õ 86 Fund with a generous gift to the endowment. She also joined the Frederick James Fessenden Society by including The Fessenden School in her estate plans.

In Memoriam HENRY BELIN IV ’41 died on September 24, 2010, at his home in Waverly, Pennsylvania. Hank and his wife, Joan Kinney Belin, had just celebrated their 59th wedding anniversary earlier that month. Hank spent the greater part of his career as a Special Agent CLU for Northwestern Mutual Life Insurance Company. He served on the board of the Boys and Girls Club of Northeast Pennsylvania, and received the 2007 Champion of Youth Award. In his early years, Hank served in the United States Army in the Fourth Armored Division of the Third Army in the European Theater, and played on the U.S. Army hockey team. He graduated from the Hotchkiss School in 1945 and Yale University in 1951. Hank was predeceased by two of his daughters, Joan Welles Belin, in 1977 and Leslie Belin McCall, in 1989, and a brother, Paul Beck Belin, in 2009. He is survived by his wife, three daughters, grandchildren, step-grandchildren, step-great grandchildren, and his sister, Alice Belin Fish. CRAWFORD A. BLACK ’38 of Vero Beach, Florida, died on May 12, 2010. Crawford was President and CEO of C.R. Black, Jr. Corp., and went on to merge the company into Carroon & Black in New York, growing it into the fifth largest insurance services company in the world. He spent a great amount of time travelling to London, Beirut and the Alaskan Pipeline. Crawford and his wife, Joan Ellen Hurley Black, created the The Joan E. Black and Crawford A. Black Õ 38 Scholarship Fund at Fessenden. In addition to Fessenden, Crawford attended the Hill School, Milford Academy and Yale University ’45W. He went on to serve in the U. S. Marine Corps. He was predeceased by his brother Clint ’41. He is survived by his wife, Joan Crawford; his cousin, Hiram ’36; and his nephew, Clinton ’61. GEORGE L. BROWNELL II ’32 of Londonderry, Vermont, died on June 5, 2010. He worked in his family’s business, G. L. Brownell, Inc., in Worcester, Massachusetts, became President, and then went on to work at the Wyman Gordon Company in Worcester before retiring to Londonderry with his wife, Barbara H. Brownell, in 1975. Before serving in the U.S. Navy from 1942 to 1947, George graduated from Loomis Chaffee School in 1936 and Yale University in 1940. He was predeceased by his wife in 2007. He is survived by his daughter, Susan B. Woodbury, and his son, David H. Brownell. THOMAS N. CARRUTH ’42 of Lancaster, Ohio, died on July 10, 2010. He worked in sales for over 35 years for the Anchor Hocking Glass Company. After Fessenden, Tom graduated from Kenyon College in Gambier, Ohio, and served in the US Army during the Korean War. He is predeceased by his wife of fifty years, Jacqueline Sue Curruth; brothers, Harry, Frank and Bob Carruth; and sister, Eleanor. Tom is survived by his daughter, Joan Fithian, and son-in-law, Michael; granchildren, 38

Bradley and Lauren; his son, Thomas Carruth, and daughter-in-law, Linda; grandchildren, Jacqueline, Thomas and Kristine; and his sister, Tish. SAMUEL M. CLAPPER ’44 of Framingham, Massachusetts, died on June 18, 2010. Samuel worked for his family business, The Clapper Co. Inc., in West Newton for over 25 years, and then went on to start his own Turf Irrigation Company. Samuel served in the U.S. Air Force and was a veteran of the Korean War. Samuel is survived by his wife, Barbara Ann; his three children, Eric Clapper, Elizabeth O’Laughlin, and Nancy Schwartz; and seven grandchildren. ALBERT COONS, JR. ’35 of Camp Hill, Pennsylvania, died on August 31, 2010, at The Hill of Whitemarsh Life Care Community in Lafayette Hill, PA. He was a 1st Lieutenant during World War II in the U.S. Army, and a regional executive for 36 years at Pomeroy’s, Inc. Additionally, Coons served as president of the Dartmouth Club of Harrisburg, West Shore Country Club, and Kiwanis Club, as well as director of Family & Children Services, Boys’ Club of Harrisburg, Harrisburg Chamber of Commerce, and the Harrisburg Symphony Association. After attending Fessenden, Albert graduated from Phillips Exeter Academy in 1939 and from Dartmouth College in 1943. He is survived by his wife, Louise L. Coons; two sons, Al Coons III and John Coons; and daughter, Helen L. Coons. DONALD E. CUMMINGS ’55 of Juno Beach, Florida, died on December 19, 2010, after a long battle with lymphoma. He was a national accounts manager at Sanford Corporation for 25 years, and known by his colleagues as “Sharpie King Don.” After growing up in Haverhill, Massachusetts, and attending Fessenden, Don went on to graduate from Milton Academy and Boston University. He is survived by his wife, Eileen Bass Cummings; nieces and nephews, Stacy, Jack and Benjamin Dahlstedt and Craig Lederman. GEORGE W. CUTTING, JR. ’47 of Oyster Bay, New York, died on May 13, 2010. He was a stock broker and portfolio manager, as well as an active volunteer for a wide array of non profit organizations, including Cold Spring Harbor Laboratory, where he served on the Board of Trustees. After Fessenden, he went on to graduate from the Brooks School and Yale University. George was predeceased by his brother, John A. Hinckley ’46. He is survived by his wife, Lucy, to whom he was married for 52 years; his children, George W. Cutting III, Lucy Cutting, Cynthia Cutting Robinson, and Susan Cutting; his brother, A. Neville Cutting ’61; his grandchildren and sisters. George was a member of the Frederick James Fessenden Society which recognizes individuals who include Fessenden in their estate plans. www.fessenden.org

THOMAS P. PLUMMER ’45 of Wellington, Florida, died on March 20, 2011. DAVID PRATT of Byfield, Massachusetts, died on March 14, 2010, after a long battle with cancer. David taught Photography at The Fessenden School during the 1990-1991 school year, and is survived by his wife, Robyn Silverman and his daughters, Haley and Maggie. KERMIT A. SCHOTT ’84 of Cumberland Center, Maine, died on July 6, 2010. A successful businessman, he started his own company, Red Mill Lumber in Casco, Maine. Following his time at Fessenden, Kermit went on to graduate from Choate Rosemary Hall, the University of Maine in Orono, and Oregon State University, where he received a master’s degree in Forest Productions. Kermit is survived by his wife, Melinda; children, Zoe and Jacob; parents, Dr. and Mrs. John Schott; sister, Jennifer; and brother, Jared Schott ’82. RICHARD SEARS ’32 of Gifford, New Hampshire, died on January 5, 2010. Richard graduated from the Massachusetts Institute of Technology and was an Aeronautical engineer. He went on to perform Aeronautical research and design at NACA (National Advisory Committee for Aeronautics) Langley Research Center, and later at Raytheon Missiles Systems Division in Bedford, MA. Richard is predeceased by his wife, Anna, and brother, Bruce ’36. He is survived by his brothers, Douglas ’33 and Donald ’39; two sons; three grandchildren; nephew, Doug ’61; and three great grandchildren. DAVID B. STONE ’42 of Boston, Massachusetts, died on April 12, 2010, after suffering a stroke. David was founder and president of the board of directors at the New England Aquarium, and served as director, president and chairman of the investment firm North American Management Corp. In addition to Fessenden, he was a graduate of Milton Academy, the U.S. Merchant Marine Academy in New York, and Harvard University, where he received both his undergraduate degree and his M.B.A. He served on the board of many of organizations, and was the leader of the Boston Municipal Research Bureau. David was predeceased by his son, David S. ’66, in 2003. He is survived by his wife, Margot; sons Ben ’68, Peter ’70, Drew, Jonathan ’72, and Daniel; brothers, Galen and Henry ’50; nephews, Brewer ’73 and Galen ’70; grandnephew, Galen ’05; and ten grandchildren. ROBERT E. TOPPAN ’40 of Rye Beach, New Hampshire, died on June 27, 2010, after a long illness. Bob was a banker at The Merchants Bank of Boston, as well as a financial consultant and investment advisor. After attending Fessenden, Bob went on to graduate from Milton Academy in 1944, and Harvard University in 1950. During World War II, he www.fessenden.org

served as a Technical Sergeant and was awarded the Victory Medal and the American Theater Campaign Ribbon. Bob was predeceased by his brother, Frederic W. Toppan ’44. He is survived by his wife, Constance Fields-Toppan; three children, Angela Toppan, Alexander Cushing Toppan, and Cressida G. Toppan. STEPHEN TOWNSEND of Newton, Massachusetts, died on June 26, 2010. Stevie was a beloved member of the food services staff at Fessenden for 28 years. He is survived by his parents, Rev. Dr. John T. and Mary Rust Townsend; brother, William Townsend and his wife, Julianne; and nieces and nephews, William T. “Quint,” Helen and Kai Townsend. LOUIS S. WEEKS, JR. ’32 of Lutherville Timonium, Maryland, died on August 21, 2010. JEFFREY B. WELLMAN ’73 of Narragansett, Rhode Island, died on February 3, 2010 at his home. He was a salesman for Wellman, Inc., in Boston; owner of “Whole Earth,” a green store in Santa Fe, New Mexico; a realtor in the Santa Fe area; a certified EMT; and volunteer and President of the Santa Fe Search & Rescue. In addition to Fessenden, Jeff was a graduate of the Middlesex School, Boston College, and the Brooks Institute of Photography in Santa Barbara, California. He is survived by his wife, Sally; his two sons, Ian and Nathaniel; a brother, Arthur III; a sister, Lesley; and nieces and nephews. JOAN T. WHEELER of Falmouth, Massachusetts, died on August 10, 2010. She was a graduate of the Columbia Presbyterian School of Nursing in 1945 and worked at Boston City Hospital as a pediatric nurse. Concerned with child abuse, Joan was involved in establishing the Massachusetts’ Parents and Children’s Services, the Parental Stress Line and the Parents Anonymous Massachusetts chapter. Joan was predeceased by her husband of 60 years, Henry Wheeler III ’37, who served as an interim headmaster and a trustee of Fessenden for more than a decade. Joan was the mother and mother-in-law of Peter Wheeler ’65 and Elizabeth Munro, a member of Fessenden’s Board of Trustees and chair of the Institutional Advancement Committee. The Wheeler Family’s decades of philanthropic support to Fessenden extends to the renovated library named in honor of Joan’s husband. More recently, Peter and Elizabeth have established The Wheeler Family Fund and The Wheeler Family Award through their gift to Character & Community. Joan is survived by her sons, Nick Wheeler ’61 and Peter Wheeler ’65, and daughters Markie Clowes and Sage Wheeler; nine grandchildren, including Fessenden alumni Hal Wheeler ’97 and Henry Wheeler ’08; and sister, Eleanor. Joan and Henry were members of the Frederick James Fessenden Society through the Henry Wheeler 2003 Charitable Lead Trust Fund. The Frederick James Fessenden Society recognizes individuals who include Fessenden in their estate plans. 39

The Fessenden School: Where Generosity Helps Build Character and Community 2010-11 Annual Fund

“ Fessenden’s AnnuAl Fund enAbles the school to mAintAin its level oF excellence. We Are proud to support such A noble cAuse.” – Fessenden Parent

2010-11 Annual Fund Highlights as of April 30, 2011: Goal: $1,350,000 $1,270,000 in gifts and pledges 967 donors 207 Red & Gray donors have given more than $878,000 (donors who give $1,500 or more) 70% of current parents have participated in the Annual Fund, giving more than $832,000 343 alumni donors have given more than $120,000

Every year over 1,000 parents, trustees, alumni, parents of alumni, grandparents and friends make a gift to the Annual Fund. Tuition alone does not cover the cost of educating a Fessenden boy, and gifts to the Annual Fund help bridge that gap. The Annual Fund represents 10% of the School’s net revenue, and gifts to the Fund enable Fessenden to offer competitive teacher salaries and financial aid to boys. Each and every gift supports the character of Fessenden’s community. As of April 30, 2011, the 2010-11 Annual Fund is thriving with $1,270,000 in gifts and pledges. If you made a gift or pledge to the 2010-11 Annual Fund–thank you. Your generosity is deeply appreciated. If you would like to make a gift, please contact Henry Lapham, the Associate Director of Institutional Advancement, at hlapham@fessenden.org or (617) 630-2310.

Thank You For Supporting Fessenden!

“ i give to the AnnuAl Fund becAuse WhAt i leArned At Fessenden hAs become A WAy oF liFe For me And my FAmily.” – Fessenden Alumnus

“ We support Fessenden becAuse our son developed A sense oF morAls, chArActer, the importAnce oF giving bAck to community, And liFe-time Friends—in Addition to A First-rAte educAtion.” –Fessenden Parent of Alumnus

“ We give to Fessenden becAuse the school not only educAtes but nurtures And inspires our grAndson to be the best person he cAn be.” – Fessenden Grandparent

www.fessenden.org

Announced in 2010, Character & Community strives to secure

Fessenden’s financial sustainability in support of faculty and staff compensation and financial aid, through significant growth in the School’s

endowment and sustained annual support. The campaign’s $25 million goal includes adding $20 million to Fessenden’s endowment and raising $5 million for the Annual Fund. Ongoing endowment growth will

deepen the permanent funding for these priorities and will help lessen Fessenden’s dependence on annual tuition increases.

Endowment to Support Faculty In recent years, Fessenden has made a

renewed commitment to offer adequate

compensation and benefits to the faculty and staff. Providing compensation that will allow younger teachers to support

their families and that will reward master teachers for their years of service is essential to meeting Fessenden’s mission of bringing out the best in boys.

Increasing the endowment funds avail-

able for compensation will provide a

perpetual resource of funding to attract

and retain excellent teachers who understand and are committed to all-boys education.

Endowment to Support Financial Aid Teaching, nurturing and celebrating

each boy’s potential is realized when

Fessenden is able to enroll promising

students regardless of financial circumstances. Offering such aid enriches the

entire community. Fostering an inclusive community means providing students

with an academic and social environment that encourages an understanding of the

inter-connected world beyond the classroom. Endowment for financial

aid is essential to the full realization of the School’s mission and ability to remain competitive.

Character & Community The Fessenden community is

one in which character education and development is at the heart

of the faculty’s commitment to the

boys. To make an impact with your gift to Character & Community: The Campaign for Fessenden’s Endowment, please contact

Elizabeth Alling Sewall, Director of Institutional Advancement at 617-630-2313 or

esewall@fessenden.org.

www.fessenden.org

T HE FESSENDEN SC HOOL 25 0 WA LTH A M STREET WEST N EWTO N , MA 02 46 5 Address Serv i ce R eq uested

NonProfit Organization U.S. Postage PAID West Newton, Massachusetts Permit No. 8040

This publication is printed by Flagship Press, which is a Forest Stewardship Council (FSC) certified company that uses environmentally friendly, soy based ink and all of their electricity is generated by wind power. FSC is an international network to promote responsible management of the world’s forests. The FSC logo identifies products that contain wood from well-managed forests certified in accordance with the rules of the FSC, which ensure that people, wildlife and the environment benefit from the forestry practices. FSC certification is globally recognized as being the most credible and strongest system for ensuring well-managed forests.

BRINGING OUT THE BEST IN BOYS

The spring musical, Bears on Broadway starring Upper School and Middle School boys and directed by four Fessenden faculty members Dan Kiley, Susan Cluff, Emily Yandoh and Spider Alton, brought down the house in May.

Boys acted out scenes and sang songs from different Broadway shows including: Little Shop Of Horrors, You’re A Good Man Charlie Brown, Footloose, Annie, Guys And Dolls, and Smike. In this photo, the boys are singing “Sit Down You’re Rocking the Boat” from Guys and Dolls.